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Digital Citizenship classroom resources

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Everyone has a role to play in promoting digital citizenship and building stronger online communities.

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We all know the benefits technology brings to our lives, but it can also bring challenges.

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My Listly of apps that work in NSW educational settings

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My Listly of apps that work in NSW educational settings

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Students can create inspiring content with this variety of multimodal and desktop publishing applications

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Amanda Taylor's Apps for NSW educators that students can use! list on Listly

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Listly is a free service that let's you easily create lists of the things you want and share them with the people you love. Easily add products from any site to your Listly lists via our simple bookmarklet. Great for wishlists, comparative shopping, registries and more. Try it out today!

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Carol Kuhlthau's Information Search Process

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Carol Kuhlthau's Information Search Process

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Insightful and essential reading to understand the students' responses to the information search process. Rutgers, 2018.

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"Longitudinal Evidence of the Influence of the ISP on Information Workers.", 2018. Read the full paper here.

PowerPoint presentation of the Information Search Process

The model of the Information Search Process (ISP) is one of the most highly cited works in Library and Information Science as noted in the following citation studies:

Timelines of Creativity: A Study of Intellectual Innovators in Information Science. Cronin and Meho. Journal of the American Society of Information Science and Technology, 58(13) 1948-1959, 2007.

Analysis of a Decade in Library Literature: 1994-2004. Blessinger and Frasier. College and Research Libraries, 68(2) 155-169, 2007.

Using the h-Index to Rank Influential Information Scientists. Cronin and Meho. Journal of the American Society of Information Science and Technology, 57(9) 1275-1278, 2006.

The Origins and Contextual use of Theory in Human Information Behavior Research. McKechnie, Pettigrew, and Joyce. New Review of Information Behavior Research, 47-63, 2001.

The Use of Theory in Information Science Research. Pettigrew and McKechnie. Journal of the American Society of Information Science and Technology, 52)1) 62-73, 2001.

Scholarly Productivity of U. S. LIS Faculty: An update. Budd. Library Quarterly, 70(2) 230-245, 2000.

Abstract
The Information Search Process (ISP) is a six stage model of the users' holistic experience in the process of information seeking. The ISP model, based on two decades of empirical research, identifies three realms of experience: the affective (feelings), the cognitive (thoughts) and the physical (actions) common to each stage. Central to the ISP is the notion that uncertainty, both affective and cognitive, increases and decreases in the process of information seeking. A principle of uncertainty for information seeking is proposed that states that information commonly increases uncertainty in the early stages of the search process. Increased uncertainty indicates a zone of intervention for intermediaries and system designers.

INTRODUCTION
The Information Search Process (ISP) presents a holistic view of information seeking from the user's perspective in six stages: task initiation, selection, exploration, focus formulation, collection and presentation. The six stage model of the ISP incorporates three realms of experience: the affective (feelings) the cognitive (thoughts) and the physical (actions) common to each stage (1). The ISP reveals information seeking as a process of construction influenced by Kelly's personal construct theory (2) with information increasing uncertainty in the early stages of the ISP.

The development of the ISP as a conceptual framework is the result of more than two decades of empirical research that began with a qualitative study of secondary school students and the emergence of an initial model, that was verified and refined through quantitative and longitudinal methods of diverse library users and further developed in case studies of people in the workplace. To summarize the findings of these studies of the user's perspective of the ISP, the affective symptoms of uncertainty, confusion and frustration prevalent in the early stages are associated with vague, unclear thoughts about a topic or problem. As knowledge states shifted to clearer, more focused thoughts a corresponding shift was noted in feelings of increased confidence and certainty. Affective aspects, such as uncertainty and confusion can influence relevance judgments as much as cognitive aspects, such as personal knowledge and information content. Central in the model of the ISP is uncertainty described formally as a principle of uncertainty for information seeking. Increased uncertainty in the exploration stage of the ISP indicates a zone of intervention for intermediaries and system designers (3).

MODEL OF THE INFORMATION SEARCH PROCESS (ISP)
The model of the ISP describes users' experience in the process of information seeking as a series of thoughts, feelings, and actions. Thoughts that begin as uncertain, vague, and ambiguous become clearer, more focused, and specific as the search process progresses. Feelings of anxiety and doubt become more confident and certain. Through their actions, people seek information relevant to the general topic in the beginning stages of the search process and pertinent to the focused topic toward closure. Formulation of a focus or a personal perspective of the topic is a pivotal point in the search process. At that point, feelings shift from uncertain to confident, thoughts change from vague to more clear and interest increases. The model was verified in longitudinal case studies and large scale studies of diverse samples of library users (4) (5). Further studies have examined the implementation of a process approach in education contexts and investigated the ISP in the workplace (6).

The ISP describes common experiences in the process of information seeking for a complex task that has a discrete beginning and ending and that requires considerable construction and learning to be accomplished (7). The model reveals a search process in which a person is seeking meaning in the course of seeking information. From the user's perspective the primary objective of information seeking is to accomplish the task that initiated the search, not merely the collection of information as an end in itself. The ISP presents seeking information as a means to accomplish a goal. The model of the ISP is articulated in a holistic view of information seeking from the user's perspective in six stages:

Initiation, when a person first becomes aware of a lack of knowledge or understanding and feelings of uncertainty and apprehension are common.

Selection, when a general area, topic, or problem is identified and initial uncertainty often gives way to a brief sense of optimism and a readiness to begin the search.

Exploration, when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase and people find themselves "in the dip" of confidence.

Formulation, when a focused perspective is formed and uncertainty diminishes as confidence begins to increase.

Collection, when information pertinent to the focused perspective is gathered and uncertainty subsides as interest and involvement deepens.

Presentation, when the search is completed with a new understanding enabling the person to explain his or her learning to others or in someway put the learning to use.

In the first stage, initiation, a person becomes aware of a gap in knowledge or a lack of understanding, where feelings of uncertainty and apprehension are common. At this point,the task is merely to recognize a need for information. Thoughts center on contemplating the problem, comprehending the task, and relating the problem to prior experience and personal knowledge. Actions frequently involve discussing possible avenues of approach or topics to pursue.

In the second stage, selection, the task is to identify and select the general topic to be investigated and the approach to be pursued. Feelings of uncertainty often give way to optimism after the selection as been made and there is a readiness to begin the search. Thoughts center on weighing prospective topics against the criteria of task requirements, time allotted, personal interest, and information available. The outcome of the possible choices is predicted, and the topic or approach judged to have the greatest potential for success is selected. Typical actions are to confer with others or to make a preliminary search of information available and then to skim and scan for an overview of alternative topics. When, for whatever reason, selection is delayed or postponed, feelings of anxiety are likely to intensify until the choice is made.

