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Category Archives: InformationLiteracy

In the Midst of Info-Chaos @susannaclavello

13 Thursday Apr 2017

Posted by mguhlin in Education, GuestBlogger, InformationLiteracy, Library2.0

≈ 1 Comment

Note about Guest Blog: Thanks to Susanna Clavello (Twitter: @susannaclavello;
Coordinator, Digital Learning for the Education Service Center, Region 20) for sharing this awesome take on helping students make sense of information chaos!


Full Title: Helping Students Navigate the Digital World in the Midst of Information Chaos


Susanna Clavello (@susannaclavello)
Today, librarians and library media specialists’ roles are more important than ever before. Let me explain why.


A research report from Adobe Education notes that, “In today’s world, a proficient employee needs to be computer literate, visually literate, information literate, media literate, and digitally literate.” Yet, a recent study from Stanford School of Education proves a shocking reality: the majority of middle school through college students are digitally illiterate. With so much emphasis on educating students to be good readers, how can we explain this disconnect?


We live in an age where instead of a traditional textbook, the world has become the curriculum and it can be easily accessed anytime. This reality has a significant impact on teaching practices, and since this shift challenges a comfortable and safe status quo, the future of many classrooms is for the most part stuck in the past.


Century after century and decade after decade, the American public school curriculum has adapted to meet the needs of a constantly evolving society. The Information Age began in the late 20th Century with the birth of the internet, putting new demands for a new skillset among graduates. Today, shifts in the global economy plus the increasing sophistication of technology and the shift from Web 1.0 to 2.0, then 3.0 and 4.0 have opened doors to the Conceptual Age. This very fast change has put strains in an education system that has been slow to adapt. In their book Teacher as Architect, Smith, Chavez and Seaman conclude that this inevitable change “…will require an upgrade to our curriculum, new instructional methods and materials, a new profile of a global graduate, and an open mind.”


The definition of literacy has changed in the Conceptual Age. Traditionally, literacy has been defined as the combination of reading, writing, speaking and listening -a skillset that is taught throughout the curriculum and across grade levels, and that state requirements and accountability measures put much emphasis on. Yet, these skills do not transfer from print to online format. Teaching reading using digital content requires a shift in thinking about what we call literacy as well as a change in pedagogy.


Digital literacy -which many equate to media literacy, web literacy, information fluency, information literacy, or transliteracy- is constantly evolving as technology continues to change and the demands of society continue to increase.


The digital world is where students spend a great deal of time looking up and sharing information, creating content, and interacting with others. Educators must understand the impact of this media on students’ identity and behavior, and help them become literate in the chaotic and confusing web of information. In his Myths and Opportunities: Technology in the Classroom video, Alan November reminds us that one of the myths about technology in education is that the web provides diverse ideas from around the world resulting in a generally better educated society, when in reality, this can only be accomplished when users know how to validate and interpret information in order to make informed decisions.


If you are curious about how digitally literate your students are, try one of these experiments. Take your elementary students to TheDogIsland.com and practice main idea and details, context clues, cause and effect, and other reading comprehension skills. Then ask them, Would you take your dog to Dog Island? Why or why not? Observe their reasoning and the conclusions they draw. How many of them realize that the information is completely false? And if they do, how can they tell?


If you work with secondary students, ask when is it best to search for information using Google, Wolfram Alpha, Wayback Machine, subscription-based digital collections, or Twitter. Chances are, this may be confusing. Students may not realize that the quality, credibility, audience, and purpose of the information may vary drastically in each of these sources.


Digital literacy is not defined as the knowledge of using technology tools and applications; it is a combination of competencies and skills that are constantly evolving. According to Dr. Renee Hobbs, University of Rhode Island professor and founder of the Media Education Lab, “digital and media literacy closes the gap between the classroom and the culture because it capitalizes on the idea of making information relevant. Relevance ignites intellectual curiosity, and intellectual curiosity fuels lifelong learning.”


On the other hand, educational researcher Doug Belshaw discusses eight essential elements of digital literacy in his TEDx talk: cognitive, constructive, communicative, civic, critical, creative, confident, and cultural – which add another layer of complexity and depth to the modern definition of literacy. Belshaw concludes, “Digital literacies allow ideas to be amplified, to spread quickly, to be remixed.”


Just like reading online is different from reading on paper, so is writing. When students get ready to write online, there should be a prior conversation on what to write, where to publish it, for what purpose, for whose benefit, and how to use good judgment to engage in civil dialogue, should it become necessary.


Current state standards fall short of deepening student understanding of the intricacies of the digital world. Research projects using digital resources are often planned at the end of the school year -once standardized testing is over- and new literacy skills are often covered superficially. In addition, teacher preparation and professional development opportunities very rarely include digital literacy.


