Overcoming Educational Obstacles and Assumptions

The NetSaavy framework looks good on paper, but how do we effectively integrate it into the day to day classroom? The first step to improving our students’ information processing abilities is to integrate NetSaavy skills into lessons across the curriculum as early as kindergarten. The skills must then be consistently reinforced and built upon throughout the rest of the students’ educational experience. In order to do this, certain obstacles and assumptions must be overcome. These can be divided into five main categories:
· Assumptions About the Agenda
· Assumptions About Learning
· Assumptions About Information
· Assumptions About Technology in Education
· Assumptions About Assessment

Chapter 10—Assumptions About the Agenda

Teachers are guided by two types of agendas—intrinsic and extrinsic. The intrinsic agenda is “based on a teacher’s personal experiences, interests, special expertise, and deeply held values (Jukes, 2000, p. 107). The intrinsic agenda can affect whether a teacher prefers project-based learning or more traditional lectures, and whether he is willing to experiment by integrating new technology into lessons or prefers to rely on “tried and true” methods of instruction.
The extrinsic agenda is dictated by national, state, district and school requirements. The extrinsic agenda usually has less to do with methods of instruction and deals mostly with the curriculum itself—what material must be taught. The state’s agenda is usually a major factor in determining what goes on in the classroom; in Virginia, this agenda is known as the Standards of Learning. Unfortunately, the curriculum that must be taught does not always coincide with what students want to be learning, and in many cases there is a huge disconnect between the classroom and students’ real lives.

NetSaavy provides a way to bridge this gap. The framework teaches important thinking skills that can be applied to situations in and out of the classroom. When teachers overcome their intrinsic agendas and become open to using technology to teach old stuff in new ways, they can often overcome obstacles presented by the extrinsic agenda. The teacher is not necessarily teaching the cut and dried state curriculum. Instead, the state’s curriculum becomes the context for teaching real-life skills, and the students become more connected to what might otherwise seem like extraneous information.

Chapter 11—Assumptions About Learning

It is a fact that every student entering my classroom does not have the same abilities and skills. However, it is very common in education (and I have done it on occasion) to assume that at a certain level, students will have become proficient in certain areas. As a third grade teacher, I feel pressured to cover a specific curriculum in a specific amount of time in order to prepare for the SOL tests. Yet somewhere in the rush to cover the material, I still need to assess whether my students can “read, listen carefully, take notes, rephrase questions, describe what they have seen, or make a point clearly” (Jukes, 2000, p. 110). Implementing a NetSaavy classroom will help me not only to assess whether my students possess information literacy skills, but will enable me to help individuals focus on the areas that need reinforcement. The student and teacher tools of the NetSaavy framework allow for differentiation in objectives, outcomes, and assessment. I can more closely monitor which students are “getting it” and which are not, and hopefully minimize the learning gaps that can occur in traditional classroom environments.

Chapter 12—Assumptions About Information

In the past, teachers relied on “flat, two-dimensional” paper-based resources to guide their instructions and students’ learning (Jukes, 2000, p. 113). It took a good deal of time for textbooks to be written and edited, and much information was left out in the interest of time, space, bias, and political correctness. The Internet has changed this. There is now anytime, anywhere access to information, published by experts and average Joes alike. Schools are excited by the wealth of information now available to their students, but are facing new challenges like teaching kids how to avoid inappropriate material and how to evaluate the reliability of resources. Schools must prepare kids to function in this “world of digital information and virtual people,” but cannot neglect the skills needed to deal with “paper-based information and real people” (Jukes, 2000, p. 114). Many life skills like morals, good manners, and working and playing safely apply in both worlds, so educators (and parents!) must still focus on these rules and codes in order to raise responsible citizens.

Chapter 13—Assumptions About Technology in Education

As technology in the educational field becomes increasingly more high-tech, schools are spending billions of dollars to accumulate the latest in hardware and software for their students. Unfortunately, very little money is set aside to train educators how to use this technology to effectively teach students. It is not enough to just add a new subject, technology, into the curriculum, where students learn the mechanics of the hardware and software. Technology cannot be taught out of context. Jukes (2000) compares it to teaching the appropriate use of pencils by studying the mechanics of pencils. Some students are using this great new technology to simply type up a final copy of a report, instead of using the vast resources of the Internet to delve deeper into a subject then publish their work.
With technology, we as teachers have the power to make learning irresistible to our students. We can expose them to new experiences that were previously unattainable in a regular walled classroom. We can show them how to ask questions about a topic, then how to find quality information to answer them. We can give the core components of the required curriculum a real-world context and give our students the skills needed to become lifelong learners. We finally have the tools and the power to truly affect the course of our students’ lives.

