Presentation of Dr. Ross Todd on the Slamit 4 Course - Caparica, portugal, 2009

1. Dr Ross J Todd
Di rect or, Cent er f or Int ernat i onal Schol arshi p i n
School Li brari es
Rut gers, The St at e Uni versi t y of New Jersey
ci ssl . sci l s. rut gers. edu
rt odd@rut gers. edu
www. t wi t t er. com/RossJTodd
SCHOOL LIBRARIES AND NEWLEARNING
The key Chal l enge:
Poweri ng Up Mi nds and Poweri ng Up
Machi nes

2. Sessi on Goal s
Key Chal l enge
How can your school l i brary / l earni ng
cent re support st udent s t o devel op t hei r
ski l l s and abi l i t i es i n searchi ng,
devel opi ng and di ssemi nat i ng i nf ormat i on and
knowl edge so t hat t hey become act i ve
producers of knowl edge and not j ust
consumers of i nf ormat i on?
School l i brari es as INQUIRY CENTRES
Engagi ng Web 2. 0 envi ronment t o devel op
i nqui ry, deep knowl edge and ski l l s, and
creat i vi t y

3. LISBOA
Rita Dove
US Poet Laureate 1993-1995
"The library is an arena of
possibility, opening both a
window into the soul and a
door onto the world."
Roger Rosenblatt
US Author / Essasyist
"A library should be like a
pair of open arms."
http://www.sis.buffalo.edu/faculty/ellison/q
uotes/libquotesdn.html

4. SLAMIT 4
• Journey
• Exploration
• Discovery
• Action
• Energy
Construction
• Destiny
• Focus on the future

5. Mel bourne Decl arat i on on Nat i onal
Goal s
School i ng i n t he Twent y- f i rst Cent ury
www.wordle.net

6. Li brary Pol i cy Tagcl oud
www.wordle.net

7. What i s a School Li brary?
The school l i brary i s t he school ’ s
physi cal and vi rt ual l earni ng commons
where i nqui ry, t hi nki ng, i magi nat i on,
di scovery, and creat i vi t y are cent ral t o
st udent s’ i nf ormat i on- t o- knowl edge
j ourney, and t o t hei r personal , soci al
and cul t ural growt h.


8. Spr i ngf i el d Townshi p Hi gh School
Vi r t ual Li br ar y
ht t p: / / www. sdst . or g/ shs/ l i br ar y/

10. Inqui ry- Based Learni ng
• Framework f or qual i t y t eachi ng and
l earni ng t hrough t he school l i brary
• St udent s act i vel y engage wi t h di verse and
of t en conf l i ct i ng sources of i nf ormat i on
and i deas t o di scover new ones, t o bui l d
new underst andi ngs, and t o devel op
personal vi ewpoi nt s and perspect i ves.
• Caref ul l y pl anned, cl osel y supervi sed,
t arget ed i nt ervent i on( s) of an
i nst ruct i onal t eam of school l i brari ans
and t eachers t o gui de st udent s t hrough
curri cul um based i nqui ry uni t s t hrough t he
school l i brary t hat gradual l y l ead t owards
deep knowl edge and underst andi ng.

11. Gui ded Inqui ry
KNOWLEDGE- BASED OUTCOMES
Deep Knowl edge
Deep Underst andi ng
Probl emat i c Knowl edge
Hi gher- order t hi nki ng
Hi gh Expect at i ons
St udent Di rect i on
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - -
It i s underpi nned by st i mul at i ng encount ers wi t h
i nf ormat i on – encount ers whi ch capt ure t hei r
i nt erest and at t ent i on, and whi ch mot i vat e and
di rect t hei r ongoi ng i nqui ry.
INFORMATION FOUDATION

12. Prof Carol Kuhlthau

13. I nf or mat i on Sear ch
Pr ocess
• Qual i t at i ve expl orat i on
of search process of
hi gh school seni ors
( 1983)
• 2. Qual i t at i ve
st udy of ori gi nal sampl e
af t er 4 years of col l ege
( 1988)
• 3. Longi t udi nal
st udy ( 1988)
• 4. Qual i t at i ve and
quant i t at i ve st udy of
hi gh, mi ddl e and l ow
achi evi ng hi gh school
seni ors ( 1989)
Kuhlthau, C. C. (2004).
Seeking meaning: A
process approach to
library and information
services. 2nd edition.
Westport, CT: Libraries
Unlimited.

