Weekly Reading #10

How does the project detailed in the video support research process that consistent with the kind of research people encounter in the workplace.

The project of Deforest Action detailed in the video supports the research process that is consistent with the kind of research people encounter in the workplace because it’s real world. The applicants experienced first-hand the effects of deforestation in Borneo and the people who inhabit it. With their data and the support from the locals, they were able to stop Palm Oil companies from coming in and causing deforestation. They observed, collected data, and found solutions to the problem. This is authentic research at its best.

How does this project support new literacies?

According to “What Wikipedia Can Teach Us About New Media Literacies,” new media literacies is a set of cultural understanding and social skills which young people need as they confront the new media landscape of the twenty-first century. Authentic research allows students to learn and practice their skills with new media which is essential in being successful in the workplace by the sharing of information. Authentic research takes information gathered by students and teaches them to relate it to their world or needs. It is important that students know new media literacies in order to create authentic research, as well as share their findings with other peers and professionals in and out of the twenty-first century workplace. An extension of the Deforest Action was the “touch” project, where game creators in China are helping the program to develop a game where people can truly experience the 3-D world of an orangutan using gaming stations such as the Kinect for Xbox.

According to “New Literacies and 21^st Century Technologies,” part of the current perspective being used to inform the broader dimensions of new literacies research is that new literacies are central to full civic, economic, and personal participation in a global community. The Deforest Action project was the epitome of this definition. It took a group of 14 people and threw them into an unfamiliar culture to fix a local problem. They observed, monitored, and collected data on the effects of deforestation in the community and globally. They worked to protect the communities of Borneo. 

Week Ten: Final Draft of Citizen Journalism

Final Draft of TrackStar

Citizen Journalism Example (Prezi)

Weekly Reading #9

Quote

“These new literacy practices are inherent in the Web 2.0 landscape that is familiar to many of the Net Generation, but not yet embedded in school literacy practices” (Asselin & Moayeri, 2011).

I chose this quote because I don’t believe this is the fault of classroom teachers. Until we can afford one-to-one computing, as well as an IT personnel, it is impossible to embed Web 2.0 technologies into school literacy practices. I feel that more teachers would love to incorporate games and technological instruction if they had the finances and means to do so. I would love to do more digitally-interactive lessons; however, it is difficult to schedule lab and find enough working computers for my students. Eventually, I believe we will have one-to-one computing.

Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).

Resource

Web 2.0 Tools

This picture and its website lists Web 2.0 tools and their hyperlinks. I think that this is important because teachers need to see all the resources available for integrating such technology tools in their classroom. I like the picture because it displays how much digital tools have overtaken in today's society. This picture is a mosaic of almost all of the Web 2.0 tools available. 

Questions

What makes a literacy practice a “new literacy”?

Literacy practices that are “new literacy” are classroom practices that draw on social elements of Web 2.0 that are favored by youth to support less practiced usages required for learning.

How does might Citizen Journalism support the development of “new literacies”?

Citizen Journalism supports the development of “new literacies” because it is drawing on relevant issues relating to the students. This motivates students to learn while using Web 2.0 technologies. This project is better than writing a news article or a report. It’s interactive learning.

What is critical literacy and how does your Citizen Journalism project encourage critical literacy? How might you change your project to encourage critical literacy?

Critical literacy is the deconstruction of text by understanding the foundation and conflicts that lie beneath the surface content and the relationship that the text holds with other text(s). Citizen Journalism project encourages critical literacy because it views the information through various perspectives, such as political social, and economical lenses. Specifically, students research and interview expert or experienced witnesses. This promotes critical literacy. A way to better enhance the critical literacy in the Citizen Journalism project is to encourage students to find contradicting opinions on the topic.

What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on these opportunities to promote information literacy?

A problem that may arise when students use Web 2.0 tools for learning in school is that teachers may become dependent on these tools for learning. Moreover, the problem of ownership could occur with work when students collaborate through the Internet, such as with Wiki contributions. Social networking could become a distraction from the classroom. Teachers can capitalize on these opportunities to promote information literacy by sharing how trustworthiness and biases can be found in resources available on the web. Also, appropriate usage of the tools can be taught to students as it comes up. This will be a learning opportunity to help students become critical consumers of information. 

