High School Curriculum for the 21st Century: The Big Six and KP-Lab  at Neveh ChannahReuven 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 GirlsAlon 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 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


InfoLit – ICT Projects 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 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 InfoLit – ICT Projects at NC


Historical GeographyMost Important Biblical Location: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources


Historical GeographyMost Important Biblical Site: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric


Biology – Vitamins and the Human Body Project: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant


Weekly Bible Portions Wiki: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book


From Jerusalem to Montreal International Collaborative English Literature Project: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research


Student Peer Review on Jerusalem - MTL Project: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique.


Student Peer Review on Jerusalem - MTL Project - 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? 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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day.


Student Response on Jerusalem - MTL Project: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day. Student Response on Jerusalem - MTL Project reutbruck writes: re: Comments Dear Erica,Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.”


Teacher’s Reflections Jerusalem - MTL Project: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day. Student Response on Jerusalem - MTL Project reutbruck writes: re: Comments Dear Erica,Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.” Teacher’s Reflections Jerusalem - MTL Project Ms. Karen Guth – NC I would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration.


Teacher’s Reflections Jerusalem - MTL Project: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day. Student Response on Jerusalem - MTL Project reutbruck writes: re: Comments Dear Erica,Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.” Teacher’s Reflections Jerusalem - MTL Project Ms. Karen Guth – NC I would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration. Teacher’s Reflections Jerusalem - MTL Project Ms. Sharon Peters – LCC Participation in this project was a definite highlight for my students last year. Knowing that they had an audience from a different culture to whom they had to explain and describe their own culture and literature transformed their own understanding of the literature and the theme of tolerance in society. My students also were asked to peer review the research projects of their Israeli partners and the critical thinking and cross-cultural communication skills expressed on both sides were truly exceptional. Having a real audience of peers made an incredible difference. The tools and spaces of the Internet have never been easier to use in order to facilitate such an enriching experience between global partners.


Summary – What Do You Need to Succeed?: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day. Student Response on Jerusalem - MTL Project reutbruck writes: re: Comments Dear Erica,Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.” Teacher’s Reflections Jerusalem - MTL Project Ms. Karen Guth – NC I would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration. Teacher’s Reflections Jerusalem - MTL Project Ms. Sharon Peters – LCC Participation in this project was a definite highlight for my students last year. Knowing that they had an audience from a different culture to whom they had to explain and describe their own culture and literature transformed their own understanding of the literature and the theme of tolerance in society. My students also were asked to peer review the research projects of their Israeli partners and the critical thinking and cross-cultural communication skills expressed on both sides were truly exceptional. Having a real audience of peers made an incredible difference. The tools and spaces of the Internet have never been easier to use in order to facilitate such an enriching experience between global partners. Summary – What Do You Need to Succeed? Passion to help your students become 21st century Life Long Learners A school administration that believes in you and your vision A professional staff (librarians, teachers, tech instructors) who are willing to "get outside the box"! Students with curiosity and inspiration Adequate tech infrastructure A professional social network community with whom you can share your successes and failures


Further Information: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 InfoLit – ICT Projects at NC Historical GeographyMost Important Biblical Location Outcome – MS-Publisher Brochure about Biblical Site Project Skills Finding, Scanning Embedding Images Conveying Non-Verbal Messages Locating Sources of Information Engaging the Sources Evaluating Information Sources Historical GeographyMost Important Biblical Site Rules of Bibliographic Citation Planning the MS-Publisher Publication – Creating Knowledge Working and assessing from a rubric Biology – Vitamins and the Human Body Project Team chooses Vitamin or other nutritional supplement Team does literature survey on effect of vitamins on humans Team proposes research project about vitamin to receive research grant Weekly Bible Portions Wiki Team chooses Bible Portion Team researches internet and written sources for Bible Portion lessons Team posts 3 annotated links to lessons on the wiki book Team summarizes one lesson and writes a piece relating the Bible portion to their own lives Outcome – Collaborative Online Bible Portion Book From Jerusalem to Montreal International Collaborative English Literature Project English Matriculation Research Project Collaboration with Lower Canada College – Montreal Project interfaced on collaborative wiki Students exchange profiles and get to know each other Students study their own literature and then share with colleagues. Students research topics and post to wiki Students carry out formative peer reviewing and rewrite research Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day. Student Response on Jerusalem - MTL Project reutbruck writes: re: Comments Dear Erica,Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.” Teacher’s Reflections Jerusalem - MTL Project Ms. Karen Guth – NC I would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration. Teacher’s Reflections Jerusalem - MTL Project Ms. Sharon Peters – LCC Participation in this project was a definite highlight for my students last year. Knowing that they had an audience from a different culture to whom they had to explain and describe their own culture and literature transformed their own understanding of the literature and the theme of tolerance in society. My students also were asked to peer review the research projects of their Israeli partners and the critical thinking and cross-cultural communication skills expressed on both sides were truly exceptional. Having a real audience of peers made an incredible difference. The tools and spaces of the Internet have never been easier to use in order to facilitate such an enriching experience between global partners. Summary – What Do You Need to Succeed? Passion to help your students become 21st century Life Long Learners A school administration that believes in you and your vision A professional staff (librarians, teachers, tech instructors) who are willing to "get outside the box"! Students with curiosity and inspiration Adequate tech infrastructure A professional social network community with whom you can share your successes and failures Further Information Reuven Werber – reuw@macam.ac.il Skype Name – reuven100, Twitter Name - reuw Presentation Wiki – http://reuw.wikispaces.com KP- Lab - http://kp-lab.org/ Reuma De Groot - msruma@mscc.huji.ac.il Naama Tayer - naama.tayer@mail.huji.ac.il Limor Riskin - admin@eschola.org.il