Rules For Posting To This Blog and Weekly Blog Question
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Thursday, November 28, 2013
Wednesday, November 20, 2013
Tuesday, November 19, 2013
Monday, November 18, 2013
Sunday, November 17, 2013
Friday, November 15, 2013
Wednesday, November 13, 2013
I had heard the term "information literacy" prior to reading this article, but I don't know that I had ever been enlightened on its meaning. Reading this article and internalizing what information literacy is, really magnifies the fact that information literacy has implications that are just as serious as illiteracy. I have often joked that "reading is fundamental", but in actuality, nothing could be more true. If people don't know when they "need information and where to locate it effectively and efficiently", then they are not able "to analyze and evaluate" the information that is found, thus resulting in a lack of "confidence in using that information to make a decision or create a product". When people are illiterate (not having the ability to read and write), they often face very similar challenges on a daily basis,because they many not know how to locate and effectively use information.
Another point that I thought about after this article is that the "digital divide" still exists and the problem is only compounded when you factor in "information literacy". Can students that don't have the same access to internet on a regular basis be as adept at information literacy as those students that do have regular access? As teachers of young students that deal with information overload on a daily basis, we bear some responsibility in helping them learn to become information literate. It does a diservice to our students to allow them to pass from grade to grade when they do not have the ability to read and comprehend information in their textbooks. Is it not of equal consquence if we allow them to be "information illiterate" as well?
Tuesday, November 12, 2013
According to the article provided for our blog, "literacy information is the set of skills need to find, retrieve, analyze, and use information." This definition made a lot of since to me because in my two years of teaching high school students I have observed that the vast majority of students can actually use technology by answering assigned questions but at the end of the assignment they do not necessarily know what they have retrieved, how to analyze it, or how to use the information they obtained; and you can forget about those students being able to explain what they researched! I usually tell my classes things like "you need to know the "who, what, when, where, and why about the assigned topic". However, based on what I have learned in class, I can now assist students in the research process as they retrieve, analyze and use information obtained. This will prepare them to learn to become lifelong, independent learners as some of our Georgia Performance Standards require.
I will teach my students about information literacy by first using the article provided to us at NTI on IL as well as the links embedded in the article. I found this article to be very informative and easy to read (follow). I could actually teach key concepts from this article to my students along with referring/ taking them to the links in the article.Since students will require more than a college education to be successful in their field of study, I will continue to give opportunities for them to use technology in the classroom. I will instruct students on the research process and how to locate reputable sources on the web. Using guided practice and feedback, I will help ensure students have opportunities to express creativity without becoming overwhelmed and experiencing "data smog". I already allow students to use technology in my classes frequently, now I will be able to bring much more clarity to the reseach process while providing the guidance needed to for students to feel confident and successful during the task(s) at hand.
Depending on how you argue this sentiment, whether through blog, wiki, youtube channel, or mainstream media, one truth remains, nothing is ever as it seems. And in this day and age it almost seems as if we live in some fantasy world where you can make a choice between a red pill and blue pill and “enter the matrix” if you will…
With all of this being said my main thoughts on all of this are stick to the tried and true methods of story verification. First and foremost, if you read it online the first rule is BE Suspicious, the second one is, if you read it in black and white print in a magazine and it supports what you have already read online, there MAY be a great deal of merit to it!
Finally, I have always been a true believer in certain aspects in MAINSTREAM media. If you want to use sub domains and subpar websites to gain your information, use your head and compare with mainstream media outlets no matter what political views you have (MSNBC TO FOX NEWS) and understand that if there are some parts echoed on either or both sides of the fence, then there more than likely is some merit to what you have discovered.
Of course, in the end, if you want to be safe, talk about tried and true events, proven through the annals of time to get your teaching point across and avoid that monster altogether if you have to.
While reading David Shenk’s article on “Data Smog”, it occurred to me there was one aspect of information literacy he didn’t address; pace. It is accurate to describe the access to data students have today as unprecedented. Most school age children have a treasure trove of information at their fingertips within seconds no matter where they physically are. The explosion of internet access through smart phones literally allows a student to research any topic from anywhere at any time. The internet has become their library and it is always open. One problem with this is there is no librarian to guide them or teacher to direct them or parent to caution them.
Students have the ability to get the data they need within seconds now where just a decade ago the time frame was substantially longer. With this rapid information reaping capability, students rarely bother to double check sources or think through the answers they have acquired. They are satisfied with simply getting the answer quickly and moving on to the next task without ever slowing down to analyze their solution.
Internet based social media sites such as Twitter, Facebook and Instagram are also contributing to this rapid, no thought process, reactionary driven pace of information, becoming the norm. School aged kids today can get an answer to a personal question or the details of any social situation within seconds. Social drama now plays out at the speed of light over wireless connections and conversations that were oral just a few years ago are now done via text in 140 characters or less. Basically, this means a person can speak their mind over a social media app using their thumbs instead of their voice. Have you ever spoken to someone without thinking first? Just reacted and let your first thought fly out of your mouth. We all have. Today, kids put their foot in their mouths without ever having to open them.
If students are taught to pace their acquisition of data and slow their use of it then their level of information literacy will go up. Instead of only relying on Wikipedia for research, perhaps they will find a second and third source to back up or disprove the “facts”. And instead of immediately Tweeting or texting, they will think through their comment and pause before hitting send. Maybe they won’t send it at all.