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eTech: Language Arts, Research and 21st Century Skills & DIALOGUE

INFOhio Learning Commons, Web 2.0 and more. by Karon Lippincott, Library Teacher, Medina HS, Medina, Ohio

Karon Lippincott

on 14 February 2012

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Transcript of eTech: Language Arts, Research and 21st Century Skills & DIALOGUE

O D Discover/Develop an Overview Previewing, examining prior knowledge, brainstorming, developing initial questions I Investigate A Applying critical thinking
Refining keywords
Questioning deeply
Problem solving Analyze L Identifying/locating sources
Exploring relationships Locate/Explore Organize Apply Assessing, Clarifying, Categorizing, Synthesizing, Interpreting Make knowledge useful G U E Globalize Understand/Reflect Evaluate Evaluating results
Assessing learning process Pre assess "Know your audience" http://www.trails-9.org EBSCO folder Search Engines vs.
Database Tools of the Trade How to Narrow Results Ongoing throughout project am I answering my research question? do I have enough sources? what are other keywords I can use? Connect understanding to the real world.
Consider diverse and global perspectives in drawing conclusions. am I keeping pace with the project? Prepare library: Use same passwords for those outside of INFOhio
Have handouts with web addresses & pw for home use
Align free database trials with big projects Information Literacy takes front stage: what makes a credible author? what makes a valid source? what is a good paraphrase or summary? Have a solid, useful library webpage Scan databases for articles Utilize email tools (if available) Brush up on Web 2.0 skills
Have handouts or web tutorials NoodleTools Traditional Notecards Relating to bigger picture
Seeking global perspective
Considering impact Collaborate with others--make new understandings, solve problems, create, evaluate what needs cited and how? Not all research leads to a written report. Create
Reflect http://historytours.wikispaces.com 5 page paper understanding Web 2.0 allows for ongoing evaluation,
teacher feedback, & easy editing Collect feedback
about the process: what worked well? were databases useful? what search strategies worked best for you? as a learner, what would you do differently or the same next time? what do you know now, that you wish you knew at the beginning of the process? Collect feedback
about the project: were the directions clear? was the purpose of the project clear? what tools were most useful? ALA Learning Standards ALA Learning Standards http://www.usi.edu/distance/bdt.htm Language Arts, Research and 21st Century Skills
Want to Learn More? http://learningcommons.infohio.org/
Take time to visit "Things" 3, 5, 11 & 14.
Also be sure to visit the Learning Skills tab. Karon Lippincott lippinck@mcsoh.org students struggle to be organized
they do little at home
students are unfamiliar with the research process but pick it up over time
collaborative technology helps
teachers love 24/7 access Observations: Deadlines
Expectations Building basic understanding
Narrowing Topic Graphic Organizers http://bubbl.us Graphic Organizers http://bubbl.us not all resources will be print "Competent readers can synthesize information from a variety of sources including print, audio and visual."
Common Core L.A. standard Make database access easy Prepare students: Preplan with teacher:
help i.d. resources ahead of time
suggest tools to help save time
offer to teach (and grade!) http://pagekeeper.teachingmatters.org/home Construct new knowledge Communicate new understandings Develop understanding and deep comprehension we need to have Students DON'T:
value the purpose of research
know what a database is
"get" the differences between db & search engines
understand the reason for citations and bibliographies
understand what an authoritative source is Students DO:
expect information to come quickly
like using electronic sources over paper
thank you for making it easier! (or even an outline, or notecard) Teachers DON'T
mind help
understand many "print" resources can be online
want to carry piles of papers and notecards
(generally) like to teach research
view technology as a tool or aide http://sites.google.com/site/medinabeelibrary/ http://sites.google.com/site/medinabeelibrary/ teach kids to paraphrase...but still cite encourage them to find more sources that make the same point teach them to ask, "does this source answer my research question?" students need help outlining and USING the outline to find gaps in their research Google Earth Lit Trip or History Tour Web 2.0 sites mentioned today:

weebly http://www.weebly.com
google sites, docs http://www.google.com
NoodleTools (subscription): http://www.noodletools.com
GlogsterEdu http://edu.glogster.com
WallWisher http://www.wallwisher.com
bubbl.us http://bubbl.us
Ebsco (INFOhio) http://www.infohio.org
Learning Commons (INFOhio) http://learningcommons.infohio.org
TRAILS http://www.trails-9.org
Research Project Calculator (INFOhio) http://www.infohio.org
Pagekeeper http://www.pagekeeper.teachingmatters.org
PageFlakes http://www.pageflakes.com
Wikispaces/PB Wiki http://www.wikispaces.com
or http://www.pbworks.com
Google Earth (download to local computer) http://earth.google.com
SpicyNodes http://www.spicynodes.org
Discovery Portal inside your INFOhio catalog Teachers DO:
want help from the library but are pressed for time
want students to use "paper" resources
like having their work load reduced ...not use synonyms...condense, and get to the point. Tips from Google: Search words that are most likely to appear on pages for best results. For example, use headache instead of "my head hurts" for terms medical sites would use Less is More: 1 or 2 word searches give you the broadest results. Start with short search terms, then narrow by adding more words. Use Descriptive Words: The more unique the word, the more likely you are to get relevant results. Even if the word has the correct meaning, if it's not the one most people use, it may not match the pages you need. Searches Are NOT Case SeNsiTivE. A search for new york times is the same as a search for New York Times. Don't Bother With Punctuation: Search ignores punctuation. This includes @#%^*()=[]\ and other special characters Auto Spell Check: Google's spell checker automatically defaults to the most common spelling of a given word, whether or not you spell it correctly. Find Related Pages: Use the related: operator to find pages that have similar content by typing related: followed by the website address. For instance, if you find a website you like, try using related:[insert URL] to locate similar websites. The * Effect: Put an asterisk * in a phrase or question you want completed and we'll fill in the blanks. For example, you can find the lyrics to a song even if you only remember a few words. Site Search: Precede your query with site: if you know you want your answer from within a specific site or type of site (.org, .edu). For example: site:edu or site:nytimes.com. http://www.google.com/insidesearch/features.html#spell Less Is More! Use Descriptive Words Case SeNsiTivE? NOt! No $*@! Needed Automatic Spill Chick Formative Assessment!! In Planning Stage:
Teacher & Librarian work together
Develop overview of whole lesson In Lesson:
Overview for student
Set the path of learning Important for teachers and students. Teachers:
what part of the planning process worked well?
what part of the lesson would you revise? why?
what tools were not well suited for this assignment? Student:
reflect on work (before you turn it in!)
reflect on overall assignment Formative Assessment!! Background Reading Helps determine depth and breadth of topic
Helps identify key words & related topics, dates
Prepare online accounts
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