Project Information Literacy: Handout Study

Read about eight noteworthy reads on Information Literacy, Libraries, and New Literacies from The Unquiet Librarian.
As part of this blog post, Buffy Hamilton also shared this video by Alison Head and Mike Eisenberg from the Information School at The University of Washington which analyzes how class assignment handouts promote research strategies.

Make sure You are Reading the Keyword Blog

Dennis O'Connor maintains a Keyword Blog for the 21st Century Information Fluency project. The material on search patterns is illuminating.

You may want to enroll in the self-paced online course: Investigate Searching 20/10.

I also discovered the worthwhile article How to retool yourself--a roadmap of at least 16 ways by Joyce Valenza .

Once again, everything I find and share comes from following amazing educators/librarians on Twitter. If you haven't started to set up your Personal Learning Network using Twitter, there is no better time than now. Play with the basic Twitter interface for a week or two and then do yourself a favor and download the Tweetdeck when you are ready to get serious. This does URL shortening automatically and has other user friendly features. (see a previous post re: Tweetdeck).

No longer black or white: the many colors of information and the possibilities of authority

No longer black or white:  the many colors of information and the possibilities of authority

View more presentations from Buffy Hamilton.

Presented to classroom paraprofessionals and teachers for Day 3 of Information Literacy, Cherokee County School District, December 1, 2009

See http://theunquietlibrary.libguides.com/evaluating-information for resources
This slide show speaks to how librarians can help students with evaluation of information and questioning authority of information is an act of inquiry.

David Warlick's Presentation

Warlick began by stating that today's 21st Century teachers must be "master learners". He describes the 'native information experience' which is so different from previous generations because students today "have no ceiling". The sky's the limit. We had no global audience for our work or for our experimentation. With our connectivity today we have turned into a Question-asking Culture!

Warlick's intention is to "expand our notions of information skills and experience to understand and crack the code of our students outside-the-classroom experience and perhaps even hack that code — harness those literacies for learning".

The Native information experience of our students:

* Is fueled by questions
* Provokes conversation
* Is responsive
* Demands personal investment and identity
* Guided by safely-made mistakes
We need to stop making assignments and rubrics that are so specific that the students don't want to ask questions. Questions promote conversation which is how learning happens. We need to craft activities that "talk back to the learner". We need to say to the students..."surprise me!" The ideal learning environment is "learning without boundaries".

Today what's important is not what you have been taught; it's what you can teach yourself!

Here's Warlick's wonderful bibliography of sources for this presentation

and last but not least, the PREZI:

Cracking the Native Information Experience on Prezi

Project Info Literacy: Student frustrations with research

What do students say about frustrations in conducting research in the digital age? The video's content is drawn from the PIL Discussion Groups, held on seven U.S. college campuses during fall 2008. Public service video (June 2009).