Inquiry

How can we learn to read critically?

This is the title/topic of an inquiry-based unit where the objective is to evaluate statements and facts in order to gain a deeper understanding of what is written either in texts and/or on the Internet. "For example, we learn that "in 1492, Columbus sailed the ocean blue" and that he discovered America. But what did he really discover and in what sense did he discover it?"

Students are to choose a commonplace statement from a list and then use the Internet to search for information on this topic to see what they can learn about why the statement may be in some way limited or incorrect. Students should continue searching in an effort to find facts they did no know prior to their search on the chosen topic. The point is for students to locate information that changes their view on a particular subject. Students are to use the following questions to guide them through the inquiry process as well as respond to each:

• What does the Web say about it? Does it contradict the statement?
• Does that change your beliefs?
• How do you know which is true? The original statement? The web page? Something else?
• What does this tell you about credibility of the Web? About credibility of other sources? About knowledge? About how we acquire knowledge?

The important components of an inquiry-based lesson are inherent for the most part. The enduring understanding and essential question(s) exist though not labeled clearly. Students need to think for themselves, make connections, construct new knowledge, demonstrate learning, problem solve, and synthesize information gathered. All of these are done by choosing a statement, searching for information, and answering the guiding questions, which require students to compare, contrast, connect, analyze, synthesize and determine what is accurate, which would be the problem solving component of the lesson. Also, this unit includes authentic lessons that are providing students with a skill that is applicable to real life situations. Any user of information must learn how to engage in the process of evaluating what they read in an effort to understand something to the greatest extent possible. Additionally, this unit provides background reading to prepare students for this activity as well as examples of misinformation in texts and on the Internet. There are two other lessons in this unit; one about Web site evaluation and another about issues that affect evaluation of information in digital environments, both of which further support the objectives of this inquiry-based unit.

source:
Inquiry Page - http://inquiry.illinois.edu/index.php
Inquiry Units - http://inquiry.illinois.edu/bin/unit_update.cgi?command=select&xmlfile=u10324.xml

Value of Internet Resources in Education

There are myriad Internet resources currently available that can enhance educational experiences for students, parents and teachers, thereby positively impacting students’ learning. The infinite Internet resources at a teacher's disposal enable them to create and teach engaging lessons and provide positive learning experiences. It is in an educator's best interest to create lessons requiring the use of technological tools to teach the lesson as well as for the students to use in school or at home to extend the learning in an effort to meet students' preferred intelligence and learning modalities. The Internet affords an infinite cache of tools that will help students understand, organize, synthesize and share knowledge. For example, Web 2.0 tools provide such things as Snipd for archiving, Delver and Managed Q for searching, Gliffy, Exploratree, Mayomi, Mind Meister and Kayuda-just to name a few, for concept mapping, EasyBib for creating a bibliography, Similipedia for researching, Diigo for annotation, slideboom, Google Docs and knols, for file sharing, wikis, blogs, podcasting etc... the list goes on and on. There is so much information available and these tools are especially wonderful for the purpose of accessing it efficiently. Students can demonstrate learning by pulling up a presentation on slideboom whenever necessary. Teachers can communicate at any time via Websites and blogs. Students can share opinions and reactions with each other via wikis, knols and blogs. Parents can check in on their child’s progress via student information systems and communicate with teachers and administrators. They can even pay for lost or damaged school library books online. The Internet provides free access to information easily. While it is not without it’s pitfalls, it has the capacity to do more good than harm simply by making it easier to communicate and access information. The Internet is currently shaping minds whether teachers use it for teaching or not. It is a school’s responsibility to teach Internet safety and train teachers and students how to use its’ resources. It is a community building tool simply by being an avenue for increasing communication. It is a learning tool used by teachers and for teachers regularly during professional development whether it’s in school, or an online tutorial or class at home. Teachers are using the Internet to learn, plan, and teach on a regular basis. Students are using it to learn and demonstrate their knowledge constantly. As the Internet advances with Web 3.0, so too will teaching and learning.

Millenials

Know your millenials so you can better teach them how to research. This will create amazing information literate beings who contribute to society by making it better.

Q. What's a millenial you ask?

Good question!

A. Anyone born between 1982 and 2001 give or take a year.

Managed Q

Check out the coolest new visual search application....it will forever change the way you search from this point on.....

