Subject content is important in a learning website because students use it as a tool to learn about a particular topic.
b) Do you agree that learning websites developed in your school (or a
school you know) are likely to motivate students, because they are
geared to what is being taught in that particular school?
Some
students are intrinsically motivated to learn regardless of the teaching
strategies used by the teacher or teacher librarian. I would suggest that
learning websites may positively impact student engagement, rather than
motivation.
c) What kind of information literacy guidance should be provided in an
e-pathfinder and how can this be linked to information literacy development in
the school in general?
Students
should be reminded of the information skills model to be used (Herring, 2011,
p. 122). Website evaluation criteria can also be provided. The annotations can
offer students guidance about how to use the resource. The pathfinder may be a
starting point for the creation of pathfinders for curriculum topics across the
school.
d) Annotations should be helpful to students - how can we
ensure that students will read and take note of the content of annotations?
Annotations
should be relevant to the resource and the task at hand. Potentially students
would be actively looking for resource annotations if these are genuinely
helpful.
e) How can we get students to participate in developing learning
websites, and subsequently adding content to the sites?
Herring
(2011, p. 125) offers the following suggestions for student participation in
learning websites on a particular topic:
·
Brainstorming
·
Generating
a research question
·
Posting a
link to a website found
·
Providing
a comment about a text
·
Giving an
example of their work
Reference:
Herring, J. E. (2011). Improving
students’ web use and information literacy- A guide for teachers and
teacher librarians. London: Facet.
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