Learning about education is so very fascinating to me as an almost complete novice in this area. As a complete disclaimer, this is not a native area where I know oodles and oodles about this topic. I had two undergrad education classes both roughly ten years ago and was an education major for a brief scintilla of time. Therefore, I was a relative newbie when I jumped headfirst into the education world starting my M.Ed. in School Library Media from Georgia Southern University.
I have always loved to learn. I found great joy in going to school and learning new things. I'm that nerdy girl no one needed to be warned about because I was sitting in the corner reading. Anyway, I digress. I can always remember my days of learning (from Elementary School to High School with a few college classes thrown in) where teachers taught in a very rigid manner not really allowing for a whole lot of questions. I was able to learn, flourish, and love school despite (or maybe in spite of) this manner of teaching. In fact, I am much more comfortable in school than in "real life."
Therein lies the problem, unfortunately. School should immediately be considered "real life," and should prepare students for a multitude of experiences, positive, negative, neutral, or uncomfortable. Truly great teachers who empower learners should encourage their students to ask questions for which the teacher might not have an answer.
Having the autonomy and authority to ask answerless questions was not the norm in Hart County, Georgia. However, there were still great teachers who fostered learning and were truly kind and compassionate individuals. So, what exactly does a "great" teacher look like?
First, the teacher is an active participant in the educational process. The teacher encourages inquiry and also encourages questions that might be ambiguous or not have a TRUE answer. It is essential for students of education to have a good working understanding of inquiry learning. Neil Stephenson relates that "the power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and ‘research-based disposition’ towards teaching and learning. Inquiry honours the complex, interconnected nature of knowledge construction, striving to provide opportunities for both teachers and students to collaboratively build, test and reflect on their learning" (n.d. para 2). Rather than the teacher reading from the textbook or lecturing for hours on end (I have witnessed both teaching styles) inquiry based learning encourages students to ask questions, to get their hands dirty, and to engage in a kinetic style of learning that fully engages the body and the mind.
Stephenson then relates "it is crucial to recognize that inquiry-based teaching should not be viewed as a technique or instructional practice or method used to teach a subject. Rather, inquiry starts with teachers as engaged learners and researchers with the foundational belief that the topics they teach are rich, living and generous places for wonder and exploration" (n.d. para 4). Inquiry-based learning is not just a fad, it is a practice which should be encouraged to foster lifelong learning and creativity. Students should be autonomous and empowered to ask questions in an inquiry-based manner for their entire lifespan, not simply the twelve to fourteen years they are a student in a PreK-12 situation.
So, now that we have a grasp of inquiry-based learning, how can we grapple with the idea of instructional technology and truly great teachers? From previous classes about instructional design, I remember that instructional technology and design have a keen focus on how the learner learns the information (which takes a backseat to the actual information learned at times). Wayne State University's College of Education effectively relates that "Instructional Technology's goal is to understand how people learn and how to best design instructional systems and instructional materials to facilitate that learning. We also use appropriate technology to aid us in the design and delivery of the instruction" (2015 para 6).
Given that instructional technologists are facilitators of learning, what should learning actually look like? Learning should look like uncertainty and ambiguity peppered with autonomy and independence to learn and make mistakes. Learning should entail the freedom to ask questions, both big and small, to which the teacher might not necessarily have a good answer. Grant Wiggins, Ed.D. (2014) relates that he learned two vital lessons about education on the soccer field: outlining that learning is about a genuine experience not merely parroting a behavior and that learners, with effective preparation, can respond to prompts in scarier situations in order to live productive lives.
Wiggins later outlines what should be a driving argument to educators and administrations why are teachers and administrators dumbfounded when students do poorly on standardized testing after not properly being taught how to problem solve without explicit signals of what should be done? (2014 para. 7-8). Great teachers teach their students to autonomously answer questions that might not have answers. They also teach their students how to deal with the stresses that high stakes standardized testing brings to the mix, all in preparation for the stresses that life will present.
In a recent review of Nonsense: The Power of Not Knowing, Linda Flanagan stated "if students can be made to feel comfortable with uncertainty--if they're learning in an environment where ambiguity is welcome and they are encouraged to question facts--then they are more apt to be curious and innovative in their thinking. Approaching knowledge this way is difficult for students and teachers, however, because ambiguity spurs unpleasant feelings. Indeed, studies show that the typical response to uncertainty is a rush for resolution, often prematurely, and heightened emotions" (2015 para 6-7). It is very difficult to embrace uncertainty, but life is full of uncertainties, and students must be prepared to deal with these in the manner that this is a soft skill area of knowledge that is crucial to be an adult.
