Bernajean_Porter-Post_conference

In response to a request for sources of information from the keynote so they could be shared with others.

 * From Bernajean:** (6/6/07)

I am happy to share the sources.

http://www.nea.org/presscenter/actionplan1b.html
 * Drop out rates** - Below is the article of national studies. Interesting to note that few states or school systems declare the issue anywhere near this alarming. My brother who is an attorney working for schools across Illinois gave me the new statistic of 36%. I am tracking that info for you right now AND updating my sources to be on top for the next question. I am also giving you the resources about bored students - impacting the issuing of dropouts since most think that dropping out is related to students being behind or lazy. thanks

"The Texas Miracle" (Dropout rates in Houston schools) http://www.cbsnews.com/stories/2004/01/06/60II/main591676.shtml

Bored students http://newsinfo.iu.edu/news/page/normal/4948.html http://www.goldwaterinstitute.org/AboutUs/ArticleView.aspx?id=1031 http://www.nationalacademies.org/headlines/20070312.html http://www.newswise.com/articles/view/527517/


 * ICT / workforce readiness Skills** - here is the preliminary study about student skills ranking the credible/reliable sources a BIG problem for most kids. Also attaching the workforce readiness report.

Finally almost all the facts come from Richard Wurman's books on __Information Anxiety__ who is many times quoted but in fact the original source came from a source he synthesized - most people relate to Wurman renown as an information architect. I also toss in a few facts from Tony Buzan's book. I use some quotes from his __Using Both Sides of the Brain__ - he is most known inventing mindmapping and techniques for expanding the brain. so his info is used to demonstrate the need to kick up strategies of the brainware. One fact I didn't mention was his prediction that out of all the things there are to know - we have only touched on 1% of that volume thus far - oi vey!

http://lib.nmsu.edu/instruction/whatisIL.html http://answers.google.com/answers/threadview?id=341789 http://en.wikipedia.org/wiki/Tony_Buzan 


 * Info Doubling** - future trends are just that - examining the existing patterns. So there is the 72 hours and the 73 days estimate BUT trends are not predictions as much as heads up a pattern is emerging. So I included Wurman's and IBM's source

http://www.ntlf.com/html/lib/ilul_pref.htm http://www-03.ibm.com/press/us/en/pressrelease/21065.wss http://www.library.ncat.edu/ref/information_literacy/course/intro/lim0p1.htm

In response to a question about the activity with the folded paper representing the amount of information students are exposed to.
From Bernajean: (6/6/07)

Use a 2X11 paper - that is four length way cuts from the 8X11 sheet of paper. Have the group fold them in half four times length wise. This represents the amount of info known and available in the world at the time a kindergarten student comes to our schools. Based on information doubling every 2 years (give or take some months but who is counting) - every time you open it up - the student has moved into 2 then 4th then 6th etc.

It presents the experience of the exponential growth of information - How does this growth impact us in our classrooms? How does it impact what students will need to know and be able to do in a world that can no longer sustain the illusion of a static body of information that can be organized by educators into concrete info packets per grade level to "arrive" at the amount of info needed for X job or X skill. For example the top ten demanded jobs today did not exist in 2004. The trend analysis says that 90% of the jobs our students will need to qualify for in their lifetime do not even exist today - and most students in our classrooms today are predicted to have to prepare for 10-12 different careers during their life time.

Again. . . what skills will be needed to thrive in this moving target of earning a living?