Evolution of Note Taking: New Forms Note taking is a big topic among educators. How do we teach it to our students? What are the best methods? Is digital note taking worse than taking your notes on a piece of paper? I am a big advocate to “if I want to teach it, I have to experience it”. Below, you will find my documentation of note taking methods I have used (at conferences) over the years (2003-2015). The evolution of my notes seems worthy to document, since I am excited of what is to come next. the level of substitution, in terms of analog going digital (no functional change)the level of transformation, in terms of amplification, shareability, hyperlinked writing, usage of different areas of the brain, etc. Taking notes at a conference, looked like the one I took at a World Language conference around the year 2003. Not far behind came my note taking via my own Twitter Feed (also 2008). I have documented my note taking style at conferences through time: In April of 2014, I started experimenting with Sketchnoting. Related
The Laptop Fallacy Note: This article first appeared in School Libraries Worldwide, Volume 4, Number 1, 1998, 59-72. This paper will also appear as a chapter in a forthcoming Australian book on Information Literacy edited by James Henri and Karen Bonanno. It is republished here with permission of School Libraries Worldwide and Charles Sturt University. This article begins with a brief overview of the concept of literacy. It then focuses on a series of definitions that deal with an expanding notion of literacies, and finally refocuses on information literacy. Introduction Information literacy! A plethora of writing and lectures about conceptualising, developing, and implementing information literacy fills whole conferences and whole books, and indeed adds significantly to the information traffic on the Internet. From where did this term emanate to occupy so much discussion? Is it a concept or a process? Holloway (1996) would agree with Lincoln (1987) and Henri (1995) that the label (information literacy?
Éveiller l’élève à la culture informationnelle « Homo numericus », « generation Y », « digital native », les expressions ne manquent pas pour définir la génération de nos élèves, cette génération pour qui le numérique n’aurait pas de secret. La sollicitation des écrans est en effet omniprésente et il est possible d’avoir accès à une telle quantité d’informations que des chercheurs n’hésitent pas à évoquer une réelle info-pollution, voire infobésité. Nos élèves "pratiquent" le numérique, ils savent trouver des informations. Comment aider l’élève à transformer des pratiques personnelles intuitives, une certaine « débrouillardise », en de réelles compétences informationnelles ? Une récente étude britannique déclare que ces compétences « doivent être acquises pendant les années de formation à l’école et que les programmes de remédiation autour de la culture informationnelle à l’université ont de grandes chances de ne pas aboutir »  Des compétences spécifiques convoquées Les notions à acquérir par l’élève La source Droit de l’information
20 Things Educators Need To Know About Digital Literacy Skills Widely understood to be essential to success in the workplace and modern life, digital literacy is beginning to emerge as a necessary component of curricula across the globe. As current undergraduates have never known a life without the internet, it’s only natural that universities should nurture their familiarity with technology, encouraging its use in teaching and learning. Instructors should also be prepared to offer guidance on what students aren’t as familiar with–turning their technical skills into skills for lifelong learning and employability. But where does one begin? Teaching digital literacy is about more than just integrating technology into lesson plans; it’s about using technology to understand and enhance modern communication, to locate oneself in digital space, to manage knowledge and experience in the Age of Information. Digital literacy isn’t about knowing computers inside and out; it’s about using technology to change the way you think. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.
Herring and Tarter ( Une certaine vision de la culture informationnelle Ce texte reprend et développe une intervention faite lors du séminaire « Enseignement et médias », organisé le 16 mai 2009 à Paris par Ars Industrialis, le CIEM et la revue Skhole.fr. Avant de présenter ma propre approche de la culture informationnelle, il convient peut-être de donner quelques repères sur cette expression ambiguë, qui connaît une certaine vogue actuellement et fait l’objet de débats et de recherches de plus en plus nombreuses. Pendant plusieurs années, « culture informationnelle » pouvait être considérée comme l’une des traductions possibles en français de l’expression anglo-saxonne, presque intraduisible, d’information literacy. Certes, en France « maîtrise de l’information » a été longtemps préférée et reste la traduction la plus répandue, mais au Canada francophone, les Québécois utilisent « culture de l’information» comme équivalent de l’information literacy. Penser le numérique, ensuite.
8 Ways to Hone Your Fact-Checking Skills - InformED In an age where the majority of us get our news through social media, the rise of fake news sites, hoaxes and misinformation online is concerning, especially considering that many young people lack the skills necessary to judge the credibility of information they encounter online. A recent Stanford study that looked at how teens evaluate online information found that most students have difficulty distinguishing between real and fake news. Of the 7,804 middle-schoolers who were surveyed, 82% were unable to tell an ad marked as “sponsored content” apart from a real news story, and many said they judged the credibility of news based on how much detail was given or whether a large photo had been included, rather than on the source. Clearly, many of us need a better understanding of how to evaluate the information we come across online, and the first step is realising just how easily fake news and misinformation can spread. Learn to Assess the Credibility of Your Sources 1. 2. 3. 4. 5. 6. 7.
