let the trumpet sound
TRANSCRIPT
Applying 21st Century Literacy Skills
Let the trumpet Let the trumpet sound . . . ! sound . . . !
LIB 640 Information Sources and ServicesLIB 640 Information Sources and ServicesSummer 2008Summer 2008
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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 OceanThe Internet is No Pond!
ISC:ISC Internet Domain Survey (January 2009):
625,226,456 hosts in the Domain Name System
Internet 2008 in numbers186,727,854 – The number of websites
on the Internet in December 2008. 31.5 million – The number of websites added during 2008
Compare: The Library of Congress has “138,313,427 items in the collections.” (Year 2007 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.
10When You’ve Found Your FishAsk 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?
See 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
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Some Critical Thinking GuidelinesSome Critical Thinking Guidelines
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: [email protected]), 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?
If you are information literate, you are able to know when you have a need for information find the information you need evaluate the information you find and use it
effectively to meet your needsINTRODUCTION TO INFORMATION
LITERACY: THE PROCESShttp://www.greece.k12.ny.us/ody/library/information%20literacy.htm
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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 InquirySix principles of Guided Inquiry
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 characteristicsIV. Students have different ways of learning
Students have different ways and modes of learningV. 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
29Another research methodAnother research method
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 ModelThird Space in Guided Inquiry
Third Spacefirst 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 learnersInquiry 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
422 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 music1.2 Identify information needs
Biographical 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
Musique dans les Camps de PrisonniersDanish 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)
