Searching for "textbook"
Pearson “digital first” strategy.
My note: see our postings
It also enables Pearson to staunch the bleeding caused by an explosion in the second-hand market. A company called Chegg launched the first major online textbook rental service in 2007; Amazon followed suit in 2012. Both advertise savings of up to 90 percent off the sticker price.
But more technology doesn’t always mean better results. Within K-12 learning environments, the digital divide means that students in low-income and rural households have less access to reliable internet and fewer connected deviceson which to complete the online portions of their homework. And while Pearson’s initiative applies only to textbooks in higher ed, the shift to digital has implications at the collegiate level as well.
Just as traditional software has a thriving open source community, textbooks have Open Educational Resources, complete textbooks that typically come free of charge digitally, or for a small fee—enough to cover the printing—in hard copy. And while it’s not an entirely new concept, OER has gained momentum in recent years, particularly as support has picked up at an institutional level, rather than on a course by course basis. According to a 2018 Babson College survey, faculty awareness of OER jumped from 34 percent to 46 percent since 2015.
One of OER’s leading proponents is OpenStax, a nonprofit based out of Rice University that offers a few dozen free textbooks, covering everything from AP Biology to Principles of Accounting. In the 2019–2020 academic year, 2.7 million students across 6,600 institutions used an OpenStax product instead of a for-profit equivalent.
The knock against OER is that, well, you get what you pay for. “One faculty member told me only half-jokingly, that OER is like a puppy that’s free. You get the free puppy, but then you have to do all the work,” says Cengage’s Hansen, who argues that traditional publishers provide critical supporting materials, like assessment questions, that OER often lacks, and can push more regular updates.
By virtue of being free, OER materials also heavily skew toward digital, with hardcover as a secondary option. (Or you can download the PDF and print it out yourself.) The same caveats about efficacy apply. But at least OER doesn’t lock you into one digital platform, the way the major publishers do. OpenStax alone counts around 50 ecosystem partners to provide homework and testing support.
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Or you could always split the difference.
That’s the territory Cengage wants to stake out. Late last summer, the educational publishing behemoth—it announced a planned merger with McGraw Hill in May; the combined company would surpass all but Pearson in market capitalization—rolled out Cengage Unlimited, a “Netflix for Textbooks” model that rolls all textbook rentals and digital platform access into a single rate: $120 for a semester, $180 for a full year, or $240 for two years. Almost a year in, the US-only program has a million subscribers.
My note: more about Cengage and McGraw Hill in this blog
this added Sept 13, 2019:
more on textbooks in this IMS blog
Fixing the Textbook Model
Indiana University’s Brad Wheeler explains how his institution is ditching the college textbook and replacing it with digital alternatives that are accessible to students from day one.
By Dian Schaffhauser 06/21/17
Brad Wheeler, the vice president for IT and CIO of Indiana University
it’s taken a long time for textbook publishers to own up to the “fundamental flaw” of their industry: “They are obsessed with counting their gross margins on the things they actually do sell.” And, he added, they ignore the enormous amounts they lose through the other 75 percent of the market made up of used and rented books and other kinds of substitutes. Because of those blinders, the publishers have “long pursued a model that has been failing, year over year.”
Starting in the mid-1990s, the price of educational books rose faster than just about any other measure, including healthcare. Something had to give. Wheeler has seen a “constellation of things” forming to bring about change. First, the e-reader software has matured, he said. “It works on your phone, your tablet, your laptop.”
Second, students are “increasingly digital.” They’re “comfortable with interacting with digital information [and] electronically marking it up.” After all, he noted, “some of them went through high school with digital books and materials.”
Third, familiarity is growing among faculty too. “They see e-texts not just as a substitute for paper, but as a teaching and pedagogical tool. They can go in and annotate that paragraph in the textbook and point to classroom materials or go online and correct something,
Fourth, the printed textbook-first philosophy has stopped paying off for publishers.
The three biggies — Pearson, McGraw-Hill and Cengage — weren’t first in line to sign on, even as additional universities piled onto Indiana U’s project. As a result, their reticence to promote textbook alternatives hit their bottom lines. Eventually, Pearson’s shares took a hit, hovering currently around $8; McGraw-Hill’s education division was peeled off and sold to Apollo Global Management in 2013; and just months later Cengage filed for bankruptcy, emerging a year later with $4 billion less debt.
the College Board decreased the undergraduate student budget for books and supplies in its “Trends in College Pricing” report.
