Knowledge+Explosion

= = = = = = By Gamma Group - Lindsay Fake (LF), Kanakadara ("Dara") Lakshminarayanan (DL), Cheryl Vassallo (CV) = = =  = =Scope Statement = We are in the midst of a knowledge explosion. The amount of information available to us today is staggering. Digital immigrants, those who were born before the internet, are overwhelmed by this explosion. Today's students are at ease with technology. They are Digital Natives; they were born after the advent of internet. However, do they know how to manage all the knowledge that is at their disposal in a mouse click? Many are claiming that these students are not prepared to succeed in the global world, even though they were born with ipods in their hands. The education system is not using technology and multimedia in ways that digital natives can grow and learn and succeed. The digital immigrant educators need to change their views of traditional classrooms and adapt to teaching 21st century skills to our digital natives. (CV) With this pathfinder, digital immigrants, i.e. the educators can get an annotated list of books, journal articles, websites, multimedia and web2.0 tools that can help them bridge the gap between their own non-native digital knowledge and the seemingly native, yet potentially harmful digital knowledge of their students, i.e. digital natives. These resources have been selected by teacher librarians and active digital learners, using the following essential questions as a guide. (DL)



=Essential Questions = Question 2 - How to keep up with the ever changing Information Media and offset digital divide? (LF) Question 3 - How can digital immigrants (educators) guide digital natives (students) towards effective and ethical information access, evaluation and use? (DL)**
 * Question 1 - Why don't digital natives have the necessary skills to succeed in the global world? (CV)

=Digital Natives =
 * Why don't digital natives have the necessary skills to succeed in the global world?** (CV)[[image:ke_digital_natives.JPG align="right"]]

Keywords
digital immigrant, digital native, flat world education, net generation, 21st Century skills, technology




Digital Natives Journal Articles
Culligan, M. (2003). "Digital natives in the classroom". In B. Hoffman (Ed.), //Encyclopedia of Educational Technology// from  http://coe.sdsu.edu/eet/articles/digitalnatives/index.htm Culligan, borrowing from Marc Prensky's term "digital native", explains why these students think differently and how to apply this to today's classroom. He addresses Prensky's cognitive differences in how digital natives perceive knowledge i.e. fantasy v. reality; active v. passive. Culligan discusses the ways that universities and corporation have adopted gaming into their classrooms and training to engage Digital Natives. (CV)

Stucker, Hal. "Digital "Natives" Are Growing Restless." //School Library Journal// 51.6 (June 2005): 9-10. Academic Search Premier. EBSCO. This article is a recap from a 21st Century Learning session, attended by Joyce Valenza. Although students are proficient at accessing the information, many lack the ability to understand and evaluate what they have found. During this session, an action plan was developed to help "provide the kind of learning environment that can engage these wired learners." (CV)

Digital Natives Books
Palfrey, John, and Urs Gasser. //Born Digital: Understanding the first generation of digital natives//. N.p.: Basic Civics Books, 2008. http://borndigitalbook.com/about.php Google Books offers a preview of this book. Chapter 11 focuses on Learners in the digital age. The authors discuss how educators are trying embrace the technologies of their students, but are struggling with how much of a role technology should play. Excellent source of information to uncover the digital world that is continually growing and  changing. (CV) http://books.google.com/books?id=hqJi8FaayN8C&printsec=frontcover&dq=born+digital

Prensky, Marc. //"Don't bother me Mom, I'm learning!" : How computer and video games are preparing your kids for twenty-first century success and how you can help!// St. Paul, MN : Paragon House, 2006**.** Marc Prensky is the one who coined the terms "digital native" and digital immigrants" to describe the different subcultures that evolved in the age of technology. In this book, Prensky explains the differences between the natives and the immigrants and how the natives' brain are wired differently. He discusses the problems caused by immigrants teaching natives and how the immigrants need to adapt to this new subculture. Prensky spends most of the book talking about the world of gaming. He suggests that "game-playing is as beneficial to children's development as reading." (CV)

