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Leadership In Education--Chicago, IL, October 4, 2007

=From Information Literacy to Information Leadership=

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Weblogg-ed.com weblogged@gmail.com [|Me and Ernie]
 * Will Richardson**

"It is not the strongest species that survive, nor the most intelligent, but the ones most responsive to change" – **Charles Darwin** "The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." -- **Alvin Toffler** "Sometimes traveling to a new place leads to great transformation" --**Fortune Cookie from PF Chang's, Austin, TX** “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists” — **Eric Hoffer**


 * The World is Changing**
 * “This is a period of prolonged and profound transition in the ways we relate to communication and information.” [|Henry Jenkins]
 * Statistics from [|Karl Fisch]'s "[|Did You Know]" video
 * Name this country
 * “None of the top 10 jobs that will exist in 2010 existed in 2004." -- [|Richard Riley], (Former US Sec. of Ed.)
 * [|Toyota overtakes GM in world auto sales].
 * UNESCO says there will be more "educated people" in the next 30 years than in the sum of human history to date. (Cited in the TED Talks video with [|Sir Ken Robinson].)
 * The U.S. Department of Labor estimates that most American workers will change jobs between 10 and 14 times by age 38.
 * "Hypertransparent and hyperconected world." Dov Seidman, [|How]


 * The Change: The Read/Write Web**
 * It's as easy to create and publish content as it is to consume it.
 * "[|Web 2.0]"


 * The Web is Changing Politics**
 * "The YouTube Campaign" --[|Jeff Jarvis]
 * The [|YouTube Debates] (NCLB Question)
 * [|Barack Obama]
 * [|John McCain and YouTube Q&A]
 * [|Local politics], too. (Nashua Teachers)
 * [|Impact] at MySpace, where the first presidential primary will take place on Jan. 1 and 2, 2008.


 * The Web is Changing Government**
 * [|US Intelligence Agencies are using wikis] to communicate and collect information more effectively. ("Open Source Spying")
 * [|The United Nations is using wikis] to help decision making processes. (MSNBC)
 * [|Australian Government Caught Editing Wikipedia] (The Age)


 * The Web is Changing Journalism/Media**
 * "My readers know more than I do." --Dan Gillmor
 * [|USA Today] example (Online breakups article)
 * [|We all make editorial decisions] for the group. (Digg.com)
 * Traditional models for music and movies are quickly becoming obsolete
 * [|Sex, Drugs and Updating Your Blog] from the New York Times Magazine
 * Take this teacher's Tweet: "In Gr.8 - using [|Google Earth], [|Flickr], [|YouTube], [|bbcnews], to learn about the protests in Burma .. world at their fingertips, AS IT HAPPENS!"


 * The Web is Changing Business**
 * Markets are conversations ([|Cluetrain Manifesto])
 * [|Bob Lutz]
 * Take a look at how Cisco sees the new "[|Human Network]" where "you subscribe to people, not magazines."
 * "This generation will transform the workplace and the way business is conducted to an extent not witnessed since the "organization man" of the 1950s." Don Tapscott, Wikinomics, pg. 54
 * IBM has 26,000 blogs, 20,000 wikis, it's own social bookmarking program, and 400,000 full and part-time employees participating in a My Space like social networking system. (Wall Street Journal, 6.18.07, quoted [|here].)
 * Accenture, which spent $700 million on education last year, says its 38,000 consultants and most of its service workers take course on collaborating with offshore colleagues. ([|Business Week])


 * Challenging Times for Educators:**
 * Our students are leading us.
 * Participating more
 * Collaborating more
 * Creating more
 * 71% of students with online access use social networking tools on a weekly basis ([|NSBA])
 * 75% of college students have a Facebook site
 * The use of social software by educators is significantly less.
 * We are entering a time of //deeply personalized, passion based learning//. (John Seeley Brown)
 * That makes our current curricula less and less relevant to our students.
 * More and more, the expectation is to create, not consume, yet we're not creators.
 * The amount of information is infinite and overwhelming.
 * Pace of change is lightspeed
 * [|Multitouch computers]
 * [|Over 5,000 Web 2.0 apps]
 * Differing levels of access
 * 21 percent of households with an annual income of $30,000 or less had a broadband connection at home in 2006.
 * And what happens when municipal wifi gives kids unfiltered access in schools?
 * Standardized tests still emphasize content
 * Our [|notion of privacy is shifting] dramatically
 * Our kids use social networks [|to grieve publicly] as well.
 * Our idea of [|presence] is changing as well
 * Legal liabilities are unclear.
 * We block instead of teach
 * Filtering does not work
 * A Melbourne student disabled the Australian governments $84 million porn filter in minutes. ([|Herald Sun])
 * Restricting use of technologies will not work
 * As wireless becomes ubiquitous, students will use their devices in schools. ([|Local Schools Battling High Tech Distractions])
 * In the next 10 years, we will [|need 2.5 million new teachers], roughly half the education workforce.
 * Our own time is limited.


