A8:3 Response to Eschet-Alkali and Amichai-Hamburger
Date: October 17, 2008
Source:
Amichai-Hamburger,Y., & Eschet-Alkali, Y. (2004). Experiment in digital literacy. Journal of Cyberpsychology and Behavior, 7, 421-429.
Purpose: The main purpose of this text is to inform the reader of skills involved when performing in a digital environment and to analyze what skills are stronger in three different age groups, high school, college, and adults (with college degrees).
Question: The key question the authors are addressing is how are different age groups using or not using the five defined skills (photo-visual, reproduction, branching, information and socio-emotional literacy) in understanding and implementing information, in or from digital environments? The second question is how can results from this study impact educators and software designers to make decisions about development of skills or programs in their respective populations.
Information: The most important information in this article is the model created by Eschet that defines the five skills suggested for benefiting in a digital environment. These include, photo visual skills, reproduction literacy skills, branching literacy skills, information literacy skills, and socio-emotional literacy skills. To me photo-visual skills are referents; for example, a computer user would know that the X, found in the upper right-hand corner of a computer screen is the exit button. Although these buttons may look differently, one gathers that they may look different but serve the same function of exiting a screen. Reproductive skills are being able to take text from one environment and use that text to make new meanings. An example of this would be taking information from one source and possibly paraphrasing (giving credit to the author(s)) it to add to another body of information. The Branching literacy skill, is a term the authors use to describe ones ability to navigate through a digital environment. I think of branching as being able to work at a computer and operate several ‘windows’ at the same time or being able to take information from one setup and convert it to another desired setup. The authors also mention a fourth skill that is information literacy. This is the user’s ability to evaluate information to pick characteristics such as factual versus non-factual information, biased and non-biased information. The last skill that the author’s describe is socio-emotional literacy. This is a skill that involves digital pragmatics; how to interact in an environment when presented with different types of situations.
Inferences/Conclusion: From the information the authors’ present (listed above) results from their study that describe the ways in which populations in different age groups (high school, college, and adults with college degrees) possess and implement each skill. The conclusions from this study are based on the assumption that the younger population have better skills and will succeed more in a digital environment, more so than the older populations. The researchers found that this scenario is not always the case. The adults scored lower in the reproduction and information literacy skills. The college level participants scored the highest in the socio-emotional literacy skill. High school and college level participants average the same level of skill in the photo-visual and branching category. Because of these results the authors’ assumptions, although correct to a certain degree, were refuted by the findings.
Concept: The key concept we need to understand in this article is that this information found in this study could be used to aid educators and others that would value this information, in setting up assignments, web pages, and other services to the specifications of their targeted demographic.
Assumptions: The main assumptions underlying the authors’ thinking is some of the reasons as to why their results yielded as such. Within the discussion section the authors do mention reasons as to why results could be this way but I think that they neglect some sociological and cultural factors. When considering generational stratification, the authors consider certain elements like the younger generation having more exposure to digital environments. They do recognize this difference but they fail to recognize that because younger generations have had more exposure, digital skills have been engrained into their culture. Yes, they have had longer exposure but the exposure has been from a much younger age, supposing that they have learned closer to the period of ‘digital language acquisition’. The younger the population the more that they would indirectly learn and the older would have to learn more directly.
Implications: If we take this line of reasoning seriously, the implications are that the web would be designed in a way that would allow people with different capacities to have a place that is more ‘tailor made’. As the authors point out, educators should look at this information and realize that there needs to be improvement in the areas of information and reproduction skills. It my experience, in higher education settings, that educators push students to make sure they are properly deciphering information from the web.
Points of View: The main point of view presented in this article is that one of the authors developed the model of the five skills necessary to benefit in a digital environment. Because of this connection to the study I think that there is a certain form of bias on the authors’ parts. Both have an interest in this question and use some their beliefs to further enhance their model. The authors are also advocates for improving digital literacy and overall skill which is apparent in the conclusion section of the research article.
