Technology and 21st Century Information Literacy

1
Technology and 21st Century Information Literacy

• A short, stimulating sojourn into our present and
  future as technology leaders and collaborators-
• Bringing a Digital Age vision to our regional
  information literacy curriculum-

2
Technologya look around the corner

• 21st Century Skills
• Technological Literacy
• Digital Literacy
• ICT Skills

3
David Warlick saysFounder of http//www.landmark
-project.com/Author of Redefining Literacy for
the 21st Century

• And this is exactly what we know about the
  future for which we are preparing our students
  almost nothing.
• For the first time in history our job as
  educators, is to prepare our students for a
  future that we cannot clearly describe.
• Jimmy Buffet We are our own best teachers.

4
Contemporary Literacyfrom REDEFINING LITERACY
FOR THE 21st CENTURY

• Redefine basic literacy using --
• The context of an information environment that
  is digital, global, indexed, hyper-organized,
  multimedia, ubiquitous.
• The future of politics, economics , and personal
  experience is largely driven by information.

5
21st Century Skills Technology Driven

• Merge content, problem solving, communication
• Control and use diffuse, abundant, diverse,
  global information
• Students master subjects of interest within the
  context of classroom instruction and master
  literacy skills and life-long learning strategies
• Creativity replaces standardization

6
ICT Literacy Maps-Partnerships for 21st Century
Skills

• Integrate Information and Communication
  Technology into K-12 education
• Core academic subjects mastered at much higher
  levels
• Use 21st century tools to perform learning skills
• Analyzing, accessing, managing, integrating,
  evaluating and creating information in a variety
  of forms and media, understanding the role of
  media in society

7
ISTE NETSNational Educational Technology
Standards for StudentsInternational Society for
Technology in Education

• Basic operations and concepts
• Social, ethical and human issues
• Technology productivity tools
• Technology communication tools
• Technology research tools

8
Achieving ISTE NETS

• Students articulate information needed
• Understand the function of all types of
  technology, present and emerging
• Execute a search strategy
• Read and evaluate information located
• Evaluate information resources for authority,
  timeliness, accuracy, relevance
• Select information to download
• Save, gather selected text
• Use protocols for online communication
• Understand purpose and function of selected
  software
• Use software to create effective presentations

9
Not the 3Rs but the 3Es

• Expose the information- from a global,
  interactive, and multimedia electronic cybrary
• Employ the information-Solve information
  challenges using mathematics and computer skills,
  construct information products from digital
  information
• Express ideas compellingly-Express ideas fluently
  in a digital format through text, image,
  animation, sound, and video to a broad and
  geographically diverse audience

10
Features of the learning environment --

• Ubiquitous, access to anything from anywhere
  ubiquitous librarian
• Sweeping connectivity, global reach
• Third World driven satellites, laptops
• Portable, personal, micro-miniature hardware
• PC yields to hand held, portable devices
• Huge personal libraries on iPods, web file
  organizers, Treos, laptops

11
Lib 2.0, Web 2.0

• User centered, virtual community
• Multi-media experience, multi-sensory
  communication
• Socially rich
• Communally innovative users change services from
  library

12
Lib 2.0, Web 2.0

• Collaborative
• Interactive
• Dynamic
• Creation and consumption of content blurred
• Sharing peer to peer
• Exploration of information problem solving space
  using video game conventions
• 24/7/365
• Digital formats textual, graphical, animation,
  sound, video

13
Ready, set, go Lib 2.0

• Synchronous messaging (IM)
• Real time communication
• Streaming media
• Blogs and wikis
• Social networks
• Tagging (Library users tag subjects in catalogs
  for themselves)
• RSS
• Mashups (Searching images with images)
• Aggregators
• Distill web for personal use

14
Exposing information

• Wide range of skills, investigative strategies
• Acquiring, decoding, evaluating, organizing
  information in a digital environment
• Global electronic library
• Reading across, down and deeper via hyperlinks
• Control of information is positive, personal,
  productive, meaningful

15
Personal digital literacy

• Search engine savvy
• Database savvy
• Personal hardware
• Search logs reflection
• Search language
• Encompassing evaluative competency
• Questioning
• Defending your choices

16
Media manipulation

• Distance learning platforms
• Text
• Data
• Images
• Audio
• Video

17
Communication

• Compete for attention
• Produce compelling text
• Use packaged text
• Incorporate images, sound, animation
• Utilize graphic features
• Explore video production
• Consider Web publishing
• Programming is in the possibilities

18
Closing thoughts

• Expanded access to the tail of the dog
  discreet, abundant options outside the mainstream
  and available
• Online communities and support for learning, far
  reaching partnerships
• Multiple levels of questioning, investigation,
  communication, feedback
• Management of diverse, complex, ubiquitous points
  of access and information resources
• Distillation of the Internet via specialized
  tools, social book marking, shared files,
  personal libraries, personal internet network
  tools
• Ascendancy of shared opinion and blur of content
  and consumption
• Employing technological tools to manipulate,
  manage, share and generate meaning from
  information, metadata

19
SLMS can..

• Lead
• Network
• Learn
• Share
• Assimilate
• Implement
• Teach
• Strategize