14. Information Search Process Carol Kuhlthau
Tasks Initiation Selection Exploration Formulation Collection Presentation Evaluation
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion clarity sense of satisfaction or
(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague----------------------------------------→focused
(cognitive) ----------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical) exploring documenting
Inf ormat i on- t o- Knowl edge
Journey
Zone of Intervention: the critical point / need for instruction
GUIDED INQUIRY

16. • Shi f t i n f ocus f rom f i ndi ng l ocat i ng and eval uat i ng
i nf ormat i on t o one of usi ng i nf ormat i on, creat i ng
knowl edge and shari ng of i deas.
Shift in
focus from
finding
locating and
evaluating
information
to one of
using
information,
creating
knowledge
and sharing
of ideas.

18. My Concer ns and Chal l enges:
Web 2. 0
Need t o move beyond:
• t echni cal ski l l s t o creat e spaces
• dumpi ng and t ransmi ssi on of cont ent
• superf i ci al i t y of engagement :
t ransport at i on rat her t han t ransf ormat i on
of t ext
• l i mi t ed cri t i cal t hi nki ng & creat i vi t y
Move t o t he i nt el l ect ual i nput of t hose spaces
provi de i nt el l ect ual , soci al and t echni cal
t ool s across t hese mul t i pl e envi ronment s t o
f ost er creat i vi t y, knowl edge creat i on and
product i on, bot h i ndi vi dual and
col l aborat i ve, and t o f ost er t he
i nt el l ect ual , soci al and cul t ural growt h of
our young peopl e

19. 6 Key Compet enci es i n al l l earni ng areas
t hat draw on knowl edge, at t i t udes, and
val ues i n ways t hat l ead t o act i on:
1. Thi nki ng: usi ng creat i ve, cri t i cal ,
and met acogni t i ve processes t o make sense
of i nf ormat i on, experi ences, and i deas;
devel opi ng underst andi ng, maki ng
deci si ons, shapi ng act i ons, const ruct i ng
knowl edge. Int el l ect ual curi osi t y i s at
t he heart of t hi s compet ency.
2. Usi ng l anguage, symbol s, and t ext s:
worki ng wi t h and maki ng meani ng of t he
codes i n whi ch knowl edge i s expressed -
wri t t en, oral /aural , and vi sual ;
i nf ormat i ve and i magi nat i ve; i nf ormal and
f ormal ; mat hemat i cal , sci ent i f i c, and
Key Compet enci es i n t he Wi r ed G. I .
Wor l d

20. 3. Rel at i ng t o ot hers: i nt eract i ng
ef f ect i vel y wi t h ot hers, l i st eni ng
act i vel y, recogni si ng di f f erent poi nt s of
vi ew, negot i at i ng, and shari ng i deas
4. Part i ci pat i ng and cont ri but i ng: bei ng
act i vel y i nvol ved i n communi t i es;
cont ri but i ng appropri at el y as group
members
5. Techni cal mast ery of t he i nf ormat i on and
knowl edge bui l di ng and shari ng t ool s
6. Managi ng sel f : sel f - mot i vat i on, a “can-
do” at t i t ude, st udent s seei ng t hemsel ves
as capabl e l earners; personal saf et y and
prot ect i on – et hi cal aspect s
Key Compet enci es i n t he Wi r ed G. I .
Wor l d

21. Et hi cal Issues
 Techni cal vs i nt el l ect ual sol ut i ons
 How t o respond t o i nappropri at e cont ent
 How t o deal wi t h i nappropri at e cont ent :
where, how and who of get t i ng hel p
 How t o react t o i nappropri at e si t es
 How t o manage probl emat i c conversat i ons
 Sel f - prot ect i on i n t he wi red worl d
 What i s appropri at e and i nappropri at e t o
publ i sh and share onl i ne

