Alternate Report 1 for G23
Transcript Analysis of an Information Literacy Dialogue
By Michelle Ching
Instructions
for this report are at:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy23/g23-alternate--report1.htm
Introduction:
The
objective of this report is to give practice in describing and observing the
information behavior of another person.
In addition, give practice on my own observational style.
I am
currently a senior attending the
The
Generational Curriculum Archives are the public online records of students’
reports, presentations, and outlines from the
Dr. James
came to the
Dr. Leon
James has written many books and articles on driving psychology. He has become a prominent researcher and
expert in this field and has been consulted by and interviewed with various
networks, news agencies, magazines, government departments and other inquiring
minds.
The Generational curriculum
principles for assignments include:
1. term paper topics are chosen by the students from a cumulative
generational list to which they also contribute suggestions for future
students.
2. all assigned reports are written for future students as the
target audience, not the instructor.
3. all reports are voluntarily donated to the generational
curriculum archives which are kept in a designated area by the instructor.
4. each succeeding generation of students reads, uses, and maintains
the archives through assigned and supervised activities.
5. two kinds of reports are required: those submitted as a team
with multiple authors, and those written and produced by the student
independently.
6. when reports are submitted as a joint effort, all authors receive
equal credit for it (e.g., grade).
7. when a project was carried out as a team, each member is required
to write it up separately, on their own.
8. all student reports are shared in the classroom with exercises
specifically designed to elicit peer comment and evaluation.
9. student reports are never defined as complete, and can be
improved or added to at any time throughout the semester (and even beyond, when
they are no longer students).
10. students
are given three choices at the end of the semester:
o
to leave their reports behind, as is (90% choose this)
o
to leave their reports but removing their name or
editing them in some way
o
to take their
reports with them.
11. students are coached to write only what they understand and
believe in, so they can take full responsibility for intellectual content (any
sentence they write that does not conform to this rule is labeled
"plagiarism" unless placed in quotation marks with a citation).
12. weekly homework assignments insure the systematic processing
of the generational curriculum archives by each generation; it is thus a major
component of the course content.
13. assignments are made generationally
cumulative to the extent possible, using the metaphor of "standing on
the shoulders of the prior generation."
14. each new class of students is officially designated by its generational
ID (G1, G2, ..., G5, etc.). Ceremonies, logos, group songs, nominations,
awards, and group photos are some of the methods I use to create group dynamic forces of solidarity,
identification, emulation, and competitive achievement orientation.
15. when
possible, student reports are published or made available to larger audiences
for use in science, education, or socializing (PLATO, the World Wide Web, and
e-mail have all been very successful publication media in my experience)
16. oral communication exercises in class use the generational
curriculum as content. Examples:
o
students pick a
report in advance and give a brief (5 min.) presentation on its content, with
their reaction or evaluation. Other students listen and are required to ask
each speaker at least three questions.
o
students are
arranged in teams and sub-group for a few minutes, preparing a team response on
a topic from the generational archives. Each team member must speak. Listeners
must ask questions.
o
whenever students
present something formally, it is required that they introduce themselves out
loud and clearly, using both first
and last names.
17. members of every generation are expected to volunteer for
maintenance activities that the generational curriculum requires, such as
scanning in the work of pre-Internet generations, up dating links in hypertext,
and creating orientation and "tour guides" for cybernaut
visitors.
18. students are given the opportunity to do post-semester
volunteer work such as being monitors in the computer lab, coaching other
students, or maintenance work on the ever expanding generational
virtual superdocument.
19. student work is expected to be scholarly, scientific, or
service oriented in intent, rather then merely personal. For example, when
studying the psychology of dialog they use scientific methods to analyze a
transcript of their own conversations on the daily round. To see sample
instructions they follow, click here. For example, they create and manage
Web generational databases which collect data or "contributions" from
visitors. Students thus learn how to "market" or advertise their Home
Pages using e-mail announcements, registering with search engines,
participating in listserv newsgroups, and so on.
This is a
sample of both written and oral assignments that Dr. James regularly uses to
produce collaborativeness and authenticity. There are three key parts to the Generational
Curriculum: worldwide access, multimedia
presentations, and virtual reality all are fundamental for higher intellectual
achievement.
Here is a
link to the Generational Curriculum directory: http://www.soc.hawaii.edu/leonj/leonj/leonpsy/gc/generations.html.
In report 1, the first semester I had taken a course by Dr. James I had to monitor my own information behavior by recording mistakes I encounter with various web based tasks. It improved my interpretations of observations, enabled a more effective method for correcting problems and ultimately improves information literacy. Information literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand. By having journals of the process of various assignments, being able to change problems becomes easier.