Current data from surveys nationwide indicate that 72% of teachers never ask their students to use online tools like Twitter or news feeds to acquire information, and 60% of teachers never or rarely ask their students to conduct research projects using digital resources (BrightBytes, January 2017). Why does this matter? Professor Renee Hobbs says that, “To take advantage of online educational opportunities, people need to have a good understanding of how knowledge is constructed, and how it represents reality and articulates one point of view” (Hobbs, 2010). More than one point of view is needed to draw conclusions and make informed decisions.


The ISTE standards for students 2016 cover digital literacy, and can guide educators in weaving new literacies across the curriculum fabric. State technology standards, on the other hand, may not reflect the most current digital literacy competencies and skills. Consequently, we must create opportunities for students -and adults alike- to be prepared to meet the demands of a constantly changing society, distinguish facts from alternative news, and engage in civil discourse.


As Alan November mentions to in his Mission Critical: How Educators Can Help Save Democracy article (December 2016), conditions that keep schools from teaching digital literacy include:
  • Teaching that often focuses on what is tested, and does not foster enough intellectual inquiry or academic exploration;
  • The omission of digital literacy in the core curriculum and standardized assessments;
  • Restrictive web filters that block teachable moments and give a false sense of security instead of promoting digital citizenship and critical thinking;
  • Limited knowledge of search strategies and how to validate online information;
  • Research skills that are taught superficially, late in the school year, in secondary grades only, or as a one-time introduction at the library.


The following are additional contributing factors:
  • Schools requiring teachers to follow a scripted curriculum versus allowing them to be creative and responsive to their students’ interests and cultural backgrounds;
  • The use of digital devices for supplemental programs or remedial courses, thus limiting access to tools for inquiry and creative work;
  • The misunderstanding that research equates to looking up information, with no analysis or synthesis involved in the process;
  • A perception that technology-related activities are separate from core instruction and therefore non-essential;
  • The fear that technology will eventually replace classroom teachers;
  • Teaching practices that are no longer current and do not harness the power of digital tools. In other words, why ask questions that students can google?  
  • A lack of certified library media specialists at each campus; and
  • A lack of awareness of the implications of digital illiteracy.


So what can schools do to ensure that students are good navigators of the digital world? A lot, actually. Here are some considerations:
  • Identify opportunities to use technology beyond the stage of consumption or substitution of traditional schoolwork, and redesign instruction to allow for student collaboration and creation of content;
  • Equip students with the necessary skills to validate information online and make informed decisions;
  • Allow students to be curious and question the validity of information they are exposed to, challenge assumptions and engage in high levels of inquiry and civil discourse;  
  • Provide opportunities for students to apply complex thinking to identify and create solutions to predictable and unpredictable problems in their community and beyond;
  • Empower students to think about their own thinking, and tap into their personal interests and passions;
  • Allow students to take control of their own learning;
  • Expose students to different social media channels, identify look fors, and develop a deeper understanding of how information is constructed and shared;
  • Implement a digital citizenship program with fidelity and establish a culture of safe, ethical and responsible use of technology;
  • Provide access to a quality collection of subscription-based digital resources that are reliable and trustworthy, and promote their use;
  • Involve school librarians and library media specialists throughout the process.


Why are school librarians and library media specialists so critical in this mission? For once, librarians are experienced classroom teachers with a Master’s degree in library and information science, and certification. They are the information experts on campus for both digital and print materials. They are also computer literate.


Librarians support teachers in helping students build literacy skills -including digital literacy- by teaching students to distinguish legitimate sources from untrustworthy ones, make sense of the information they are exposed to and put it into the right context, so they can make informed, responsible decisions. The library is the largest classroom on campus -a place where curiosity leads to discovery. Librarians provide resources and strategies to promote and implement innovative learning opportunities for students. In addition, they partner with teachers “to design and implement curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.” (see futureready.org).


Some of the most exemplary lessons I have observed are the ones co-designed by teams of teachers, librarians and instructional technologists. Some of the best student projects I have seen were supported by a great school librarian.


Schools have the responsibility to teach students and educators alike how to navigate today’s messy and chaotic digital world responsibly and with confidence. We invite you to be open minded about the ideas listed above, remove any barriers or limiting thoughts, and envision the benefits of a digitally literate community at your school. And if it ever feels too overwhelming, remember Martin Luther King Jr.’s words: “You don’t have to see the whole staircase, just take the first step.”


Susanna Clavello serves as the Coordinator of Digital Age Learning at Education Service Center, Region 20. She is also an IPEC certified professional coach and Energy Leadership Master Practitioner.

@SusannaClavello


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

MyNotes: Guided Inquiry

14 Monday Sep 2015

Posted by mguhlin in GuidedInquiry, InformationLiteracy, Library2.0, Research

≈ Leave a comment

Note: These are my take-aways from Carol Collier Kuhlthau’s Guided Inquiry: School Libraries in the 21st Century. from January 2010. Read it online.

