Ask for Evidence lesson plan. We’ve been working with young people to help them develop the skills they need to critically assess claims online and prevent the spread of unquestioned information.
Following the launch of AskforEvidence.org, teachers began to get in touch with us, alarmed at the many rumours and hoaxes their students were encountering online, on serious issues like drugs and alcohol, safety, food and diet, sex, and health. By working with young people and educational organisations, we’ve developed a lesson plan and resources to give 13-16 year olds the opportunity to explore if what they see, read, and hear is true, using evidence as the gold standard to evaluate claims. It’s free to download at TES or find the lesson plan and resources using those links. Would you help share this resource with your networks of teachers or educators? Could you tweet about the lesson plan with #AskforEvidence, or your favourite education hashtags?
Why should critical literacy matter to information professionals? Critical literacy is an approach to learning and teaching that has gathered momentum in recent years as it has become widely used in classrooms around the world.
Critical literacy is not just important for formal education settings however. It is also relevant for libraries because it is an approach that can engage students (or other users)in more active forms of reading and more creative ways of critiquing texts, as well as equipping them with skills and strategies to challenge social and political systems. What is critical literacy? Critical literacy differs from most models of information literacy because it is not simply about the ability to evaluate information for features such as authenticity, quality, relevance, accuracy, currency, value, credibility and potential bias.
Instead, it addresses more fundamental questions about the nature of knowledge. Title.php?id=048224# A vision for the future of information literacy teaching.
Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this book presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The authors adopt a broad definition of information literacy that encompasses social as well as academic environments and situates IL as a fundamental attribute of the discerning scholar and the informed citizen.
It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. The book is organized around the ten ‘strands’ of the new curriculum, which cover the whole landscape of information literacy development required to succeed as an undergraduate in higher education. Strand One: Transition from school to higher education - Sarah Pavey Strand Six: Managing information - Elizabeth Tilley. The Trouble with Terminology: rehabilitating and rethinking digital l… Welsh Information Literacy Project: Bite-sized best practice day – 01/08/13. The following report is by Rebecca Mogg, Deputy Chair of the CILIP Information Literacy Group.
The day was opened by Mandy Powell from CILIP Wales who gave an inspiring speech about the value of librarians’ support of information literacy and provided some background to the Welsh Information Literacy Project (WILP). The CyMAL funded project has been running since 2010. It began at Cardiff University and resulted in the development of an overarching statement for information literacy in Wales and a curriculum framework and associated learning units for information literacy ranging from entry level to doctoral level. The units are accredited by Agored Cymru who are responsible for developing and accrediting qualifications for learners at all levels in Wales. Learners can work through the information literacy units in whichever context they are learning and, if they wish, go for the option of attaining Agored Cymru credits by producing evidence in the form of a log book. Plagiarism: The Ctrl+C, Ctrl+V boom.
A German minister has resigned after copying huge chunks of his doctoral thesis, while the London School of Economics is probing whether Colonel Gaddafi's son lifted chunks and used a ghost writer for his own.
So is plagiarism out of control? It's been a bad week for honest educational endeavour. The German defence minister has stepped down after being stripped of his 2006 university doctorate thesis for copying large parts of it. The University of Bayreuth had decided Karl-Theodor zu Guttenberg had lifted whole sections without attribution. And the LSE is looking into allegations that Colonel Gaddafi's son, Saif al-Islam plagiarised his PhD thesis. These are very high-profile cases, but in the worlds of academia and publishing, the issue of plagiarism has been a problem for many years. Constructivisminelt - Constructivist Learning Environments. © Paweł How would you answer if you were asked to name something that you are well acknowledged with.
You would say maths, musics, human anatomy or whatever is of interest to you, any subject you liked the most at school. Lessons in learning to learn. Pedagogical Models And Their Use In Elearning 20100304. Don Tapscott. ANCIL final. Unesco%20Media%20and%20Info%20Literacy%20framework%20for%20teachers. Five ways tech can empower students in their learning. 'The internet should be studied as a subject in schools' Professor Sugata Mitra is a long-term educationist and scientist of international repute.
He has more than 25 inventions and first-time applications in the areas of cognitive science, information science and education technology to his credit. Professor Mitra has been the chief scientist at NIIT and is currently professor of educational technology at Newcastle University in the UK. He is a winner of the Man of Peace Award from the Together for Peace Foundation, USA, and the Social Innovation Award from the Institute of Social Inventions, UK. He was also conferred the “Dewang Mehta Award” by the government of India in recognition for his work related to Hole-in-the-Wall. Here’s what professor Mitra had to say ahead of his session at Bett 2016: What will you be talking about at Bett?
Students using the internet in school is still considered not quite right, but this ignores the fact that using it as a research tool is, in fact, a vital skill that we all need. Hole-in-the-Wall project. BBC: ‘We want to improve digital and technology literacy of a generation’ The BBC handed out a million tiny codeable computers called micro:bits this week.
Sinead Rocks, head of BBC Learning, based in Salford, explains why it was done and what it can help to achieve. When you speak to people of a certain age, they fondly remember the first time they encountered a strange new phenomenon called ‘computers’. Developing digital literacies. Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society.
Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment.
