1 / 41

Transforming Learning through Action Research: Information and Critical Literacies

Transforming Learning through Action Research: Information and Critical Literacies. Dr Ross Todd Head, Department of Information Studies University of Technology, Sydney Ross.Todd@uts.edu.au. the age of information dot.com age dot.con age age of the mind info place  info space

jimbo
Télécharger la présentation

Transforming Learning through Action Research: Information and Critical Literacies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Transforming Learning through Action Research: Information and Critical Literacies Dr Ross Todd Head, Department of Information Studies University of Technology, Sydney Ross.Todd@uts.edu.au UTS 2000 Ross J Todd

  2. the age of information dot.com age dot.con age age of the mind info place  info space info space  knowledge space UTS 2000 Ross J Todd

  3. cyber communities cyber democracy cyber language cyber activism cyber patrol cyber stress cyber overload cyber sense cyber shopping cybrarian CYBER SOCIETY UTS 2000 Ross J Todd

  4. The information environment • complex and fluid • connective and interactive • diverse and unpredictable • no longer constrained by time and place info place  info space UTS 2000 Ross J Todd

  5. Schooling …. • is all about providing the best learning opportunities for students to make the most of their lives as sense-making, constructive, independent people Students know how to be an active agent in their rich information space UTS 2000 Ross J Todd

  6. ACTIVE LEARNING constructing knowledge and sense UTS 2000 Ross J Todd

  7. CONSTRUCTING KNOWLEDGE Turning information into knowledge is the most intellectually challenging, time-consuming, and potentially controversial process SENSE - UNDERSTANDING - KNOWLEDGE UTS 2000 Ross J Todd

  8. CONSTRUCTING KNOWLEDGE • inquiring mind • sense of curiosity • critical spirit • self evaluation • commitment to reflection • sense of personal agency • repertoire of learning skills UTS 2000 Ross J Todd

  9. Key to effective engagement with information space INFORMATION AND CRITICAL LITERACIES UTS 2000 Ross J Todd

  10. INFORMATION & CRITICAL LITERACIES Reading and writing Speaking and listening Viewing and visualising Touching and empathising (?)  Connecting with information  Interacting with information  Utilising information UTS 2000 Ross J Todd

  11. SHARED RESPONSIBILITY FOR LEARNING from toys to tools10 KEY LEARNING PRINCIPLES UTS 2000 Ross J Todd

  12. 1. Learning is about making and maintaining connections • connect with information • interact with information • utilise a rich information world We cannot learn effectively if we are not information literate UTS 2000 Ross J Todd

  13. 2. Learning is an active search for meaning by the learner • Discovery of knowledge • Transform prior knowledge • Constructing knowledge • Demonstrate competencies and use of ideas Active searching is underpinned by critical and information literacies UTS 2000 Ross J Todd

  14. 3. Learning is developmental • Intellectual growth is gradual: advancement, consolidation, reinforcement Information and critical literacies provide a staged developmental process UTS 2000 Ross J Todd

  15. 4. Learning is both individual and social • Opportunities for co-operative learning • Cultivating and inclusive community • Information and critical literacies facilitate development of individual and social needs UTS 2000 Ross J Todd

  16. 5. Learning is strongly affected by educational climate in which it takes place • Value academic and personal success and intellectual inquiry • Feeling connected, cared for and trusted Mastery of information and critical literacies develops self-esteem and belonging UTS 2000 Ross J Todd

  17. 6. Learning requires feedback, practice, and use • Feedback  sustained learning • Practice  nourishing learning • Opportunities to use  meaningful learning Information and critical literacies provide opportunities for evaluating progress UTS 2000 Ross J Todd

  18. 7. Much learning takes place informally and incidentally • Activities beyond classroom enrich formal learning experiences • Mentoring relationships beyond the classroom • Learning in a variety of setting and circumstances Information and critical literacies foster independent learning UTS 2000 Ross J Todd

  19. 8. Learning is grounded in particular contexts and individual experiences • Requires effort to transfer specific knowledge and skills to new circumstances • Unlearn personal views and approaches when confronted by new information Information and critical literacies enable learners to read the world and the word UTS 2000 Ross J Todd