Untitled Document The PLUS model This model of the information skills process is called the PLUS model and seeks to incorporate the key elements of previous models while adding emphasis on thinking skills and self evaluation. PLUS incorporates the elements of Purpose, Location, Use and Self-evaluation. As can be seen from the above diagram, the PLUS model is not necessarily a linear model although some students may progress from Purpose to Self-Evaluation without a problem. However, for many students, information literacy is often problematic and they may have to step back from time to time, for example to redefine their Purpose if they are overwhelmed by information at the Location stage. The range of skills included in the PLUS model include : Purpose • cognitive skills in identifying existing knowledge • thinking skills such as brainstorming or concept • skills in formulating questions • skills in identifying information resources Location • selection skills in assessing the relevance of information resources
ERTé Culture informationnelle Professeur-documentaliste : Un tiers métier Le 15-09-2011 à 16:53 . L’ouvrage “Professeur documentaliste : un tiers métier” s’appuie pour le chapître 5 (“L’entrée dans le métier : savoirs et pratiques de référence en contexte de formation des professeurs-documentalistes”) sur, entre autres, les recherches menées par Vincent Liquète et Anne Lehmans dans le cadre de l’Erté “Culture Informationnelle et curriculum documentaire”. Paru aux éditions Educagri pour la rentrée 2011, cet ouvrage collectif - écrit par Viviane Couzinet, Gabriel Dumouchel, Isabelle Fabre, Patrick Fraysse, Cécile Gardiès, Chantal Grenier-Gire, Thierry Karsenti, Gwenaël Lefeuvre, Anne Lehmans, Vincent Liquète, Jean-François Marcel, Sylvie Perget et Nicolas Sembel (et préfacé par Yves jeanneret, postfaçé par Regina Marteleto), interroge l’identité du métier de professeur documentaliste. Vous pouvez télécharger le bon de commande ici. Le cahier et l'écran : culture informationnelle et premiers apprentissages documentaires
New Media Literacy: What Students Need to Know About Fake News Fake news, unreliable websites, viral posts—you would think students who have grown up with the internet would easily navigate it all, but according to a study done by Stanford researchers, that couldn’t be further from the truth. Researchers describe the results of the study done on middle school, high school and college students across the country as “bleak.” Students were asked to judge advertisements, social media, video and photographic evidence, news reports and websites. Though researchers thought they were giving students simple tasks, they say that “in every case and at every level, we were taken aback by students’ lack of preparation.” As if that weren’t bad enough, researchers go on to say, “At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.” So what can educators do about the spread of fake news and our students’ inability to recognize when they have been fooled? For more, see:
Carol Kuhlthau In the first stage, initiation, a person becomes aware of a gap in knowledge or a lack of understanding, where feelings of uncertainty and apprehension are common. At this point,the task is merely to recognize a need for information. Thoughts center on contemplating the problem, comprehending the task, and relating the problem to prior experience and personal knowledge. Actions frequently involve discussing possible avenues of approach or topics to pursue. In the second stage, selection, the task is to identify and select the general topic to be investigated and the approach to be pursued. The third stage is Exploration characterized by feelings of confusion, uncertainty, and doubt which frequently increase during this time. The fourth stage in the ISP, Formulation, is the turning point of the ISP, when feelings of uncertainty diminish and confidence increases. The ISP presents information seeking as a process of construction influenced by George Kelly’s personal construct theory (2).
Eric-Delamotte.pdf Alternative Facts and Fake News – Verifiability in the Information Society « Library Policy and Advocacy Blog This week sees the continuation of Wikipedia’s #1lib1ref (One Librarian, One Reference) campaign (highlights from the first week here!). The thematic thread of this week’s activities is fake news, an expression that has been at the tip of people’s tongues lately, along with “alternative facts”. This blog explores the library take on this. The relationship between information and opinion has always been fluid and uncertain. This has been as much the case in politics as in science or any other area of life. There have also always been charlatans, liars and forgers, aiming to gain money, power or simply attention. However, 2016 saw the issue of false news stories move centre stage, even if the concept of the lying politician, or the sensationalist journalist is nothing new. In addition to stories stemming from lazy journalism or exaggerations aimed at gaining more clicks, tales of a Macedonian town acting as a fake news factory have captured the imagination. What responses are there?
Carol Kuhlthau Guided Inquiry opens the inquiry process at Initiation, immerses students in background knowledge at Selection, guides in exploring interesting ideas at Exploration, enables identifying an inquiry question at Formulation, supports gathering to address the question at Collection, intervenes for creating and sharing at Preparation, and assesses throughout the inquiry process and evaluates at the close. Let’s take a closer look the Guided Inquiry Design Framework. Guided Inquiry Design Framework The Guided Inquiry Design process begins with Open the inquiry to catch students’ attention, get them thinking, and help them make connections with their world outside of school. Next is Immerse, which is designed to build enough background knowledge to generate some interesting ideas to investigate. Now let’s look at each phase in the inquiry process and think about how to design student learning in each phase. Open: Invitation to Inquiry Open Minds Stimulate Curiosity References Kuhlthau, Carol.