School librarians can improve their practice by expanding their interactions to peers from different countries and cultures. This issue explores how school librarians can increase their global competence. Articles address cultural intelligence, international school library guidelines, school library research from around the world, and more.
- 21st Century Skills
- Critical Thinking
- Information, Media and Technological Literacy
- Problem-Solving and Communication
- Material Type:
- Data Set
- Lecture Notes
- Assistant Professor
- Assistant Professor & Program Coordinator
- Associate Professor and Director
- California State University (CSU) Long Beach
- Cultural Adventures Kelly Grogg
- Dean of the Library
- Doctoral Candidate
- Guide & Consultant
- Illustrator and Graphic Designer
- Lesley S. J. Farmer
- Michele A. L. Villagran
- Nelda Sullivan Middle School Francesca Sanna
- Peace Corps Janet Lee
- Professional Development Coordinator
- Professor Emerita
- Regis University Kate Lechtenberg
- School Librarian
- The Tarrant Institute for Innovative Education Sheila F. Baker
- University of Alberta Connie Champlin
- University of Alberta Karen Gavigan
- University of Houston-Clear Lake Bonnie Alexander
- University of Iowa Jeanie Phillips
- University of North Texas Barbara Schultz-Jones
- University of North Texas Dianne Oberg
- University of South Carolina Jennifer L. Branch-Mueller
- Date Added:
This lesson is an introduction to the research process using the Ask. Act. Achieve. process
This is one in a series of Teach With INFOhio blog posts which aligns INFOhio's resources and web-based tools with Future Ready's Framework. The series of blog posts for Future Ready will be completed by August 2019.
How can we be upstanders when we see cyberbullying? Online tools are empowering for kids, and they also come with big responsibilities. But do kids always know what to do when they encounter cyberbullying? Show your students appropriate ways to take action and resolve conflicts, from being upstanders to helping others in need. Approximately 45 mins.
LESSON OBJECTIVES: Reflect on the characteristics that make someone an upstanding digital citizen. Recognize what cyberbullying is. Show ways to be an upstander by creating a digital citizenship superhero comic strip.
How can you protect your privacy when you're online? Kids share a lot of information whenever they go online -- sometimes on purpose, sometimes not. But do they understand that online privacy isn't just what they say and post? Help your students learn about their digital footprints and the steps they can take to shape what others find and see about them. Approximately 50 mins.
LESSON OBJECTIVES: Reflect on the concept of privacy, including what they feel comfortable sharing and with which people. Analyze different ways that advertisers collect information about users to send them targeted ads. Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies.
How do gender stereotypes shape our experiences online? Kids encounter all kinds of stereotypes in the media. But are kids always aware of what they're seeing? Help your students think critically about how gender stereotypes can affect the ways they view themselves and others. Approximately 45 mins.
LESSON OBJECTIVES: Define "gender stereotype" and describe how they can be present online. Describe how gender stereotypes can lead to unfairness or bias. Create an avatar and a poem that show how gender stereotypes impact who they are.
How do companies collect and use data about you? Every time we go online, we're giving away information about ourselves. But just how much data are companies collecting from us? Hint: It's probably a lot more than we realize. Show your students these three tips on how to limit the data that companies collect. Approximately 45 mins.
LESSON OBJECTIVES: Explain why information about them and their behaviors is valuable to companies. Analyze how certain types of data are used by companies. Learn three strategies to limit individual data collection by companies.
What are the benefits and drawbacks of online tracking? Many of us are aware that we're being tracked when we go online. It's one of the ways our favorite websites and apps know how to recommend content just for us. But how much information are companies actually collecting? And what are they doing with it? Digging into the details can help us make smart decisions about our online privacy and how to protect it. Approximately 50 mins.
LESSON OBJECTIVES: Define online tracking and describe how companies use it. Identify the benefits and drawbacks of online tracking to both companies and users. Analyze specific examples of online tracking and take a position for or against them.
Are we addicted to our devices, and, if so, are companies to blame? The word "addiction" packs a heavy punch, and the research is inconclusive on whether it's truly accurate when it comes to digital device use. What's certain, however, is that as people use devices and apps more, profits increase for the companies who make them. Help your students recognize how most of the technology they use is designed to keep them hooked, and help them use this as an opportunity to find more balance in their digital lives. Approximately 60 mins.
