Presentation on theme: "Learning to Learn: From Information to Knowledge Creation Students need to move from being simply knowledgeable to being knowledge-able. Wesch, 2008 Defining."— Presentation transcript:
Learning to Learn: From Information to Knowledge Creation Students need to move from being simply knowledgeable to being knowledge-able. Wesch, 2008 Defining literacy is a process of continuous negotiation Loertscher, Koechlin & Zwaan, 2008 Multiple Literacies, Multiple Minds! firstname.lastname@example.org
What is literacy? What are the language structures in our students minds? How do they read and make meaning? How is their syntax shaped?
Visual Literacy Competencies Interpreting, creating and using visual images Being aware of emotional impact of visuals Analyzing patterns & trends in graphics & words Thinking, decision making and communicating with visuals Implications Visual models used increasingly to create or demonstrate understanding of data Need to develop visual spatial intelligence
Aesthetics: colour & meaning-making
Codes of communication: Z pattern posters
Digital storytelling: gaming and creating http://scratch.mit.edu/
Codes to create: storyboarding as thinking, organizing & communicating
Codes to create: scripting as thinking, organizing & communicating
mood visualization inferences point of view Visual Literacy in Traditional formats http://www.legacyproject.org/books/dream.html http://www.shauntan.net/books/red-tree.html http://www.amazon.ca/Duck-Rabbit-Amy- Krouse-Rosenthal/dp/0811868656 http://books.simonandschuster.ca/Imagine-a- Night/Sarah-L-Thomson/9780689852183
Visual Literacy in Cultural and Information texts http://www.amazon.com/Look-Body- Language-Gillian-Wolfe/dp/1845070348 http://search.barnesandnoble.com/The- Wall/Peter-Sis/e/9780374347017 http://www.shauntan.net/books/the- arrival.html http://education.scholastic.ca/product/978077 9106738 http://www.amazon.ca/Tree-Life-Incredible- Biodiversity-Earth/dp/1553376692
Media Literacy Competencies Constructing meaning from media viewed, heard & read Understanding intended audience & purpose Implications Becoming informed consumers of information & ideas Using tools to analyze media messages Awareness of media persuasion Critical Literacy Competencies Analyzing & synthesizing multiple sources Connecting personal understandings & experiences to texts Implications Text to self, text and world connections
1. All media messages are constructed. 2. Media messages are constructed using a creative language with its own rules. 3. Different people experience the same messages differently. 4. Media have embedded values and points of view. 5. Media messages are constructed to gain profit and/or power. http://www.media-awareness.ca/english/index.cfm http://www.eworkshop.on.ca/
Critical Literacy paired with Traditional Literacy
Critical Literacy paired with Information Literacy http://www.ebscohost.com/public/canadian- points-of-view-reference-centre
Critical Literacy for Cultural Literacy http://www.urgentevoke.com/ http://www.tigweb.org/
Digital Literacy Competencies Understanding, evaluating & integrating information in multiple formats Utilizing multidimensional & interactive skills to understand and construct information Implications Fluid construction of knowledge & information Communicating in real time and networked & participatory learning/work environments http://www.iste.org/standards/nets-for-students.aspx
http://www.ourontario.ca/ http://www.secrest.ca/index.php?main_page=product_info&products_id=34 http://www.gale.cengage.com/InfoBits/ http://www.gale.cengage.com/globalissues/ http://search.creativecommons.org/ http://www.easybib.com/ http://citationmachine.net/index2.php?reqstyleid=1 http://grade6science-jack.blogspot.com/ Research & Information Fluency
Communication & Collaboration Google docs delicious online bookmarking diigo online bookmarking, highlighter and sticky noter Shelfari: social media for book lovers Skype: online free video telephoning kidblog.org for blogging without email addresses Voicethreads: online group conversations around images, digital objects, videos
For educators, this [book] raises the question, How can we help students strike a balance between two opposing human impulses: the need for outward connections and the need for inward reflection? YouTube: Web 2.0... The Machine is Us/ing Us Michael Wesch TedTalk: Where Do Good Ideas Come From? Steven Johnson
http://weblogged.wikispaces.com/Connective+Writing Moving Students Online: First Steps for Teachers 1.Become Goggleable yourself 2.Model connections 3.Share student work 4.Practice and teach reputation management
Structure is Meaning Aspects of the Theory of Syntax, Noam Chomsky, 1965 >>Linguistics: deep structure holds meaning below the surface of syntactic structure
Learning Commons The structure of our school libraries, both physical and virtual spaces promoting equitable access, and our library programs, with a focus on learning partnerships and technology in education, is meaning for our students learning as global, Canadian and local community citizens.
How is your Learning Commons structured for meaning, collaborative knowledge construction, Multiple Literacies and Multiple Minds?