Week Nine: Citizen Journalism Rough Draft

Weekly Reading #8

Quote

“Given the seductively easy accessibility of masses of unregulated information, it is imperative that students, from the very beginning of their academic careers, adopt a critical approach to information and develop the ability to evaluate the information they encounter for authenticity, accuracy, credibility, authority, relevance, concealed bias, logical inconsistency, and so on” (Grafstein, 2002).

I chose this quote because I believe that students should be checking for validity and accuracy in all information that is given to them. They should be able to question their teachers and see the validity in what is taught to them. In the same regards, teachers should be able to prove to their students that what is being taught is accurate and correct. The reasoning behind the material is the most important, at least in mathematics. If students can understand why things work the way they do, then they will be able to apply it to all aspects or situations that are relevant. I don’t believe that validity and reliability should only be checked on Internet sources, but rather on everything that is trying to persuade a student to change their perspective.

Grafstein, A. (2002, July). A Discipline-Based Approach to Information Literacy. The Journal of Academic Librarianship, 28(4), pp. 197-204. Retrieved July 11, 2013, from http://westmont.edu/_offices/provost/documents/Senate/Full/2009-2010/Discipline-Based%20Approach%20to%20Information%20Literacy.pdf

Resource

Encouraging Students to Ask Questions

This blog post discusses the importance of encouraging students to ask questions. It provides resources, such as research articles on the topic, as well as ways to promote questions within the classroom. Student-generated questions are essential to the learning process and the understanding of concepts in school and the world.

Grafstein, A. (2002, July). A Discipline-Based Approach to Information Literacy. The Journal of Academic Librarianship, 28(4), pp. 197-204. Retrieved July 11, 2013, from http://westmont.edu/_offices/provost/documents/Senate/Full/2009-2010/Discipline-Based%20Approach%20to%20Information%20Literacy.pdf

Questions

What is the difference between IL and BI and why is this distinction important?

BI, bibliographic information, refers to instruction in the traditional library resources, such as print. IL, information literacy, is a broader term. It encompasses far more than bibliographic information. This distinction is important because many librarians were discovering that teaching only the traditional tools did not prepare students to use these new research tools effectively.

Why should classroom faculty teach IL?

Classroom faculty should teach IL, information literacy, to better prepare students for research they will need to do in the workplace. Students have to be aware and knowledgeable of the new research tools in order to be successful. It is the goal of IL to develop in students the capability of both critically evaluating the information they encounter and of continuing to use the skills that they have acquired to confidently handle the new challenges that will confront them throughout their lives. Critical thinking skills and the capacity for lifelong learning are what classroom faculty strive to teach in any subject area. Information literacy (IL) is a way to accomplish this.

What is the role of classroom faculty in developing information literacy?

The role of classroom faculty in developing information literacy is to impart those IL skills that are embedded within the research paradigms and procedures of their disciplines. Examples of the kinds of evaluative skills that need to be taught within a discipline are:

• ·        Evaluating the content of arguments
• ·        Assessing the validity of evidence, and
• ·        Proposing original solutions

Week Eight: Citizen Journalism Report Storyboard

Citizen Journalism Report Storyboard

Week Seven: TrackStar Rough Draft

I've only completed "Tracks 1 through 6" (even though it says I have 9 tracks).

Authentic Research

Weekly Reading #7

Quote:

“However, the students found the self-reflection process monotonous overtime, becoming bored with the process. Students were more receptive to the interviews recorded at the end of the project, and the interview data provided much more insight into why certain activities proved more engaging” (Addlington & Harvey, 2010).

