Final Trackstar & Report

My final track star.


Final Report

Fairness....CJ Final2

More PowerPoint presentations from Jane Gilchrist

Week #10

How does the project detailed in the video support research process that consistent with the kind of research people encounter in the workplace?

 

Workplace research is typically a broader based, collaborative effort than one will find in an educational institution.  In education students are typically given very define parameters, and listing of resources.  Very little independent thought is encouraged in traditional student research.

 

The entire project, which includes Deforest Action, is multi-level, collaborative and integrative.  A group of concerned individuals have identified a problem and individuals and organizations are working collaboratively to find a solution. 

 

Participants in the program, who traveled to the jungle performed various types of independent research to personally prepare for their journey.  The success in the program was due in part to this personal preparation as well from the organized collaboration with outside sources such as Microsoft.  It is likely, although not provable, that many of those who applied for the project began their independent research journey at Wikipedia.  The value of Wikipedia is maginified in the hands of a person with critical literacy skills and for students participating in this program, critical literacy was a crucial skill.

 

In traditional school research students are challenged to find an end result that is already known to the instructor.  In work place research the end result is most often a product of independent and collaborative research that began at the bottom, was developed, fine tunes, and explored as a collaborative effort with the final result being a true cross section representation of multiple parts.

 

The transitional aspects of Deforest Action, would not be possible without this truly collaborative process.

 

Side note:  I love the folkloric reference to the welcome spider.  Understanding the beliefs and culture of the people aids in research and comprehension.

 

 

 

How does this project support new literacies?

 

In the 1960s study of monkeys and sign language was revolutionary, now through 21st Century technology orangetangs are communicating via their lips and touch screens!  This is just one example of technology integration.

 

When one thinks about the massive amounts of technology that is used to capture satellite imagery, provide it to students for analysis, their processes in analyzing and mapping and sharing that data there is no doubt that 21st Century Skills are at work. 

 

Understanding that these technologies meet the requirements of new literacies is critical.  Old literacy was using sign language, 8 mm film, and still photographs to aid in research.  New literacy is using touch screens, digital imagery, and have observers who are separated by thousands of miles from the research subjects utilizing technology to maintain the connection.

 

The four common elements to new literacy:  new social practices, skills, stragetiges, etc.,  new literacies are central to full civic, economic, and personal participation in a global setting, rapidly changing technologies, and new literacies are multiple, multimodal, and multifaceted. (International Reading Association, 2009).  An extensive review of this terminology would aid in the discussion, but time does not permit an indepth analysis.  However, a Wikipedia search of "new literacies" shows an indepth look at the term and practical analysis.  The resources listed include a variety of relevant papers, including work by Henry Jenkins. 

 

As I have told people about my degree over the past 18 months I have received alot of blank stares, or even worse, encouragement that is a needed field (from those who just don't really have a clue).  It is this uneducated outlook that makes me realize that even as we have reviewed the various types of literacy (basic, information, new etc.) that a challenge facing educators is not only the education of their students, but the incorporation of those same literacy skills in the student's support system. The following quote was a part of the very long introduction of a course video: "Do not confine your children to your own learning, for they were born in another time." - Chinese Proverb, but it speaks volumes about the challenges faced in teaching new literacies.

 

Jenkins, Henry. (2008).  Educause Learning Initiative. What can Wikipedia Teach Us About the New Media Literacies. http://hosted4.mediasite.com/mediasite/Viewer/?peid=a3224ae765a64c70a8e33ee164992f511d

 

International Reading Association. (2009). New Literacies and 21st Century Technologies. http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf

 

International Society for Technology in Education. (2012). ISTE 2012 Wednesday Keynote Dr. Willie Smits with Christopher Gauthier. https://www.youtube.com/watch?v=U7-qjllPCOo

 

 

Week #9 - Rough Draft CJ

Technology can be fun.  I need to rerecord this in a space where there is airconditioning so I don't pick up the background noise of the fan.

Fairness.......A Look at what CJ might have been

Week #9

Quote:  "The new genres and new literacies are not confined to youth and personal and recreational spaces, but have infiltrated society, commerce and government. (Asselin & Moayeri, 2011)."

Response:  The majority of the curriculum for this degree has focused on primary and secondary education, as it should.  I have approached this coursework from the perspective of adult and community education.  I've questioned and explored how information literacy relates to non-traditional students.  It is often a challenge to relate the coursework to this environment.  This quote reinforces, to me, that I am on the right track.

Resource:
I thought I would be able to go online, pop in a few key words, and bam, there would be exactly what I wanted.  Surely, in the world of the WWW there is an easy to find, online, interactive museum that appeals to adults.  But, alas, that wasn't the case.  In 2010 I visited the Alaska State Museum, where they had just premiered a Smithsonian exhibit on the native tribes.  The exhibit was high-tech, interactive, and appealed to all ages.  Unfortunately, it is not available on-line.  This brings home to me, that there is a need for application of new technology and information literacy.  If the Smithsonian Institute is not taking advantage of new literacies, yet..... the world is my oyster. 



1. What makes a literacy practice a "new literacy"?  The definition in the article is complicated.  I believe I can summarize it by saying that new literacy is about the "we generation" not the "me generation."  New literacies focus of community, not on individuality.

2. How does might Citizen Journalism support the development of "new literacies"?  Throughout the article the authors identify some new literacies such as the use of wikis, video sharing, and social networking.  They look at the use of critical thinking skills in developing the community content.  Citizen Journalism is about telling the story from a community perspective.  Citizen Journalism is sharing the story from the point of a multitude of people, not just one person which has a strong potential to show bias.

 

3. What is critical literacy and how does your Citizen Journalism project encourage critical literacy? How might you change your project to encourage critical literacy?

