EDUC 6816 Weekly Reading #8

"Information retrieval is certainly a skill, features of which are transferable across disciplines and applications."

I chose this quote because I believe information retrieval is an important skill that our students will need for the future, but not just information retrieval.  What happens when they come across the information they think they are looking for?  They need to be able to evaluate the information and validate it.  These skills are the responsibility of all teachers to teach, not just the librarian.  Students can practice information retrieval and evaluation skills in any subject area, for any teacher.

I chose the image below because it shows how all information skills are vital for information fluency.  Students need the traditional research skills as well as the 21st century skills of evaluating and validating the information found.

 

Image by Eduscapes. (2013). Retrieved from http://eduscapes.com/instruction/1.html

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

BI, bibliographic instruction, is the traditional way we learn to research, mostly through print texts in the library.  IL, information literacy, is a further reaching definition.  It includes not only the research, but also the evaluation of the information for accuracy and bias.

2. Why should classroom faculty teach IL?

Classroom faculty should teach IL to prepare their students for the workplace in the 21st century.  Employers not only need to be able to find information, but also evaluate it for validity.  It is every teachers' responsibility to best prepare students for the future.

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

The classroom faculty has the role of teaching students the skills to (1) evaluate arguments (2) verify evidence and (3) propose solutions.

Source

Grafstein, A. (2002). A Discipline-Based Approach to Information Literacy. Retrieved from: http://westmont.edu/_offices/provost/documents/Senate/Full/2009-2010/Discipline-Based%20Approach%20to%20Information%20Literacy.pdf

EDUC 6809 Weekly Reading #8

"As adults, we assumed that any information we forwarded to Ned about Goodie MOb would be well received and useful to him. This was not the case. As Ned began to show us and to teach us about his interests in Goodie MOb, we had to shift our thinking and position ourselves as learners in the process, watching to see how his interests constantly shifted and changed. Though appreciative of the information we shared with him, he had his own agenda for engaging with texts concerning Goodie MOb. Clearly, the meaning he made from the text was not the meaning we made from the text."

I chose this quote because I believe it makes a good point; just because a student is interested in a particular subject, doesn't mean that any information we give them on the subject will be valuable or meaningful to them.  We need to make the effort to find out what exactly about the subject motivates them.  We also have to be prepared that they may reject some information we give them.  No two people view a piece of information the same, whether it be a written text or a video.  It is important to let the student make his/her own meaning from the text, and not push our meaning on them.  I find it so frustrating when teachers do that.  I had a high school English teacher who would always tell us what a text meant; she had no interest in our interpretation or opinion.  Doing that really takes away from the students' engagement with a text.

I chose the image below because it relates to the reading this week.  Most students are obsessed with pop culture.  They may not remember a multiplication fact or who fought in WW2, but they can go on and on for days about movies, television shows, music, celebrities, etc.

Image by Roy Nixon. (2013).  Retrieved from www.CartoonStock.com

1. What is your stance on using popular culture texts in school?

I think it is a great idea.  Pop culture is something most students are interested in, whether it be music, movies, comics, television, etc.  If the subject is something the students care about, they will be motivated to read texts about it, research it, or talk about it.  Also, because it is something they care about, they will be much more engaged with the text, instead of finding it boring.

2. What are your concerns about using popular culture texts in school?

My biggest concern is that some of the pop culture that students are interested in is inappropriate.  Some of the music or movies may have inappropriate language or content.  I believe the best way to handle that is to screen content very carefully before allowing it into the classroom.

3. How can popular culture texts support school-based writing?

I think it supports school-based writing by motivating students to write.  Again, if the subject is something important to them, something they care about, they will want to read texts about it.  They will want to share what they know with others, which can be done in classroom blog postings or multimedia presentations.

4. Find and link a web-based popular culture text you might us to support writing in your teaching context.

Everyone's a Critic: Analyzing Sitcoms as Cultural Texts is a lesson plan that involves students analyzing different sitcoms.  The lesson incorporates digital literacy, communication, collaboration,  writing, and art.

Sources

D.E. Alvermann, M.C. Hagood, & K.B. Williams (2001, June). Image, language, and sound: Making meaning with popular culture texts. Reading Online, 4(11). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/alvermann/index.html

Doyne, Shannon. (Dec 2011). Everyone's a Critic: Analyzing Sitcoms as Cultural Texts. Retrieved from http://learning.blogs.nytimes.com/2011/12/01/everyones-a-critic-analyzing-sitcoms-as-cultural-texts/

EDUC 6816 Track Star Rough Draft

Should Prayer Be Allowed in Public Schools?

