4.6.4 Reflection on integration of teaching search literacy and information literacy skills.

4.6.4 Reflection on integration of teaching search literacy and information literacy skills.

Many schools in Uganda have very poor facilitated libraries, and some do not even have one. this often hinders learners access to reading materials, texted books and education resources. The introduction of ICT integration is going to help improving teaching in these disadvantageous schools. 

Search literacy

Search literacy is the way to acquire or access knowledge or information from any resource. In an education environment, another search literacy skill is or should be addressed, is the one of checking the source of information and giving credit where it is due. Certainly encouraging a conversation between children,peers, and parents.  

As an ICT teacher, i couldn't agree more that teaching how to search using the internet is the only way ford. the define features in the Google are endless, but there are certainly other online resources available. We have the Dictionary program which can be installed on all the school computers, and the students can use it to look for important resources   

I would suggest helping your learners to learn how to explore computers and the internet on their own. and how to find and read technical help. The educator and the school should be building the curiosity and skills that can help learners find out how to best use a given tool, not to use the tool its self.   

Lastly, school should not be teaching sit-specific knowledge expect as examples. learners should learn how to use word perfect (DOS version) in any lesson. They should be free to adventure, explore different sits for resources, use digital technology and tools in classes.    

4.5.4 Reflection of media literacy integration principles in teaching.

   

4.5.4 Reflection of media literacy integration principles in teaching.

The integration of media in teaching has taken on new significance in the digital age, as students frequently are called on—both in educational contexts and in their personal and home lives—to access, analyze, create, reflect and act on variety of diverse information in multiple media formats.

 Although Internet access has expanded dramatically in recent years, many young people still spend a majority of their time using what is sometimes called “passive” media, including popular films, television, music, and non-participatory online sites and games. In turn, children and young people still put faith in the high credibility of mainstream print-based and television news outlets, especially local news; in one large study, a majority of young people claimed television news was the most credible source of news information.

 there are varieties of  ways in which different educators at the school approached media integration. Though approaches, interests, and values of each teacher vary considerably, all teachers share a commitment to the following classroom principles:

 1.  the use of inquiry to guide lesson development, 

2.  the role of ambiguity and uncertainty in otherwise structured learning environments,

 3.  the use of scaffolding and planning to limit and shape students’ experiences with a variety of unpredictable media texts in the classroom, 

4.  written reflection on how individual teacher values and motivations contribute to the unique classroom culture. Implications for future professional development in K-6 news literacy are explore