Module+2+notes

From video: Mike Eisenberg-- Information Literacy

Challenges of Information Age: -- Information overload Solution? Speed things up? Like Ethel and Lucy in the candy factory-- fighting a losing battle by just speeding things up. Add more technology? Pre-select resources? Filtering? ie. WebPath Express

Quality of research: of 500 sites used by Colorado H.S. students, only 27% were judged reliable for academic research.

The answer is to teach Information Literacy

Students at the University of Washington report that the valued skills they need are: 1. problem solving 2. information use 3. speaking 4. independent work 5. technology 6. group work 7. writing 8. reading

Big6 skills: 1. Task definition: a. define the problem b. Identify the info needed

2. Info seeking strategies: a. Determine all possible sources b. Select best sources

3. Location and Access a. Locate sources b. Find information within sources

4. Use of information a. Engage (eg. read, hear, view) b. Extract relevant information

5. Synthesis: a. Organize information from multiple sources b. Present information

6. Evaluation: a. Judge the result (effectiveness) b. Judge the process (efficiency)

Context: 1. The Process-- information problem solving (the Big6) 2. Technology in Context-- technology in the process 3. Curriculum-- real needs in real situations; assignments: papers, reports, projects; units and lessons

Big6 can be nonlinear-- can jump around strategies-- loop around and come back

Technology in Context

1. Task Definition: Students use email, listservs, newsgroups, chat, videoconferencing and other communication methods to clarify assignments and brainstorm problems. May use software to generate timelines, organizational charts, etc. to plan and organize complex problems.

2. Information Seeking Strategies: Students identify and assess computerized resources as they develop information seeking strategies toward their problems.

3. Location and Access: Students use online catalogs, searchable periodical indexes, electronic encyclopedias, web search engines, other online searching tools to locate useful information.

4. Use of information: Students connect to and access online or locally stored electronic information sources, view, download and decompress files, and use copy-and-paste features to extract relevant information.

5. Synthesis: Students organize and communicate their results using word processors, database management, spreadsheet and graphics software and distribute their projects via email, web publishing or other media.

6. Evaluation: Students evaluate the impact of the technology they used, including its effectiveness and efficiency.

Notes on Inquiry Based Learning from "Learning." //YouthLearn // . Web. 12 Oct. 2009. .: Inquiry based learning dates back to John Dewey. Asking questions is the heart of inquiry based learning. Inquiry based learning projects are driven by students. Instructors act as coaches, guides, facilitators as learners arrive at their own "true" questions-- the ones they really care about. When students choose their own questions, they are motivated to learn and they develop a sense of ownership about the project.

What kind of questions make for good inquiry based learning projects? 1. Questions must be answerable 2. Answer cannot be a simple fact 3. Answer can't be already known 4. Question must have some objective basis for an answer 5. Question can't be too personal.

Module 2 Notes Latson 