Growing Student Learning for Life

1
Growing Student Learning for Life
http//www.edu.pe.ca/bil/images/image002.jpg
Information Literacy

• Information Literacy/Technology Education
  Integration Plan Toolkit
• South Carolina Department of Education, 2003

2
Realizing Student Achievement Technology and
Information Literacy What needs to happen
forkids to be able to live as successful adults?

3
HEY! Its Not a Secret!
Kids need to become adults who can
Think Question Make decisions Find and use
information for based on needs Work with others
in groups and collaborations
4
So.. What in the World is the Problem?
Dont know what they dont know

• Time
• Testing
• Standards Mix Up
• Lack of knowledge
• Schedules
• Classroom Management
• Paperwork

demands
demands
demands?
5
Well.For One Thing
There are a lot of issues
But they do connect!
6

Statewide Initiative


Students will have a greater opportunity to be
prepared for today and tomorrow when they become
self-directed, lifelong learners who are informed
citizens, responsible workers, and successful
students.
7

Statewide Initiative


..To see information literacy and technology
education become an essential integrated
component in each districts instructional
initiatives ..to see students involved ..to see
all educators get it ..to see technology used
appropriately and effectively
..
8
Compelling Research

• Answers questions
• How does the use of technology influence student
  achievement and academic performance?

Center for Applied research in Educational
Technology (CARET)http//caret.iste.org
9
Compelling Research
Three Primary Curricular Goals

• Achievement in content area learning
• Higher-order thinking and problem solving
  development
• Workplace preparation

10
Compelling Research
Achievement in content area learning

• Technology can have the greatest impact when
  integrated into the curriculum to achieve clear,
  measurable educational objectives.
• CEO Forum (2001)

11
Compelling Research

• Alignment between content-area learning standards
  and carefully selected technology uses can
  significantly increase test scores
• (Bain and Ross, 1999)

12
Teachers Report
Significant Increase in Student Learning

• Research skills
• Ability to apply learning to real world
  situations
• Organizational skills
• Interest in the content
• Significant improvement in SAT scores

• (Cradler Cradler, 1999)

13
Compelling Research

• Use of thinking tools among technology
  applications support development of higher order
  thinking
• Learners are able to apply their content
  knowledge in a variety of ways leading to
  innovation and deeper understanding of content
  domains
• Cradler, McNabb, Freeman Burchett, May 2002)

14
Compelling Research
BecomingIndependent Critical Thinkers

• Integrated use of technology
• Research using Internet
• Complete project
• Presentation of results
• Semi-structured lesson

CAST research
15
Compelling Research

• There is significant change in student skills and
  knowledge acquired even after students first
  multimedia project
• (Cradler Cradler, 1999)

16
Compelling Research
New BASICS

• Use of technology to communicate
• Working in groups
• Solving problems when answers are not
  self-evident
• Understanding how systems work
• Collecting, analyzing, and organizing data
• Olson (1998) School to Work Programs

17
This takes a village
Lets See What You Think Now?
Get out your pencils
18
What is Information Literacy?What is
technology?What exactly do students need to
know?How do you teach research?How will it
impact on student learning?
QUESTIONS to CONSIDER
19
Why is a problem solving model important? Why
integrate? What does that involve?How do you
integrate with existing lessons?
QUESTIONS to ASK
20
What is information literacy?

• Information literacy is
• ability to access, evaluate and use information
  from multiple formats -- books, newspapers,
  videos, CD-ROMs, or the Web.
• Information literacy means
• application of problem-solving skills in
  situations students face in all their subject
  areas.
• set of competencies, skills that will grow with
  students, even when current operating systems,
  search engines or platforms are obsolete.