Indiana U has seen nothing but growth for its IU eTexts digital initiative:
Unizin. This is the organization created by Indiana U and other large institutional partners to develop services that could replace major paid third-party applications, such as learning management, digital textbook and data warehouse platforms. The goal: to enable higher ed to own its data.
more on open text book in this IMS blog
Open Source Textbooks
Presenters: Steve Gilbert, TLT Group and Others
New Model Lets Students Rent Textbooks on Pay-as-You-Go Basis
By Michael Hart 04/12/16
Once students register with iFlipd, they can rent digital textbooks for as little as a week. Once they finish using a book, they can move it back into the digital catalogue, making it available to other students. There is a loyalty program that gives points toward free rentals.
iFlipd is also integrated with Datalogics and its interactive Active Textbook e-book system so that students have sharing capabilities. They can share notes on the texts through the platform and access notes made by previous users of the same textbooks. The note-sharing platform allows for highlighting, annotations, audio, video and search.
purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”
SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined
my notes based on the material below:
- best, most applicable source for the purpose of this research: U of Alberta Committee’s notes on the learning environment:
the Canadians are using (citing) Acker (Ohio) in their research.
- best, most applicable source in terms of the logistics on e-texbooks creation and its pedagogical argumentation is this document from New Zealand: https://akoaotearoa.ac.nz/download/ng/file/group-7/guidelines-for-developing-interactive-etextbooks-on-net-tablets.pdf
- According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
- stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
- Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
- Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
- regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
- Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
- Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
- Different models of pricing also in Acker (2015, p. 48). Keith touched on that
- students learn equally well from etextbooks as from paper ones: Taylor (2011)
responses from colleagues:
Scott Robison, email@example.com: firstname.lastname@example.org listserv
Jeff Gallant, Jeff.Gallant@usg.edu: David Ernst with the U and Ashley Miller from Ohio State U: email@example.com. Ashley’s is firstname.lastname@example.org.
definition e-textbook and
an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.
Definition of: e-book
my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:
working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.
(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.
Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.
Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing
There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).
Electronic Textbooks or Paper Textbooks: What Are Students Reading?
According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.
Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.
E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.
A digital textbook
is a digital book or e-book
intended to serve as the text for a class. Digital textbooks may also be known as e-textbooks
. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of open access
and open source
support the idea of open textbooks
, digital textbooks that are free (gratis) and easy to distribute, modify and update
Exploring Students’ E-Textbook Practices in Higher Education
- Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida
According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.3
This cost sometimes drives students to delay or avoid purchasing textbooks
. Digital materials such as e-textbooks may offer a more cost-effective alternative.4
Also, the expectation for digital materials is gaining strength in the K–12 sector.5
For example, Florida school districts set a goal to spend at least half of classroom material funding
on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.
Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.
a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.
Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877
Implementing eTexts into a Course:
This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.
Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.
the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.
Wimmer, E. e., Morrow, A. a., & Weber, A. a. (2014). Collaboration in eTextbook Publishing: A Case Study.Collaborative Librarianship, 6(2), 82-86.
Distance education, e-learning, education and training. (2015). Clinical Chemistry & Laboratory Medicine, 53s557-s559. doi:10.1515/cclm-2015-5015
the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the
Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the
project and embedded within the final package. In order to limit the size of the final files, some content was uploaded
onto Youtube so that the user could access these via the internet.
The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the
iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-
dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as
review questions with instant feedback and assessment.
Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4
Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0
the author reflects the process on a state level (Ohio).
Marcoux, E. “. (2012). Best of the Best Planning. Teacher Librarian, 39(4), 69-70.
Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.
Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.
read the entire article, good data.
CourseSmart. FlatWorld Knowledge,
Horejsi, M. (2014). Textbooks 2.0. Science Teacher, 81(3), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94603788%26site%3dehost-live%26scope%3dsite
two Eastern Europeans (Moldova, Serbia) raise serious concerns about electronic textbooks
Španović, S. (2010). PEDAGOGICAL ASPECTS OF E-TEXTBOOKS. Odgojne znanosti. 12(2). 459-470.