The third stage is Exploration characterized by feelings of confusion, uncertainty, and doubt which frequently increase during this time. The task is to investigate information on the general topic in order to extend personal understanding. Thoughts center on becoming oriented and sufficiently informed about the topic to form a focus or a personal point of view. At this stage in the ISP, an inability to express precisely what information is needed can make communication between the user and the system awkward. Actions involve locating information about the general topic, reading to become informed, and relating new information to what is already known. In this stage the information encountered rarely fits smoothly with previously-held constructs, and information from different sources frequently seems inconsistent and incompatible. People may find the situation quite discouraging and even threatening, causing a sense of personal inadequacy as well as frustration with the system. Some actually may be inclined to abandon the search altogether at this stage. Exploration is considered the most difficult stage in the ISP when the information encountered can increase uncertainty prompting a dip in confidence.

The fourth stage in the ISP, Formulation, is the turning point of the ISP, when feelings of uncertainty diminish and confidence increases. The task is to form a focus from the information encountered. Thoughts involve identifying and selecting ideas in the information from which to form a focused perspective of the topic. A focus in the search process is comparable to a hypothesis in the process of construction. The topic becomes more personalized at this stage if construction is taking place. While a focus may be formed in a sudden moment of insight, it is more likely to emerge gradually as constructs become clearer. During this time, a change in feelings is commonly noted, with indications of increased confidence and a sense of clarity.People often express an awareness of being involved in finding meaning such as purposefully engaging in "focusing and narrowing," in seeking "a thread," "a story," "answers to all my questions," "a central theme" or "a guiding idea." The four criteria used to select a topic may be again employed to choose a focus: Task; What am I trying to accomplish? Time; How much time do I have? Interest; What do I find personally interesting? Availability; What information is available to me?

Collection is the fifth stage in the ISP when interaction between the user and the information system functions most effectively and efficiently. At this point, the task is to gather information related to the focused topic. Thoughts center on defining, extending, and supporting the focus. Actions involve selecting information relevant to the focused perspective of the topic and making detailed notes on that which pertains specifically to the focus. General information on the topic is no longer relevant after formulation. The person, with a clearer sense of direction, can specify the need for pertinent, focused information to intermediaries and to systems, thereby facilitating a comprehensive search of available resources. Feelings of confidence continue to increase as uncertainty subsides, with interest in the project deepening.

In presentation, the sixth stage, feelings of relief are common with a sense of satisfaction if the search has gone well or disappointment if it has not. The task is to complete the search and to prepare to present or otherwise use the findings. Thoughts concentrate on culminating the search with a personalized synthesis of the topic or problem. Actions involve a summary search in which decreasing relevance and increasing redundancy are noted in the information encountered.

ROLE OF AFFECT IN INFORMATION SEEKING BEHAVIOR
These studies were among the first to investigate the affective aspects or feelings in the process of information seeking along with the cognitive and physical aspects. Prior to the introduction of the ISP the affective dimension of information seeking had not been fully recognized in library and information services and systems. One of the important findings of this research was the discovery of a sharp increase in uncertainty and decrease in confidence after a search had been initiated. A person "in the dip" commonly experienced uncertainty, confusion and anxiety until a focus or a personal perspective had been formed.

The ISP presents information seeking as a process of construction influenced by George Kelly's personal construct theory (2). Information seeking involves construction in which the person actively pursues understanding and seeks meaning from the information encountered over a period of time. The process is commonly experienced as a series of thoughts and feelings that shift from vague and anxious to clear and confident as the search progresses.

Kelly describes the emotional experience of constructing meaning from new information. The information is assimilated in a series of phases, beginning with confusion. Confusion increases as inconsistencies and incompatibilities are confronted between the information and the constructs the person already holds. As confusion mounts, it frequently causes doubt in the ability to assimilate the new information. The disruption caused by the new ideas may become so threatening that the new information is discarded and construction abandoned. At this point, Kelly proposes another alternative to move the process of construction along. The person may form a tentative hypothesis to move toward incorporating the new construct into the existing system of personally held constructs.

The ISP is a process of seeking meaning not just finding and reproducing information. This is a process of construction involving exploration and formulation that rarely proceeds directly from selection to collection. Experience influences the decisions and choices a person makes throughout the process of information seeking. Studies of the ISP in the workplace reveal that a person's experience of the stages in the ISP is related to how much the person knows about the problem and the degree of construction that should be undertaken during information seeking. In more routine tasks, where the goal is to answer a simple question or to monitor periodic change, people do not usually experience stages in their information seeking. In more complex tasks, where the goal requires considerable construction and learning, people are likely to experience a process as described in the ISP model (6).

Focus formulation as a pivotal point in the ISP
The formulation of a focus or personal perspective is a pivotal point in the ISP. Focus formulation calls for reflective thinking about the information encountered in the exploration stage of the ISP that provides a direction for the completion of the search. A focus is a guiding idea to concentrate on to complete the search and accomplish the task. People often find the period preceding formulation of a focus the most difficult phase in the search process. Exploration is a difficult stage because uncertainty commonly increases, rather than gradually decreases, during this time. Peoples can experience anxiety and frustration as they encounter information from many different perspectives, much of which may not be compatible with their specific constructs and personal knowledge. The connection between feelings and formulating is evident from the rise in confidence that parallels increased clarity as formulation unfolds. Formulation, the central task in the ISP, is frequently misunderstood when the search process is thought of as merely a process of collection not a construction activity.

Exploration facilitates formulating a focus during the search process. However, people often attempt to move from selection directly to collection without the essential exploration for the formulation that gives direction to the search. Exploring uncovers information for formulating new constructs, whereas collecting gathers information for documenting established constructs. Tolerance for the mounting uncertainty in the exploration stage is important for formulation within the ISP. Using information involves interpreting and creating. No matter the amount or the quality of the information gathered, the problem is not solved or the topic understood until the information has been interpreted. Understanding develops through extending and defining a topic by reflecting on the information encountered to solidify personal understanding.

Acquiring more information can increase uncertainty
The axiom that information reduces uncertainty is not necessarily the user's experience in information seeking. In some situations, new information actually increases uncertainty. Prior to formulation users are likely to experience heightened uncertainty in the fact of unique, incompatible, inconsistent information that requires construction and interpretation. It seems helpful for users to expect uncertainty to increase during the exploration stage of the ISP rather than thinking that increased uncertainty is a symptom that something has gone wrong. The tolerance of uncertainty is introduced as enabling the early stages of the ISP, when the experience of uncertainty may overwhelm the person and deter progress in the process. Uncertainty from the user's perspective is a natural experience in the search process. If unexpected, the presence of uncertainty and particularly any increase in uncertainty can heighten anxiety.

