Teaching Information Literacy Now Last week, a new study from Stanford University revealed that many students are inept at discerning fact from opinion when reading articles online. The report, combined with the spike in fake and misleading news during the 2016 election, has school librarians, including me, rethinking how we teach evaluation of online sources to our students. How can we educate our students to evaluate the information they find online when so many adults are sharing inaccurate articles on social media? While social media isn’t the only reason for the surge in fake news over the last 10 years, it’s certainly making it harder for information consumers of every age to sort through fact and fiction. As articles about the Stanford study get shared around Facebook, I have two thoughts. In follow-up lessons, we use the CARS strategy to evaluate other websites in order to rank their usefulness. Rethinking how we teach evaluation Read laterally. Keep it non-political. Talk about social media more. Switch it up.
Not So Distant Future | technology, libraries, and schools The information process | Supporting learning and teaching The information process is the series of physical and intellectual steps that anyone takes to complete an information task. Each step usually requires the use of several information skills. This process is generally a part of learning and problem-solving inside and outside the school. View an outline of the steps of the information process, along with some of the key questions that information users can ask themselves as they proceed. Information skills, expressed as objectives, are also shown for the process steps. A guided inquiry approach, and reference to other information process models, may further enrich the development of information literacy skills. Defining Steps in the process What is my purpose? Information skills Students should be able to: relate the task to their learningclarify the meanings of the words of the taskidentify and interpret key words and ideas in the taskstate the task in their own wordswork out the parts of the task. Locating Selecting Organising Presenting Assessing
ggpslibrary - Guided Inquiry What is Guided Inquiry? Guided inquiry is the process used by teachers in collaboration with teacher librarians to develop student information literacy and research skills within inquiry based classroom learning programs aligned with the Australian Curriculum. Guided Inquiry Design Process. (Kuhlthau, C., Maniotes, L and Caspari, A. 2012) Tools and scaffoldsUseful linksPB works Guided Inquiry Community Scaffolded units of inquiryICT and Information Fluency matrixBCPS research process R-4Baltimore County Research modules - Inquiry units at all levelsISP NSWWeb evaluation for teachersGraphic organisers for notetaking and thinking iTeachU – Content Curation Tools Content Curation ToolsJennifer Moss2014-05-13T14:38:01+00:00 What is Content Curation? As instructors, we are all information curators. How do you collect and share currently relevant content with your students? Modern web tools make it easy for both students and instructors to contribute online discoveries to class conversations. How can I use Content Curation in My Class? Instructors are using online content curation tools in the classroom to: The following are some real-life examples of how content curation tools are being used in education. Pinterest is a pinboard-styled social photo sharing website. Storify is a way to tell stories using social media such as tweets, photos and videos. Scoop.it allows users to create and share their own themed magazines designed around a given topic. Pearltrees is a content curation site that forms communities through sharing links through a visually striking interface. Get Started Using Content Curation Tools Additional Resources
“Calling BS”: Watch Lectures for the College Course Designed to Combat the Bullshit in our Information Age This past January, we highlighted a syllabus for a tentative course called "Calling Bullshit," designed by two professors at the University of Washington, Carl Bergstrom and Jevin West. The course--also sometimes called "Calling Bullshit in the Age of Big Data"--ended up being offered this spring. And now you can see how it unfolded in the classroom. The 10 video lectures from the class are available online. Watch them above, or at this YouTube playlist. According to The Seattle Times, the course "achieved the academic version of a chart-topping pop single: At the UW [University of Washington], it reached its 160-student capacity shortly after registration opened this spring." The course itself was premised on this basic idea: "Bullshit is everywhere, and we've had enough. A longer overview of the course appears below. The world is awash in bullshit. If you're interested in watching the course, get started with Lecture 1: Introduction to Bullshit. Related Content:
Doug Johnson's Blue Skunk Blog Library Learning Path by Lynette Barker on Prezi Information Literacy for Littlies From the time they are born children are innately curious and as soon as they are able to articulate the words, they ask questions so they can make the connections they need as they try to make sense of their world. As the nearest adult we try to help them with the answers. When the child comes to school they know they are going to learn to read not only so they can enjoy stories for themselves but also so they can answer their own questions. How can we help them ask quality questionsfind appropriate resourcesidentify their purposeuse clues and cues to choose the information they needsort their informationshare their learningassess their workact on what they’ve learned to seek, evaluate, create and use information effectively to achieve their personal,. social, occupational and educational goals (Beacons of the Information Society: The Alexandria Proclamation on Information Literacy and Lifelong Learning)
How to Make a Good Library Pathfinder | Amy C Mann This guide is intended to help librarians make effective pathfinders quickly for any subject. While the specific organization of pathfinders may vary from institution to institution, or even from librarian to librarian, this guide will look at six overarching points that are important to keep in mind when making any pathfinder. A. Provide a brief introduction and explanation for your pathfinder This introduction allows students to get a firm grasp on the subject matter of the pathfinder, so that they will quickly be able to judge whether or not it is a useful research tool. Additionally, it teaches students about the purpose of pathfinders and how to specifically use this pathfinder in particular. B. Provide a variety of resources, both in print and electronic forms. Include both print and electronic forms. Carefully consider your audience when evaluating more complex research tools. C. Many of your library patrons will begin their research by going to Google and Wikipedia. D. E. F.
Endungen.de - Weisst du wie's endet? - Das Dateiendungen-Nachschlagewerk im Internet Active Learning | Kristin Fontichiaro's Blog About Learning, Teaching, Making Things, and Libraries Building professional capacityTeacher-librarians are well positioned to impart data literacy to teens, but who’s giving instructors the resources and support that they need to do so?Kristin Fontichiaro, clinical associate professor at University of Michigan’s School of Information, and Jo Angela Oehrli, learning librarian at University of Michigan Library, were up for the task. As principal investigators of the two-year IMLS-funded project “Supporting Librarians in Adding Data Literacy Skills to Information Literacy Instruction,” they set out to design materials for high school librarians looking to foster data and statistical literacy skills in their students.“We were seeing on our own campus that data was becoming a powerful mode of expression and wasn’t working in ways that information literacy always works,” says Fontichiaro.