In order to make sense of stuff I've got to process it by writing it in my own format, then read it, and then write about it.... Yeah, very old school I know. So if you'll bear with me here goes:

"INFORMATION LITERACY:
The ability to assess the need for information
& Be able to –

· Locate
· Retrieve
· Evaluate
· Analyze
· Apply

Within the community (work, home, the coffe shop, etc)."

I like the phrase "assess the NEED". But, what info is needed for the problem we're trying to solve is a very high level order of thinking. How do we teach this "assessment" process?

" MILI Foci (da 3 R's +):
1. Research Process -
2. Reliable Resources - copyright, Creative Commons, and technology use
3. Responsible Use - plagiarism proof assignments
4. The TOOLS that make 1-3 happen"

MILI Intents??:
1. Research Project - (Are we involved in completion of a "research project"? And if so, have we a rubric by which it will be evaluated?) What are the "5 Steps"?
2. Learn Web 2.0 tools that work for:
- collaboration
- communication
- creativity
within classrooms and school bldgs
3. Shareback of experiences and learning

Other quotes/phrases that caught my attention while reviewing stuff at "Thing 1"

Research - the ability to solve problems and answer questions using information and technology.

Also of importance in doing research.... an understanding of the ethical /legal issues surrounding the access and use of information

All of the above making our classroom experience "AUTHENTIC!!!!" (which is inherently valuable to our students)


Truth Article:

Collateral Misinformation - had not heard of the phrase but I like it. What serves as truth and knowledge in this "user-generated world of information saturation"?

The "Cult of the Amateur" and "wikiality" resulting in the "death of information literacy" forces the question "Has information replaced KNOWLEDGE?"

Knowledge is about context. Knowing what to do with accumulated knowledge.
Versus >>> using information merely to reinforce our own belief system
truth = accuracy?

The process >>> the lessons that come through understanding a process should NEVER become a thing of the past.

Lifelong learners must therefore learn to appreciate the intricacies and difficulties in the search for the "truth". Knowing that "truth" is elusive and that the "fight for it can be rewarding"

(99% of the above comes from the resources found at the Thing 1 site. I claim no originality in the above other than the rearrangement of information that merely helps me process said information.)

QUESTIONS/COMMENTS of my own that have filtered down from processing of the above:

How do we teach a faithful process of the search for the "truth" when information found in this search conflicts with a previously held belief system? How do we inculcate our students with the courage to confront a belief system that conflicts with information wrought from the processes described and modeled in the above and our own learning with MILI this year?

In order to run an "authentic" classroom as described, my students need relatively immediate access to the technology. I say this because motivation and inspiration is fleeting at best. When a student is inspired to dig deeply into a topic and truly search for their answers the barrier of a pass to the media center, scheduling time for the computer lab, etc. (you can fill in many more from our daily practice) suffocates the inspiration and motivation.

Having several thin clients connected to a server allowing many students at a time, within the walls of a regular classroom, access to these resources seems a paradigm we as educators should be pushing for. This would allow for real-time student to student, student to teacher, student to resource interactions which would promote a positive and accurate version of the wisdom of the collective. It would allow for real-time challenging of information sources for accuracy, bias, etc. and I think help with the cultue of wikiality.

Shifting Gears:
Looking at the Web 2.0 directory was overwhelming. If I had a couple of years to evaluate their potential use I wouldn't be able to cover all that is in that directory. Are there educator websites that are doing this? Or, are we the people doing this?

Gotta go....it is late....working on another 10 hour day.