Chris Lehmann, a truly inspiring educator in Philadelphia made a dynamic argument for inquiry and project-based learning in this video. Principal Lehmann outlined that parents give their students to us in education in a "sacred trust" in order to prepare students for the future. He further relates that he is upset by the idea that we are preparing a 21st-century workforce because he believes in the humanity of our student body. Lehmann related so many gems during this interview, but one important takeaway I received was that "we have to understand our role is changing as teachers where we must be mentors in our classrooms--kids need us more than ever before...Every teacher that has ever taught knows that there has been a moment in time where they were the adult that mattered in a child's life more than anybody else" (2013).
Those truly great teachers I have been fortunate enough to have--Mr. Corbett--my eighth grade Georgia History Teacher, Mrs. Dickerson--tenth-grade geometry and twelfth grade Pre-Calculus, and so many more were always there for me when I had questions or needed guidance. While their teaching domains were in the more fact driven areas, they did encourage questions and frequently held discussions where every student was made to feel as if they mattered and had a great opinion.
In short, the teacher and Media Specialist of today should encourage inquiry-based learning, embrace uncertainty, and enable their students to become autonomous. There is a connection between instructional design (which takes into account the learner versus the material learned) and great teaching. Those great teachers we are fortunate enough to experience are imprinted upon our souls and allow us to transition from being children into being decent human beings through guidance, encouragement, freedom, and autonomy. I will be best served (when I am fortunate enough to become a Media Specialist) to surrender my control-freakish ways (I am very precise about work) and become a teacher who helps to facilitate autonomy all the while preparing my students to become productive and decent human beings.
Friday, October 30, 2015
Friday, October 23, 2015
Reflective Searching
I admit that I have often, rather immodestly, considered myself to be the self-appointed "Queen of Googling." After obtaining my MLIS from Valdosta State University where I had many reference based classes, I thought I knew how to properly craft the most effective reference queries possible. However, after watching the Even Better Search Results: Getting to Know Google Search for Education, this old dog learned many new tricks for crafting a search; especially in regards to the education world (of which I am quite a novice).
Google is often our one-stop shop for finding information. According to information established in the Information Behaviour of the Researcher of the Future, a member of the "Google Generation" is anyone who was born after 1993 (2008, p. 5). I would argue that the Google Generation is now and that anyone who attempts to surf the web, even one time a year is subject to the rules of the Google Generation. The authors of this study state "in general terms, this new form of information seeking behaviour can be characterised as being horizontal, bouncing, checking and viewing in nature. Users are promiscuous, diverse and volatile and it is clear that these behaviors represent a serious challenge for traditional information providers, nurtured in a hard copy paradigm and, in may respects, still tied to it. Libraries must move away from bean counting dubious download statistics, and get much closer to monitoring the actual information seeking behaviour of their users" (CIBER, 2008, p. 9).
After attending Library School and also attending Georgia Southern University's School Library Media M.Ed. program, I realize that my current searching behaviors are an example of "squirrelling" as outlined by the authors of the Information Behaviour of the Researcher of the Future (2008 p. 10). As mentioned before in this post, I want to quickly craft an effective search query, and then will take the time to evaluate the results that are returned. The authors state that someone who "squirrels" information "...assess authority and trust for themselves in a matter of seconds by dipping and cross-checking across different sites and by relying on favoured brands (e.g. Google)" (2008 p. 10).
As mentioned in a prior blog posting, we are constantly being bombarded by information. Likely any Google search we conduct will provide some relevant results. The question we as Media Specialists and Librarians are facing is: How do we effectively craft a search that will result in information that provides all distinct points of view about the topic? Eli Pariser's TED talk Beware online "filter bubbles" should allow us to realize and understand how information is presented to us and how to overcome and provide different points of view to our students and patrons.
Pariser establishes that the internet provides users with what it thinks we want to see versus what we are actually asking about. A quote was presented by a representative from Google in this TED talk, Erc Schmidt from Google stated, "it will be very hard for people to watch or consume something that has not in some sense been tailored for them." I don't want to sound like a conspiracy hound or even someone who predicts doom and gloom, but there is a distinct possibility for an abuse of power in this situation, and therefore, we must be vigilant in the quality and differing types of information that is provided to our patrons and students. It is our responsibility to provide high-quality information that properly presents all points of view about a given subject.
In comparison with the "typical teen," I believe that my research strategies and reliance upon technologies are somewhat above their grasp, but this expected after attending 2 years of library school and thus far 1 year into an M.Ed. program. However, prior to attending this level of school about libraries and accessing information, I was very much on the level of the "typical teenager." I admit that my searching strategies would often lead to incorrect information and also could become easily distractable. I admit that I would often research one topic and end up serendipitously learning information about another topic. In the study How Teens Do Research in the Virtual World establishes the information seeking behaviors a myriad of participating AP and NWP (Advanced Placement and National Writing Project) teachers witnessed. Their findings indicated that predictably, students are more likely to rely upon search engines without the addition and juxtaposition of printed materials, reliable news sources, and assistance from a research librarian or Media Specialist (2011, para 4-5).
