Linking Literacy & Learning: Research, Reflection, and Practice
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Important Stats You Should Know from Mary Meeker's Internet Trends Report: Part I

Important Stats You Should Know from Mary Meeker's Internet Trends Report: Part I | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Last week, Mary Meeker of Kleiner Perkins Caufield Byers presented her Internet Trends report for 2014 at the Code Conference in California. Since we're fans of tl;dr analyses & content curation, though, here are some of the most important points from the first half of the report.

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Linking Literacy & Learning: Research, Reflection, and Practice
An exploration of the connections between research, learning theory, practice and the various constructs of literacy.
Curated by Dean J. Fusto
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To Boost Higher-Order Thinking, Try Curation

To Boost Higher-Order Thinking, Try Curation | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Higher-level thinking has been a core value of educators for decades. We learned about it in college. We hear about it in PD. We’re even evaluated on whether we’re cultivating it in our classrooms

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Kim Flintoff's comment, April 23, 8:35 PM
Identified some of this years ago in: http://clt.curtin.edu.au/events/conferences/tlf/tlf2014/refereed/flintoff.html
Dennis T OConnor's curator insight, April 24, 2:11 PM

Curation activates critical thinking. 

Alicia Esteban's curator insight, Today, 5:07 PM
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21st Century Learning: The Shift to Digital Content

21st Century Learning: The Shift to Digital Content | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
The Resource for Education Technology Leaders focusing on K-12 educators. Site contains a Software Reviews Database, articles from Technology & Learning Magazine, articles from Educators in Educators' eZine, Event and Contest listings, Reader suggested Web sites, and weekly news updates on education technology leaders." />
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Building Maker Spaces vs. Building a Maker Culture

In Nick Provenzano’s book, Your Starter Guide to Makerspaces, he makes the case that a maker space can start a movement inside your school. I agree wholeheartedly.

There are many folks who have been saying to “stop” using the word Makerspace, and it shouldn’t only be one space. But sometimes this space is the seed that plants a maker movement into a maker culture.

At Centennial School District (where I’m the Director of Tech and Innovation) we’ve been slowly beginning to build a maker culture out of maker spaces. It is a process and one that doesn’t happen overnight. Here is a few things/ideas we’ve done that have jumpstarted the movement towards a culture:

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Why Making Is Essential to Learning

Why Making Is Essential to Learning | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Making is as old as learning itself. While the maker movement may only be about a decade old, the human desire to create dates back to the earliest forms of human activity, from making stone tools to drawing on cave walls (Halverson & Sheridan, 2014; Martinez & Stager, 2014). Thinkers such as Pestalozzi, Montessori, and Papert helped paved the way for the maker movement by stressing the importance of hands-on, student-centered, meaningful learning. Instead of viewing learning as the transmission of knowledge from teacher to student, these thinkers embraced the idea that children learn best when encouraged to discover, play, and experiment.

More recently, maker education is being used as a way to connect do-it-yourself informal learning to classrooms. Driven by new technologies such as 3D printing, robotics, and kid-friendly coding, making is emerging as an effective way to introduce students to STEM, particularly women and minorities. By incorporating elements of making into the classroom, educators can bridge the gap between what students are passionate about and what they're learning in school.

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What Would Happen If Learning in School Became More Like Working at a Startup? | #LEARNing2LEARN 

What Would Happen If Learning in School Became More Like Working at a Startup? | #LEARNing2LEARN  | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
At its most basic level, a startup is a learning machine—one that helps its founders understand and serve the real world in a manner that enables itself to continuously gather information and grow. If it doesn’t learn and adjust, a startup ends.

Successful students, like startups, are those who are resilient, constantly absorbing new information and challenging their assumptions.

 

We’re not surprised, then, to see a proliferation of startup and entrepreneurial programs springing up in and around K-12 schools. What’s more, an entrepreneurial culture, carefully scaffolded, can help schools transform and unlock learning in ways that more traditional coursework can not.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Startups

 

 


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Gust MEES's curator insight, April 13, 7:15 PM
At its most basic level, a startup is a learning machine—one that helps its founders understand and serve the real world in a manner that enables itself to continuously gather information and grow. If it doesn’t learn and adjust, a startup ends.

Successful students, like startups, are those who are resilient, constantly absorbing new information and challenging their assumptions.

