The Urgency of Information Literacy

In today’s ever-evolving digital landscape, developing strong information literacy skills is more critical than ever. The "Did You Know (Shift Happens)" video conveys the urgency of preparing learners to navigate vast amounts of information effectively. Using the National Forum on Information Literacy (NFIL) infographic as a framework, I have explored tools that support students in evaluating, analyzing, and synthesizing information. I have found four key elements that I’d like to discuss below.

Resources for Information Literacy

1. News Literacy Project - Checkology

• NFIL Connection: Critical Thinking, Ethical Use of Information

• Discovery: I found this while exploring the American Library Association’s website. My campus librarian recommended that it might be a good source for this type of investigation.

• Evaluation: Checkology provides interactive lessons on evaluating news sources, distinguishing fact from opinion (something students from each era of my teaching life have struggled with especially with the introduction of the concept “fake news”), and recognizing misinformation. It is particularly strong in addressing media literacy and ethical considerations.

• Neglected Areas: While strong in analyzing credibility, it does not focus on digital citizenship or the technical aspects of information organization. I also wish that there was an element within Checkology that addressed misinformation that runs rampant on social media forums that my students frequent more often than more “traditional” news outlets.

2. Common Sense Education’s Digital Citizenship Curriculum

• NFIL Connection: Digital Citizenship, Responsible Use of Information

• Discovery: Each campus that I have taught at has earned the distinction of being a Common Sense campus, so I am familiar with the program and its effectiveness with my former and current students. 

• Evaluation: Common Sense Education offers structured lessons on digital footprints, cyber ethics, and responsible behavior online. The lessons are engaging for students because they offer real world examples and scenarios that make the content more applicable to their daily lives.

• Neglected Areas: While it excels in digital ethics, Common Sense does not explicitly teach how to evaluate information using techniques like source credibility assessment.

3. Google Fact Check Explorer

• NFIL Connection: Evaluating Information, Critical Thinking

• Discovery: We are always using some aspect of the Google suite on my campus (and previous campuses), and I found this one particularly useful for fact-checking claims.

• Evaluation: This tool collects fact-checking articles from trustworthy organizations and allows students to verify information. It helps students create a habit of verifying claims before accepting them as truth–hopefully helping them navigate misinformation and yearn to seek the truth.

• Neglected Areas: Even though the source is strong in regards to source verification with the goal of being able to verify information, it doesn’t explicitly teach students digital literacy skills or how to ethically use the information that they have evaluated.

4. Perusall (Collaborative Annotation Tool)

• NFIL Connection: Understanding and Analyzing Information

• Discovery: This tool was recommended in a summer professional learning session when I started in my new district for enhancing student engagement with texts–perking up the ears of this reader and English educator.

• Evaluation: Perusall, much like Kami which I already use and am familiar with, allows students to annotate texts collaboratively. It encourages critical thinking and analysis through peer interaction.

• Neglected Areas: As a close reading tool with emphasis on collaborative writing and learning, it doesn’t showcase any misinformation detection unless that is explicitly part of the lesson created by the teacher, not the tool.

Examples of Student Work

1. Collaborative Fact-Checking and Source Analysis with Presentation/Portfolio (SAMR - Redefinition)

• (C) Learning Objective: Students will analyze various news articles (NewsELA, CNN, etc.) to determine credibility using Checkology followed by Google Fact Check Explorer.

• (P) Pedagogical Approach: Inquiry-based learning and collaborative research

• (T) Technology Affordance: Students use Checkology to learn credibility indicators and apply them using Google Fact Check Explorer to verify real-world claims. They can then present their findings in a presentation or digital portfolio.

2. Digital Citizenship Reflection (SAMR - Modification)

• (C) Learning Objective: Students will reflect on their digital footprint and responsible online behavior using Common Sense Education’s lessons.

• (P) Pedagogical Approach: Reflective learning and discussion-based teaching

• (T) Technology Affordance: Students create a multimedia presentation on digital responsibility. The presentation must incorporate annotated examples using Perusall to demonstrate awareness of ethical online behavior as they have collaborated with their peers.

