I said:
"In reading this article, I couldn't help but think about the little I know about Montessori educational theory and practice and how similar it is to online learning 'done right'. Montessori, at a preschool level (and beyond), has students doing independent works (learning puzzles) in their own space (a mat) or group works. Teachers are facilitators and information literacy is fostered. As students get into the age 6-9 classroom, the phrase "knowledge creation" (collecting, interpreting, doing higher level thinking/understanding) comes to the forefront.
It is clearly necessary for students to be information literate to participate in online learning and, I hope, traditional classrooms, as well. As we move to the author's model of resource-based learning because text books are out of date before they are distributed (especially true in the sciences), understanding information as a concept and tool, and being comfortable using it, will be THE skill students will need post-classroom.
Online learning requires strategic incorporation of skill-building and learning communities into its materials. Assignments and discussions should be inquiry-based, including exercises that require students to become familiar with the what, where, how, and why of the developing and answering questions. One side of this is requiring students to engage with information resources and the learning process itself. The second side is to include use and class discussion of Bloom's four types of thinking: Memory, Convergent Thinking, Divergent Thinking, and Evaluative Thinking (A. Ciardello). Projects that allow students to learn how to teach others the knowledge they have created (and use multiple intelligence / Montessori-inspired pathways) are great ways to keep learners engaged.
Online environments also require a deep understanding of the visual presentation of information (how to do it and how to receive it). The article suggests a series of graphical presentation tools that can be practiced and modeled in online course materials and learner experiences.
In summary, the article seems to be suggesting that fostering information literate students requires interdisciplinary inquiry on the part of learners and facilitators. As a scientist, I am all for that! I think online learning is a great way for place-based education to happen: the facilitator provides the class structure and learners provide the place. The source of engagement, therefore, is--in effect--information literacy, on the part of both instructor and student."
Christina DiMicelli said:
"Identify the characteristics of information literate students and provide strategies for promoting information literacy in online learning.
Characteristics of information literate students show that they are masters of their own learning. Students create knowledge by taking data and facts found/learned and creating new information. This is shown through the ability to move through the following (Barton, RITTI):
Prospecting – discovering relevant information. Skills required are selection and navigation, and then sorting, sifting and selecting pertinent and accurate data.
- Interpreting – translate data and information into knowledge.
- Creating new ideas - showing insight and understanding, as new knowledge is developed, not a rehash of old information.
Information literacy is a component of critical thinking and problem solving. The steps a student must engage in when faced with a problem require research, source/data authentication and evaluation, data retrieval, data organization, interpretation, extrapolation, and creation. It is a complex set of skills.
“Information literacy is promoted through assignments that have the feel of immediacy and relevance to real life.” (Barton, RITTI)
Strategies to promote information literacy, especially in an online environment, include:
· A good structure for the students to work within for researching information
· Making sure students are given good direction on expectations & work
· Establishing a model for supporting students (an acronym such as
· Providing good tools and resources for students to utilize
· Making sure assignments are relevant, topical, and of interest to students
· Provide examples of authentic vs. not authentic websites for research collection
· Staying current, as instructor, with the latest news and information on the subject (try the Information Literacy Weblog)
In June, I was fortunate to be one of over 150 “critical thinkers” that participated in an online webinar with Howard Rheingold (self proclaimed Online Instigator) on the topic of critical thinking. Howard has some great info regarding information literacy.
Webinar transcript:
http://edudemic.com/2010/06/a-fascinating-night-with-howard-rheingold-117-critical-thinkers/
Article – Crap Detection 101:
Video – 5 minute example of crap detection:
From a professional development perspective, webinars such as the one in June are put together and announced online. Find out more by joining/following:
http://www.classroom20.com/
http://www.stevehargadon.com/"
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