Chapter 14—Assumptions About Assessment

Assessment—the age old debate. What exactly are we measuring when we give students percentages or letter grades? Is a test of fact recall really a true measure of learning? Is an “A” on a history test where dates and places of important Civil War battles have been memorized and regurgitated going to help a student in the real world? Probably not. Today’s jobs are relying more heavily on process skills, and traditional means of assessment will not give employers a clear picture of the best candidate for the job.
Our means of assessment must change if we are to achieve the anticipated benefits of technology on education. The NetSaavy skills framework can guide that shift in assessment. The framework lays out the skills that will be taught and the processes needed to achieve the desired outcome; the evaluation methods develop as a natural result of this progression. Not all students are evaluated in identical ways; the framework allows for instruction and evaluation that meet individual needs and learning styles. Teachers become guides and facilitators for student-centered learning instead of being the dispensers of all information and the givers of random letter grades.

Chapter 15--The Case for NetSaavy

It is hard to name any areas of our lives where technology has not already made a profound difference. From medicine, to the way we cook our food, to the way we get to work, to the bed we sleep on at night, our l ives have generally been improved by technology. Technology is also affecting the way we obtain and process information. It is this area that teachers must be prepared for. We have a responsibility to learn as much as we can about the capabilities and the endless possibilities of technology so that we can prepare our students to be successful in the Information Age.

References
Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

The NetSaavy Skills Framework

Project-based classroom learning is an ideal opportunity to imbed lessons to develop Internet and other information skills. To do this effectively though, the teacher must be aware of the skills students already have, what skills require additional practice, and which skills are brand new to students. The NetSaavy Skills Framework is a time-saving tool to help in this determination.

The Framework is formed around the 5As of information literacy that have been previously discussed. For each stage, skills are broken down into 5 broad categories:

• Essential Skills--skills needed to complete each stage successfully
• Prerequisite Skills--skills that the students presumably already have
• Techniques Skills--how the skills are achtually implemented
• Technology Skills--the equipment needed for the project
• Review Skills--the process of evaluating how well each stage is learned (Jukes, 2004, p. 69)

The Framework is set up so teachers can see at a glance which skills in each stage would be an appropriate focus at each grade level. For example, as a third grade teacher, it would be appropriate for me to plan a lesson which will give students an opportunity to practice determining what is already known and what needs to be known in order to answer a question. This is an Asking technique skill that is emerging in intermediate (grades 3-5) students. In my class, there will obviously be students who are already competently using this skill and others who have only been introduced to it, just like there are learning differences across every subject. I will have to design a lesson that allows all students to improve their skills, regardless of their current level. On the other hand, I would not want to plan a lesson with the objective of having students determine subjective and objective opinions, as this is an analyzing essential skill that is emerging in high school students.

I can use the NetSaavy Skills Framework in conjunction with my county's curriculum map to guide my lesson planning. The curriculum map tells me what I am required to teach, but I can use the Framework to help me plan lessons that will allow me to get the most "bang for my buck." While I am teaching the county's material, I can use lessons that introduce and enhance students' information skills. In the long run, I believe the skills developed using the 5As to delve into the world of Ancient Mali will be more beneficial to the students' future lives than memorizing facts that I spew at them for the test.

Ch. 9--Stage 5: ASSESSING

The last stage in any project is assessing what has been learned. When using the 5As format, the teacher is not the only one responsible for assessment. The students also plays a major role in evaluating what they have learned from an assignment and how comfortable they would be using those skills in future projects. In the past, a student's report "would normally be marked on the content and presentation. In the Information and Communication Age, although content is still important, equal value is given to the acquisition of the process skills used to complete the project" (Jukes, 2004, p. 64). In the Assessing stage, both students and teachers look back on the project to see what knowledge was gained, what skills were learned, and what skills still need to be improved.

