These slides were used in a professional development session for teachers in July, 2010 in Goochland County, Virginia. It covers an information seeking and organization model that will help students become better searchers and seekers of content in digital forms. For a version with notes spiked with humor, visit this PDF version on our website: http://www.glnd.k12.va.us/podcasts/bits_to_buckets.pdf

1. SM
FROM BITS TO infoseeking fluency
digital citizenship, research, and
BUCKETS
in the twenty-first century

2. SM
blogs.glnd.k12.va.us/teachers/jhendron/

3. WHAT IS
DIGITAL CITIZENSHIP?

4. Student Life
Outside the School Environment
Digital Commerce
Digital Law
Digital Etiquette
Digital Rights & Digital Health
Digital Security Responsibilities & Wellness
School Environment & Digital Literacy
Student Behavior
Digital Communication
Digital Access
Core Goals
Improving learning
outcomes and preparing
students to become 21st
century citizens Student Learning & Academic Performance
Ribble & Bailey, 2007

5. Goochland County Public Schools
Digital Citizenship Framework
for Teachers Using Technology
http://sites.google.com/a/glnd.k12.va.us/citizenship21/seeing-the-big-picture

6. So you wanna use the
computers?
Goochland County Public Schools
How did I do?
Digital Citizenship Framework Can I clearly
Do I have an idea
for Teachers Using Technology Do I know why I about what I'm
communicate with
my teacher how I
Are desktops or laptops the best tool am doing this? supposed to
met the objective
Plan ahead & Are they learn?
to meet my students! learning in this learning
reserve them! available? activity?
objectives?
following do I understand
ergonomics report results
AUP the objective?
to find
to create something? to take a test or quiz? to communicate? for an online learning activity?
information?
where can I
publish what I
created?
am I collecting my
ethics for
citation citations! own information am I collecting ergonomics etiquette safety
can I use assessments
(survey?) information
something I ergonomics
already
found?
can I remix published?
something I
found?
I am
communicating
with others with
appropriate tools appropriate respect.
Even when you're plausible research 2.0 Remember I
for analyzing data search strategies
not "re-mixing," represent my Am I sharing too
Am I Am I saying
you may not be school, my family, Am I much information
communicating Am I saying things to try and
able to use and my communicating where people
Everyone needs with people I things I might elicit an emotional
content you find community. Take with appropriate might find me in a
to cite where they know face to later regret? response from
A lot of media to create your pride in what you parties? public, online
found other ideas, While using the Am I using the face? someone else?
today can be own content. appropriate do and say space?
images, quotes, Where's a space computer, I'm best methods at
remixed into new Consider whether search engines/ online.
and multimedia. that's legal and doing it safely. I'm finding what I
types of media using someone databases
Be as specific as appropriate for seated with both need?
(photos, video, else's content I agree to fill in
possible, and use me to share my feet on the floor,
and sounds). might be answers on my
the formatting work? Should the I'm not rocking
Check to make considered own without help
required by your area be back in my chair,
sure what you plagiarism. Use or peeks of other I'm using a tool,
teacher (it can be protected, like and I'm a I've thought
find can be re- your own ideas, students being such as a
a URL to a piece Moodle? Or is my comfortable through the type
used. Write the but cite sources assessed. spreadsheet or
of media, or a teacher's blog or distance from the of data I need and
original author, or of content you InspireData to Are they age Are they subject
paper-like citation my own website computer so it's have gone about
check for Creative want to quote. make sense of appropriate for me? appropriate?
using the Modern okay? easy to use and collecting it
Commons- Make sure that the information Am I checking
Language read. ethically. Am I using the
licensing. "quoting" other I'm collecting. multiple sources
Association best variety of
sources isn't for agreement on
(MLA) format. search tools?
violating fair use the facts I find?
when citing Am I following a method that allows me to collect
copyrighted information, the source of the information, and
works. catalog it for use later using keywords?
Google Forms
© Creative Commons PD Research 2.0
citation tools print or publish? InspireData
fair use in education Resources
Survey Monkey

7. WORKSHOP OUTLINE
Day 1 - Advanced Google Searching Techniques, Wikipedia
Day 2 - Creative Commons, Buckets and Your Digital Library
Day 3 - Overview of Google Apps Education Edition & Diigo for Education

8. WIKIPEDIA
What do you already know?
http://en.wikipedia.org/
http://en.wiktionary.org/

9. GOOGLE > a n c i e n t e g y p t
Let’s Examine the results...
Second major link today is...
Wikipedia!

10. GOOGLE > a b r a h a m l i n c o l n
Let’s Examine the results...
First link today is...
Wikipedia!

11. GOOGLE > w a t e r c y c l e
Let’s Examine the results...
Third link today is...
Wikipedia!

12. LET’S LOOK AT THE RESULTS...
Look at...
http://en.wikipedia.org/wiki/Water_cycle 1. media besides text
2. “further reading”
http://en.wikipedia.org/wiki/Abraham_Lincoln
3. external links
http://en.wikipedia.org/wiki/Ancient_egypt 4. discussion
5. view history

13. ?
summarize what you learned...