22. Di rect ory of Technol ogy Tool s
ht t p: //c4l pt . co. uk/Di rect ory/
Cent re f or Learni ng & Perf ormance
Technol ogi es
25 cat egori es of t ool s Al l t ool s 3, 098
Free Tool s 2, 354

23. 1 Web browsers, pl ayers and readers
2 Soci al bookmarki ng t ool s
3 Bl oggi ng t ool s
4 RSS/Feed t ool s
5 Mi cro- bl oggi ng t ool s
6 Emai l t ool s
7 Inst ant messagi ng and chat t ool s
8 Product i vi t y t ool s ( personal and group)
9 Mi nd mappi ng t ool s
10 Present at i on t ool s
11 Present at i on shari ng t ool s
12 Document at i on and of f i ce sui t es
13 Li ve conf erenci ng, broadcast i ng and
vi rt ual worl d t ool s
14 Inst ruct i onal t ool s
15 Screen capt ure and screencast i ng t ool s
16 Pol l i ng and survey t ool s
17 Web aut hori ng t ool s
18 Wi ki t ool s
19 Image/phot o t ool s
20 Audi o, podcast i ng and i Pod/i Phone t ool s
21 Vi deo t ool s
22 Personal dashboards
23 Course management syst ems
24 Soci al net worki ng t ool s
25 Int egrat ed soci al medi a and
col l aborat i on t ool s and pl at f orms

24. Gui del i nes f or Web 2. 0 t ool s
sel ect i on
• Does i t promot e cri t i cal t hi nki ng?
• Does i t support ISP st ages?
• Does i t provi de Gui ded Inqui ry t hrough
i nt ervent i on and hel p
• Does i t encourage aut hent i c l earni ng?
• Does hel p gat her evi dence of st udent
perf ormance and progress?
• Does i t hel p us make t eachi ng deci si ons
based on evi dence?

25. mashabl e. com

26. Web 2. 0 Tool s
• Bl oggi ng: l ogs / j ournal s/ di ari es on t he
i nt ernet ; chronol ogi cal , si ngl e aut horshi p;
mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or
mi xi ng of cont ent , l i nks
• Wi ki s: col l aborat i ve, edi t abl e wri t i ng
spaces: col l ect i ve knowl edge
• Podcast i ng: di st ri but i ng compressed audi o
across i nt ernet ; screencast i ng,
vi deocast i ng
• RSS: Real Si mpl e Syndi cat i on / Ri ch Si t e
Summary: f eed of cont ent col l ect ed and
organi zed t hrough aggregat ors
• Soci al Net worki ng; Soci al Bookmarki ng
• Onl i ne phot o gal l eri es: publ i shi ng,

27. Bl oggi ng
• Logs / j ournal s/ di ari es on t he i nt ernet ;
chronol ogi cal , si ngl e aut horshi p; mul t i pl e
f orms, wi t h pl ug- i ns ( wi dget s) f or mi xi ng
of cont ent , l i nks
• Each i ndi vi dual post i ng has a st abl e
address ( “permal i nk”) al l owi ng ref erence;
“pi ng- back” mechani sm al l owi ng aut hors t o
know when ot her bl ogs have ci t ed t hei r
post s
• 175, 000 bl ogs creat ed dai l y ( CEO
Technocrat i ) ( search engi ne f or
bl ogosphere)
• Why bl og – express personal bel i ef s
• Get t i ng st art ed: l i vej ournal . com;
bl ogger. com; bl ogst er. com; et ri bes. com;
WordPress. com; edubl ogs. org

31. Bl ogs: Act i ve Wri t i ng
Spaces
• What const i t ut es a sust ai ned response? Whose
voi ce i s bei ng heard?
- Exposi t ory response: provi si on of i nf ormat i on;
requi res cl ari t y and st rong organi zat i on of
i deas; Aut hent i ci t y and accuracy of f act s;
source of f act s
• Expl anat ory response: f ocus i s on expl anat i on:
how and why
- Cri t i cal response: addressi ng post i ngs wi t h
argument / evi dence anal ysi s; Present s your own
poi nt of vi ew – support ed by rel evant f act s,
drawn f rom sources, and present ed i n a l ogi cal
manner.
- Anal yt i cal response: compari son, anal ysi s,
i dent i f yi ng pat t erns, t rends, t hemes, i ssues,
associ at i ons across post i ngs
- Synt het i cal response: Devel opi ng concl usi ons,
est abl i shi ng personal vi ewpoi nt s and
perspect i ves, generat i ng posi t i on st at ement s
f rom mul t i pl e post i ngs; combi ni ng i deas i n f resh
ways t o present new i nsi ght s

