Standard+11+A

=Standard 11: Pedagogy of Information and Digital Literacy in Multiple Learning Environments.=
 * ==A. Design and provide curriculum in information and digital literacy.==


 * The Artifacts and articulation of Standard 11 A are below. My reflections during the study of the Standard components is below the artifacts. Each Standard page will follow the same format.**

I designed the CCC Job Creation WebQuest to provide curriculum in information and digital literacy in the context of core content standards for 11th grade American History. This WebQuest validates that I can take any content matter and embed information and digital literacy instruction within the context of any learner. I have met Standard 11 A, (and had a lot of fun doing it!)

[|CCC Job Creation WebQuest]
Some of the Common Core, California Model School Library Standards, and California History/Social Science standards addressed in the design and provided curriculum within the CCC Job Creation WebQuest. I have met Standard 11 A. 

Refection on Instructional Design
Just as we are studying Instructional Design, I attended the CUE Leadership Development Institute in San Jose as the co-chair of the Library Media Special Interest Group. Our final keynote was Dr. Ramsey Musallam, Ed.d, the host of Infinite Thinking Machine [|http://www.infinitethinking.org]. He shared his thoughts on CURIOSITY. His blog [|http://www.cyclesoflearning.com] have profound articles and research that supplement our readings on instructional design this week.

His keynote tied into our readings on instructional design and the importance of the spark, that innate the desire to know-curiosity. In __Engine of__ __Achievement__, Lang, et al, 2008, curiosity was shown to fire neurons in the brain in a similar pattern as survival mechanisms. As a species, our curiosity has promoted our evolving.

Musallam summarizes Loewenstein (1998) article [|The Psychology of Curiosity: A Review and Reinterpretation] in his blog, “Not surprisingly the paper begins by reminding the reader of the strong relationship between curiosity and both child development and learning. The author then goes on to state that appropriate instructional pedagogy should encourage students to cultivate curiosity in their students, and to resist the tendency for the educational to "quell" it.

I was fascinated with the author's description of //Involuntary Curiosity//. Loewenstein defines this type of curiosity as arising "...spontaneously as a result of an unintentional exposure to a curiosity-inducing stimuli" (p. 91). Keeping this definition in mind, it is logical to claim that sparking Involuntary Curiosity is an essential skill for teacher's to possess. paper goes on to outline 5 different situational factors that can serve as curiosity inducing stimuli:" When we plan our instructional designs for units, lessons, or even that face-to-face, one-on-one instructional moment, if we can include at least one of the attributes of curiosity inducing stimuli, it will spark an innate desire to know. Musallam's blog has an RSS feed, it is an intellectually stimulating adventure. You can access a session on TED talks. [] I reflect on this blog post, and it initiates my lesson design, to unveil their curiosity about at least a portion of the content at hand . It was a wonderful coincidence to be able to hear Dr. Musallam speak, just as I was mulling over the WebQuest assignment for this class. This will further improve my design.
 * 1) ** Missing information ** - The **posing of a question** that presents the individual with missing information. Berlyne (1960) refers to such presentations as "thematic probes."
 * 2) ** Anticipated solution ** - Exposure to a sequence of events with an anticipated, but **unknown resolution**. Schank and Abelson (1977) refer to this stimuli as the desire to complete a "script".
 * 3) ** Surprising result ** - The **violation of expectations** (Hastie, 1984). Such violations, according to Maheswaran and Chaiken (1991) can cause the learner to invest tremendous effort into locating a solution even when the resultant inferences possess little practical importance.
 * 4) ** Others knowledge ** - The **violation of expectations** (Hastie, 1984). Such violations, according to Maheswaran and Chaiken (1991) can cause the learner to invest tremendous effort into locating a solution even when the resultant inferences possess little practical importance.
 * 5) ** Past attainment ** - An individual's **past attainments**. According to Duesenberry (1952) the recognition that one knew a piece of information but has forgotten it can serve as a powerful involuntary stimuli for curiosity.