Redesigning a Unit

Learning Problem and Outcomes

A common learning problem in my classroom is that students struggle with evaluating online information for credibility and bias. They often come into contact with misinformation and accept it without questioning the source, the material, etc. This leads to difficulty using credible and worthwhile sources during any unit where research is paramount. In order to address this concern, the learning outcomes for this unit include:

• Identifying credible sources using structured evaluation techniques,

• Applying critical thinking skills to distinguish between fact and opinion, and

• Demonstrating ethical use of digital information.

This is why I try to incorporate some level of research--even something as minimal as a Google search and showing them that the first hit is not the best hit--in their daily bellringers.

Applying Learning Theory for a Solution

Constructivist learning theory, which emphasizes active engagement and inquiry-based learning, can help address this issue. By guiding students through hands-on activities, discussions, and real-world application, they develop deeper comprehension of information literacy concepts. It’s all about making connections between the classroom and the world outside of it; that’s how I’ve been able to find success in the past.

Technology Integration with TPACK

• Technology Tools (T): Checkology, Google Fact Check Explorer, Perusall, Common Sense Education curriculum

• Content Objectives (C): Evaluating sources, understanding bias, and ethical use of digital information.

• Pedagogical Approach (P): Inquiry-based learning, collaborative discussions, and project-/research-based assignments.

SAMR Model Justification

The redesigned unit reaches the Modification and Redefinition levels of SAMR. The fact-checking and collaborative annotation activities reconstruct traditional source evaluation by allowing students to engage with more authentic, meaningful examples. The ability to annotate and discuss sources using Perusall further redefines how students interact with digital texts and with their peers who are also attempting to navigate the misinformation that we are all inundated with in our daily lives.

Conclusion

Over the past 10 years of teaching, I have seen students struggle to distinguish between credible and misleading information. By introducing interactive platforms like Checkology and Google Fact Check Explorer, students become more inquisitive and analytical. Passive consumption of content decreases and students instead question, verify, and engage with information critically. While some NFIL areas remain unexplored, these resources empower students to navigate the digital world confidently. As an educator, there’s no greater reward than seeing students transform into independent and informed thinkers ready to take on the world of modern information and digital media.

Chat-ting About My EdTech Philosophy

 Reflections

I've crafted pedagogical philosophies in my past academic life, but using AI to help me outline and brainstorm one was something I was not prepared for even though I ended up being pleasantly surprised by how helpful and insightful ChatGPT was in this endeavor. Turning to ChatGPT for guidance gave me a chance to reflect on my own beliefs, values, and goals for teaching while also evaluating the role of AI in this phase of the writing process. 

The Process

Going in, I had a general idea of what I needed to include with help from my aforementioned experience in addition to the rubrics and resources provided in the readings for the week. ChatGPT provided a structured approach and broke down elements such as:

1. The purpose of English education
2. The role of technology in student learning
3. Constructivist teaching practices, and
4. Student engagement and assessment strategies.

If I've had a lot of experience writing in a certain style with a certain purpose, my brainstorming and outlining processes are pretty streamlined and organized; however, seeing as I haven't written an educational philosophy since the end of my undergrad days in 2015, I was elated to see that ChatGPT was able to help me organize my scattered thoughts into clear sections and provide me with concepts and ideas to build upon. It also helped me address ideas and issues that I might have overlooked or forgotten about otherwise. 

For example, at first the suggestions were geared towards my current place in education as a 6th grade English teacher. I know that I want to ensure that my Educational Technology Philosophy includes the full scope of my teaching experience as well as my future aspirations about entering into the teaching force at the community college level before becoming a librarian. ChatGPT helped me see how my philosophy applies at different educational levels--middle school, high school, and community college. Chat also reinforced the importance of student surveys in refining my teaching practices--a goal I have had for many years but needed help implementing in a meaningful and effective way because of my own fears.