Critical literacy is the ability to review, analyze, and interpret information for bias and authenticity.  That said, my Citizen Journalism project is set up to look at labor issues in the 21st Century which are making national news from right here in West Virginia.  The Patriot Coal Company is attempting to have their financial obligation to retirees, which was negotiated through the UMWA over the past 50 years, relieved through Federal Bankruptcy.  My CJ project is heavily focused upon the UMWA perspective.  If I were to add more research into the company statistics and the company bias I could more fairly balance the project.  I could add additional elements to the Track Star that would provide analysis of the financial obligations from the company perspective.

 

4. What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on these opportunities to promote information literacy? 

A trap of of Web 2.0 tools is not fully utilizing their potential.  By limiting the scope of their use teachers can actually discourage the critical literacy skills that they are trying to develop.  By encouraging students to think of their Web 2.0 tools as being powerful outlets for critical thinking students can empower students. 

 

Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).

Consumer Journalism - - - - Walmart in the news - - - -again

While drinking my morning coffee I came across this piece.  It spoke to me of what we are trying to accomplish with this CJ project.  Wal-mart (or other work) conditions would be an interesting topic.

I worked at Wal-mart, long ago.  I have heard stories in recent months from friends who have or are working there.  All companies have issues, many similar, but alot of the stories from Wal-mart employees are just examples of very poor management.

This is not a personal attack on Wal-mart, I did think it spoke well to our coursework and a content area for students.  It is also important for students to apply their Critical Thinking skills, because expressed thoughts, ideas, and opinions have consequences and if they do not maintain due diligence and document their information they can suffer from the consequences.

Week #8 Storyboard

I have developed a storyboard that will produce a product that is an example of what the students are expected to create.  It also serves as a reference tool to provide back story to the project.  It would be utilized early in the semester as a teaser of what is to come in the exploration of the WV Mine Wars of the 1920s, as well as an example of what the students are expected to create in the end.  This presentation, when created in PowerPoint as a stand alone, animated slide show, would engage the students in discussion in the technology that is used to create such presentations.  Google has an excellent presentation tool as does Jing.  With coursework designed for 11th & 12th grade students this would early presentation would give them the opportunity to express themselves in the technology that they are comfortable using.  For students with limited presentation experience they would be encouraged to utilize PowerPoint, although based upon the TrackStar project the students are working in groups.  With encouragement students could be directed into working in groups that allow for co-learning of technology as well as subject content.

Fairness....storyboard

More PowerPoint presentations from Jane Gilchrist

Track Star Final Draft - Reflection - Week #4

What are the strengths of your TrackStar in terms of promoting content learning and information literacy?

In my Track Star I utilized a topic that would be of interest to a variety of students.  The All American Soap Box Derby is an American icon that is often (wrongly) connected to the pinewood soap box derby of Cubscouts.  Hopefully, by appealing to something that students will be curious about they will become intrigued.  The websites are written in simple, easy to understand language so that most people can understand the topic.  However, there are challenges in interpreting the sites, and analyzing for validity.  Not all websites are created equal and that is especially the case when trying to obtain information about a particular activity such as AASBD.



How does your TrackStar differ from typical classroom research projects and how it better prepare students for research in the workplace?

The topic is a major variation from typical school room projects.  It is not math, science, or other scholarly topic (or is it?).  The fun of the AASBD disguising the educational content of the program and the content.  The comparison and evaluation of the websites connects to workplace research in the attention to detail and the collaboration between sites.  There are a variety of aspects to the AASBD and the resources listed in the Trackstar provide guidance in the research journey, but a student could reach the same research connections without the cues.  Students can gain a better sense of how resources can be connected through links and with practice it becomes intuitive to explore and evaluate those links independently.

Track Star Draft - Week #7

Is there currently a Mine War going on in WV?

As I brainstormed on the Citizen Journalism project I thought I knew the direction I wanted to take this project.  However, it seems that I really didn't.  As I started on the Track Star I realized that there was a bigger issue that was prime to be discussed and my original thought process would slow the process down and focus too much on the past and not enough on the present day issues.  I believe that the information I put forth in the week #6 post is good information to explore, but should be done  as background work.  The real Citizen Journalism project should focus on a more clearly defined question, "Is there currently a Mine War going on in WV?"  Students will use prior knowledge, research and investigative skills, and their newly defined information literacy skills to look at an issue that is affecting their community today.

Here is the rough draft of my TrackStar

Citizen Journalism - Week #6

Project Overview:

In a Citizen Journalism Project, students in 10-12 grades will look at an issue gripping the north central community in 2013, “Fairness at Patriot Coal.”  Patriot Coal is just one of several hundred coal companies that have been active in north central WV.  In July of 2013, Patriot Coal filed for Chapter 11 Bankruptcy in Federal Court.  This bankruptcy would permit the company to reorganize and discharge debts and restructures others.  The company is seeking to be released from their retirement benefits owed to employees.  This is a powerful subject that impacts not only employees of Patriot Coal, but also other mining companies as well.

Students will explore the historical coal production, history of unionization and the United Mine Workers of America (UMWA), the use of coal including its use to generate power, and finally the fiscal responsibility of a particular company to its employees.

The final product of this assignment will be a 5-7 minute video which will support the students interpretation of “Fairness…..in the coal field.”  Students will be encouraged to look beyond the issue facing retirees and employees of Patriot and explore the consequences of this legal action upon the industry as a whole and the future of coal in their lifetime.

Students will develop a comprehensive bibliographic identifying resources access for the project, which will be formatted in APA format.

Students will be broken up into groups to identify individual components.  Those groups will focus on:  1) historical data,  2) UMWA today,  3) coal and is effect on community, 4) fossil fuels and the EPA,  5) Coal, 2033 where will it be?

Resources may include:

The West Virginia Coal Project, http://wvcoalproject.blogspot.com/2011/06/coal-lesson-plans.html.  The lesson plans offered through this project are diverse and are geared towards multiple levels of students. 

