Critical Thinking in an Online World - The Diigo Meta page

• 15 Feb 11
  

  psaunders
  • rapidly evolving information technology era, librarians find their foundations of professionalism shaken.
  • Critically evaluating the intrinsic role of the librarian reveals our responsibility for the education of independent information seekers.
  • focus on the teaching of critical thinking skills, over and above the more mechanistic skills of evaluation of resources and mastery of search tools.
  • utilizing constructivist tenets and a self-directed inquiry based approach leads to higher order cognitive skills and applicable, transferable learning.
  • Instantaneous access to online information, direct dissemination of information as it is created, and interaction and creation of information online, all from the home or office- these are revolutionary and anarchical concepts
  • No one questions the nobility of this profession. Only peripherally have we assumed the role of teachers, instructing others in the basic techniques of navigation in our world.
  • Yet still we try to translate our lessons in "bibliographic instruction," a term that seemingly only relates to the construction of bibliographies,
  • when considering a profession of centuries standing, to take a rather long perspective on these issues.
  • essence to be their own librarian.
  • create their own archives of information via bookmarks and downloaded files
  • need to learn information seeking skills applicable to their fields,
  • ones transferable to new situations and new careers.
  • presented with an expert available, allowing abstract theories to evolve as competency grew
  • Similarly, we as bibliographic instructors teach theories of access to library-structured knowledge through the application of library-housed search tools.
  • The necessity for teaching real world, career applicable learning strategies should be the focus of library instruction
  • information management, collaborative problem solving, and critical thinking skills
  • the most effective way to educate our youth is to teach them in the context of real-life situations and real problems
  • medieval guild model is represented in th
  • arbitrary delineation of academic or abstract versus vocational or concrete learning,
  • learning consists of "tricks of the trade," the heuristic, problem-solving strategies
  • cognitive management devices of goal setting, strategic planning, monitoring, evaluating, and revision
  • by coaching, providing scaffolding, then fading- gradually handing over the control of the learning process
  • what librarians teach - information skills requiring cognitive management processes, and what might traditionally be thought of as task-oriented production skills.
  • teachers with experience in the workplace emphasize dispositions, or a set of attributes that represent a specific enculturated point of view,
  • rather than stressing complex reasoning skills
  • micro-apprenticeships," project centered courses, and collaborative solving of "authentic" problems
  • Librarians do the work of translating the seeker's information queries into the appropriate research method,
  • and then present the most likely set of tools to employ.
  • we taught the process of defining the information query, of designing the entire research strategy, and then moved on to selection and evaluation of research tools.
  • using mind-mapping, outlining, or simple flowcharting.
  • This will give them a sense of the likely source of the information they seek based on who produced it and the intended audience.
  • he true disposition of the expert information seeker, librarian and Internet user alike, must adapt to these shifting values.
  • reflective thought as "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends"
  • evaluation of the worth, accuracy, or authenticity of various propositions, leading to a supportable decision or direction for action.
  • acquisition and evaluation of information resources.
  • selecting the valid and useful, is common practice of librarians.
  • determining when new information must be created.
  • critical thinking takes the learner beyond thoughtful reflection to analysis and a determined course of action
  • as ranging from tool and resource literacy to publishing literacy
  • Information literacy
  • emerging technology literacy (understand and incorporate new technologies), and critical literacy (the intellectual and social value of information).
  • creating, decision making, and synthesizing
  • The cognitive skill levels of knowledge, comprehension, and application are covered in traditional bibliographic courses teaching the variety of library resources and their particular uses.
  • synthesis and evaluation are untouched.
  • evaluation standards of online information have been made.
  • constructivist framework for instruction shapes learning as an individual construction within the learner's environment.
  • • anchor all learning activities to a larger task, 
    • support the learner in developing ownership of the task, 
    • design an authentic task,  
    • design the task to reflect the complexity of the environment the learner will face,  
    • support and challenge the learner's thinking,  
    • encourage testing ideas against alternative views and alternative contexts, and  
    • provide opportunity for reflection on the content learned and the learning process (Savery & Duffy, 1995).
  • ast two principles relate strongly to developing critical thinking attributes.
  • technology supports knowledge construction and does not define it.
  • ability to analyze, criticize, and advocate ideas, to reason inductively and deductively and to reach factual or judgemental conclusions based on sound inferences drawn from unambiguous statements of knowledge or belief
  • critical thinking now emphasizes the mental attitudes or "dispositions" and the application of reasoning to everyday situations.
  • • Critical thinking is a learnable skill with teachers and peers serving as resources.   
    • Problems, questions, and issues serve as the source of motivation for the learner.   
    • Courses are assignment centered rather than text or lecture oriented.  
    • Goals, methods, and evaluation emphasize using content rather than simply acquiring it.   
    • Students need to formulate and justify their ideas in writing. 
    • Students collaborate to learn and enhance their thinking (Meyers 1986).
  • straightforward ideas are easily applicable to the online setting. Instructors must refocus their thinking away from individual mastery of the resources and the product of competency.
  • teaching the process of information discovery within the learner's own contextual meaning.
  • • Differentiate between fact and opinion. 
    • Examine the assumptions, including your own.  
    • Be flexible and open minded as you look for explanations, causes, and solutions to problems.   
    • Be aware of fallacious arguments, ambiguity, and manipulative reasoning. 
    • Stay focused on the whole picture, while examining the specifics. 
    • Look for reputable sources.
  • concept of the world of information from personal observation to cultural assumptions of what we "know," the student is given the "tools" to locate information on the Internet and the explanation of how they function only when as the tools become necessary.
  • Guidelines for evaluation of resources are introduced to the student, and the student is asked to select and compare research tools and the resultant findings, suggest reasons for the results, and possible modifications of the search process
  • • Instructional objectives stated initially to the learner. 
    • The learner selects his or her own path of inquiry. 
    • Small steps, with the necessary tools introduced only as they are needed. 
    • Frequent student interaction, requiring high level cognitive involvement.  
    • Alternative paths available for variable levels of involvement or usefulness.   
    • Evaluation of the process, not just the resources uncovered, with considerations of the value of the information, success of the
  • endeavor, and other (non-online) possibilities of solving the inquiry.
  • same path as librarian or researcher but to become independent knowledge seekers.

