Transcript What You Can Do To Help - 21st Century Information Fluency Project

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Five Things Digital Natives Cannot Do
(And What You Can Do To Help)
Carl Heine, Ph.D., Illinois Mathematics and Science Academy
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Google ‘digital natives’ and the top hit is:
http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Digital Immigrant instructors,
who speak an outdated language
(that of the pre-digital age), are
struggling to teach a population
that speaks an entirely new
language.
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What digital natives don’t do
well
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What they tend to do instead
Turn a question into a query
Rush ahead toward an answer,
either grabbing the whole question
“as is” or missing an important part
of it
Choose the right database
Enter words or phrases into Google
Recognize information when they
find it
Rush past important information and
clues, continue to browse
Find better keywords
Stick with their original words and
browse
Verify the credibility of information
Accept what they find at face value,
hoping somewhere in the
information there is an answer
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Our Data Sources
• Assessment validation study series conducted
since fall 2004
• Both Middle & High Schools participating
• Variety of instructional treatments
• Instruction and assessment of core 21st Century
Information Fluency knowledge and skills
• Embedded into larger research assignments
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Our measurement methods
• Types of assessment items: knowledge,
performance, and cognitive
• Online micro-module assessments (multiple choice
with scoring feedback)
• Self-diagnostic performance-based assessment
(Flash file)
• Summative performance-based assessment (Live
Internet)
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Translating a question
into a query
Verifying the
credibility of
information
Finding better
keywords
Choosing the
best database
Recognizing
information
that’s relevant
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1. Translating a question into a query
 Starts with a question or a problem to solve.
 Task: Translate a natural language question or statement
into language that is understood by a search engine.
 Search engines differ in how they process queries, but for
the most part, what works on one big commercial search
engine tends to work on the others.
 Search engines perform a variety of literal matching
functions with Boolean and special operators.
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1. Translating a question into a query
Which of the following is the most effective query
for 'find the top speed of earth's fastest animal'?
 speed fastest animal
 what is earth’s fastest animal
 top speed earth’s fastest animal
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1.Translating a question into a query
Research Findings (IMSA second semester sophomores)
 36% recognized the optimal query from a list of three
queries. Only 14% of incoming 9th graders at a local high
school identified the optimal query.
 31% grasped that search engines perform literal matching.
 17% regularly use natural language queries.
 12% misinterpreted the research question.
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2. Selecting an adequate database
 This failure occurs before submitting the first query.
 Task: Predict where expert information may be found.
 No search engine performs a live Internet search when you
submit a query. (Otherwise, how could they come back with
a page that’s not found?)
 That which is stored in one search engine’s database is
invisible to another search engine (also called Enterprise
Data)
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2. Selecting an adequate database
Research Findings (anecdotes from teachers)
 When permitted, most students prefer to “Google”
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3. Recognizing relevant information
 This failure occurs when a student looks at the results
returned by a search engine.
 Task: Match findings with expectations, evaluate relevance
 Information on the Internet is not always found in predictable
places.
 Computers are made for speed, which encourages haste.
 Hyperlinks and graphics can be distracting.
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3. Recognizing relevant information
Research Findings (junior honors students)
 36% were able to identify web pages that contain
supporting research facts from a selection of three
pages.
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4. Finding better keywords
 This failure occurs throughout the search process: before the
initial query is submitted and as students look at the results
returned by a search engine.
 Task: Select and try increasingly specific keywords
 Frequently, effective keywords go unnoticed in snippets.
 Our claim: Effective searching depends on keyword selection
more than any other factor.
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4. Finding better keywords
Research Findings (high school)
 14% of IMSA sophomores used alternate keywords
when searching.
 7% of junior honors students chose effective alternate
words to find information.
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5. Evaluating credibility
 This failure occurs after information has been located.
 Task: Check the credibility of information, authorship
 Typically, students forego this decision altogether and
uncritically accept whatever information they found.
 Depending on which database the information was taken
from, information may be unedited, unendorsed and
inaccurate.
 Special operators (link:) makes external evaluation easier.