West Virginia Office of Miner’s Health & Safety http://www.wvminesafety.org/wvcoalfacts.htm

Fighting for Fairness at Patriot  http://www.fairnessatpatriot.org/background/

United Mine Workers of America  http://www.umwa.org/

Wikipedia, United Mine Workers of America http://en.wikipedia.org/wiki/United_Mine_Workers

Frank & Jane Gabor WV Folklife Center on the campus of Fairmont State University and Pierpont Community & Technical College, 1201 Locust Ave., Fairmont, WV  http://www.fairmontstate.edu/folklife/

Video, King Coal

Media Tools:

Students will actively participate in a class centered blog to share information between participants which will include links to resources they identify such as photographs, videos, websites, and other images.  The core structure of the blog will include a link to Purdue Owl and Son of Citation to help students make appropriate choices in citing works. 

Students will utilize Google docs, Google Blogger, Google Presentation Software, and Dropbox.  Internet access is required.  Students will also have access to video equipment, audio recording and transcription equipment, and laptops dedicated to this project.

Week #8 - Discipline Based Approach to IL

1. What is the difference between IL and BI and why is this distinction important?  Bibliographic Instruction (BI) refers to instruction in traditional (print) format, such as books and other primary sources.  While we tend to think of Information Literacy (IL) as being "new" it has been around almost as long as I have, but is a concept that is growing exponentially.  IL applies to the ability to learn from other non-traditional (print) media.  As a child of the 70s non-print meant 8Track tapes and 45s or LPs.  Yes, times they are a changing!

2. Why should classroom faculty teach IL?

Students need to be equipped to engage in the world.  In the 1970s BL was enough, because there was very little everyday access to non-traditional media.  Todays student, even the youngest of pre-K are engaged in multi-media activites both in the home and at school.  A certain 3 year old navigated his mothers IPad to show me that he could "write" his alphabet, one line at a time on a special App.  He knew exactly where to go on the IPad to find the app and how to start, stop, and change the size.  As Grafstein states in this weeks reading, "Given the seductively easy accessibility of unregulated information....." (Grafstein, 2002) students today are being inundated and as teachers we need to help develop the skills necessary to process and syntesize that information to make educated and informed decisions regarding its validity.

3. What is the role of classroom faculty in developing information literacy?  While traditionally BI was confied to the library the development of IL goes beyond those hallowed walls.  The development of critical thinking skills necessary for IL cannot and should not be confined to a particular setting.  For the next generation to be productive they need to possess critical thinking skills which are flexible and adaptable to any situation.  The classroom faculty (which in the 21st Century is more than just a teacher), needs to provide guidance, assistance, and mentorship to allow students to explore, create, and synthesize with the information they are receiving.

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

This strikes in an old school way.  If a student knows how to read, than they can read Dick & Jane, Oliver Twist, or Webster's Dictionary.  If a student can read than can read a prescription bottle or a comic book. If a student can read than they can learn history or how to put together a model.  With the basic skill the world opens to them. 

I have always been good at figuring out how to use a new program (today we call them "apps").  When asked I often honestly told people it was about using the "HELP" screen.  The information was there, you just had to know how to ask the question to receive the desired information.  The same is true with IL, the information is there, you just have to know to ask the right question.

 

 

I liked the way this brief video shows all the various media that we are exposed to, and ironically enough there is one skill that transects all them, the ability to think.  Think about what you are hearing, seeing, experiencing.  Critical thinking is essential to synthesizing information.

Grafstein, Ann (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

Cramstankin, 2010. Multiliteracies - Final. http://www.youtube.com/watch?v=OHSQZZTYfdc

Week #7

Quote: "Working cooperatively was a new concept for the class, and even

though the students had completed preparation activities where group members assumed different roles, students were less engaged working as a group than when completing independent tasks. This was even the case when technology was involved, although they were more engaged when all members of the group were actively involved with the technology. (Adlington & Harvey, 2010)"

Response:  Working in a group wetting is challenging for all ages.  Even in adulthood, whether it be a workplace setting or in a post-secondary setting, working collaboratively is challenging.  In post-secondary education I often found that I (as did many of my peers) preferred to work independently.  We often did not believe that other members of theg roup had the same level of ownership as we did, for our own work.  If we had gone into the experience with more collaborative experience I suspect that the group work assignments would have been easier. 

In the workplace group work is commonplace.  Some situations are rewarding and positive and others provide challenges.  My years of experience in the workplace leads me to the conclusion that the older we get, the more the persoanlities of the group, play into the equation.  We want to work with people that we are comfortable with and feel competent in their work ethic that is is comparable to our own, or perhaps even more advanced. 

http://www.edweek.org/ew/articles/2012/12/01/kappan_quinn.html

I selected this article as it speaks to the basic challenges facing teach group and collaborative work skills.  In generally, many people believe that group work is the same, but in actuality it is not.  We need to understand these concepts so that we may appropriately build upon them to create a technology-rich environment.


1. How might your citizen journalism project resemble a technology rich projet?
I plan to utilize oral history interview techniques to record stories of retired coal miners.  By utilizing basic videography and digital recording students will become engaged in the project.  They will be able to do more than just read and write.

2. What did you learn about sucessfull implementation of tchnology rich projects?
While it is not a new concept that technology rich translates to more work, it does bring home the point that to engage in a technology rich project it is important to engage the support and collaboration of others.  Utilize the resources available such as developing a project that is cross-discipline to build upon the assistance of another teacher, or utilize classroom aids.  The juggling of resources is challenging when insufficient technology skills are found in the teaching staff.  Learn to utilize the strengths of those around you.  I've often looked at teachers as being the "Lone Ranger" in the classroom, I've learned through this curriculum that is no longer the case.

