This document discusses tools for participatory learning and student content creation using a networked learning model called the Media 21 Project. It summarizes the implementation of the project in two literature classes over 9-12 weeks. Students used tools like wikis, blogs, Google Docs, Diigo and NoodleTools for collaborative research on issues in Africa. Observations noted student engagement but also challenges with time management and disrupting traditional learning culture. The document advocates for embracing the "messiness" of learning and exploring transliteracy.

1. foursquare librarianship: unlocking worlds of learning buffy hamilton || emporia state university slim summer institute for school librarians ||june 23, 2010 CC image via http://www.flickr.com/photos/nanpalmero/4432186135/sizes/l/

4. Part 1: Tools for Participatory Learning

5. create and nurture a participatory culture that invites conversations for learning, multiple forms of literacy, and multiple modes of learning cc licensed flickr photo by Suttonhoo: http://www.flickr.com/photos/suttonhoo22/2512983749/

6. inviting and engaging participation cc licensed flickr photo by domesticat: http://flickr.com/photos/domesticat/2538309841/

7. sparking conversations cc licensed flickr photo by Laenulfean: http://flickr.com/photos/laenulfean/2913482048/

8. values learning as conversation over information objects cc licensed flickr photo by Siebuhr: http://flickr.com/photos/msiebuhr/987572658/

9. knowledge construction and creation cc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/

10. inquiry centered

11. libraries are in the change business

12. Cc licensed photo from Pete Reed http://www.flickr.com/photos/petereed/496392956/

13. go beyond the walls and barriers cc licensed flickr photo by Giuseppe Bognanni: http://flickr.com/photos/79286287@N00/215951891/

14. open doors to invite spaces for conversation and learning cc licensed flickr photo by Thomas Henneman Photography: http://flickr.com/photos/tom-henneman/3772480304/

15. nurture creativity and learning experiences cc licensed photo from http://www.flickr.com/photos/larimdame/3630728238/sizes/l/in/set-72157619795765502/

16. creating conversations for formal learning

17. aasl standard 1: inquire, think critically, and gain knowledge

18. aasl standard 2: draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge cc licensed flickr photo by mikebaird: http://flickr.com/photos/mikebaird/3337034493/

19. aasl standard 3: share knowledge and participate ethically and productively as members of our democratic society

20. aasl standard 4: pursue personal and aesthetic growth

21. create conversations about information evaluation and social scholarship with research pathfinders 1.1.5 evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context 1.1.6 read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning

22. information evaluation and social scholarship via research pathfinders

23. information evaluation and social scholarship via research pathfinders

24. create conversations about collaborative knowledge building using wikis and inquiry based activities 1.1.9 collaborate with others to broaden and deepen understanding 1.3.4 contribute to the exchange of ideas within the learning community 4.1.7 use social networks and information tools to gather and share information

26. inquiry, engagement, and collective intelligence

28. literature circle wiki

31. create conversations about adaptability and research strategies using blogs 1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success 1.2.6 display emotional resilience by persisting in information searching despite challenges 1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary 4.1.7 use social networks and information tools to gather and share information

32. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.1.9 Collaborate with others to broaden and deepen understanding. active reflection and metacognition

36. create conversations about digital citizenship and ethical use of information 1.3.3 follow ethical and legal guidelines in gathering and using information

37. digital citizenship and ethical use of information

42. create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources. 2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge 2.1.4 use technology and other information tools to analyze and organize information 3.1.2 participate and collaborate as members of a social and intellectual network of learners. 3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

43. scaffold alternate ways of representing learning and knowledge

44. voicethread

45. video

46. glogster

47. multigenre elements

48. multigenre elements

49. research portfolio with Google Sites

51. netvibes personal learning environments and learning artifacts

52. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction 2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations 3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions 4.1.7 use social networks and information tools to gather and share information

53. collaboration, leadership, and social responsibility for shared knowledge construction

54. cloud computing: google docs

55. diigo: group bookmarks

56. diigo: sticky notes/highlighting

57. evernote

58. blog comments

61. creating conversations for community Image used under a CC license from http://www.flickr.com/photos/alesk/356136498/sizes/l/

62. give students a voice and ownership Image used under a CC license from http://www.flickr.com/photos/larimdame/2575986601/sizes/l/

63. book displays

64. book/genre promotion

65. cozy reading areas and displays

66. cozy reading areas and displays

67. collection reflecting student needs

68. gift cards and giveaways

69. gift cards and giveaways

70. materials request

71. book/ magazine requests

72. poetry slidecasts/podcasts

73. poetry slidecasts/podcasts

74. student poetry/student favorites

75. flickr

76. collection remix

77. reading art

78. “playis the onlyway thehighest intelligence of humankind can unfold.” Joseph Chilton Pearce Image used under a Creative Commons license from http://www.flickr.com/photos/nlaunceford/2658082800/sizes/l/in/photostream/

79. play

80. play

82. play

83. play

84. play

85. play

86. play

87. passions

88. passions

89. promotion

90. promotion

91. polls

92. polls

93. mobile learning

95. physical space

96. physical space

97. Explore/Play/Wonder Image used under a Creative Commons license from http://www.flickr.com/photos/urpix/2490469408/sizes/l/

98. Part 2: Tools for Student Content Creation and Networked Learning: The Media 21 Project

99. “learning is the process of creating connections and developing a network.”

