NEISD College Readiness Workshops on 21st Century Research

“Disruptive technologies” are bringing about dramatic societal changes—from family life to the workplace, from politics to education, and so on. More than ever, students need 21st century literacy skills for navigating the digital landscape that is increasingly a part of how they create, communicate, collaborate, and learn. Universities and research libraries across the country are rapidly responding with profound shifts in how they approach teaching and learning to meet their students’ needs. As high school educators, what does this mean for us? How can we address the new Research Strand of the ELAR TEKS in a way that will prepare our students for the universities of the future and for their futures as life-long learners?

Part Two, Thursday, Sept. 24, 2009

Why we need to update the way we teach the research process?
The Internet and Society . . . and our Students

The Future of Higher Education—Now
How can we leverage Web 2.0 tools for our own learning as well as our students' learning?
Social Bookmarking with Diigo

Why do we need to update the way we teach the research process?

Excerpts from Research TEKS

Intro to Cover It Live

Welcome to the 21c Research Workshop! We will be using Cover It Live as a collaborative micro-blogging space where participants can create a record of the workshop as it happens. The blogging you do together here will stay on this webpage for future reference and for others who weren’t with us today to see what we did.
Please begin by filling in your name and a comment below. If you were with us on Saturday, please share a thought or question that stayed with you from that session. To jog your memory, here are some of the big ideas we touched on: the effects of new technologies on society and on our students, the concepts of a "participatory culture" and an "attention economy," becoming a "prosumer," the "publish then filter" paradigm of the web.

If you were not with us on Saturday, feel free to join in the discussion or just post a greeting to the group. I will provide additional prompts for online conversation, as well as verbal conversation, throughout today's workshop.

Quotations from Educational Leadership "Literacy 2.0" Issue, March 2009

Connecting to Key Concepts from Part One

The Information Age, Internet and Society, Digital Natives
Today's focus: what teaching and learning looks like in universities today and in the near future
Digital educators: deliver instruction to map against the way students learn today
21st century learner: creative, mobile, multitasking, productive

An Introduction to Web 2.0

Dr. Michael Wesch Prof. of Cultural Anthropology, Kansas State University

The music is from an Ivory Coast musician shared via Creative Commons
Wesch uploaded the video on the Wednesday before the Super Bowl
By Friday, 2 days after uploading, 253 views
On Saturday up to 1,000
On Super Bowl Sunday it was in the top 5 on YouTube
On Monday after Super Bowl it was #1 above Super Bowl ads that cost $6 million to produce1 million viewers in first 2 weeks, to date well over 3 million on YouTube alone
This video went viral because people posted to Digg (thumbs up), tagged on Delicious, Technorati, etc.

Michael Wesch suggests that given the changes brought about by Web 2.0 . . . "We’ll need to rethink copyright, authorship, identity, ethics, aesthetics, rhetorics, governance, privacy, commerce, love, family, ourselves."

How would you say we might need to rethink research? What is the purpose of research in an information abundant society? How do we teach students about the research process given the vast digital landscape at their fingertips?

University classrooms were built under the assumption that information is scarce and hard to find
Today, nearly the entire body of human knowledge is floating in the air above the students' headsWesch asked students to study the classroom to see what it said about education
They studied themselves, surveyed themselves, and produced this video (featured on ABC Good Morning America in March 2008)

How would you respond if you were the professor at the front of the room?

Highlights from Prof. Wesch's CV
Won Award for Outstanding Praxis in the Field of Media Ecology
Selected for Encyclopedia Britannica’s Editorial Board of Advisors
Various articles in Chronicle of Higher Ed
Featured on CBS Sunday Morning story about YouTube
Invited to study and present “An anthropological intro to YouTube” to Library of Congress
One of 4 professors named U.S. Professor of Year 2008
Carnegie/CASE National Professor for Research/Doctoral Universities—National Teacher of the Year from Carnegie Foundation
Dubbed “the explainer” by Wired magazine
Named one of National Geographic Society’s “Emerging Explorers” for 2009

How is Professor Wesch using social media to teach students about research in the digital age? What can you do to help prepare students for this kind of learning environment?
Waiting list for his courses, application process for classes of 200-400, chooses based on essay
Many Web 2.0 applications for this kind of collaboration: Etherpad, Notemesh, etc.

Prophets of the future of education and technology:

From Wesch’s keynote speech from Minnesota e-Learning Summit, “Human Futures for Technology and Education” and also “A Portal to Media Literacy” presented at the University of Manitoba, June 17, 2008 . . .

These "prophets of the future of education and technology" all agree on the trend toward . . .