A5.1: Response to Social Bookmarking Readings
Date: September 26, 2008
Source: Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nd ed.). In H. Perigo (Eds.), The social web: learning together (pp.85-98). Thousand Oaks, CA: Corwin Press.
Purpose: The main purpose of this chapter is to define and describe the scope of social bookmarking as well as the ways in which social bookmarking sites can be utilized to expedite and increase the amount of information one can receive via web-based applications.
Question: The key question that the author is addressing is, “How can my readers used group-based information application(s), such as del.icio.us or Diigo, to aid them in more efficient and effective ways of researching, gathering, and organizing information that can be used personally or shared among a group with similar interests?”
Information: The most important information in this article is when the author describes the premise of social bookmarking. In addition to this description the author gives examples of how community collaboration can facilitate learning and the sharing of information. By tagging and organizing information found on the web, users are able to access desired information quickly because they have put it there. One other key fact is that by using web-based applications, information can be accessed from any place that has an internet connect, like have a backpack on the web.
Inferences/Conclusion: The main inferences/conclusions in this article are social bookmarks are a great way to access and organize information that can be shared with others to create a collaborative community desired by its participants.
Concept: The key concept we need to understand in this chapter is that social book marking is like creating a map and its legend. The map is the ‘big picture’ or all the information that is desired and gathered. The legend aspect can be understood as the way people can organize and share information on a macro level. By creating these types of spaces on the internet users can facilitate information accumulation and that can make good resources for themselves and others.
Assumptions: The main assumptions underlying the author’s line of thinking is that readers are willing to go through the steps of learning these applications and then use them to the applications maximum potential. Assuming that one implements one of these applications at first, it seems there is not enough time to sit down and learn how to use it to its full capacity so people may get discouraged and feel that it is not a time saving or effective experience because it takes them more time to manipulate these programs then it does for them to gather information.
Implications: If we take this line of reasoning seriously, the implications are that the World Wide Web will be limited if people are not willing to use applications that allow for social bookmarking. Great possibilities and pools of area specific information can be available for people who are seeking specific information to aid them in researching for personal, professional, and educational use.
Points of View: The main point of view presented in this chapter is that the author uses social booking marking in his personal and professional life to fulfill his needs of information gathering that is easier and more efficient. The author advocates for informing others about these types of web-based applications that allow for community involvement to advance the way people use and define communication through the web usage.
A4.2: Response to RSS Readings
Date: September 21, 2008
Sources: Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nded.). In H. Perigo (Eds.), RSS: the new killer app for educators (pp.71-83). Thousand Oaks, CA: Corwin Press.
7 things you should know about rss (2007, April). Retrieved Sept. 21, 2008, from http://net.educause.edu/ir/library/pdf/ELI7024.pdf
Purpose:The main purpose of these texts is to inform the reader about what RSS is and how it is used to gather subscribed information automatically in one place so that the subscriber can conduct information gathering in a more efficient and effective way.
Question:The key question that both authors are addressing is: How can RSS be used in the learning environment to aid students and teachers in gathering and assessing requested information?
Information: The most important information in the Richardsontext is the ‘how to’ section that describes how to setup and use an RSS feed along with suggestions that can make using the feed easier. The most important information in the edcause article is the ‘How Does It Work?” section that describes, much like Richardsondid, how to best utilize the application. Both agree that the implications on learning are great and address that the number of RSS feeds are on the rise.
Inferences/Conclusion:The main inferences/conclusions in these texts are that RSS can do nothing but improve the information super highway and by allowing subscribers to customize their needs, RSS is the tool that can save people time and effort. In addition, both texts stress the importance of being able to customize settings so that the most requested information is found making this application one that is incomparable to other methods of gathering information.
Concept:The key concept we need to understand in these texts is that when you know how to use the RSS you can get the best and most accurate information that you are asking for. Being able to set your parameters is important to ensure that one is not wasting time with superfluous information. The author urges that the more and more the RSS is monitored the reader will be able to evaluate sources.
