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:firstname.lastname@example.org]
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 [email@example.com].
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 »