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.
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
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
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