I often use rubrics in my class so that my students, their parents, and I all know what I am looking for in projects, but the rubrics do not help me to assess the acquisition of process skills. Although I believe parts of the Student Assessing Tool for Process Skills (Jukes, 2004, p. 66) are too advanced for my third graders, I could definitely scale it back to be appropriate on their level. Using a tool like this would help me plan future projects by telling me which skills are firmly grasped and which ones require further instruction and practice.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Ch. 8--Stage 4: APPLYING

Ahh, here is where we see if the students really got out of the lesson what we expected them to. In the Applying stage, students have an opportunity to present what they have learned. The presentation can take any number of forms, including a written report, a slide show, a brochure, an interview, a video recording, or an Internet project. With computers available in most every school, the possibilities for presentation platforms have gone beyond posters and hand-written reports. Students have an opportunity to showcase not only what they have learned, but also their creativity, using various types of technology in the process. In many cases, this gives the lesson more meaning and relevance for the student as well as for his or her audience.

Even though Ms. Jones has assigned a specific project in the Applying stage of her lesson plan, students using the Student Applying Tool will be able to see some of the other presentation ideas that are possible (Jukes, 2004, p. 57-8). Ms. Jones can expose her students to some of those other presentation possibilities in future assignments, and then begin offering students a choice of modes once they understand the expectations of each one.

In my classroom, students are beginning to make project choices for book reports. We have had some issues with what constitutes "quality work," since many of them rush to complete any and all assignments, regardless of format. I believe when students can choose to do something they like or are good at, they will ultimately be more invested in the project. But, I am realizing, like many other skills at this age, pride in one's work and accountability must be taught. Therefore, I am sure to make my expectations clear (lots of rubrics!), and have resigned myself to the fact that for some students there are going to be do-overs before I see the results I am expecting.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Ch. 7--Stage 3: ANALYZING

As we move to the third stage of the 5As process, the Analyzing lesson planner should be easy to use for the teacher, since it is structured exactly like the Asking and Accessing planners. I like the fact that the planners do not have to be filled out in a linear fashion, but can be done following a teacher's own thought patterns. Teachers can "go back and forth between the various components until all five seem to fit together into a single cohesive strategy" (Jukes, 2004, p. 50).

In the Analyzing stage, students must consider whether the Web sites they have identified for use in their project are good, mediocre, or bad. This is not just a random judgement, as the students must "qualitatively and quantitatively analyze the merits and/or demerits of a Web site" in the categories of content, organization links, authorship, sources, authentication of information, ad presentation (Jukes, 2004, p. 50). In addition to just circling a number on a rating scale, the students must give justification for their responses. At the end of the Analyzing tool, they add up their points to determine the worth of the site.

It is important for students to take note of the author of a particular Web site when they are considering the site as a source. Since anyone can publish a Web site, regardless of expertise or intentions, it is crucial for students to learn how to determine whether the information is going to be reliable for their needs. Web sites created by other students should not be considered as sources, since the information they contain is usually third-hand (or worse), and more likely to contain errors than the sites of highly experienced individuals or institutions.

Once students have found a reliable source, they need to document it. There is a tool for documenting sources available in Jukes' book. This tool is well suited to older students, but will still require some teacher guidance, as it asks students to determine the perspective and motives of the author of the site. I would probably have to refine the tool to be less advanced before using it with my third-graders, although they do have some limited practice identifying author's viewpoint. This is a difficult skill for many students to master, and I would include it in the Techniques Skills section of the Analyzing lesson planner so I would know to spend a good bit of instructional time in this area.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Ch. 6--Stage 2: ACCESSING

I admit to being in a search engine rut. I am the self-proclaimed Queen of Google, and before I could use the Accessing Lesson Planner or its associated student tools, I would have to do some test searches of my own to become acquainted with other search engines. I am used to sifting through the first four or five pages of Web sites that Google returns, trying to find a site to fit my needs. I often have to refine my search using different or more specific terms, but it never crossed my mind that I could get better results by going to a different search engine. There is a table to help choose the best Internet search device in netsaavy: Building information literacy in the classroom (Jukes, 2004, p. 41), but the Web site from which it was originally taken can no longer be found. Search Engine Watch provides reviews of and links to many different types of search engines, and includes a section of search engines that are designed especially for use by children.

There are times when it is beneficial to simply give students one or more URLs they are to use for a specific project. However, if the goal is to help them avoid infowhelm and become netsaavy kids, then we must teach them how to find resources on their own. A lesson thoughtfully planned using the Accessing Lesson Planner can introduce the skills needed to sift through the millions of resources available on the internet. Giving students a tool for recording the history of their search (Jukes, 2004, p. 45, Figure 6.2), helps them understand what search terms provide the most "good" (relevant) hits. When the student does find a Website that contains useful information, it is best to go ahead and record that information, as well as to document the source (Jukes, 2004, p. 47). I know from personal experience how frustrating it is to find good information, then not be able to remember where it was or what search terms I was using at the time I found it.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.