Central to the ISP model is the notion that uncertainty, both cognitive and affective, increases and decreases in the process of information seeking. Uncertainty, the predominant experience in the early stages of the search process, had not been sufficiently addressed in library and information services.

PRINCIPLE OF UNCERTAINTY FOR INFORMATION SEEKING
Uncertainty is a cognitive state that commonly causes affective symptoms of anxiety and lack of confidence. Uncertainty and anxiety can be expected in the early stages of the ISP. The affective symptoms of uncertainty, confusion and frustration are associated with vague, unclear thought about a topic or question. As knowledge states shift to more clearly focused thoughts, a parallel shift occurs in feelings of increased confidence. Uncertainty due to a lack of understanding, a gap in meaning, or a limited construct initiates the process of information seeking (8).

The principle is expanded by six corollaries: process corollary, formulation corollary, redundancy corollary, mood corollary, prediction corollary, and interest corollary.

Six Corollaries of the principle of uncertainty
1. Process Corollary
The process of information seeking involves construction in which the person actively pursues understanding and meaning from the information encountered over a period of time. The process is commonly experienced in a series of thoughts and feelings that shift from vague and anxious to clear and confident, as the search progresses.

2. Formulation Corollary
Formulation is thinking, developing an understanding and extending and defining a topic from the information encountered in the early stages of a search. The formulation of a focus or a guiding idea is a critical, pivotal point in the ISP when a general topic becomes clearer and a particular perspective is formed as the person moves from uncertainty to understanding.

3. Redundancy Corollary
The interplay of seeking what is expected or redundant and encountering what is unexpected or unique results in an underlying tension of the ISP. Redundant information fits into what the user already knows and is readily recognized as being relevant or not. Unique information is new and extends knowledge and does not match the person's constructs requiring reconstruction to be recognized as useful. Too much redundant information leads to boredom, whereas too much unique information causes anxiety. The lack of redundancy in the early stages of the ISP may be an underlying cause of anxiety related to uncertainty. Uncertainty may decrease as redundancy increases.

4. Mood Corollary
Mood, a stance or attitude that the person assumes, opens or closes the range of possibilities in a search. According to Kelly, an invitational mood leads to expansive, exploratory actions, whereas an indicative mood fosters conclusive actions that lead to closure. The person's mood is likely to shift during the ISP. An invitational mood may be helpful in the early stages and an indicative mood in the later stages. A person in an invitational mood would tend to take more expansive, exploratory actions, while a user in an indicative mood prefers conclusive actions that lead to closure.

5. Prediction Corollary
The ISP is a series of personal choices based on the person's predictions of what will happen if a particular action is taken. People make predictions derived from constructs built on past experience about what sources, information and strategies will be relevant and effective. These predictions lead to the choices they make in the stages of the ISP. People develop expectations and make predictions about the sources used or not used, the sequence of source use, and the information selected from the sources as relevant or irrelevant. Relevance is not absolute or constant but varies considerably from person to person.

6. Interest Corollary
Interest increases as the exploratory inquiry leads to formulation in the ISP. Motivation and intellectual engagement intensify along with construction. Personal interest may be expected to increase as uncertainty decreases. The person's interest and motivation grows as the search progresses. Interest is higher in later stages after the person has formed a focus and has enough understanding of the topic to become intellectually engaged.

IMPLICATION OF ISP FOR INFORMATION SERVICES AND SYSTEMS
Information searching is traditionally portrayed as a systematic, orderly, and rational procedure rather than the uncertain, confusing process that users commonly experience. After the search is completed, the topic understood, and the problem solved, a person may look back and deny the chaos and confusion that was actually experienced in the process. A gap exists between users' expectations in information use and search design.

The ISP considers uncertainty as natural and essential for constructing personal knowledge in the process of information seeking rather than regarding the reduction of uncertainty as the primary objective of information seeking. Uncertainty is a concept that offers insight into the user's quest for meaning within the ISP. If uncertainty is viewed as a sign of the beginning of innovation and creativity, the goal of library and information services shifts from reducing uncertainty to supporting the user's constructive process. Increased uncertainty in the ISP indicates a need for intervention that enables the person to move on to further construction and understanding. Uncertainty in the ISP indicates a zone of intervention in the ISP for information intermediaries (9).

Zone of intervention for information services and systems
The zone of intervention is a concept modeled on Vygotsky's notion of a zone of proximal development (10). Vygotsky, the soviet psychologist whose work has had a profound influence on learning theory, developed the concept of identifying an area or zone in which intervention would be most helpful to a learner. The zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined by problem solving under professional guidance or in collaboration with more capable peers. This concept provides a way of understanding intervention in the constructive process of another person.

The zone of intervention in information seeking may be thought of in a similar way. The zone of intervention is that area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with difficulty. Intervention within this zone enables individuals to progress in the accomplishment of their task. Intervention outside this zone is inefficient and unnecessary, experienced by users as intrusive on the one hand and overwhelming on the other.

Taken together the stages of the ISP, uncertainty principle and the concept of a zone of intervention proposes a conceptual framework for understanding information seeking as a process of construction from the user's perspective. In summary, the ISP model describes the experience and behavior of people involved in extensive research projects. People using libraries and information systems to learn about a particular subject or to investigate a problem or issue often have difficulty in the early stages of information seeking. Even when they begin with great enthusiasm and initial success, many become confused and uncertain as to how to proceed after a short period of time. This is particularly noticeable with students who have been assigned a research paper but is not limited to students. Initial hesitation, confusion, and uncertainty are reported by people in all types of libraries and in the workplace. In fact, we have no way of knowing just how many people give up after initiating a search because they become uncertain and feel incompetent to continue (11).

CONCLUSION
People engage in an information search experience holistically, with an interplay of thoughts, feelings and actions. Common patterns of thinking, feeling, and acting are characteristic in each phase. These studies were among the first to investigate the affective aspects or the feelings of a person in the process of information seeking along with the cognitive and physical aspects. Rather than a steady increase in confidence from the beginning of a search to the conclusion, as might be expected, a dip in confidence is commonly experienced once an individual has initiated a search and begins to encounter conflicting and inconsistent information. A person "in the dip" is increasingly uncertain and confused until a focus is formed to provide a path for seeking meaning and criteria for judging relevance. Advances in information technology, that open access to a vast assortment of sources, have not helped the user's dilemma and may have intensified the sense of confusion and uncertainty. Information systems may intensify the problem particularly in the early stages of the ISP by overwhelming the user with "everything" all at once. Increased uncertainty indicates a zone of intervention in the process of information seeking for information intermediaries.