Adlington, R., & Harvey, H. (2010). Acec2010 - engaging young learners: The multi-faceted and changeable nature of student engagement in technology -rich learning projects. ACEC 2010: Digital Diversity Conference, Retrieved from http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/172/acec2010engagingyounglearners.pdf

Quinn, T. (2012). G-r-o-u-p-w-o-r-k doesn't spell collaboration. Education Week, Retrieved from http://www.edweek.org/ew/articles/2012/12/01/kappan_quinn.html

Rethinking the Research Paper - Week #6

Part #1

I love to think outside the box!  I am most comfortable in digging into primary sources than I am in  rehashing the work of others so this brief article really spoke to me.  I was particularly intrigued with the following: "Although Burkhardt’s (2003) examples include personal narratives and memoirs, and do not focus solely on research pieces, his advice about giving students opportunities to do real writing for real audiences is worth noting. When students write about real topics (that are important to their lives) that have real audiences, they are more invested in their pieces. (Hermann, 2012)"

As a folklorist and regional historian this article had me intrigued from the beginning, but after this comment I was very connected to the article.  I instantly thought of an independent research project that I am currently working on, a study of the life of a woman named Beatrice "Billy" Bannerman.  Billy was born in South Dakota, raised in New York, and lived her adult life in West Virginia.  During her 86 years she was a classically trained off Broadway actress, a pilot, a member of the Civil Air Patrol during WWII, a weaver/spinner, and a lapidary, not mention a wife and mother.  She was instrumental in the revival of the arts and crafts in West Virginia in the 1960s and 1970s and was overall an amazing woman.    Billy (whom I never met) is an inspiration to me, her story speaks to me on many levels and from my interest in her life I have the foundation for a variety of independent research projects that will synthesize into one final product.



I will be presenting an introductory exhibit on the life of Billy at the Mountain State Art & Craft Fair in Ripley next week.  I have only begun my journey into the research of her life and my library is filled with primary documents of her life including photos, letters, journals, and other ephemera.  Students who are tackling research papers have similar access to primary documents that tell the story of their family and community.   It is possible to find a research opportunity in any topic that is of interest to a student, teachers need to be willing to think outside the box.

I have selected as my resource the website of the National Archives.  As teachers work with students on exploring primary sources there is no better site to access.  This site is comprehensive and offers access to the history of our nation in a way that will appeal to all.  Even if a student is interested in doing research on a non-historical topic, such as Pokemon, this site will still provide instruction on primary sources. 

Herrmann, B. (2012). Writing as an exploration: Rethinking the research paper. Wisconsin English Journal, 54(2), 49-51 inclusive. Retrieved from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579

National archives. (n.d.). Retrieved from http://www.archives.gov/ 

Part #2
1. What is the difference between writing a report and "doing research"? 

     When one writes a report they are merely looking for, assembling materials, and restate what has been previously determined.  Typically "doing research" has comprised of reviewing materials that others have written and summarizing the content. 
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading. 

     When one is challenged to seek out primary sources there is a more indepth knowledge gained of the subject being researched.  In seeking information related to a topic one must utilize a variety of skills such as independent thinking and collaboration.  While this seems a contradiction, it is not.  " Workplace knowledge is not only shaped via the use of canonical and content-based sources but is also shaped through noncanonical sources such as the experiences of embodied performance, which are created when workers engage with the physical and material space of their workplaces, and through the tacit and implied nuances that construct the workplace narrative (Lloyd, 2011)."
3. Why might Constructivist type type learning better prepare students for the 21st century work place than Behavioral approaches? 
 
     In the real world students must be independent thinkers, they will not have the benefit of a teacher/boss who will guide them in each and every step of the process.  They will need to learn to utilize the boss as a mentor to offer guidance and be able to work independently.

4. How does authentic research support new media literacies? 

     The thought process of independent research allows one to evaluate sources, synthesize information, question facts, and apply previous knowledge to the research.  Through this process one can make independent conclusions based upon the material provided.

Head, C. (2011). Students as authentic researchers: A new prescription for the high school research assignment. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon

Lloyd, A.(2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized?Library Trends 60(2), 277-296. The Johns Hopkins University Press. Retrieved June 20, 2013, from Project MUSE database.

TrackStar - Week #5

My TrackStar is available!

What are the strengths of your TrackStar in terms of promoting content learning and information literacy? 

I have incorporated a topic that I think may be of interest to middle school students.  The All American Soap Box Derby has particular age requirements, and middle school students are perfect participants as they want to experience new things and most are anxiously looking forward to driving.  While non-motorized, Derby cars are driving!  It is understood that students who are engaged in the topic will put more effort into the research and are more likely to retain information.

How does your TrackStar differ from typical classroom research projects and how it better prepare students for research in the workplace.

If students were assigned a research paper on the All-American Soap Box Derby, many students, particular those who were in Boy Scouts, would think of the derby car races of that program and would rely on those resources that they have at home, or from their own knowledge.  By clearly leading students to the AASBD site and having them verify cridentials they are learning that they need to examine information carefully.  What is obvious, may not be true.

 

Week #5 - Trapped......

1. What does the term "discursive practices" mean?  "This term refers to a historically and culturally specific set of rules for organizing and producing different forms of knowledge. It is not a matter of external determinations being imposed on people's thought, rather it is a matter of rules which, a bit like the grammar of a language, allow certain statements to be made. "  (O'Farrel, 207)



2. What does "discourse" mean? To discourse is to discuss and analyze.



3. What is the "rock" and what is the "hard place"?  The "rock" is the current, unsatisfactory concept of literacy and the "hard place" is the translation of information literacy. 


