Film isn’t the only medium that gets the virtual reality treatment. The best-selling author Wally Lamb has a new book called “I’ll Take You There” that’ll launch as part of the Metabook line — a series of works that include extras like 360 degree videos and photos.
In 2013, Apple bought PrimeSense, which developed motion-sensing technology in Microsoft Corp.’s Kinect gaming system. Purchases of software startups in the field, Metaio Inc. and Flyby Media Inc., followed in 2015 and 2016.
“AR can be really great, and we have been and continue to invest a lot in this,” Cook said in a July 26 conference call with analysts. “We are high on AR for the long run. We think there are great things for customers and a great commercial opportunity.”
The Oregon State University Ecampus Research Unit conducted the national study in collaboration with 3Play Media. The researchers surveyed 2,124 students across 15 public and private universities throughout the United States. Of all respondents, 19 percent reported hearing difficulties, and 37 reported vision difficulties. However, only 13 percent had registered with an office of disability services, and less than 12 percent reported they require academic accommodations.
The study revealed that students find closed captions and video transcripts helpful, whether the student is deaf or hard of hearing or not.
Key findings from the study:
Almost 100 percent of survey respondents had at least one course — either face-to-face or online — that included some video content;
75 percent of students use captions as a learning aid in face-to-face and online classrooms;
98.6 percent of students who use captions say they are helpful;
71 percent of students without hearing difficulties use captions at least some of the time;
Students reference video transcripts as a learning aid 85 percent of the time;
66 percent of English-as-a-second-language (ESL) students find captions extremely or very helpful;
61 percent of students with learning disabilities find captions helpful;
More than one quarter of students were unsure about the availability of closed captions for video content in their course; and
Almost one-in-five students were unsure about the availability of video transcripts for their course.
Further details about the study and a link to the full report can be found on 3Play Media’s site.
As governments around the world impose new restrictions on internet freedom, it is worth remembering what is at stake. The present crackdown comes as digital platforms are being used in new and creative ways to advocate for change and, in many cases, save lives. Internet advocacy had real-world results in both democracies and authoritarian settings over the past year, and its impact was often most pronounced in countries where the information environment was more open online than off. In over two-thirds of the countries examined in this study, there was at least one significant example of individuals producing a tangible outcome by using online tools to fight for internet freedom, demand political accountability, advance women’s rights, support victims of unjust prosecution, or provide relief to those affected by natural disasters.
Fighting for internet freedom and digital rights
Social media were used effectively to fight for internet freedom in a variety of countries over the past year. In Thailand, over 150,000 people signed a Change.org petition against a government plan to centralize the country’s internet gateways, which would strengthen the authorities’ ability to monitor and censor online activity. As a result, the government announced that it had scrapped the plan, though skeptical internet users remain vigilant.
Using the hashtag #NoToSocialMediaBill, Nigerian digital rights organizations launched a multifaceted campaign to defeat a “Frivolous Petitions Prohibition Bill” that threatened to constrain speech on social media. Alongside significant digital media activism, civil society groups organized a march on the National Assembly, gathered signatures for a petition presented during a public hearing on the bill, and filed a lawsuit at the Federal High Court in Lagos, all of which contributed to the bill’s withdrawal in May 2016. India’s telecommunications regulator banned differential pricing schemes in February after more than a million comments were submitted online to protest companies that charge consumers different prices for select content or applications.