References

1. Kuhlthau, C. C. Developing a model of the library search process: Investigation of cognitive and affective aspects. Reference Quarterly 1988, 28 (2), 232-242.

2. Kelly, G. A. A Theory of Personality: The Psychology of Personal Constructs, Norton, New York, 1963.

3. Kuhlthau, C. C. Inside the search process: Information seeking from the user's perspective. Journal of the American Society for Information Science 1991, 42 (5), 361-371.

4. Kuhlthau, C. C. Longitudinal case studies of the information search process of users in libraries. Library and Information Science Research 1988, 10, 257-304.

5. Kuhlthau, C. C., Turock, B. J, & George, M. W. Validating a model of the search process: A comparison of academic, public and school library users. Library and Information Science Research 1990, 12 (1). 5-13.

6. Kuhlthau, C. C. The role of experience in the information search process of an early career information worker: Perceptions of uncertainty, complexity, construction and sources. Journal of the American Society for Information Science 1999, 50 (5), 399-412.

7. Kuhlthau, C. C. Seeking Meaning: A Process Approach to Library and Information Services, 2nd edition, Libraries Unlimited, Westport, CT., 2004.

8. Kuhlthau, C. C. A principle of uncertainty for information seeking. Journal of Documentation 1993, 49 (4), 339-355.

9. Kuhlthau, C. C. The concept of a zone of intervention for identifying the role of intermediaries in the information search process. In Global Complexity; Information, Chaos and Control, Proceedings of the 59th American Society for Information Science Annual Meeting, Baltimore, MD., October 21-24, 1996; Hardin, S, Eds.; Information Today, Medford NJ, 1996, 91-94.

10. Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, MA., 1978.

11. Kuhlthau, C. C. Accommodating the user's information search process: Challenges for information retrieval system designers. Bulletin of the American Society for Information Science 1999, 25, 12-16.

Progression and Development of
Kuhlthau's Information Search Process

Guided Inquiry: Learning in the 21st Century, second edition with Maniotes and Caspari

A thorough explanation of Guided Inquiry Design including Information Literacy Curriculum.

Children's Reading in Guided Inquiry. Keynote at the International Reading Literacy Symposium, University of Tokyo, Japan.

Each stage of the ISP requires different kinds of reading.

Guided Inquiry Design with Maniotes and Caspari

A complete framework for designing learning for preK-12 students

Research Matters: The Long Reach of the Model of the ISP. Journal of Research on Libraries and Young Adults (JRLYA)

The triad of tradition, experience and research work together to build, sustain and develop library services for children and youth

Guided Inquiry for School Libraries in the 21st Century. School Libraries Worldwide

Guided Inquiry based on the ISP equips student for the challenges of a changing technological world.

Information Search Process. Encyclopedia of Library and Information Sciences Taylor Francis.

A summary of research on the Information Search Process

From Information to Meaning: Confronting Challenges of the Twenty-first Century. Libri, vol. 58, 66-73.

Moving away from concentration on technology of searching to using
information for learning, problem solving and creativity.

Meeting the Challenge of Intellectual Access: Vital roles for librarians. Margaret Mann Lecture, School of Information, University of Michigan.

ISP in the context of education and the workplace that indicate new roles for librarians

Information Search Process of Lawyers: A Call For 'Just For Me' Information Services. Journal of Documentation, 57 (1), 31-46.

Evidence of ISP in the workplace and need for creating meaning
With Tama

Information Seeking for Learning: A Study of Librarians Perceptions of Learning in School Libraries. New Review of Information Behaviour Research, 2, 31-46.

ISP of students in science projects
With McNally

Validating A Model of the Search Process: A Comparison of Academic, Public, and School Library Users. Library and Information Science Research, 12 (1), 5-32.

Confirmation of the ISP in various types of libraries
With Turock, George and Belvin

Books authored by Kuhlthau on research and application of the ISP:

Teaching the Library Research Process. 1st ed. 1985; 2nd ed.1994; paperback ed. 2002. Available through Scarecrow Press.

Seeking Meaning: A Process Approach to Library and Information Services. 1st ed. 1993; 2nd ed. 2004. Available through Libraries Unlimited,

Guided Inquiry: Learning in the 21st Century. With Leslie K. Maniotes and Ann K. Caspari. 2007. Available through Libraries Unlimited,

"ISP Revisited: Is the ISP model still useful?" With Jannica Heinstrom and Ross Todd. Presentation at the Information Seeking in Context conference, Vilnius Lithuania, September 17, 2008. Information Research, an International Electronic Journal, 13 (4) 2008.

"Research Matters: The Long Reach of the Model of the ISP." Journal of Research on Libraries and Young adults (JRLYA) 2, 2, 17-28. Available at http://www.yalsa.ala.org/jrlya/.

"Reflections on the development of a theoretical perspective." In Theory Development in the Information Sciences. edited by Diane H. Sonnenwald, chapter 4, pp.68-86. University of Texas Press, 2016.

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"Longitudinal Evidence of the Influence of the ISP on Information Workers.", 2018. Read the full paper here. PowerPoint presentation of the Information Search Process The model of the Information Search Process (ISP) is one of the most highly cited works in Library and Information Science as noted in the following citation studies: Timelines of Creativity: A Study of Intellectual Innovators in Information Science.

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Dr Mandy Lupton's website on Inquiry based learning, 2012

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Dr Mandy Lupton's website on Inquiry based learning, 2012

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Resources include research and educational theories behind IBL and the use of GESTE frameworks (generic, situated, expressive and transformative) to scaffold research, questioning and learning outcomes when designing IBL pedagogy.

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In a previous post, I described inquiry learning as comprising three elements: 1) questioning frameworks 2) information literacy / information seeking process 3) an action research cycle My conclusion was that these [...]

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My website, A. Taylor 2016. Contents include information and ideas on what is IBL and how to teach effective online searching.

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Like Arthur Dent, the awkward bumbling protagonist in Douglas Adams 1979 best selling novel "The Hitchhikers Guide to the Galaxy", I feel that re-searching Inquiry Based Learning may be more than I can cope with! Of course my house has not been recently demolished to make way for a new hyperspace bypass, but the beginnings of a new inquiry can seem just as daunting... and the internet is a very strange and startling place.

