Information Literacy and the future of learning

Here are some key points to discuss about communal constructivism and e-learning: Why is making it social valuable? - Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one. Which is better? Getting it from a peer... Or getting it from a teacher? - Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions. How to design Multi-user Object Oriented systems (MO

Derek Wenmoth presents a report on educational technology integration. The report finds that schools are progressing from adopting technologies to assimilating them into teaching and learning. It also finds that the relationship between how prominently technologies are used and how connected they are to curriculum goals illustrates different levels of integration, from addition to assimilation. The report discusses strategies for the future, including emphasizing technology to serve educational systems rather than lead them. It also identifies issues to consider when moving towards a networked school model, such as policy, technology, curriculum, staffing, pedagogy, leadership, resources, and quality.

E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet. The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere. Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.

This document provides an agenda and notes for a webinar on literacy teaching. The webinar will cover teaching comprehension strategies like drawing inferences, making connections, visualizing, and asking questions. It will also discuss scaffolding to help diverse students, matching students to texts, grouping approaches, and inquiry learning in comprehension. Specific comprehension strategies and research on their effectiveness will be reviewed.

The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.

The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.

This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.

The document discusses preparing students for an uncertain future where jobs and technologies do not yet exist. It emphasizes developing skills like adaptability and interacting with other cultures. Emerging technologies that could impact education in the next few years include electronic books, augmented reality, gesture-based computing, and visual data analysis. For technology to best support learning, it should inform but not dictate educational decisions and be backed by effective support. Connectivity and virtual learning environments may allow for anywhere, anytime education involving multiple remote participants.

The document discusses the benefits and guidelines for implementing hybrid online learning in K-12 classrooms. It argues that hybrid models can provide students with greater engagement, flexibility, and access to knowledge beyond the classroom by combining online and face-to-face learning. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, analysis, collaboration, and use of technology that are well-suited to hybrid environments. Recommendations include building an online community, using various technologies to encourage interaction, and assigning collaborative tasks.

By Day 4 Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.

The document summarizes a study on reducing energy consumption in New Zealand through the use of an educational wiki project. Students in a class of 29 worked on developing a wiki to discuss New Zealand's energy issues and propose innovative solutions. The aims of the project were to improve the students' information literacy skills and demonstrate key competencies outlined in the New Zealand curriculum. The wiki project allowed students to learn collaboratively while developing important 21st century skills needed to address complex issues like energy consumption.

Global Collaborative Projects allow students to work together on themes or topics across cultures using technology while remaining in their classrooms. They can involve structured or unstructured interactions between students on a limited or ongoing basis. Examples provided include competitions identifying landmarks, virtual field trips to share data about local areas, and having "travel buddies" share experiences across schools. Global projects help students develop broad perspectives, skills like communication, and cultural understanding by drawing on real-world resources. Success requires proper preparation, student-driven projects aligned with curriculum, and use of technologies like blogs, video chat, and social media to facilitate global collaboration.

This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.

This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities, please contact reef@sheffield.ac.uk

The document discusses the benefits of using collaborative projects across curriculums in classrooms. It notes that while some educators are hesitant due to challenges in implementation, collaborative projects provide meaningful learning opportunities for students to interact, share perspectives, and construct new knowledge through dialogue. Research indicates that while many teachers currently use the internet as an information resource, collaborative online projects could further enhance learning by allowing students to communicate and work together beyond the classroom.

This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.

This document summarizes the research of an expert community of practice focused on using technology to support learning for young students in grades ECS to 4. It outlines the goals of cultivating and documenting engaged teaching and learning practices using technology. It discusses relevant research in areas like learning sciences, challenges for teaching, technologies role in young learners' lives, and knowledge building. The research plan involves a mixed methods case study over two years to understand how technology impacts student engagement, agency, competencies and shifts teaching practices. The purpose is to identify promising practices and innovations enabled by technology.

Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.

Keynote Addressed delivered by MASuva during the Basic IL forum sponsored by Association of Laguna Librarians (ALL)

This document discusses a proposed computer literacy course for students in the College of Humanities and Social Sciences at Makerere University. It begins with an introduction that defines computer literacy and its importance for university students. It then provides background information on the College of Humanities and Social Sciences and levels of computer literacy. The document outlines the course, which would be taken over two semesters and cover basic to intermediate computer skills including hardware, software, internet and email. It aims to improve students' computer skills and prepare them for using technology in their studies and future careers.

Presentation by Anthi Katsirikou Venue:QQML 2011- EMPATIC Workshop Hellenic National Research Foundation Greece 27 May 2011

Keynote Address at the 3er Congreso de Bibliotecas Universitarias y Especializadas in Santiago, Chile, June 2, 2016.

This document discusses a project on computer literacy in Pakistani schools. It provides an overview of the project contents and structure, including introductions of group members, concepts of computer literacy, its history and development in Pakistan, effects of computer literacy in private and public schools, and recommendations.

The document discusses information literacy in the knowledge society. It defines information literacy as comprising the information science concepts needed for everyday life, work, and education. In a knowledge society, information literacy becomes increasingly important as knowledge workers and lifelong learning are essential. The document outlines two aspects of information literacy - retrieval literacy and knowledge representation literacy. It also discusses the importance of information literacy in everyday life, the workplace, and education to prevent digital and knowledge divides.

This document discusses transforming information literacy for K-12 learners through transliteracy, inquiry, and participatory learning. It defines key concepts like transliteracy as the ability to read, write and interact across different platforms and media. Inquiry is presented as a way to encourage participatory learning and discourage the "banking" model of education. The document advocates for putting pedagogy before tools and recognizing the classroom as a place for complex human interactions rather than just delivering right answers.

The document discusses extending Shannon's information theory to incorporate semantics. It proposes a three-level model of communication including physical, technical, and semantic layers. It explores how semantics can reduce source redundancy through shared background knowledge, and defines notions of semantic noise and channel capacity. Future work is outlined on topics like lossy semantic compression, semantic mismatches, and applications to knowledge representation languages.

A paper presented on 21st March 2008 at National Institute of Library and Information Sciences (NILIS), University of Colombo, Sri Lanka in its' annual research symposium.

This document discusses various concepts related to information seeking and literacy. It defines information seeking as involving search, retrieval, recognition and application of content. It discusses several theories on why people seek information, including being in an anomalous state of knowledge, experiencing uncertainty, or having a gap in understanding. It also covers theories on how and who seeks information. Finally, it discusses related concepts such as information literacy, competence, inquiry-based learning and 21st century skills.

This is the slide used for Library training. This training covers 4 parts; Research Searching, Writing, Publishing, Sharing & Monitoring

Lecture presented by Michelle A. Esteban at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.