I chose this quote because I remember having to do weekly reflections on assignments in school. I didn’t see the point. I felt that when I had an opinion on something, then I would give it; but to consistently find things to give an opinion about seemed pointless and an ill-use of time. Everything I needed to say would have been said before the end reflection after the project was over, so that even felt redundant. However, if one reflection was done at the end of the project, I would be able to summarize all of my opinions and findings into one. Thus, it would be less redundant and more useful. This is what I do in my classroom. I give a time for reflection at the end for my students instead of at every stage of the learning process.

Addlington, R., & Harvey, H. (2010, April 6-9). ACEC2010 - ENGAGING YOUNG LEARNERS: THE MULTI-FACETED AND CHANGEABLE NATURE OF STUDENT ENGAGEMENT IN TECHNOLOGY-RICH LEARNING PROJECTS. ACEC2010: DIGITAL DIVERSITY CONFERENCE. Retrieved July 1, 2013, from http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/172/acec2010engagingyounglearners.pdf

Questions:

How might your citizen journalism project resemble a technology rich project?

My citizen journalism project resembles a technology rich project because it involves digital media literacy skills as well as a synthesis report in which students present their findings in a news story. This allows students to be creative as well as informative and accurate in their research. Students must sift through various information and determine reliability and validity. Then they must produce a multi-media report to present their findings. This is a technology rich project in which the technology helps guide and support learning and engagement.

What did you learn about successful implementation of technology rich projects?

I learned that successful implementation of technology rich projects requires careful scaffolding that will encourage engagement. Without this, the project may not do as well as if scaffolding had occurred. Students need feedback from peers and teachers, as well as integrated technology within the project. There are various factors that affect engagement of students in an assignment besides the use of technology. However, when done properly, the combination of all these will provide a technology rich project that will successfully engage and encourage learning from students.

Resource:

By Llewi034 at en.wikibooks [CC-BY-SA-2.5 (http://creativecommons.org/licenses/by-sa/2.5) or GFDL (http://www.gnu.org/copyleft/fdl.html)], from Wikimedia Commons

I chose this image because this is what the world is coming to. Students are "getting connected" at earlier ages. They are hooked on games and websites, like Webkins, and are instantly engaged. Students are technologically savvy at a younger age than most teachers now. This is why technology-rich projects are important to integrate within the classroom. Students like using technology and it changes up the class norm. I remember hearing or learning that students need a new activity every 15 minutes within a classroom to stay active learners. It's this fast-paced learning that needs technology integrated lessons.

Weekly Reading #6: Rethinking the Research Paper

Quote

“As teachers we can make research more relevant to students’ lives by making it an activity that is done outside, in the community, by exploring students’ environments” (Herrmann, 2012).

I think this is an amazing way to engage students in research and teach them about the appropriate process of analytic methods. However in mathematics, it isn’t normal to do research in school, unless you are at the end of your undergraduate program. But, this could change if students were given the opportunity to research the mathematics involved in their daily lives. We used to teach students how to write a check or balance a checkbook, and now we have to teach them topics that are on a standardized test. We forget about the life-skills necessary and the natural curiosity that children have in their surroundings. Instead of utilizing that curiosity, we diminish and discourage questioning by stating that “that is just the way it is”. We often tell our students that we are teaching them so that they can pass the test at the end of the school year. However, the students care about how they are going to use this in their lives. We have to make topics relevant.

Resource

Student Centered Learning is a video about how education must shift away from the traditional auditory learners that make up about 20% of the school population and make it relevant to all students' needs. I really like the out-of-the box thinking that this video displays. This website also gives an example of a student-centered project that includes Hip Hop. The video is part of a short film series about changing the education paradigm.

Herrmann, B. (2012, Fall). Writing as an Exploration: Rethinking the Research Paper. Wisconsin English Journal, 54(2), 49-51. Retrieved June 25, 2013, from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579

Questions

What is the difference between writing a report and “doing research”?

The difference between writing a report and “doing research” is that research is a more complex method than just writing a report. A report highlights and emphasizes texts from books and magazines, while research takes concepts from resources and associates those ideas by making them relevant and/or intertwine them with new knowledge. “Doing research” is applying and digging deep into a topic of study, while writing a report is the gathering of information already given.