4. What are the differences between the skills prescribed for information searching in academic and workplace settings?   In academia, "
   
   The skills prescribed in searching for information, accessing and using it are formalized by particular rules, regulations, and curriculum that are underpinned by an instrumental rationality. This allows the acquisition of knowledge and ways of knowing to be measured against formalized sets of criteria. In this setting, primacy is awarded to knowledge that is canonical, objective, and explicit, and there is a focus on individual performance and the development of self-sufficiency through independent learning. (Lloyd, 2011) While the workplace is very different.  Considered to be messy and complex (Lloyd, 2011).   It is significantly inflluenced by interaction and the physical and social workplace environment.   I am curious as to how the author would view a workplace in acadmenia?  I see some of both on a regular basis.


5. How do academic notions of information literacy undermine workplace notions information literacy?  Lloyd comments, "There also appears to be an acceptance that information literacy focuses on individual information use rather than information use as a collective activity. This approach to explaining and describing workplace information literacy appears to undermine important workplace concepts of teamwork and group problem solving aimed at building collective knowledge, where information skills are spread across a team rather than being centered on an ndividual. Lloyd, 2011)  This line of thinking is somewhat obvious to anyone who has work in both the private sector and in an acadmic setting.


6. How are information needs identified in work place setting like nursing and emergency workers?  Those in the medical field rely heavily upon their own personal experiences with application to the current setting.  In a leisure medical setting they may resort to a more academic approach to information literacy, but when time is of the essence they must approach it more aggressively. 


7. Why do issues of plagiarism not resonate in workplace settings?  Because workplace knowledge if considered to be communal knowledge and a group setting is less formal than individual knowledge.


8. Are information literacy skills transferable across contexts and settings? Why or Why not?  Academia claims that these skills are transferrable, but the limited research in workplace literacy does not hold this to be true.  Academia needs to believe that they are teaching you everything one needs to know in order to justify their own course of instruction.  In reality the information literacy skills gained serve as a basis and a resource tool in teh workplace.  It is not practical to teach all that is needed , there must be the ability to intergrate personal experience and group knowledge.


9. What is "practice theory"? 
   
   "Practice theories emphasize the analysis of ways of engaging with the world. These social theories are concerned with exploring human activity, subjectivity, intersubjectivity, embodiment, language, and power in relation to the “organization, reproduction and transformation of social life” (Schatzki, 2001, p. 1)." (Lloyd, 2011).


10. How does the author of this article define information literacy?  "
    
    An array of information related activities and skills, constituted, justified and organized through the arrangements of a social site, and mediated socially and materially with the aim of producing shared understanding and mutual agreement about ways of knowing and recognizing how performance is nacted, enabled and constrained in collective situated action. (Lloyd, 2011)"


11. How do educators need to change their understanding of information literacy literacy in order to prepare student for the information literacy practices they will encounter in workplace settings?  Educators need to more fully understand that information literacy is a skill set, and a key to be proficient in that skill set is the ability to think and act independently.  While this seems contradictory to the "group think" of a workplace, it actually supports it, in that students need to learn to analysis and synthesize information independently of a primary authority who is teaching them what to think and how to think about it.


12. What do the terms "ontological" and "epistemological" mean?  Both deal with the context of understanding the nature and root of being.  While essentially philisophical in nature, the terms work together cohesively.


13. After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?  Traditional research papers are still an important part of the learning process.  I believe that understanding the structure of and composition of a basic research paper is a core skill.  In the process of preparing a paper a student refines basic skills such as how to follow directions, how to investigate sources, and become acquainted with works on a particular topic.  Traditional research papers need to be supplemented with additional assignments such as group projects and interaction with others researching the same topic, but preparing independent works.


14. What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?  Change is difficult, a major obstacle is to educate the educators on the meaning of information literacy.  They cannot be expected to more fully support information literacy when they do not understand it.  Some educators understand and embrace the need to evolve, but many are simply not willing to make the effort to learn something new or do something different than what they have always done.


15. What attributes of the 21st century make it essential that educators change their approaches toward information literacy?  Technology is no longer something that will arrive someday.  It is here, and is a part of our daily lives.  As a child in the 70s I loved the Saturday morning cartoon "The Jetsons," while we may not be driving hover craft technology is abounding much as it did for Jane, Judy, Elroy, Rosie and the rest of the crew.


16. What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?  Incorporating more group activities will help bridge the gap, unfortunately evaluating group projects is difficult and requires more time on the part of the educator. 

Lloyd, A.(2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized?Library Trends 60(2), 277-296. The Johns Hopkins University Press. Retrieved June 20, 2013, from Project MUSE database.

O'Farrel, C. (2010, October). Key concepts. Retrieved from http://www.michel-foucault.com/concepts/

Track Star - Ready, Set, BUILD!

Learning information literacy should be interesting and engaging.  It is not possible to create lessons that will appeal to everyone equally, but some topics can be more fun than others.  I'm building my Trackstar around a long standing American tradition, the Soap Box Derby.  Thousands of people participate in Derby racing every year and it can be alot of fun to dream of racing

Building of a Soap Box Derby Car 

BTW - I once raced in the "Oilcan" Division.  Adults (mostly parents of racers) faced off down the track during breaks in racing.  It is a very different perspective of the world.  Yes, there is Derby organization in WV.  The Kanawha Valley Soap Box Derby Association.

Week #4 - Journal entry

1. What surprises you about the strategies digital age students use as they conduct research for course assignments?
    I am surprised that students do not take advantage of the professionally trained staff at libraries.  "
Librarians were tremendously underutilized by students (Head & Eisenberg,2009).  At a time when more and more students are wanting to simplify the research process they are actually not utilizing one of the best free resource that they have. 

2. How accurately do the findings from this study reflect your own research strategies?
     The six major findings of the study are very much in line with my own research strategy.  I do still rely upon the utilization of the librarians for research assitance, but this is probably because I am personal friends with some and I plan to pursue a Masters in Library Science.

