Date post: | 12-Jan-2016 |
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For Librarians
Dr. Lesley FarmerCalifornia State University Long Beach
With contributions by Glen Warren (McPherson MS)
Our World
What Do Learners Need to Know and Do? Be information literate: access,
evaluate, use Be a lifelong learner: pursue
interests, read, generate knowledge
Be socially responsible: uphold democracy, be ethical, cooperate
Who Wants your
Student’s Attention
Social Producing Learning Social Rules Designing Profiles Exploring Identity Writing Blogs Writing Software Codes Sharing Producing Music Discussion Interests Social and Political Activism Keeping Friends Risk Assessment
What Are They Doing?
Seeking Validation Competing Popularity Venting Showing Off Embarrassing Self Crowded Isolation Damaging Reputation Pulling Pranks Getting Even Threatening Harassing Bullying
What ELSE Are They Doing?
Using technology Safely Responsibly Critically Pro-actively
The CommunityThe Community needs to know. . .needs to know. . .
New Literacies
Technology Literacy Information Literacy Media Creativity Global Literacy Literacy with
Responsibility
School Conditions for Positive Digital Learning Broad-based vision and mission Positive and open community-based school
culture Comprehensive, cohesive, interdependent,
aligned curriculum and assessment Competent, committed staff with small classes Strong repertoire of instructional/learning
strategies Rich collection of learning materials and fully-
integrated technology (system infrastructure and support)
Well-maintained and spacious facilities
Tech-enhanced Curriculum (UNICEF) Use information and communication tech
as means to end, not end in itself Use the Internet to collect information and
to collaborate Use the Internet to foster interactive
learning environment Promote cross-site telecommunication
Instructional Design
Outcomes Indicators Learners’ characteristics Prerequisite skills Instructional format Delivery: resources, time, space, groups Stages: awareness, model, practice Context
Dimensions of Learning
Learners
Resources
Environment
Control over Time
Outcomes-Based Activities Content standards Information literacy Process and Product
Resources Lesson documents: readings, lecture
notes, presentation stacks WebQuests, tutorials, simulations Links (provide worldwide access and avoid
copyright problems) Online experts
Matching Tools with Learning
What are the critical features of each tool? What are the desired outcomes? What is process-centered, and what is
product-centered? What are the parameters: time, resources,
expertise…? Who is the learner?
Student Engagement Kinesthetics Learning environment to explore Online activities: WebQuests, etc. Communication Discussion forums (can be student-generated) Student home pages Group projects Quizes and surveys Grades
School Learning Activities
Writing: directions, continuous stories, text commentary, peer review
Dramatization Environment: visual inventory,
field trips, animal rights Art: original clip art, digital self-
portraits, ideal school, virtual museums
More School Activities
Health: ads, fotonovelas, tech healthcare, assistive tech
Career exploration: shadowing, role of tech in careers, online volunteering
Law: students’ rights, driving laws, CSI, legal tech, voting trends
Co-Curricular Activities
Online clubs and literature circles Student publications online Video/Podcast/Web service club Special ed aides Peer tutoring and mentoring
Empowerment Using Technology
Review books, media, Internet sites Add content on community websites Create products for the community:
photos, artwork, videos, displays, posters, newsletters, web pages
Train others in technology use Conduct community history Do service learning
…Because students are our future!