100. connectivism

110. Research as an ongoing learning experience Expanding students’ concepts of authority Introducing ways to use social media and web 2.0 tools for information management Media 21 Goals

111. Introduction and exploration of the concept of personal learning networks Emphasis on inquiry and collaboration Hands on experience with alternate ways of producing and sharing knowledge Media 21 Goals

112. Scaffold students’ ability to become their own information filters and to build their own information dashboards Connect students with outside experts Explore ways to connect our learning to a real world project or initiative Media 21 Goals

113. Two sections of 10th Honors Literature/Composition Nine-twelve week study Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting Media 21 Target Groups and Timeline

114. the chemistry of collaboration: the dynamics of the media 21 project

116. media 21 project implementation

117. august 2009: building blocks for learning

118. Introduction of concept of “networked student” Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, ) Exploration of social media as an information source for research August 2009

119. create conversations about collaborative knowledge building using wikis and inquiry based activities 1.1.9 collaborate with others to broaden and deepen understanding 1.3.4 contribute to the exchange of ideas within the learning community 4.1.7 use social networks and information tools to gather and share information

132. August 2009 Observations and Reflections Time: more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learning more needed than anticipated for planning, creating, reflecting Student engagement Embracing messiness Student patience and open-minded outlook

133. september 2009: connecting learning and social media to the world

134. Inquiry into social media for social good Introduction of our Issues in Africa research initiative and literature circles: book tasting Mid quarter reflections September 2009

141. Midquarter Student Reflections I have learned about the usefulness of wikis and how they can be used to share information as a group. It helped me understand how Wikipedia and other wikis actually work and function as learning tools. Loren T.

142. Midquarter Student Reflections When I blog I feel like I have a voice and that people are listening. Even if my blog doesn’t have a high rating I still know it is mine and my words. To think of my self as a resource is an awesome idea. Jennifer S.

143. Students extended learning to real-world situations Students loved Google Docs, Gmail, Google Sites, and blogging Students had mixed feelings about the Wetpaint wiki---some found it confusing to navigate September 2009 Reflections and Observations

144. Students loved group and collaborative activities Students indicated they needed help with certain writing strategies Some students indicated they needed help managing multiple class streams of information and tools September 2009 Reflections and Observations

145. october-november 2009: pulling it all together for painting a bigger picture of learning

146. Introduction of our Issues in Africa research initiative and literature circles Using the tools for original content creation Using the tools for reflection and transparency Using the tools for collaborative knowledge building October-November 2009

148. Two in-class literature circle meetings each week (each group determined its own reading schedule) Each literature circle creates and shares a lit circle wiki created with Google Sites; lit circle meeting notes and comments are maintained in this space on a weekly basis Two weekly reading journals (posted to individual blog) per week Student Learning Activities: Issues in Africa

149. A weekly research reflection is required on individual blogs each week Three days in class per week for research and research mini-lessons and/or to work on multigenre projects Students use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotations Students use Noodletools for citation management; they may also use the electronic notecard feature Student Learning Activities: Issues in Africa

150. Blog posts Lit circle wikis Diigo bookmarks Noodletools list and notes A written paper Five multigenre artifacts and reflections A learning portfolio created in Google Sites Learning Artifacts: Issues in Africa

151. create conversations about adaptability and research strategies using blogs 1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success 1.2.6 display emotional resilience by persisting in information searching despite challenges 1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary 4.1.7 use social networks and information tools to gather and share information

152. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction 2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations 3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions 4.1.7 use social networks and information tools to gather and share information

156. Most students embraced the freedom and responsibility for learning given to them Students liked having flexibility in the kinds of information sources they could use Students especially liked using Google News and Gale Global Issues in Context Students did not use as many social media sources as I anticipated October-November 2009 Reflections and Observations

157. Some student resistance to student inquiry; disruption of school culture of learning Some students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during October Time for me to actively reflect and compose those reflections on my blog October-November 2009 Challenges

158. november-december 2009: synthesizing ideas with presentation zen

159. Presentation zen Digital citizenship Creative Commons November-December 2009

160. create conversations about digital citizenship and ethical use of information 1.3.3 follow ethical and legal guidelines in gathering and using information

162. Student Reflections on Presentation Zen “I like that I cannot rely on my slides as much. It requires me to actually learn what my project is about and not just copy and paste a whole paragraph into my power point then read it right off the slide when I am presenting. I felt that I was more connected to the class while presenting and I really liked that, it made me feel better about myself while I was actually up in front of the class.”

