Technology

Abstract

Thousands of years ago storytelling was available primarily in one format, the oral word passed down from generation to generation in order to communicate wisdom. Each of us represents the intersection of many generational stories blending fact and fiction. In the context of a continual search for ways to define, secure, and shape our existence, it is vital to expand the understanding of the evolving forms and applications of storytelling so societies can continue in the tradition of using stories to define, preserve, and shape society (Benjamin, 2006; Sax, 2006). This chapter looks at how technology impacts the practice of storytelling and how it affects not only the relationship with storytelling, the concept of the story itself, but also the practice of collaborative storytelling through the power of technology.

Digital and information literacies and the school library

“…They need to decide which tools to use, to engage in critical thinking and analysis to evaluate, synthesize, and create new information-as well as be ethical users of data and information (ACRL, 2015;Mackey & Jacobson, 2011). Students need to understand that information is not static but a dynamic entity (Mackey & Jacobson, 2011;Rochester, 2014) and online information is now "characterized by pluralism, controversy, autonomy, fluidity, replicability and accessibility" (Spiranec & Banek Zorica, 2010, p. 142).…”

“…Literature acknowledges the development of notions of transliteracy and new literacies (Mackey & Jacobson, 2011;Leu et al, 2014a) with information literacy reframed as a metaliteracy connected to digital, media, visual, cultural, and environmental literacies (Mackey & Jacobson, 2011;O'Connell, 2012;Rochester, 2014). Furthermore, it is recognized that the nature of literacy has been altered by the internet thus requiring additional skills and strategies (Leu et al, 2014b).…”

“…Throughout the IL sessions, differentiation included a variety of teaching strategies, use of digital and visual tools, and groupings so students had opportunities for teacher directed focus, exploratory learning, and joint construction (Rochester, 2014). There were certainly "very different competencies, technological literacies and expectations" of students within the classroom (Farkas, 2012, p. 88).…”

“…Librarians provide the scaffolding, so students can "judge the value, credibility and soundness of different sources of information or knowledge through comparison and critique, rather than to accept and present all information or knowledge as given" (Koh, Tan, & Ng, 2012in Rochester, 2014, p. 1009. Animated discussion was generated as students judged the reliability and authenticity of different hoax websites as an exercise in critically evaluating websites for information.…”

“…Teaching is conceptually based, and the school within the case study, follows an inquiry methodology. The PYP Exhibition is the culminating inquiry process where groups of students collaboratively take responsibility for their own learning and use critical International Association of School Librarianship https://iasl-online.org thinking skills to engage with authentic learning experiences as they "problem solve and construct their own meaning and solutions to various social, cultural and political issues" (Koh, Tan, & Ng, 2012in Rochester, 2014, p. 1006).…”