Applying 21st Century Literacy Skills

Let the trumpet Let the trumpet sound . . . ! sound . . . !

LIB 640 Information Sources and ServicesLIB 640 Information Sources and ServicesSummer 2010Summer 2010

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2121stst Century Literacy Skills? Century Literacy Skills?

AKA “New Literacies”The new literacies is [are?]

about online reading comprehension and learning skills required by the Internet and other information and communication technologies (ICTs), including content found on wikis, blogs, video and audio sites and in e-mail. New Literacies: Entering the Future

By Angela Pascopella June 2008

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Why is this so significant?Why is this so significant?

A Changing World for Literacy TeachersGlobal economies, new technologies, and exponential

growth in information are transforming our society. . . . English/language arts teachers need to prepare students for this world with problem solving, collaboration, and analysis — as well as skills with word processing, hypertext, LCDs, Web cams, digital streaming podcasts, smartboards, and social networking software — central to individual and community success.

21st Century Literacies by National Council of Teachers of English (2007)

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Multimodal Literacies There are increased cognitive demands on the

audience to interpret the intertextuality of communication events that include combinations of print, speech, images, sounds, movement, music, and animation. Products may blur traditional lines of genre, author/audience, and linear sequence.A summary statement developed by the Multimodal Literacies Issue

Management Team of the NCTE Executive Committee. Approved by the NCTE Executive Committee, November 2005

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What You See Might Not Be What You See Might Not Be What You Think You Get!!What You Think You Get!!

You need to evaluate You need to evaluate what you find on the what you find on the

webweb

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First: What is the Internet?First: What is the Internet?

For one thing, it’s not really “the net”, it’s the “nets”:The internet is “a cooperatively-run collection

of computer networks that span the globe.”

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Is it the same as the Web?Is it the same as the Web?

Internet ≠ World Wide WebThe Internet is a massive network of networks, a

networking infrastructure. The World Wide Web, or simply Web, is a way of accessing

information over the medium of the Internet. It is an information-sharing model that is built on top of the Internet.

The Internet, not the Web, is also used for e-mail, which relies on SMTP, Usenet news groups, instant messaging and FTP.The Difference Between the Internet and the World Wide Web

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Fishing the Internet OceanFishing the Internet Ocean

The Internet is No Pond!

ISC:ISC Internet Domain Survey (April, 2010):

758,081,484 hosts in the Domain Name System

Internet 2009 in numbers234 million – The number of websites

as of December 2009.47 million – Added websites in 2009.

Compare: The Library of Congress has

“Total of 144,562,233 items in the

collections.”

(Year 2009 at a Glance )

9Can You Use All the Fish You Can You Use All the Fish You Catch in the Internet Ocean?Catch in the Internet Ocean?

Anyone can (and probably will) put anything up on the Internet

It is often difficult to tell

Many things are not filtered or reviewed

Why we need to evaluate what we find on the Internet http://www.lib.purdue.edu/research/techman/eval.htmlOriginally published 1996. Cosmetic update 2001. Minor nudge, 05/2004.

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Ask Yourself:Is it fresh?

Look for a date, if currency is important Does it have all the parts it should have?

Check for the accuracy of the statements Check the coverage: does it include everything you’re

looking for?Does it come from a good, reputable source?

What is the authority? Who is the author? Who is the publisher? Can you trust them? Do they show objectivity—or are they trying to present a particular point of view?

Expansion of Evaluating Information on the World Wide Web http://library.ups.edu/research/handouts/eval.htm

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Compare these websites!

Martin Luther King: A True Historical Examinationhttp://www.martinlutherking.org/

• The Martin Luther King Research and Education Institute

– http://www.stanford.edu/group/King/

Look for differences in the way the material is presented! Do you get the same message from the two sites—or a different one?

The Beast as Saint:The Truth About “Martin Luther King, Jr.”by Kevin Alfred Strom

Hosted by Stormfront

Martin Luther King: A True Historical Examination

–http://www.martinlutherking.org/

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Keeping King’s Dream Alive for Future Generations Building upon the achievements of Stanford

University’s Martin Luther King, Jr., Papers Project, the King Research and Education Institute provides an institutional home for a broad range of activities illuminating the Nobel Peace laureate’s life and the movements he inspired.