  58 more annotations...

• 07 Feb 11
  

  Joanna GP

  pensee_critique critical critical_thinking

• 23 Oct 10
  

  Susan OGrady

  critical_thinking critical_literacy learning technology

  • highlighted it.
  • nformation literacy has been defined recently as ranging from tool and resource literacy to publishing literacy (communicate electronically), emerging technology literacy (understand and incorporate new technologies), and critical literacy (the intellectual and social value of information). The last three literacies require creating, decision making, and synthesizing other literacies into an understanding of the potentials and limits of information technologies (Shapiro &  Hughes 1996).
• 26 Jul 10
  

  sandy zinn

  criticalthinking information_literacy

• 16 Jul 10
  

  María José García

  Llegit- Comparació abans ara- Punts per desenvolupar un projecte de Critical Thinking. Interessant

  esperit critic

• 

  cristina costa

  criticalThinking

• 24 Jun 10
  

  Joan Denahy

  critical_thinking information_literacy

• 08 Feb 10
  

  Priscilla Taylor-Williams

  From Internet Explorer Critical thinking

• 28 Oct 09
  

  Susan Nugent

  Debra Jones, Internet Librarian, Cabrillo College, Aptos, CA, Copyright 1996,

  elearning thinking critical learning teaching

• 25 Mar 09
  

  Emily O

  We do not expect our learner to travel down our same path as librarian or researcher but to become independent knowledge seekers. There is no right or wrong process of research, although there are many heuristics we can pass on. Applicable use of information requires that we see knowledge acquisition as amorphous and changing. As librarians, so we are too. Let us teach those who come to us our strengths, not our past.

  Competency-K critical thinking library instruction science

• 10 Mar 09
  

  James Adala

  WIF7-5th entry

  WIF7-5th entry

  • In a rapidly evolving information technology era, librarians find  their foundations of professionalism shaken. Critically evaluating the intrinsic  role of the librarian reveals our responsibility for the education of  independent information seekers. Using the model of the expert and apprentice,  librarians need to focus on the teaching of critical thinking skills, over and  above the more mechanistic skills of evaluation of resources and mastery of  search tools. The design of instruction in a situated learning environment,  utilizing constructivist tenets and a self-directed inquiry based approach leads  to higher order cognitive skills and applicable, transferable learning. An  instructional design project for teaching critical thinking skills in the  evaluation of online resources is described as an example curriculum?  
• 17 Dec 08
  

  Kathe Santillo

  CFFButler Higher Order Thinking

• 03 Aug 08
  

  Mark Burris

  criticalthinking

• 21 Apr 08
  

  Grace Kat

  thinking critical

• 22 Jan 08
  

  Elizabeth Shapiro

  critical-thinking

• 15 Mar 07
  

  Librareanne @diigo

  critical_thinking elearning librarianship technology instructional_design information literacy

• 30 Nov 06
  

  Joe F

  imported

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