InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'Library and information science' Category

technology for early childhood students

Posted by Plamen Miltenoff on 19th November 2014

Plan for today, Mon, Nov 17 class session:

Parent involvement in their children’s social emotional and academic development.

  1. Introduce myself, who I am, who do I work with. Why is it good to know IMS and consider working with IMS. How to contact us – 5 min
  2. Start with a video from the following IMS blog entry: http://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/ :
    http://youtu.be/d5kW4pI_VQw – 2 min. What is the video about, how do students think it relates to their class (parent involvement in their children’s social emotional and academic development) – about 5 min
  3. Group work assignment – what is digital literacy and why is it important to people of all ages:
    Students work in groups and outline a definition of digital literacy and a list of 5 reasons about the importance – 5 min
    Study and discuss the following infographic (5 min)
    http://blog.stcloudstate.edu/ims/2014/10/16/early-learners-tech-use/
    For and against children spending time with technology. Gaming, social media, and computer use in general as addiction. “Disconnect/Unplugged” (Sherry Turkle) versus contemplative computing and similar meditative and contemplative practices: http://blog.stcloudstate.edu/ims/2013/11/05/getting-unplugged/
  4. Discussion on how does digital literacy vary between age groups; how do people from different ages communicate. How do they work together and help each other when learning about digital literacy. Who is the best source for students to learn about digital literacy (hint – IMS ;)) – 10 min
    Suggested source for more information: The SlideShare presentation on the IMS blog entry: http://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/: http://www.slideshare.net/dajbelshaw/etmooc-t3-s1-digital-literacies-with-dr-doug-belshaw
  5. Discussion on digital identity, digital citizenship, privacy and security. – 10 min
    http://blog.stcloudstate.edu/ims/2013/10/03/digital-identity-and-digital-citizenship/
  6. Questions and suggestions regarding

Posted in digital citizenship, digital identity, Digital literacy, gamification, gaming, technology literacy | 1 Comment »

technology for social workers

Posted by Plamen Miltenoff on 19th November 2014

Plan for Sylvester Lamin’s course:

  1. introduce myself – 5 min
  2. discuss with students how they see the impact of technology on their work – 5 min
  3. discuss with students the implications of technology on their work – 15
    http://www.socialworklicensure.org/articles/social-media-social-work.html
    http://www.socialworkblog.org/practice-and-professional-development/2011/07/social-work-social-media-where-are-the-ethical-boundaries/
    http://www.theguardian.com/social-care-network/2013/jul/23/social-workers-social-media-challenge-perception
    email as unreliable medium
    privacy
    security
  4. discuss with students the possibilities, which SCSU resources and Internet resources can provide for collaboration, creativity and streamlining the work of the social worker – 15
    File space at SCSU versus other free resources
    keeping data in the cloud
    collaborating on documents and policies
    sharing data with clients
  5. Other issues, ideas – 10

Posted in Digital literacy, information literacy, Library and information science, technology literacy | No Comments »

social media and libraries

Posted by Plamen Miltenoff on 12th November 2014

Use of social media by the library current practices and future opportunities (White Paper)

http://www.tandf.co.uk/journals/access/white-paper-social-media.pdf

#tfsocialmedia

Social media objectives:

  •  promotion
  •  collection management tool
  • Outreach
  •  teaching and learning

Opportunities and challenges

  • opportunity to build a sense of community between the library and its users
  • the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
  • maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites

Policies and management:

  • Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
  • Some believe that representing the library as a professional function with a
    consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.

Effectiveness and assessment:

  • difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
  • framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future

Current Social Media Practices:

  • In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
  • A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them

Advantages of using social media

n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly

Social Media Objectives: graph on page 8 of the PDF document:

A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback

L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies

From UK-based focus group: “The library is a programme, not just a building.

Channel preferences: Graph on page 10 of the PDF document

SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.

Collection usage and discovery: Graph on p. 15

Teaching and learning

From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”

Social media policies and management, p. 18

73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.

Effectiveness of social media

From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”

From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.

Promoting library social media channels

From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)

Posted in blog, Facebook, Google +, Instagram, Library and information science, pinterest, social media, Twitter | No Comments »

Teenagers, The Internet, And Privacy

Posted by Plamen Miltenoff on 5th November 2014

The Truth About Teenagers, The Internet, And Privacy

http://www.fastcompany.com/3037962/then-and-now/the-truth-about-teenagers-the-internet-and-privacy

danah boyd, a professor at Harvard University’s Berkman Center for the Internet and Society, argues that teenagers closely scrutinize what they share online because it is a way for them to negotiate their changing identities. In her book, It’s Complicated: The Social Lives of Networked Teens, she describes how teenagers carefully curate their feeds based on the audience they are trying to reach.