 

We’re not surprised, then, to see a proliferation of startup and entrepreneurial programs springing up in and around K-12 schools. What’s more, an entrepreneurial culture, carefully scaffolded, can help schools transform and unlock learning in ways that more traditional coursework can not.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Startups

 

Ralph Herrera's curator insight, April 14, 9:06 AM
At its most basic level, a startup is a learning machine—one that helps its founders understand and serve the real world in a manner that enables itself to continuously gather information and grow. If it doesn’t learn and adjust, a startup ends.

Successful students, like startups, are those who are resilient, constantly absorbing new information and challenging their assumptions.

 

We’re not surprised, then, to see a proliferation of startup and entrepreneurial programs springing up in and around K-12 schools. What’s more, an entrepreneurial culture, carefully scaffolded, can help schools transform and unlock learning in ways that more traditional coursework can not.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Startups

 

Jennifer Smith's curator insight, April 18, 3:15 AM
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Should teachers use prequestions?

Should teachers use prequestions? | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
More interesting is that the prequestioned group was also more likely to successfully answer questions for which they had not been precued. 

Why was the cost not observed? Carpenter & Toftness emphasize that a reader controls the pace of reading; the reader can skip over content that she deems less important, and read again content that matters more. The viewer does not control the pace of video; important content might pop up at any time, and once it’s past it cannot be reviewed. So the viewer is more likely to attend closely to the whole thing. 

The researchers note that this attention hypothesis can help explain other instances in the research literature where the prequestioning deficit for other content is not observed. For example, Pressely et al (1990) asked subjects to rate each paragraph for interest. Little & Bjork (2016) showed that non-prequestioned information got a boost if it was mentioned in a prequestion, although not the target to-be-learned information. 

So in the final analysis, can teachers pose prequestions in a way that boosts memory for targeted content but doesn’t incur a cost for everything else? 

​In principle, yes. With the right type of material (boldfaced, or video), you're good, and asking for interest judgments works too. But of course none of these may be practicable as the teacher envisions the lesson plan. 

This work suggests that a teacher could devise another strategy that uses prequestions without cost--a mental task that requires attention to all content, not just the prequestioned would do the trick. True in principle, but the bottom line on prequestions a the moment seems to be “proceed with caution.” 

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Choosing & Using Sources: A Guide to Academic Research | Open Textbook

Choosing & Using Sources: A Guide to Academic Research | Open Textbook | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments.


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Sue Alexander's curator insight, April 9, 8:03 PM
Excellent resource
Swinburne LAS Centre's curator insight, April 9, 9:30 PM
Good overview of the research task process
Nevermore Sithole's curator insight, April 10, 9:12 AM
Choosing & Using Sources
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Students Less Likely To Drop-Out If Teachers Encourage Them

Students Less Likely To Drop-Out If Teachers Encourage Them | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
I can’t imagine that anyone will be surprised at a new study the finds students are more likely to continue in school after the age of sixteen and then continue to go on to college if they re…

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The best resources for learning about the issue of “learning styles”

The best resources for learning about the issue of “learning styles” | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

"There really isn’t much of question about the validity of so-called “learning styles” in the way they are usually discussed in education — they don’t exist. However, I …"

© StockUnlimited : 1967273


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How Kids Benefit From Learning To Explain Their Math Thinking

How Kids Benefit From Learning To Explain Their Math Thinking | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It’s hard to get kids in the habit of talking about how they are thinking about a problem when they’ve had many years of instruction that focused on getting the “right answer.” That’s why educators are now trying to get students in the habit of explaining their thinking at a young age. The Teaching Channel captured kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.

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Koen Mattheeuws's curator insight, March 31, 3:13 AM
Zeggen wat je denkt en waarom je het denkt (aan elkaar). Het loont om er tijd voor te maken. 
Dennis Swender's curator insight, April 7, 12:22 PM
Halliday & Hasan's exophoric vs. endophoric language is most applicable..

Re:  Halliday, M. A. K. and Hasan, R. (1993). Cohesion in English. New York: Longman. ISBN 0-582-55041-6. [Exophoric reference, p. 34]
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Periodic Table of Design Thinking

Periodic Table of Design Thinking | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Empty description

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M.S.'s curator insight, March 28, 1:50 PM
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Education vs Learning - What Exactly is the Difference? - EdTechReview™ (ETR)

Education vs Learning - What Exactly is the Difference? - EdTechReview™ (ETR) | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Surely learning and formal education are not entirely the same thing? But what exactly is the difference?

