How does the project detailed in the video support research process that consistent with the kind of research people encounter in the workplace?
Dr. Willie Smits problem-based learning initiative of saving the rainforest in Borneo supports the research process consistent with workplace research by creating an authentic topic that students feel passionate about. The DeforestACTION project empowers students to take real action by embracing 21st century learning through the use of technology. Through this project, students use the best technology to collaborate with other around the globe, creating interactive learning. Students are motivated to create positive change in the environment. Students can research causes of the issues and through creative and critical thinking suggest solutions.
How does this project support new literacies?
The New Literacies and 21st Century Technologies article states that "students must become proficient in the lew literacies of 21st-century technologies" to be fully literate in today's world. Projects like the DeforestACTION project allow students to use 21st century technologies to research and connect collaboratively with others around the world. New literacies are constantly being replaced by even newer literacies. In order to stay on the forefront of change, educators must effectively intergrate new technologies into the classroom. Problem-based learning, like this project, allow students critical 21st century work skills - including: collaboration, critical thinking, research, social, technological and political skills.
References:
International Reading Association. (2009). New Literacies and 21st Century
Technologies. Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf.
International Society for Technology in
Education. (2012). ISTE 2012 Wednesday Keynote Dr. Willie Smits with Christopher
Gauthier. Retrieved from https://www.youtube.com/watch?v=U7-qjllPCOo.
Jenkins,
Henry. (2008).What can Wikipedia Teach Us About the New Media Literacies.
Retrieved from http://hosted4.mediasite.com/mediasite/Viewer/?peid=a3224ae765a64c70a8e33ee164992f511d
Thursday, July 25, 2013
Week 9 - Rough Draft
This is my rough draft. I'm still playing with transitions and need to put credits on the end. It is way longer than I expected it to be.
Week 8 - StoryBoard
CyberBullying StoryBoard
I chose to do my sample Citizen Journalism storyboard on Cyberbulling. It is pretty generic because I wanted it to meet valid across the spectrum. I plan on doing my digital report on either PhotoStory or MovieMaker. My computer has been acting insane...so, which ever works best :)
I chose to do my sample Citizen Journalism storyboard on Cyberbulling. It is pretty generic because I wanted it to meet valid across the spectrum. I plan on doing my digital report on either PhotoStory or MovieMaker. My computer has been acting insane...so, which ever works best :)
Wednesday, July 24, 2013
Week 6 - Citizen Journalism Overview
As I may have mentioned, I am a Girl Scout leader. The Girl Scout organization has revamped the program over the last couple years. For the older girls, they are incorporating more technology and 21st Century skills. Girl Scouts now go on "Journey"s. This year my Cadette troop will be completing the aMaze Journey. aMaze deals with the 'twists & turns' of relationships, friendship and bullying. One suggested activity in this journey is that girls make a Public Service Announcement concerning bullying. For my citizen journalism project, I will create a TrackStar that walks the girls through the digital storymaking process. (Two birds, one stone!)
We tried a similar project last year. The girls seemed frustrated and lost. I'm extremely excited about using TrackStar for this activity. I think it will alleviate much frustration on everyone's part.
Identify resources students will use to create their print texts, people to interview, phenomenon to observe that would enable your students to become a citizen journalist.
How to Create a Digital PhotoStory
How to Create the Perfect Public Service Announcement
Girl Scout PSA Examples
What defines bullying?
Statistics about bullying
Who can you talk to if you are being bullied?
Additionally, I think it would be a good idea for the students to interview people in the community, including members of the Braxton Kindness Campaign and school counselors. Students will be required to observe student interaction during recess and lunch activities.
Identify lesson plans or resources that you would use to design a Citizen Journalism project.
For this project, we would just the Girl Scout aMaze journey book.
Additional lesson plan resources are:
It Does Matter
Bullyfree.com Lesson Plans
Lesson Plans
Identify the media tools students will use to create their final product.
Students will be required to create a digital photostory, illuminated text or digital film.
