Posted by Plamen Miltenoff on 1st August 2014
The Un-Fallacy of Balanced Literacy
is a respond to
The Fallacy of ‘Balanced Literacy’
The dispute focus on the administration and its execution in public education.
I think, the dispute is important for educational institutions, libraries in particular, because it reveals the complexity of “traditional” literacy. The same complexity applies no less for other literacies, digital and information ones included.
Posted in Digital literacy, information literacy | No Comments »
Posted by Plamen Miltenoff on 13th July 2014
The 70 Best Apps For Teachers And Students
Posted in Digital literacy, distributive learning, educational technology, gamification, gaming, hybrid learning, information technology, instructional technology, learning, mobile apps, mobile learning, open learning, pedagogy, student-centered learning, technology literacy | 3 Comments »
Posted by Plamen Miltenoff on 3rd July 2014
Gaming Learning Society
Report from the intersection of Games, Learning, and Society
Games, Learning and Society conference in Madison, Wisconsin. practical ideas and arguments from GLS to help you get through the roadblocks that stand between you and learning or teaching through games.
Library Quest Wrap-Up and Post-Game Assessment
If you build it …? One campus’ firsthand account of gamification in the academic library
Straight from CRL News
SCVNGR as a platform was attractive to us for several reasons, including UCSD’s experience. First, it incorporated gaming into students’ experience of the library, which has been widely explored and recommended as a way to engage library patrons.2,3 Second, it would enable us to connect with students early in the year without needing to commit personnel to lengthy tours and other scheduled services during a busy time.
Pls consider former IMS blog entries. Keyword: “game”:
Posted in Digital literacy, gaming, hacker | 1 Comment »
Posted by Plamen Miltenoff on 24th June 2014
How to Create Awesome Online Videos: Tools and Software to Make it Easy
the tripod for iPAD is a compelling idea, but my personal choice is the wireless mics.
Posted in Digital literacy, digital storytelling, gamification, instructional technology, learning, mobile apps, mobile learning, screencasting, video, whiteboard screencasting app | No Comments »
Posted by Plamen Miltenoff on 24th June 2014
These six categories are:
- Textual Works and Musical Compositions
- Still Image Works
- Audio Works
- Moving Image Works
- Software and Electronic Gaming and Learning
From: Scanlon, Donna [mailto:email@example.com]
Sent: Tuesday, June 24, 2014 6:34 AM
Subject: [lita-l] Library of Congress Recommended Format Specifications
The Library of Congress announces the availability of its Recommended Format Specifications, a document describing the hierarchies of the physical and technical characteristics of creative formats, both analog and digital, which will best maximize the chances for preservation and continued accessibility of creative content. Creators and publishers have also begun to employ a wide array of intangible digital formats, as well as continuing to change and adapt the physical formats in which they work. The Library needs to be able to identify the formats which are suitable for large-scale acquisition and preservation for long-term access if it is to continue to build its collection and ensure that it lasts into the future.
The Library was able to identify six basic categories of creative output, which represent significant parts of the publishing, information, and media industries, especially those that are rapidly adopting digital production and are central to building the Library’s collections: Textual Works and Musical Compositions; Still Image Works; Audio Works; Moving Image Works; Software and Electronic Gaming and Learning; and Datasets/Databases. Technical teams, made up of experts came from across the institution bringing specialized knowledge in technical aspects of preservation, ongoing access needs and developments in the marketplace and in the publishing world, were established to identify recommended formats for each of these categories and to establish hierarchies of preference among the formats within them.
The Library will be revisiting these specifications on an annual basis. The creation and publication of these recommended format specifications is not intended to serve as an answer to all the questions raised in preserving and providing long-term access to creative content. They do not provide instructions for receiving this material into repositories, managing that content or undertaking the many ongoing tasks which will be necessary to maintain this content so that it may be used well into the future.
The Recommended Format Specifications are available at http://www.loc.gov/preservation/resources/rfs/. For more information, please contact Ted Westervelt [firstname.lastname@example.org].
Electronic Resources Coordinator
Library of Congress
101 Independence Ave., SE
Washington, DC 20540
Phone: (202) 707-6235
Posted in Digital literacy, Library and information science | No Comments »
Posted by Plamen Miltenoff on 2nd June 2014
Some 30 years ago, there was only “literacy” – the ability to read and write. Then literacy proliferated into a multitude of literacies: e.g. – media (including “new media”), visual, information, computer, digital, technology, data. According to some, up to 20 literacies: http://listverse.com/2012/04/04/20-types-of-illiteracy/.