Tapsett, Don. //Grown Up Digital -// //How the Net Generation is Changing Your World//. New York: McGraw Hill, 2008. As a follow up to his first book about digital natives, //Growing Up Digital//, Tapsett delves deeper into how much these N-geners, who are now turning 30, have changed the world through technology. This books shows that the Digital Natives are lifelong learners and are positive contributors to our society. Google Books has a preview. (CV) [up digital&source=gbs_summary_s&cad=0]

<span style="color: rgb(239, 149, 149)">Digital Natives Websites
[|Marc, Prensky. Marc Prensky.com. 2008. <http://marcprensky.com>.] Excellent Resource. Many articles related to digital natives, education and gaming. A quote from the article, Backup Education?, "They (teachers) don’t understand that their well-intentioned instinct to “protect” their kids actually has the opposite effect – it prevents their kids from learning what they need to know to succeed in the twenty-first century." (CV)

<span style="color: rgb(239, 149, 149)">21st Century Skills Journal Articles
Armstrong, Sara and David Warlick. "The New Literacy." //TechLearning.com//. (Sept. 2004).http://www.techlearning.com/story/showArticle.php?articleID=47102021 Armstrong and Warlick redefine the 3R's of reading, writing and arithmetic to the 4 E's: Exposing Knowledge; Employing Information; Expressing Ideas Compellingly; and Ethics.The authors include resources of tools to help students use knowledge productively, such as evaluating information, decoding information and organizing information. There are also "20 Action Items for Administrators" with tips on how schools "can play a key role in driving and supporting new literacy." (CV)

Regan, Bob. "Why We Need to Teach 21st Century Skills - And How to Do It." //MultiMedia & Internet @Schools//. (July 2008). http://www.mmischools.com/Articles/ReadArticle.aspx?ArticleID=13809 Regan discusses the different skills students need to learn today and how they are important to our country's future economic success. Educators must define these skills and "figure out how to teach them." Different visual and multimedia methods are mentioned which help students develop critical thinking skills in their language arts and science classes, along with learning to work collaboratively with others. www.mmischools.com (CV)

Rivero, Victor. "The Future Is Flat." //American School Board Journal// 193.9 (Sep. 2006): 48-50. Academic Search Premier. EBSCO. This article emphasizes the need for school districts to embrace technology or our students will not succeed in the global world. It suggests asking the students - the digital natives for ideas on how to make better use of technology in their education. Rivero mentions the Partnership for 21st Century Skills as a powerful advocate for "developing flat world schools." (CV)

<span style="color: rgb(239, 149, 149)">21st Century Skills Websites
The Partnership for 21st Century Skills. //The Partnership for 21st Century Skills//. 2008. <http://www.21stcenturyskills.org/>. This site serves as a source of information in order to establish collaborative partnerships among education, business, community and government leaders to bring 21st century skills to students. Route 21 is a skills-related site with resources and community tools for educators. http://www.21stcenturyskills.org/route21/ (CV)

EDUCAUSE. "Teaching and Learning." //EDUCAUSE Connect//. 2008. http://www.educause.edu/node/720 ConnectEDUCASE.edu is a division of EDUCAUSE, a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information. This site focuses on the topics of Teaching and Learning. Many subtopics such as assessment and evaluation, e-learning, K-12 Programs, and Instructional Technologies are available through articles, blogs, podcasts, presentations and wikis. (CV) http://connect.educause.edu/term_view/Teaching+and+Learning

media type="custom" key="2365811" "Pay Attention" TeacherTube T4 - Jordan School District - Transforming Teaching Through Technology http://t4.jordan.k12.ut.us/t4/content/view/221/35/

=<span style="color: rgb(206, 39, 39)">Digital Media =
 * How to keep up with the ever changing Information Media and offset digital divide?** (LF)[[image:ke_digital_media.JPG align="right"]]

<span style="color: rgb(239, 149, 149)">Keywords
Internet, Professional Development, (using) New Media, Education, Educators, Technology

