Teaching digital citizenship through the inquiry process
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Research in the classroom is an ideal time to introduce digital citizenship. Teaching students about the ethical use of information is an integral part of both information literacy and digital citizenship.
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Teaching digital citizenship through the inquiry process
- 1. Teaching Digital Citizenship Through The Inquiry Process Sandra Bebbington & Lily Laganière Collaborators on the Information Literacy Project MELS MELS - ILP/EMSB 2013 Working Document
- 2. Guide you through an inquiry process model and demonstrate areas where digital citizenship skills can be applied. MELS - ILP/EMSB 2013 Working Document
- 3. • Digital Citizenship • The Inquiry Process • Walk-Through of the Steps •Plan •Search •Evaluate •Use • Discussion •Q&A •Where to Find Support •Comments MELS - ILP/EMSB 2013 Working Document
- 4. What is Digital Citizenship? Commerce Communication Access Etiquette Health & Wellness Security Security Literacy Literacy Rights & Responsibilities Rights & Responsibilities Law Law Based on Ripple and Bailey (2013). www.digitalcitizenship.net MELS - ILP/EMSB 2013 Working Document
- 5. MELS - ILP/EMSB 2013 Working Document
- 6. WHY? •High school graduates do not have adequate research skills to succeed at a post-secondary level or in the workforce (Duke and Asher, 2011, Beheshti, 2011, Radford, 2008 , Jenson, 2004) Research suggests: • Starting young (Heider, 2009) • Using a consistent model(Freeman & Lynd Balta, 2010) • Putting the process into practice repeatedly (Tripp, 2011) • Using the process in various contexts (subject areas) (Ilomakai, Kantosalo, Lakkala, 2011, Freeman& Lynd Balta, 2010) • Having leaders model the process (Shenton & Fitzgibbons, 2009) MELS – ILP/EMSB 2013 Working Document
- 7. www.theinquiryprocess.ca MELS - ILP/EMSB 2013 Working Document
- 8. •Identifies problem /selects topic for research •Draws on prior knowledge •Uses/Formulates a primary (BIG) question to guide research •Uses/Formulates secondary questions to provide focus •Identifies keywords •Identifies appropriate information sources •Develops plan to meet deadline •Establishes a search strategy • Reflects on the planning process MELS – ILP/EMSB 2013 Working Document
- 9. Uses/Formulates a primary (BIG) question to guide research The importance of asking the right question to avoid copy/paste Find something you believe to be a social injustice. Find nonCreate violent ways to demonstrate your disagreement with this injustice. Between Rosa Parks’ and Martin Luther King’s actions Evaluate against racism, in your opinion, which one was more effective and why? How did Martin Luther King Jr’s speech advance the civil rights movement? Create a timeline representing important events that occurred during the fight against racial discrimination in the U.S. Analyze Apply Understand What was the message that Martin Luther King Jr. was trying to convey in his I have a dream speech? Remember On what day did Martin Luther King Jr. deliver his I have a dream speech? Bloom’s Taxonomy (Revised) for Education2001 MELS - ILP/EMSB 2013 Working Document
- 10. Identifies keywords Appropriate keywords streamline the type of sites that will be found in the results and often reduce the number of commercial or inappropriate sites. NOT AND NOT OR Lesson on Search Strategies Video on Keywords Online Video MELS - ILP/EMSB 2013 Working Document Mind Mapping
- 11. Identifies appropriate information sources The importance of triangulation, pulling information from various sources Search Challenges Crawling the Web (6-8) MELS - ILP/EMSB 2013 Working Document Dictionary/ Encyclopedia
- 12. • Locates sources (digital, print, people) • Digital (uses responsible digital citizenship skills when searching online) •Conducts an advanced search online •Recognizes primary/secondary sources of information •Ascertains the credibility/reliability/relevancy of the sources of information • Print •Ascertains the credibility/reliability/relevancy of the sources of information •Recognizes primary/secondary sources of information • People •Seeks information through an expert • Takes notes and records sources • Reflects on search strategies and revises search as needed MELS - ILP/EMSB 2013 Working Document
- 13. Digital (uses responsible digital citizenship skills when searching online) Conducts an advanced search online Ascertains the credibility/reliability/relevancy of the sources of information Web site Check-Up Advanced Search Engine Strategies Lessons on Sticky Sites Video on Effective Searching MELS - ILP/EMSB 2013 Working Document Puffin