I often receive [mildly put] “unhappy” comments by students when their semester papers are turned with [a large amount of) corrections, involving their use of grammar and style. Students revolt against grammar and academic style NOT having place in a "technology" class. I counter with the fact that a technology class is still a college class and academic IS ABOUT learning how to speak and write and not only learning the "trade" (technology). There is a multitude of articles underlining the ability to write not only for English major but also computer major, e.g.:
Cilliers, C. B. (2012). Student Perception of Academic Writing Skills Activities in a Traditional Programming Course. Computers & Education, 58(4), 1028-1041.
Dankoski M, Palmer M, Gopen G, et al. Academic Writing: Supporting Faculty in a Critical Competency for Success. Journal Of Faculty Development [serial online]. May 1, 2012;26(2):47-54. Available from: ERIC, Ipswich, MA. Accessed June 1, 2014.
To make things worse (for both students and instructors), instructors are inconsistent, whereas some do evaluate students on their “technology” skills only and some (like me) insist on a “complete” academic package.
What is your take? Do you think at least two of the aforementioned literacies: technology literacy and old fashioned literacy need to co-exist in class?
Posted in Digital literacy, writing skills | No Comments »
Posted by Plamen Miltenoff on 28th May 2014
A backchannel – a digital conversation that runs concurrently with a face-to-face activity — provides students with an outlet to engage in conversation.
In a recent article by Edutopia:
The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom. (n.d.). Edutopia. Retrieved May 28, 2014, from http://www.edutopia.org/blog/backchannel-student-voice-blended-classroom-beth-holland
the author brings yet another argument in support of using the BYOD movement in K12 to promote usage of mobile devices and social media FOR the learning process, rather then seeking ways to shut them off.
It seems that Higher Ed is lagging behind in their paradigm shift toward Backchanneling.
What do you think must be done at SCSU to seek the usage of mobile devices and/or social media to involved students in the learning process?
Posted in e-learning, instructional technology, learning, learning styles, mobile learning, social media, technology literacy | No Comments »
Posted by Plamen Miltenoff on 20th May 2014
- Zohoorian-Fooladi, N., & Abrizah, A. A. (2014). Academic librarians and their social media presence: a story of motivations and deterrents. Information Development, 30(2), 159-171.
Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups.
Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups. (p. 169)
- Collins, G., & Quan-Haase, A. (2014). Are Social Media Ubiquitous in Academic Libraries? A Longitudinal Study of Adoption and Usage Patterns. Journal Of Web Librarianship, 8(1), 48-68. doi:10.1080/19322909.2014.873663
- Reynolds, L. M., Smith, S. E., & D’Silva, M. U. (2013). The Search for Elusive Social Media Data: An Evolving Librarian-Faculty Collaboration. Journal Of Academic Librarianship, 39(5), 378-384. doi:10.1016/j.acalib.2013.02.007
- Chawner, B., & Oliver, G. (2013). A survey of New Zealand academic reference librarians: Current and future skills and competencies. Australian Academic & Research Libraries, 44(1), 29-39. doi:10.1080/00048623.2013.773865
- Lilburn, J. (2012). Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries. Portal: Libraries And The Academy, 12(2), 139-153.
The general consensus emerging to date is that the Web 2.0 applications now widely used in academic libraries have given librarians new tools for interacting with users, promoting services, publicizing events and teaching information literacy skills. We are, by now, well versed in the language of Web 2.0. The 2.0 tools – wikis, blogs, microblogs, social networking sites, social bookmarking sites, video or photo sharing sites, to name just a few – are said to be open, user-centered, and to increase user engagement, interaction, collaboration, and participation. Web 2.0 is said to “empower creativity, to democratize media production, and to celebrate the individual while also relishing the power of collaboration and social networks.”4 All of this is in contrast with what is now viewed as the static, less interactive, less empowering pre-Web 2.0 online environment. (p. 140)
Taking into account the social, political, economic, and ethical issues associated with Web 2.0, other scholars raise questions about the generally accepted understanding of the benefits of Web 2.0. p. 141
- The decision to integrate commercial social media into existing library services seems almost inevitable, if not compulsory. Yet, research that considers the short- and long-term implications of this decision remains lacking. As discussed in the sections above, where and how institutions choose to establish a social media presence is significant. It confers meaning. Likewise, the absence of a presence can also confer meaning, and future p. 149
- Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social Media, Academic Research and the Role of University Libraries. Journal Of Academic Librarianship, 37(5), 373-375. doi:10.1016/j.acalib.2011.06.023
- BROWN, K., LASTRES, S., & MURRAY, J. (2013). Social Media Strategies and Your Library. Information Outlook,17(2), 22-24.