Assumptions:The main assumption underlying the authors’ thinking is that by describing what RSS is and in Richardsoncase, how to use it, that the reader will be fully aware of the capabilities of RRS. However, for some, reading a ‘how to’ is not the best way to learn how to apply the information. The author does not address that although RSS can be helpful some do not know how to deal with the barrage of information that is offered when one subscribes to a source.
Implications:If we take this line of reasoning seriously, the implications are that RSS can revolutionize the way people gain access to information. Although the author mentions there will be a lot less time spent on deciphering needed information from useless information readers of the RSS are going to have to be able to analyze their feeds to figure out what they want from what they do not want. If we fail to take this line of reasoning seriously many people will miss out on the opportunities that RSS has to offer the information gatherer.
Points of View: The main point of view presented in Richardsonchapter on RSS is biased because he is a proclaimed user of RSS. In Richardson’s case, he is a teacher and profound user of RSS that supports its use in the classroom setting. The educause point of view is that of an informer however; there is some bias in the ‘implications’ section that allows the reader to understand that the authors are supportive of using RSS in the classroom curriculum.
A4.1: Response to Wiki Readings
Date: September 21, 2008
Sources:
Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nd ed.). In H. Perigo (Eds.), Wikis: Easy collaboration for all (pp.55-69). Thousand Oaks, CA: Corwin Press.
7 things you should know about wikipedia (2007, April). Retrieved Sept. 21, 2008, from http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/44397. pdf
Purpose: The main purposes of these texts are to inform the reader of premise underlying the creation and continuation of the wiki. The authors of both texts give examples ways wikis can be utilized to enhance collaboration, communication, and research particularly in the classroom setting.
Question: The main question that the author’s of these texts are addressing is: How can the wiki be utilized in a classroom setting to give students an opportunity to advance their skills to allow for better learning experiences?
Information: The most important information that these texts share is information on how the wiki works, including the pos and cons, along with the significance wiki itself and the potential impact it can have on learners as well as teachers. Both texts agree that wiki allows students to be active participants in expanding in the information process of giving and getting.
Inferences/Conclusions: The main inferences/ conclusions in these texts are that with wiki students and teachers can participate in the collaboration process of building a larger body of knowledge accessible by all. By allowing students to participate in the wiki community, students are able gain experiences including, an understanding of the collaboration process and the process involved with disseminating information. Richardson concludes, that students can also learn how to monitor there own wiki communities allowing for the improvement of evaluating and discerning information.
Concept: The key concepts we need to understand are how the wiki works. Wikis are a community based environment that allows its participants to share research and information that its other users can either add to, asses, or edit text to allow for the expansion of accurate information available to all. By understanding the process to make and evolve the information found on a wiki, students will better understand the purpose and significance of this information sharing culture.
Assumptions: The main assumptions in these texts are people are willing to participate in the collaboration process of building this body on knowledge. The authors assume that people should aid in creating a biased source of information. Of course there are going to be biased people allowing for clouded and possibly one sided information sharing. If one is biased that means that the one who is assessing the biases of a text may be bias to another’s bias. This issue leads on to think that maybe wiki is unable to present unbiased information.
Implications: If we take this line of reasoning seriously, the implications are that all would become information givers and interpreters willing to engage in the practices to allow everyone information on any topic in the world. However, could so many participants make it impossible to keep up with any information and for that matter if anyone anywhere can change information will this allow for chaos. Say a student cites information one day and the next day it is gone, what ideas or impressions is this student receiving could that student later pay if a teacher was to say that he or she was plagiarizing or fabricating information.
Points of View: Richardson’s point of view is one that is a wholehearted believer in the ways of the wiki. From his perspective a teacher, he sees nothing but leaps and bounds for education if wikis are utilized in the curriculum. The author speaks as someone with past experiences when describing the ways in which wiki can enhance the student teacher dynamic as it has for him before.