Thanks to my Twitter PLN–especially Carolyn Foote (@technolibrary), Leslie Maniotes (@lesliemaniotes), and Jennifer LaGarde (@jenniferlagarde), as well as Dee Dee Davenport (@deelibcoord) for introducing me to Information Search Process (ISP) and Guided Inquiry. DeeDee was kind enough to send me A Model Third Grade Guided Inquiry Unit. (I’ll have to check that out in more detail!)

Source: http://comminfo.rutgers.edu/~kuhlthau/docs/websiteGIDFramework.pdf as cited by NEISD

Reflections
This article was written in 2010, based on research the author conducted even farther back; to be blunt, there is nothing here that is “earth-shattering” and new. However, there is comfort in that fact…it means ideas have certainly taken in hold somewhere, if not in practice.

In the article, the author suggests that the partnership involve the teacher-librarian.  One idea that suggests itself is that an edtech coach could certainly play a significant role in this process.

I love the simple 3-step process. A lot of work has been done around these 3 steps, and it’s tough to imagine they could be so easily accomplished. To gain systemic support (step 1), it seems essential to have an awesome team of leaders committed to building support…a PLC, perhaps. An implementation plan and timeline will have to take into consideration a variety of factors. The network required for sharing, well, Twitter or social media can play a part.

Again, how this gets implemented is key.

MyNotes

  1. A new way of learning is needed that prepares students for living and working in a complex information environment. 
  2. Mobile devices provide instantaneous communication any time and any place. Multifunctional hand-held devices are ubiquitous around the world from cosmopolitan urban centers to remote rural outposts. Web 2.0 tools help us interact, connect and collaborate in new ways. Technological tools that have become part of our everyday life have great benefit for people across the world. 
  3.  We need to move beyond teaching how to use technology tools to teaching technology in use for creativity and meaning.
  4. Learning all of the bells and whistles of a new device isn’t the hard part of information technology use. The hard part is learning to use the technologies for creativity and enlightenment.
  5. Inquiry is a way of learning new skills and knowledge for understanding and creating in the midst of rapid technological change.
  6. The underlying concept is considering a question or problem that prompts extensive investigation on the part of the student.
  7. Inquiry that is guided by an instructional team to enable students to gain a depth of understanding and a personal perspective through a wide range of sources of information is called Guided Inquiry (Kuhlthau, Maniotes & Caspari, 2007). 
  8. Guided Inquiry equips students with abilities and competencies to meet the challenges of an uncertain, changing world.  
  9. Collaborations with teachers in a team can create the necessary climate for students to inquire, participate, create and learn in an information environment.
  10.  If we think of the student’s world outside of school and the student‘s cumulative knowledge and experience as first space and we think of the curriculum as second space, the question arises of how to make these two very separate spaces intersect. 
  11. When first space and second space overlap third space is created. 
  12. Third space is where the most meaningful, lasting learning takes place. 
  13. The teacher’s main challenge is to create third space as often as possible.
  14. Inquiry provides the opportunity to create third space and Guided Inquiry enables students to make their own connections within the inquiry process that motivates learning and builds ownership and expertise.
  15. Guided Inquiry recommends a three member core team that plans and supervises the inquiry with an extended team of other experts joining in when most needed. 
  16. Although two member collaborations between a school librarian and a teacher are common, three member teams provide a synergy of ideas for developing inquiry learning. 
  17. Three member teams also provide the additional professional guidance and ongoing support student inquiry requires. 
  18. The third member joining the librarian and the subject area teacher may be second classroom or subject area teacher or any of the other specialists in the school, such as a teacher specializing in reading, technology, music, art, or drama
  19. The SLIM Student Learning Inquiry Measure (http://cissl.scils.rutgers.edu/) provides assessment throughout the stages of the inquiry process.
  20. Five kinds of learning are accomplished through inquiry (Kuhlthau, Maniotes & Caspari, 2007, p. 9): 
    1. information literacy – “the ability to locate, evaluate, and use information.” Five criteria for evaluating information–expertise, accuracy, currency, perspective, and quality–are applied for making good choices in inquiry learning.
    2. learning how to learn – Guided Inquiry enables students to learn how to learn by becoming aware of their learning process. Each time they work through the stages of the Information Search Process (ISP)– initiating, selecting, exploring, focusing, collecting and presenting–they learn the process of inquiry as well as how they personally interact within that process. Guidance is provided at critical intervention points to teach strategies for learning from a variety of sources of information. Inquiry is a fundamental way of learning in the information environment of the ‚real world‛ where everyday tasks require learning from information. Through guidance students personalize the inquiry process recognizing that ‚this is my process, this is the way I learn.‛ 
    3. curriculum content – Four common themes in subject area standards are fundamental to Guided Inquiry: 
      1. constructivist approach to teaching and learning; 
      2. information explosion–too much to learn it all; 
      3. focus on broad themes and big ideas; and 
      4. meaningful instruction through integration and problem solving (Kuhlthau, Maniotes & Caspari, 2007)
    4. literacy competence – Students need to go beyond learning to read, to reading to learn. They need to be able to comprehend informational texts as well as understand stories in fiction. Determining importance in informational texts is an essential skill in the information environment in which they live and learn. The basic skills of literacy, reading, writing, speaking, listening, viewing, and presenting are enhanced through inquiry learning.
    5. social skills  – Students gain the ability to interact with others in situations that require cooperating and collaborating. Organizing small work groups is a strategy applied in Guided Inquiry called inquiry circles (Kuhlthau, Maniotes & Caspari, 2007). 
      1. Adapted from Daniels’ (1994) literature circles, inquiry circles are structured work groups with each student assigned a different job. Jobs are rotated to give students an opportunity to practice each task independently. 
      2. In Guided Inquiry each task represents one aspect of inquiry that students need to learn. 
      3. Eight jobs essential to inquiry recommended in Guided Inquiry are: 
        1. word hunter (finds key words and definitions); 
        2. evaluator (evaluates the source); 
        3. messenger (summarizes big ideas and main points); quiz kid (raises questions); 
        4. connector (makes connections between self, texts and the world; 
        5. note taker (takes specific notes on content); 
        6. image maker (creates visual scheme of ideas); and 
        7. interpreter (asks, ‚What does it mean?‚ and ‚Why is it important?‛) 
  21. Getting Started and Sustaining Change – 3 steps:
    1. First, you need to gain systemic support.
    2. Second, you need to develop an implementation plan. You will need a plan with a timeline for implementing an inquiry approach. You can begin by organizing one three member team to collaborate on an inquiry project with one group of students as an example of how it works. This can form the basis for implementing a flexible team approach in your school. 
    3. Third, you will need to create a network for sharing stories of success and problems you encounter