Adolescents have been migrating away from Facebook and Twitter over the last few years, showing preference for sites like Snapchat, Whisper, Kik, and Secret that provide more anonymity and privacy. Part of this transition can be explained by the fact that the older social media sites stopped being cool when parents joined them, but perhaps another reason could be that teenagers growing up in the post-Snowden era implicitly understand the value of anonymity. For teens, it’s not a matter of which platform to use, but rather which works best in a particular context.

Posted in digital citizenship, digital divide, digital identity, digital immigrants, Digital literacy, digital naitives, Digital rights management (DRM), privacy, technology literacy | No Comments »

Mobile Video Advertising

Posted by Plamen Miltenoff on 2nd November 2014

Mobile Video Advertising Still The Hot Ticket

http://www.mediapost.com/publications/article/236980/mobile-video-advertising-still-the-hot-ticket.html

Traffic Share (Mobile Phone Operating System)
Operating System Share of Traffic Share of Revenue
Android

57.64%

41.77%

iOS

30.2

51.20

Other

6.37

5.91

Symbian

4.37

0.47

BlackBerry

1.20

0.49

Windows

0.22

0.12

Source: Opera Mediaworks, October 2014

Social Networking is still the most popular category in mobile advertising, accounting for about 1 in 5 ad impressions. At the same time, Music, Video and Media sites and apps drive the most revenue, with 23%

Posted in mobile learning, social media, technology literacy | 1 Comment »

Google Search Strategies

Posted by Plamen Miltenoff on 28th October 2014

Great Google Search Strategies Every Student Can Use – Infographic

http://www.freetech4teachers.com/2014/08/great-google-search-strategies-every.html

Google Search Strategies

 

Vicki Davis shared this Google Search Modifiers Poster
http://static.googleusercontent.com/media/www.google.com/en//educators/downloads/Tips_Tricks_85x11.pdf

Posted in information literacy, search | No Comments »

Five Apps To Test Your Physics Skills

Posted by Plamen Miltenoff on 28th October 2014

Beyond Angry Birds, Five Apps That Test Your Physics Skills

http://blogs.kqed.org/mindshift/2014/01/beyond-angry-birds-five-apps-that-test-your-physics-skills/

1. Crayon Physics Deluxe worldofgoo

2.  World of Goo                  coaster_crafter

3. Coaster Crafter               602196_434936999916746_2105602860_n-1

4. Amazing Alex                  tinkerbox

5. Tinkerbox

All the above games have physics in common but they’re also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve’s Portal series is a great choice, or look into the equally mind-bending first-person games Antichamber or Quantum Conundrum, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.

Posted in Digital literacy, gamification, gaming, learning styles, mobile apps, mobile devices, mobile learning | No Comments »

Media Literacy: Political Advertising

Posted by Plamen Miltenoff on 20th October 2014

Campaign Ads: Helping Students Find the Truth

http://www.middleweb.com/18374/campaign-ads-politicians-permission-lie/

media literacy

Media Literacy Clearinghouse: http://www.frankwbaker.com/mlc/

Posted in digital citizenship, information technology, media literacy | No Comments »

Wikimedia Commons

Posted by Plamen Miltenoff on 19th October 2014

Wikimedia Commons

http://www.pinterest.com/pin/122441683594666802/

Offers over 20 Million of Free Usable Media

wikimedia commons

Posted in information technology, instructional technology, media literacy, video | No Comments »

Early Learners’ Tech Use

Posted by Plamen Miltenoff on 16th October 2014

‘Screen Time’ Alone Too Limited a Gauge of Early Learners’ Tech Use, Report Says

http://blogs.edweek.org/edweek/DigitalEducation/2014/10/screen_time_early_learners_RAND.html

screen time as the sole measure of what’s OK for children is no longer adequate, the RAND researchers argue that screen-time limits shoudn’t go the way of the VCR:

Limits on screen time may remain important in restricting use that is passive, sedentary, or noneducational, and they may also prove useful in ensuring that children engage in a balanced combination of activities.

However, a more-comprehensive definition of developmentally appropriate technology use will empower ECE providers and families to make better decisions about the ways in which young children use technology–and help maximize the benefits young children receive from this use.

my note: information on Pinterest still goes the other direction. E.g.:
http://www.pinterest.com/pin/284923113897755173/
screen time

Posted in digital identity, digital naitives, instructional technology, learning, learning styles, online learning, technology literacy | No Comments »