21
Philosophy/Guiding Principles- Plan

• guided by instructional objectives and beliefs
  about student learning
• Interweaving of
• instructional design,
• student learning,
• effective teaching,
• best practices

22
Technology is..

• Technology Education focuses on incremental
  skills in using and applying technology tools for
  relevant, meaningful, instructional activities
• Information Literacys focus is on content,
  communication, information searching, analysis
  and evaluation

23
What is a technology enhanced, student-centered
classroom?

• Connections to an exciting new world of hot and
  lively current information
• Students make meaning and develop insight while
  the teacher shows them how to navigate and reason
  through the labyrinth of new sources
• Front of the room disappears as computers support
  investigations, explorations and excursions

24
What is a technology enhanced, student-centered
classroom?

• Major focus of classroom activity is QUESTIONING
• Effective searching, prospecting, gathering and
  interpretation techniques required
• Tools and information used to explore solutions
  to contemporary issues
• Questioning and information literacy become
  fundamental
• Wires and cables transformed into powerful
  channels for learning

25
http//www.nutrisci.wisc.edu/grad_ns/g_ns_images/g
_courses.jpg
http//www.edu.pe.ca/bil/images/image002.jpg
xmmlaunch.esa.int/images/ kids-nov24-3.jpg
www.acnatsci.org/research/ pcer/fisheries.html
26
The Standards Movement Addresses What

Students Should Know from Content
The use of technology as a tool

for discovering and applying content knowledge
in authentic contexts for

solving problems,
has not been addressed in the content standards
making decisions,

exchanging information and
communicating

27
Information Literacy Guide to Integration

• Best Practices in Teaching and Learning
• Best Practices in Increasing Student Achievement
  through Effective Media Center Programs
• Instructional Design
• Tweaking Lessons for RIGOR
• Teacher Technology Competencies

Research Based
28
Information Literacy/Technology Education K12
Integration Plan

Statewide Initiative

Integrates information literacy and technology
education into problem solving and inquiry
lessons and activities based on the CURRICULUM
Standards and ISTE and AASL Standards
29
Purpose of Integration Components of
teaching research and problem solving?

• Good research and problem solving activities just
  dont happen time planning, access
• Developmentally and progressing through
  complexity - scaffolding
• Questioning piece is the most important part
  makes or breaks
• Use a problem solving model
• Need common, consistent model
• What does it look like? Modeled and taught not
  just assigned
• Key person the principal and how he/she views
  the value

30
Why?

• Children exposed to interdisciplinary units of
  study use technology as a tool to become
  literate, cooperative, problem-solving,
  self-motivated learners.
• Linking technology with core instructional
  objectives is what makes good, effective use of
  technology. That's the message we need to
  communicate. It's a process - not a number.

31
Why?

• Technology-rich environments can support
  initiatives focused on improving learning
  outcomes.
• Teachers are the first to recognize increases in
  students' self-esteem and confidence, enhanced
  content area understanding, and more informed and
  empathic responses to world events as a result of
  using technology.

32
Leading the way to Information Literacy and
Technology Education
The three most important school-to-life critical
skills

• Research
• Problem Solving
• Communication

33
This is what we have for South Carolina
Major Components

• Performance Matrix
• Curriculum Overlay
• Process Model (Big6)
• Sample Modified Lesson
• Content integration vs. Laundry List of Skills

Statewide Initiative
34
Lets take a good look and see how this can be
the catalyst that changes the way in which
instruction is delivered so that student
achievement happens !!
catalyst
35
What do students need to know and
be able to do at each grade level to provide an
orderly progression of learning?
ISTE
AASL
Content
Curriculum
36
First Things First

• Standards Performance Matrix
• What do students
• need to know?
• be able to do at each grade level
• How can we scaffold learning?

1
37
Next Component
2
Curriculum Overlay Exactly what skills should
students be learning based on curriculum and
standards? What are some activities that reflect
integration of skills? What are some resources
that make it happen?
SKILLS
Activities
Resources
38
Third
3



Big6TM Problem Solving Model 1. Task
Definition 2. Information Seeking Strategies 3.
Location and Access 4. Use of Information 5.
Synthesis 6. Evaluation
39
Assignments and Assessment

4

• What exactly is the assignment?
• How will student accomplishments be assessed?
• What are the expectations for student learning?