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

5 Actions to Big6 Problem-based Lessons Using Graphic Organizers

09 Thursday Jan 2014

Posted by mguhlin in Big6, Education, InformationLiteracy, Library2.0, OldyButGoody

≈ Leave a comment

http://goo.gl/Si2egq


The communities of Santa Teresa, New Mexico and El Paso, Texas have something in common÷both communities are monitored by the U. S. Border Patrol, but not in the way that many illegal aliens have come to expect their attention. The U. S. Border Patrol has set up outreach centers to bring about goodwill and provide teenagers with the opportunity to explore career possibilities. For the legal citizens of these communities, this is a wonderful initiative. For the undocumented aliens, parents of teenagers coming face to face with the U. S. Border Patrol in school, it’s a nightmare.

Illegal immigrants fear that the U. S. Border Patrol may try to identify children of illegals, and then use this information to locate and prosecute the parents. Despite the U. S. Border Patrol’s protests that this will not happen, the relationship between parents and school officials is tenuous. How will parents who are illegal immigrants attend school meetings if they fear encountering deportation officials? While the stakeholders of these border communities probably have not heard of ill-structured problems, they are certainly in the middle of one.
Ill-structured problems like this one are messy by nature. They are like the real-life situations students can expect to encounter when they leave school, and they can be great learning opportunities as a form of problem-based learning. Problem-based learning (PBL) uses real-life problems modeled after a contemporary or historical case to engage students as they pursue specified learning outcomes that are in line with academic standards or course objectives (Stepien & Pyke, 1997). Students work through the problem as a stakeholder. The teacher acts as a guide or advisor as students explore the issues involved, formulate questions, conduct research, and consider possible solutions to the problems.
Since most problems spring from a lack of information, problem-based learning makes an ideal tool to use and reinforce the Big6 Skills. The Big6 approach to information-problem solving provides a framework for students to find, organize, and present the information that they need to solve-real life problems. This accomplishes two goals÷to help them complete their assignment efficiently and successfully, and to remind them that they must be information processors in their life beyond school. Combined with graphic organizers, the Big6 becomes a powerful tool to help students work through the U. S. Border Patrol scenario.
Using graphic organizers with the Big6 process can help students build their own knowledge and reflect on how new information links to their mental framework, or schema, of the world. This is important because, according to Buzan (1996), the human brain works primarily with key concepts in an interlinked and integrated manner. For each step in the Big6, there is at least one graphic organizer that helps students integrate new information with information that they already know (see Table 1).
Table 1. Matching Each Big6úSkill with a Graphic Organizer Tool
Table 1