Establishing an open leadership relationship with these stakeholders necessitates practicing five rules of open leadership: (1) respecting the power that your patrons and employees have in their relationship with you and others, (2) sharing content constantly to assist in building trust, (3) nurturing curiosity and humility in yourself as well as in others, (4) holding openness accountable, and (5) forgiving the failures of others and yourself. The budding relationships that will flourish as a result of applying these rules will reward each party involved.
Whether you intend it or not, your organization’s leaders are part of your audience. As a result, you must know your organization’s policies and practices (in addition to its people) if you hope to succeed with social media. My note: so, if one defines a very narrow[sided] policy, then the entire social media enterprise is….
Third, be a leader and a follower. My note: not a Web 1.0 – type of control freak, where content must come ONLY from you and be vetoed by you!
All library staff have their own login accounts and are expected to contribute to and review
- Dority Baker, M. L. (2013). Using Buttons to Better Manage Online Presence: How One Academic Institution Harnessed the Power of Flair. Journal Of Web Librarianship, 7(3), 322-332. doi:10.1080/19322909.2013.789333
his project was a partnership between the Law College Communications Department, Law College Administration, and the Law Library, involving law faculty, staff, and librarians.
- Van Wyk, J. (2009). Engaging academia through Library 2.0 tools : a case study : Education Library, University of Pretoria.
- Paul, J., Baker, H. M., & Cochran, J. (2012). Effect of online social networking on student academic performance.Computers In Human Behavior, 28(6), 2117-2127. doi:10.1016/j.chb.2012.06.016
#SocialMedia and students place a higher value on the technologies their instructors use effectively in the classroom. a negative impact of social media usage on academic performance. rather CONSERVATIVE conclusions.
Students should be made aware of the detrimental impact of online social networking on their potential academic performance. In addition to recommending changes in social networking related behavior based on our study results, findings with regard to relationships between academic performance and factors such as academic competence, time management skills, attention span, etc., suggest the need for academic institutions and faculty to put adequate emphasis on improving the student’s ability to manage time efficiently and to develop better study strategies. This could be achieved via workshops and seminars that familiarize and train students to use new and intuitive tools such as online calendars, reminders, etc. For example, online calendars are accessible in many devices and can be setup to send a text message or email reminder of events or due dates. There are also online applications that can help students organize assignments and task on a day-to-day basis. Further, such workshops could be a requirement of admission to academic programs. In the light of our results on relationship between attention span and academic performance, instructors could use mandatory policies disallowing use of phones and computers unless required for course purposes. My note: I completely disagree with the this decision: it can be argued that instructors must make their content delivery more engaging and thus, electronic devices will not be used for distraction
- MANGAN, K. (2012). Social Networks for Academics Proliferate, Despite Some Doubts. Chronicle Of Higher Education, 58(35), A20.
While Mendeley’s users tend to have scientific backgrounds, Zotero offers similar technical tools for researchers in other disciplines, including many in the humanities. The free system helps researchers collect, organize, share, and cite research sources.
“After six years of running Zotero, it’s not clear that there is a whole lot of social value to academic social networks,” says Sean Takats, the site’s director, who is an assistant professor of history at George Mason University. “Everyone uses Twitter, which is an easy way to pop up on other people’s radar screens without having to formally join a network.
- Beech, M. (2014). Key Issue – How to share and discuss your research successfully online. Insights: The UKSG Journal, 27(1), 92-95. doi:10.1629/2048-7754.142
the dissemination of academic research over the internet and presents five tenets to engage the audience online. It comments on targeting an audience for the research and suggests the online social networks Twitter,LinkedIn, and ResearchGate as venues. It talks about the need to relate work with the target audience and examines the use of storytelling and blogs. It mentions engaging in online discussions and talks about open access research
Posted in Library and information science | No Comments »