<span style="color: rgb(239, 149, 149)">Educators Learning New Information Media Journal Articles
Fitzpatrick, Dan. "An Online Course of Action." //The Journal// 34 (2007). Academic Search Premier. EBSCO. This article talks about a professional development strategy for educators in the state of Ohio. They used online courses that would help integrate more technology infused lesson plans in the classroom. These online courses had many recorded benefits, such as low cost, specialized courses, exposure to different online instruction techniques, and inter-state collaboration. (LF)

Leu Jr, Donald J., Charles K. Kinzer, Julie L. Coiro, and Dana W. Cammack. "Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies." __Reading Research Quarterly__ 35 (2000): 108-27. http://www.reading.org/downloads/publications/books/bk502-54-Leu.pdf This article identifies the "new literacies" and what internet and information and communication technologies skills will be necessary for students to have in order to succeed in this new information age. The article helps educators understand these new literacies by tracking literacy through the ages. It discusses the need to have access to information in order to problem solve and increase productivity. Although, they do point out that these new literacies do not create more productive workers, just the opportunity to be productive. (LF)

Meskil, Carla, and Natasha Anthony. "Learning to Orchestrate Online Instructional Conversations: A Case of Faculty Development for Foreign Language Educators." //Computer Assisted Language Learning// 20 (2007). 5-19 Academic Search Premier. EBSCO. World language teachers were studied when trying to see what type of online instruction was needed in order to increase faculty technology intelligence which would then transfer to the use of technology with students. It applied this to Computer-Media Communication helping education foreign language and second language students. (LF)

Nightingale, Warren. "Creating Media-Savvy Students: Media Awareness Network Resources for Teachers and Teacher-Librarians" //School Libraries in Canada 25 (2006).// Academic Search Premier. EBSCO. Canadian teachers have access to a website that has hundreds of curriculum based lesson plans that incorporate technology in the classroom. This teacher and student friendly website covers many topics from crime, online hate, and body image. It has interactive quizzes, games, professional development, and is available in English and in French. This website attracts over half a million users every month. (LF)

<span style="color: rgb(239, 149, 149)">Educators Learning New Information Media Books
Richardson, Will. "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms." New York, NY: Corwin P, 2006. This book explains how to use blogs, wikis, podcasts and other online resources in the classroom for any educator. It has step-by-step instructions that guide you through using these new medias effectively in the classroom. Thus allowing students with the most up to date information and an interactive online classroom. It helps teachers tap into multiple learning needs through visual, audio and hands on. (LF)

<span style="color: rgb(239, 149, 149)">Educators Learning New Information Media Websites
"PBS TeacherLine." //PBS TeacherLine//. PBS. 2008 <http://www.pbs.org/teacherline/.> The PBS online teacher page for professional development offers many online courses for teachers to earn professional development hours or Graduate level course credit. They also have a program for teachers to have district wide professional developments that will help increase educators know how and comfort navigating the new media waters. (LF)

"Professional Development Resources for Educators and Librarians." //Teacher Tap.// 2008. <http://eduscapes.com/tap/> This resource for teachers and librarians is very clearly organized. It has subsections that help the user find what they need. The site navigates within it's own website and other websites to provide insight on many different aspects educators need to know. It also links to other useful websites. (LF)

"Apple Prodessional Development." //Education//. 2008. Apple. <http://www.apple.com/education/apd/> Apple offers professional development opportunities based on digital literacy, Tech-Infused Learning, and Leadership. They also offer hour long lessons in the store, they list the apple related technology lessons they will help you learn. This can be very helpful for personal professional development for educators in Apple using schools. (LF)

<span style="color: rgb(239, 149, 149)">

<span style="color: rgb(239, 149, 149)">Educators Learning New Information Media Videos
Ellis, Ken. "Generation www. Y: Washington Middle School" //edutopia.// 2001. The George Lucas Educational Foundation <http://www.edutopia.org/generation-www-y> This video shows an effective and different way that some educators are keeping up with the new media and helping their students learn. It has the midleschoolers teaching the teachers how to use the technology effectively. This not only shows the teachers exactly what they need to know, but it brings to light the severity of the digital divide. It seems like the students are also gaining better communication skills and the confidence needed in this fast paced world. (LF)

