Preparing Young Scholars for the 21st Century Problem Solvers

Zorana Ercegovac, Ph.D.

CLHS, Monterey, Calif., January 2008

infoen

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Approach •  Information Communication Technology

competency skills along –  Cognitive –  Ethical –  Technical

•  Behavioral skills •  Getting a feel for scholarship

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Paradigm shifts in Learning & Teaching

How it used to be: -Reading rooms | printed media -Libraries vs computer labs -Stickley designed furniture - Furnishing: stacks, desks, chairs -Sage on the stage

Now and evolving: -Wired common spaces with wide print and digital sources -Wireless and modular clusters that Promote social learning and collaboration See some of the webtools that are typically used today -Comfortable units, art displays, relaxing and creative peer-learning support -Student-centered constructivistic learning through real-life, inquiry-based personal experience and reflection -Guiding principles: open, flexible, comfortable, inspiring, practical

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[1] Information Literacy<->ICT i.  Recognize info need; seek to fill gap from current

knowledge (ask, define, understand) (IL, discipline) ii.  Access wide range of information sources (IL) iii.  Evaluate web sites (scepticism) (IL, d) iv.  Apply, reevaluate, interpret, synthesize (discipline) v.  Organize and manage sources (IL, ict, d) vi.  Integrate into own creative expressions (d) vii.  Use information & IT ethically (IL, ict, d) viii.  Self-reflect (IL, d)

also read the Horizon Report (2007)

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[1.1] Key issues, some solutions •  Dimensions of ICT tasks include:

–  Cognitive •  How to design a study to examine toxicity in toys, (cosmetics),

exposures among toddlers, 7-12, aged populations, sick •  Cradle to grave (fate) of e-hazards

–  Problem solving issues (HOWs – where to start, when to stop) –  Critical thinking issues (WHYs -- user-created content)

–  Ethical •  Use of information and IT (+ cyber-safety, privacy)

–  Plagiarism prevention (paradigm shifts) –  Social nets (e.g., MySpace, Facebook)

–  Technological •  Selection and use of systems, apps, troubleshooting

–  User-created content, social nets, mobile phones, Second Life –  What is your school’s policy and best practices re IT uses?

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[1.2] Converging standards i.  Communication and collaboration (iste #2)

Use of digital media to work collaboratively ii.  Research and information fluency (iste #3)

(see IL standards from slide #1.1) iii.  Critical thinking, problem solving, decision making [6] iv.  Digital citizenship (iste #5)

Human issues related to IT; ethical use v.  Technology operations and concepts (iste #6)

vi.  Creativity and innovation (iste #1) Use models and simulations to explore complex systems Develop products and processes using technology

Adapted from ISTE NETS-S

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[1.3] Critical Thinking, Problem-solving

•  Any lead exposures and assessment studies especially to children? –  Where to start? Google? Wikipedia? Blogs? Other wikis? Friends? Ask teachers, family

members, read newspapers, have I forgotten other sources???? –  How to ask? what’s the first best source? –  Do a study on your own, HELP!!!

•  Go to http://infoen.net for EVALUATED information

TOXNET database at http://toxnet.nlm.nih.gov

•  Most lead poisoning in children occurs between ages 1 and 5 years. There is a higher incidence of child-related lead poisoning during the warmer

months. [Gossel, T.A., J.D. Bricker. Principles of Clinical Toxicology. 3rd ed. New York, NY: Raven Press, Ltd., 1994., p.192]**PEER REVIEWED** Chronic exposure to lead has been found to produce infertility, germinal epithelium damage, oligospermia and testicular degeneration, decreased sperm motility, and prostatic hyperplasia. [Thomas, J.A., K.S. Korach, J.A. McLachlan. Endocrine Toxicology. New York, NY: Raven Press, Ltd., 1985., p. 167]**PEER REVIEWED** There is convincing evidence that lead is transferred to neonates via maternal milk. It appears that maternal milk might be a source of lead for the neonates, particularly when metal levels are elevated in the mother. [Thomas, J.A., K.S. Korach, J.A. McLachlan. Endocrine Toxicology. New York, NY: Raven Press, Ltd., 1985., p. 168]**PEER REVIEWED**

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[1.4] Organization & management

•  Subject headings (used to be) •  Title words (but where to find?) •  Keywords, social tagging, folksonomy

–  Del.icio.us, flickr social bookmarking •  Classification schemes

–  Beyond DDC à LCC {does it matter?} –  Facets

•  Pmest (personality, matter, energy, space, time) •  Getty’s AAT (concepts, physical attributes, styles,

agents, activities, materials, objects)

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[1.5] Digital Citizenship (nets-s) Students: •  Understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior –  Examples of projects at your school, classroom, grade level?

•  Advocate and practice safe, legal, and responsible use of information and technology –  Identify a technology and demonstrate safe and responsible use

•  Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity –  Share examples from your own projects and activities

•  Demonstrate personal responsibility for lifelong learning –  Identify lifelong experiences from your campuses

•  Exhibit leadership for digital citizenship

Do you have acceptable use agreement?

