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- 1. Achieving Information Fluency Via Inquiry-Based Learning To Increase Engagement in Building Affective and Cognitive Information Skills LIS 665 Teaching Information Technology Literacy Fall 2011 University of Hawaii
- 3. Nahl 2011 LIS 665 Teaching Information Technology Literacy Framework for 21 st Century Learning http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=11
- 6. Nahl 2011 LIS 665 Teaching Information Technology Literacy http://www.colleges.org/techcenter/if/if_definition.html
- 7. Nahl 2011 LIS 665 Teaching Information Technology Literacy 21 st Century Information Fluency http://21cif.com/rkit/newRkit/gettingstarted.html Digital Information Fluency http://21cif.com/rkit/core_competencies.html Turning Questions Into Queries http://21cif.com/resources/features/leadarticle_v1_n0.html
- 8. Nahl 2011 LIS 665 Teaching Information Technology Literacy The Search Process http://21cif.com/tutorials/micro/mm/searchprocess/index.htm l
- 10. IBL Basics Nahl 2011 LIS 665 Teaching Information Technology Literacy Model of the inquiry process (Justice et al., 2002:19)
Notas del editor
- LIS 665 Teaching Information Technology Literacy The affective domain governs behavior through myriad affections, including: values, attitudes, likes & dislikes, preferences, interests, self-confidence degree of commitment , sense of accomplishment, conflict, voluntary choice, priorities, goal setting, happiness, joy, frustration, desire for mastery, etc.
- LIS 665 Teaching Information Technology Literacy See the bird flue IBL problem worked out using the Seven Pillars Model above POST and the swine flu model at Sheffield ’s InfoLit i-School
- The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). Core Subjects and 21st Century Themes- disciplines plus global awareness, health literacy, financial literacy, etc. 2. Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 3. Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy 4. Life and Career Skills LIS 665 Teaching Information Technology Literacy
- LIS 665 Teaching Information Technology Literacy Began in medical schools 1969, only recently in other disciplines. Constructivist learning theory, students construct knowledge via interaction
- LIS 665 Teaching Information Technology Literacy In his talk at the CIL 2010 conference David Schroeter, a strategic council member of the Partnership for 21st Century Learning , said that we are no longer dealing with an information highway, but rather we are floating in an information ocean. He questioned whether our students can navigate the waters of the depths of the Internet. He also questioned if they will be ready to enter the work force when they leave school. According to Schroeter, employers are no longer looking for basic competencies; they assume that graduates have those. Employers are now looking for evidence that potential hires are critical thinkers, creative and innovative, excellent communicators,and fluent with information technology. Most non-routine jobs have been outsourced to countries where labor is cheaper, meaning that tomorrow ’s employees need to be able to adapt and learn constantly.
- LIS 665 Teaching Information Technology Literacy
- Joyce Valenza ’s site for 21at Century learners LIS 665 Teaching Information Technology Literacy
- Process models LIS 665 Teaching Information Technology Literacy
- IBL, PBL and CBL fall in the realm of active learning; PBL is a subset of IBL and CBL is a subset of PBL LIS 665 Teaching Information Technology Literacy
- LIS 665 Teaching Information Technology Literacy
- LIS 665 Teaching Information Technology Literacy It is the American educator and philosopher John Dewey (1859-1952), however, who was largely responsible for promoting ‘learning by doing’ (Dewey, 1933). Influenced by Dewey, inquiry-based learning was adopted by many school teachers in the 1970s and began to appear about the same time in tertiary institutions. Active reflection techniques—before the search, after the results, etc.
- LIS 665 Teaching Information Technology Literacy Assumes students will be motivated to learn when problems simulate complex, real-world, personally relevant situations. Creates a new framework for learning allowing students to take greater responsibility for their learning
- LIS 665 Teaching Information Technology Literacy Often a form of service learning. E.g., Current events, pop culture, students ’ life, field of study, lab problems, line of work, application of concepts to everyday life.
- LIS 665 Teaching Information Technology Literacy Students are encouraged to become actively engaged in learning and to be responsible for their learning and that of others in the group. Students work in groups of 5-10 and build teamwork skills in the process of solving problems together Teachers do not lecture, but guide students in the process of discovery, inquiry, analysis, and reporting. Problems are vehicles for the development of problem-solving skills. Students learn by trying to solve problems without one right answer. Formative: All types : worksheets, workbooks, quizzes, search logs or journals, ratings, open-ended feedback, action exercises, scenarios, rubrics (student or instructor or both) Validates needs assessment Helps identify Provides opportunities to practice Summative: final exam, quiz, post-test, course evaluation Reflect back, sum-up, review, rate and state value of accomplishments in class Have students rate their participation and effort in the process
- LIS 665 Teaching Information Technology Literacy Like the Jigsaw method used by Dave. Present the problem first, in the absence of any concepts or information, no text, no lectures, no searches “ You are interested in purchasing a new vehicle. What should your annual salary be to afford the car you want? ” [a math problem] The difference between having enough money and being able to afford it Students work together to determine what information they already have and what information they need to learn Students brainstorm ideas for solutions (hypotheses) after gathering information Tutors pose questions, answer student questions How could we convert this to a research problem statement?
- LIS 665 Teaching Information Technology Literacy Like in-class Design and Research Methods Workshops Current periodicals: car buying guides, Consumer Reports, Motor Trend, Kelly Blue Book, auto loan calculator site
- LIS 665 Teaching Information Technology Literacy Build-in Reflective practice
- LIS 665 Teaching Information Technology Literacy Experts who: Guide with out leading and assist without directing Select, structure and write problems that address lesson objectives and reflect real-life issues. Presenting the problem, Asking challenging questions Probing for understanding, Making resources available Encouraging self-evaluation Provide resources, clarify confusing concepts, encourage students to verify everything in other sources Monitor progress, evaluate effectiveness of problem, quality of students ’ performance/products
- LIS 665 Teaching Information Technology Literacy Systems analysis approach to problem-solving, what impacts what?
- LIS 665 Teaching Information Technology Literacy
- LIS 665 Teaching Information Technology Literacy