BIG6 Skill Graphic Organizer
Task Definition 1.1 Define the problem 1.2 Identify information needed
  • Chain of events: Use to plan out problem-solving process.
  • //Fishbone Mapping:// Use to identify problem causes and interrelationships between them as they relate to the problem.
  • //Cycle:// Use to show interactions between events.
  • //Spider Map:// Use to explore a topic and identify main ideas and details.
  • //Problem/Solution:// Use to identify a problem and consider multiple solutions and possible results. ||
Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best source
  • Clustering: Use to generate ideas about possible sources of information.
  • //Compare/Contrast:// Use to compare/contrast information sources. ||
Location & Access 3.1 Locate sources 3.2 Find information within sources
  • //Spider Map:// Use to determine key words for searching.
  • //Clustering:// Use to generate ideas and key words. ||
Use of Information 4.1 Engage information in sources 4.2 Extract relevant information
  • //Continuum:// Use to develop timelines, rating scales or show historical progression.
  • //Compare/Contrast:// Use to compare/contrast information sources.
  • //Venn Diagram:// Use to identify similarities/differences. ||
Synthesis 5.1 Organize information from multiple sources 5.2 Present the result
  • //Clustering:// Use to pull together ideas organizing a product (project, presentation, or paper).
  • //Compare/Contrast:// Use to organize compare/contrast information.
  • //Problem/Solution:// Use to articulate problem and consider multiple solutions and possible results.
  • //Storyboard:// Use to map out presentation or Web page. ||
Evaluation 6.1 Judge the result 6.2 Judge the process
  • Interaction Outline: Use to judge the problem-solving process, and the interactions between team members. ||


Problem-based learning is a valuable tool for students of many levels. However, the task of designing a problem-based learning lesson can be daunting÷the problems are large and messy, and it can be a challenge to know where to start. The following Big6-related five actions can help you keep your problem-based learning lesson under control and moving along.

Action 1
 – Select a Problem and Brainstorm an Idea to Explore Its Potential (Task Definition)
According to Stepien and Pyke (1997), a problem-based learning situation must meet several criteria. The situation must provide an effective way of engaging students with experiences that scaffold higher order thinking. The situation should also accomplish curriculum objectives and include age-appropriate topics. Further, the learning situation should take the form of an ill-structured problem to foster inquiry at a level that is cognitively engaging but not frustrating. 


Lastly, the situation should make efficient use of instructional time allotted to the unit.When selecting a problem, the teacher can either look through academic standards and objectives for a dilemma, or search news stories for a problem that will allow the introduction of academic standards. In examining the problem, the teacher can use a brainstorming map to explore the content that students may encounter as they go about examining the issue and suggesting possible resolutions.

Brainstorming with some form of visual aid (e.g, spider map, clustering, fishbone mapping) can be an important tool for teachers to consider the breadth of the issue and to include cross-curricular connections. For example, in the past, the author worked with a sixth grade social studies teacher who was asking the class to examine the core dilemma involved in dropping the atom bomb on Hiroshima, Japan. 

By focusing only on activities to teach history, the sixth grade teacher missed the big question, “Should we have dropped the bomb?” and possible explorations through the stakeholders’ points of view (for example, President Truman, U. S. Air Force Pilot, residents of Hiroshima, etc.).

Action 2
 – Engage Students in a Real-Life Problem (Task Definition)
This action builds a blueprint for inquiry and the investigation process to follow. As the teacher, you identify key curriculum goals and work forward from those to pose an engaging introduction that reflects a real world, ill-structured problem.As in real-life, students must use the inquiry process and reasoning to solve the problem. The narrative that introduces students to the real-life problem is the key to a successful problem-based learning lesson. You can find sample narratives at: http://www.esc20.k12.tx.us/cut/ The Curriculum Using Technology (CUT) Institute Materials web page.

Action 3
 – Focus Inquiry and Investigation (Task Definition to Information Seeking Strategy, Location & Access and Use of Information)
Once students are engaged in the problem, they begin to write down their hunches about it and identify with a stakeholder. Following this, they can begin the process of locating, gathering and using sources of information using the Big6. Inquiry and investigation builds a basis for students to design a solution product.

Action 4
 – Support Problem Resolution (Synthesis)
As students work their way through the different points of view according to the stakeholder position they have taken, it is important that they share information with each other. One way to do this is to encourage students to suggest a solution to the problem that considers the various points of view of all stakeholders. The teacher will want to facilitate a discussion to determine how students will share information to arrive at such a solution.

Action 5 – Facilitate Problem Debriefing (Evaluation)
After solving the problem, a key piece of problem-based learning is to debrief students. The debriefing step asks students to consider what steps they took to solve the problem and to determine the effectiveness of their reasoning. In addition, students reflect on whether or not they believe their solution will address the causes that were identified in Task Definition. For example, students can look at the criteria identified in Task Definition and ask themselves, “Did I find research from multiple sources?” and “Did I spend my time well in gathering and using information from various sources?” The role of the teacher is to help students focus on metacognition and to review issues inherent in the problem (Gallagher, 2000).

An Example: On the Border
This article began with a presentation of a problem that exists on the border of the United States and Mexico. Here’s how the author used this situation to develop a problem-based learning (PBL) lesson called “On the Border,” which reinforces essential Big6 information problem-solving skills.Don’t forget that preparing curriculum is an information exercise for the teacher, just as the lesson itself presents an information problem for the student. 


Since lessons based on real-life problems are broad and information-rich, Task Definition is a particularly important step for the teacher.A particularly useful Task Definition exercise for lesson planning is the articulation of curriculum objectives and learning outcomes. 

