WHAT+IT+skills+to+teach?

Post summary of article and correct reference format. WHAT skills should be taught:

(My school district has started developing this on a moodle site. I could transfer the info to a wiki that we can all build AND ask our class to help out with too! Each area has some resources / links to lesson plans or videos etc. - I have included links under "cyberbullying" and "permanence of the internet". A few of these topics can be combined.) __** Media Literacy Curriculum **__ Digital Citizenship Topics Scope and Sequence >>> [] >>> [] >>> @http://www.stopcyberbullying.org/index2.html >>> @http://www.youtube.com/watch?v=nOUu1fldBbI&feature=rec-LGOUT-exp_stronger_r2-2r-4-HM
 * Acceptable Use Policy (AUP) - All (This needs clarification – what is the purpose / what if you run afoul of this)
 * Netiquette - Elementary / Middle / Secondary
 * Internet Smarts / Safety - Middle / Secondary
 * Personal information and privacy - All
 * Chat Rooms / Social Networking (Facebook, MySpace, Nexopia, MSN) - Elementary / Middle / Secondary
 * Cyberbullying - Late Primary / Intermediate / Middle / Secondary
 * __**Middle / Secondary:**__
 * Girl trash talking, why would you put it on FB? (30 seconds)
 * Tattoo boy gets texts (30 seconds)
 * Stop [|Cyberbullying]! "Are you a cyberbully" quiz and more - various grade levels:
 * Cyber-Predators - Intermediate / Middle / Secondary
 * The Lack of Anonymity (Accountability) of the Internet - Intermediate / Middle / Secondary
 * The Permanence of the Internet - Intermediate / Middle / Secondary
 * __**Middle:**__
 * Youtube video - everything you post stays there forever!
 * Seeking out and Using a Wide Variety of Appropriate Information Sources – Intermediate / Middle / Secondary
 * Effective Search Review Strategies – Intermediate / Middle / Secondary
 * Database Searching – Intermediate / Middle / Secondary
 * Evaluating Websites / What is a Good Website? - Late Intermediate / Middle / Secondary
 * Moral Responsibility / Cultural Sensitivity (Sexism / Racism) / Bias Recognition - Elementary /
 * Middle / Secondary
 * Internet Marketing - Late Primary / Intermediate / Middle / Secondary
 * Plagiarism – Intermediate / Middle / Secondary (Start Simple and Work Up)
 * Copyright / Copyleft / Creative Commons - Late Intermediate and up
 * Online Grammar and Writing Styles – Language - Intermediate / Middle / Secondary

__** These articles/resources may be useful for our project: **__


 * (1) HOW ONE STATE ESTABLISHED SCHOOL LIBRARY/TECHNOLOGY STANDARDS **
 * Colet Bartow ** . [|School Library Monthly]. Santa Barbara: [|Nov 2009]. Vol. 26, Iss. 3; pg. 19, 3 pgs


 * This article focuses on Montana’s attempts to clarify and streamline the Library Media and Technology Content Standards for its state.
 * Montana educators believe that integrating “information, communication, and technology (ICT) skills into all content area standards” (p.19) necessary to prepare students for further education or the workforce. This way, students will have a common set of skills and knowledge that is the same throughout the state with the possibility of aligning these state standards to national ones.
 * Initial teacher feedback indicated that existing standards regarding ICT skills and content standards were too vague and needed a common vocabulary.
 * More emphasis needed to be placed on “information literacy and processes”. (p.20)
 * A central question emerged: “Should the Library Media and Technology Content Standards be combined into one set of standards?” (p. 20). Before combining the standards, time was needed for Teacher-Librarians to clarify Library Media content standards and for all teachers to identify technology standards.
 * Curriculum standards teams focused on “what students need to know and be able to do rather than on the instructional decisions that teachers must make to implement the standards” (p. 21). The guiding principles included using language that is accessible to educators and non-educators alike, encouraging the responsible use of information tools and creating skills and processes that are transferable to real life situations.


 * (2) - The Big6 Information Literacy Skills **

I used this model extensively in my scope and sequence for middle school web search skills. Here's the link: http://www.big6.com/what-is-the-big6/

"The Big6™ Skills
The Big6 is a process model of how people of all ages solve an information problem. From practice and study, we found that successful information problem-solving encompasses six stages with two sub-stages under each:

1. Task Definition
1.1 Define the information problem 1.2 Identify information needed

2. Information Seeking Strategies
2.1 Determine all possible sources 2.2 Select the best sources

3. Location and Access
3.1 Locate sources (intellectually and physically) 3.2 Find information within sources

4. Use of Information
4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information

5. Synthesis
5.1 Organize from multiple sources 5.2 Present the information

6. Evaluation
6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)"

[]

In Alberta, students and staff have access to [|www.2learn.ca]. This site connects interactive websites and links to curriculum areas and is organized by K, 1-2, 3-6, 7-9, 10-12 and so on. It's very friendly to use but I'm not sure yet who is responsible for its upkeep. I'll try to add that ASAP.

Another WHAT that I teach students in K-6 and I know is being taught in the high schools is our Online Reference Centre found at [|www.learnALberta.ca]. It is a set of subscription databases, again, grade level specific and curriculum related. They also include research tools, elibraries, G of C info, science, stories for younger readers...It's available for all teachers to use but I don't know many in elementary who do. It's taught in the secondary info lit programs.

Here is another article - this might not be the best page for it but it discusses the bigger picture ideas relating to our topic: http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?index=5&sid=1&srchmode=1&vinst=PROD&fmt=6&startpage=-1&clientid=12301&vname=PQD&RQT=309&did=2137392191&scaling=FULL&ts=1299865292&vtype=PQD&rqt=309&TS=1299865320&clientId=12301

The particulars of the article are: "Knowledge, the Disciplines, and Learning in the Digital Age" by Jane Gilbert, 2007. CTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with the result that student work is often "digital busywork". The article argues that if ICTS are to play a useful role in helping us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular, we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum.[PUBLICATION ABSTRACT]
 * Abstract: **

INFORMATION LITERACY INSTRUCTION: THEORY AND PRACTICE, SECOND EDITION  [|//Esther S Grassian//], [|//Joan R Kaplowitz//]. ** [|Teacher Librarian] **. Seattle: [|Feb 2010]. Vol. 37, Iss. 3; pg. 68, 1 pgs http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=1993892361&sid=2&Fmt=2&clientId=12301&RQT=309&VName=PQD// // **Abstract**: // //There is no vision of how 21st century skills including information literacy are taught in such a way as to boost content learning of science, social studies, and other disciplines. //

This is a book review. I don't have access to this here in Medicine Hat. It might be available at a university library in major centre.

Here is another interesting article out of Australia: **"The Plato Program: An Innovative Information Literacy Skills Curriculum"** http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com.login.ezproxy.library.ualberta.ca/pqdweb?did=2225525961&sid=2&Fmt=6&clientId=12301&RQT=309&VName=PQD The Plato Program is an innovative and dynamic subject that was introduced to explore learning how to learn in Year 7. In response to observations by staff that students lacked critical thinking and research skills, it has metamorphosed into a vehicle for the delivery of **information literacy within the curriculum, with a particular focus on electronic information sources.** The course is structured using the well-known matrix combining Gardner’s Multiple Intelligences with Bloom’s Taxonomy, populated by tasks exploring information-based ‘Essential Questions’.
 * Abstract: **