Students will use:
Online Collaboration Websites
Social Networking Sites
Video Sharing Sites
Photo Sharing Sites
Blogging
Survey Widgets
We tried a similar project last year. The girls seemed frustrated and lost. I'm extremely excited about using TrackStar for this activity. I think it will alleviate much frustration on everyone's part.
Identify resources students will use to create their print texts, people to interview, phenomenon to observe that would enable your students to become a citizen journalist.
How to Create a Digital PhotoStory
How to Create the Perfect Public Service Announcement
Girl Scout PSA Examples
What defines bullying?
Statistics about bullying
Who can you talk to if you are being bullied?
Additionally, I think it would be a good idea for the students to interview people in the community, including members of the Braxton Kindness Campaign and school counselors. Students will be required to observe student interaction during recess and lunch activities.
Identify lesson plans or resources that you would use to design a Citizen Journalism project.
For this project, we would just the Girl Scout aMaze journey book.
Additional lesson plan resources are:
It Does Matter
Bullyfree.com Lesson Plans
Lesson Plans
Identify the media tools students will use to create their final product.
Students will be required to create a digital photostory, illuminated text or digital film.
Students will use:
Online Collaboration Websites
Social Networking Sites
Video Sharing Sites
Photo Sharing Sites
Blogging
Survey Widgets
Week 5 Activity - Final TrackStar
TrackStar Link
My TrackStar poses the question: Why is it important to use technology in the classroom? Each track exams a step in website validation, with the final track instructing students to use all they've learned to validate the final webpage.
My TrackStar poses the question: Why is it important to use technology in the classroom? Each track exams a step in website validation, with the final track instructing students to use all they've learned to validate the final webpage.
What are the strengths of your TrackStar in terms of promoting content learning and information literacy?
My TrackStar teaches an important information literacy skill of website and information validation.
Students are given several articles from differing domains (i.e. .gov, .com, .org).
The tracks walk them through the steps of validating information while learning the importance of technology in the classroom.
How does your TrackStar differ from typical classroom research projects and how it better prepare students for research in the workplace?
TrackStar differs from typical classroom research projects by guiding students step-by-step through the process. This engages students and keeps them actively involved. Additionally, it teaches critical thinking skills, through which the students must consider the validity of the information they are putting into their reports. Critical thinking skills are vital for the 21st Century Workplace. With the vast amounts of data available online, it is important students be able to distinguish bias and credibility in what they read.
Monday, July 22, 2013
Weekly Reading #9
"Just as it is important for students to learn critical literacy skills when it comes to accessing, understanding, and synthesising information, it is equally important to learn how to carefully craft our words to adequately
meet our purposes."
When dealing with any type of social networking site, it is important to carefully craft our words to adequately meet our purposes. Irony, sarcasm and sincerity do not often translate well in text. The true intention of a post may be lost or misinterpreted by others. I see this often on FaceBook.
The Internet can offer an anonymous platform for people. People often use this platform to express opinions that are not mainstream However, when dealing with classroom type social networking, students and teachers need to respect the beliefs and opinions of others. "Think before you speak" and "If you don't have anything nice to say, don't say anything at all" definitely come to mind when dealing with social media.
100 Inspiring Ways to Use Social Media in the Classroom provides examples of how to use social media within a classroom. Some of the ideas are really interesting. I thought this is a great starting place to get ideas. Some of the ideas include: "Tweeting famous conversations" - for example, between Romeo and Juliet."Collaborate with professionals" via Skype, for example. Additionally, it includes several social media tools for students - bil.ly, TwitPic, QuoteURL, CiteMe, Class Notes, etc.
1. What makes a literacy practice a "new literacy"?
According to the article, new literacies are not merely technical or 'operational' competencies but are situated within a new mindset about knowledge.
2. How does might Citizen Journalism support the development of "new literacies"?
Locating and organizing online information is a new literacy. Using sites such as TrackStar allow for teachers to provide students annotations. Additionally, students can perform website validation. These skills enable them to search and evaluate information online more efficiently.