When developing the On the Border lesson, the author identified four curriculum objectives:

Students will:

  • Examine how history, culture, and geography influence a person’s perception toward a particular issue.
  • Construct an understanding of the various stakeholder points of view by immersing themselves in the role of individuals who live there.
  • Research, analyze, and synthesize how the historical, geographical and cultural implications have influenced the views of various groups of people found on the border between the U. S. and Mexico.
  • Apply what they have learned concerning differing points of view, and technology, to create a multimedia presentation to the class.


Once the teacher has defined the desired learning outcomes for the lesson, the next step is to consider possible issues associated with the central problem. This will help the teacher to identify and anticipate ways that students may potentially approach the problem. In developing the On the Border lesson, the teacher used a brainstorming map (http://www.geocities.com/mguhlin/writings/ontheborder.jpg) to examine the issues connected with this particular ill-structured problem. 

The brainstorming map identifies possible stakeholders, issues arising from the influx of undocumented workers, the deaths of border patrol agents, the culture clash between Mexico and the United States, the impact of free trade policies the federal government has enacted and much more. Of course, as any experienced teacher knows, there is no way to anticipate everything the class will come up with–expect to be dazzled by your students’ insight and creativity!

While Task Definition deals with the problem at hand, it also asks you to define the type of information needed. For the teacher, this means considering what he or she expects for the final product of the lesson. The author determined that as students progress through the lesson, they would build a portfolio for assessment. Each assessment task pinpoints specific learning objectives. 

An overview of the assessments for this lesson include:Student Product Objectives (I=Individual Product; G=Group Product):

  • Fishbone map of the causes and effects. (I)
  • Cluster map of stakeholder questions. (I)
  • Comparison/Contrast chart on information sources. (I)
  • Spider Map that identifies stakeholder question responses. (I)
  • Problem/solution map that reflects all stakeholders’ information. (G)
  • Venn Diagram with different points of view. (G)
  • Multimedia Presentation (G) assessed using the Multimedia Presentation rubric.
  • Peer Evaluation (G) assessed using the Peer Evaluation rubric.


Engage Students in a Real-life Problem (Task Definition)
Once the teacher has gone through his or her own Big6 process to plan the PBL lesson, it is time to present the lesson to the students and prepare them to engage in their own information problem-solving process to complete the lesson successfully. First, it is important to help the class understand the importance of the problem. Role playing is one way for the students to become actively involved in the problem. The student must say, “My mother is an illegal alien. How do I feel about the U. S. Border Patrol in school?” or perhaps, “As the U.S. Border Patrol Agent in charge of setting up the outreach centers, how can I reassure these children that I am not here on official business in order to hunt their parents?”The teacher can use the Big6 and graphic organizers to help students identify with a particular group. Following is an excerpt from the lesson, where students use graphic organizers to help them begin to define the task of their particular stakeholder group.


Big6 #1: Task Definition


1.1 Define the information problem: The U.S. Border Patrol has created several outreach programs to provide teenagers the opportunity to explore career possibilities. With these programs, the Border Patrol hopes to improve its relationship with residents in El Paso and Southern New Mexico. One particular initiative in Santa Teresa, New Mexico seems to be doing just the opposite. As you listen to the National Public Radio (NPR) broadcast, do the following:

  • Create a fishbone map of the situation.
  • Identify the stakeholders involved with each cause and identify who is impacted in the result.
  • Select a stakeholder that you would like to know more about.


1.2 Define the information needed to solve the problem: After selecting the stakeholder you would like to know more about, ask yourself as many questions as you can about the point of view you will represent. Use Inspiration software to create a cluster map of these questions. Develop specific questions about your point of view to which you do not yet know the answer.
Big6 # 2, 3, 4: Focus Inquiry and Investigation (Task Definition to Information Seeking Strategy, Location & Access and Use of Information)

2.1 Brainstorm possible sources of information: After you have done a Web search on your topic, organize the possible sources in a chart, like the one below. Use the chart to compare and contrast sources of information and to gather information for the questions you’ve written. Be sure to use citation guidelines for any information you find.


2.2 Selecting the best sources: Look at your chart and decide which sources you will use to respond to your questions.
Big6 #5 – Support Problem Resolution (Synthesis)

5.1 Organize information from multiple sources: Once again, a graphic organizer can help with this task. Create a spider map that deals with your stakeholder questions and summarizes the information you have found to answer your questions. This will ensure that you include all of the important information that you have collected, and will help to illustrate the relationships between ideas. 


Next, develop a problem/solution map to show solutions from your point of view, what you think the results will be, and how these results will affect the overall situation. This is where the point of view of the stakeholder is particularly important÷keep in mind what your group will think is a good idea, and what solutions the members of the group would be opposed to. 

Finally, share your information with your team (the other stakeholders) and then create a Venn diagram to show how the different points of view are similar and different. This will give you the information that you need to develop a problem/solution map that includes the ideas of all members of your group.