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Like Arthur Dent, the awkward bumbling protagonist in Douglas Adams 1979 best selling novel "The Hitchhikers Guide to the Galaxy", I feel that re-searching Inquiry Based Learning may be more than I can cope with! Of course my house has not been recently demolished to make way for a new hyperspace bypass, but the beginnings of a new inquiry can seem just as daunting...

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A short quiz as assessment of learning.

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Fact or fiction? Learning to identify expert information on the World Wide Web.

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What do you look for when examining web sites for reliable authorship, which is both relevant and credible?

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A digital citizenship quiz to ascertain where students need skills.

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This is a quick quiz designed to help us get a feel for what you know about using computers and online behaviour.

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From Common Sense Media, 2017 comes this interactive resource for grades 6-8.

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Introduce students in grades 6-8 to Digital Compass™ by Common Sense Education. The award-winning game is an innovative way to give students the freedom to explore how decisions made in their digital lives can affect their relationships and futures.

Through the suite of popular choose-your-own-path games, students play through the perspective of one of eight main characters, each of whom is facing a different digital citizenship dilemma. The varied story paths and multiple decision points encourage students to play repeatedly in order to explore alternative courses of action. Games are also available in Spanish.

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Digital Compass by Common Sense Education

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Introduce students in grades 6-8 to Digital Compass™ by Common Sense Education. The award-winning game is an innovative way to give students the freedom to explore how decisions made in their digital lives can affect their relationships and futures.

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A Kahoot quiz on copyright and creative commons licensing 

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A Kahoot quiz on copyright and creative commons licensing 

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From A.Taylor, 2018. Play my quiz with the class after covering these 2 topics

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How to properly search for and attribute creative commons photos

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How to properly search for and attribute creative commons photos

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from  Lee Watanabe-Crockett | Feb 28, 2017 and the Global Digital Citizen Foundation

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If your students are content creators (and honestly, most of them are), they already know that high-quality images make their work stand out. They can find plenty of open source images if they know where to look. Creative Commons was built to help us find some of the best open-source options out there. That's only the first step, however. We also need to know how to properly attribute Creative Commons photos.

In this article, we'll give you and your students some handy tools and tips to help you do safe image searches for all your project needs using Creative Commons. We've also got a highly informative infographic that talks about licensing and attribution. With this knowledge, your students can go forth in confidence as they find great photos for their work and practice Global Digital Citizenship at the same time.

What is Creative Commons?

Creative Commons, as explained on their website, "helps you legally share your knowledge and creativity to build a more equitable, accessible, and innovative world." This video gives an explanation of how it works to benefit both creators and users of its content.

How to Search for Creative Commons Photos

There are lots of different ways to search for images for use on Creative Commons. It's important to remember, though, that Creative Commons isn'ta search engine.What CC does is offer users access to search services provided by organizations with content available for sharing. The image below is of CC's new search beta and the parameters it provides for image searching.

Always be sure to verify the results you find are actually CC licensed by following the link. And of course, if in doubt, always contact the copyright holder directly for permission.

Richard Byrne of FreeTech4Teachers takes us on tour below of how to search for Creative Commons images.

Richard also has three ways that students can search for CC licensed images on Flickr, Google, and the Creative Commons website itself.

How to Attribute Creative Commons Photos

According to Foter, the creators of the infographic below, Creative Commons attribution practices leave much to be desired:
"According to our research, more than 90% of Creative Commons photos are not attributed at all. To make matters worse, less than 10% of the photos that do credit the original work are attributed properly. This means that more than 99% of Creative Commons photos are not adequately attributed."
The key to improving this comes with awareness. Anyone applying images to their intellectual property, and especially our students, should know how to properly attribute Creative Commons photos. Recognition and attribution of others' work is an integral part of practicing Global Digital Citizenship.

TSAL for Proper Image Attribution

If you find some open source images you like, there's a simple formula you can use to properly attribute them. It's called TSAL, and here's what it stands for:

Here's an example of what a proper attribution might look like using the TSAL formula. This lovely image is from Wikimedia Commons. The image's title is "Echinacea purpurea, Botanical Garden, Munich, German." Its author is Diego Delso.

Attribute the source by hyperlinking the title back to the page on which the image resides. It's licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported license, which is abbreviated as CC BY-SA 3.0.

If you don't know the proper abbreviation, simply click through to the human-readable license information in the image's original attribution and you'll find it there. So, the proper image attribution for this reads:

The hyperlinks here are important. This image has a title, but not all open source images do. If yours doesn't, simply say "Image by" instead. You can put the attribution in a photo caption, or in a footnote at the bottom of your post or page. If you put attributions for multiple photos in a footnote, list them in the order they appear.

This infographic tells you everything you and your students need to know about attributing Creative Commons photos.

This infographic is licensed under Creative Commons and should be attributed:
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How To Attribute Creative Commons Photos by Foter
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How To Properly Search For and Attribute Creative Commons Photos

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If your students are content creators (and honestly, most of them are), they already know that high-quality images make their work stand out. They can find plenty of open source images if they know where to look. Creative Commons was built to help us find some of the best open-source options out there.

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Loads of resources from copyright.org.au, 2017.

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from EasyBib, 2017comes an array of guidelines for citing and referencing sources. Images accompany examples for clarity.

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In APA style journal citations, journal titles are written in title case and followed by the volume number. Both of these fields should be italicized.

Citing a journal article found online (in a database or elsewhere)
Structure:
Author, F.M. (Publication year). Article Title. Journal Title, Volume(Issue), pp.-pp. doi:XX.XXXXX or Retrieved from journal URL
Note: Database information and retrieval date are not required in APA journal article citations.
Example:
Trier, J. (2007). "Cool" engagements with YouTube: Part 2. Journal of Adolescent & Adult Literacy, 50(7), 598-603. doi:10.1598/JAAL.50.7.8
Note: If no DOI is listed, use the periodical's homepage URL (e.g., Retrieved from http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1936-2706).
Citing a journal article found in print
Structure:
Author, F.M., Author F.M., & Author F.M. (Publication year). Article Title. Journal Title, Volume(Issue), pp.-pp.
Example:
Lin, M.G., Hoffman, E.S., & Borengasser, C. (2013). Is social media too social for class? A case study of Twitter use. Tech Trends, 57(2), 39-45.

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APA Article Citation: How to Cite a Journal Article in APA - EasyBib

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In APA style journal citations, journal titles are written in title case and followed by the volume number. Both of these fields should be italicized. Citing a journal article found online (in a database or elsewhere) Structure: Author, F.M. (Publication year). Article Title. Journal Title, Volume(Issue), pp.-pp. doi:XX.XXXXX or Retrieved ...