3. What is critical literacy and how does your Citizen Journalism project encourage critical literacy? How might you change your project to encourage critical literacy?
A critical literacy framework view discourse, including information, through a political, social and economic lens.(Fabos, 2004; Kapitzke, 2003; Lankshear & McClaren, 1993). Critical literacy is incorporated into the Citizen Journalism project by enabling students to examine a issues within their community.
4. What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on these opportunities to promote information literacy?
Students must be aware of social, political and economic differences and sensitivies when posting information online. They need to be responsible and ethical when posting information. Additionally, they need to carefully craft their words to fit the information they need to get across.
References:
Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).http://ictandliteracy.files.wordpress.com/2012/03/practical-strategies.pdf
meet our purposes."
When dealing with any type of social networking site, it is important to carefully craft our words to adequately meet our purposes. Irony, sarcasm and sincerity do not often translate well in text. The true intention of a post may be lost or misinterpreted by others. I see this often on FaceBook.
The Internet can offer an anonymous platform for people. People often use this platform to express opinions that are not mainstream However, when dealing with classroom type social networking, students and teachers need to respect the beliefs and opinions of others. "Think before you speak" and "If you don't have anything nice to say, don't say anything at all" definitely come to mind when dealing with social media.
100 Inspiring Ways to Use Social Media in the Classroom provides examples of how to use social media within a classroom. Some of the ideas are really interesting. I thought this is a great starting place to get ideas. Some of the ideas include: "Tweeting famous conversations" - for example, between Romeo and Juliet."Collaborate with professionals" via Skype, for example. Additionally, it includes several social media tools for students - bil.ly, TwitPic, QuoteURL, CiteMe, Class Notes, etc.
1. What makes a literacy practice a "new literacy"?
According to the article, new literacies are not merely technical or 'operational' competencies but are situated within a new mindset about knowledge.
2. How does might Citizen Journalism support the development of "new literacies"?
Locating and organizing online information is a new literacy. Using sites such as TrackStar allow for teachers to provide students annotations. Additionally, students can perform website validation. These skills enable them to search and evaluate information online more efficiently.
3. What is critical literacy and how does your Citizen Journalism project encourage critical literacy? How might you change your project to encourage critical literacy?
A critical literacy framework view discourse, including information, through a political, social and economic lens.(Fabos, 2004; Kapitzke, 2003; Lankshear & McClaren, 1993). Critical literacy is incorporated into the Citizen Journalism project by enabling students to examine a issues within their community.
4. What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on these opportunities to promote information literacy?
Students must be aware of social, political and economic differences and sensitivies when posting information online. They need to be responsible and ethical when posting information. Additionally, they need to carefully craft their words to fit the information they need to get across.
References:
Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).http://ictandliteracy.files.wordpress.com/2012/03/practical-strategies.pdf
Sunday, July 14, 2013
Weekly Reading #8
"In a holistic conception of IL, classroom faculty and academic librarians should have complementary, through distinct, roles in helping students become information literate."
This quote and article struck me for a number of reasons. Among them is the fact that I find talking about the importance of information literacy and librarians ironic considering the current state of affairs in my county. A couple years ago my job was split between two schools and I became the financial secretary for both the middle and high school in my area. While the job is very stressful and difficult, there was another job that was split between the two schools - that of the librarian. Students at both schools have very limited use of the library. (I must add, administration realized my job couldn't be done by one person. So this fall I'll be full time in one place...yay! Maybe someone will realize the librarian can't effectively be in two places at once either. Maybe I'll get a big girl job.)
With library funding continually being cut, it is important that classroom teachers be able to adequately teach information skills. I've been reading many job postings lately. I've noticed that more librarian jobs are being posted as "Librarian/Media Specialist".
1. What is the difference between IL and BI and why is this distinction important?
Bibliographic instruction refers to instruction in traditional (i.e. print) library resources. Information literacy is about evaluating information for accuracy, credibility, bias, relevance, logical inconsistency and so on (Grafstein, 2002).