Ellis, Ken. "Media Smarts: Kids Learn to Navigate the Multi-Media World" //edutopia.// 2008. The George Lucas Foundation <http://www.edutopia.org/media-smarts-video> "Media Smarts" deals with schools and teachers who are starting to teach students to be aware of a normally un-tapped media in the school place. Visual media, advertisements, and films and studied in order to produce students who are more aware of the visual cues that surround them everyday all day. It shows how educators are enhancing awareness and embracing new media. (LF)

=<span style="color: rgb(206, 39, 39)">Digital Immigrants =
 * How can digital immigrants (educators) guide digital natives (students) towards effective and ethical information access, evaluation and use?** (DL)[[image:ke_digital_immigrants.JPG align="right"]]

<span style="color: rgb(239, 149, 149)">Keywords
Information Fluency (IF), Digital Immigrants, Technology Literacy, Information (Online) Evaluation

<span style="color: rgb(239, 149, 149)">Digital Immigrants Journal Articles
Evans, Ruby. "Student Learning Outcomes In a Cyberspace Age". //Diverse: Issues in Higher Education//. 12 July 2007. This article is a gentle reminder for educators to leave their comfort zone into the vast cyberspace and challenge their students to practice complex information fluency skills like, critical thinking, technology literacy, ethics, collaboration and global awareness. It is brief and gives a quick overview of what is needed from students, educators and administrators to achieve this paradigm shift. (DL)

Abram, Stephen. "Some Tricks to Build Information Fluency--Part 1." //MultiMedia & Internet@Schools// 13.5 (Sep. 2006): 23-25. Abram, Stephen. "Some Tricks to Build Information Fluency--Part 2." //MultiMedia & Internet@Schools// 13.6 (Nov. 2006): 6-28. These two part articles have some out-of-the-box ideas to sneak in information fluency skill instruction, sugar coated with cool technology skills instruction. The only thing missing in these suggestions are details on the actual safety and privacy concerns. As mentioned in the article, many schools do restrict social collaboration tools (even emails) due to the fear of the unknown. (DL)

Valzena, Joyce Kazman. "Open the Door and Let'em In" e-//Voya (2007). <http://pdfs.voya.com/VO/YA2/VOYA200704tag_team_tech.pdf>// This is an interesting article with many different ways for students to interact and participate online with school related activities in a format they feel comfortable with. This article has many links to different examples of podcasts, wikis, blogs, videos and more. It is an interesting way to view different options when setting up websites for the media center, clubs, projects or student activities. (LF)

<span style="color: rgb(239, 149, 149)">Information Fluency Books
Friedman, L. Thomas. //The world is flat: A brief history of the twenty-first century//. Picador, 2007. An eye-opening analysis of the history and impact of the explosion of information technology in global economy. In addition to discussing 10 flatteners, this revised edition makes us think of the possible educational paradigm shifts that are essential to keep up with the expectations of a flat world. A nice companion for the American School Board Journal article mentioned earlier in this pathfinder, "The Future Is Flat." by Victor. A must read for all teachers whose vision is to develop their students to Think Globally and Act Locally! (DL)

Christensson, Karen. //RADCAB: Your vehicle for information evaluation//. Upstart Books, 2006. RADCAB is a mnemonic acronym that stands for six important concepts of information evaluation - Relevancy, Appropriateness, Detail, Currency, Authority and Bias. This book contains lesson plans and worksheets that can be used to teach, learn and practice information evaluation. The worksheets are designed with specific websites as examples, making it practical for the educators and meaningful for the learners. Related rubric, posters and bookmarks are available through the author's website http://www.radcab.com/ (DL)

