Conversation 3: Student Reflections on Inquiry, Choice, Participatory Learning, Information, and Digital Literacy

Last week, we held a large group share/think/brain dump/reflect session with our Media 21 students over a series of four days after students completed initial written self-assessment and summative reflections.  This video is the first of a series of conversations in which students share their summative reflections about their experiences in a collaboratively taught English course by Susan Lester, English teacher, and Buffy Hamilton, school librarian in 2011-2012.    I’d like to thank our students for their willingness and permission to share with a global audience as well as their participation in these conversations.   While these are lengthy conversations, I hope the thoughts and insights they share will be helpful to other teachers, librarians, students, administrators, and community members in thinking about the possibilities of learning and libraries and the potential of the collaborative partnerships we can forge.  I’ll be following up this series of video conversations with a written post highlighting the insights, reflections, and self-assessments shared by our students.

In this discussion, Ella and Cynda discuss information literacy standards they’ve mastered, how participatory learning has built their confidence as students, and the decisions behind their multigenre, transmedia learning products.   You can see Ella and Cynda’s work by clicking  here.

Resources:

Conversation 2: Student Reflections on Inquiry, Choice, Participatory Learning, Information, and Digital Literacy

Last week, we held a large group share/think/brain dump/reflect session with our Media 21 students over a series of four days after students completed initial written self-assessment and summative reflections.  This video is the second of a series of conversations in which students share their summative reflections about their experiences in a collaboratively taught English course by Susan Lester, English teacher, and Buffy Hamilton, school librarian in 2011-2012.    I’d like to thank our students for their willingness and permission to share with a global audience as well as their participation in these conversations.   While these are lengthy conversations, I hope the thoughts and insights they share will be helpful to other teachers, librarians, students, administrators, and community members in thinking about the possibilities of learning and libraries and the potential of the collaborative partnerships we can forge.  I’ll be following up this series of video conversations with a written post highlighting the insights, reflections, and self-assessments shared by our students.

We also appreciate your patience in the viewing of this video as we had some interruptions from the PA system, and one student had to exit early because of a state mandated end of course test.  Thank you to our students for their patience and humor in dealing with the interruptions!

Resources:

Conversation 1: Student Reflections on Inquiry, Choice, Participatory Learning, Information, and Digital Literacy

Last week, we held a large group share/think/brain dump/reflect session with our Media 21 students over a series of four days after students completed initial written self-assessment and summative reflections.  This video is the first of a series of conversations in which students share their summative reflections about their experiences in a collaboratively taught English course by Susan Lester, English teacher, and Buffy Hamilton, school librarian in 2011-2012.    I’d like to thank our students for their willingness and permission to share with a global audience as well as their participation in these conversations.   While these are lengthy conversations, I hope the thoughts and insights they share will be helpful to other teachers, librarians, students, administrators, and community members in thinking about the possibilities of learning and libraries and the potential of the collaborative partnerships we can forge.  I’ll be following up this series of video conversations with a written post highlighting the insights, reflections, and self-assessments shared by our students.

Resources:

Teacher Reflections on the Value of Pre-Search and Presentation Zen Style for Student Learning

I’m excited to team up again this month with Deborah Frost, one of the most experienced and talented teachers here at Creekview High School.   Deborah’s 9th Honors/Literature Composition students are in the library for the rest of the month as they inquire into a controversial/hot topic of their choice and craft a persuasive research paper on that topic as well as an oral presentation.  Through trial and error over the years, Deborah and I have learned much together as instructional partners as we’ve reflected long and hard about what has worked and what hasn’t in each collaborative project we’ve endeavored to do with her students.

Last year, Deborah was more than willing to implement two new aspects to the research design we were crafting.  As part of my effort to make a more concentrated effort to frontload the initial connecting, wondering, and investigating stages of inquiry, she agreed to let me build in a larger initial chunk of pre-search time with the students to help them:

1.  gain background knowledge about their controversial/hot topic and determine if that was really the topic they wanted to explore or to see if there were other topics of more interest to them

2.  read more intentionally and thoughtfully to help them begin discerning big ideas from facts

3.  to begin building background knowledge to develop research questions and to determine if the articles really spoke to their information seeking needs

The students worked for approximately six weeks as they researched, submitted research questions, and collaboratively composed a persuasive paper in Google Docs.  The other new component of the learning experience was teaching students skills and concepts associated with the “Presentation Zen” style PowerPoints for a class presentation to compose an oral presentation supported by those visuals that helped tell the narrative of the learning and insights.

Because that design was so rich and successful, we are doing it with this year’s freshmen.  We’ve made a few tweaks to the new and improved pre-search graphic organizer (see below).

We’ll also be incorporating some new search skills to the students as well.  The other new component for the project is the use of EasyBib in place of NoodleTools since EasyBib allows us to more easily create citations for our database articles.   We will once again do the Presentation Zen style presentations, and in April, I’ll blog a few new minor but helpful modifications I’ve come up with this past year to help support the learning curve for the skills associated with that endeavor.  Finally, we’re being flexible with the schedule/timeline of learning activities to be responsive to student needs; while we have a working calendar, we’re letting it be fluid so we can be responsive to the students if they more or less time for a specific skill or learning activity, then we can do that without feeling married to “the calendar”.   I’m appreciative that Deborah Frost is willing to experiment and to be improvisational as needed within the larger framework we’ve co-designed for the students.

I invite you to check out our research guide and to take a few minutes to listen to Deborah’s reflections on the value of pre-search and Presentation Zen style for student learning!

Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning

Many thanks to today’s NEFLIN webinar attendees!  Below is a link to download the PDF of today’s slides.