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[1.6] Communication, Collaboration •  User-created contents (web 2.0, YouTube, Flickr)

–  Zotero, Uth TV, PennTags •  Social networking

–  Websites that connect f2f<->s2s –  Opportunity to contribute, commun, & collab (Stu.dicio.us)

•  Mobile phones –  Gateway to our digital lives (websites, music, movies, GIS, photos,

digital_backpacks) –  The iPhone, mobile service

•  Virtual worlds –  Second life, chance to explore, role-play, imagine –  Muppets, oakland jazz

•  Educational games –  Games, learning and society, Immersive education

--from the horizon report

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[1.7] Creativity and Innovation •  How we think about teaching

–  and how we teach •  How we think about learning

–  and how we learn •  How we think about creative commons •  How we adopt new technologies in order

to produce innovative contents –  Do we need technologies?

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[2] Behavioral Skills •  Unobtrusive ways to find out include:

–  Look around, observe •  Signage, players, layout of the library, various service

stations, computers, laptops, copiers, scanners, etc. –  Collect and explore

•  Handouts, pathfinders, rules & procedures, web presence, classification, strengths of your college library

•  Obtrusive ways include: –  ASK

•  Tours, orientation sessions, instruction, consultation •  IDs and passwords for off campus access •  Other ideas?

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[2.1] Libraries are Friendly Places (or trying to be)

•  Not everyone “at a desk” is equally well trained and experienced –  read badges of personnel, ask for specific

assistance, specific questions –  Don’t be apologetic when approaching

reference desk (i-desk) •  Elaborate on the idea of the “i-desk”

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[2.2] Services •  Range of reference->consultation •  Instruction (user education) varies •  Library catalogs are a SERVICE •  Reserve collection •  Inter-library loan programs •  Circulation (wide variety of materials) •  Displays, exhibits, announcements •  Technologies, but what kind?

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[2.3] Resources •  Where do I start? From a small school library

to a network of subject libraries •  Collections:

–  by format: periodicals, maps, gov docs, music scores, archives, special collections

–  by medium: CDs, DVDs, online databases •  Library catalogs:

–  union catalogs: MELVYL, Worldcat, NextGen cats –  DL, e.g., infoen, calisphere, lii, loc, history matters

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[2.4] Managing resources •  Time management

–  Research takes time –  Research is not linear progression, it is more like

“berrypicking” (Bates) and emotional process (Kuhlthau) –  Break the main topic into smaller sections

•  Understand your project requirements –  Ask good questions (instructor, TA, advisor) –  Draw a tentative plan and be prepared to modify

•  Getting started –  Set goals for each section of your paper –  Document your steps (what worked well) –  Focus, bring your portable, reference cards, notes –  Feedbacks are important (not generously offered in colleges)

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3. Getting a feel for scholarship

•  How to focus paper topic? •  Where do I start? When do I stop? •  What to do in between? •  The way experts do •  We need to be reminded that:

–  People don’t want to search •  If it is more bothersome to have info, people will prefer not to have information

–  People want to get their tasks done

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[3.1] Learning a Vocabulary •  Primary sources: examples, case studies •  Secondary sources (tertiary?) •  Bibliographic v factual •  Medium v format (e.g., Multimedia) •  Access:

–  library catalogs<->books and book like materials –  periodical literature<->journals, magazines, news –  finding aids<->spec. collections

•  Scholarly v popular: does it matter?

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[3.2] Terrific Bibliographies •  Intellectual property •  Fair Use •  CyberBee •  Center for Academic Integrity •  Professional schools (engineering) •  What, Why, When, and How •  Note taking •  Summarization (annotation)

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[3.3] Bibliographies made easy •  In context of ethical use of information •  Many sources offer “cite this work”

feature (e.g., EB, WorldCat) •  Cat entry differs from bibl entry (MLA,

APA, Chicago) •  Learn to read cataloging entry:

–  It is a surrogate item in your library –  Describes an item in a given collection –  It saves time and effort

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Navigating via bibl entries Library buildings have changed; so are library catalogs

Is this a display from google, amazon…

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each location is given “milage”

added features: details, subjects, reviews

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[3.4] Search process is not linear •  Search words •  Search words differ (finding good words isn’t

an easy task) –  Think alternative ways to look up a topic –  Cluster words into “semantic web” groupings

•  Connecting search words –  Boolean operators continue to be problematic

•  Selecting a wide variety of resources –  Not all sources are equally trustworthy; know how

to critically read web content (authority, evidence, cited refs., bias, last updated, audience level)

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Wrapping-up: you have gathered all these sources, now what?

•  Back to the question—stay focused •  Divide & label headings into logical sections •  Think evidence (parenthetical, references cited) •  Use a wide variety of sources •  Present all sides •  Be critical, offer own insights •  Think structure •  Use technology responsibly as a tool to access,

organize, communicate, produce, present, simulate, model, predict (beyond office tools)

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??? discussion

zercegovac@gmail.com

Thank you