Even though ChatGPT was incredibly helpful in helping to generate ideas and organizing the content of my future Educational Technology Philosophy, it lacked the personal nuance and emotional depth that make a teaching philosophy truly unique to me and my personal experiences in the classroom or with my colleagues in the past 13 years of my education journey. That's something AI just can't replicate, and that's something I remind my students of often. In my final product, I will make sure that my own voice shines in order to create an authentic final product that means something to me. In the end, I think it worked well, but I also did not appreciate the fact that AI kept offering to write for me even though I kept deflecting and ignoring the suggestions.

Writing My EdTech Philosophy

Through my chat with AI, I solidified my core belief that technology shouldn't be the replacement for teaching but should instead add to and enhance student-centered learning. I, as an educator and as a person, am a natural caregiver as I feel most educators are to an extent, and though I want all of my students to succeed, they have to be able to do it on their own. Will I be their co-pilot in this journey? Absolutely. Can technology help them along the way? 100%. At the end of the day, they have to be able to use the tools in their arsenal to forge their own path to whatever their definition of success is.

As a constructivist educator, I see technology as a tool for inquiry, collaboration, and creativity rather than a mere mechanism for delivery of the content. I learned that through my follow-up questions and my more pointed inquiries with ChatGPT, my philosophy emphasizes critical literacy, student agency, and scaffolded support. I want to help my students analyze and create utilizing multiple digital platforms, encourage choice and voice, and guide students through problem-solving with digital tools. 

Additionally, I realized that my philosophy will have to be adaptable. I am going to have to be open to change and take chances with technology in the future as I make my way towards teaching at the community college level before becoming a librarian. Being able to integrate the edtech skills that I have acquired in my teaching and through courses like this one will allow me to be a better librarian and conduit of technology and knowledge to future learners. This realization lends itself to my core goal as a teacher and future librarian. I desire to:

• Create lifelong critical thinking,
• Encourage digital literacy and responsible and ethical use of technology,
• Help my students develop confidence in their voice, discussions, and through digital platforms, and
• Continue to grow and prosper as a professional by being open-minded when it comes to trying out new edtech tools and best practices.

Helpful or Not?

Overall, using ChatGPT for this task was more helpful than I'd like to admit when it comes to brainstorming my educational technology philosophy and organizing my thoughts and ideas. It helped me think of ways to organically integrate ideas that I had already considered but struggled with; however, I found that the responses generated by AI (and I think I am safely assuming that this would be a similar case for other chatbots) lacked personality and voice. They needed personalization to adequately represent my beliefs in the realm of edtech as it relates to my teaching philosophy. 

Would I use ChatGPT or another AI system for this again? I probably would but with a very specific intent and a critical lens. It's a great tool for drafting and organizing ideas, but the final product should be with my own unique phrasing and -isms that make me, me. AI just can't do that in an authentic way...yet...

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Graphic Novels for the Digital Win!: Week 3

Graphic Novels for the Digital Win!

One of the most rewarding and technology-rich learning experiences I designed involved integrating graphic novels and digital storytelling into our final book club/literature circle unit of the fall semester. My kids were yearning for more opportunities to read graphic novels after I explained to them the “taboo” nature of the genre when I was a student. Most of my kids had very passionate responses on their love and preference for more visual storytelling, so I created a graphic novel book club unit that took place between our Thanksgiving and winter breaks. Knowing that I was going to be starting my journey towards my Library Science degree in the spring, I wanted to make sure that I included technology in this so that students could embrace their creativity and showcase their learning in a meaningful way.

What Prompted the Design?

My inspiration for this unit stemmed from professional development on digital storytelling tools and, as previously mentioned, my students’ own voices and desires. As an advocate for my students’ needs and interests, I wanted to create a unit where students could analyze graphic novels and then use technology to craft their own digital narratives. Usually I am a person who designs a traditional unit and then places technology into it in a purposeful manner after the unit’s development, but this time I was very intentional about thinking which technology pieces I wanted to include from different professional development lessons and quick hallway conversations with my techy school neighbors (where some of the best lessons and inspiration has come from for me).

