http://theunquietlibrarian.wikispaces.com/LIS5313-January2011

1. Transforming Information Literacy for NowGen Students: Media 21buffyhamilton, ed.s. lis5313 || florida state university || january 26, 2011 Image used under a CC license from http://www.flickr.com/photos/soozwhite/400383483/sizes/o/in/photostream/

2. seeds of the media 21 project

3. conversations as context CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/

5. “It’s all about learning… how is this going to fundamentally enrich a conversation? There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.” Dr. David Lankes CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/ Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

6. sparking and igniting conversations cc licensed flickr photo by jurvetson: http://flickr.com/photos/jurvetson/2643699255/

7. shared ownership of learning and conversations for learning CC image viahttp://www.flickr.com/photos/soldiersmediacenter/1690071759/sizes/l/in/faves-10557450@N04/

8. knowledge construction and creation cc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/

9. inquiry and learning centered

10. connectivism

11. “learning is the process of creating connections and developing a network.”

21. Media 21 Capstone Proposal Components Brief research paper on technologies and learning theories reflected in the project proposal. Project prospectus Completion of project rubric

22. Identification of the LoTI (Levels of Teaching Innovation) Essential questions Georgia Performance Standards AASL Standards for 21st Century Learners ISTE Standards for Students Project Description Technologies Used Additional Materials To Be Purchased Administrative Support Project Prospectus

23. Research as an ongoing learning experience Expanding students’ concepts of authority Introducing ways to use social media and web 2.0 tools for information management Media 21 Goals

24. Introduction and exploration of the concept of personal learning networks Emphasis on inquiry and collaboration Hands on experience with alternate ways of producing and sharing knowledge Media 21 Goals

25. Scaffold students’ ability to become their own information filters and to build their own information dashboards Connect students with outside experts Explore ways to connect our learning to a real world project or initiative Media 21 Goals

26. Two sections of 10th Honors Literature/Composition Nine-twelve week study Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting Media 21 Target Groups and Timeline

27. the chemistry of collaboration: the dynamics of the media 21 project

29. media 21 project implementation

30. august 2009: building blocks for learning

31. Introduction of concept of “networked student” Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, ) Exploration of social media as an information source for research August 2009

32. create conversations about collaborative knowledge building using wikis and inquiry based activities 1.1.9 collaborate with others to broaden and deepen understanding 1.3.4 contribute to the exchange of ideas within the learning community 4.1.7 use social networks and information tools to gather and share information

35. August 2009 Observations and Reflections Time: more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learning more needed than anticipated for planning, creating, reflecting Student engagement Embracing messiness Student patience and open-minded outlook

36. september 2009: connecting learning and social media to the world

37. Inquiry into social media for social good Introduction of our Issues in Africa research initiative and literature circles: book tasting Mid quarter reflections September 2009

42. Midquarter Student Reflections I have learned about the usefulness of wikis and how they can be used to share information as a group. It helped me understand how Wikipedia and other wikis actually work and function as learning tools. The introduction of learning through blogging on the site WordPress, was also a new experience to me. I was interested to find that some blogs actually contain credible information and not just opinion based articles. Loren T.

43. Students extended learning to real-world situations Students loved Google Docs, Gmail, Google Sites, and blogging Students had mixed feelings about the Wetpaint wiki---some found it confusing to navigate September 2009 Reflections and Observations

44. Students loved group and collaborative activities Students indicated they needed help with certain writing strategies Some students indicated they needed help managing multiple class streams of information and tools September 2009 Reflections and Observations

45. october-november 2009: pulling it all together for painting a bigger picture of learning

46. Introduction of our Issues in Africa research initiative and literature circles Using the tools for original content creation Using the tools for reflection and transparency Using the tools for collaborative knowledge building October-November 2009

48. Two in-class literature circle meetings each week (each group determined its own reading schedule) Each literature circle creates and shares a lit circle wiki created with Google Sites; lit circle meeting notes and comments are maintained in this space on a weekly basis Two weekly reading journals (posted to individual blog) per week Student Learning Activities: Issues in Africa

49. A weekly research reflection is required on individual blogs each week Three days in class per week for research and research mini-lessons and/or to work on multigenre projects Students use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotations Students use Noodletools for citation management; they may also use the electronic notecard feature Student Learning Activities: Issues in Africa

50. Blog posts Lit circle wikis Diigo bookmarks Noodletools list and notes A written paper Five multigenre artifacts and reflections A learning portfolio created in Google Sites Learning Artifacts: Issues in Africa

51. create conversations about adaptability and research strategies using blogs 1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success 1.2.6 display emotional resilience by persisting in information searching despite challenges 1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary 4.1.7 use social networks and information tools to gather and share information

52. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.1.9 Collaborate with others to broaden and deepen understanding.