Please look on the bottom of this blog entry for more resources
Effective Library Signage: Tips, Tricks, & Best Practices Workshop
Mark Aaron Polger and Amy F. Stempler Item Number: 1541-9212
Effective Library Signage: Tips, Tricks, & Best Practices Workshop
A 90-minute workshop, Thursday, January 5, 2017, 2:30pm Eastern/1:30 Central/12:30 Mountain/11:30am PacificLibrary signage represents the first lines of communication between a library user and the library. Are you doing everything to ensure that your signage is user friendly and inviting? Although we have the best intentions, sometimes our signage can be punitive, contradictory, outdated, or passive aggressive.In this new workshop, Mark Aaron Polger and Amy F. Stempler, library professionals who’ve conducted a four yearlong study at the College of Staten Island, CUNY that involved an extensive signage audit and replacement project, will provide you with the top ten tips to follow when preparing new signage for your library. They will discuss what constitutes “bad” and “good” signage and the importance of developing a signage policy to ensure consistency in design and overall language. Other topics that will be addressed will be placement, ADA compliancy, branding, design, verbiage, and the use of images, language, and font. You’ll come out of this workshop with the best practices to assess your current signage and develop improved signage for your institution.Learning Outcomes
After participating in this workshop, you will be able to:
Identify the best practices when developing new signage
Distinguish and follow the steps involved in coordinating a signage audit
Create a signage policy that is appropriate for your institution
About the Instructors
Mark Aaron Polger is the first year experience librarian and information literacy instructor at the College of Staten Island, City University of New York (CUNY). His responsibilities include promoting library services and resources to first year students and providing library instruction and information literacy classes. Polger’s research interests include library marketing, outreach, and user experience design. He has written and presented on topics ranging from library marketing strategies, faculty outreach, Information Literacy outreach, embedded librarianship, library jargon, and library signage. Polger holds a BA in Sociology from Concordia University, an MA in Sociology from the University of Waterloo, a B.Ed. in adult education from Brock University, and an MLIS from the University of Western Ontario. He is currently pursuing his Ph.D. in Curriculum, Instruction, and the Science of Learning at SUNY University at Buffalo.
Amy F. Stempler is an associate professor in the library department at the College of Staten Island, CUNY, where she has worked since 2008. She holds a Bachelor’s Degree and Master’s Degree in History from The George Washington University and a Master’s Degree in Library and Information Science Degree from the Pratt Institute. Stempler is currently the coordinator of library instruction, and has written on library signage, Jewish history, Judaica librarianship, and the role of archives in environmental history.
more on signage for libraries:
Polger, M. A., & Stempler, A. F. (2014). Out with the Old, In with the New: Best Practices for Replacing Library Signage. Public Services Quarterly, 10(2), 67-95. doi:10.1080/15228959.2014.904210
authors’ thesis is that library signs are living documents
Stempler, A. F., & Polger, M. A. (2013). Do You See the Signs? Evaluating Language, Branding, and Design in a Library Signage Audit. Public Services Quarterly, 9(2), 121-135. doi:10.1080/15228959.2013.785881
To be effective, signage must be consistent, concise, and free of jargon and punitive language.
We conducted a short 5 min live session on Facebook Live and Periscope; the first of three mini-series to test the potential of these tools for academic purposes:
Here is the link to the LITA Webinar Facebook Group page: https://www.facebook.com/groups/LitaSocialMediaWebinar/
“Hybrid learning gives us the advantage of having technology available to learn in the way that we’ve grown used to,” says Ms. Pillwein, who is also a Brock University graduate. “In the abnormal psychology course, the online component is mainly tests and quizzes that you can do in your own time. I’ve found that suits my learning style more, as opposed to doing a test in class where you’d have to memorize a lot of terms and concepts.”
Ms. Pillwein also likes that the professor uploads all of her PowerPoint presentations for students to access and review. She feels that helps get the material embedded in her brain more than writing things down word for word during the lecture.
Ms. Hotham finds that the combination of two hours of classroom lecture and then one hour of online activity for the week is an effective way of teaching the material, particularly because it gives students time to take away what has been said and digest it.
After two years of teaching the course with the online component and one year before that of teaching without it, she says the student grades are higher than when she taught only in the classroom.
Ms. Hotham also finds students are more engaged in the discussion the week after doing the online activities because they have more to talk about. Sometimes she posts a video, which then becomes an online discussion.
Patrick Lyons, director of teaching and learning services at Carleton University in Ottawa, visualizes online learning taking many different forms, presenting all kinds of opportunities that could not be delivered any other way. Carleton has a long history offering distance learning, first broadcasting courses on a local cable TV channel in 1978 and then offering the world’s first video podcast of a university credit course in 2006.