If it were just that easy…imagine the only skill you ever needed to learn was how to ‘Google’ to guarantee success in a post-secondary environment. Think about it.
If only…
Actually, that is what is really happening. Our graduates are returning to tell us that while the rigor and work ethic that we helped to instill didn’t really help to arm them for the vital survival skills that would be required post-secondary.
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| Image courtesy of donotbeassimilated.blogspot.ca |
While I often feel that my concerns fall on deaf ears among colleagues (and for a variety of legitimate reasons!) I was inspired by this recent post from New York state school librarian Paige Jaeger (@INFOlit4U). Jaeger strongly believes that this conversation needs to happen at the school and district level before any real meaningful learning can actually occur. She argues for the need for ‘research collaboration’ among educators in support of our students and developing their most effective research and digital literacy skills.
Jaeger asks educators and educational leaders to consider three questions during their deliberations moving forward:
1. Is your assignment answerable on Google?
2. Where is the information coming from?
3. Does your assignment ask students to transform not just transfer information?
Jaeger warns that using any type of ‘content framework’ might not necessarily be the best way to go either. But a model (or an outline) for educators is a must if we are to best serve and prepare our graduates for what lies ahead.
I’m ready to begin that necessary (and possibly messy) conversation at the broader School District level. I hope my colleagues are, too.
What other choice do we have?
GETTING CURIOUS 