Here is a link to my first report,
generation 22 of last year:
http://www.soc.hawaii.edu/leon/409bs2005/ching/report1.htm
The purpose
of this report ‘alternate report 1’ is an extension of my previous report by
reaching observational techniques to another person.
Method:
The method
of data collection had called for two children however, if unavailable then
adults which was my situation. Because I
do not have any relatives or friends who are children that are willing to sit
down for half an hour at a computer, I asked two of my close friends, Adam and Jenine. Adam is 21
years old and male whereas, Jenine is 20 years old
and female.
I simply
asked both of them for a favor, to participate in a short class project that
involves computers. Since both of my
friends are comfortable and confident enough in computers, they both agreed but
got a bit weary when I said that I would have to record our conversation. I had asked both of them what information
behavior or computer task they are very familiar with so that they may do
something for me or find something for me or show and explain something to
me.
Adam who goes on ebay frequently volunteered to teach me how to use ebay. Jenine opted to teach me how to send several email attachments at one time. For each person I tape recorded our computer lessons so that I could accurately transcribe our conversation.
Transcript on October 18, 2005
AC:
Adam
MC:
Michelle
AC:
So I guess I’m going to teach you how to shop on ebay
MC:
Yes, well whatever you feel comfortable with
AC:
Shopping on ebay is easy enough
MC: Ok, just start from opening up internet explorer and then explain every step you make
AC: Are you serious?
MC: Yes
AC: Don’t you know how to use ebay already?
MC: Yes but that’s not the point. Just pretend that I don’t know
AC: Right then, click on Internet explorer
MC: Sure thing
AC: Delete the current web address shown on your
browser and type “ebay”. Press enter.
This should then take you to the ebay
website. What do you want to search for
or bid on?
MC: Lets say a prada jacket
AC: If you have something in particular you want
you should be more specific such as white small prada
jacket just to narrow down the search
MC: That sounds good
AC: So in the search box you just type in white
small prada jacket
MC: There’s a few here. How about that one [pointing to computer
screen]
AC: Click on “Item Title”. You have 52 minutes before the auction closes. There are already 27 bids. You should always look at the seller information. If you read their feedback you can see what sort of seller he/she is. Check out how much the shipping is because sometimes the item maybe dirt cheap but the shipping is ridiculous. Put down your maximum bid. This indicates the amount you are willing to compete for on this item. Click “Place Bid”
MC: Well I don’t think I’m actually going to bid on this one, it’s really expensive
AC: Just find an item you want then
MC: Ookie dookie. This one looks good. [referring to ebay item]
AC: What is going to be your maximum bid?
MC: Um…. How about twenty dollars?
AC: Yeah. Just put your user name and password
MC: Shucks someone outbid me
AC: Just means you have to put more
MC: Okay well twenty-five
AC: That’s good. Now you have 3 minutes and 3 seconds before this bid closes. If someone doesn’t outbid you, you win.
MC: Sounds good
AC: Hope you win
Transcript on October 29, 2005
JY: Jenine Yager
MC: Michelle Ching
MC: So teach me more about attachments to your email
JY: Okay. Well go to your email browser that would be hotmail right?
MC: Yeah
JY: Login
MC: Okay. Got yah
JY: Now what do you want to attach and who do you want to send it to?
MC: I’ll send you two pictures when we went to that Christmas party
JY: Wait which one was that?
MC: The one at Hibiscus
JY: Oh yeah that’s right. Just send that to me. Click “New Message”. Am I on your contact?
MC: No, not yet
JY: That’s okay then just type my email address then in the “To:” section. Put down a subject
MC:
It’s going to be “Really good Christmas pictures”.
JY:
You dork. That’s fine. Click
“attach” and then “file” because you want to add a file. Now search for those pictures you were going
to send to me
MC:
Oh I forgot where I put them
JY:
That’s fine. Go to “Start” and
then “Search”. Now search for your file
MC:
Hahahah.. Oh yeah
that’s where I placed it
JY:
Okay now that you know where you placed it go back to your web browser
and click on the file you wanted to send
MC:
Roger
JY:
When you’re done click on attach another because that’s what you want to
do. Now that it attached those files
click on “send” so that I may receive those wonderful pictures
MC:
You sure did
JY:
So that’s it. We’re done
MC:
Thanks
Jenine and Adam
were both very informative and helpful during the entire process. I felt the method was fairly accurate,
objective and repeatable by others. Tape
recording the conversation provided an easy method to recall accurately the
conversation held by Adam, Jenine and I.