Via Tom D'Amico (@TDOttawa) , Aki Puustinen, Suvi Salo, Ivon Prefontaine, PhD, Jaro Berce, Amy Ragsdale, Mark E. Deschaine, PhD
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Ness Crouch's curator insight, April 15, 2015 7:51 PM

Excellent read. I recommend taking a look at this article. Sometimes the lines between education and learning can be blurry. Time to clear that up.

Nevermore Sithole's curator insight, March 28, 2:22 AM
Education vs Learning
Ricardo Rodrigues's curator insight, March 28, 5:57 PM
Qual a diferença entre o método de ensino utilizado e aprendizagem?
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The neuroscience of asking insightful questions

The neuroscience of asking insightful questions | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
I teach coaching skills to leaders. When I get to the section on how to ask questions (an important part of learning to coach) I might ask a trick question to start off: “How many of you are good at solving problems?”. Without fail, almost all hands shoot enthusiastically into the air. There’s nothing wrong …

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Chris Carter's curator insight, March 23, 8:12 PM
We are not guiding if we are solving for the kids. We need to guide kids to their own solutions to the challenges that they face. Asking questions rather than giving answers tests our patience and our desire to "help," but we do not help if we simply give answers. 
Marshall Alston's curator insight, March 27, 1:35 PM
Depending on what you are trying to learn will depend on how you ask a question.
R's curator insight, April 6, 1:23 PM
Telling = Status Quo
Insightful Questions = Activated Brains!
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Seven resources for much-needed information literacy skills

Seven resources for much-needed information literacy skills | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

"Today's students must learn information literacy skills if they are to effectively evaluate information sources and remain informed ..."


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Developing students' digital literacy

Developing students' digital literacy | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

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Ivon Prefontaine, PhD's curator insight, April 20, 2:44 PM
Teachers play a signicant role in each student's learning, including digital literacy.
Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, April 21, 2:43 AM
Useful article...
 
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Brain-Based Strategies to Reduce Test Stress

Brain-Based Strategies to Reduce Test Stress | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
We live in a stressful world, and the stress is heightened for students and educators when it’s time to prepare for high-stakes tests. When test scores are tied to school funding, teacher evaluations, and students’ future placement, the consequences of these stressors can be far-reaching.

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Hour of Curiosity - @mraspinall #computationalthinking #makered

Hour of Curiosity - @mraspinall #computationalthinking #makered | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

"The Hour of Curiosity is a bank of resources created and curated by Brian Aspinall as a MPed Math student at Western University. If you wish to contribute, please contact me.

The Hour of Curiosity is not a scheduled event. Rather it is a place for teachers to get comfortable with coding, augmented reality, Minecraft and MaKey MaKey. Some resources are meant for PD opportunities, some are classroom activities and some are student examples.

I love the Hour of Code so much, I wanted to create a resource beyond coding. Computational thinking is a critical skill for today’s industry and is much broader in scope. Being able to combine coding with hardware tangibles and a creative imagination is a powerful synergy."


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12 Excellent Professional Learning Podcasts for Teachers and Educators

12 Excellent Professional Learning Podcasts for Teachers and Educators | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

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Center for the Future of Libraries

Center for the Future of Libraries | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

Via the Scout Report

 

"Established in 2014, the American Library Association's Center for the Future of Libraries is dedicated to anticipating future trends and supporting forward-looking innovation in libraries. On this website, visitors can learn more about emerging library trends, keep abreast of the Center's activities via its blog, and download and read related reports. The Trends section of this website is especially interesting. Here, visitors will find information about 25 emerging movements and issues in libraries, ranging from Connected Learning to Robots to concerns about online Anonymity. Each trend includes an overview with links to related resources, and trends can also be browsed by classification (including Society, Technology, and Demographics). A specific highlight of the Library of the Future Blog, is Read for Later, "a weekly wrap-up of news and articles to help library professionals think about the future of our collections, spaces, services, partners, and roles in the community." Here, readers will find dozens of articles and resources that will be of interest to forward-looking librarians. For instance, in the March 27, 2017 Read for Later, visitors can download the New Media Consortium's Horizon Report on libraries, a sixty-page investigation of the opportunities and challenges of adopting new technologies in academic and research libraries."