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5. Evaluating credibility
Research Findings (high school honors students)
 0% were able to use special operators to evaluate the
credibility of a web page.
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What You Can Do To Help
Question to query checklist
1. How many key concepts (important ideas) are found in the
question?
2. How many key concepts will I search for?
3. What keywords are probably effective “as is?”
4. For which concepts are more effective keywords probably
needed?
5. Are there hyponyms or professional language for any of the
intermediate words?
6. Are there words that have multiple meanings?
7. Did I use any stop words or clutter words?
8. Did I spell the words correctly?
9. Did I put the most important words first?
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What You Can Do To Help
Challenge: What is the top speed of earth’s fastest animal?
1. How many key concepts (important ideas) are found in the
question?
2. How many key concepts will I search for?
3. What keywords are probably effective “as is?”
4. For which concepts are more effective keywords probably
needed?
5. Are there hyponyms or professional language for any of the
intermediate words?
6. Are there words that have multiple meanings?
7. Did I use any stop words or clutter words?
8. Did I spell the words correctly?
9. Did I put the most important words first?
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What You Can Do To Help
Challenge: How many buffalo are there in North America?
1. How many key concepts (important ideas) are found in the
question?
2. How many key concepts will I search for?
3. What keywords are probably effective “as is?”
4. For which concepts are more effective keywords probably
needed?
5. Are there hyponyms or professional language for any of the
intermediate words?
6. Are there words that have multiple meanings?
7. Did I use any stop words or clutter words?
8. Did I spell the words correctly?
9. Did I put the most important words first?
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What You Can Do To Help
Question to query tutorials
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What You Can Do To Help
Choose the best database
1. What person would know the answer I am looking for?
2. Where would I find that expert?
3. Use Google/Yahoo to get there and then use the proprietary
search engine to go farther.
4. To find a relevant database use keywords like DATABASE,
ARCHIVE, INFORMATION in combination with subject matter.
5. Use Beaucoup.com to search for databases.
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What You Can Do To Help
Challenge: How many times has Funny Girl been
perfomed on Broadway?
1. What person would know the answer I am looking for?
2. Where would I find that expert?
3. Use Google/Yahoo to get there and then use the proprietary
search engine to go farther.
4. To find a relevant database use keywords like DATABASE,
ARCHIVE, INFORMATION in combination with subject matter.
5. Use Beaucoup.com to search for databases.
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What You Can Do To Help
Challenge: Classical guitarist John Williams has
scored the music for only one motion picture.
What is the name of the movie?
1. What person would know the answer I am looking for?
2. Where would I find that expert?
3. Use Google/Yahoo to get there and then use the proprietary
search engine to go farther.
4. To find a relevant database use keywords like DATABASE,
ARCHIVE, INFORMATION in combination with subject matter.
5. Use Beaucoup.com to search for databases.
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What You Can Do To Help
Recognize relevant information
1. Practice reading snippets: Snippet Sleuth
2. Use the FIND Command
Challenge: Find the name of the poem that contains the
line to tell just what it knows
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What You Can Do To Help
Find better keywords
1. Practice with snippets and thesaurus: Soccer Challenge II
2. Practice with snippets: Soccer Challenge III, Snippet Sleuth
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What You Can Do To Help
Verify Credibility
External validation of content: Links to this site from other sites
Technique - link: http://www.edutopia.org
1. Practice using the link: operator Evaluation Challenges
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How, When and Where can skills be taught?
Performance skills require hands-on practice
Search challenges
Interactive tutorials
MicroModules (example: FIND COMMAND)
Search Wizard
When and Where can I teach these skills?
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keywords:
information fluency
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Professional Development Events
• Webinars
• Face-to-Face Workshops
• Conference presentations – ISLMA, IETC, IPA, ICE
• Online Subscription Newsletter (coming Fall 2006)
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Contact Us!
URL http://21cif.imsa.edu
General info [email protected]
Bob Houston [email protected]
Dan Balzer [email protected]
Carl Heine [email protected]
Dennis O’Connor [email protected]
Gautam Saha [email protected]
Thank you for participating!
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