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Dissertation of Martin Luther King, Jr. (1955)

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Some websites to examineSome websites to examine

The City of MankatoMankato is a major regional

center that has been designated as the 14th Most Livable

Micropolitan City in the Nation. http://www.mankato.mn.us/

Mankato, Minnesota Home PageIts natural wonders, history,

and culture.Let’s “Make It In Mankato” ! !

http://city-mankato.us

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Articles you can read!Articles you can read!

Whales in the Minnesota River? On the web, it's sometimes difficult to distinguish truth from

fiction. This New York Times article shows why skepticism is a good thing when dealing with information found on the web. Includes links to sites that help visitors know how to evaluate Internet resources.

http://www.nytimes.com/library/tech/99/03/circuits/articles/04trut.html (You may need to register first to read it—it’s free, though)

But — I found it on the Internet! An article from the Christian Science Monitor examining why

it is crucial that students learn media literacy skills. http://kathyschrock.net/planting2/pdf/group1.pdf

16Some Critical Thinking Some Critical Thinking GuidelinesGuidelines

1) Make sure you are in the right place.

2) When in doubt, doubt.

3) Consider the source.

4) Know what's happening.

5) Look at details.

6) Distinguish Web pages from pages found on the Web. ICYouSee: T is for Thinking

http://www.ithaca.edu/library/training/think.html

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A Web Site About EvaluatingA Web Site About Evaluating

The Internet Detective AgencyThe Internet Detective Agency, a WebQuest for grades 9-12

created in August 2004[, was] Created by Debbie Clingingsmith (email: debbie@clingingsmith.org), a sometime teacher and current information technology director for a high school in San Francisco.

The Internet Detective Agency WebQuest is designed for high school students. http://imet.csus.edu/imet6/clingingsmith/html%20-%202nd%20tier/iMET6/

WQ/IDA/IDA-Introduction.htm

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Not all technology, thoughNot all technology, though

21st Century Literacies refer to the skills needed to flourish in today's society and in the future.Today discrete disciplines have emerged around information, media, multicultural, and visual literacies. It is the combination of literacies that can better help K-12 students and adult learners address and solve the issues that confront them. 21st Century Literacies Homepage

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Information literacyInformation literacy

Information Literacy Accessing information efficiently and

effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

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Information LiteracyInformation Literacy

information literacy (IL) Skill in finding the information one needs,

including an understanding of how libraries

are organized, familiarity with the resources

they provide (including information formats

and automated search tools), and knowledge of

commonly used research techniques. Online Dictionary of Library and Information Science

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What is information literacy?

Information Literacy is the ability to access, evaluate, and apply information from a variety of sources and in a variety of contexts. John Spellman Library and Media Center

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Guided InquiryGuided Inquiry

What is Guided Inquiry?Guided Inquiry is carefully

planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.

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Six principles of Guided Six principles of Guided InquiryInquiry

I. Students learn by being actively engaged and reflecting on that experience

II. Students learn by building on what they already know

III. Students develop higher order thinking through guidance at critical points in the learning process

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Six characteristicsSix characteristics

IV. Students have different ways of learning Students have different ways and modes of learning

V. Students learn through social interaction with others

VI. Students’ development occurs in a sequence of stages Children learn through instruction and experience in accord

with their cognitive development

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Implementing Guided InquiryImplementing Guided Inquiry

1. Effective inquiry through the school library is guided and structured

2. Guided Inquiry revolves around mediation and intervention.

3. The Information Search Process provides a useful framework for understanding students’ journey of information seeking and use, and a basis for guiding and intervening to ensure learning is meaningful

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Kuhlthau’s research-based Kuhlthau’s research-based research methodresearch method

See also Kuhlthau: Information Search Process http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm

Information Search Process

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Another research methodAnother research method

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Big 6 for High SchoolersBig 6 for High Schoolers

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The Super3 for K-2 for K-2

32Guided Inquiry ImplementationGuided Inquiry Implementation(cont.)(cont.)

