Why more schools aren’t teaching web literacy—and how they can start

The advanced researcher can take Diigo much further. For example, while Zack might have found a few valuable sites about the Holocaust on his own, he might want to connect with others who have been tagging material on the Holocaust for years. To do this, Zack can use Diigo to search for online groups that are sharing resources about the Holocaust. Currently, there are nearly 200 groups sharing information on this topic! A little time spent searching through these groups might prove to be more productive than spending the same amount of time searching with Google.

Additionally, if Zack has classmates who are working on this paper with him, they can all agree to use a specific tag, known only to them, within each of their own accounts. From there, a simple search on Diigo for this tag would provide each student with the resources found by all.

One of the greatest benefits of using such a tool is that the students’ libraries follow them from class to class and from year to year. Therefore, a student who studies biology as a part of the seventh-grade curriculum can return and add to the resources found when taking biology again in high school and then in college.

For teachers who are interested in using this organizational tool with their students, we highly suggest signing up for an educator account. Doing so will allow you to create class accounts easily for all of your students and also immediately makes them part of a class group for easy sharing.

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Sharing and making sense of information

We are currently witnessing an explosion in the use of social media on the web. For many, this use is for personal purposes—keeping track of friends, interacting with various types of media resources, and sharing interests with others. But another segment of the population is making use of social media to advance their own learning. Services like Twitter, Facebook, Pinterest, and Google+ are allowing connected learners to develop personal learning communities of like-minded individuals who are sharing rich learning resources with one another on a variety of topics. Those who are using these personalized networks insist that some of their most important learning opportunities take place online with individuals they have never actually met.

Previously, researchers were confined to local research groups and formal classroom interactions. Beyond these organized efforts, their connections with others were confined to one-on-one phone calls or group eMail messages that bounced around among participants. However, online social networks are allowing adult and student researchers to share and make sense of knowledge they collect in a more fluid manner. Through these interactions, researchers are able to gain a broader perspective from individuals with varying backgrounds.

Looking at Twitter, for example, we can use a similar organizational method that we saw with Diigo to find focused information on topics of interest. Twitter’s method is simply a short word or phrase (like the tags in Diigo) preceded by the “#” symbol. This is called a hashtag. Searching through Twitter using a hashtag allows users to get past all of the shared information not related to the topic at hand.

To do a search like this, first you would need to find an appropriate hashtag. For this example, we’ll use a hashtag from our Popular Education Hashtags document. We’ll select #stem for STEM education. Now, go to Twitter’s search tool. Type #stem in the search box as the query. Immediately, everything on Twitter has been filtered out except for content being shared about STEM-related fields. This content would include helpful websites, articles, or answers to others’ questions. Now, let’s say you want information having to do with STEM careers. At the top of the search results, click the gear button and go to the advanced search page. There, you will be able to add careers to your query, thus doing some further streamlining.

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