2. Why should classroom faculty teach IL?
Information literacy is vital for all students. Classroom faculty should teach IL because it helps students develop critical thinking, collaborative and other 21st Century Skills. These skills help create lifelong learners and are helpful in the workplace.
3. What is the role of classroom faculty in developing information literacy?
Students are learning in a different way than most of their educators learned. It is necessary for classroom faculty to develop information literacy because of the every changing face of education.
Additional Resources
We may have seen this video before. But I was looking for something about the importance of information literacy and found this. I love the tidbits of information presented in this video.
References
This quote and article struck me for a number of reasons. Among them is the fact that I find talking about the importance of information literacy and librarians ironic considering the current state of affairs in my county. A couple years ago my job was split between two schools and I became the financial secretary for both the middle and high school in my area. While the job is very stressful and difficult, there was another job that was split between the two schools - that of the librarian. Students at both schools have very limited use of the library. (I must add, administration realized my job couldn't be done by one person. So this fall I'll be full time in one place...yay! Maybe someone will realize the librarian can't effectively be in two places at once either. Maybe I'll get a big girl job.)
With library funding continually being cut, it is important that classroom teachers be able to adequately teach information skills. I've been reading many job postings lately. I've noticed that more librarian jobs are being posted as "Librarian/Media Specialist".
1. What is the difference between IL and BI and why is this distinction important?
Bibliographic instruction refers to instruction in traditional (i.e. print) library resources. Information literacy is about evaluating information for accuracy, credibility, bias, relevance, logical inconsistency and so on (Grafstein, 2002).
2. Why should classroom faculty teach IL?
Information literacy is vital for all students. Classroom faculty should teach IL because it helps students develop critical thinking, collaborative and other 21st Century Skills. These skills help create lifelong learners and are helpful in the workplace.
3. What is the role of classroom faculty in developing information literacy?
Students are learning in a different way than most of their educators learned. It is necessary for classroom faculty to develop information literacy because of the every changing face of education.
Additional Resources
We may have seen this video before. But I was looking for something about the importance of information literacy and found this. I love the tidbits of information presented in this video.
References
Grafstein, A. (2002). A
discipline-based approach to information literacy. The Journal of Academic
Librarianship, 28(4), 197-204. Retrieved from
http://westmont.edu/_offices/provost/documents/Senate/Full/2009-2010/Discipline-Based
Approach to Information Literacy.pdf
Weekly Reading #7
Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects
"As technology has become incorporated into teaching and learning, much research has focused on the efficacy of its use, and its ability to improve learning outcomes."
This was a hard article to pick a quote from since it was mostly about the actual research and how the project was conducted. That being said, I think it is important that was focus on the efficacy of technology's use and how to improve the learning outcomes. It is one thing to say "Hey, I use technology in my classroom!" But if it is not being used effectively, what is the purpose of using it? Technology-rich learning projects not only teach valuable critical thinking, information literacy and collaborative skills, they engage students. In today's society engagement is vital for student learning.
I found this video about technology rich classrooms in Kansas. It shows a teacher and some of her students. They created virtual museums for a social studies class.
1. How might your citizen journalism project resemble a technology rich project?
My citizen journalism project will resemble a technology rich project because it will require students to research information on the Internet, use critical thinking skills, blog their findings and create a digital story or movie as a final project.
2. What did you learn about successful implementation of technology rich projects?
I learned that successfully implemented technology rich projects can engage students and provide meaningful learning experiences. Additionally, I learned that it is good to have 2 pre-service teachers to help record observations :) Also, I learned that things may start slow. While student teaching, I often worried that students weren't engaged enough. Usually, I found that in the preparing, planning phase, they often seemed bored. Once we got into the actual projects though, they seemed more engaged. The study showed the same in its discussion.