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The Pacific Northwest Tree Octopus - fun to examine with younger teens

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Help Save The ENDANGERED

From EXTINCTION!

The Pacific Northwest Tree Octopus

Rare photo of the elusive tree octopus
(Enhanced from cropped telephoto)

The Pacific Northwest tree octopus ( Octopus paxarbolis) can be found in the temperate rainforests of the Olympic Peninsula on the west coast of North America. Their habitat lies on the Eastern side of the Olympic mountain range, adjacent to Hood Canal. These solitary cephalopods reach an average size (measured from arm-tip to mantle-tip,) of 30-33 cm. Unlike most other cephalopods, tree octopuses are amphibious, spending only their early life and the period of their mating season in their ancestral aquatic environment. Because of the moistness of the rainforests and specialized skin adaptations, they are able to keep from becoming desiccated for prolonged periods of time, but given the chance they would prefer resting in pooled water.

An intelligent and inquisitive being (it has the largest brain-to-body ratio for any mollusk), the tree octopus explores its arboreal world by both touch and sight. Adaptations its ancestors originally evolved in the three dimensional environment of the sea have been put to good use in the spatially complex maze of the coniferous Olympic rainforests. The challenges and richness of this environment (and the intimate way in which it interacts with it,) may account for the tree octopus's advanced behavioral development. (Some evolutionary theorists suppose that "arboreal adaptation" is what laid the groundwork in primates for the evolution of the human mind.)

Reaching out with one of her eight arms, each covered in sensitive suckers, a tree octopus might grab a branch to pull herself along in a form of locomotion called tentaculation; or she might be preparing to strike at an insect or small vertebrate, such as a frog or rodent, or steal an egg from a bird's nest; or she might even be examining some object that caught her fancy, instinctively desiring to manipulate it with her dexterous limbs (really deserving the title "sensory organs" more than mere "limbs",) in order to better know it.

Map of estimated tree octopus maximum range, including spawning waters

Tree octopuses have eyesight comparable to humans. Besides allowing them to see their prey and environment, it helps them in inter-octopus relations. Although they are not social animals like us, they display to one-another their emotions through their ability to change the color of their skin: red indicates anger, white fear, while they normally maintain a mottled brown tone to blend in with the background.

The reproductive cycle of the tree octopus is still linked to its roots in the waters of the Puget Sound from where it is thought to have originated. Every year, in Spring, tree octopuses leave their homes in the Olympic National Forest and migrate towards the shore and, eventually, their spawning grounds in Hood Canal. There, they congregate (the only real social time in their lives,) and find mates. After the male has deposited his sperm, he returns to the forests, leaving the female to find an aquatic lair in which to attach her strands of egg-clusters. The female will guard and care for her eggs until they hatch, refusing even to eat, and usually dying from her selflessness. The young will spend the first month or so floating through Hood Canal, Admiralty Inlet, and as far as North Puget Sound before eventually moving out of the water and beginning their adult lives.

Why It's Endangered

Route 101, separating the rainforests of the Olympic Peninsula from Hood Canal

Although the tree octopus is not officially listed on the Endangered Species List, we feel that it should be added since its numbers are at a critically low level for its breeding needs. The reasons for this dire situation include: decimation of habitat by logging and suburban encroachment; building of roads that cut off access to the water which it needs for spawning; predation by foreign species such as house cats; and booming populations of its natural predators, including the bald eagle and sasquatch. What few that make it to the Canal are further hampered in their reproduction by the growing problem of pollution from farming and residential run-off. Unless immediate action is taken to protect this species and its habitat, the Pacific Northwest tree octopus will be but a memory.

The possibility of Pacific Northwest tree octopus extinction is not an unwarranted fear. Other tree octopus species-including the Douglas octopus and the red-ringed madrona sucker-were once abundant throughout the Cascadia region, but have since gone extinct because of threats similar to those faced by paxarbolis, as well as overharvesting by the now-illegal tree octopus trade.

Tree Octopus hat from 1923

The history of the tree octopus trade is a sad one. Their voracious appetite for bird plumes having exhausted all the worthy species of that family, the fashionistas moved on to cephalopodic accoutrements during the early 20th Century. Tree octopuses became prized by the fashion industry as ornamental decorations for hats, leading greedy trappers to wipe out whole populations to feed the vanity of the fashionable rich. While fortunately this practice has been outlawed, its effects still reverberate today as these millinery deprivations brought tree octopus numbers below the critical point where even minor environmental change could cause disaster.

While efforts were made in the past to preserve remaining tree octopus habitat, these were met with resistance by the timber industry, which has traditionally viewed the tree octopus as a nuisance, both because the octopuses favor the valuable, moss-shrouded trees of old growth forests-pitting conservation needs against lucrative sources of lumber-and because octopuses hiding among felled trees often gummed up sawmills and stained pulp vats with their ink.

Traveling sideshow exhibits, such as this one by Glen "Bones" Hartzell from 1942, demonized tree octopuses to the ignorant masses
(Click to enlarge)

These nuisances led many loggers to regard tree octopuses as bad luck, resulting in the pointless killing of octopuses on sight at logging camps in a misguided attempt at eradicating the troublesome species. Anti-octopus sentiment was so strong among loggers that some even began to fear that the octopuses were prone to attacking humans.

These fears were fueled in no small part by gratuitous stories involving tree octopuses harassing lumberjacks and distressing damsels in Northwestern-themed pulp magazines of the 1930-40s and variously "nipping", "entangling", or "suckering the flesh" of the heroes of men's action magazines of the 1950-60s. (The magazine publishers depended on cheap paper made from wood pulp and were glad to contribute to the anti-octopus propaganda campaign of the timber industry.)

To this day, misunderstanding and fear of these gentle creatures can still be found among many old timers, although education campaigns-and special octopus-separators installed at sawmills-have largely halted the practice of tree octopus eradication.

How You Can Help

More Tree Octopus Information

Posters motivate the citizenry to action! Post them!

Tree Octopus FAQs - Frequently asked questions, now with answers.

Tree Octopus Sightings - Includes photos of and behavioral research on the Pacific Northwest Tree Octopus and other tree octopus species.

Tree Octopus In The Media - appearances of tree octopuses, both real and fictional, in the media and popular culture.