Evaluating Web Resources

One of the critical components of the 5As of information literacy is analyzing the information gathered. In this age of technology, analyzing extends beyond written resources such as books, encyclopedias, magazines, and newspapers. The Internet now provides an almost limitless supply of information on any subject imagineable. Unfortunately, not everyone who publishes a web site is an expert on the subject; nor is it the intent of every author to provide factual, nonbiased information. Students must know that intentionally misleading websites exist, and know how to "evaluate the trustworthiness and authenticity of what they read on the Internet" (Westcott, 2005).

In order to begin evaluating a web site, students must first determine why they are viewing the site in the first place. Purposes for visiting a site might include entertainment, fact collection for a report, simple curiosity, collecting information to make consumer decisions, or any of an infinite number of other reasons (Fitzgerald, 1999). The reason for visiting determines the level to which they must analyze the information--gathering information for a report would require a closer examination of authenticity and reliability than visiting for simple curiosity.

Innumerable guides and rubrics for evaluating web sites can be found online, all varying in scope, complexity, and time required to complete the evaluation. Most teachers would probably balk at teaching their students to use Kathy Shrock's very thorough, but very time-consuming 26-point evaluation guide, The ABC's of Web Site Evaluation. However, the W from this guide provides a simple, effective evaluation tool by itself. Why not use a concept the students already know, the five Ws (who, what, when, where, why), to evaluate a web site?

• Who wrote the pages and are they an expert in the field?
• What does the author say is the purpose of the site?
• When was the site created,updated, last worked on?
• Where does the information come from?
• Why is the information useful? (Schrock, 1998)

Perhaps even more effective than using a ready-made evaluation guide, is initiating a class discussion of what factors must be considered when using a web site as a resource, then having the students create their own evaluation tool based on what they feel are the most important criteria (Beck, 1997). Regardless of what evaluation tool a teacher chooses to use, the students must be taught to use it properly and what to do with the results. Once students understand the strengths and weaknesses of the Internet, they will be able to successfully use it as a "powerful research tool and as a general source of information" (Beck, 1997).

References

Beck, S. (1997). Suggestions for successful Internet assignments. The Good, the Bad, & the Ugly: or, Why it's a Good Idea to Evaluate Web Sources. Retrieved March 4, 2006, from http://lib.nmsu.edu/instruction/evalsugg.html

Fitzgerald, M.A. (1999). Evaluating Information: An Information Literacy Challenge. School Library Media Research, 2. Retrieved March 4, 2006, from www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2fitzgerald.htm

Schrock, K. (1998, December). The ABC's of Web Site Evaluation [Electronic version]. Classroom Connect, 4-6.

Westcott, F. (2005, April 1). Intentionally Misleading Websites. techLearning. Retrieved March 4, 2006, from http://www.techlearning.com/story/showArticle.jhtml?articleID=159901583

Project Based Learning

According to a 2001 article published by the George Lucas Educational Foundation, "a growing body of academic research supports the use of project-based learning (PBL) in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores." These types of projects put students in charge of their own learning. Instead of sitting all day listening to a teacher lecture on the answers to the questions of the universe, the students are engaged in activities that allow them to find the answers themselves. "Everybody is motivated by challenge and solving problems" (Curtis, 2001).

In order for project-based learning to be successful, the teacher must choose a "real-world topic worthy of children's attention and effort" (Curtis, 2001). The project must begin with discussion of the topic, to establish what the children already know about it, as well as what problem they will be solving. Then students begin the work of gathering information from a variety of sources, and using information literacy skills to analyze and apply what they have found. In the final stage, students present what they have learned.

The benefits of project-based learning extend beyond the enthusiasm of students. Research shows that students retain information better when they have applied it to a real world situation instead of just regurgitating it for a test. They are better able to apply their knowledge to future situations than their peers who learned the same material through lecture in the isolated context of the classroom. Project-based learning has also been shown to increase standardized test scores, reduce absenteeism, and improve social and collaborative skills (Curtis, 2001).