The authors of this study later point out that "overall, the vast majority of these teachers say a top priority in today's classrooms should be teaching students how to "judge the quality of online information." As a result, aignificant portion of the teachers surveyed here report spending class time discussing with students how search engines work, how to assess the reliability of the information they find online, and how to imporve their search skills. They also spend time constructing assignments that point students toward the best online resources and encourage the use of sources other than search engines" (2011, para 6).
As a future Media Specialist one of my driving educational goals will be spreading the "gospel" of critical thinking, evaluating informaiton, and teaching my students to look beyond the first five results of a Google Search or a Wikipedia page. Students must be taught about finding quality information, rather than just merely regurgitating information from a simple Google search or from a Wikipedia page. Students must learn to evaluate information for themselves and to pick and choose from higher quality results.
Google is often our one-stop shop for finding information. According to information established in the Information Behaviour of the Researcher of the Future, a member of the "Google Generation" is anyone who was born after 1993 (2008, p. 5). I would argue that the Google Generation is now and that anyone who attempts to surf the web, even one time a year is subject to the rules of the Google Generation. The authors of this study state "in general terms, this new form of information seeking behaviour can be characterised as being horizontal, bouncing, checking and viewing in nature. Users are promiscuous, diverse and volatile and it is clear that these behaviors represent a serious challenge for traditional information providers, nurtured in a hard copy paradigm and, in may respects, still tied to it. Libraries must move away from bean counting dubious download statistics, and get much closer to monitoring the actual information seeking behaviour of their users" (CIBER, 2008, p. 9).
After attending Library School and also attending Georgia Southern University's School Library Media M.Ed. program, I realize that my current searching behaviors are an example of "squirrelling" as outlined by the authors of the Information Behaviour of the Researcher of the Future (2008 p. 10). As mentioned before in this post, I want to quickly craft an effective search query, and then will take the time to evaluate the results that are returned. The authors state that someone who "squirrels" information "...assess authority and trust for themselves in a matter of seconds by dipping and cross-checking across different sites and by relying on favoured brands (e.g. Google)" (2008 p. 10).
As mentioned in a prior blog posting, we are constantly being bombarded by information. Likely any Google search we conduct will provide some relevant results. The question we as Media Specialists and Librarians are facing is: How do we effectively craft a search that will result in information that provides all distinct points of view about the topic? Eli Pariser's TED talk Beware online "filter bubbles" should allow us to realize and understand how information is presented to us and how to overcome and provide different points of view to our students and patrons.
Pariser establishes that the internet provides users with what it thinks we want to see versus what we are actually asking about. A quote was presented by a representative from Google in this TED talk, Erc Schmidt from Google stated, "it will be very hard for people to watch or consume something that has not in some sense been tailored for them." I don't want to sound like a conspiracy hound or even someone who predicts doom and gloom, but there is a distinct possibility for an abuse of power in this situation, and therefore, we must be vigilant in the quality and differing types of information that is provided to our patrons and students. It is our responsibility to provide high-quality information that properly presents all points of view about a given subject.
In comparison with the "typical teen," I believe that my research strategies and reliance upon technologies are somewhat above their grasp, but this expected after attending 2 years of library school and thus far 1 year into an M.Ed. program. However, prior to attending this level of school about libraries and accessing information, I was very much on the level of the "typical teenager." I admit that my searching strategies would often lead to incorrect information and also could become easily distractable. I admit that I would often research one topic and end up serendipitously learning information about another topic. In the study How Teens Do Research in the Virtual World establishes the information seeking behaviors a myriad of participating AP and NWP (Advanced Placement and National Writing Project) teachers witnessed. Their findings indicated that predictably, students are more likely to rely upon search engines without the addition and juxtaposition of printed materials, reliable news sources, and assistance from a research librarian or Media Specialist (2011, para 4-5).
The authors of this study later point out that "overall, the vast majority of these teachers say a top priority in today's classrooms should be teaching students how to "judge the quality of online information." As a result, aignificant portion of the teachers surveyed here report spending class time discussing with students how search engines work, how to assess the reliability of the information they find online, and how to imporve their search skills. They also spend time constructing assignments that point students toward the best online resources and encourage the use of sources other than search engines" (2011, para 6).
As a future Media Specialist one of my driving educational goals will be spreading the "gospel" of critical thinking, evaluating informaiton, and teaching my students to look beyond the first five results of a Google Search or a Wikipedia page. Students must be taught about finding quality information, rather than just merely regurgitating information from a simple Google search or from a Wikipedia page. Students must learn to evaluate information for themselves and to pick and choose from higher quality results.