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What Personalized Learning Looks Like Across the Country: The 2017 Fifty States Project (EdSurge Guides)

What Personalized Learning Looks Like Across the Country: The 2017 Fifty States Project (EdSurge Guides) | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
If you're in education, chances are you've heard the term "personalized learning." But what does that phrase mean? What does "personalized learning" look like from coast to coast, classroom to classroom?For the last few years, we’ve collected stories written by educators--edtech coordinators, librar

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Should MOOCs be used as credit for high school?

Should MOOCs be used as credit for high school? | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Jason M Lodge, University of Melbourne and Anna Dabrowski, University of Melbourne Massive open online courses (MOOCs) are moving beyond the hype they generated in 2012. MOOCs are now reaching a point where they may soon find their niche in the educational ecosystem. One possibility being discussed is that MOOCs could be used as formal credit for high school. It appears as though secondary students are already engaging in MOOCs. Free online courses from some of the world’s top universities are being taken by high school students to supplement their study at school. However, while MOOCs can provide some great …
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10 Facts You May Not Know About Gifted Children But Should—Infographic

10 Facts You May Not Know About Gifted Children But Should—Infographic | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Giftedness is a trait which is hugely misunderstood, even amongst professionals who should be in the know! These 10 facts from Celi Trépanier, author of Educating Your Gifted Child, are here to shed light on what …

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Scott Olson's curator insight, April 7, 11:27 AM

There is always that one child that sets themselves apart from the crowd with their knowledge and insights. It is important to recognize them.

http://scottolsonconsulting.com/teaching-education/

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4 Common Myths About Early STEM Learning

4 Common Myths About Early STEM Learning | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
Find out how you can support young learners in building STEM skills in and out of the classroom.

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Chris Carter's curator insight, March 28, 9:30 PM
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The changing skill set of the learning professional

The changing skill set of the learning professional | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it
‘What we are’ is constantly changing as we continue to develop our existing skills and take on new challenges to respond to a changing world around us. Learning professionals are no different. Perhaps more than ever before, we need new skills to respond to the developing expectations of both employees and our key stakeholders, and to take advantage of the fantastic opportunities afforded by technology.

Via Nik Peachey, Kim Gooden, steve batchelder, massimo facchinetti, Mark E. Deschaine, PhD
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Margarita Saucedo's curator insight, March 31, 10:14 AM
Para formarse en TICs: cambio de paradigma
Mark Cottee's curator insight, April 2, 7:00 PM
Worth a look for a self auditiing purposes
R's curator insight, April 6, 1:25 PM
A pitch for a product, but still lists valid points to pay attention to regarding four changes for learning professionals.
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How to Help Teachers Get Better Together

How to Help Teachers Get Better Together | Linking Literacy & Learning: Research, Reflection, and Practice | Scoop.it

"School districts in the U.S. spend $18 billion on teacher training each year. Most often, in terms of the total hours spent, the format for that training is collaborative professional development, a form of training in which teachers work together in groups to improve their teaching. These groups are often called professional learning communities (PLCs). Two-thirds of U.S. teachers now report spending time in PLCs.

"So far, the results of such collaboration have been poor. The intentions are good, but the implementation is not: teachers are even less satisfied with collaborative professional development than with the “sit and get” workshops that collaboration was intended to replace, according to a survey conducted by The Boston Consulting Group in collaboration with the Bill & Melinda Gates Foundation. Many teachers we surveyed found programs poorly structured and the experience boring and disconnected from their day-to-day jobs. Half as many teachers were highly satisfied with their collaborative-professional-development experience (11 percent) as were highly satisfied with workshops (22 percent), traditionally the least interactive form of teacher training.

 

"Districts must begin to close the gap between the engaging, relevant, and hands-on training that teachers and administrators say they want and the reality of disengagement with collaborative training on the ground. The benefits: teachers who have positive collaborative-professional-development experiences say that they work smarter and that their jobs are more sustainable, and they feel that they are better able to address the many challenges they face in implementing Common Core standards, differentiating instruction to meet student needs, and more efficiently using data and technology. They are more engaged, and studies show that a feeling of engagement helps good, difficult-to-replace teachers stay in the profession. Ultimately, the evidence suggests that better implementation of collaborative training could add up to better outcomes for students."


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Ivon Prefontaine, PhD's curator insight, March 23, 4:57 PM
The challenge with "teacher training" is that it is ordered by those furthest from classrooms. Give teachers a voice. What is important to them and their students? Treat them as professionals and it will not be a free-for-all. Treat it like education not training.
Nevermore Sithole's curator insight, March 24, 6:18 AM
How to Help Teachers Get Better Together