References
Adlington, Rachel & Harvey, Hilary (2010), Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects, Retrieved from http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/172/acec2010engagingyounglearners.pdf
"As technology has become incorporated into teaching and learning, much research has focused on the efficacy of its use, and its ability to improve learning outcomes."
This was a hard article to pick a quote from since it was mostly about the actual research and how the project was conducted. That being said, I think it is important that was focus on the efficacy of technology's use and how to improve the learning outcomes. It is one thing to say "Hey, I use technology in my classroom!" But if it is not being used effectively, what is the purpose of using it? Technology-rich learning projects not only teach valuable critical thinking, information literacy and collaborative skills, they engage students. In today's society engagement is vital for student learning.
I found this video about technology rich classrooms in Kansas. It shows a teacher and some of her students. They created virtual museums for a social studies class.
1. How might your citizen journalism project resemble a technology rich project?
My citizen journalism project will resemble a technology rich project because it will require students to research information on the Internet, use critical thinking skills, blog their findings and create a digital story or movie as a final project.
2. What did you learn about successful implementation of technology rich projects?
I learned that successfully implemented technology rich projects can engage students and provide meaningful learning experiences. Additionally, I learned that it is good to have 2 pre-service teachers to help record observations :) Also, I learned that things may start slow. While student teaching, I often worried that students weren't engaged enough. Usually, I found that in the preparing, planning phase, they often seemed bored. Once we got into the actual projects though, they seemed more engaged. The study showed the same in its discussion.
References
Adlington, Rachel & Harvey, Hilary (2010), Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects, Retrieved from http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/172/acec2010engagingyounglearners.pdf
Weekly Reading #6
Reading #1
"Authentic research can help students become more engaged in the process. Authentic research calls for students to answer questions they are curious about—questions that they truly want to know more about. Having each student pick a different country and researching the population, geography, and imports/exports is not authentic research."
I completely agree with this statement. Thinking back over the many research papers I've completed over the years, I'm not sure I actually learned anything. In fourth grade, I had to research and write a paper about conifers. I remember copying a sentence from the encyclopedia (yes, I'm that old). The sentence said something about conifers standing 'erect'. My sister, who was in high school, made me change the sentence because I didn't know what erect meant; therefore, according to her, I shouldn't use it. The only thing I learned from that paper is the meaning of erect. For students to be fully vested in a research paper, they must be interested in what they are researching. By creating authentic research experiences for students, they will be more engaged and more likely to actually learn.
I found this blog: Using Authenetic Research Project in the The Classroom. The author presents a lot of good ideas and links to authentic research projects.
Reference
Herrmann, Bailey (2012). Writing as an Exploration: Rethinking the Research Paper, Wisconsin English Journal, Volume 54, Number 2. Retrieved from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579
Reading #2
1. What is the difference between writing a report and "doing research"?
Writing a report does not require students to actually do research. Research requires students to take an active role of collecting data and constructing meaning.
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading.
Authentic research would better prepare students for the 21st Century work place by giving students real world experience in the areas of interviewing, administering questionnaires and journaling.
In "Between a Rock and a Hard Place", the author refers to how nurses have to research based on the information the patients and doctors give them.
3.Why might Constructivist type learning better prepare students for the 21st century work place than Behavioral approaches?
Constructivist type learning points toward a number of different teaching practices. Knowing that all students do not learn things the same way, constructivist type learning better prepares students for the 21st Century work place through providing a variety of collaborative, critical thinking, and creative skills. The behavorial approach focuses more on step-by-step processes.The information is presented in a way that doesn't necessarily require creativity, critical thinking or social interaction.
4. How does authentic research support new media literacies?
New media literacies deal a lot with collaboration, critical thinking and networking. Through authentic research, students learn how to navigate through the social landscape and create connections with others. Actively engaged students care more about their own research.