<span style="color: rgb(239, 149, 149)">Information Fluency Websites
21st Century Information Fluency Project. Dept. home page. 2008. Illinois Math and Science Academy. <http://21cif.imsa.edu/index.html> A must have toolkit, interactive tutorial and online professional development resource for every digital immigrant striving to learn and teach information fluency. Grounded by research based digital information fluency model with corresponding instructional units and online kits for each stage, taking the learners through a journey of the 4 Es (to be clarified) of learning. The resources are well organized as a full-circle kit, starting with information need to information evaluation and use. This website also has a set of wizard tools that are self guiding tools that the students can use to practice their 21st century information technology skills. (DL)

California Technology Assistance Project. "Teaching and Learning for the 21st century." //CTAP IV Information Literacy//. 8 May 2008. CTAP Region IV. <http://www.ctap4.org/infolit/index.htm>. Besides being a great example for online collaboration and partnership among schools, businesses, universities and communities, this website contains plenty of resources, toolkits and references for implementing 21st century information technology skills in classrooms. In addition, there are hands on workshops that educators can use to train themselves in using Web 2.0 technology tools. And finally, there is a well organized collection of cybersafety resources (including policies and creative posters) for educators and administrators. A one stop shop for digital immigrants! (DL)

<span style="color: rgb(239, 149, 149)">Digital Immigrants Multimedia (Video/Audio)
//Information Fluency and the NET Generation//. Dir. University of Central Florida. //You Tube//. Level 2 Productions. <http://www.youtube.com/watch?v=8-bcgidDjNc>. A short (3 min) video clip produced by University of South Florida Information Fluency team as a multimedia survey of undergraduates and their understanding of Information Fluency. It is also interesting to hear their views on the role of librarians and libraries. But the most important revelation is that their lack of awareness of a formal research process that is required in the current knowledge age and an indication that they are still digital immigrants. For more information visit their website at http://www.if.ucf.edu/index.php (DL)

Evans, Julie. "Tomorrow's Students: Are we ready for the new 21st century learners?" Educause 2007 Annual Conference. 2007. //Educause Connect//. <http://connect.educause.edu/blog/gbayne/e07podcasttomorrowsstuden/45344?time=1224816011>. In this 40 min podcast, Julie Evans shares a startling discovery that the high schoolers as of 2007 are not the true digital natives! These students did not grow up with internet as much as the current 6th graders do, who had exposure to internet in classrooms as part of their elementary learning experience. This discovery and other findings reported in this podcast is based on results of national technology use online surveys (Speakup 2007) conducted with k-12 students, educators and parents. Corresponding video and presentation slides are provided. This resources provides great insight into the social networking behavior and technology use inclinations of students, some reflections on how the education system is handling it and some strategies for improvement. Worth the 40 minutes of listening. More and current information on the survey can be obtained from the corresponding website http://www.tomorrow.org/. (DL)

<span style="color: rgb(239, 149, 149)">Information Fluency Web 2.0 (Blog/Wikis)
O'Connor, Dennis. //Information Fluency Project Group Blog//. 25 Oct. 2008. Ning. <http://teacherlibrarian.ning.com/group/informationfluency> Information Fluency Project Group Blog on Teacher Librarian Network Ning created by Dennis O' Connor. This is a social network sandbox created for educators who are willing to integrate information fluency as an essential portion of their instruction. It is intended to be an extension to the IMSA Digital Information Fluency Project. It announces recently introduced tools, tips for using them and any upcoming online workshops. This is a great way to train ourselves to be users of Web 2.0 social networking technologies. (DL)

Valenza, Joyce. "Web 2.0 meets Information Fluency." //Information Fluency Wiki//. 4 Oct. 2008. Wikispaces. <http://informationfluency.wikispaces.com/>. Information Fluency Wiki created by Joyce Valenza. A collaborative knowledge repository (wiki) similar to the one in which this pathfinder exists in, the primary focus is sharing ideas and strategies to harness the power of Web 2.0 technologies to empower digital immigrants in providing Information Fluency skills to self and their students. Joining this space as a reader and contributor will provide an opportunity to learn the way wiki spaces work and how they can be used in our own classrooms. (DL)


 * All** **Resources & Links were checked during the week of October 27, 2008.**