32. Ref l ect i ve Response
• What have I l earned about t hi s cl ass
act i vi t y?
• What are my most i mport ant i deas?
• What concl usi ons can I draw based on my
underst andi ng
• What are i mpl i cat i ons, consequences of what
I have l earned?
• What ot her quest i ons come t o mi nd t hat I
coul d i nvest i gat e?
• What do I wi sh I had done di f f erent l y?
• What were some of t he di f f i cul t i es I

33. Personal Ref l ect i on
• What worked wel l ?
• What pl eased me?
• How do I know t hat i t was successf ul ?
• Who can/di d I share my success wi t h?
• What di d I do t hat hel ped me t o:
- prepare f or t he t ask
- creat e new i deas
- pract i se new ski l l s
- i mprove exi st i ng ski l l s
- modi f y my l earni ng habi t s
- f i nd rel evant i nf ormat i on or mat eri al s
- organi se i nf ormat i on or mat eri al s
- correct l y summari se i nf ormat i on
- underst and unf ami l i ar i deas
- t ake rel evant not es
- use my exi st i ng knowl edge or ski l l s
- represent i nf ormat i on i n meani ngf ul ways?
• What coul d I do di f f erent l y next t i me?
• What f act ors i nf l uenced my abi l i t y t o l earn?
• What mi ght hel p me l earn more about t hi s?

34. Eval uat i ng Bl ogs Some
Cri t eri a
• Who i s t he bl ogger?
• What sort s of mat eri al s i s t he bl ogger readi ng or
ci t i ng?
• Does t hi s bl ogger have i nf l uence? Is t he bl og wel l -
est abl i shed? Who and how many peopl e l i nk t o t he
bl og? Who i s comment i ng on t he post s? Does t hi s
bl og appear t o be part of a communi t y of bl ogs?
( The best bl ogs are l i kel y t o be hubs f or f ol ks who
share i nt erest s wi t h t he bl ogger. )
• Is t hi s cont ent covered i n any dept h, wi t h any
aut hori t y?
• How sophi st i cat ed i s t he l anguage, t he spel l i ng?
• Is t hi s bl og al i ve? It t here a subst ant i al archi ve?
How current are t he post s?
• Is t he bl ogger upf ront about hi s or her bi as? Does
t he bl og recogni ze/di scuss ot her poi nt s of vi ew?
( For cert ai n i nf ormat i on t asks- - an essay or
debat e- - bi as may be especi al l y usef ul . St udent s
need t o recogni ze i t . )
• If t he bl ogger i s not a t radi t i onal “expert , ” i s
t hi s a f i rst - hand vi ew t hat woul d al so be val uabl e

35. BLOGS Pot ent i al Uses
• Bui l di ng background knowl edge: exposi t ory
and expl anat ory responses eg present 5 new
f act s I have l earned;
• Focus- Formul at i on: Quest i oni ng response:
devel opi ng t he deep quest i ons t hrough
i nt errogat i on of post i ng( s) What
quest i ons spri ng t o mi nd as you read t hi s
• Col l ect i on: Aut hent i c research t ool : dat a
col l ect i on - > anal ysi s and synt hesi s of
i deas
• Ref l ect i ve response t o i nst ruct i onal
program
• Cl ass port al f or communi cat i on