References
Gordon, Carol. Students As Authentic Researchers: A New Prescription for the High School Research Assignment. American Library Association. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
Jenkins, Henry. (2007, June 26). What Wikipedia can Teach us About New Media Literacies (Part One). Retrieved from http://henryjenkins.org/2007/06/what_wikipedia_can_teach_us_ab.html
"Authentic research can help students become more engaged in the process. Authentic research calls for students to answer questions they are curious about—questions that they truly want to know more about. Having each student pick a different country and researching the population, geography, and imports/exports is not authentic research."
I completely agree with this statement. Thinking back over the many research papers I've completed over the years, I'm not sure I actually learned anything. In fourth grade, I had to research and write a paper about conifers. I remember copying a sentence from the encyclopedia (yes, I'm that old). The sentence said something about conifers standing 'erect'. My sister, who was in high school, made me change the sentence because I didn't know what erect meant; therefore, according to her, I shouldn't use it. The only thing I learned from that paper is the meaning of erect. For students to be fully vested in a research paper, they must be interested in what they are researching. By creating authentic research experiences for students, they will be more engaged and more likely to actually learn.
I found this blog: Using Authenetic Research Project in the The Classroom. The author presents a lot of good ideas and links to authentic research projects.
Reference
Herrmann, Bailey (2012). Writing as an Exploration: Rethinking the Research Paper, Wisconsin English Journal, Volume 54, Number 2. Retrieved from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579
Reading #2
1. What is the difference between writing a report and "doing research"?
Writing a report does not require students to actually do research. Research requires students to take an active role of collecting data and constructing meaning.
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading.
Authentic research would better prepare students for the 21st Century work place by giving students real world experience in the areas of interviewing, administering questionnaires and journaling.
In "Between a Rock and a Hard Place", the author refers to how nurses have to research based on the information the patients and doctors give them.
3.Why might Constructivist type learning better prepare students for the 21st century work place than Behavioral approaches?
Constructivist type learning points toward a number of different teaching practices. Knowing that all students do not learn things the same way, constructivist type learning better prepares students for the 21st Century work place through providing a variety of collaborative, critical thinking, and creative skills. The behavorial approach focuses more on step-by-step processes.The information is presented in a way that doesn't necessarily require creativity, critical thinking or social interaction.
4. How does authentic research support new media literacies?
New media literacies deal a lot with collaboration, critical thinking and networking. Through authentic research, students learn how to navigate through the social landscape and create connections with others. Actively engaged students care more about their own research.
References
Gordon, Carol. Students As Authentic Researchers: A New Prescription for the High School Research Assignment. American Library Association. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
Jenkins, Henry. (2007, June 26). What Wikipedia can Teach us About New Media Literacies (Part One). Retrieved from http://henryjenkins.org/2007/06/what_wikipedia_can_teach_us_ab.html
Weekly Reading #5
1.What does the term "discursive practices" mean?
In education, discursive practices are the uses of language in an educational context - for example, the typical pattern of teacher question, student answer, teacher feedback.
2.What does "discourse" mean?
Discourse is defined as written or spoken communication or debate.
3.What is the "rock" and what is the "hard place"?
The rock is the current conceptions of information literacy that represent information literacy as a skill or competency that is confined to information access and use, and associated with tools such as text or technology. The hard place refers to attempts to translate this conception from the formal learning regimes of education and academic libraries to other sectors where learning is less structured or systematized, but is just as important (i.e. workplaces). (Lloyd, 2011).
4.What are the differences between the skills prescribed for information searching in academic and workplace settings?
According to the reading, the skills prescribed for information searching in academic and workplace settings involved information that is "systematically organized and enshrined in authorized bodies of knowledge." The skills for finding this information are formalized by particular rules, regulations and curriculum by an instrumental rationality. Acquisition of knowledge are measured against a formalized set of criteria.
Workplaces offer another type of social setting, where the information landscape is often described as messy, complex and distributed through a range of practices that entwine to contribute to the collective performance of work. Workplace knowledge is not only shaped via the use of canonical and content-based sources but is also shaped through noncanonical sources such as the experiences of embodied performance, which are created when workers engage with the physical and material space of their workplaces. (Lloyd, 2011)
5.How do academic notions of information literacy undermine workplace notions information literacy?
