What are 21st century skills? | Thoughtful Learning: Curriculum for 21st Century Skills, Inquiry, Project-Based Learning, and Problem-Based Learning The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Partnership for 21st Century Skills lists three types: Learning Skills Critical Thinking Creative Thinking Collaborating Communicating Literacy Skills Information Literacy Media Literacy Technology Literacy Life Skills Flexibility Initiative Social Skills Productivity Leadership New Skills for New Jobs These skills have always been important for students, though they are particularly important in our information-based economy. To hold information-age jobs, though, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. Demand in the Workplace These are not just anecdotal observations.
Inquiry-based Learning: Explanation What is inquiry-based learning? An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning, says our workshop author Joe Exline 1. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge. "Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." A Context for Inquiry Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. Importance of Inquiry Memorizing facts and information is not the most important skill in today's world. The Application of Inquiry
Mighty Little Librarian | Librarian Tiff's Blog What are 21st century skills? | Thoughtful Learning: Curriculum for 21st Century Skills, Inquiry, Project-Based Learning, and Problem-Based Learning The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Partnership for 21st Century Skills lists three types: Learning Skills Critical Thinking Creative Thinking Collaborating Communicating Literacy Skills Information Literacy Media Literacy Technology Literacy Life Skills Flexibility Initiative Social Skills Productivity Leadership New Skills for New Jobs These skills have always been important for students, though they are particularly important in our information-based economy. To hold information-age jobs, though, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. Demand in the Workplace These are not just anecdotal observations.
The Daring Librarian What are literacy skills? | Thoughtful Learning: Curriculum for 21st Century Skills, Inquiry, Project-Based Learning, and Problem-Based Learning Literacy skills help students gain knowledge through reading as well as using media and technology. These skills also help students create knowledge through writing as well as developing media and technology. Information Literacy Students need to be able to work effectively with information, using it at all levels of Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating). Consuming information: The current excess of information requires students to gain new skills in handling it. Inquire: A Guide to 21st Century Learning provides chapters on reading to learn, study skills, vocabulary, and basic and advanced research. Media Literacy Media literacy involves understanding the many ways that information is produced and distributed. Students' use of media has far outstripped educational use, and students will continue to adopt new media long before teachers can create curricula about it. Technology Literacy
Blogs of School Librarians/Educators Resource Descriptions Ten Search Tools and Tactics Teachers and Students Need to Know I often find myself in conversations with teachers and students about Internet search strategies. Often times the conversation reminds me that what's obvious to me is amazing to someone else. Last week I had that very experience as I taught a couple of teachers some search techniques that they are going to pass along to their students. As a follow-up to that experience, I've crafted the following list of search tools and tactics that every teacher and student should know. 1. Stop Googling "What" questions. 2. 3. 4. 5. Sweet Search is a search engine that searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts. Wolfram Alpha is billed as a computational search engine and this is exactly what it does. Twurdy is search tool that automatically displays the readability of your search results for you. Twurdy with Pop - searches using Twurdy's most complex algorithm which includes looking up the popularity of words within the text.
Project Information Literacy: Smart Talks Howard Rheingold: "Crap Detection 101: Required Coursework" Project Information Literacy, "Smart Talks," no. 5, January 3, 2011 Subscribe our Smart Talk RSS feed Printer-friendly version Photo Credit: Judith Maas Rheingold If one word captures Howard Rheingold's writing about the political, cultural, and social impact of new technologies, that word is prescient. In 1987, Howard was one of the first to write about the peer-to-peer power of virtual communities building collective intelligence. Not only does he detect change before everyone else does, but Howard also writes about the complex interplay of technology, society, and culture with clarity, depth, candor, and profound insight. We caught up with Howard in late December and shared some of Project Information Literacy's (PIL) latest findings with him. PIL: Since 2003, you have been teaching college students at Berkeley and Stanford. Dealing with the rate of change is also an issue. Your last question is a big one. Howard: Meet Buffy J.
TRAILS: Tool for Real-time Assessment of Information Literacy Skills TRAILS-9 not active, content moved As of July 1, 2019, TRAILS-9 is no longer an active site. All TRAILS content is now available as an open educational resource (OER) at the new site at TRAILS-Archive.org. Resources available at TRAILS-Archive.org include: + TRAILS assessments as downloadable PDFs + A searchable database of all TRAILS items + Teaching resources contributed by users + A history of TRAILS Registered TRAILS-9 users Registered TRAILS users will be able to continue to sign in to this TRAILS-9.org site to view their existing data through June 30, 2020. Our Appreciation We are proud of the impact and reach TRAILS has had over the past fourteen years. TRAILS-9.org was a service of Kent State University Libraries.
Information Literacy: Florida's Library Media / Curriculum Connections Focus on the information need Investigate resources to search for answers Note and evaluate facts Develop information into knowledge for presentation Self-Evaluate presentation and search FINDS, Florida's Library Media Research Model, incorporates research skills that are imbedded in the Florida B.E.S.T. Standards and provides a framework for the application of these standards through a sequential research process. By making use of a wide range of learning resources and the collaborative efforts of the classroom teacher and school librarian, students learn inquiry-based skills that are applicable across disciplines. Consequently, students acquire the dispositions and competencies needed to function successfully in this demanding, information-intense, technology-driven world. Grade-Level Charts Resources
Formative Assessment The nearly universal national adoption of the Common Core Standards is bringing formative assessment and its purposes back to the forefront. Formative assessment is crucial for responsive teaching and reflective learning. This segment of "Nudging" explores how to embrace this mandate in a way that has real, valuable impact on student growth. Formative assessment is a way of evaluating student work while it is still in progress. The importance of assessment is well stated by Stanford researcher Linda Darling-Hammond when she writes, Collaborative and inquiry approaches to learning require that we consider classroom activities, curriculum, and assessment as a system in which each interdependent aspect is important to an environment that promotes flexible knowledge development. To be blunt, if school librarians are to call themselves teachers, then they too must ensure that students are learning, not just "doing." If You Have to Grade Formative Assessments A Natural Skill Score along the Way
Skills Overview The Big6™ Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. Why Big6™? We all suffer from information overload. One solution to the information problem—the one that seems to be most often adopted in schools (as well as in business and society in general)—is to speed things up. The Big6™ Skills The Big6 is a process model of how people of all ages solve an information problem. 1. 1.1 Define the information problem 1.2 Identify information needed 2. 2.1 Determine all possible sources 3. 4. 5. 6.
School Library Research (SLR) School Library Research (ISSN: 2165-1019) is the scholarly refereed research journal of the American Association of School Librarians. It is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The purpose of School Library Research is to promote and publish high quality original research concerning the management, implementation, and evaluation of school library programs. SLR seeks to distribute major research findings worldwide through both electronic publication and linkages to substantive documents on the Internet. SLR is indexed by The Education Full Text Database by EBSCO/Wilson and by the The Education Resources Information Center (ERIC). All material in SLR is subject to copyright by ALA and may be reproduced only for the noncommercial purpose of educational or scientific advancement. Two New Research Papers PublishedFebruary 2017 Two new research papers for Volume 20 are now available to view. All volumes