3. This study provides a detailed description of the parameters of research assignments typical required for academia. How does it differ from the kinds of research people do in the workplace?
    Research within the workplace is generally very specific to a particular task.  While the information obtained needs to be accurate, it is not always necessary to cite the work located.  The particular workplace setting greatly impacts the standard and format of this type of research.

4. Do you think the recommendations to improve research process for college students will better prepare students for the world outside of school?
     According to the study, students are dependent upon instructors for primary guidance in their research endeavors, "We have come to believe that many students see instructors—not librarians—as coaches on how to consult research (Head & Eisernber, 2009).  If improvements are not made, then students will face a new set of challenges in "the real world."  The recommendations stated would improve the situtation.

5. Find an image that relates to searching for information. Embed the image in your blog and provide proper attribution.


Image by Ed Stein, formerly of the Rocky Mountain News.

Head, A. J., & Eisenberg, M. B. (2009). How college students seek information in the digital age. Informally published manuscript, The Information School, University of Washington, Spokane, WA, Retrieved from http://kennison.name/files/zopestore/uploads/libraries/documents/student-info-seeking-2009.pdf

Week #4 - Activity #1 - Trackstar - Blog Posting - Trackstar

The title of my post reflects my experience with Trackstar.  A concise layout of what to do, and how to do it, to review web sources.  It was informative, educational, and fun.  The process had a few challenges, but challenges provide opportunities for learning.


Each individual Trackstar has potential for teaching information literacy, but it is difficult to weight each item.  There are variables that come into play, such as what is the students' level of information literacy, how much prior knowledge of a subject they have and what interest does the student have in the topic being discussed.

As the Trackstar process would be used within a particular setting the instructor has the knowledge and resources to ensure that the information literacy level of each student is sufficient navigate through the Track or at least as provided resources and background information sufficient to allow the development of the required information literacy skills. 

A large challenge of any research into a topic is the "white noise" that one brings with them.  Prejudices, preconceptions, and bias all affect how we review a source.  The Trackstar method allows one to set aside (as much as possible) the subjective aspect of analyzing a source and to look at a topic item objectively, strictly by the content.

With those caveats one can say that utilizing the specific research leads given in this assignment would have varying results based.  If the targeted students were professional educators or concerned parents there would be more value in the No Child Left Behind track than if the targeted audience was high school freshmen.  This assumption can be made because of the interest in the content.  A high school foreign language teacher will approach the topic of bilingual education very differently from a education administrator of an ivy league private secondary school where the topic is not as relevant.  The segment on time travel is fun (in my opinion) and takes the heaviness of a topic out of learning the information literacy skills. 

I did learn from reviewing these research topics.  I drew upon prior knowledge of the medium and acquired new knoweldge as well.  Utilizing Trackstar to develop information literacy skills in students, of all ages and levels of interest, is a win win for students and instructors alike.

Textbooks, Wikipedia, and Schooling

How do you feel about using web-based resources instead of textbooks in school? 

I have always believed that there was more to be learned than what came from a textbook.  My children were part of several experiential classrooms, some worked, some didn't.  I also found that one children thrived in a particular setting and her sibling did not, therefore I reached the conclusion that different types of curriculum affect children differently.  (Now that's a novel idea!)  It has taken me almost 20 years to understand the process behind this groundbreaking idea of mine.   

In my exploration of resources during my collegiate career I have gained a new appreciation for virtual resources.  Resources can be good, but they can also be bad.  They are not uniform in their value and there is no concievable way to support the position that virtual resources are a "must" or an "only" resource to use.                

What opportunities for the development of information literacy skills for students if they began to learn without textbooks?
As I participated in the Library Science Curriculum in my undergraduate program I learned about information literacy.  While I have always been prone to question information I knew that there were many who did not.  I am reminded of the commercial that quips, "It was on the internet, it has to be true."  The girl believes that her internet boyfriend is a French model, when he is obviously not.

Through the utilization of virtual resources in support of text books or in some cases, in place of, students have the opportunity to verify sources, learn bibliographic skills, gain technical skills in keyboarding and specialized programming, and they learn to be adaptable to new technology.

Hows does these articles change or support your stance on using Wikipedia as learning resources in the classroom?

I still believe that Wikipedia can be used in collaboration with a text, or as a supplemental to a classroom environment.  There is valuable information contained within the Wikipedia environment that is easily accessible and provides a starting point for additional research. 

As always there is a certain amount of due diligence required on the part of the teacher to ensure that students are verifying and questioning, that they are in fact authenticating the information that they are being presented.  The girl in the commercial could actually attempt to engage her "French" boyfriend in conversation, but I suspect that the only French he knows is the "bon jour," he says to her friend.  Students need to learn to question what they are told and to verify independently whether it be online, in print, or even what they are seeing with their own eyes.

Find an image that relates to information literacy and schooling.Embed the image in your blog and provide proper attribution.
This image is a good starting point, but I think I would want to dress it a little bit to make effective to be used with students.



Ecclestone, M. (2009, May 23). [Web log message]. Retrieved from http://meghanecclestone.com/2009/05/23/information-literati/

Week #3 - Assignment THINK ALOUD

Website:  http://www.politico.com

Article: NRA plan: Let teachers carry guns by Kevin Robillard

Kevin Robillard is a more recent college graduate (2010, University of Maryland, College Park) and is a breaking news reporter for Politico.  He has his own website and has written fairly extensively within the political world of Washington D.C.

The owner of the site, Politico is a privately owned company that is relatively new.  Started in 2007, it has a goal to provide non-partisan political news.  The company proudly claims that they are the most widely read piece by the major political powers in Washington D.C.  I was not able to find independent information to confirm this statement.

The website has been very active since 2007 when it was launched.  It peaked during the recent Presidential election, but is still staying active.  The external links appear to work and connect to the appropriate sites.

