Information Literacy - Part 2

I enjoyed taking the on-line information literacy assessment because its format and content were aligned to the essential question posed in the Information Literacy, Technology Literacy, and Curriculum article: "How does an information and technology curriculum stay relevant and meaningful in the 21st Century?" (http://newliteracy.wikispaces.com). I was engaged in the assessment process because its content extended beyond the typical paper/pencil worksheets we are asked to complete to demonstrate understanding of the tools and processes associated with the research learning outcomes. However, when I completed the assessment, it thanked me for taking the assessment, but I didn't receive my results.

The examples and questions address the research indicators embedded in the Ohio Social Studies, Science and English/Language Arts Academic Standards. The assessment design can be easily integrated into the classroom instruction by teachers and media specialists as a pre and post assessment tool that informs classroom research based instruction. This on-line self assessment tool will help students compare their performance to the academic standards. Most importantly, this particular assessment experience will require participants to apply 21st century literacy skills by asking them to problem-solve, think critically, evaluate and analyze in the context of research assignments.

I will share this free online assessment tool with teachers and media specialists. In the near future, our 6-12 English and Social Studies Teachers will be meeting to ensure students' research experiences are relevant and helping students to "create 21st century habits vs. isolated skills that are checked off once they go through the motion of completing a research assignment/project.

Thank you for providing the website and on-line assessment tool. I realize that I need to explore other real-time on-line free assessments that will help students in learning information and problem-solving skills that can transfer outside the traditional walls of a classroom.

Thanks for the learning experience.

Information Literacy - Part I

1. I definitely agree that computer literacy is an essential part of information literacy. Without the development of these skills, we will fail to meet the 21st century learning expectations. Students and educators must demonstrate they are effective communicators, critical thinkers, creative problem solvers and lifelong learners. Information literacy learning outcomes allow us to participate as members of literacy communities that operate within the new definitions of literacy -- "Information literacy is the ability to effectively access and evaluate information for a given need" (Breivik, 1985, p. 721). I particularly agree with the author's perspective on the role teachers and library media specialists play in an educational setting. Hubbard (1987) reports that "information skills are the mutual responsibility of teachers and library media specialists, and must be infused into instruction across curriculum (Irving, 1985). It is important that library media specialists develop an understanding of the academic standards so they can connect to teachers' standards based curriculum -- curriculum that includes information literacy learning targets within a unit of study. For example, The Standards for the English Language Arts emphasizes the importance of technology as a tool in literacy learning. Teachers and library media specialists can collaborate to help students master the following two academic English language arts standards that focus on the role of information literacy:

• Standard 7: "Students conduct research on issues and interests by generating ides and questions, and by posting problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience" (Standards for English Language Arts, p. 3).
• Standard 8: "Students use a variety of technological and informational resources (e.g.,libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge" (Standards for English Language Arts, p. 3).

2. I do believe that information literacy can assist with learning problem solving skills so we minimize the missed learning opportunities for students. Problem solving learning outcomes are embedded in the content area academic standards as mentioned in the above-mentioned English Language Arts standards examples. However, due to the common practice of teacher directed instruction and isolated student activities, this skill is often ignored throughout the learning process. Examining the academic standards within the context of 21st century skills, a thematic, or problem-based learning experience would help educators design units that require students to identify, apply and evaluate the knowledge and skills related to information literacy. Making connections to students' lives and relevant through experiential learning ensures students will be able to demonstrate they can problem solve outside the walls of a traditional classroom setting. The role of the teacher will be to mentor and guide students through the problem-solving process. This does not mean giving students a handout listing a 7-step approach to solving a problem. Instead, the academic standards and the developmentally appropriate pedagogy should help students move from novice to advanced levels of problem solving. On Thursday evening, I attended a high school band concert and observed the Jazz Band take on a challenge that required they perform impromptu. Students demonstrated they could learn the music skills in class and apply them independently in a new setting.

Technology Integration

1. I definitely agree with Marian Shaffner's dynamic view of technology integration. She asserts that technology integration should not be perceived by educators as an "add on." Her definitions and examples are realistic in that she recognizes teachers' day-to-day challenges while honoring students as 21st century learners. As curriculum director, it is critical that teachers embrace technology as a "tool" that can help students master the learning embedded in the academic standards, benchmarks and power grade level indicators. Marian Shaffner shares that once the teachers know what students should know and be able to do, they are prepared to ask the question, "What tools will help students accomplish the learning goals?" Most importantly, I really liked that her definition also included what it looks like if you walked into a classroom. She shared it would "look like the children were engaged and knew what tools they needed to use to show the knowledge they had gained while teachers were facilitators in the learning process."

2. Yes, technology integration in a K-12 school setting can be effective, however, best practice technology integration requires "systematic planning" in the context of rigorous academic content and 21st century learning skills. For example, our district's 5-year strategic plan includes 21st century skills and technology integration system initiatives. Although there are many areas we need to address, we believe our systems approach will help our district transform education through the development of technology integration, curriculum alignment, formative and summative assessment development, best practice pedagogy, professional learning communities and professional development systems. These systems will help to create learning environments that "allow students to meet achievement goals through the context of learning, problem solving and technology application" (McCarthy 2008).

3. It is the innovative restructuring of our district's technology department that has helped teachers, administrators, and students acknowledge and begin to embrace the true meaning of technology integration and its connection to 21st century learning skills. The technology integration specialists' visionary work is helping to shape the above-mentioned systems -- organizational systems that we hope to institutionalize so they become a way of life in our district. Technology integration will enable our students to become:

• Capable information technology users
• Information seekers, analyzers, and evaluators
• Problem solvers and decision makers
• Creative and effective users of productivity tools
• Communicators, collaborators, publishers, and producers
• Informed, responsible, and contributing citizens (National Educational Technology Standards for Students, 2000).

4. Technology integration and best practice pedagogy will allow administrators, teachers and students to improve teaching and learning in all content areas and use technology in ways that were defined by the work of authors I reviewed for this assignment.

Assignment 1

Marian,

1. At the conclusion of this independent study course, I want to
apply relevant technology skills that utilize Web 2.0 technologies that can be integrated with the teaching and learning process.

2. My short and long-term goals are: (1) To believe that I can venture into the 21st century technology integration world without fear that I will fail to meet the expectations outlined in the advanced technology independent course. (2) Complete my first on-line course by meeting assignment deadlines and ask questions that will help deepen my understanding of the tasks I will be asked to work through.
(3) Long term goal - To reflect on the quote by Eleanor Roosevelt..."You must do the thing you think you cannot do." It is this experience and reflection that will allow me to continue to open doors that have remained closed for fear I would fail.