  • Ubiquitous networks
  • Ubiquitous computing
  • Ubiquitous information
  • At unlimited speed
  • About everything
  • Everywhere
  • From anywhere
  • On all kinds of devices

The Evolution of Higher Education

Information revolution, technology revolution, cultural revolution
12,000 universities have YouTube channels
Over 200 universities on iTunesU
“iTunes U Proves Better than Going to Class” New York Times, Feb. 25, 2009
Penn State delivering courses on Facebook
Harvard Law School in Second Life
MIT OpenCourseware (2,000 courses in the public domain)
Open Yale Courses
“A Virtual Revolution is Brewing for Colleges” Washington Post, Sept. 13, 2009
Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton Christensen (download or read online at Scribd ) - Predicts student-centric learning will become mainstream by 2014 when online classes are 25% of high school courses

What do you think about students using sources like iTunesU or MIT OpenCourseWare on a research project they are doing for your class?

The Research Library in the 21st Century Symposium held at UT Austin in 2006
Keynote themes
  • Disruptive Technology driving changes at university level, library as poster child
  • Cyber Infrastructure is building learning & scholarly environments that are ubiquitous, interactive, and functionally complete
  • Open paradigm: open source, open content, open learning, open access, software
  • Universal access to knowledge and learning

Technology is having profound, rapid, disruptive impact on higher education
Library of future as community center, not place for books, moving from hard resources to "soft resources"
Library is an important observation post for understanding how students learn and how faculty access knowledge
Major universities committing to digitize book collections with Google (Harvard, Oxford, Michigan, Stanford, University of California)Meta-University (open source, open content, global universities, not campus-based university)

UTSA Library as an example: Integration with Google Scholar
WorldCAT - searches all library catalogs at once - 11,000 libraries participate in around the world
New APA citation requires digital object identifier
CiteULike automatically extracts citation details

Are you ready? Are you willing? Are you able? What would it take for you to be ready, willing, and able?

Tagging and Folksonomies

“The solution to information overload is more information” in the form of “metadata”
~David Weinberger, Everything is Miscellaneous (fellow at Harvard Law School’s Berkman Center for Internet and Society)

What is a Tag? See Tag Galaxy

from MIT’s Project New Media Literacies

“Nobody is as smart as everybody” ~Kevin Kelly

Contest at a country fair to guess the weight of an ox: average guess 1,197; actual weight 1,198 pounds

~James Surowiecki, Wisdom of Crowds (prof. at Columbia and columnist for The New Yorker)

Communities form around common interests
Tagging reverses old order of sharing: People used to congregate then share, now we share and then aggregate (discover who you have things in common only after you’ve done your own work)
~Clay Shirky on New Book
Here Comes Everybody (Berkman Center talk)
Community contribution sites are some of the most popular: Wikipedia, Flickr, YouTube
Tags are expressive of community contributions

LibraryThing users have classified 17million books using 22million tags in 2 years
The Library of Congress has classified 20 million books in 200 years

Relevance based on wisdom of crowds
Search engines use page rank (opaque for end users)
Tagging systems use words users apply, both relevant and popularity (very transparent to user)
Helps encourage social awareness
Harnessing collective wisdom to solve problems of information discovery and managementNew search engines like Keotag, designed to search by tags

Poll: Are you already using social bookmarking?

  • No, I have no idea what that is
  • No, I’ve heard of it, but haven’t tried it
  • Sort of, I write down urls on sticky notes and trade them with my friends
  • Yes, I use digg, stumbleupon, delicious, furl, simpy, diigo, etc.

Poll: Which search engine do you typically use?
  • Google
  • Yahoo
  • Bing
  • Ask
  • AOL
  • Other

U.S. rankings: Google 74%, Yahoo 16%, Microsoft's Bing 6%, Ask 2% and AOL (powered by Google) 1%
Worldwide, in the past quarter Google has more than 80% of searches
~Charles Arthur, “The small search engines: Meet Bing, Baidu, Scour and Clusty” July 30, 2009,

Why is it important to teach students advanced search strategies?
When students search the internet, what do they find?
Lots of user-generated content
In an Internet environment of "publish then filter" (Clay Shirky), students need to develop filtering skills

Information Literacy is the solution to "data smog"
Understanding how different search engines work is a key first step (Google by popularity, Yahoo by categories)
Google’s Mission: “Organize the world’s information and make it universally accessible and useful.”
Other search engines:
Cuil "ranks pages based on popularity and relevance"
Kartoo "draws a semantic map to see the topics and refine your search"
Dogpile searches Google, Yahoo, Bing, and Ask all at once
Metacrawler searches Google, Yahoo, MSN, Ask, and About all at once
Clusty "searches top search engines, combines the results, and generates an ordered list based on comparative ranking"
You can also get advise to help you Choose the Best Search for Your Information Need
Or use the NoodleQuest

Another strategy is to search with research sharing communities like Delicious, Diigo, Digg, Slideshare, etc.

Advanced search strategies on Google
Advanced image search has filtering for creative commons licenses
Google Books, Google Scholar, text message to Google "define:term"

Control/Command + F is your friend!

21c Research, Part Two Slideshow
Feed Play

Live Participant Micro-blogging