With this article there is heavy emphasis on the NRA stance on teachers armed with gun, but no overt support of the NRA plan is given.  The writing supports the title of the article and virtual no space is given to those who oppose arming teachers. 

Robillard, K. (2013, April 2). Nra plan: Let teachers carry guns. Politico. Retrieved from http://politi.co/Xo6mLe

Gilchrist think aloud from Jane Gilchrist

Here is my ThinkAloud.  I found an article on Politico.com about the NRA plan to let teachers carry guns.  I questioned whether a website named Politico is bi or non partisan and it is, there is a real person with a good non-partisan record behind the article.  He provided links to his NRA source and made no independent statements with his personal opinion.  The NRA does have a plan, but will it work?

UPDATE:  Step 7:

Explain why it is important to provide students with information literacy skills in the digital age.

• Explain why projects like the ThinkAloud might provide students with a more meaningful information literacy experience that reading textbooks. Use this weeks reading to support your explanation.

 Even as a computer literate adult I found the Think Aloud a challenging process.  I suspect that if I were to do several of them, I would become more comfortable in the articulation of the thought process.  The creation of a ThinkAloud is a newer concept and for a graphically based society, a more comfortable medium than a more traditional view.

Ironically the comments of Tamim Ansary in A Textbook Example of What's Wrong With Textbooks," supports this evolution in ideology.  "They [textbooks] are processed into existence using the pulp of what already exists, rising like swamp things from the compost of the past  (Ansary, 2004)." This creative use of language showcases the need to create something new and do things differently which is further supported through Geoff Ruths comments such as, "Some textbooks do a fabulous job of making science relevant, but others insult students' intelligence by oversimplifying and fragmenting the subject matter so much that it becomes incomprehensible. (Ruth, 2005)."  

If textbooks continue to make a disappearance from the classroom students will need to depend more heavily upon the information literacy skills to continue to learn and even excel in the classroom.  With such a variety of educational offerings, no longer confined to a presecribed text, students will need the skills to evaluate, question, synthesize, hypothesis, and be more in touch with the materials they are exposed to.

Anisary, T. (2004) A textbook example of what's wrong with education. Edutopia, Retrieved from http://www.edutopia.org/muddle-machine

Ruth, G. (2005). No books, no problem:teaching without a text. Edutopia, Retrieved from http://www.edutopia.org/teaching-without-text

Weekly Reading #2 - Jenkins

1. What is Henry Jenkins main arguments about Wikipedia?  Wikipedia is here and we need to integrate it in an appropriate manner.  It is a part of the culture.
2. What is "participatory culture"?  A participatory culture is, amongst other things, a community with low civic engagement (not much face to face interaction), Some form of social interaction, Strong support from the community and information mentorship.  Basically it is a community that works together to assist each other.  I love the analogy of building a sand castle with strangers to participatory culture.
3. What is the relationship between "old literacies" and "new media literacies"?  Old literacies (reading and writing) are fundamental literacies and "new media literacies" are dependent upon those basic fundamental skills.  One cannot have the "new" literacies without a foundation of the old.
4. What are the reading and writing behaviors associated with "new media literacies".  Jenkins summarizes it as four components:  Collective Intelligence, knowledge of more than one; Judgement, the ability to critical examine and evaluate; Networking, how to locate and syntesize information; and Negotiation, or the ability to appreciate the viewpoints of others.
5. According to Henry Jenkins why is it important to teach "new media literacies" in school?  Critical thinking skills need to be taught so that young consumers of knowledge have the skills to independent evaluate information and not to follow the masses "just because." 
6. What can young people learn through contributing or even consuming Wikipedia?  Young people can learn about critical thinking and the process involved in creating information.
7. How do you feel about Wikipedia after reading or listening to Henry Jenkins? Do agree or disagree with his arguments? Why?  Jenkins provides a very different view of Wiki.  I had never considered it as such a broad resource.  The idea of using Wiki to teach such a variety of skills is thought provoking.  I particular enjoy the way discusses it as collective intelligence.
8. Find an online resource that supports your position on using Wikipedia as a resource for learning in school. Summarize the argument being made in the resource and explain how it supports your position.  In Wikipedia: Friend not Foe the authors discuss the merits of utilizing Wikipedia as an entry point for research, not an end all.  "After introducing students to Wikipedia, teachers might begin by using the site as an entry point." (Crovitz &  Smoot, 2009)  Much as I've oftenn felt about Wikipedia, these authors support that Wiki can be an asset.  They discuss how one might use collective classroom knowledge on a familiar topic by placing that information on the blackboard and then challenge the students to compare that information to Wikipedia.  Students are learning a variety of skills, including critical thinking.

 

1. Find an image that relates to Wikipedia and schooling.Embed the image in your blog and provide proper attribution.

Crovitz, D., & Smoot, W. S. (2009). Wikipedia: Friend, not foe. The English Journal, 8(3), 91-97. Retrieved from http://www.jstor.org.ezproxy.fairmontstate.edu/stable/40503515

Glasbergen, R. (2013). Todays cartoon: Cartoons for newsletters, presentations, advertising, and more. http://www.glasbergen.com/education-cartoons/?album=4&gallery=89

Global Warming - - - Wiki style (Week #2)

The Wiki site shows a strong bias towards the certainty of Global warming. For instance even though the article states that scientists are more than 90% certain of the affect of climate change they give no consideration or credence to the other 10%. A review of this article leaves the reader believing that Global Warming is a fact. "Warming of the climate system is unequivocal, and scientists are more than 90% certain that it is primarily caused by increasing concentrations of greenhouse gases produced by human activities such as the burning of fossil fuels and deforestation.[3][4][5][6]"

NASA gives validity to the claim that greenhouse gas emissions are responsible for global warming on their site: The site is authored by a specific team within the government organization and validity is substantiated by the use of names of authors to the site. While it is not wise to believe everything the government tells you, there is also a preponderance of evidence that they do know what they are talking about.

