1:1–Information Management and Research
We are in the midst of preparing to implement a 1:1 Tablet PC program in grades 7, 9, and 10. While there has been considerable discussion concerning policies and procedures, the over-arching goal of this initiative is to support teaching and learning. To that end, we are utilizing four “themes” that will guide our thinking with respect to curriculum and instruction:
- Information Management and Research
- Digital Citizenship
- Communication and Collaboration in a Global World
- Creativity, Critical Thinking, and Design
While these themes are by no means a comprehensive definition of all that a mobile computing environment has to offer, they will be our framework moving forward. Since each of these topics deserves attention, I would like to begin by addressing Information Management and Research and highlight the other themes in the near future.
A Three Step Approach
In a 1:1 program, information access is ubiquitous. Consequently, teaching students to effectively locate, access, and utilize information has never been more paramount. For this to occur, however, requires that we (1) adopt a unified research strategy, (2) extend our students’ toolkit beyond search engines and index cards, and (3) partner teachers, instructional technology and the library. Together, we need to guide students though explorations of probing questions that are central to our curriculum and require myriad resources to answer.
Step 1: A Unified Research Strategy
In keeping with the approach used in the Lower School and Upper School, we are adopting The Big6 as a unified research strategy. Developed by Mike Eisenberg and Bob Berkowitz, The Big6 in an information problem-solving strategy comprised of six stages with two sub-stages under each:
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources
3.2 Find information within sources
4. Use of Information
4.1 Engage
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product
6.2 Judge the process
By utilizing a common approach across all grade levels and academic subjects, students will develop their research skills efficiently and effectively. Although in-house professional development will be provided, The Big6 in Middle School: Teaching Information And Communications Technology Skills by Barbara Jansen is an excellent resource for anyone wanting to learn more about how The Big6 can be utilized in the classroom.
Step 2: Expanding Our Students’ Toolkit
Google is a great search engine, but unfortunately is quite frequently the only tool students utilize when conducting research. If they are to truly learn how to locate and access information, their toolkit must be expanded to include other resources. Fortunately, our library maintains a fine collection of print materials and more than two dozen general and subject-specific electronic databases are available.
In the past, “information management” was largely accomplished through the use of bookmarks and note cards. Although there is no shortage of digital tools that can support students, we will be primarily be utilizing del.icio.us and OneNote. Social bookmarking and electronic notebooks can vastly simplify the challenge of organizing and synthesizing information. Everything the students need can be located, accessed, and managed using the Tablet PC…provided their teachers, instructional technologist, and librarian work together and coordinate their efforts.
Step 3: Partner Teachers, Instructional Technology, and the Library
For many years the classroom, computer lab, and library were viewed as separate and distinct entities. Students were taught content in the classroom, learned about technology in the lab, and did research in the library. In a 1:1 environment, these barriers no longer exist physically or pedagogically.
Anytime-anywhere learning requires that we take a holistic view of the role of information literacy in the curriculum. The expertise that each of us possesses in terms of content, skills, and processes is complimentary and over time can merge into a powerful triumvirate. As the lines blur, our students will ultimately come to realize that learning is not compartmentalized but instead a ubiquitous opportunity.
Ideas into Action
The three steps I have outlined will take time and effort to bring to fruition. To begin the process, next Friday the 7th grade Tablet teachers will attend a full-day workshop and learn more about The Big6, visit the library and explore the available resources, and work in small groups to develop and refine their curriculum in light of the four themes. There is much to do, but we are committed to the cause and willing to grow and develop along the way.
