​Recently a colleague asked if I could support her students in exploration, finding interest areas for students' inquiry. In considering my past experience with teenagers exhibiting limitations in finding  something they care about, we took advantage of a teachable moment for students to learn about Filter Bubbles and how they may serve to contribute to this issue.  

Earlier this week, when supporting students in the connect and wonder phase of their inquiries regarding the coronavirus, inspired by this Sift post, we again took advantage of a teachable moment, this time learning about viral mis and disinformation. 

Last week students in US I history classes learned about media bias, inspired by the News Literacy Project offering free access to their subscription only based materials during News Literacy Week. Although the connection between US History and “the news” is ever present, there may have been a more opportune time within their curriculum to make this learning happen in order student deeper connections, application and transfer. 

Making connections in working to make media literacy a priority when it’s not addressed in disciplinary curriculum is vital. Teachable media literacy moments create quality learning experiences, however, if we’re limiting students’  learning to “when they come up” opportunities, how are we providing equity? How are we ensuring that students’ development of these vital competencies are a priority?  

The goal of media literacy education is students mastery of the skills, dispositions and responsibilities necessary for accessing, evaluating and sharing information.  Ultimately though, the goal is knowledge formation; creating knowledge with quality, informed and accurate information. The dilemma lies in the following education issue. When we limit media literacy learning to situations when students are required to utilize information for knowledge creation, they lack the time necessary for practice and mastery. However, when we create media literacy learning experiences outside of students' needs for information utilization for knowledge creation, the experience lacks connection and the opportunity for application necessary for deep learning.

​I created a one class period introduction to databases for freshman in World History classes. I started by creating hyperslides, but then realized that the learning experience would be better with added  direct instruction and whole class discussion and so decided to utilize Pear Deck. 

Issues...Opportunities

• It took more than one class period for students to complete. 
• Requires additional sharing and discussion regarding student database findings.
• Prior to students using databases, students need a lesson regarding search term creation. (The better Google gets at natural language searching, the less students are capable of creating effective search terms!)

Thinking... part of me sees the need for a progression when it comes to info literacy instruction, although I realize that ACRL's framework is no longer written in that manner. ​

This week I created a scavenger hunt using Goosechase EDU to introduce freshmen to the library's physical space, and how they can use it. I think it well; the teacher and student reactions were certainly positive. You can see the actual scavenger hunt hyperlinked, and my thinking about the why's for students follow. 

• Sphero Maze: to experience coding and robots available.
• What's Happening at YOUR Library: to see what's going on, with the hopes of them joining in!
• We Trust You: to review library expectations.
• Turangawaewae: to know that they are supported and recognized.
• Weeded Book Button Making: to experience one makerspace tool/opportunity, hopefully encouraging them to try more!
• Banned Books Video: to consider book banning and to learn to how to use the Doink green screen app, the video production space and equipment.
• Mock Unit Lunch Sign In: to know that they can visit the library during Unit Lunch and how it happens.

Goosechase: You are allowed to have 5 teams for one game using a free educator account. We had 4-5 students per team which was OK, however I would have preferred 3 students per team.  I didn't realize that you have to record video or take pics for evidence directly from the Goosechase App; you can't upload files. This caused a problem with both the Sphero and Banned Books Video "missions". I have six ipads in the library, but the wifi didn't connect for one of them. I had asked to borrow additional ipads, however I didn't get them in time. Next time, I would like to have one additional ipad set up for each Sphero station and for use with the green screens. My directions would ask students to record the coded Sphero and themselves while creating the banned book video and then upload these recordings to Goosechase.  Also, it's important to know that students can only add one submission per question and videos are limited to 15 seconds...this something they need to update! In the future, I may pass on Goosechase and create something of my own using Flipgrid.
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Supplies: We ran out of mylar button/pin covers the last class that met!  We have a lot more of the other pin making parts  but I can't seem to find a way to just order the thin plastic mylar covers!

Spheros:  Some groups were having difficulty connecting the Sphero; for some reason it wasn't showing up in bluetooth settings on the ipad. The Good news: my English teacher colleague is thinking about using them for a project related to The Odyssey!

Missed Learning Opportunity: I really wanted to include something with VR, AR or MR, but I couldn't get it together in time. We do have access to a few Oculus Go's, Merge cubes and about 20 VR Headsets with Samsung phones, (although the phones can't be updated and the headsets don't have clickers!). Also, I might have included reflective questions for students to answer in the videos they submitted. along with their submissions.