RUBRICS
40
What do students need to know?

• Learn, practice, and use information skills and
  strategies
• Within the instructional program
• Within the subject areas
• For authentic learning

41
What do students need to know?

• Learn the information process
• A process is a step by step set of procedures
  designed to solve a problem.

• Develop effective strategies
• A strategy is a plan of action for searching to
  find the information you want and NEED.

42
What are Information Skills?

• Making decisions
• Analyzing
• Locating
• Accessing
• Using
• Synthesizing
• Evaluating
• Cooperating

PresentingDiscussingTrouble ShootingProblem
solvingDesigningCreatingReadingComparingContr
asting
43
Recognize What Is Really Important in Student
Research
Know what is fluff and puff bells and whistles
paste and wastesurfing and saving
44
Understand that this is not intuitive It doesnt
just happen!
45
FOR Effective Lessons

• What do kids need to learn? When?
• What EXACTLY do I want them to accomplish? What
  are we studying now?
• What will our focus be?
• How much do they know now?
• At what level should I begin?

46
Effective Research
How will I know that students have learned what I
set out to teach and what I wanted them to
experience?
Assessment
47
Curriculum Integration

• Reference Activities
• Learning process
• Learning strategies
• Learning content

48
Good Assignments

• Students have a choice
• Students have ownership
• Students can relate

49
Good Assignments

• Clear purpose
• and expectations
• (rubrics)
• (checklists)

50
Good Assignments

• Go beyond
• the written word...
• drawings, photos, music,
• oral presentations
• interviews
• desktop publishing

51
Allow Yourself to lose Control
Educators

• Over time
• The final product
• The correct answers
• Knowing all the answers
• Being more knowledgeable than the kids

52
What do media specialists need to do?

• Totally familiarize yourself to talk the talk and
  walk the walk
• Know information literacy and READ journals
• Dont try it on your own
• Develop a plan
• Plug it, squeeze it, and dont let it dry out!

53
(No Transcript)
54
Learning is a complex process.through which
learners constantly change their internally
constructed understandings of how their worlds
function. New information either transforms
their current beliefsor doesn't. The learning
environment is a function of many complex
factors, including curriculum, instructional
methodology, student motivation, and student
developmental readiness. Trying to capture this
complexity on paper-and-pencil assessments
severely limits knowledge and expression. Martin
G. Brooks and Jacqueline Grennon Brooks. The
Constructivist Classroom. November, 1999
55
What is Information Literacy?What is
technology?How do you teach research?What
exactly do students need to know?How will it
impact on student learning?
QUESTIONS to Review
56
Why is a problem solving model important? Why
integrate? What does that involve?How do you
integrate with existing lessons?
QUESTIONS to Review
57
(No Transcript)
58
Resources

• American Association of School Librarians.
  Information power Building
• Partnerships for Learning. Chicago American
  Library Association, 1998.
•  
• Smink, Anna, Information Literacy A Plan and a
  Practice. Knowledge Quest 28 March/April 2000
  40-42.
• OSullivan, Michael, Scott, Thomas. Teaching
  Internet Information Literacy. Multimedia
  Schools March/April 2000 41-44.
• South Carolina Department of Education, South
  Carolinas K-12 Curriculum Standards.
•  
• Barckay, Donald A, Editor. Teaching Electronic
  Information Literacy A How-To-Do-It Manua.
  Neal-Schuman Publishers,1995.
•  
• Berger, Pam. Internet for Active Learners
  Curriculum-Based Strategies for K-12. American
  Library Association, 1998.
• Chirinian, Alain. Internet Activities for
  Science Prirmary. Teacher Created
  Materials,1999.
•  
• Donham, Jean Enhancing Teaching and Learning A
  Leadership Guide for School Media Specialists.
  Neal-Schuman Publishers, 1998.
•  
• Donato, Diane. Integrating Technology into the
  Science Curriculum Primary. Teacher Created
  materials, Inc., 1998.
• Eisenburg, Michael and Berkowitz, Robert.
  Information Problem Solving The Big Six Skills
  Approach in Library and Information Skills
  Instruction. Ablex, 1990.

