In this session, we explore how to use social media to help students create, collaborate, and connect while seamlessly integrating the AASL Standards for 21st Century Learners. You’ll discover concrete and strategic approaches for using and teaching social media tools with students to cultivate information literate learners, including blogs, wikis, social bookmarking, feed aggregators, and Google tools. Visit me at http://theunquietlibrarian.wordpress.com or http://theunquietlibrarian.wikispaces.com
Byrne and Glenn TOK Twitter Chat #toknisbett Student “Grows” and “Glows”
Pivot Points for Change: Connecting the Dots of Information Literacy with Social Media
1. pivot points for change connecting the dots of information literacy with social media presented by buffy hamilton | internet @ schools east| april 2010
3. how do we support and scaffold students’ ability to read and write an ever-growing world of information? Image used under a CC license from http://www.flickr.com/photos/adwriter/467754255/sizes/o/
4. how do we adapt our practice as librarians to effectively cultivate informationally fluent students who will thrivein today’s society?
5. “when industry norms start to die, people panic. it’s difficult to change when you think that you must change everything in order to succeed. Changing everything is too difficult.”seth godin Image used under a CC license from http://www.flickr.com/photos/jenny-pics/2853460469/sizes/l/
6. don’t reinvent the wheel; instead, find pivot points for change. Image used under a CC license from http://www.flickr.com/photos/vidiot/2586803819/sizes/l/
7. 1 keep your traditional sources of authoritative information in your research pathfinders, but let the research topic and mode of research guide the integration of social media information sources and tools for delivering that content to help students navigate the maze of today’s information world Image attribution: http://www.flickr.com/photos/g33k-fu/1199025780/sizes/l/
8.
9. 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.
31. 2 keep focusing on teacher collaboration, but focus on creating conversations and teamwork with students as well
32.
33. 3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations
34. 3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions
46. 3 keep assessing student learning using traditional tools, but use alternative modes of assessment like blog to engage students in metacognition and to actively reflect on their research strategies
47.
48. 1.2.6 display emotional resilience by persisting in information searching despite challenges
49. 1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary
50.
51.
52.
53.
54.
55. student reflections: blogging “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. Blogging can be a bit challenging, but I think that is what makes it fun. If there is not a challenge then it takes the fun out of learning.” Jennifer S.
56. 4 keep teaching students how to access and consume information, but place an equal emphasis on knowledge and content creation
57.
58. 2.1.4 use technology and other information tools to analyze and organize information
59. 3.1.2 participate and collaborate as members of a social and intellectual network of learners.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69. student reflections: 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.”
70. student reflections: 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.”
71. 5 keep creating research pathfinders for students, but teach students how to forge their own paths for learning and build their own information portals Image used under a CC license from http://www.flickr.com/photos/suburbanbloke/723665503/sizes/o/
72.
73. 1.2.3 Demonstrate creativity by using multiple resources and formats. 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
74. 2.1.4 use technology and other information tools to analyze and organize information
81. continue to nurture and scaffold metacognition, inquiry, and critical thinking as we expand our definition of information literacy
82. re-envision information literacy from alternate and multiple perspectives cc licensed photo b y http://www.flickr.com/photos/laprimadonna/3559930813/sizes/m//