Academic notions of information literacy focus more on the individual. Whereas, workplace concepts of information literacy build on the concepts of teamwork, social practices and group problem solving.
6.How are information needs identified in work place setting like nursing and emergency workers?
In the emergency services studies (Lloyd, 2009, Lloyd-Zantiotis, 2004) problem soliving is a group activity where members cross-reference the problem or issue at hand, against a range of experiences drawn from situated prace and expertise within the group. (Lloyd, 2011).
Nurses' concept of information need was defined by doctors. For this group, the discourse of another profession shapes the information seeking activities of nurses.
7.Why do issues of plagiarism not resonate in workplace settings?
The notion that workers are aware of information presentation or issues such as plagiarism does not resonate in workplaces that are often driven by technical and embodied knowledge. This type of knowledge is considered to be a collective possession and dissemintated and circulated throughout the workplace, by storytelling, and extended through the distributed networks of professional practice. (Lloyd, 2011).
8.Are information literacy skills transferable across contexts and settings? Why or Why not?
According to the reading, information literacy skills do not appear to successfully transfer, either within a school-based setting, across education settings, or into the workplace.
9.What is "practice theory"?
Practice theories emphasize the analysis of ways of engaging with the world. These social theories are concerned with exploring human activity, subjectivity, intersubjectivity, embodiment, language, and power in relation to the "organization, reproduction and transformation of social life" (Schatzki, 2001, p.1)
10.How does the author of this article define information literacy?
The author defines information literacy as a critical information practice that encompasses not only the mastery of information skills but also a mastery of the information landscape. Furthermore, the author states that information literacy is constituted through connections that exist between people, artifacts, texts and bodily experiences.
11.How do educators need to change their understanding of information literacy in order to prepare students for the information literacy practices they will encounter in workplace settings?
As educators, we need to focus on the social conditions that enable information literacy to happen in ways that allow access to information and knowledge that are specific to the practice setting (Lloyd, 2011). We need to know how to locate information sources given the landscape and how the information in those sources reflect the conditions in which the knowledge are agreed upon. Additionally, we must understand that information literacy is a collaborative practice.
12.What do the terms "ontological" and "epistemological" mean?
According to wikipedia, ontology is the philosophical study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations.
Epistemological refers to the natures of knowledge and presuppostitions and foundations, and its extent and validity.
13.After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?
Traditional research papers are a part of the learning process. To prepare students for workplace settings, we should be assigning research that requires collaboration and project-based learning experiences.
14.What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?
In school settings, traditional forms of information research are more highly valued. In order to change the way information literacy is conceptualized in school settings, we must focus our research efforts toward understanding information literacy and use the knowledge in our own practices.
15.What attributes of the 21st century make it essential that educators change their approaches toward information literacy?
21st Century workplaces entail a lot collaboration, information sharing, social practices and group problem solving.
16.What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?
Educators must change their approaches toward information literacy from an individual focus encompass more workplace type skills. Lloyd points out that classroom activities need to involve teamwork, social practices, and group problem solving.
References
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
In education, discursive practices are the uses of language in an educational context - for example, the typical pattern of teacher question, student answer, teacher feedback.
2.What does "discourse" mean?
Discourse is defined as written or spoken communication or debate.
3.What is the "rock" and what is the "hard place"?
The rock is the current conceptions of information literacy that represent information literacy as a skill or competency that is confined to information access and use, and associated with tools such as text or technology. The hard place refers to attempts to translate this conception from the formal learning regimes of education and academic libraries to other sectors where learning is less structured or systematized, but is just as important (i.e. workplaces). (Lloyd, 2011).
4.What are the differences between the skills prescribed for information searching in academic and workplace settings?