Wayne Smith takes the opposite view of NASA, he does not believe that Greenhouse Gases are a problem and he's not afraid to say so. The website which presents Mr. Smith's claim is Politifact of Texas and they actually review and judge Mr. Smith's claim. The writers of the site, which are not named specifically, is that Mr. Smith's claim is incorrect and ridiculous. Further review of Mr. Smith's claims by a reader would be warranted.

With General Sanctions a committe, specified by the Wikipedia governing body, may limit, restrict, or remove comments, references, or claims by the general public to the specified article.  

Remembering the El Nino of 1998 I was intrigued that some may think that global warming ended then.  I have heard this statement made in media sources, but according to the link provided to the Wiki and The Weather Factory of PBS the El Nino of '98 is used as a comparative not a definitive mark.  The Weather Factory site is authored and maintained by a reputable company with supporting documentation and accountability.

The Section on Natural Resources shows that the editors feel that there is some bias in the article and that they would like to see a more neutral approach, "The section's summary of extreme events is not consistent with the recent IPCC SREX report. The section states that in the future, there will be more intense droughts and floods. No caveats are given. By contrast, the SREX report is far more cautious in its projections of changes in droughts and floods." Is just one instance of this.  (Wiki, 2013)

NewsandEventsGuy seems a bit more experience, but I'm still fairly overwhelmed by the whole content of the article.  I would not rely much upon Wiki for coverage on any topic, especially something as serious as global warming.  Enescot has not updated his personal page since January of 2013 which would make one question the relativity of his other information.  The research and information on this topic is fluid and I would be concerned that the information is out of date.  I would reiterate that I would use Wiki as a brainstorming, kicking off point, not as an ultimate resource.

My opinion of Wiki has not really changed, I would still utilize it in a classroom as I have considered before.  I would use it as an example of how to examine resources, analyze content, and evaluate resources.  I would find examples of both good and bad wiki information that was age appropriate for the class and examine it closely.  It would be interesting to put a graphic organizer together that would also showcase other sites with information to support and contradict the wiki statements.
 

Introductory Blog Post

THE END IS NEAR!

It's hard to believe that I'm almost done with my graduate work and I will soon begin a new chapter in life.  I have enjoyed the journey, but not the grey hairs that go along with it!

I've been settled in Fairmont for a whole year now and finally feel like I have a "home."  When I make it to my little abode in Belleview it feels like a good place to be.  I miss seeing my 2 grandsons on a regular basis and spending time with my daughter, but I'm hopeful that once I finish my studies I will have more time with them. 

I'm still working at the Folklife Center on campus and find that as much as I love this place and what we do here, that I'm looking forward to the next chapter in life.  I encourage everyone to stop by sometime and see who we are - there are some wonderful resources here!



VIDEO COMMENTS

This video is completely about information literacy as it shows multiple examples of the sources where students can access information.  Not only does it show resources, but it also shows the complex language that is behind the scenes. 


INFORMATION LITERACY

There are a variety of definitions for information literacy and many have similarities. I like the simplicity of ths definition.  This site has additional information.

Information Literacy - 1. Information literacy is the ability to recognize the extent and nature of an information need, then to locate, evaluate, and effectively use the needed information. (Plattsburgh State Information and Computer Literacy Task Force, 2001)



Toth, M. (2013). Definitions of information literacy. Retrieved from http://www.plattsburgh.edu/library/instruction/informationliteracydefinition.php

Why Wiki? Week #1

I have often heard it said, "do not use Wiki!"  There is a common thought that anything and everything posted on Wikipedia is wrong and unreliable.  That thought has migrated into any information that is Wiki based (using common Web 2.0 tools) is wrong and unreliable.  This assumption that Wiki is wrong is exactly the reason that training on information literacy is vital.

Wikipedia is an important research and knowledge tool.

•  A review of wiki materials on any topic can serve as a vital brainstorming tool for students conducting research. 
• Wikipedia provides links to other sources on a specific topic.
• Wikipedia has opportunities for students to share information that have uncovered in independent research.

Wikipedia is an excellent resource to teach the importance of infomration literacy because it will share information that is both correct and incorrect.  Citations from Wikipedia should be strongly discouraged as students need to learn to verify information.

Why Information Literacy is Important in a Democratic Society - EDUC 6816

The beginning of another course  - - - this is exciting!  Of course part of my excitement is because I am now very close to being done.

In his video, Brett Solomon of Acces, touches on some interesting points of literacy freedom.  Before looking at those points it is interesting to look at the mission of Access. 

"Access defends and extends the digital rights of users at risk around the world. By combining innovative policy, user engagement, and direct technical support, we fight for open and secure communications for all."

Wow!  To think of digital access as a right!  People have long opposed censorship in literary works so it is easy to make that transition to digital rights.  I have never considered access to digital media a right before though.  Wow! 

The intriguing part part of their mission statement is "open and secure communications," is it a basic human right?  As access to technology increases the trend appears to be that the answer to this question will become "yes, sort of..." 

We do not need technology to survive, so therefore it can never truly be a basic human right, but if technology is available it should not be denied for religious or political reasons. 

Technology is only as useful as the ability of one to use it and process the information.  Information literacy like many other literacies is not  a natural skill for all.  Some individuals process and analyze information more easily than others, but many people (both young and old) need training in how to access and process information.  I'm reminded of the ease at which elderly are targeted and taken advantage of my telemarketers and door to door salesman.  So too are the young and uninformed susceptable to misinformation in technology.  Training in computer literacy is vital.


Solomon, B. (2011). Abut us. Retrieved from https://www.accessnow.org/about