High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh Channah Reuven Werber reuw@macam.ac.il :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il
Living in the Information Age :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut
The Google Generation – How Do They Cope? :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.”
The Google Generation - 2 :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/
How Do We Produce Students Capable of Coping in the Information Age? :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age?
Neveh Channah HS for Girls Alon Shvut, Israel :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem.
KP-Lab International :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces.
KP-Lab Israel School Contest :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning.
Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century
Acquiring and Improving Information Processing Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way.
Acquiring and Improving Information Processing Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/
Intelligent Use of ICT Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases
Intelligent Use of ICT Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products
Acquiring Inquiry Research Skills in a Wide Range of Subjects :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature
Developing Collaborative Work Skills – Local & Distant :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team
Distributing tasks
Making binding decisions
Creating collaborative products
Carrying out trialogic learning
Course Delivery – "Sulam" Virtual Learning Environment :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team
Distributing tasks
Making binding decisions
Creating collaborative products
Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools
Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh
Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform
1500 registered teachers and virtual classrooms, 20,000 students
Virtual Classroom Components :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team
Distributing tasks
Making binding decisions
Creating collaborative products
Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools
Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh
Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform
1500 registered teachers and virtual classrooms, 20,000 students Virtual Classroom Components Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc.
Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management
Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging
Interactive Learning Environment – syllabus, learning materials, blogs, wikis
Collaboration Between Partner Schools – learning materials, entire virtual classrooms
Our Virtual Campus :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team
Distributing tasks
Making binding decisions
Creating collaborative products
Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools
Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh
Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform
1500 registered teachers and virtual classrooms, 20,000 students Virtual Classroom Components Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc.
Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management
Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging
Interactive Learning Environment – syllabus, learning materials, blogs, wikis
Collaboration Between Partner Schools – learning materials, entire virtual classrooms Our Virtual Campus
Our Virtual Classroom :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team
Distributing tasks
Making binding decisions
Creating collaborative products
Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools
Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh
Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform
1500 registered teachers and virtual classrooms, 20,000 students Virtual Classroom Components Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc.
Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management
Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging
Interactive Learning Environment – syllabus, learning materials, blogs, wikis
Collaboration Between Partner Schools – learning materials, entire virtual classrooms Our Virtual Campus Our Virtual Classroom
Online Syllabus and Learning Materials :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.”
“internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”
“…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.”
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ How Do We Produce Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem.
Creating community of educators sharing, creating and working with knowledge in education.
National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills
Intelligent usage of ICT skills
Acquiring Inquiry Research skills in a wide range of subjects
Developing Collaborative Work skills
Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem
Defining the type of information necessary to solve the problem
Choosing sources of reliable and relevant information.
Locating and evaluating the information
Classifying and saving the information
Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem.
Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse -
School of Information Studies
http://big6.com/ Intelligent Use of ICT Skills Open Applications
word processor
electronic spreadsheet
presentation software
Digital databases
electronic library catalogue
digital encyclopedias
bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus
Email,online forums, discussion groups, social networks
Use of web pages, online internet databases, blogs
Publishing web pages, blogs and wikis
Use of other online web2.0 applications
Producing Multimedia
Digital photography, scanning and processing digital images
Recording and editing audio and video clips
Publishing and online embedding of multimedia products Acquiring Inquiry Research Skills in a Wide Range of Subjects Natural Sciences
History
Geography
Judaic Studies
Arts
English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team
Distributing tasks
Making binding decisions
Creating collaborative products
Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools
Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh
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