I created a lesson to promote it as a research tool for teachers, but you can just go to http://www.managedq.com on your own and play around. There's a tutorial, a forum and an about to learn more about an awesome new application.

Don't forget to check out the cute guy who started it all!

Here's my lesson link. Fun looking at all the new tools I can share with my students and colleagues. It was difficult to choose just one.

http://www.scribd.com/doc/15778465/ManagedQword

For more great ways to use Web 2.0 tools and teach research, check out
Kids Search Tools

refdesk.com

elearners.com

web 2 point 0 for teachers

What does Information Literacy Look Like in a School Library?

Here is a great resource that will tell you all about it!

Riedling, A. M. (2004). Information literacy: What does it look like in the school library media center? Westport, Connecticut: Libraries Unlimited.

This is an all-inclusive practical guide book written for both practicing school library media specialists and for courses that prepare college/university students for undergraduate and graduate degrees in school library media, that discusses information literacy, research, independent learning, ethics and more. It is aimed specifically for school library media specialist's use. The overall goal is to teach what information literacy looks like in general, in school, in a classroom, in your mind and in life. It is a guide designed to lead SLMSs through the information literacy procedure. Because it is a practical guide it provides helpful scenarios to explain what information literacy looks like.

I love this book! I know it's 5 years old, but everything in it is relevant. I found another title I'm trying to get my hands on that looks like it will be extremely useful and it's only 2 years old: Information Literacy Cookbook. I'm still awaiting the Eisenberg book; sometimes CPL holds take longer than a week.

Role of Games in a School Library Media Program

Why not? It's an educational tool that engages students during learning experiences; probably more than any other tool.

I love that there is research about using gaming to teach and that I can use that when I make my budget pitch to my principal and Local School Council. I found the School Libraryland blog and the online toolkit for building gaming @ your library especially enlightening. Genesee Valley BOCES IS a trailblazer in this area. I look forward to sharing this information with my colleagues.

I have many games in my school library such as boggle, scrabble, connect four, Uno, and the like. I also have a chess club, which has grown into a very popular game at my school over the last two years. I've been teaching the faculty too. It's a lot of fun and the students LOVE to play against teachers. I teach reading and math via chess and it's probably been one of the greatest experiences in my career. If you don't have chess at your school, I would recommend starting up an afterschool program...it is amazing how engaged students can be and it doesn't involve anything electronic:) But it can, obviously, we play chess on the computers as well.

I have been using a scavenger hunt to teach students how to use the library and it's probably the lesson that they are most engaged in throughout the year. It's very effective for teaching them where resources are located as well as what info. the resource provides. The competitive aspect is fun because there are always prizes for the first few who complete it. Students also enjoy choosing their partners to work together. I typically don't include the Internet as a resource for this specific activity because we do so many other info. quest type activities with it throughout the year. We do use our computers to access gaming sites.

Is Blocking a site for their own good or is it Censorhip?

Can it be both?

What is the best way to keep students' learning environment safe and not infringe on their right to intellectual freedom?

We have an acceptable use policy (AUP) and consequences listed in our district's Uniform Discipline Code, but nothing specific at the school level. We have consistent problems with students accessing inappropriate content. I have taken away computer use privileges (which is what I inform the students and parents - that using the library and its resource is a PRIVILEGE that can be lost) from students who choose to do this. It does not, however, mean they lose access throughout the school. I would like to form a representative committee of my school community to include students, parents, staff as well as a CPL librarian to create an AUP that enforces and extends what the district has already laid out for us. This committee would also need to create a program for teaching students and parents about the dangers of Internet use and defining explicitly what acceptable use entails. Q & A is necessary for students and parents for these educational hot topics. Internet safety is not something that is addressed in my school. Hopefully I can change that this year. Again, the articles will really help me to put forth the message about how we have a duty and responsibility as educators to address this issue. I think I will be met with rigorous support.

While we have district filters, students are still able to type in a name in Google and get loads of images of women with large breasts, nice huh? We also have policies against MP3 players and cell phones, which are confiscated consistently and repeatedly. These are not working, so what's next?

I guess censorship, but is that right? Is there a happy medium? Protecting students and providing intellectual freedom per the first amendment....is it possible?