4. Effective inquiry through the school library is shared.

5. Specific interventions are determined by the stage of the search process, the affective, cognitive and behavioral needs of the learners, and the curriculum standards and goals to be achieved

6. Guided Inquiry is an opportunity for the school to provide some comprehensive evidence of how the teaching and learning focus of the school library improves student learning outcomes

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Learning Centered ModelLearning Centered Model

Third Space in Guided Inquiry

Third Space

first space ←←←←← →→→→→ second space

personal Merger curriculum

student centered ←← learning centered →→ teacher centered

From: Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st Century. Westport, CN: Libraries Unlimited, p. 32.

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Creating Third SpaceCreating Third Space

InterthinkingNeil Mercer (2000) refers to

‘interthinking’ occurring when people talk and develop ideas together. He proposes an Intermental Development Zone which we can imagine as the area between us when we talk together and combine our ideas. New knowledge is created.“Dialogue and Reflection,” ProDAIT Mercer, N. (2000). Words and Minds: how we use language

to think together. London: Routledge.

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Teaming philosophyTeaming philosophy

Community of learnersStudents who are comfortable

conversing and listening freely in small groups

Community of guidesTeachers who model personal connections

and are comfortable with flexible team approaches to planning instructional experiences

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Community of learnersCommunity of learners

Inquiry Circles (AKA Information Circles)select relevant non-fiction resources on a specific topic for

the students or guide students to select their own resources

introduce roles by distributing the role description and modelling their job in action

organize students into goups of 4 or 5 for a designated block of time; switch roles at the end of the time block or as needed

provide students with folders to help keep information organized

Taken from Info Tasks for Successful Learning by Carol Koechlin and Sandi Zwaan.

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Roles—or jobs in inquiry circleRoles—or jobs in inquiry circle

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Our artifact as an exampleOur artifact as an example

Our goalOur goalRecord what we know of the trumpet in Record what we know of the trumpet in American history and develop an inquiry American history and develop an inquiry project based on our knowledgeproject based on our knowledge

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Follow the Big 6 Follow the Big 6

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2 aspects of 2 aspects of Task DefinitionTask Definition

Inquiry circle job: Questioner (“Quiz kid”)1.1 Define the information problem

What do we want to know?Story of Valaida Snow’s life and

her music

1.2 Identify information needsBiographical informationMusic samples

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Big 6 Task 2Big 6 Task 2

Information Seeking Strategies

Job: Evaluator

2.1 Determine all possible sourcesBooks?Articles?Web sites?

2.2 Select the best sources

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Big 6 Task 3Big 6 Task 3

Location and Access Job: Data Digger

3.1 Locate the sources (both intellectually and physically)

In school’s media center, public or other libraryWorldCat http://www.worldcat.org

Search KYVL and Google

3.2 Find information within the sources

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Some sources on ValaidaSome sources on Valaida

Books:Allen, Candace. Valaida: A Novel.

London: Virago, 2004.Miller, Mark. High Hat, Trumpet and Rhythm:

The Life and Music of Valaida Snow. Toronto: Mercury, 2007.

Articles:Charles, Mario A. “The Age of a Jazzwoman: Valada Snow,

1900-1956. The Journal of Negro History, Vol. 80, No. 4 (Autumn, 1995), pp. 183-191.

Reitz, Rosetta. “Hot Snow: Valaida Snow (Queen of the Trumpet and Swings).” Black American Literature Forum, Vol. 16, No. 4, Black Theatre Issue (Winter, 1982), pp. 158-160

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Websites about ValaidaWebsites about Valaida

Danish site!

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Big 6 Task 4Big 6 Task 4

Use of InformationJob: Wordsmith

4.1 Engage (e.g., read, hear, view, touch)

4.2 Extract relevant information

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Big 6 Task 5Big 6 Task 5

SynthesisJobs: Reflector and Illustrator

5.1 Organize from multiple sources

5.2 Present the information

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Big 6 Task 6Big 6 Task 6

EvaluationJob: Reflector

6.1 Judge the product (effectiveness)

6.2 Judge the process (efficiency)

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