36. Wi ki s
• Col l aborat i ve, edi t abl e spaces: col l ect i ve
knowl edge ( eg Wi ki pedi a: eg Tsunami 2004 –
9hrs f or f i rst 76 word st ory; 48 hours
l at er, 6, 500 words and edi t ed 1, 200 t i mes;
wi ki how. com; wi ki t ravel . com)
• Open, cont ri but ory, l i vi ng document s; peopl e
work t oget her t o generat e and mai nt ai n a
document
• Soci al const ruct i on of knowl edge;
negot i at i on of meani ng: group’ s best
ef f ort , not an i ndi vi dual ; communi t y
wat chdog, sof t securi t y
• Worki ng as a t eam / group / communi t y i n a
shared i nf ormat i on space: gi vi ng st udent s
cont rol of knowl edge const ruct i on and
edi t ori al cont rol – responsi bi l i t y and
ownershi p

37. Scaf f ol ds f or Worki ng i n a Wi ki : What
does i t t ake?
• Const ruct i ng t he sust ai ned response + creat i ve +
publ i shi ng compet enci es
• How t eams work t oget her i n saf et y and securi t y
• Deal i ng wi t h t eam i ssues, conf l i ct eg someone
edi t s wi t hout j ust i f i cat i on / expl anat i on;
argument s
• Negot i at i on ski l l s: negot i at i ng t o agree on
correct ness, meani ng, rel evance
• Team management / proj ect management : pl anni ng,
t i mel i nes, rol e assi gnment , del egat i on
• Communi cat i on eg expl ai ni ng i nt ent i ons behi nd
edi t s
• Document management / versi ons

38. What t o do wi t h Wi ki pedi a
• St udent s use W. t o brai nst orm i deas, bui l d background
knowl edge – you wi l l not st op i t ! - hi ghl i ght
pocket s of knowl edge / gaps
• Take group t hrough a key Wi ki pedi a art i cl e on a t opi c
rel at ed t o cl ass work, poi nt i ng out i t s st rengt hs and
weaknesses, and i nvi t i ng t he cl ass t o edi t i t
• St udent s use ot her sources t o det ermi ne accuracy of
t he f act s i n a Wi ki pedi a art i cl e:
• Assi gn groups of st udent s t o eval uat e Wi ki pedi a
ent ri es, usi ng research f rom ot her sources as an
eval uat i ve t ool ; compare and cont rast ; deal wi t h
conf l i ct i ng i deas
• The cl ass t akes on creat i ng speci f i c Wi ki pedi a
art i cl es rel at ed t o cl ass work: Cl ass creat es,
expands and updat es t he art i cl es. A col l ect i on of
“t eacher approved” art i cl es can be produced i n many
subj ect s, maki ng Wi ki pedi a bet t er as t i me goes on.
• Wat ch what happens: modi f i cat i on, spammed, and how
t o deal wi t h t hi s

39. Wi ki Opport uni t i es
• Brai nst ormi ng: TOPIC – what , when where,
why et c
• Bui l di ng background knowl edge of a
curri cul um t opi c eg Cont ent Ji gsaw
• Col l ect i ve not ebook / col l ect i ve st udy
gui de
• Met a- l anguage: gl ossari es of key words
• Const ruct a pi ct ure of pri or knowl edge –
i dent i f y pocket s of expert i se and
knowl edge gaps; mi sconcept i ons,
i naccuraci es
• Col l aborat i ve resource l i st s
• Peer assessment / f ormat i ve assessment :
Knowl edge creat i on, draf t i ng, revi ew,

40. Eval uat i ng Wi ki s
• What i s t he purpose of t he col l aborat i ve
proj ect and who began i t ?
• How many peopl e appear t o be i nvol ved i n
edi t i ng t he wi ki ?
• Does i t seem t hat t he i nf ormat i on col l ect ed
i s i mproved by havi ng a vari et y of
part i ci pant s?
• How heavi l y edi t ed were t he pages you pl an
t o use?
• How ri ch i s t he wi ki ? How many pages does
i t cont ai n?
• Does t he proj ect appear t o be al i ve? Are
f ol ks cont i nui ng t o edi t i t ?
• Does t he i nf ormat i on appear accurat e? Can I
val i dat e i t i n ot her sources? Can I
t ri angul at e?
( In: Web 2. 0 Meet s Inf ormat i on Fl uency. By

41. Maxi mi ze avai l abl e t ool s
eg:
• wordl e. net
• wordsi f t . com
• wal l wi sher. com
• googl e. com - Wonder Wheel
• googl e. com/squared