Digital literacies encompasses a range of other capabilities represented here in a seven elements model: 5 Great Videos for Library Instruction. The teaching librarians here are gearing up for another semester of classes which begin next week.
In some of the classes we do, we like to use different sorts of media and technology for teaching. We’ve been looking at videos for several of our classes and I’m always surprised with the interesting videos that other the librarians find. How to take Cornell notes. Digital literacy resources for teachers and students. There’s been some Twitter chat from @dajbelshaw about Digital Literacy that has sparked some discussion, notably thoughts of operationalising Digital Literacy ( see Doug’s blog – top marks for doing some thinking on a Sunday!). This reminded me about some resources that I made for Becta just before they were quangoed. Our aim was to create some useful resources for teachers and students to use, which could easily be incorporated into existing teaching practice. (Change management methods here – unfair to ask teachers to get to grips with a new concept AND change the way they work… this method only ever grabs the attention of those keen ‘early adopters’).
Digital Literacy across the Curriculum handbook. This handbook introduces educational practitioners to the concepts and contexts of digital literacy and supports them in developing their own practice aimed at fostering the components of digital literacy in classroom subject teaching and in real school settings. The handbook is aimed at educational practitioners and school leaders in both primary and secondary schools who are interested in creative and critical uses of technology in the classroom. Although there is increasing policy and research attention paid to issues related to digital literacy, there is still relatively little information about how to put this into practice in the classroom. There is even less guidance on how teachers might combine a commitment to digital literacy with the needs of their own subject teaching.
Metaliteracy in Practice. The latest release from Facet Publishing, Metaliteracy in Practice, will provide inspiration for librarians and educators in need of up-to-date and thought-provoking information literacy curricula and instructional approaches. Editors Trudi E. Jacobson and Thomas P. Mackey, respected leaders in distance education and library instruction, reframed information literacy in their acclaimed previous book, Metaliteracy: Reinventing information literacy to empower learners, which provided an inclusive framework that encompasses all the newer literacies such as digital, visual, cyber and media literacy. Metaliteracy in Practice builds on the success of this book, placing its concepts firmly in real-world practice and delivering a compilation of innovative and practical teaching ideas from some of the leading thinkers in library and information literacy instruction today. - ends Press contact:
A New Curriculum for Information Literacy. ANCIL is having an impact on thinking about information literacy in a growing number of institutions in the UK and further afield. We will aim to keep this page up to date with details of ANCIL in practice. Please feel free to add comments to this page, or get in touch with us if you have any additional details about how ANCIL is having an impact on your own work.
The following institutions are being influenced by ANCIL: UK Universities. Information Literacy Lessons. Outcomes. Journal of Information Literacy. Skills Overview. The Big6™ Home - Big6. Untitled. TeenTech. TeenTech runs lively events with a supporting awards scheme to help young teenagers see the wide range of career possibilities in Science, Engineering and Technology. An award-winning, industry-led initiative, TeenTech was founded in 2008 by Maggie Philbin and Chris Dodson to help the “X Factor” generation understand their true potential and the real opportunities available in the contemporary STEM workplace.
Partnership with the CILIP IL Group. How to take Cornell notes. Jisc. Home. What does a school library look like in the digital age? The concept of a school library in a digital age is challenging. With the capacity to download books onto a range of digital devices there is every possibility the library could look superfluous to youngsters growing up today. Ten new advice documents released. Request advice via helpdesk → Blog. Essays and reviews on narrative in games and new media. Exploring the potential of mobile tools for delivering library services : 23mobilethings. 23 Things Warwick: Programme Outline. This is the list of activities, or things, that you will complete as part of Warwick's 23 Things programme. Every week a member of the 23 Things team will blog about the tasks for that week providing step-by-step instructions and option extras.
In the first week you will create your own blog, you are then required to post an update about your progress each week. 23 Things. 23 Things, originally called Learning 2.0, is an education and learning project created by Helene Blowers in August 2006. Blowers, who was then employed as the technology director for the Charlotte Mecklenburg Library, created the project as a way to encourage librarians to learn and adapt to Web 2.0 and other new technologies. The program was loosely based on an article by Stephen Abram, "43 Things I (or You) might want to do this year". History The original format of 23 Things required participants to take part in an eight and a half week course where they kept up with coursework via a series of weekly blog posts that described Web 2.0. During this time participants were given 23 assignments (23 things) and were encouraged to work with other learners. As the project was non-mandatory, participants took part in the coursework by posting their own blog entries for each week's coursework.
Research Which search engine when? Which search engine when? Sometimes you’re not always going to be sure as to which search engine is best for the job. In this section I’ve tried to put together a collection of search engines which do specific things - find images, social media search and so on. Hopefully you’ll find one or two engines that do the job for you! Web Search Engines. Bruce six frames. Bruce powerpoint. Bruce catalyst for educational change. Learning Skills - a module summary. Learning Skills a module summary (1) Sanderson Learning Styles. 10 Must Have Resources to Teach about Copyright and Fair Use.
1- Copyright Advisory Network. Welcome to your New Course ~ Metaliteracy MOOC. Employability resources from SCONUL. The Society of College, National and University Libraries (SCONUL) has developed a set of resources to support the community on the issues of employability and graduate skills. These resources include: Literature review. 20 14. Employability.