- 14. • Takes notes and records sources • The importance of ownership and authors rights Royalty-Free Media Creative Commons Lesson on Copyright and Internet Freedom Online Tools Notability FMELS - ILP/EMSB 2013 Working Document Diigo
- 15. • Reflects on information gathered; modifies search query as needed •Selects the most appropriate information •Determines if the information answers the primary (Big) question •Differentiates between fact, fiction, opinion and theory •Ascertains the credibility/reliability/relevancy of the sources of information •Recognizes bias •Identifies date of publication as an indication of perspective • Reviews/Takes notes and records sources • Organizes the information gathered. • Reflects and revises as needed MELS - ILP/EMSB 2013 Working Document
- 16. Ascertains the credibility/reliability/relevancy of the sources of information Recognizes bias Evaluating Internet Research Sources Teaching Web Page Evaluation Using Hoax Sites Identifying High-Quality Sites (6-8) MELS – ILP/EMSB 2013 Working Document Using Critical Thinking to Find Trustworthy Web Sites
- 17. Truth or Lies? Change Web sites - new topic cc0 by Hakan Bayik 1.0 Universal DHMO.org – Dihydrogen Monoxide Research Division http://www.dhmo.org/ How to turn “water” into marbles http://goo.gl/wo0WfX American Museum of Natural History http://bit.ly/14Sa5Bm MELS - ILP/EMSB 2013 Working Document
- 18. Reviews/Takes notes and records sources Organizes the information gathered. Synthesizing and reinterpreting the information Paraphrasing and quoting CC by Improulx 1.0 Universal Lesson on Exploring Plagiarism, Copyright and MELS – ILP/EMSB 2013 Working Document Paraphrasing Paraphrasing, Summarising & Quoting
- 19. • Determines how the information will be presented • Creates a presentation of information • It is essential to: •Use information responsibly through citing, paraphrasing and quoting •Include a bibliography • Presents the information • Reflects on the Inquiry Process MELS - ILP/EMSB 2013 Working Document
- 20. Use information responsibly through citing, paraphrasing and quoting Include a bibliography Citation Machine Bib Me Cite U Like A Creator’s Responsibilities (6-8) Bibme MELS - ILP/EMSB 2013 Working Document
- 21. Creates a presentation of information There are numerous ways students can present their findings. Here are a few examples: •Book creator •Go animate •Bitstrips •Glogster •Easi.ly •Voki Online Tools • Storybird •Audacity Do Ink Junaio Puppet Pals MELS - ILP/EMSB 2013 Working Document Screen Chomp
- 22. Digital Citizenship and the Inquiry Process • Plan – Uses/Formulates a primary (BIG) question to guide research – Identifies Keywords – Identifies appropriate information sources • Search – Digital (Uses responsible digital citizenship skills when searching online) • Conducts an advanced search online • Ascertains the credibility/reliability/relevancy of the sources of information – Takes notes and records sources • Evaluate – Reflects on information gathered; modifies search query as needed – Selects the most appropriate information • Ascertains the credibility/reliability/relevancy of the sources of information • Recognizes bias – Reviews/Takes notes and records sources • Use – Creates a presentation of information – Uses information responsibly through citing, paraphrasing and quoting MELS - ILP/EMSB 2013 Working Document – Includes a bibliography
- 23. Discussion •Where can I find support? •Library staff in your school •Board librarian •The Information Literacy Team www.theinquiryprocess.ca •Q&A •Do you have any questions or concerns that have not been addressed? MELS – ILP/EMSB 2013 Working Document
- 24. Thumbnail Credits • • • • • • • • • • • • • • • • http://searchypants.com/ https://www.google.ca/search?q=google+advanced+search&rlz=1C1AVSX _enCA414CA414&aq=f&oq=google&aqs=chrome.3.57j0l2j59j65l2.2778&s ourceid=chrome&ie=UTF-8 http://creativecommons.org/ http://www.purple-planet.com/ http://mediasmarts.ca/ http://www.bibme.org/ http://citationmachine.net/index2.php http://www.citeulike.org/ http://museumbox.e2bn.org/ http://audacity.sourceforge.net/ http://www.bitstrips.com/ http://prezi.com/ http://storybird.com/ http://www.redjumper.net/bookcreator/ http://www.zooburst.com/ Boolean operator video: Lexy Spry & Emily Wixson, Chemistry Library, University of Wisconsin-Madison, 2008 MELS - ILP/EMSB 2013 Working Document