5.2 Present the information: Now that you have analyzed the results of your research, develop a multimedia presentation. Using eight slides, address the major points of your group’s problem/solution map, such as:

  • Title of your presentation and list of Group Members
  • What’s the problem?
  • Why is this a problem?
  • Who are the stakeholders?
  • What are some of the attempted solutions and their results? (use a different slide for each solution and result).
  • What do you see as the end result of these problems/solutions?
  • List your references.
  • Reflect on your success as a group.


Big6 #6 – Facilitate Problem Debriefing (Evaluation)

Since students worked both individually and as a group for this project, it is important that they evaluate their individual work as well as their team work.


6.2 Judge the process (Individual): Use the following checklist to judge your information gathering process.

  • What I created to finish the assignment is appropriate for what I was supposed do in Big6 #1.
  • The information I found in Big6 #4 matches the information needed in Big6 #1.
  • I have given credit to my sources and have used a standard citation format.
  • My work complies with copyright laws and fair use guidelines.
  • My work is neat.
  • My work is complete and includes heading information (name, date, etc.).
  • I would be proud for anyone to view this work.


Judge the Process (Group): Use the following checklist to judge your group’s information gathering process.

  • The group received a high score on the multimedia presentation rubric.
  • We have given credit to our sources and have used a standard citation format.
  • The group’s work complies with copyright laws and fair use guidelines.
  • The group received a high score on the peer evaluation rubric.
  • Our work includes the components outlined in Big6 #5.
  • We would be proud for anyone to view this work.


Conclusion
Using graphic organizers with the Big6 information problem-solving model provides students with essential tools to participate in problem-based learning. Graphic organizers give students maps they can use to locate, gather, organize, and synthesize information from a variety of resources. 


Then, students can put that knowledge to use in developing possible solutions for real-life, messy problems. The process of growing up isn’t easy . . . it requires us to work through problems, running into barriers as we gather information and trying to reconcile new information to what we already know. 

That’s why information problem-solving processes, such as the Big6, are important; they allow us to externalize the process we go through. By making the process external, we can begin to approach the situation, not only as stakeholders willing to fight for our beliefs, but also as people who can recognize and reconcile different points of view.



References

  • Guhlin, M. (1999). Five steps to Big6ú problem-based learning lessons using graphic organizers. [Online]. Available:http://www.geocities.com/mguhlin
  • Freeman, G. (1999). The graphic organizer. [Online]. Available: http://www.graphic.org/ (current September 8, 1999)
  • Gallagher, S. A., & Stepien, W. (January, 2000). Problem-based learning: Blueprint for bringing curriculum reform to the classroom. Workshop presented at the ASCD Professional Development Conference, San Antonio, Texas.
  • Stepien, W., & Pyke, S. L. (Summer, 1997). Designing problem-based learning units. Journal for the Education of the Gifted, 20(4), 380-400.
  • On the Border Lesson
  • Brower, D. (no date). Border patrol outreach programs. [Online].




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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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TECSIG Fall 2009 – David Warlick’s Keynote

16 Friday Oct 2009

Posted by mguhlin in Education, experience, InformationLiteracy, native, OnlineLearning, warlick

≈ 1 Comment

On Thursday, October 15, 2009, members of the TCEA TEC-SIG organization had the opportunity to listen to David Warlick. Below are my notes, and I hope to have more reflections and audio soon.

David began with sharing that he always begins his presentation with something he didn’t know yesterday. That was DoodleBuzz.com (updated thanks to comment by Lydia!), which allows you to graphically keep track of news.

“Begin your preso with something you didn’t know yesterday.” We have to rethink what it is to be educated, redefine the 21st Century–>Be a master learner as a teacher. If it’s our job to help children be lifelong learners, then that’s what we need to do.

You can find David’s handouts online at http://davidwarlick.com/handouts. If you blog the preso, make sure to use these tags: native, information, experience, warlick.

Access to insights other educators are sharing.

Backchannel Tool: Knitterchat.com and Mindmeister.com – Prepared preso in this. [Transparency/disclosure]

He shared that Anshut Sammar, 13 year old student…then he asked, What’s different?

What’s different is that this student doesn’t have ceilings. Ceilings were imposed by a non-networked world. Abundant access to information…it’s also difficult to contain If You want learners to excel, free their information…”containerless.”

He shared Assassin’s Creed 2 as an example of what games can do. What are the rules of the games? What are the goals? How do you use the rules to achieve the goals? It all begins with questions. About games, what is it about the experience that makes it an effective learning experience?

Fueled by questions…learn by asking questions. He introduced WeFeelFine.org as a vision of what is possible. David asked, “Imagine growing up in a world that is connected…profound implications on how students learn.” Some other web sites he shared–such as to demonstrate the visualization of Good Mornings (blog.blprnt.com/blog/blprnt/goodmorning)–and Scratch. David discussed gold farming–preparing a character for online virtual world, then selling those virtual assets via eBay. This has been prohibited.

He mentioned Ian Fogarty from New Brunswick, Canada – creating labs manuals that are interactive. He also mentioned Amy McLeod, who asked her students to create movie trailers to motivate next year’s students to read books/plays like Shakespeare’s Othello.