Research On Other Tree Octopus Species:

The author of this article and its subsections is Lyle Zapato.
This site is not associated with any school or educational organization,
other than the Kelvinic University branch of the Wild Haggis Conservation Society.
Not to be confused with the Pacific Northwest Octopus Tree.

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Information about the endangered Pacific Northwest Tree Octopus and what you can do to save it.

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A Kahoot quiz on the fake news site: The Pacific Northwest Tree Octopus!

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A Kahoot quiz on the fake news site: The Pacific Northwest Tree Octopus!

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Play the quiz I created after examining Lyle Zapato's irreverent site.

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From Softlink's educational blog, 2018: Lots of ideas, lessons and video for planning information literacy and digital citizenship lessons.

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School libraries play an important role in equipping students with the digital literacy skills they need to effectively navigate the sea of information available online. However when digital natives feel like they are already masters of the online search, how can teacher librarians tailor the curriculum to engage their students and achieve a positive outcome that extends beyond theoretical research? We've pulled together some ideas from around the world for you to draw on in your school library.

Health literacy skills

For adolescents, the Internet has become a primary source of answers to the health questions they feel embarrassed or scared to talk to their peers about. However, the misinformation on offer through Dr Google can contribute to dangerous student health outcomes.

In Assessing the Digital Health Literacy Skills of Tween Participants in a School-Library-Based After-School Program, the researchers developed a Digital Healthy Literacy Assessment Tool which uncovered that specific digital health literacy skills are needed to ensure students have the necessary skills to successfully find, assess, manage, and make use of health information online.

Helpful resources:
Evaluating Internet Health Information: A Tutorial from the National Library of Medicine Online health information - what can you trust?
Political literacy skills

In the age of fake news and alternative facts, School libraries, political information and information literacy provision: findings from a Scottish study, looks at the role that school libraries can take in providing access to political information and skills on how to navigate the plethora of information generated by the 24 hour news cycle.

Helpful Resources:
Lesson plan: How to teach your students about fake news How to Spot Fake News - FactCheck.org
Flackcheck.org also has a number of resources that can be used in lesson plans

Safe Internet Use

A 2016 study explored where people got their advice about online security, and how useful it actually was. Survey respondents who said they received their advice from teachers or librarians reported the lowest frequency of negative online experiences, reinforcing the importance of digital literacy skills programs in school libraries.

Helpful Resources:
Office of the Children's eSafety Commissioner - Classroom Resources StaySafeOnline.org
The role of the school library catalogue in supporting digital literacy

The National Library of New Zealand has published information on how school libraries can support students' digital literacy. Core to their message is that school libraries need to provide easily accessible, quality, curated digital resources. They suggest that school's should aim to provide 24/7 access to digital resources and that the integrated library system (such as Oliver v5), library blog or website, school learning management system, or curated content collections are ideal options.
Oliver v5 allows school libraries to:

Build and publish curated reading lists that feature both physical and electronic resources

Access eBooks and audiobooks from the OverDrive and Wheelers collections directly from the Oliver v5 search interface

Catalogue digital content including videos, websites, audio. School libraries that subscribe to SCIS can also access thousands of catalogue records for digital content including educational websites, apps and eBooks

Integrate with educational content providers such as ClickView to embed trusted educational digital content directly within the library catalogue

Provide 24/7 access from anywhere, anytime. As no software downloads are required, Oliver works is compatible with all computer systems, tablets and mobile devices

Use the integrated Federated Search / Search Other Sources features to discover resources feom multiple sources simultaneously (including paid subscription databases and the local catalogue) in real time, direct from the Oliver v5 search screen

Encourage student progression through reading levels via the display of Accelerated Reader quiz information

Share book ratings and reviews within the school community

To find out more about how Oliver v5 supports digital literacy in schools please visit softlinkint.com/product/oliver or click here to contact your local Softlink consultant.

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Great digital literacy skills ideas for your school library

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School libraries play an important role in equipping students with the digital literacy skills they need to effectively navigate the sea of information available online. However when digital natives feel like they are already masters of the online search, how can teacher librarians tailor the...

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From oer commons posted by Connecticut Distance Learning Consortium, this is a series of self-paced exercises for students that lack confidence!

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An introduction to the WWW that includes going to a web address, the back button, basic search skills, identifying and evaluating search results, downloading and viewing files, and printing web pages.

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Not as effective as searching like a super sleuth but it provides a great discussion point for how to conduct a critical analysis...

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The Australian Museum's terrific fake site on Drop Bears

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The Australian Museum's terrific fake site on Drop Bears

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Just using a simple CRAAP test means this site will PASS with flying colours! Teach your students to apply fact checker skills of laterally searching across the web to check the credibility and reliability of this particular resource.

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Australian Museum, Sydney - Explore our events, exhibitions, collections and indigenous cultures

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A short video from EasyBib, 2017 which introduces how to critically analyse a website.

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It's important to figure out the purpose of a website because it's not always clear what the author's intent is.

There are some red flags you should look out for when evaluating online sources. We will review what these are so you know what to pay attention to!

The design of a website can be professional and have great navigation, but the content could be skewed, misinformed, or even completely false.

Who or What is Behind the Content?

When evaluating for purpose, a good starting point is to check out the page that explains the company behind the website's content. This is commonly located at the bottom of the page, but can sometimes be located elsewhere.

It can be labeled as:

The "About Us" page will explain the purpose and goals of the company or organization. It may also include information about the history of the company or its intended audience.

But be careful, some organizations, companies, and people aren't upfront about their purpose, so you need to look at other factors as well.

Apply It: Evaluate the Manhattan Airport Foundation

Take a look at The Manhattan Airport Foundation (TMAF) , for example. Can you figure out who is behind this website?
Do you see the red flag?
This website has great design and content. The "About Us" section looks legitimate, but there aren't any specific people mentioned. After some investigation, it appears the website is a (very convincing) hoax!

Apply It: The Wirecutter

Go to The Wirecutter's "Hello!" page . What can you learn about the company?

This page provides more information about the company and its history, its processes, as well as the names of the editors.

Look for Red Flags

You should definitely be suspicious if you do not see any information about the person or organization who runs the website. If they cannot even explain who they are or what they do, they probably are not authoritative enough to inform you on other topics.

Don't Judge a Site By Its Design

Of course, it is imperative that you analyze the content you want to cite in your paper. A website could have great design and a detailed "About Us" section, but if the purpose of the article is to do something besides informing you about information in a balanced way, that should be another red flag.

We'll go through some questions you can ask to figure out if the information you want to use is appropriate for research.