53. blogs

54. create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources. 2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge 2.1.4 use technology and other information tools to analyze and organize information 3.1.2 participate and collaborate as members of a social and intellectual network of learners. 3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

55. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction 2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations 3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions 4.1.7 use social networks and information tools to gather and share information

56. diigo: sticky notes/highlighting

65. Most students embraced the freedom and responsibility for learning given to them Students liked having flexibility in the kinds of information sources they could use Students especially liked using Google News and Gale Global Issues in Context Students did not use as many social media sources as I anticipated October-November 2009 Reflections and Observations

66. Some student resistance to student inquiry; disruption of school culture of learning Some students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during October Time for me to actively reflect and compose those reflections on my blog October-November 2009 Challenges

67. november-december 2009: synthesizing ideas with presentation zen

68. Presentation zen Digital citizenship Creative Commons November-December 2009

69. create conversations about digital citizenship and ethical use of information 1.3.3 follow ethical and legal guidelines in gathering and using information

74. Student Reflections on Presentation Zen “I like that I cannot rely on my slides as much. It requires me to actually learn what my project is about and not just copy and paste a whole paragraph into my power point then read it right off the slide when I am presenting. I felt that I was more connected to the class while presenting and I really liked that, it made me feel better about myself while I was actually up in front of the class.”

75. Student Reflections on Presentation Zen “I like it SO much more. You feel so much more comfortable and relaxed when you can just look at your audience instead of reading bullets off a power point. Thank you to Mrs. Lester and Mrs. Hamilton. I know that my grade does not match with how much I have learned. Even though my grade isn’t what I would hoped it to be, the learning I have received will be with me forever, and for that I am strongly appreciative.”

76. Students embraced the principles and concepts of presentation zen Students overcame their fears of public speaking Students wondered if we could continue learning in this kind of environment Assessment sometimes feels murky November-December 2009 Observations/Reflections

77. Personal Learning Environments with Netvibes/Information Dashboards Social Bookmarking with Evernote Google Sites Portfolios Interviews with Real World Experts Presentation Zen March –May 2010: Veterans’ Issues

89. Began with unit study of Cry, the Beloved Country Inquiry circles More scaffolding with writing assignments (formal and informal) Deeper metacognition with research reflections More collaborative learning (i.e. collaborative research paper, Google Docs) Tools: Wikispaces, Google Calendar, Google Docs, NoodleTools, Evernote, Wordpress https://sites.google.com/site/unquietlearning21/ 2010-11 Media 21/Learning 21

90. what have I learned?

91. it takes time to grow a learning environment and learners rooted in connectivism and participatory culture

92. baby steps are OK

93. anticipate some pushback

94. students, teachers, and librarians should embrace the messiness of learning

95. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking

96. “No risk, no art. No art, no reward.” Seth Godin CC image via http://www.flickr.com/photos/pure9/2606460947/sizes/o/ Seth Godin, September 2010 http://bit.ly/9Vkh1K

97. future directions

98. help students plug into an expanded menu of information sources

99. continue to nurture and scaffold metacognition and critical thinking as we expand our definition of information literacy

100. help students forge their own paths for learning Image used under a CC license from http://www.flickr.com/photos/suburbanbloke/723665503/sizes/o/

101. filter selectively to cultivate their interests and passions for lifelong learning Image used under a CC license from http://www.flickr.com/photos/zoso_tc/3084308306/sizes/o/in/set-72157612566643154//

102. expand our students’ universe cc licensed photo by http://www.flickr.com/photos/skiwalker79/3855880846/sizes/l/in/photostream/

103. contact information buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com http://theunquietlibrarian.wikispaces.com