According to the reading, the skills prescribed for information searching in academic and workplace settings involved information that is "systematically organized and enshrined in authorized bodies of knowledge." The skills for finding this information are formalized by particular rules, regulations and curriculum by an instrumental rationality. Acquisition of knowledge are measured against a formalized set of criteria.
Workplaces offer another type of social setting, where the information landscape is often described as messy, complex and distributed through a range of practices that entwine to contribute to the collective performance of work. Workplace knowledge is not only shaped via the use of canonical and content-based sources but is also shaped through noncanonical sources such as the experiences of embodied performance, which are created when workers engage with the physical and material space of their workplaces. (Lloyd, 2011)
5.How do academic notions of information literacy undermine workplace notions information literacy?
Academic notions of information literacy focus more on the individual. Whereas, workplace concepts of information literacy build on the concepts of teamwork, social practices and group problem solving.
6.How are information needs identified in work place setting like nursing and emergency workers?
In the emergency services studies (Lloyd, 2009, Lloyd-Zantiotis, 2004) problem soliving is a group activity where members cross-reference the problem or issue at hand, against a range of experiences drawn from situated prace and expertise within the group. (Lloyd, 2011).
Nurses' concept of information need was defined by doctors. For this group, the discourse of another profession shapes the information seeking activities of nurses.
7.Why do issues of plagiarism not resonate in workplace settings?
The notion that workers are aware of information presentation or issues such as plagiarism does not resonate in workplaces that are often driven by technical and embodied knowledge. This type of knowledge is considered to be a collective possession and dissemintated and circulated throughout the workplace, by storytelling, and extended through the distributed networks of professional practice. (Lloyd, 2011).
8.Are information literacy skills transferable across contexts and settings? Why or Why not?
According to the reading, information literacy skills do not appear to successfully transfer, either within a school-based setting, across education settings, or into the workplace.
9.What is "practice theory"?
Practice theories emphasize the analysis of ways of engaging with the world. These social theories are concerned with exploring human activity, subjectivity, intersubjectivity, embodiment, language, and power in relation to the "organization, reproduction and transformation of social life" (Schatzki, 2001, p.1)
10.How does the author of this article define information literacy?
The author defines information literacy as a critical information practice that encompasses not only the mastery of information skills but also a mastery of the information landscape. Furthermore, the author states that information literacy is constituted through connections that exist between people, artifacts, texts and bodily experiences.
11.How do educators need to change their understanding of information literacy in order to prepare students for the information literacy practices they will encounter in workplace settings?
As educators, we need to focus on the social conditions that enable information literacy to happen in ways that allow access to information and knowledge that are specific to the practice setting (Lloyd, 2011). We need to know how to locate information sources given the landscape and how the information in those sources reflect the conditions in which the knowledge are agreed upon. Additionally, we must understand that information literacy is a collaborative practice.
12.What do the terms "ontological" and "epistemological" mean?
According to wikipedia, ontology is the philosophical study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations.
Epistemological refers to the natures of knowledge and presuppostitions and foundations, and its extent and validity.
13.After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?
Traditional research papers are a part of the learning process. To prepare students for workplace settings, we should be assigning research that requires collaboration and project-based learning experiences.
14.What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?
In school settings, traditional forms of information research are more highly valued. In order to change the way information literacy is conceptualized in school settings, we must focus our research efforts toward understanding information literacy and use the knowledge in our own practices.
15.What attributes of the 21st century make it essential that educators change their approaches toward information literacy?
21st Century workplaces entail a lot collaboration, information sharing, social practices and group problem solving.
16.What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?
Educators must change their approaches toward information literacy from an individual focus encompass more workplace type skills. Lloyd points out that classroom activities need to involve teamwork, social practices, and group problem solving.
References
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
Back on track...
Now that my Internet issues seemed resolved, my financials for both schools have been turned over to the auditors, I have a job for next year, my baby is feeling better and my Girl Scouts have toured Washington, DC and made it back successfully....I need to catch up. Thank goodness I've beentrying to keep up with reading. Yay! (I think.)
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