A 3.3: Response to Richardson (Chapter 3)
Date: September 15, 2008
Source: Richardson, W. (2009). Blogs, Wikkis, Podcasts, and Other Powerful Web Tools for Classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Purpose: The main purpose of this chapter is to inform the reader how teachers can begin to implement a blog by suggesting that teachers begin with their own blog. The author then goes on to describe the basics of how to set up a blog, where blog services are offered, and how to choose the appropriate blog for the appropriate context.
Question: The key question that the author is addressing is how should teachers get themselves and their students started with blogs?
Information: The most important information in this chapter is how teachers can get started Weblogging by trying it themselves. Through their own experiences teachers can learn from a student’s perspective how blogging is started and be able to better understand possible issues that face students and they begin to blog. Secondly, the author informs the reader how a basic blog can be setup.
Inferences/Conclusions: The main inferences/conclusions made by the author are that teachers utilizing blogs must first have the experience if they wish their student to blog. The author also suggests that questioning the capabilities of different blogs is a great way to find out what the students and teachers need to be able to gain from a chosen source of blogging.
Concept: The key concept we need to understand in this chapter is that teachers need to be able to provide a model in which students can follow in order to begin properly while keeping in mind the safety issues regarded with blogging. Letting students ease their way into blogging is also a good way to start a classroom blogging. The ease in which these blogs can be setup is another important concept that the author is endorsing.
Assumptions: The main assumption underlying the authors thinking is that blogging may be an easy task for people that are knowledgeable about basic technology use; however, for some students and teachers these tasks may present challenges that will take far more time and effort than assumed by the author. The language used by the author may be enough to send someone in a tailspin if this type of language, skill, and understanding is not well developed. By describing the presupposed ease of using technology in this way the author may discredit himself if the reader is lost from the first page. This kind of attitude could give negative thoughts to a learner and may dissuade them from using blogs as a learning based tool.
Implications: If we are to take this line of reasoning seriously, the implications are to the advantage of teachers and students who are ready and willing to begin blogging. However, if teachers who are introducing blogging to their students for the first time do not consider the easiest way of approaching the new use of weblogging or those who do not consider safety factors associated with student protection, this could have a negative impact on the learners experience with this new tool. If the teachers plan is not well calculated and articulated blogging could become a hassle and a liability. This could ultimately affect students personally as well as diminish the trust of that teacher from the view of other faculty, students, and possibly the students family.
Points of View: The main point of view presented in this article is that as the author is a veteran in the use of weblogging in the classroom and from his experiences he encourages teachers to analyze the possibilities. The author states that he is a firm believer in the ways of Weblogging and he feels that it is important to use the tools effectively so that students and teachers get the most out of their experiences. By using these Weblogs the teachers and students will notice marked differences in their learning and teaching.
A 3.2: Response to Richardson (Chapter 2)
Date: September 15, 2008
Source: Richardson, W. (2009). Blogs, Wikkis, Podcasts, and Other Powerful Web Tools for Classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Purpose: The main purpose of this chapter is to show Weblogs can supplement and enhance the classroom environment. Also, the author describes several facets that a Weblog can fulfill that the conventional classroom is limited to.
Question: The key question the author is addressing is: In what ways can Webloging improve students’ literacies and other skills that are required from students? In what ways does Webloging improve student literacies?
Information: The most important information in this article is how the weblog can be used in the classroom setting to engage students in the curriculum of the class as well as enhancing skills such as writing, collaborative works, analyzing and synthesizing knowledge from several texts and being able to reflect upon their own work.
Inferences/ Conclusions: The main inferences/conclusions in this chapter are that Weblogging is a huge way in which the classroom curriculum can be enhanced. The author describes several positive uses that the Weblog can fulfill such as creating a classroom environment that may encourage students to participate more, increase critical thinking skills, make documentation easier, improve organization and document retrieval, and creating collaborative communities in which student may have the opportunity to work with others on a national and international level.
Concepts: The key concept we need to understand in this article is the ways in which Weblogs can be utilized to facilitate, support, and enhance ways in which students gain and access information to create a learning environment outside of the typical classroom setting. By using these Weblogs as classroom tools the dynamic between teachers and students, students and peers, and students and the larger community changes the perspective of communication and learning.
