Teaching Native American Youth
Teaching Native American Youth
Laurie M. Freeman
University of Phoenix
Teaching Native American Youth
` Information literacy and technological literacy are necessary for educators in the constantly changing global world. Scholarship, practice, and leadership are important concepts in teaching Native American/Alaskan Native (AI/AN) youths because these students come from a different cultural background and succeed better with culturally based schooling. Freeman and Fox (2005) said AI/NA students score lower than White peers do in the National Assessment of Educational Progress assessments (As cited by Castagno & Brayboy, 2008, p. 942). Information literacy influences scholarship, practice, and leadership in teaching AI/NA youth because without information literacy educators will not have the knowledge to teach, motivate, and understand AI/AN youth’s cultural differences.
Information Literacy
Information Literacy Competency Standards for Higher Education (2000) stated, “Information literacy is a student’s ability to know when information is needed and to be capable of locating the information, evaluating validity, trustworthiness, and using the information correctly” (As cited by Turusheva, 2009, p. 129). The changes in technology require people to need technological skills to locate reliable information housed in online libraries and the Internet. Badke (2009) stated, “The educational world is blind to both the profound changes the web has brought to the way we do information and to the reality that information literacy can actually be taught” (p. 49). When teaching AI/AN youth, educators must understand the cultural differences and epistemologies of learning. AI/AN’s see the world as holistic and whole instead of separate, but mainstream education focuses on separation of subjects and memorization of facts. AI/AN youth accomplish learning by knowledge passed down from elders through training and demonstration (Castagno & Brayboy, 2008). To
Laurie M. Freeman
University of Phoenix
Teaching Native American Youth
` Information literacy and technological literacy are necessary for educators in the constantly changing global world. Scholarship, practice, and leadership are important concepts in teaching Native American/Alaskan Native (AI/AN) youths because these students come from a different cultural background and succeed better with culturally based schooling. Freeman and Fox (2005) said AI/NA students score lower than White peers do in the National Assessment of Educational Progress assessments (As cited by Castagno & Brayboy, 2008, p. 942). Information literacy influences scholarship, practice, and leadership in teaching AI/NA youth because without information literacy educators will not have the knowledge to teach, motivate, and understand AI/AN youth’s cultural differences.
Information Literacy
Information Literacy Competency Standards for Higher Education (2000) stated, “Information literacy is a student’s ability to know when information is needed and to be capable of locating the information, evaluating validity, trustworthiness, and using the information correctly” (As cited by Turusheva, 2009, p. 129). The changes in technology require people to need technological skills to locate reliable information housed in online libraries and the Internet. Badke (2009) stated, “The educational world is blind to both the profound changes the web has brought to the way we do information and to the reality that information literacy can actually be taught” (p. 49). When teaching AI/AN youth, educators must understand the cultural differences and epistemologies of learning. AI/AN’s see the world as holistic and whole instead of separate, but mainstream education focuses on separation of subjects and memorization of facts. AI/AN youth accomplish learning by knowledge passed down from elders through training and demonstration (Castagno & Brayboy, 2008). To
References: Angelle, P. S. (2007). Teachers as leaders: Collaborative leadership for learning communities. Middle School Journal, 38(3), 54-61. Education Research Complete database. (Accession Number: 24600823) Badke, W. (2009, July/August). How we failed the net generation. Online, 33(4), 47. CINAHL Plus with Full Text Database. (Accession Number: 2010356030). Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993. Retrieved from http://search.proquest.com/docview/214136461?accountid=35812 Russell, P. (2009). Why universities need information literacy now more than ever. Feliciter, 55(3), 92. MasterFILE Premier Database. (Accession Number: 41553415). Turusheva, L. (2009). Students ' information competence and its importance for life-long education. Problems of Education in the 21st Century, 12, 126. Education Research Complete Database. (Accession Number: 42742862).