Pedagogical Foundations

I always want my kids to be active participants in their learning, so I intentionally planned the unit aimed at having them construct meaning through both visual and textual analysis. These aspects lend themselves to the constructivist theory which is at the core of my pedagogy. In addition, I utilized:

• Multimodal Literacy: Recognizing that students engage with books and stories in multiple ways, I emphasized the interaction between words and images with technology in mind.

• Choice and Creativity: Giving students the choice to select a scene from a graphic novel and recreate it using digital storytelling tools created more “buy-in” from my students.

The aforementioned elements are rooted heavily in the voice and choice pedagogical approach that I have employed since my days as a student teacher.. Both districts that I’ve been lucky enough to work with emphasize this creed, and I plan to continue to integrate it into my lessons that I lead and/or assist with in my days as a librarian in the future. 

Technology Integration

I used the following tools in this unit:

1. Canva: For students to create and manipulate digital scenes, characters, dialogue, etc.

2. Storyboard That: To create a story map/story board for their narrative scene before finalizing their projects

3. Adobe Spark: For students to combine text, images, and voiceovers (most used this tool and LOVED it) to create digital scene/story

4. Padlet: For peer discussion and collaboration

5. Google Docs: To allow students to conduct peer reviews using the comment feature

After looking at the ACOT Stages of Technology Integration resource from this week’s readings, I realize that the reason I used these tools is rooted in my comfortability with them in my own life (personal and professional). I was ready and willing to go into the Appropriation and Innovation stages because I had already become familiar with the tools that I had chosen to integrate into my unit and lessons within it. Because of this familiarity and previous practice, I was able to guide students through them as an expert in the room rather than having them rely on YouTube videos or other tutorials.  

Overall Effectiveness

Based on the feedback I got from students (and a few parents), I think this unit was a success! Students who struggled with traditional novels and methods of storytelling found graphic novels more accessible, and creating their own digital stories/scenes enhanced their analytical skills as well. 

Affordances of Technology

• Creativity: Students could experiment with design, choice of presentation, possible narration, etc.

• Collaboration: 

• Peer feedback on Google Docs encouraged meaningful discussions. Students had to view and respond to their peers’ projects.

• Padlet showed them a new way of posting their content and explaining certain elements they chose to include.

• Engagement: The use of technology made the unit feel timely and exciting. For most of them, it was something new, and that was enjoyable to watch from the sidelines!

Reflection and Ways to Improve Next Time

While the tools supported the learning objectives, I would consider giving my kids more options for each step. Though they still had “options” in regards to the graphic novels and how they wanted to visually create the scene/story, offering a forum of expression, creation, and collaboration other than Canva, Storyboard That, Adobe Spark, and Padlet would have been a good idea; however, with them being in 6th grade, I didn’t want to overwhelm them.

Next year, I think I will rework the unit a bit and integrate AI. ChatGPT could help students refine dialogue and narration–furthering my desire to show students that AI tools can be used for good and not just evil (cheating). This integration will also force me to become more comfortable and familiar with AI integration into my content.

In my previous district, a majority of my students were categorized as ELLs, and I know that my current district is seeing a rise in that student population. With that, I will show students how to add closed captions to their digital creations and text-to-speech tools (Kami offers this) for more accessibility. 

Chatting with Chat: Week 1

Week One

Hello! I'd like to start by saying that I can't believe that we were asked and encouraged to have a conversation with an AI tool. I have tried to avoid using AI myself even though I have had to do my fair share of investigating into its use in the classroom... I know that there is good to come from it, but I cannot help but fear what it can do in a pair of wrong but capable hands.

Initial Reactions

The first time I used ChatGPT was this summer during a Welcome to [Insert New District's Name Here] session, and I was surprised that my new district was so transparent about the professional use of AI. My previous district was very oppositional to discussing AI or showing us, the educators, how to use it effectively and teach our students how to ethically use it as a tool for learning rather than an easy way out of assignments. I admire that this course's first assignment centered on having a conversation with our choice of bot; I've only worked with ChatGPT, so that is why I decided to use it again. Because I, too, am still learning just like my students.

