HI David,

Can you clarify me where this might be taught? I think the target audience 
is what I'm after.
As a health care professional, I *do* think we need to help with #1 and 2. 
I need to think about the rest.

Joan
-------
Joan E Guthrie Medlen, R.D., L.D.
Global Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at ipns.com
3638 SW Vesta
Portland, OR  97219
503.246.3849 (v)  503.246.3869 (f)
www.DownSyndromeNutrition.com

At 03:15 PM 9/2/2008, you wrote:

>Technology Colleagues,

>

>There have been many interesting responses to my post yesterday, but

>so far no one has yet responded to my questions:

>

>1) Should we be teaching how to find and judge information?

>2) ...how to navigate efficiently and effectively?

>         a) Do some of our students already do this better than we do?

>         b) Should we be learning navigation skills together with them?

>3) Are there some helpful hints that we should be teaching for Web

>page navigation?

>         a) If so what are they?

>4) Should we be teaching visual, musical, social and kinaesthetic

>intelligences, or at least honoring them?

>

>I hope some of you have some answers, and some experience with

>teaching how to find/judge information online and how to navigate

>well. If so, can you share some helpful hints?

>

>David J. Rosen

>djrosen at comcast.net

>

>On Sep 1, 2008, at 1:01 PM, David J. Rosen wrote:

>

> > Technology colleagues,

> >

> > This article from South Africa's The Times, Newspapers have a

> > future if they start thinking,  has got me thinking. The author,

> > Ray Hartley, the paper's editor, quotes John Seely Brown, the Chief

> > Scientist at Xerox's Palo Alto Research Center (PARC). Brown has

> > long be an innovative thinker. He says ""The typewriter prized one

> > particular kind of intelligence, but with the web, we suddenly have

> > a medium that honours multiple forms of intelligence - abstract,

> > textual, visual, musical, social and kinaesthetic."

> >

> > He adds: "People my age tend to think that kids who are

> > multiprocessing can't be concentrating. That may not be true.

> > Indeed, one of the things we noticed is that the attention span of

> > the teens at PARC - often between 30 seconds and five minutes -

> > parallels that of top managers, who operate in a world of fast

> > context-switching. So the short attention spans of today's kids may

> > turn out to be far from dysfunctional for future work worlds."

> >

> > Brown says: "The new literacy, beyond text and image, is one of

> > information navigation. The real literacy of tomorrow entails the

> > ability to be your own personal reference librarian - to know how

> > to navigate through confusing, complex information spaces and feel

> > comfortable doing so. 'Navigation' may well be the main form of

> > literacy for the 21st century."

> >

> > We know that "reading web pages" is different from reading hard

> > copy. Web pages often lots of images, increasingly audio and video

> > files, as well as text. They also have links to navigate to -- and

> > back from. Should we be teaching how to find and judge information,

> > how to navigate efficiently and effectively? (Do some of our

> > students already do this better than we do?) Should we be learning

> > this together with them? Are there some helpful hints that we

> > should be teaching for Web page navigation? If so what are they?

> >

> > Should we be teaching visual, musical, social and kinaesthetic

> > intelligences, or at least honoring them?

> >

> > You'll find the article at:

> > http://tinyurl.com/5jdmzh

> >

> > David J. Rosen

> > djrosen at comcast.net

> >

> >

> >

> > ----------------------------------------------------

> > National Institute for Literacy

> > Technology and Literacy mailing list

> > Technology at nifl.gov

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> > Email delivered to djrosen at comcast.net

>

>

>

>

>

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