Analysis:
I had selected my sample based on what was available to me, which were my two good friends who unfortunately were not younger. The transcript was time consuming. It was not that difficult to do. I had to press play and pause the recorder constantly in order to type what I heard and to play the next segment of the conversation.
During the actual recording both of my friends felt awkward in the beginning because everything that they were saying was being recorded. They both tailored their speaking styles and choice of words to make it more appropriate for my report. Normally they would have said more colloquial things if it were not for the recorder.
The following link provides some basic presentation elements: http://www.humboldt.edu/~tha1/hunter-eei.html which is generally referred to as the Madeline Hunter Method. There are seven elements in her plan 1) objectives, 2) standards, 3) anticipatory set, 4) teaching [input, modeling, and check for understanding], 5) guided practice, 6) closure, and 7) independent practice. Table 1.1 represents each element in her plan and indicates whether or not these components were employed during the experiment.
Table 1.1 Madeline Hunter Method
|
|
Objective |
Standards |
Anticipatory Set |
Teaching |
Guided Practice |
Closure |
Independent Practice |
|
Adam Chang |
X |
X |
|
X |
X |
|
|
|
Jenine Yager |
X |
X |
|
X |
X |
|
X |
Here is an explanation of the meaning of the terms in Madeline Hunter’s Method:
- Objectives - What, specifically, should the student be able to do, understand, care about as a result of the teaching. Informal
- Standards - an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.
- Anticipatory set - sometimes called a "hook" to grab the student's attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson.
- Teaching/presentation - includes Input, Modeling, and Checking for Understanding.
- Guided practice - An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision.
- Closure - Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught
- Independent practice - Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten.
Clearly from the table we can see that anticipatory set, guided practice and some closure was not heavily relied on for Jenine and Adam. Although because I already had previous knowledge on Internet it was not necessary for them to employ anticipatory set or closure. Not all elements belong in every lesson. Jenine and Adam’s method of teaching was appropriate due to the circumstance. If I had not known anything about the computer or the Internet, I am certain they would have taken a different approach.
Discussion:
Information Literacy is
defined by The National Forum on Information Literacy as the ability to know when there is a need for information, to be able
to identify, locate, evaluate, and effectively use that information for the
issue or problem at hand. With the new
millennium, the emergence of Information has approached at an unprecedented
scale. Access on the web has allowed
rapid changes in the way we communicate research and operate our day to day
lives.
The Big6 is an information literacy model it is also called a metacognitive scaffold, or an information problem solving strategy developed by Mike Eisenberg and Bob Berkowitz. The Big6 provides a framework to approach any information-based question. The following table displays the six stages to the Big6 and its sub-stages.
Table 1.2 Big6
|
Task Definition Stage |
Information Seeking Strategies Stage |
Location and Access Stage |
Use of Information Stage |
Synthesis Stage |
Evaluation Stage |
|
Define the information problem |
Determine all possible sources |
Locate sources (intellectually and physically) |
Engage (e.g., read, hear, view, touch) |
Organize from multiple sources |
Judge the product (effectiveness) |
|
Identify information needed |
Select the best sources |
Find information within sources |
Extract relevant information |
Present the information |
Judge the process (efficiency) |
Everyone will go through these stages when solving a problem or making a decision whether they are consciously aware of it or not. There is no linear order to these stages. The Big6 allows for improved evaluation on current information skills and tools.
Advice to Future Generations:
In order to avoid unnecessary stress and possible point
deductions from a report lacking quality, a moderate pace and diligence should
be in good practice. Do not procrastinate. The work load will be overwhelming. I found that the most time consuming process
was the actual transcription. Pausing
and then typing what was being said and thereafter playing the recorder to
repeat the process got very cumbersome.
It would be much easier if a person assisted you in this section by
playing or pausing the recorder while you type or vice
versa depending on who is a stronger typer. Unfortunately, I did not have any assistance,
which lead to time that could have been save if I had help.
The research in my discussion portion was primarily sought
out from the Internet by searching "information literacy I was able to
obtain many documents, articles, research and links regarding the issue. I prefer to use google
and metacralwer for my search engine but really it is
what you feel comfortable using and how effective you are in using those
tools. Information literacy is important
for clearer understandings and methods to organize the overwhelming amount of
information given to us each day.
References:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/instructor/talk/talk1.html
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/gc/intro.html
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/gc/generations.html
http://www.humboldt.edu/~tha1/hunter-eei.html
Class Home Page:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy23/classhome-g23.htm
Instructions for Alternate
Report 1:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy23/g23-alternate--report1.htm