Thursday, October 15, 2015
Bombarded by Information
Bombard--verb
to assail vigorously
Information bombards us on a quanta (smallest unit of time) basis (PhysLink). As intelligent adults, we all must do our very best to wade through this information and determine what is truthful. After utilizing our critical thinking skills, we are left with the basis for what we can learn and think of as the Truth.
Information has grown by leaps and bounds. In fact, according to information from the video InfoWhelm and Information Fluency, (2010) information output has increased 10,000% in six years. This was only five short years ago, and I wonder just how much this figure is now. The last figure presented in this video indicated that in 2009 the information output was 500 Exabytes (or 500,000,000,000 gigabytes).
Two striking idea in this video should easily become the thoughts behind the future of education in America.
1. Can we truly be experts in any discipline?
2. Why is education still focused on memorization and regurgitation of information?
Given that we are constantly bombarded with information outputs how do we wade through this information in order to become experts. Bryan Alexander's post-My Daily Info-Wrangling Routine provides a great starting point for wading through the information that bombards us on a daily basis. Alexander establishes a great framework for personal knowledge management, whereby, he will seek information (through various sources such as Facebook, Twitter, RSS feeds, podcasts, and email resources) then reflect on the given information (searching for patterns, signals, and futures while reflecting on his own experience) and then share through various mediums such as blogs or social media.
As consumers of information, how can we impact the lives of our students? In Creating Classrooms We Need: 8 Ways Into Inquiry Learning Tina Barseghian establishes that educators should be flexible by stating "the less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning" (2013 para 3). As someone who has not been employed within the educational environment, and having virtually no experience as a teacher, the educational arena has always seemed to be inflexible and very rigidly designed.
I was particularly struck by information from Diana Laufenberg's TED Talk: How to Learn? From Mistakes where she stated "...learning has to include an amount of failure because failure is instructional in the process."
Given that students are so bombarded with information, it is essential that we as teachers and Media Specialists provide our students with an effective framework to become digitally fluent. In The Journey from Digital Literacy to Digital Fluency Karen Lirenman established that teachers and learning professionals should integrate new technologies balanced with their well-established teaching practices. Ms. Lirenman provided great definitions of both digitally literate and digitally fluent. Digitally literate being able to utilize technologies in a variety of ways for a variety of purposes sharing this information in a variety of ways (Lirenman, 2012 para 3 and 4). Also, Lirenman established that digital fluency is thinking in a new way and "...using the tools of technology to do things completely differently than...ever done before. It is less about using technology to make a routine task more exciting, and more about transforming how I think about teaching and learning with technology and how it applies to my students" (para 7, 8, and 9).
My takeaways from this week's blogging resources are:
1. We are constantly bombarded with information. There is more information output than could ever be stored on hard drives, therefore, we must become fluent in how to understand the cloud.
2. We must have a grasp on how to process this information. Personally, I appreciate Alexander's framework of wrangling information and will try to adapt this routine to my personal daily information consumption.
3. I will not be afraid to fail or afraid to let my potential students fail. I will also take several steps to become more digitally fluent. This started by having a good working grasp on the topic of digital literacy, which was provided by Ms. Lirenman's posting. I will work to become much more digitally fluent in order to provide the best information possible to my future students.
Monday, October 12, 2015
Learning Goals
Most students, when faced with short semester classes can start to feel overwhelmed very easily. Hi, I am Michelle Colquitt and I am one of these easily overwhelmed students. As a distance education student in Georgia Southern University's School Library Media M.Ed. program I have spent the past year enhancing my educational knowledge all in hopes of one day attaining my ultimate goal of becoming a librarian, particularly a Media Specialist.
For this class, FRIT 7234--Information Fluency and Inquiry Learning--I have several learning goals.
Some of these important goals being:
Some of these important goals being:
1. As someone who has not worked in a school setting before, I want to learn the ins and outs of Inquiry Learning. That is, I want to have a good grasp on a working definition of Inquiry Learning and specifically how that I can employ this strategy as a Media Specialist.
2. I want to have a good working grasp of the governing ALA/AASL Standards for the Initial Preparation of School Librarians (2010) by understanding these standards and how effective Media Specialist practice relates back to these standards.
3. I want to be prepared to provide high-quality customer service experiences through my knowledge of information technology. I want to impart knowledge into both my student population and also be able to collaborate with my colleagues (district wide Media Specialists and staff within my building), wherever this may be. I know that this is a lofty goal, but it is one that I will be mindful of as I begin my Practicum, which should occur this time next year.
I look forward to learning more about the exciting topics of information fluency and inquiry learning. I welcome all comments and suggestions to become a better student and potential Media Specialist.
Thank you for joining me on this educational journey!
Thank you for joining me on this educational journey!
Michelle
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