Mediasmarts has released a new 44-page report titled To Share or Not to Share: How Teens Make Privacy Decisions about Photos on Social Media. [pdf]. Note that this report was based on interviews with 18 (only) youths.
Here are some selected out-takes from the release/announcement titled How Do Canadian Teens Make Decisions When Sharing Photos?
“The most common motivation the teens gave for sharing photos online was to build and maintain a consciously crafted image. They often spoke of being aware that the audiences they reached through different apps would judge them, and of the need to choose and, in some cases, edit their photos to fit into what was acceptable and desirable on each platform”
“As opposed to simply ‘not posting’, most of these teens’ efforts are aimed at controlling who sees particular photos and preventing them from being spread to unintended audiences. The main tool that they use to ensure that only desired audiences see particular photos is selecting which platform and account to post them on” (like Snapchat)”
“They have little awareness of the ways that the corporate owners of their favourite platforms make use of their photos and other data, these teens have a strong sense that their photos are – or ought to be – their property, and that those corporations should seek their consent in the same way they expect of their peers.”
These findings help to show us the way forward in educating youth about the ways in which they participate in the information economy, and about their rights as digital citizens:
- Digital literacy education.
- Digital citizenship education
- Consumer awareness education
For more information and details, check out the report and news release. There is lots more there. Rowan
From Edugains Literacy:
Book project 2.0 is a series of three videos in which students are involved in an independent novel study. Students independently read three books of their choice from a collection of titles related to a common theme. Teacher-librarian Michele Shapiera created this learning for students to help them engage in and enjoy reading literary texts.
Book Project 2.1 builds off the experience of Book Project 2.0 by using similar teaching. In this video, each student selects a novel of their choice from a teacher-created-collection of titles. As students read their novels, they annotate their thinking related to an inquiry question related to the idea of labels, and engage in conferencing with the teacher about ideas related to their novels and the answers they are discovering to the inquiry question.
Book Project 2.0 and Book Project 2.1:Re-imaging the Novel Study shows how inquiry, annotation and choice were key aspects as part of guiding students to think deeply about ideas related to their novel study. The resource includes a series of videos and a facilitator’s guide.
Click on < Professional Learning Content / Book Project 2.0 & 2.1 > in the left menu under the Professional Learning Facilitator tab of the Literacy K-12 site.
Check out these new-for-us-books:
- Create a Culture of Kindness in Middle School: 48 character-building lessons to foster respect and prevent bullying. (2017, Drew and Tinari)
- The doodle revolution: Unlock the power to think differently (2014, Sunni Brown)
- Mindset Matters: A counseling Curriculum to Help Students Understand How to Help themselves with a Growth Mindset, Grades 2-7 (2016, Lisa King)
- One Without the Other: Stories of Unity Through Diversity and Inclusion ( 2016, Shelley Moore, Canadian)
- Ready-to-Go Instructional Strategies that Build Collaboration, Communication & Critical Thinking (2017, White and Braddy)
TDSB teachers may reserve books in the catalogue using the Virtual Library, or by contacting us (416) 395-8289 or email@example.com.
OECD has published a monograph titled The Nature of Problem Solving: Using Research to Inspire 21st Century Learning [read online option]*
The OECD web page describes it: “Solving non-routine problems is a key competence in a world full of changes, uncertainty and surprise where we strive to achieve so many ambitious goals. But the world is also full of solutions because of the extraordinary competences of humans who search for and find them. We must explore the world around us in a thoughtful way, acquire knowledge about unknown situations efficiently, and apply new and existing knowledge creatively.
The Nature of Problem Solving presents the background and the main ideas behind the development of the PISA 2012 assessment of problem solving, as well as results from research collaborations that originated within the group of experts who guided the development of this assessment. It illustrates the past, present and future of problem-solving research and how this research is helping educators prepare students to navigate an increasingly uncertain, volatile and ambiguous world.”
From Education and Skills Today blog (April 12, 2107) titled Does the world need people who understand problems, or who can solve them? by Dirk Van Damme
“The book clearly demonstrates that excellent problem-solving skills very much depend on deep levels of knowledge and outstanding analytical capabilities. But while cognitive and analytical capabilities help in interpreting and understanding problems, effective problem solving requires an additional element of decision making, implementation and communication. The combination of these capabilities is what makes problem-solving skills unique.”
If you haven’t figured this out – this book is not for the faint of heart. If you like headlines and articles, I would not go here. But what it does show is the need for critical and real world problem solving skills and they can be complex.
*Citation: Csapó, B. and J. Funke (eds.) (2017), The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, OECD Publishing, Paris.DOI: http://dx.doi.org/10.1787/9789264273955-en
Welcome to the @LiteracyON twitter chat. We are using this tool to inspire educators of Literacy K – 12 through the sharing of innovative ideas, strategies and resources that support their students. Join us for our next twitter chat on Monday, April 24 at 7:30-8:30pm EST. The hashtag #LiteracyON will allow you to connect and engage with educators from across the province and beyond on the topic of Disciplinary literacy for deeper thinking.
From their conclusion: “There is great potential to support the learning of science through effective reading instructional supports for students with LDs (Brigham, Scruggs, & Mastropieri, 2011). Current research indicates that students with LDs can be successful readers with strategies that work in synergy with structured hands-on, inquiry-based science approaches (Villanueva et al., 2012). Furthermore, it appears that students with LDs likely benefit from ‘reading to learn’ in science when there is:
- focus on overall science concepts and big ideas,
- additional practice and review of core concepts and vocabulary, and
- science text enhancements.
In particular, mnemonics, graphic organizer creation, repeated readings, and peer-assisted learning strategies (see Mason & Hedin, 2011; Therrien et al., 2011) provided in conjunction with typical science education instruction can significantly improve students with LDs that affect their ‘reading to learn’ in science. Indeed, all students can ‘read to learn’ in science!”
The article provides greater details and an extensive recommended reading list.
Check it out! Rowan