Top-Level Domains

The top-level domain can help you figure out who is responsible for a website's content. Consider the top-level domain when you are analyzing the purpose and how the top-level

domain may impact the website's credibility. For example:

The top-level domain .gov is for U.S. government agencies. Their purpose is to inform you and information found on these sites are authoritative, informative, and credible.

Sales & Advertisements

Read through the article or information you want to cite in your paper.

Is the purpose to Sell or Advertise?

Is the website or author trying to sell you something?

Are there advertisements all over the website?

Apply It: Analyzing Online Videos

Analyzing the purpose of online content does not just apply to articles with text. Videos can also be used to educate, or to skew the truth so that you will want to buy or use a product.

Based on what you have learned so far, think about the video's purpose and why it would be a good resource to use when learning about malware. Is this a better source than you might find by going to Google and searching for malware videos, for example?

When you use search engines to find information, be careful when you analyze a website's purpose. If you are going to a trusted source like a government website, whose purpose is to educate the public, you don't need to be quite as careful. you should still think critically about the information they are giving you.

Gossip & Entertainment

Read through the article or information you want to cite in your paper.

Is the purpose to Entertain?

Is the information you want to use considered gossip?

Is it speculative, or without reliable references?

Is it meant entirely for entertainment purposes?

Read through the article or information you want to cite in your paper.

Is the purpose Satirical?

Satire is when humor, sarcasm, or irony is used to poke fun at or criticize people's flaws, ignorance, or stupidity.

Satire can be either exaggerated, or completely made up.

One example is the article " Takeout Burrito Shielded From Cold As Though It Were Week-Old Newborn ."

It is from which writes humorous, but completely false, stories.

Is It Academic?

Read through the article or information you want to cite in your paper.

Is the article or website content Academic?

Is the article written by a scholar?

Is the website associated with a college, university or a professional journal

Information found on academic websites can almost always be considered credible and authoritative, as their purpose is to inform readers.​

Additional Factors: Timeliness, Audience, Depth & Breadth of Information

There are some other factors to consider when evaluating the purpose of a website as well:
Timeliness

When was the information published?

Is there more recent information available?

Audience

Who is the audience for this website?

Is it targeted to children? Scholars? Average people?

Depth of Information

Does the source provide a deep, thorough analysis of information on the web site?
Breadth of Information

What is the breadth of information covered on the topic?

Conclusion

You learned:

What factors to consider when evaluating an online source's purpose

Questions to ask when evaluating a website for purpose:

Who or what is behind the content?

Is the top-level domain known to have credible content?

Is the website or author trying to sell you something?

Is the purpose to entertain?

Is the content a satire?

Is it academic?

Who is the audience for this website?

Does the timeliness affect the information?

What is the depth and breadth of information?

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Practice: Evaluating Purpose - EasyBib Blog

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See more lessons on evaluating purpose linked here. Overview You will learn: What to look for and what questions to ask when evaluating the purpose of a website Video: Evaluating Purpose Watch the video below to learn more about evaluating purpose: Evaluating the Purpose of a Website It's important to ...

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A toolkit of educational resources from Common Sense Education

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News and Media Literacy Resource Center | Common Sense Education

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Prepare your students for tomorrow's headlines with essential news and media literacy lessons, videos, printables, and more. Get a just-right resource for your classroom.

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Bringing your files with you: using flash drives and saving to the cloud 

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Bringing your files with you: using flash drives and saving to the cloud 

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From gfclearnfree.org

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Computer Basics: Bringing Your Files with You - Full Page

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Free Tutorial: You can bring your computer files and folders with you. Learn all about saving computer files and using them on different systems here.

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From gfclearnfree.org, 2016.

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From Howcast

Published on Oct 11, 2013

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Formal vs. Informal Emails | Good Manners

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Learn to Make Simple Fried Ice Cream! Click here: https://www.youtube.com/watch?v=Ma5a2LLlOTc Watch more How to Have Good Manners videos: http://www.howcast.com/videos/513556-Formal-vs-Informal-Emails-Good-Manners Hi, I'm Faye de Muyshondt with Social Sklz, here to teach you the difference between formal and informal email.

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from Thomson Reuters Compliance Learning

Published on Jun 6, 2012

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Get started: Google suite of apps for Education

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Get started: Google suite of apps for Education

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How to create a Google account from How to Google uploaded to YouTube Sept 24, 2015.

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Safety and security online: stimulus material

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Safety and security online: stimulus material

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From the Global Digital Citizen Foundation - an infographic on the worst passwords of 2016

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Password security works if you approach it right. The fact is, however, that many of us don't place as much thought and effort into it as we could. The worst passwords are the ones that take a few seconds (or zero seconds) to think up. Some of the examples of the worst passwords people used last year are below in an infographic we call "The Worst Passwords of 2016." (Be warned-many are cringeworthy.)

These passwords in the infographic were sourced from the article "We Still Suck at Passwords," written by Dan Gardiner, editor-in-chief for APC Magazine in North Sydney. He sympathizes with the plight of our password predicament to a point:
"I get it: passwords are hard. Having to invent different log-ins to every site and service you use would be a monumental task, so the temptation to take shortcuts is perfectly understandable ... in this age of ubiquitous hacks, where even big companies like Yahoo! are at risk, that's just asking to be fleeced."
He's absolutely right. That's why Gardiner recommends using a "password manager" like the one at LastPass. Cloud-based services like this help you simplify the process of generating passwords across multiple apps and devices. Here is a list of some of the other most highly recommended ones.

A Few Good Password Practices

Follow these tips to avoid ending up in the next publication of our worst passwords (because you just know there will be one for 2017 next year).

Use a combination of letters, numbers, and symbols if possible.

Choose passwords that are at least 8-12 characters in length.

Avoid using adjacent keyword combinations that are easy to figure out.

If you can think of something personal to you alone (something your best friend, your spouse, or your dog doesn't even know about), you can build a password around that concept.

Use a mixture of upper- and lower-case spelling.

Do not use the names of people you know.

There are obviously more best practices to consider, but these will get you thinking. If you're doing these things already, well done.

Without further delay, here are the worst passwords of 2016. Avoid at all costs.

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The Worst Passwords We Ever Used in 2016 [Infographic]

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Password security works if you approach it right. The fact is, however, that many of us don't place as much thought and effort into it as we could. The worst passwords are the ones that take a few seconds (or zero seconds) to think up.

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Tutorials from gcflearnfree.org are an excellent starting point

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Free Computer Basics Tutorial at GCFGlobal

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If you are new to computers or just want to update your computer skills, this free Computer Basics tutorial will show you how.

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By A. Taylor CC by NC SA 3.0 AU