Assumptions: The main assumptions in this article are that the readers of this text are knowledgeable of a teacher’s way of planning a classroom environment. This text seems to be written to the audience of teachers. Seeing as how we are students reading this there is a different perspective for us. However, it is helpful to see how teachers may think about there approaches to learning. Also, the author seems to assume that his audience is knowledgeable of technological jargon like HTML codes and other terminology that is beyond the basic Web users understanding.
Implications: If we take this line of reasoning seriously, the implications are to revolutionize the classic learning environment. The increase of Weblogs in the classroom will increase the demographic of users on the macro level thus building a vast community of learning where students can work with other students, teachers, and professionals. This could greatly increase opportunities for students to learn in different way increasing their own capacities as learners and users of information. If we fail to take this line of reasoning seriously, the implications are that students will be limited to their understanding of education and the learning environment. The author allows the reader to get a good idea of the multifaceted approach that Weblogs offer. If teachers are not informed about the different modalities that the Weblog can take then the premise and goals of the Weblog could be unnecessarily limited.
Points of View: The main point of view presented in this article is that from a teacher’s standpoint of the benefits that Weblogging can have in a learning environment. The author, who has used this type of alternative education method before in his classroom, describes the Weblogs greater purpose that can benefit both students and teachers that are implementing the Weblog as a teaching/learning tool. The author is a native of this practice and is informing his audience about the ways in which the Weblog can be utilized in the classroom to enhance learning.
Response to Richardson (Chapter 1)
Date: September 7, 2008
Source: Richardson, W. (2009). Blogs, Wikkis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press.
Purpose:The main purpose of this text is to introduce readers to the World Wide Web or as the author calls it, the Read/Write Web. In chapter one, the author describes the present and furture implications the World Wide Web has on society as we know it. The author gives examples of how the evolution of the Web is causing an evolution in areas such as politics, education, journalism, as well as business and more importantly, the overall effects it has on the social realm. The second purpose is to illustrate how the Read/Write Web can facilitate learning in and out of the classroom and create a new culture that changes the way learners learn and teachers teach.
Question:The key question that the author is addressing is, “How can the acquisition of internet learning and teaching facilitate education in an ever-growing digital environment?”
Information: The most important information in this chapter is how the Read/Write Web is developing a new way people interact with each other, especially, those in the learning environment, particularly in the classroom setting. As technology advances it changes the way that people obtain information and from that shift, is modifying the ways in which people learn.
Inferences/Conclusions:The author fully endorses the use of the internet to create an alternate environment for learning and teaching. In this, he also claims that preparing students today will make for better preparation in their future endeavors as learners even “post-educational”.
Concepts:The key concept we need to understand in this article is the knowledge of the World Wide Web’s ability to evolve society and, in turn, evolve the way people interact. This interaction will have a direct effect on many aspects of our culture including our current educational system. By these concepts the author means, as the internet/technologies advance thus too is our understanding of information giving or getting. This would imply changes to our education system and learning communities thus changing the educational curriculums from the written to the digitized world.
Assumptions: The main assumption underlying the author’s thinking is that the ‘paper world’ or education as we know it is becoming obsolete. For those of us learners that enjoy a physical setting and benefit from the interaction of the classroom, our ‘style of learning’ seems to be one that the author does not give credit. Although some learners may to well in the digital setting others may not, or some may prosper in a mixed environment, the author does not lend any suggestions or comments on this issue.
Implications: If we are to take the author’s line of reasoning seriously, the implications would evolve and transform our learning habitats into a different environment. Some may succeed and others may fail in this sort of environment, however; not all of learners succeed in the present educational system. By changing the way in which we learn we will ultimately change the way in which learners think. This shift could be a monumental milestone for all who participate. If we fail to take this line of reasoning seriously, we risk the chance in inhibiting the evolution of learning itself. Also, the change has already begun and those who do not comply with the changes risk being disconnected from those who do. Such disconnect between masses of people could revolutionize and divide society on the macro level.