How might doing authentic research better prepare students for the 21^st century work place? Give specific examples from the “Between a Rock and a Hard Place” reading.

According to the article “Trapped Between a Rock and a Hard Place,” information is a valuable commodity in the fast capitalism of the twenty-first century. It is the most traded resource, and because of this authentic research will better prepare students for the work place than writing a report. Authentic research gives students the unstructured method of conducting and gathering research on topics like it is done in the workplace. Academia has created a structured, regimented process for research that it isn't beneficial for relating real-world research to its students. Authentic research eliminates this regimented and restricted process so that students become better prepared for the twenty-first century workplace’s research and information sharing. 

Why might Constructivist type learning better prepare students for the 21^st century work place than Behavioral approaches?

The Behavioral approach is what teachers/professors are doing now for creating research lessons for students. It’s a step-by-step giving of directions, while Constructivist type learning creates information that is transferable to situations in the real world. This includes authentic research, which better prepares students for the twenty-first century as I have stated in the previous question. The student is able to research outside the bounds of structured step-by-step directions in a Constructivist approach, which simulates the real-world where directions are not always given. 

How does authentic research support new media literacies? Make connections to the reading “What Wikipedia Can Teach Us About New Media Literacies Part 1 and Part 2”

According to “What Wikipedia Can Teach Us About New Media Literacies,” new media literacies is a set of cultural understanding and social skills which young people need as they confront the new media landscape of the twenty-first century. Authentic research allows students to learn and practice their skills with new media which is essential in being successful in the workplace by the sharing of information. Authentic research takes information gathered by students and teaches them to relate it to their world or needs. It is important that students know new media literacies in order to create authentic research, as well as share their findings with other peers and professionals in and out of the twenty-first century workplace. 

Week Six: Authentic Research

• Identify resources student will use to create their print texts, people to interview, phenomenon to observe that would enable your student to become a citizen Journalist.
• Print texts
• Journal Articles
• Newspaper Articles
• Websites
• Blogs
• Google
• Wikipedia
• People to interview
• Social media users
• People who have met significant others online
• People who are against meeting potential mates online
• Survey of general perspectives on the topic
• Phenomenon to Observe
• Benefits and Hindrances of Online Dating
• Identify lesson plans or resources that you would use to design a Citizen Journalism project.
• Dr. Phil: Catfish with a Twist
• http://www.youtube.com/watch?v=rldu40YQtUU
• The Process of Interviewing
• http://www.roguecom.com/interview/modules.html
• eHarmony Statistics
• http://eharmony-blog.com/2150
• Look at the comment made by FernandoArdenghi and the source he lists to refute the statistics given by eHarmony (http://download.eharmony.com/pdf/Harris-09-Executive-Summary.pdf)
• Research Article
• http://faculty.wcas.northwestern.edu/eli-finkel/documents/2012_FinkelEastwickKarneyReisSprecher_PSPI.pdf
• Online Dating Statistics
• http://www.statisticbrain.com/online-dating-statistics/
• Wikipedia
• http://en.wikipedia.org/wiki/Online_dating
• How to Tell a Story
• http://www.youtube.com/watch?v=tiX_WNdJu6w&list=PL08D244D15EB8DFAA
• Presenting Your Story
• http://www.youtube.com/watch?v=iEm3HZAVlz0&list=PL08D244D15EB8DFAA
• Identify the media tools student will use to create their final product.
• Prezi
• http://prezi.com/
• Prezi Example
• http://prezi.com/qk_la654xbni/building-paths-to-impact-academics-using-social-media/
• Prezi Tutorial
• http://www.youtube.com/watch?v=CuE0ln8oxYs
• Video
• http://www.youtube.com/
• Video Example
• http://www.youtube.com/watch?v=SzsDX_MiQYU
• In a blog posting describe your citizen journalism project and link to resources you will use to design your project.