EDUC 6809 Weekly Reading #7

No Selling the Genie Lamp: A Game Literacy Practice in The Sims

Summary:

This article talks about the many different types of literacies; how there are multiple ways in which we read and write.  Some of them are traditional, while others incorporate 21st century skills.  Gaming is one type of literacy.  This article details the game, The Sims, where players take on a role and participate in a virtual world.  In this game players have many opportunities to "read" and "write".  The player has to understand what is going on in this virtual world as well as be able to respond and play in it.

What I Learned:

From this article I learned that game literacy has the potential for a deeper learning.  Players are not just passively playing a game.  They are engrossed in it; having to take in what is going on and make decisions on how to proceed.  Gaming is just one form of literacy that makes up all the literacies for how we communicate.

Quote;

"Playing a game is at one and the same time a form of consuming (reading or understanding the design features and content of the game) and producing (writing or enacting the game by playing it)."

I chose this quote because before I began taking these classes I never would have thought online games to be so complex.  Now, I can see how players are reading and writing, just in a different way.  All forms of literacy are important, because, like I said above, put together they make up how we communicate in this world and with each other. 

Source

Hayes, E. R. & Gee, J. P. (2010). No Selling The Genie Lamp: a game literacy practice in The Sims. Retrieved from: http://www.wwwords.co.uk/pdf/validate.asp?j=elea&vol=7&issue=1&year=2010&article=6_Hayes_ELEA_7_1_web


Teens and Social Media in School and Public Libraries (article of my choice)

Summary:

This article talks about what social media is and how it can be used to facilitate learning in school.  In this article you will find many good examples of ways for teachers to incorporate social media into the curriculum.  Some examples include creating a Facebook page for a historical figure or creating a class blog.

What I Learned:

I found some great ideas for ways to incorporate social media into the classroom.  I used many of the examples in my Media Ecology Case Study.  The young person I interviewed is heavily involved with social media, as are her friends.  The examples from the article teach you how to connect the interest in social media to learning activities.  These activities would be highly motivating and engaging for someone like the young girl I interviewed.

Quote:

"Social media has many positive uses in schools and libraries.  It provides an ideal environment for teens to share what they are learning...allows teens to receive feedback...create a sense of community."

I chose this quote because I love the collaboration opportunities that social media can provide for learning.  Students are able to share what they are learning with their peers, instead of just the teacher.  Students can also receive feedback on what they are posting.  I believe this would be highly motivating because teens care so much about what their peers think of them.  I also like how it brings everyone together.

Source

Young Adult Library Services Association (YALSA). (February 2011). Teens and Social Media in School and Public Libraries. Retrieved from http://www.ala.org/yalsa

EDUC 6909 Media Ecology Case Study - Final Draft

Here is the final draft of my Media Ecology Case Study

EDUC 6816 Weekly Reading #7

"...high levels of engagement aren't necessarily guaranteed by simply infusing technology."

I chose this quote because I completely agree; you can't just stick a laptop or iPad in front of students and say that they are engaged with technology.  You have to have a well thought out, planned lesson to incorporate technology.  It needs to be relevant to the students' lives, and something that will benefit them.  In my observation I have seen too many teachers just assign a website with generic games, and that is their technology integration for the week. 

Just because students are using technology doesn't mean they are engaged or excited about it.  For example, I know a lot of teachers have students create a Power Point to display what they have learned, but that is so boring.  Students have been creating Power Points probably since they started school.  Why not give them something more interesting?  Something where they can really use technology skills, such as editing, or adding music and video.  They could create a Photo Story, or an iMovie, or even a Prezi.  In order for students to get the most out of our technology integration we need to incorporate new and innovative projects for them to create.

I chose the image below because it goes along with the quote above.  In today's world we can't expect students to be challenged or motivated by only allowing them to create pencil and paper products.  We are a technology rich generation and we should embrace that.  Let our students be creative; let them show us what they are capable of .

Image found at Cartoon Stock.  Retrieved from http://www.cartoonstock.com/directory/g/grammar.asp

 

1. How might you citizen journalism project resemble a technology rich project?

 

During my citizen journalism project my students will be asked to interview members of the community for their opinions on the topic.  They will be using digital media to record their interviews.  Also, my students will be using digital media, such as Photo Story or iMovie, to present their final projects.

 

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

 

I learned that you need to have a well thought out plan before you introduce the project.  I also learned that students will need guidance throughout the project (this is where my Track Star will play a big part).  If the project involves group work, I would probably begin incorporating some group work before this project.  Finally, students need to be interested and motivated by a topic that means something to them.

 

Source

 

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.

 

EDUC 6809 Case Study

Link to my case study