  20. 9. Learning involves ability of individuals to monitor own learning • Understand how knowledge is acquired • Awareness of own ways of knowing • Ability to monitor own learning Information and critical literacies provide an evaluative tool for learning progress UTS 2000 Ross J Todd

  21. 10. Learning is enhanced by taking place in the context of compelling situations • Provides challenge and opportunity • Stimulates brain to conceptualise, contemplate and reflect • Amplifies the learning process Information and critical literacies must be situated in meaningful situations UTS 2000 Ross J Todd

  22. TRANSFORMATIONAL LEADERSHIPfrom toy to tool • Shared learning • Shared responsibility • Shared development • Shared celebration UTS 2000 Ross J Todd

  23. The Death of CPPT CO-OPERATIVE PROGRAM PLANNING AND TEACHING UTS 2000 Ross J Todd

  24. The urgency of shared learning initiatives UTS 2000 Ross J Todd

  25. Electronic Information Seeking(McNicholas & Todd, 1996) • Design of research activities • Constructing an appropriate search • Working with search engines • Critiquing web sites and making quality assessments of the information • Constructing personal understanding UTS 2000 Ross J Todd

  26. Electronic Information SeekingAitkin (1997) (Primary school children) • high levels of information overload • major coping strategies included: deliberate omission; making broad and quick selections based on superficial analysis; deliberately accepting errors; getting someone else to do the work • confusion, frustration, depression UTS 2000 Ross J Todd

  27. Electronic Information Seeking(Dilal & Watson, 1998) (Year 7 Science students) • Failure of students to retrieve Web documents based on aboutness: subject headings, key words, concepts • Inability to make relevance judgements • Inability to make quality judgements UTS 2000 Ross J Todd

  28. Electronic Information Seeking(Kafai & Bates, 1997) • Inability to use search engines • Difficulty in building a search strategy • Difficulty in locating appropriate resources • Dealing with “boring, uninvolving or irrelevant sites” • “Retard the value of the experience” UTS 2000 Ross J Todd

  29. Electronic Information Seeking(Fidel, 1999) • Absence of search strategies • Inability to formulate effective search strategies • Inappropriately favoured visual cues • Navigational difficulties: Lost in Space UTS 2000 Ross J Todd

  30. Electronic Information Seeking(Hirsch, 1999) • Limited patience - abort searches quickly • Poor management of research process -repetition of searches • Limited navigation of sites in depth • Limited use of search features • No skills in judging information quality and relevance UTS 2000 Ross J Todd

  31. UTS 2000 Ross J Todd

  32. UTS 2000 Ross J Todd

  33. UTS 2000 Ross J Todd

  34. UTS 2000 Ross J Todd

  35. ACTION RESEARCH A key framework for setting up strategies and activities for implementing change in relation to critical and information literacies TRANSFORMATIONAL LEADERSHIP TRANSFORMING LEARNING UTS 2000 Ross J Todd

  36. ACTION RESEARCH • A process through which educators work together to improve education by change through action and reflection on their daily teaching habits (Loerke, 1992) • Systematic inquiry that is collective, collaborative, self-reflective, critical, and undertaken by participants in the inquiry (McCutchen & Jung, 1990) UTS 2000 Ross J Todd

  37. inquiry participative shared reflective planned purposive systematic improving leading to change evaluative ACTION RESEARCHkey words UTS 2000 Ross J Todd

  38. ACTION RESEARCH PHASES • Problem identification • Mutual commitment to improvement • Plan for investigation of problem • Implement actions / strategies to improve • Effects of actions observed and recorded • Reflect on outcomes • Ongoing cycle of planning, action, evaluation UTS 2000 Ross J Todd

  39. ACTION RESEARCH OUTCOMES • Promotes individual development Personal renewal • Shared knowledge and experience Collective renewal • Influence institutional change Organisational renewal UTS 2000 Ross J Todd

  40. Responsive Interactive Constructive Experiential Reflective Systematic Outcomes Oriented SHARED LEARNING ACTION RESEARCH UTS 2000 Ross J Todd

  41. The future ….. we construct the road by walking on it ... UTS 2000 Ross J Todd

More Related