In the growing technological society, students are becoming more and more familiar with online social media outlets. It is not uncommon for people to meet through Facebook or online dating sites. Facebook itself has started a free online dating service. Students need to become aware of the dangers of meeting people online. This research project is about online awareness as well as a way to instill critical consumer skills in the students. I plan to introduce the research topic by showing the Dr. Phil video, which will lead to students interviewing their friends and/or relatives about their experience and opinion on the benefits and hindrances of online dating. Then I prepared a research article and controversial statistics to give to my students. I want to show them the various types of information and how to research if the statistics given are correct. Wikipedia will give them a background on the topic while some of the other resources will give structure to their research.

Weekly Reading #5

1. What does the term "discursive practices" mean?

Discursive practices, in this reading, are authorized discourses of the setting in which information literacy is enacted as a situated, collective, and embodied practice that engages people with information and knowledge about domains of action.

2. What does "discourse" mean?

Discourse is a formulated association of concepts and context that are legitimized by the ones interacting within its setting.

3. What is the "rock" and what is the "hard place"?

The “rock” is a current conception of information literacy, while the “hard place” is the translation and understanding of information literacy practice.

4. What are the differences between the skills prescribed for information searching in academic and workplace settings?

The information in academia is often formalized by particular rules, regulations and curriculum that are guided by a specific rationale; however, the workplace is messy, complex, and distributed through a range of practices that are entwined to contribute to the collective performance of the work.

5. How do academic notions of information literacy undermine workplace notions information literacy?

Academic notions of information literacy are an organized depiction of workplace notions of information literacy. Academic information literacy would be far more helpful to students if it represented the vast array of knowledge and skills needed for workplace notions of information literacy.

6. How are information needs identified in work place setting like nursing and emergency workers?

Information needs are identified in work place settings like nursing and emergency workers by the dominant and codified knowledge of the medical profession, which acts as the knowledge authority in relation to medical need, practice, and procedure. For example, nurses’ information need is developed by doctors that are considered the lead authority. As far as emergency workers, their information needs come from a group working collectively to share information, which in turn allows for common understanding about how practice and performance should proceed to develop.

7. Why do issues of plagiarism not resonate in workplace settings?

Issues of plagiarism do not resonate in workplace settings because it is considered a collective possession and then is disseminated and circulated throughout the workplace, by storytelling, and extended through the distributed networks of professional practice.

8. Are information literacy skills transferable across contexts and settings? Why or Why not?

Information literacy skills are not transferable across contexts and settings because one word can be used different ways in various settings. One would have to know in which context it was used in order to fully understand and apply the information given. Information literacy skills are specified to each setting that a person interacts with, and thus, not transferable across contexts and settings.

9. What is "practice theory"?

Practice theories emphasize the analysis of ways of engaging with the world.

10. How does the author of this article define information literacy?

Information literacy is a critical information practice that encompasses not only the mastery of information but also a mastery of the information landscape.

11. How do educators need to change their understanding of information literacy in order to prepare student for the information literacy practices they will encounter in workplace settings?

Educators must focus their research efforts toward understanding information literacy, so that our students can adapt and adopt their information practices to suit ever-changing environments, such as done in the workplace.

12. What do the terms "ontological" and "epistemological" mean?

Ontological and epistemological means that they are the settings of information and knowledge that bounds the practice of information literacy. They are a critical feature of context and forms part of any holistic analysis of information literacy practice. This is the setting where information is shared, enabled, and/or constrained.

13. After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?

The traditional research paper we expect students to produce in school is not useful in preparing them for workplace settings. The traditional research papers are useful for describing the purpose of information skills in relation to the research process. I believe that we still should assign research papers because it structures the first baby-steps in gathering information from resources. It makes students think about where the information comes from and teaches some information literacy skills. However, I do not believe that it prepares students for the workplace, unless they were to become a researcher at a University.

14. What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?

The biggest challenge to changing the way information literacy is conceptualized in school settings is the idea of it being a collaborative and shared experience rather than an individualistic task. So often, schools promote individual and original work, that students have trouble collaborating with others. It’s these skills that will most benefit a student in the workplace. However, traditions and habits are the most difficult things to break.