Confidence in the Output

Since I've had experience with ChatGPT during this school year, I am confident in the accuracy and validity of the output I received in my conversation about edtech linked below. I base my level of confidence on Chat's responses to the follow-up questions that I ask. Whether I need help making an assignment or creating a supplemental activity or mini-lesson, I can ask for clarification, alternatives, or for a complete re-write, Chat provides numerous opportunities for me to find something to use in the classroom in a meaningful, engaging way. 

I feel that after reading through the initial output and considering the responses to my follow-up questions that I have a more firm grasp of the historical development and evolution of educational technology and the key concepts that educators need to understand. Without intending to, I often limit my scope of consideration of edtech in the classroom to the 1990s/Y2K because when I hear "technology," my immediate thought is something involving the internet or a screen as a conduit of change and information sharing. ChatGPT went back to the Medieval Age and Industrial Revolution to remind me that technology hasn't always been synonymous with screens.

When it comes to verifying the information that I was given in the initial output as well as the continuation of the conversation from my follow-up questions, I would ask ChatGPT to provide updated and scholarly sources to serve as verification of the information it provided. I do appreciate that the CRAAP method was mentioned by Chat because it's the fact checking method I encourage my students to use in class and in their daily lives. 

I usually ask for videos as another way to verify and deliver the information as well, but I wonder what other ways I can prove that the information I am being given is the most accurate information out there. In the same breath, how can I teach my students to verify, or fact check, what they get from their own AI outputs in a way besides the CRAAP method? I fear inherently trusting AI/ChatGPT, but I don't know a concrete way to ensure that the information is true.

Effectiveness of Prompts

Reflecting on that 45 minute AI Deep Dive session during in-service, I remember vividly that my instructors said to be polite to Chat and spoke of it like a person. Treating these AI bots like people yields more worthwhile and meaningful responses to whatever prompts I enter. That's why you'll see so many pleasantries and niceties from me in all of my chats with Chat. That being said, I think that the prompts provided and the ones that I used as follow-ups definitely strengthened the quality of the responses that I received each time. I feel that I was given more depth and perspective rather than shallow, regurgitated knowledge. I don’t think that I needed to rephrase, but I do think that looking at the output from the bot helped me hone in on how to phrase my follow-up questions during those portions of the conversation. If I wanted even more in-depth responses, then I could have further inquired with follow-ups to my first rounds of follow-ups. Since my questions pointed to specific moments in the conversation–even quoting the output–I didn’t feel the need to provide more context in search of clarity.

Opportunities for Improvement

To learn more, I would have asked for references to the information that I was provided with during the conversation. I always tell my students to fact check, and I love that the method I use--the CRAAP method--was mentioned in the output with ChatGPT. I wonder if there is another method that I could implore my students to use when fact checking rather than innately trusting everything they see on the internet or on social media. My district started piloting BRISK this year to check if students are using AI to do their work, but AI can also be used for good, not just as a tactic of avoidance. 

Use in My Teaching

I will need to explore ChatGPT more and also venture out into the AI bot universe to see that other AI services have to offer both me and my students. I know that AI is now a part of our educational and pedagogical world and that it cannot be ignored. Even my students who don't use it still know it exists, so why don't I try to find ways to make using it a meaningful learning experience for them when/if they do decide/need to use it? The response that Chat gave to one of my final follow-up questions did give me some solace--that AI cannot replace the integrity and importance of face-to-face learning as we have seen in the aftermath of the pandemic. So many students were dealt the hand of AI to survive during that time away from a brick-and-mortar educational institution, and that experience has now developed into a reliance for some. What do we do about that? What will the next generation of learners look like when AI is something they have always known?

Overall, I would trust ChatGPT in the hands of my students. That double-edged sword of the AI universe still slices me though... It's there, we all know it. Some who swear that they will never use it might find it is the only option later on. Rather than ignoring the artificially intelligent elephant in the room, I'm going to give it a peanut and invite it into my classroom circus conversations because I owe my students that much.

Thank You, AI

Remember to always thank your bot! 

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