Intro additions
Potential problems and questions from staff
and solutions -

Focus - look at this again? -
Our ideas around the whole person -

Background - Why this question?


- Remove - "Learner Outcomes"
- Background - insert classroom perspective -
- 3 - 5 rubric for communication
- movie - intro

Dennis -

Standardization of heading
image upload for meta cognition
6-8 rubric for communication
diagram of how it works


1) Essential Question
2) Enduring Understandings
3) Learner Outcomes
4) Rubrics for assessment

Use stories as example - Tom peter''s - managing through stories

Assessment framework and explanation
- No assessment piece

To use later --

If we wish them to be successful in the 21st Century, students will need to know how to:

  • Find and access information efficiently
  • Evaluate the quality of information including both accuracy and bias
  • Communicate effectively using all means of media
  • Tap into the collective intelligence of many by collaborating both in person and electronically
  • Keep themselves and others safe through responsible use and awareness of the dangers of a connected world


"This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get “left behind” but also whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English."
external image timemagazine.jpgThe 21st Century Skills, as described in the article. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s what they are:

  • Knowing more about the world
  • Thinking outside the box
  • Becoming smarter about new sources of information
  • Developing good people skills

Ontario Research Skills Scope & SequenceThis wiki will be the site for collaboration on ISB's evolving Information Literacy plan. As a team we will be working back from the HS exit outcomes to create broad essential questions that apply to all grades
HS Exit Outcomes:
  • Demonstrate understanding of and concern for the global community
  • Demonstrate logical problem solving skills
  • Demonstrate ability to find, evaluate and apply information
  • Demonstrate healthy physical, emotional, intellectual, and interpersonal habits
  • Demonstrate effective collaboration and communication skills Demonstrate aesthetic responsiveness and creativity

A Brainstorming of Essential Questions (numbered only for reference-ease):
  1. How do you know information is true? (Dennis)
  2. What are the key components of good communication?
  3. How does the choice of tool impact the final product? (and vice versa: how does the final product impact the choice of tool?)
  4. What criteria do you use to select the tool?
  5. How does the mode of interaction between people(s) impact understanding, awareness, and behaviour?
  6. How do I learn best?

In a flat world the skills that you need are:
1. To be able to, and know how to, learn, unlearn, and relearn
2. To be able to navigate information not only successfully, but quickly and efficiently
3. To understand the connectedness of the world in which we live
4. To understand that your geographical location on earth (or in space for that matter) no longer matters.
5. That information and knowledge are living, changing, elements of our time.

..........this is the world that our students are living in and entering into.

Resources: (Rob)

Problem-solving Process

Big6 Research Process
- (a 1996 Eisenberg outline - but still relevant for filling out the Big6 steps)

Feel free to add notes above and below as we flesh out ideas and develop thoughts. Even the smallest of ideas may spur on someone elses thinking.

What's more stupid: the question or answer?

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external image DIFmodel.jpg

What are the new NETS?

I:Creativity and Innovation(new)
Students think creatively, construct knowledge, and develop innovative products using technology.
II:Communication and Collaboration(based on old NETS 4)
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
III:Research and Information Retrieval (5)
Students access, retrieve, manage, and evaluate information using digital tools.
IV:Critical Thinking, Problem-Solving and Decision-Making(6, 3)
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate technology tools.
V:Digital Citizenship(2)
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
VI:Technology Operations and Concepts(1, 3)
Students demonstrate a sound understanding of technology concepts, systems, and operations

Just in case I am not the very last person to read Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, I will recommend it here. Published by the MacArthur Foundation in October of 2006, the 60 page white paper defines a participatory culture as one "with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one's creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices" (AKA Web 2.0) and asks what media literacy skills does one need to be fully involved in such an environment.

The paper first identifies three concerns which require the need for "pedagogical interventions":

The Participation Gap — the unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow.
The Transparency Problem — The challenges young people face in learning to see clearly the ways that media shape perceptions of the world.
The Ethics Challenge — The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.
The majority of the report addressess 11 "new skills" students need to be fully successful in the social networking environment:

Play — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

About a two-page explanation of each skill is given, followed by a few paragraphs called 'What Should Be Done?"

As I read, I kept asking, Which of the skills above do we actively discourage in schools? Don't these sound like Daniel Pink's suggestions in A Whole New Mind? How well do the refreshed ISTE NETS Standards or the draft AASL Learning Standards address these skills? How do adults go about learning these things themselves - can we teach skills we are not confident of ourselves?

Ironically perhaps, I am wrtiing this after just having listened to Maureen Lese, FBI Agent from the Minneapolis Field Office, spend an hour and a half talking about how she and her staff track down online child sexual predators and child pornographers. Genuinely scary stuff. I am guessing the viseral reaction to her talk by the 100 or so tech coordinators at the TIES conference here in St. Cloud was much the same as mine, "What in heaven's sake are we doing even letting kids near a computer! Let's double-block MySpace!" But I hope most of us reflect and realize that the only genuine protection kids have online are parents and teachers who are informed and able to teach and talk about Internet dangers. The growing power and importance of online life requires all kids to be able to navigate, discriminate and use all resouces - static and human - if they are to be considered truly educated.

Tip of the hat to Ian Jukes at the Committed Sardine blog for passing this document on to me.

external image macarthur.jpg

Some quotable quotes from the document:

We are using participation as a term that cuts across educational practices, creative processes, community life, and democratic citizenship. Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture. p. 8

What a person can accomplish with an outdated machine in a public library with mandatory filtering software and no opportunity for storage or transmission pales in comparison to what person can accomplish with a home computer with unfettered Internet access, high bandwidth, and continuous connectivity. (Current legislation to block access to social networking software in schools and public libraries will further widen the participation gap.) The school system’s inability to close this participation gap has negative consequences for everyone involved. p. 13

In her recent book, The Internet Playground, Seiter (2005) expresses concern that young people were finding it increasingly difficult to separate commercial from noncommercial content in online environments: “The Internet is more like a mall than a library; it resembles a gigantic public relations more than it does an archive of scholars” p. 16

One important goal of media education should be to encourage young people to become more reflective about the ethical choices they make as participants and communicators and the impact they have on others.We may, in the short run, have to accept that cyberspace’s ethical norms are in flux: we are taking part in a prolonged experiment in what happens when one lowers the barriers of entry into a communication landscape. For the present moment, asking and working through questions of ethical practices may be more valuable than the answers produced because the process will help everyone to recognize and articulate the different assumptions that guide their behavior. p. 17

...textual literacy remains a central skill in the twenty-first century. Before students can engage with the new participatory culture, they must be able to read and write. Youth must expand their required competencies, not push aside old skills to make room for the new. Second, new media literacies should be considered a social skill. p. 19

Beyond core literacy, students need research skills.Among other things, they need to know how to access books and articles through a library; to take notes on and integrate secondary; to assess the reliability of data; to read maps and charts; to make sense of scientific visualizations; to grasp what kinds of information are being conveyed by various systems of representation; to distinguish between fact and fiction, fact and opinion; to construct arguments and marshal evidence. If anything, these traditional skills assume even greater importance as students venture beyond collections that have been screened by librarians and into the more open space of the web. p. 19

When individuals play games, a fair amount of what they end up doing is not especially fun at the moment. It can be a grind, not unlike homework.The efforts allows the person to master skills, collect materials, or put things in their proper place in anticipation of a payoff down the line.The key is that this activity is deeply motivated. p 23