Darren Kuropatwa was also mentioned positively for his work encouraging students to scribe math classes.

One of the memorable quotes David shared was that a student said:

My grammar is not good enough for my ideas…

David made the point that grammar is a tool that had value for communication. Some questions:

  • How does the assignment talk back?
  • Demands personal investment?
  • How is work valuable and to whom?
  • How am I assessing valuable mistakes?
  • It’s what you know that’s different that brings value to organizations.
  • Help kids build things of value.

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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Is Wikipedia Blocked? Survey (Updated)

10 Wednesday Dec 2008

Posted by mguhlin in Education, InformationLiteracy, Wikipedia

≈ 4 Comments


A local school district recently surveyed other area districts, asking a simple question:

Does your district block Wikipedia?

It’s a great question to consider. I tend to agree with this perspective (must be my English teacher background):

As a former English teacher, I understand concerns about Wikipedia. However, I like having it there because it also provides an opportunity to discuss reliability of sources and media literacy. If everything that might be questionable is blocked, students will never develop the ability to sift through information themselves because we will have already made the choices for them.

As far as information is concerned, I think the ability to be savvy consumers is the greatest skill we can teach them.
Source: Mentioned in the TEC-SIG list

Further down, you can fill out a short survey about Wikipedia in schools and see the graphs of responses (nice new feature from GoogleDocs but not available to visitors…it’s a pending feature. Still, scroll to the bottom to see results as i get to update them, or look at the raw results or download as ODS or XLS).

Here’s another perspective to consider:

I agree that there is tons of valuable information on Wikipedia. My only concern is CIPA, which states “An Internet safety policy must include technology protection measures to block or filter Internet access to pictures that are: (a) are obscene, (b) child pornography, or (c) harmful to minors (for computers that are accessed by minors).” (http://www.fcc.gov/cgb/consumerfacts/cipa.html )

I am concerned that many people would consider some pages in Wikipedia to be obscene (It does contain nude images). I would love to see an official statement as to whether Wikipedia’s contents are CIPA compliant or not. However, if Wikipedia is not CIPA compliant, then the school district is not eligible for E-Rate funding, meaning a loss of funding for the district and possibly the job of the one controlling the filter.

In the past, Wikipedia’s images were all located in particular directory, so I just blocked that directory, and students could use Wikipedia just not the images (a few of which are probably obscene). Unfortunately, they have recently changed their structure, and I have not figured out how to block just the images. Currently, I have Wikipedia open for staff members so that they can use the site in class in monitored situations.

I understand the importance of teaching them skills of discernment for what they read and access, but I also think it is important to model for them obedience to the laws of the land, and I am not sure that access for minors to all the contents of Wikipedia is lawful. Like I said, I would love to see an official statement (but I don’t see that happening).

I might be a bit hard on this, and it I am troubled by the idea that I am blocking students from good educational resources. However, I am also conflicted with the idea of giving k-12 students to access of all concepts in Wikipedia. I would love to hear your thoughts on Wikipedia’s compliance to CIPA.

Your thoughts?

Consider filling out this survey and putting in your two cents…

Results appear here. Unfortunately, you can’t see the Summary results (that’s an unimplemented feature as of yet “The ability to publish the summary so that others may view it”), Here they are as of 10:42 PM (Central) on 12/22/2008:

143 responses

Summary See complete responses

Should school districts block Wikipedia?
Yes 11 8%
No 132 92%
People may select more than one checkbox, so percentages may add up to more than 100%.
Does your district block Wikipedia?
Yes 10 7%
No 114 80%
Only the “inappropriate for K-12” parts 19 13%
People may select more than one checkbox, so percentages may add up to more than 100%.
Have you had any parents object to their child(ren) having access to Wikipedia in school?
Yes 5 3%
No 138 97%
People may select more than one checkbox, so percentages may add up to more than 100%.
Do librarians in your district support Wikipedia?
Yes 32 22%
No 38 27%
No idea 51 36%
Other 22 15%
People may select more than one checkbox, so percentages may add up to more than 100%.
Do you encourage students to edit Wikipedia and add content relevant to your community?
Yes 28 20%
No 105 73%
Other 10 7%
People may select more than one checkbox, so percentages may add up to more than 100%.
Do you think the U.S. should do away with the Children’s Internet Protection Act (CIPA)?
Yes 31 22%
No 112 78%
People may select more than one checkbox, so percentages may add up to more than 100%.
Is teaching digital citizenship an effective deterrent against students willfully accessing inappropriate content?
Yes 67 47%
No 56 39%
Other 20 14%
People may select more than one checkbox, so percentages may add up to more than 100%.
What is your occupation?
Technology Director 20 29%
Librarian 27 40%
K-12 Student 0 0%
University Student 0 0%
Teacher 10 15%
District Teacher Specialist/Professional Support 8 12%
Other 3 4%

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