Railean, E. (2015). https://prezi.com/sbidiadctrzo/beyond-textbook-digital-textbook-use-and-development/
- (Un)desirable features in etextbooks
- How etextbooks might affect course delivery
- Pilot projects that can help build institutional expertise
- Address how and where insights gained from pilot projects will be collected and
- made available
- People resources (e.g., instructional designers) that will be needed to assist
- instructors to use this technology
ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.
MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):
NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!
Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!
Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.
Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.
Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.
NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)
The future of textbooks looks like this
February 22nd, 2016
are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?
two massive surveys and reports by the National Association of College Stores (NACS) and the Independent College Bookstore Association (ICBA) in partnership with the Campus Computing Survey (CCS),
Zaghab, R. W., & Beckenholdt, P. (2014, June). Textbook-Free Learning: A Framework for Critical Analysis. In Proceedings of the 9th International Conference on e-Learning: ICEL 2014 (p. 190). Academic Conferences Limited.
short link: http://scsu.mn/1XlEcLE
Textbooks are losing relevance in the higher education classrooms partially due to the high costs and slow speed of textbook publication in the midst of the growing supply of open electronic resources. With trends toward online course delivery, more colleges are considered online resources as a matter of policy without an adequate framework for decision making during times of rapid transformation. The purpose of this paper is to improve the balance and deliberateness of university decision making in considering Textbook-free approaches. The proposed line of inquiry responds to a critical and timely question: Under what conditions might Textbook-free online course resources offer the best approach to a quality higher education learning experience? A three-part analytical framework is proposed to consider resource quality, institutional commitments, and external trends. By distilling the literature, the authors propose: 1) universal quality indicators for online and open education resource selection for a course or classroom; 2) institutional factors and resources that impact the quality of the Textbook-free approach; and 3) the selection of instructional resources based on environmental factors and transformational change influencing fields of study. Punctuated equilibrium theory helps to inform the framework. With the assumption that classrooms prepare students for the world of work, the proposed framework identifies challenges to the identification of educational resources for fields undergoing disruptive change.
Memento Mori: Why the Chegg IPO is Not About Textbooks
About 80% of the revenue still comes from renting textbooks, which might seem a bit outdated with everyone talking about tablet deployments and digital textbooks.
Though heavily funded and with more than 225,000 digital textbooks in its library, the startup was sold for pennies on a dollar to Intel Education last week.
With the Internet and tablet devices, publishers themselves can now go directly for the students through digital products. There is no need for physical bookstores or other middlemen to distribute the textbooks. Also professors are now able to sell their own textbooks directly to students.
This IPO is not so much about the current business of renting physical textbooks but about the time after paper-based textbooks. Chegg apparently does not see a future with publishers or professors by their side, and they will probably choose more direct sales channels in order to balance out sinking margins.
Connexions: A place for teachers, students, and professionals to search and contribute scholarly content, organized into “modules” or topic areas instead of entire textbooks.
CK12 FlexBooks: A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the “FlexBook.” Anyone can view or help create these standards-based, customizable, collaborative texts.
Shmoop: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.
MIT Open CourseWare: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system EduCommons.
The Role of Librarians in Supporting ICT Literacy
May 9, 2019,
Academic librarians increasingly provide guidance to faculty and students for the integration of digital information into the learning experience.
TPACK: Technological Pedagogical Content Knowledge
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g. http://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (http://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/)
Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.
more about academic library in this IMS blog
more on SAMR and TRACK models in this IMS blog
Teaching Visual Literacy: Images and Propaganda
Teaching Visual Literacy: Images and Propaganda
Ask your students some of these questions:
- What is propaganda?
- Can the same photograph be used as propaganda and as ‘pure’ reporting? (Can they cite other examples?)
- What was the mission of the FSA photographers? Did they adhere to the mission or stray from it?
- Did the photographers themselves believe they were on a “propaganda” mission or something else?
- Did President Roosevelt see the images as helping get political support for “The New Deal”?
- Did the FSA photographs result in “social change”? (What was Lange’s conclusion?)
- In what ways is photography being used today to document people and conditions we might not be aware of? Locate examples.
Image literacy is important
Today’s students are part of an increasingly visual world. Images in textbooks, in the news, and elsewhere are perfect teachable texts that can be engaging and thought-provoking for tweens and teens. They also have potential as part of lessons that emphasize social-emotional learning and empathy.
When teachers take the time to introduce students to historical images, and the photographers who captured them, we are once again satisfying many of the goals of American education.
more on visual literacy in this IMS blog