 * The Web is Challenging Traditional Approaches to How We Learn**
 * Learning is not about acquiring knowledge as much as it is about building networks. (Articulated by [|George Siemens].)
 * My own learning has been transformed due primarily to the network I have become a part of.
 * My blog, [|Weblogg-ed] is an example of network creation. It's where my most powerful learning has taken place. Here are a couple of examples: "[|Dear Kids, You Don't Have to Go to College]" and "[|Owning the Teaching...and the Learning]."
 * The [|power of being "clickable"] is that teachers can find you. (Google search)
 * We build our [|own learning networks]. (delicious network visualizer) And in our networks, who we know is not as important as who they know.
 * And our networks [|can be with us wherever we are]. (Twitter)
 * My good fortune is that I have potential teachers visiting from [|around the world].
 * We are at times teachers and at times learners. Our roles shift with each interaction.
 * Our kids are already creating their own networks. [|Fan Fiction] is one site where "affinity groups" meet.
 * And they are using networks to [|create change around the world]. (Taking IT Global)
 * And like it or not, [|MySpace] is another example of kids creating their own networks.
 * But so are [|student role models], (Meg Cabot)
 * Millions and millions of [|people are participating] in the new social networking services. (Wikipedia)
 * Research is beginning to show that social networks have a [|positive influence on learning].
 * And teachers [|have their own as well]. (Classroom 2.0)
 * But we can help our kids to start creating their own networks as well and [|work with people around the world]. (Nata Village)
 * We can also build networks in virtual worlds. In fact, over 70 colleges already have. ([|Berkman Center in Second Life])


 * The Web is Challenging our Assumptions About Knowledge, Information and Literacy**
 * It's not as much about content anymore as much as it is about context. Knowledge and information used to be scarce...that's what our education system was built upon.
 * But how much of that information do we really remember and use? "Are You Smarter Than A Fifth Grader?" How many sides to a [|trapezoid]?
 * But today, I can learn anything, anytime, anywhere providing I have access.
 * Knowledge is [|no longer scarce]. (MIT) (1.4 million visitors per month from every country, every MIT course online by year's end.) ([|Discussion group on bio class here].)
 * Or check out the catalog of [|podcasts from Stanford on iTunesU].
 * We can connect to information and build knowledge from it [|collaboratively, and freely]. (Wikiversity)
 * And we tend to look at knowledge as hard or unchanging...but these days, knowledge is soft. It's [|constantly changing]. (Wikipedia) To date, almost 6.5 million articles have been created in some 250 languages by almost 6 million people.
 * (By the way, [|errors are everywhere]. What would you do with [|this textbook]?)
 * And the collaborative construction of knowledge is effective...[|just ask the CIA]. (Open Source Spying)
 * In this world, we cannot only seek information, but [|information seeks us]. (Pageflakes)
 * But in a world where anyone can create and publish information, [|how do we know what to trust]? (Dove Beauty)
 * How do we teach our students (and ourselves) to make sense of a much more complex literacy regarding [|who to trust] as authoritative sources. When we [|can be manipulated] or [|be the manipulator].
 * We can no longer be "just" readers...we must be editors as well.
 * And reading is no longer a passive, linear activity that deals simply with text. How do we read [|multimedia and hypertext]? (A Tank of Gas)
 * In this world, we must read with an ear for writing and responding, engaging and interacting.


 * The Web is Challenging our Assumptions about Classrooms and Teaching**
 * If teachers are no longer the arbiters of knowledge in the classroom, our roles need to change.
 * Now we have the opportunity to be connectors, to bring our classrooms to the world in a variety of ways. We can [|find other teachers] who may know more than we do. (Secret Life of Bees)
 * Here's [|another example] of students learning from mentors. (Polar Science)
 * We can also connect our students to other students around the world so they can learn together. (Flat Classrooms Wiki)
 * And in a world where all of our students can be content producers as well as content consumers, we need to re-envision the work we ask them to do.
 * They can [|teach what they know]. (Radio Willow Web)
 * Our students can [|teach in powerful ways]. (Pre Cal)
 * And they can share their experiences in meaningful ways, like [|Sam Jackson's Education Blog]--12th Grade student blog about college application process
 * As [|Marco Torres] says, students' work "[|should have wings]." ("Parents")


 * We Need a 2020 Vision for Education** (Bud Hunt)
 * Why is this important? Because the world is changing, and we are changing it, and our students need to know how to [|change the world with these technologies]. (Water Buffalo Movie)
 * How do we learn to help our students leverage the technologies they are already using instead of have them check them at the door? (Especially when our students can [|get around our efforts anyway].)
 * How do we change? How do we re-envision teaching for a vastly changed world?
 * Some [|districts are already changing].
 * How do we the use of these technologies in our own practice?
 * To take advantage of these opportunities, we all need to:
 * Find our passions
 * Connect to others who share those passions
 * Participate
 * Build learning networks with other teachers and learners
 * Model our learning for others
 * It starts with [|one small step].