14. PROS/CONS
w i k i p e d i a

15. How would you use this
with students?
http://en.wikipedia.org/wiki/Citing_Wikipedia

17. ACTIVITY
Develop a classroom statement (rule)
that dictates how the Wikipedia will be used
in your classroom this year.

18. BREAK

19. GOOGLE
What do you already know?
http://www.google.com/

21. GOOGLE > u . s . c o n s t i t u t i o n
Google Suggest
Get some research results...

22. Sponsored Links
Summaries
Reading URLs
Search Options Sidebar

23. Explain each of these to me... •News
•Books
•Video
•Blogs
•“Updates”
•Discussions

24. COLLECTING INFORMATION
What process should we use to start
“the research process?”
What is “similar” for?
“Cached?”
⌘-click to create tabs

25. ADVANCED SEARCH

26. ADVANCED SEARCH

27. http://www.flickr.com/photos/muslimpage/3641641090/
http://www.flickr.com/photos/foxypar4/2124673642/ http://www.flickr.com/photos/opalsson/3763409056/

28. one method for evaluating content online is akin to the way
we judge a person’s reputation...
the links, popularity, and connectedness can indicate
better pages and better content...

29. READING URLs
•topics.law.cornell.edu/constitution
•www.usconstitution.net/
•www.archives.gov/exhibits/charters/constitution.html
•ratify.constitutioncenter.org/constitution/
•www.globalresearch.ca/index.php?context=va&aid=10473
sub-domain.machine name.domain-name.domain extension / directory or file

30. READING URLs
blogs.glnd.k12.va.us/teachers/jhendron/
www.archives.gov/exhibits/charters/constitution.html
sub-domain.machine name.domain-name.domain extension / directory or file

31. GOOGLE WONDER WHEEL
The wheel is a graphic organizer of related searches.

32. GOOGLE BOOK SEARCH

33. “ABOUT THIS BOOK”

34. BREAK

35. GOOGLE SCHOLAR
http://scholar.google.com/

36. GOOGLE NEWS
http://news.google.com/

37. GOOGLE FastFlip
http://fastflip.googlelabs.com/

38. GOOGLE TRENDS
http://www.google.com/trends

39. GOOGLE BLOG SEARCH
search term: constructionism
What’s the value in reading a “netizen’s” perspective
vs. a more traditional source?
http://blogsearch.google.com/

40. REVIEW/REFLECT

41. Technology can be used to gain information in two ways:
information
Collect information from “users”, or
Collect already published information
information

42. If we’re collecting information, as a student I need to know
What types of questions to ask, and
questions
What to do with the information I collect (interpretation).
A great tool to use to analyze data from a survey or questionnaire is:
InspireData
Inspire Data

43. The number one search engine is: Google.
In addition to searching webpages, you can now search (within):
Books,
Books
Weblogs, and
Videos

44. http://www.google.com/educators/

46. SM
FROM BITS TO infoseeking fluency
digital citizenship, research, and
BUCKETS
in the twenty-first century
Day 2

47. LET’S THINK... COPYRIGHT
WHAT ARE THE 5 COPY RIGHTS?
Reproduction
Distribution
Public Display
Public Performance
Modification
http://www.flickr.com/photos/horiavarlan/4273272605/

48. WHAT’S PLAGIARISM?

49. WHAT’S THE DIFFERENCE
BETWEEN © AND PLAGIARISM?

50. What’s Fair Use?
http://www.flickr.com/photos/marcogomes/1346283989/

51. More importantly:
what’s a “classroom environment”?

52. creativecommons.org
what are the differences between the licenses?
from which web “properties” can you search?
what are the ultimate benefits of CC?
do you want CC to live in your classroom?

53. LICENSING WORK
http://creativecommons.org/choose/
commercial
modification
jurisdiction
http://creativecommons.org/about/licenses/

54. A COPYRIGHT STORY
http://www.jasonrobertbrown.com/weblog/2010/06/fighting_with_teenagers_a_copy.php
The broad majority of people I wrote to actually wrote back fairly
quickly, apologized sincerely, and then marked their music “Not for
trade.” I figured that was a pretty good result, but I did find it odd –
why list the material at all if you're not going to trade it?
—A great real-world example of the issues facing young mindsets.