59
Resources

• Eisenberg, Mike and Berkowitz, Bob. The New
  Improved Big6 Workshop Handbook. Linworth
  Publishing, 1999.
•  
• Fitspatrick, Kathleen A. Program Evaluation
  Project Director. Library Media Services.
  National Study of School Evaluation, 1998.
•  
• Haycock, Ken. The School Library Program in the
  Curriculum. Libraries Unlimited, 1990.
•  
• Johnson, Doug. Handout for the Indispensable
  Librarian. March 19, 1999 taken from The
  Indispensible Librarian and the Indispensable
  Teachers Guide to Computer Skills, Linworth
  Publishing.
• Kovacs, Michael and Diane Kovacs. The Cyberians
  Guide for Developing Successful Internet Programs
  and Services. Neal Schuman Publishers, 1997.
•  
• McElmeel, Sharron L. Research Strategies for
  Moving Beyond Reporting. Linworth Publishing,
  1997.
• Miller, Elizabeth. The Internet Resource
  Directory for K-12 Teachers and Librarians.
  Libraries Unlimited, 2002.
•  
• Moursund, David. Project-Based Learning Using
  Information Technology. ISTE Publications, 1999.
•  
• Pritzl, Amy. What do they really need to know?
  Adventures in Curriculum Writing. Book Report.
  March-April 2000 30-33.
• Thompson, Helen M. and Henley, Susan A. Fostering
  Information Literacy Connecting National
  Standards, Goals 2000, and the SCANS Report.
  Libraries Unlimited, 2000.
•  
• Wiggins, Grant. and McTighe, Jay. Understanding
  by Design. Association for Supervision and
  Curriculum Development, 1998.
•  

60
Resources

• Big6 http//www.big6
• Infosearcher http//www.infosearcher.com
• NETS for Students. ISTE Standards
  http//cnets.iste.org/index2.html
•  
• Washington State Library Media Association
  http//wlma.org/Instruction/infolit.htm
•  
• Oregon School Library Information System
• http//www.oslis.k12.or.us/elem/howto/ind
  ex.html
• http//www.oslis.k12.or.us/tutorials/
•  
• Library Research Goal Implementation The
  Building Blocks of Research An Overview of
  Design, Process and Outcomes
• http//nuevaschool.org/debbie/library/re
  search/il/infolit1.html
• Rubrics http//www.ncsu.edu/midlink/rub.multi.
  htm

61
Resources

• Mankato Schools Information Literacy Curriculum
  Guidelines. http//www.isd77.k12.mn.us/resources/
  infocurr/infolit.htm
• Full-Text Research Articles from School Library
  Media Quarterly This site consists of past
  articles from School Library Media Quarterly
  (SLMQ) that are referenced in Information Power
  Building Partnerships for Learning
  (1998).http//www.ala.org/aasl/SLMR/slmr_resource
  s/slmr_select_toc.html
• Computer Skills for Information Problem-Solving
  Learning and Teaching Technology in Context. ERIC
  Digest. http//www.ed.gov/databases/ERIC_Digests/
  ed392463.html
•  
• Applying Big6 Skillsand Information Literacy
  Standards to Internet Research
  http//www.surfline.ne.jp/janetm/big6info.htm
• Montgomery County Public Schools Electronic
  Literacy Skills Outcomes Continuumwww.mcps.k12.md
  .us/departments/isa/elit/tea/outcomescontinuum.htm
  
• K - 4 Information Skills Curriculum Moorestown
  Township Public Schools Moorestown New
  Jerseyhttp//www.mtps.com/south/simpsonc/Informat
  .htm
• Noodletools http//www.noodletools.com/