163. Student Reflections on Presentation Zen “I like the whole “simple picture, simple text” concept. I think this method actually gets the presented message across to the audience more powerfully and emotionally than busy, chaotic slides. This method also forces the presenter to present to the AUDIENCE and talk from what he/she knows rather than look at the slides and read right off of the slide with no communication to the audience.”

164. Student Reflections on Presentation Zen “I like it SO much more. You feel so much more comfortable and relaxed when you can just look at your audience instead of reading bullets off a power point. Thank you to Mrs. Lester and Mrs. Hamilton. I know that my grade does not match with how much I have learned. Even though my grade isn’t what I would hoped it to be, the learning I have received will be with me forever, and for that I am strongly appreciative.”

165. Students embraced the principles and concepts of presentation zen Students overcame their fears of public speaking Students wondered if we could continue learning in this kind of environment Assessment sometimes feels murky November-December 2009 Observations/Reflections

166. Personal Learning Environments with Netvibes/Information Dashboards Social Bookmarking with Evernote Google Sites Portfolios Interviews with Real World Experts Presentation Zen March –May 2010: Veterans’ Issues

178. baby steps are OK

179. anticipate some pushback

180. students, teachers, and librarians should embrace the messiness of learning

181. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking

182. Explore/Play/Wonder Image used under a CC license from http://www.flickr.com/photos/audrix/1572151898/sizes/o//

183. Part 3: Tools for Transliteracy

184. help our students learn multiple ways of reading and writing today’s world by acting as sponsors of transliteracy

185. transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. Image used under a CC license from http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/

186. a sponsor of literacy includes any agent who enables, supports, teaches, and models, as well as recruits, regulates, suppresses, or withholds it

187. “literacy is the energy supply of the information age.” deborah brandt

188. “as new and powerful forms of literacy emerge, they diminish the reach and possibilities of receding ones”deborah brandt

189. the idea that literacy is only about print materials is slowly disappearing

190. we're on the cusp of profound changes in what counts as a “text” and literacy

191. helping patrons and stakeholders understand the expanding definition of literacy is a muddy but playful endeavor cc licensed flickr photo by harold.lloyd (won't somebody think of the bokeh?): http://flickr.com/photos/safetylast/4068790874/

192. “we have to make sure schools and libraries invite critical and active uses of media that strengthen our democratic potential.” Deborah Brandt

193. knight foundation recommendation 6: integrate digital and media literacy as critical elements for education at all levels through collaboration among federal, state, and local education officials

194. as sponsors of transliteracy, libraries can close the participation gap

195. what does transliteracy look like in a school library?

196. privilege and support multiple containers and pathways to information Image used under a CC license from http://www.flickr.com/photos/grumbler/331346446/sizes/l/

197. teach students multiple and dynamic ways of connecting with real world experts to help answer their questions

198. teach students collaborative tools for creating and sharing knowledge

199. skype

200. blogging

201. wikis

202. social bookmarking Image Attribution: http://www.flickr.com/photos/dav/104349246/sizes/l/

203. diigo

204. evernote

205. student created netvibes portal

206. student created netvibes portal

207. student created netvibes portal

214. Explore/Play/Wonder Image used under a CC license from http://www.flickr.com/photos/ronaldhennessy/2602107714/

215. Part 4: Tools for Transparency, Advocacy, and Instructional Leadership

216. make our practice transparent to the world Image used under a CC license from http:/www.flickr.com/photos/allaboutgeorge/2361633049/sizes/o/

217. web-based mindmap

218. flickr

219. youtube

220. twitter

221. facebook

222. blog

223. transparency and data

224. transparency and data

225. transparency and data

226. transparency and data

227. share your practice via social media

228. Explore/Play/Wonder Image used under a Creative Commons license from http://www.flickr.com/photos/floater81/3679792730/sizes/l/

229. cc licensed photo by The Shifted Librarian: http://www.flickr.com/photos/shifted/3360687295/

230. “Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.” william pollard

231. participatory culture cc licensed photo from http://www.flickr.com/photos/dvids/3491286687/sizes/l/

232. plug into networked learning and content creation

233. disrupt limited perceptions of literacy and open up conversations about the possibilities of transliteracy Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/

234. transparency Image used under a CC license from http://www.flickr.com/photos/fred_dela/2285253737/sizes/o/

235. view failure as an essential part of the learning process and keep trying Image used under a cc license from http://www.flickr.com/photos/skeels/141145758/sizes/l/

236. be bold and fearless

237. leave it all on the road

238. fight the machinery for our students Cc licensed photo from http://www.flickr.com/photos/amagill/3268315787/sizes/l/

239. http://theunquietlibrarian.wordpress.com