42. www.wordle.net

43. sfnmsfoetfjewoendsvondOGJweogj
Vjsdsgogosovmqfq0osddsdod

44. Met al anguage Comprehensi on Readi bi l i t y

45. www. wordl e. net
• Readabi l i t y of t ext s
• Ident i f i cat i on of cent ral concept s / vocabul ary
• Rel evance of f ocus
• Comparat i ve anal ysi s: anal ysi s, cri t i cal t hi nki ng
eg cont rast speeches, compare hi st ory t o hi st ori cal
f i ct i on; t hemes i n l i t erat ure; compare f or bi as
• Summari es of wri t i ng pi eces
• Hi ghl i ght assessment cri t eri a
• Summary f or di scussi ng report s
• Guess t he Fai ryt al e / Count ry / = Background
knowl edge
• Summari zi ng cl assroom pol l s / surveys
• Cust omi zi ng i mage headers f or research t ask
present at i on
• Thi rt y- Ei ght Int erest i ng Ways* t o use Wordl e i n t he
Cl assroom
ht t p: //di gi gogy. bl ogspot . com/2009/04/t hi rt y- ways- t o-
use- wordl e. ht ml

47. www. wordsi f t . com

48. www. wordsi f t . com

50. www. wal l wi sher. com
• Brai nst ormi ng
• Underst andi ng of l earni ng / assessment
cri t eri a
• Col l ect i ng f act s / not e t aki ng– t hen
anal yzi ng i nt o pat t erns / t rends
• St udent generat ed resource l i st f or
research t ask
• Ref l ect i ons on l earni ng

51. Googl e: wonderwheel and
squared

55. Ti me Li ne: Ned Kel l y

56. Googl e. com/squared

57. Googl e. com/ squar ed

58. Googl e. com/Squared Gui ded
Inqui ry
• Topi c sel ect i on
• Bui l di ng background knowl edge
• Show how f act ual i deas can be organi zed
• Vi sual and t ext ual l i nk – t o f ocused
resources
• Ai d t o i n- dept h anal ysi s
• Ot her?

60. www. t wi t t er. com

61. Twi t t er Resources
10 t hi ngs t eachers shoul d know t o get
st art ed wi t h t wi t t er
ht t p: //azk12. org/bl og/archi ves/46- 10- Thi ngs-
Teachers- Shoul d- Know- t o- Get - St art ed- wi t h-
Twi t t er. ht ml
• New search engi ne t hat al l ows you t o search
googl e and t wi t t er si mul t aneousl y
• ht t p: //t woogl e. browsys. com/
25 ways to use twitter
http://docs.google.com/Pr
esent?
docid=dhn2vcv5_118cfb8
msf8&pli=1&skipauth=tru
e

62. www. t wi t t er. com Gui ded
Inqui ry
Set up cl ass t wi t t er account :
• Col l at e cl assroom vi ews
• Dat a col l ect i on ( use cl ass t weet s or Twi t t er
Pol l : ht t p: //t wt pol l . com/
• Summari se t opi cs/vi ews as t weet s Teach bi t e-
si zed i nf o
• Preci s, t hen el aborat i on
• Produce a Tweet di al ogue bet ween t wo opposi ng
charact ers i n rel at i on t o t opi cal i ssue
• Craf t i ng a concl usi on st at ement ( 140
charact ers)
• Poet ry wri t i ng / sl ogan wri t i ng
• Gl obal assembl y – ask net work t o comment on
i ssue / t opi c
• Communi cat e wi t h expert s
• Ref l ect i ons on l earni ng ( al l ow parent s t o
f ol l ow)
• Inf ormat i on search: f i nd websi t es, pi ct ures, or

63. ht t p: //www. bubbl . us/ brai nst ormi ng
sof t ware

64. Exampl e of Bubbl . us

65. Di gi t al St oryt el l i ng
• ht t p: //capzl es. com/
• Combi ne vi deos, bl ogs, mp3s, phot os, t ext
i nt o mul t i medi a st ory l i nes
• ht t p: //www. t i kat ok. com/
• Where chi l dren wri t e, publ i sh t hei r own
st ory
• ht t p: //gl ogst er. com
• Int eract i ve post ers
• www. f ot opedi a. com
• Col l aborat i ve phot o- encycl opedi a