It takes some work and a willingness to try new things to implement project-based learning in the classroom. The teacher must have a clear picture of the objectives to be taught and the assessment of learning outcomes. Educators can get assistance with the sometimes onerous task of assessment by using pre-made checklists that can be tailored to meet the needs of a particular project. One site that provides such checklists is 4Teachers.org (http://pblchecklist.4teachers.org/). In the interest of time, not all required curriculum material can be taught through project-based learning. The teacher must evaluate which topics can be covered effectively by more traditional teaching methods such as lecture and textbook activities. The topics that require in-depth coverage for student understanding are best suited for PBL (Buck Institute for Education, 2002).

It is easy to implement cross-curricular learning through the used of project-based learning activities. For example, students from Tolenas School in California learned about Native Americans, marsh ecosystems, geography, geology, and local history when they took on a PBL task to find out why it was important to preserve Rush Ranch (Ball, 2003). In the course of the project, students also strengthened their skills in research, writing, technology, and communication. The class's finished project can be seen on the website they created at http://www.geolit.org/rushranch/ .

The way I feel about implementing project-based learning in my classroom is the way I feel while waiting in line for a ride at an amusement park. There is excitement mixed with nervousness. Is it going to be a blast, or am I going to regret this decision? Just like I anxiously watch the people getting off the ride to see if they survived, I eagerly search the Internet for accounts of teachers who have implemented project-based learning. I try to gather hints about what worked and what didn't, so that when I do get on this ride, I can throw up my arms and enjoy the experience instead of closing my eyes and holding on for dear life, praying for it to be over.

References

Ball, A. (2003). Geo-Literacy: Forging New Ground. Edutopia. Retrieved February 25, 2006, from http://www.edutopia.org/php/article.php?id=Art_1042&key=037

Buck Institute for Education. (2002). Project Based Learning Handbook. Retrieved February, 25, 2006, from http://www.bie.org/pbl/pblhandbook/intro.php#coverage

Curtis, D. (2001). Start with the Pyramid. Edutopia. Retrieved February 25, 2006, from http://www.edutopia.org/php/article.php?id=Art_884&key=037

GLEF Staff. 2001. Project-Based Learning Research. Edutopia. Retrieved February 25, 2006, from http://www.edutopia.org/php/article.php?id=Art_887&key=037

Ch. 5--Stage 1: ASKING

The Asking lesson planner helps the teacher to integrate specific Asking skills into a lesson or project. It is a more detailed extension of the Asking section of the Ten-minute lesson planner discussed in the previous post. There are five components in the Asking planner: essential skills, prerequisite skills, technique skills, equipment skills, and review skills. Each skill is divided into subskills, and the teacher can pick which ones to emphasize in a particular lesson--not every lesson is going to touch on every skill! This stage of planning forces the teacher to evaluate where the students are, where they need to go, and what will be needed to get there.

The student Asking tool helps students to activate their previous knowledge on a given subject. In an organized way, they are presented with the teacher's key words about the topic, are asked to summarize what they already know, and are encouraged to list questions they can use to find more information about the subject. The advanced version of this Asking tool urges students to use higher-level skills to think about questions that are relevant to the subject today. It also pushes them to look to the future and ask imaginative "what if" type questions.

It will take some practice for teachers to become adept at planning using the Asking lesson planner. It will also take lots of guidance from the teacher for students to become comfortable with the process involved in the student Asking tool. However, both of these tools provide opportunities to move toward higher-level thinking skills. With practice, the steps will become second nature, and students will start to automatically apply the skills to many situations without the guidance of the tool.

Ch. 4--Introducing the Ten-Minute Lesson Planner

Project-based learning activities can be a very effective tool for teaching information literacy skills, across all subjects and at any grade level. Planning and implementing a project-based learning activity, however, can be an overwhelming task. The teacher must have specific learning objectives in mind, and create an authentic project to achieve those goals. The potential benefits of this type of learning experience can be easily lost if the teacher has not carefully considered the methods to be used for student learning and assessment. The ten-minute lesson planner is a tool designed to help teachers quickly and efficiently integrate curriculum content with the 5As (asking, accessing, analyzing, applying, assessing) in order to create a technology-rich project. The tool, as well as the 5As, can be applied to any subject at any grade level, and together they provide teachers with a way to ensure that "all criteria for learning information literacy skills are addressed" (Jukes, 2000). When the tool has been completely filled in, the teacher has a clear picture of the content to be taught, the objectives to be met, and the methods the students will use to ask a question, access and analyze information, and apply it to the question. The lesson planner also allows the teacher to establish how student learning will be assessed at the end of the project. At a glance, both the content and the process skills for the lesson are visible.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.