55. VIDEO
Michael Wesch—
Kansas State University
http://www.youtube.com/watch?v=NLlGopyXT_g&feature=related

56. BREAK

57. HERE’S A PROFOUND
THOUGHT...

58. WHAT IF...

59. students could have access to everything they’d
learned, throughout their school careers...

60. using digital tools?

61. Bookmarks Newsfeeds
Blogs Wikis

62. In a “read/write” world, we ought to be able to
maintain the data we create
and value easily and effortlessly...

63. What’s in your library?
http://www.flickr.com/photos/jhoweaa/436923541/

64. What’s in your digital library?
http://www.flickr.com/photos/pathfinderlinden/227332338/

65. This next part is the central keystone to this entire workshop.
I hate to be terribly dramatic, but I want to make sure we’re all
paying attention.
are we ready?

66. Let’s help kids develop their
own digital libraries.

67. Infoseeking Fluency Framework
2.1
Networked or
Social
Resources
1 2.2 3
Research Need Search Queries OR Read/Write/ Evaluation Processing
Defined Remix
Resources
2.3
"Trusted"
Media
Resources
Library
3.5 3.4 3.3 3.2 3.1
Tagging Evaluation Summarization Citation Collection
Bucket
Sharing
3.5 3.4 3.3 3.2 3.1
Tagging Evaluation Summarization Citation Collection
Bucket

68. 2.1
Networked or
Social
Resources
1 2.2
Search Queries OR Read/Write/ Evaluation
Defined Remix
Resources
3
2.3
Processing
Media "Trusted"
Resources

69. 3.5 3.4 3.3 3.2 3.1
Tagging Evaluation Summarization Citation Collection
Bucket
Sharing

70. http://sites.glnd.k12.va.us/
citizenship21/

72. RESOURCES
http://sites.glnd.k12.va.us/
citizenship21/resource-cabinet

73. http://www.glnd.k12.va.us/podcasts/research_gms.mov
http://www.glnd.k12.va.us/podcasts/research_ghs.mov

74. http://sites.glnd.k12.va.us/citizenship21/
seeing-the-big-picture

75. LET’S TRY IT...

76. hot mustards

77. SEQUENCE 1
search - get an idea about the topic
self-evaluate: what do you want to really know about this topic - develop
your research questions
collect resources (tab them in your browser)
document resources in your worksheet

78. SEQUENCE 2
Evaluate resources further - give them a star rating
Bucket the content you want to use
Build a library of resources using one of our templates...

80. Going beyond Google...
http://sites.glnd.k12.va.us/citizenship21/home/web-searching-toolkit

81. SM
FROM BITS TO infoseeking fluency
digital citizenship, research, and
BUCKETS
in the twenty-first century
Day 3

82. GOOGLE APPS &
DIIGO EDUCATION EDITION

84. www.diigo.com/education
You can create student accounts for an entire class with just a few clicks (and
student email addresses are optional for account creation)
Students of the same class are automatically set up as a Diigo group so they
can start using all the benefits that a Diigo group provides, such as group
bookmarks and annotations, and group forums.
Privacy settings of student accounts are pre-set so that only teachers and
classmates can communicate with them.
Ads presented to student account users are limited to education-related
sponsors.

85. http://vimeo.com/12687333

86. RESEARCH
How does the education edition work?
What’s a Diigolet?
Try out your diigolet...

87. EVERYTHING IS...
MISCELLANEOUS?
Dewey Decimal System
Authors, Creators, Composers
http://www.everythingismiscellaneous.com/
Timelines
Styles and Qualities
Cognitive processes...

88. TAGGING
goes social...

89. FOLKSONOMY
A folksonomy is a system of classification derived from the practice and method of
collaboratively creating and managing tags to annotate and categorize ...
Folksonomy - Wikipedia, the free encyclopedia

90. OTHER TAGGING METHODS...
Using hash symbols (#chemistry, #science, #homework)
Using specialized applications (http://tagamac.com/)
Using spotlight comments

91. SMART FOLDERS
Smart Folders are saved searches
Use tags to customize your searches
⌘-F for Finder Search

92. BREAK

93. APPS FOR EDUCATION

94. docs.goochlandschools.org

96. EVEN MORE...
http://wave.google.com/a/goochlandschools.org
http://moderator.goochlandschools.org/
http://www.google.com/squared
http://io.glnd.k12.va.us/

97. SO, WHAT HAVE WE
LEARNED?

98. © 2010 John Hendron & Goochland County Public Schools.
You can use this following a Creative Commons license.
Learn more at: http://creativecommons.org/licenses/by-nc/3.0/