67. ht t p: //www. t i kat ok. com/

68. ht t p: //www. gl ogst er. com/

69. ht t p: //www. f ot opedi a. com/

70. Ot her Resources
• Debat e Graph: wi ki debat e vi sual i zat i on t ool
• ht t p: //debat egraph. org/
• Argument mappi ng
• ht t p: //www. aust hi nk. org/cri t i cal /pages/argum
ent _mappi ng. ht ml
• Mi ndmappi ng: Onl i ne Mi nd Mappi ng Sof t ware
• ht t p: //www. mi ndomo. com/
• Concept Mappi ng / Graphi c Organi zers
• ht t p: //www. graphi c. org/
• ht t p: //mywebspi rat i on. com/ Col l aborat i ve
vi sual t hi nki ng – bet a versi on

71. Dat a Col l ect i on: Aut hent i c
Research
• Pol l Daddy ( f ree account )
• ht t p: //pol l daddy. com
• Zoho Pol l s ( f ree account )
• ht t p: //pol l s. zoho. com/
• SurveyMonkey ( sophi st i cat ed anal yses)
• ht t p: //www. surveymonkey. com/
• Bl ogs, Twi t t er as si mpl e dat a col l ect i on
t ool s

72. Bj örk “New Worl ds” i n “Sel masongs”
al bum
“If l i vi ng i s
seei ng
I’ m hol di ng my
breat h
In wonder – I
wonder
What happens
next ?
A new worl d, a
new day t o see”

73. Hal l of Fame Resear ch
“ Gr eat ness”
• Where/when born,
di ed, l i ved
• Educat i on/Jobs/Care
er
• Chal l enges overcome
• Qual i t i es t hat l ed
t o great ness
• Awards/Commendat i on
s
• Pol i t i cal of f i ces
hel d
• Best remembered f or
what


74. Cri t i cal t hi nki ng and Deep
Knowl edge?
Wal t Whi t man
( Camden)
Consi der ed by
many t o be t he
most i nf l uent i al
poet i n U. S.
hi st or y

75. • Class blog: personal viewpoint on greatness
• Creative writing: My dream of greatness
• Sharing writing on class wiki
• Class blog: synthesis of responses: what seems to
be the idea of “greatness” in the class
• Matching personal dreams with NJ database: search
skills
• Building background knowledge: life and times of
people of interest; selecting focus
• Creative knowledge building interventions: putting
ideas together; Usi ng vari et y of anal yt i cal
met hods; Formi ng evi dence- based opi ni ons /
vi ewpoi nt s; Devel opi ng concl usi ons &
posi t i ons; posi t i ng act i ons, i mpl i cat i ons
and sol ut i ons; ref l ect i ng on t hese i n
t erms of ori gi nal knowi ng
• Wiki to share final products: group review and
reflection
Inst ruct i onal
Int ervent i ons

76. Lonely, Nervous, Brave, Determined, Sassy
Daughter of parents who filled their house with music
Music must have filled her loneliness when her father died
Moved to New York for a better life.
Who loved the night magic of Harlem,
Who loved the celebrities and begging for autographs with her friends
Who really loved singing and scatting
Who loved her Aunt that took care of her as a child.
Who felt loss, when her mother died
Who felt anger when she was put in an orphanage
Who felt trapped in those walls but they couldn’t keep her down
because she felt the pull of her song
and the night magic of Harlem.
Who felt nervous and fear at auditions
Who feared not being able to sing because she had no one to care for her
Who feared dying from diabetes and possibly going blind,
Who feared whom she would pass her singing crown down to
Who wanted to see someone take over her singing crown
Who would have liked to have spent more time with her late parents
Who wanted to work with the best bands
Who changed the world of jazz and swing
Who was very proud of her awards and achievements
She was “The First Lady Of Song”;
she was “Sassy” and a Legend of Jazz
Born in Virginia, grew up in New York,
adopted by the world.
Ella was great
Fitzgerald
Ella