LESSON OBJECTIVES: Analyze and draw conclusions about a series of photos depicting device use. Use online resources to track arguments for and against whether we are addicted to our devices. Complete a short writing assignment analyzing one or more aspects related to the device addiction debate.
How can we challenge our own confirmation bias? Our brains are great at using past experiences to make quick decisions on the fly, but these shortcuts can also lead to bias. "Confirmation bias" is our brain's tendency to seek out information that confirms things we already think we know. Help your students learn to recognize this when they encounter news online, as a way to examine competing opinions and ideas and to avoid drawing questionable conclusions. Approximately 45 mins.
LESSON OBJECTIVES: Define confirmation bias and identify why it occurs. Explore examples of confirmation bias, particularly related to news and online information. Identify strategies for challenging their own confirmation biases.
How can you create a digital footprint that showcases your purpose? Research shows that happiness in life is less about what you do and more about why you do it. When your actions have purpose, they lead to positive results -- both for you and the world. Help students use the power of the internet to turn their personal passions into positive impact. Approximately 50 mins.
LESSON OBJECTIVES: Explain what it means to find your purpose and why it is beneficial. Consider different ways that people have used their digital footprint to make a positive impact on the world and whether you would do something similar. Reflect on what your own purpose might be, including a problem you want to solve and how you might go about solving it.
How do you chat safely with people you meet online? Games, social media, and other online spaces give kids opportunities to meet and chat with others outside the confines of their real-life communities. But how well do kids actually know the people they're meeting and interacting with? Help students consider whom they're talking to and the types of information they're sharing online. Approximately 45 mins.
LESSON OBJECTIVES: Analyze how well they know the people they interact with online. Reflect on what information is safe to share with different types of online friends. Learn to recognize red flag feelings and use the Feelings & Options thinking routine to respond to them.
How can you tell when an online relationship is risky? Having conversations online, without nonverbal cues or being able to see people, can be awkward and sometimes even risky -- with drawbacks from simple misunderstandings to manipulation or inappropriate messages. Help students navigate and avoid these situations before they go too far. Approximately 45 mins.
LESSON OBJECTIVES: Identify the types of messages that might cause a red flag feeling for someone. Use the Feelings & Options thinking routine to analyze and respond to a situation involving a red flag feeling.
How does internet advertising contribute to the spread of disinformation? Well-crafted headlines benefit everyone. They help readers digest information and publishers sell news stories. But what if the headline is misleading? What if it's crafted just to get clicks or even to spread disinformation? "Clickbait" headlines may benefit advertisers and publishers, but they don't benefit readers. Help students recognize and analyze clickbait when they see it. Approximately 45 mins.
LESSON OBJECTIVES: Describe how advertisers and publishers make money through online advertising. Describe how clickbait can contribute to the spread of fake news and disinformation. Use the Take a Stand thinking routine to consider different perspectives about whose responsibility it is to fight fake news and disinformation.
How can we use code-switching to enhance our communication with online audiences? What you say, and how you say it, often depends on whom you're talking to, both in person and online. The person or people you're chatting with -- and the apps or websites you're using -- affect how we communicate. Remind your students to consider their audience before they post or comment online, and help them build community and communicate effectively in the digital world. Approximately 50 mins.
LESSON OBJECTIVES: Apply the idea of code-switching to how they use phones and other devices in and outside of school. Consider different ways that code-switching online can make communication more meaningful and effective. Write an example post or message that uses code-switching to communicate with an online audience.
What should the consequences for online hate speech be? While some governments can't regulate hate speech, laws allow private organizations like social media apps and private universities to decide how to deal with hate speech within their spheres. How should these organizations respond to hate speech? What is an appropriate consequence? Pose these questions for students, and help them think through the importance of both respect for others and free speech. Approximately 50 mins.
LESSON OBJECTIVES: Reflect on whether hate speech is considered free speech. Identify the reasons for and against regulating online hate speech. Use the Take a Stand thinking routine to consider the potential consequences of online hate speech.