15. What attributes of the 21st century make it essential that educators change their approaches toward information literacy?

Students have to learn to change their information literacy based upon the setting and environment they’re in. Students need to be able to adapt and adopt different information practices, which is what the workplace requires.

16. What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?

I believe that research-based group work would be a good way to engage students in the information literacy practices they will encounter in the 31^st century workplace setting. Also, giving students a problem and letting them discover strategies to answer that problem would be a good activity for students to become less reliant on structure and more dependent on collaboration with their peers.

Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.

Weekly Reading #4

1.      What surprises you about the strategies digital age students use as they conduct research for course assignments?

I was surprised that Google wasn’t the first choice in research course-related assignments. That’s what I tend to use. I google the topic and then decipher which is a reliable resource for my study.

2.      How accurately do the findings from this study reflect your own research strategies?

Besides the results of Google not being the first course-related resource, the rest is pretty accurate to my own research strategies. I very rarely go to the library, let alone ask the librarian questions on resources for my research. I do use EBSCO for course-related research, and rely mainly on my professors for help on my assignments. In my opinion, this study is accurate.

3.      This study provides a detailed description of the parameters of research assignments typical required for academia. How does it differ from the kinds of research people do in the workplace?

The research assignments typically required for academia aren’t as relevant for workplace research. The only one that may be of importance to the workplace environment are the case studies; however, according to this study, that type of research only takes place about a third (33%) of the time.

4.      Do you think the recommendations to improve research process for college students will better prepare students for the world outside of school?

I agree with the recommendation that students should be given course-related research that encourage the collection, analysis, and synthesis of multiple viewpoints from a variety of sources. This is important in the workplace because you have to be a critical consumer of all types of information, or you could lose money. Also, forming a relationship with librarians and learning the knowledge that they can share with students, will help prepare students for the world outside of school, because they may need to go to a library or ask an “expert” outside of the Internet to find answers to their problems.

5.      Find an image that relates to searching for information.
 

By Nojhan (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

Week Five: TrackStar

TrackStar

Research Question: Why the Common Core Initiative?

My TrackStar promotes information literacy because it provides links to opposing views of Common Core. It also guides students through similar experiences that I've had in this class by utilizing websites, such as archive.org and easywhois.com, that help validate the reliability and creditability of online information. This project is designed to show my students the need for common core in school and what that means for them. The problem I had with my TrackStar was trying to format the annotations. I'm not sure how to make lists or tables within the annotation of each link. This makes it difficult to read and follow. Also, I tried to incorporate various informational avenues, such as videos, articles, and websites. My students have to navigate websites, analyze information on webpages, and give resources of their own. I believe that my TrackStar project promotes students' ability to be a critical consumer of information. This helps prepare students for research in the workplace because it structures the research project for students, who may or may not be familiar with the process, and promotes the critical analysis of websites and their authors.

Week Four: TrackStar Research Projects

I like that the following projects walk students through the research. It takes them step-by-step in how to validate the creditability of a website and its information. It allows students to learn information literacy skills without overwhelming them and making them feel lost on how to answer the research question.

Is No Child Left Behind Working?

This lesson promotes information literacy because it discusses informational biases, national results, and alternative opinions on the controversial research question of whether No Child Left Behind is working. Instead of just answering the question with one source, this lesson goes through various sources so that students can make an informed decision.

Drawing Conclusion on Bilingual Education 

This lesson promotes information literacy because students have to gather raw data and analyze it. They not only analyze the data, but the websites to make sure they are valid and reliable. It also discusses the creditability of graphs and charts that display information. These tools can be used to display biased opinions, just as words can on websites.

Is Time Travel Possible?

 

This lesson promotes information literacy because it gives links to various digital media tools, in order for students to learn the answer to the research question about time travel. Websites, videos, and Google are given to the students while questions are presented about the reliability of each source. Students aren’t given the answer to whether sources are valid; however, they are led to the right answer.