Point of View:The main point of view presented in this chapter is that the author endorses the use of new technologies in the classroom to further enhance students’ capacities “for a slew of new literacies and competencies in their post-educational lives” (6). The author also describes that some believe that this change in the ways in which people are educated could pose risks to students who are already having problems meeting the demands and competing with those students on the international level. The author ensures that the Read/Write Web can facilitate and enhance learning as it has never been done before.
Response to Nail-Chiwetalu and Ratner (July, 2006)
Date: September 5, 2008
Source: Nail-Chiwetalu, B., & Ratner, N. B. (2006, July). Information literacy for speech-language pathologists: A key to evidence based practice. Language, Speech, and Hearing Services in Schools, 37, 157-167. Retrieved May 15, 2008, from the ASHA website (http://asha.org).
Purpose: The purpose of this text is to outline ways in which students and professionals in the field of speech-language pathology can implement appropriate techniques for seeking, evaluating, and applying needed information to increase the efficacy and validity of assessment and therapy.
Question: The key question that the author is addressing is, why is research showing a lack of EBP and what can be done to motivate students and professionals in implementing these practices?
Information: The most important information in this article is how IL skills are a key component when seeking out the highest quality of EBP that will be further applied to therapy, assessment, or other clinical decisons. The individuals own information literacy skills are directly dependent on the quality and quantity of EBP that will be found and implemented.
Inferences/ Conclusions: The main inferences/conclusions in this article are that EBP should be supported and encouraged in all settings of the field. To this end practitioners should understand the means in which information is gathered, comprehended, and applied in order to increase the efficacy of the therapy itself to offer clients the best services possible.
Concepts: The key concept we need to understand in this article is that EBP is not the first source that clinicians seek out. Based on survey results that the authors collected, most often EBP was not the first source that clinicians consulted when making clinical decisions. According to the authors colleagues, text books, and the internet were used either before searching the best EBP or in place of searching EBP. Because of these preferences for more casual sources clinicians are often not getting the appropriate and valuable information that they need to make clinical decisions.
Assumptions: The main assumption underlying the authors thinking is that there needs to be an increase of the use of proper information literacies so that EBP can be understood and applied appropriately. Here I believe that the author’s assumptions are: How can the field evolve appropriately and how can clinicians offer the best services possible if they are not using the best information in making clinical decisions?
Implications: If we take this line of reasoning seriously, the implications are that clinicians could ultimately improve the validity and effectiveness of the services they offer. However, it seems that not all clinicians are using the methods that are the best. This means that a value system needs to be instilled in pre-clinicians as well as clinicians that are already practicing. The authors describe that an important facet of EBP is being knowledgeable about how to seek, discern, comprehend and apply the obtained information. This concept is known as information literacy. Although the author gives a good framework or general guidelines that are involved in being information literate, but they are not teaching a skill set. Readers may be willing to implement EBP but unaware of the best ways in which to do so. If everyone in the field would improve, the overall field would improve, making the evolution of the field less of a distinct process and into something that is more automatically driven by all professionals in the field. If we fail to take this line of reasoning seriously, the implications are that clinicians and consumers would be subject to stunted services. Without the constant change and improvement the field and its practices would become stagnate and discredited. The author describes that most everyone agrees that EBP is a great idea but there is an inconsistency when it comes to its support and its exercise. With that said the author urges the reconnect to encourage the skills system, value system, and knowledge base that is required for finding and using proper information that will serve clinicians and communities better.
Points of view: The main point of view in this article is that the author is commenting on a discrepancy within the field that involves the lack of use and application of the most current evidence within the field of speech-language pathology. The author’s stance is that of a supporter of the highest quality research who believes that professionals should be armed with the skills to access and use their findings in the most appropriate and beneficial manner. The author is also a strong supporter of encouraging professionals to place value on EBP and to teach student clinicians of the importance of being information literate and to make clinical decisions utilizing EBP.
