every country book

This Literature Map of the World Shows You Every Country’s Favourite Book

https://theculturetrip.com/europe/articles/this-literature-map-of-the-world-shows-you-every-countrys-favourite-book/book-map world

Following are the SCSU library locations:
USA – To kill a mockingbird  – PS3562.E353 T6x
Russia – War and Peace  – AC1 .G72 v.51
Canada – Anne of Green Gables – PR6025.O45 A5 1994x
United Kingdom – Pride and Prejudice –  PR4034 .P7 1991b online at http://www.pemberley.com/janeinfo/pridprej.html
Spain – Shadow in the Wind – PQ6668.U49 S6613 2004
Iran – Persepolis – PN6747.S245 P4713
Ireland – Ulysses – PR6019.O9 U4 1998
Bulgaria – Under the Yoke – PG1037.V3 U5x
China – Dream of the Red Chamber – PL2998.T745 D7 1958cx
Congo – The antipeople – PQ3989.2.S64 A813 1988

What do you think should be your country’s favorite book?

 

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Wikitribune against fake news

Wikipedia founder to fight fake news with new Wikitribune site

Crowdfunded online publication from Jimmy Wales will pair paid journalists with army of volunteer contributors

https://www.theguardian.com/technology/2017/apr/25/wikipedia-founder-jimmy-wales-to-fight-fake-news-with-new-wikitribune-site

Monday 24 April 2017

Jimmy Wales, the co-founder of Wikipedia, is launching a new online publication which will aim to fight fake news by pairing professional journalists with an army of volunteer community contributors.

Wikitribune plans to pay for the reporters by raising money from a crowdfunding campaign.

The ideas behind Wikitribune are similar to other experiments with sustainable community journalism.

Dutch news website De Correspondent, for instance, was launched in 2013 after a €1m (£850,000) crowdfunding campaign, with a goal of focusing on reporter-led in-depth coverage of a select few topics backed up by strong involvement from a community of financial backers.

In March, the site announced a push into the US market, funded by a $515,000 (£400,000) grant from a number of digital news charities.

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more on fake news in this IMS blog
http://blog.stcloudstate.edu/ims?s=fake+news

AR VR K12

Survey: Augmented and Virtual Reality Yet to Gain Traction in K–12

By Richard Chang 04/21/17

https://thejournal.com/articles/2017/04/21/survey-augmented-and-virtual-reality-yet-to-gain-traction-in-k12.aspx

survey by the nonprofit organization Project Tomorrow.

annual Speak Up survey of more than 510,000 K–12 students, parents and educators

Middle school students seem to be the most excited about AR and VR in the school setting. Among students in grades 6 through 8, 33 percent said they would like to see augmented reality apps in their ultimate school, and 47 percent of those kids said they would like to see virtual reality experiences and hardware in their ultimate school.

teachers, principals and parents were more skeptical. Only 12 percent of parents and principals said they want to see AR apps in their ultimate school, while 13 percent of teachers said the same.

"ar

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more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

more on AR in this IMS blog
http://blog.stcloudstate.edu/ims?s=augmented+reality

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digital literacy ala

Rethinking Digital Literacy
facilitated by Paul Signorelli  4-week eCourse Beginning Monday, May 1, 2017

http://www.alastore.ala.org/detail.aspx?ID=11469&zbrandid=4634&zidType=CH&zid=43393326&zsubscriberId=1026665847&zbdom=http://ala-publishing.informz.net

Learning outcomes

After participating in this course, you will be able to:

  • incorporate ever-evolving definitions of digital literacy into learning opportunities
  • draw upon a variety of digital resources to create digital-learning opportunities
  • seek additional resources that you can use in your continuing efforts to keep up with new developments in digital literacy in libraries and other learning organizations

What is digital literacy? Do you know how you can foster digital literacy through formal and informal learning opportunities for your library staff and users?

Supporting digital literacy still remains an important part of library staff members’ work, but sometimes we struggle to agree on a simple, meaningful definition of the term. In this four-week eCourse, training/learning specialist Paul Signorelli will begin by exploring a variety of definitions, focusing on work by a few leading proponents of the need to foster digital literacy among people of all ages and backgrounds. He will explore a variety of digital-literacy resources – including case studies of how we creatively approach digital-literacy learning opportunities for library staff and users, and will explore a variety of digital tools that will help to encourage further understanding of this topic.

Now, who is ready to build their digital-literacy skills and help their users become digitally literate as well?

eCourse Outline

Part 1: Digital Literacy: Initial Definitions and Explorations

Part 2: Digital Literacy: Crap Detection and Other Skills and Tools

  • Exploring Howard Rheingold’s approach to crap detection and other digital literacy/net literacy skills
  • Participation, collaboration, creativity, and experimentation as digital-literacy skills
  • Building our digital-literacy toolkit

Part 3: Digital Literacy in Learning

  • The varying digital literacy needs of our youngest students, of teens, and of adults
  • Exploring various online resources supporting our digital-literacy training-teaching-learning efforts
  • The myth of the digital native

Part 4: Fostering Digital Literacy: Creating Within a Digital Environment

  • Creating a framework to promote digital literacy
  • Designing workshops and other learning opportunities
  • Keeping up in an evolving digital literacy landscape

 

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more on digital literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy

media literacy guide

The Global Critical Media Literacy Educators’ Resource Guide

http://gcml.org/the-global-critical-media-literacy-educators-resource-guide/

  • Introduction
  • About the GCMLP
  • Contacts for GCMLP Publication
  • Methods of Media Manipulation
  • Breaking the Corporate News Frame: Project Censored’s Networked News Commons
  • Validated Independent News Story Assignment
  • How to Find, Evaluate, and Summarize Validated Independent News Stories
  • Validated Independent News Story Grading Rubric
  • Validated Independent News Story Grading Criteria
  • Student Guide For Evaluating Web Sources
  • ‘Becoming the Media:’ Experiential Learning through Media Criticism and Political Activism During National Presidential Elections
  • ACME Classroom Activities: Challenging Big Media and News Censorship
  • Digging Deeper: Politico-Corporate Media Manipulation, Critical Thinking, and Democracy
  • Service Learning: The SUNY Buffalo State and Project Censored Partnership
  • Commodifying the Public Sphere Through Advertising and Commercial Media
  • Group Advertisement Assignment
  • Junk Food News Assignment
  • News Abuse Assignment
  • Meme Assignment
  • Solutions Video Project
  • Video Summary Assignment
  • Ethics Alerts: Applied Learning Opportunity in Higher Education
  • Ethics Alert Assignment
  • Critical Analysis of Gender Stereotypes on Television Assignment
  • Critical Analysis of Race, Ethnicity, and Class Stereotypes in Entertainment
  • 18 Fun and Easy Classroom Activities for Media Education
  • Five Ways to Flex Your Media Literacy Muscles
  • List of Independent and Corporate News and News Criticism Outlets
  • GCMLP Biographies and Participating Institutions
  • GCMLP Event on Your Campus Instructions
  • Sacred Heart University Graduate Program
  • Media Education for a Digital Generation Book Flyer

Regular Pages: https://www.dropbox.com/s/jp5isqrn6ijv9lx/ACMEbookFINAL101215.pdf?dl=0

Spreads:  https://www.dropbox.com/s/enya4iyyxahg8ik/ACMEbookFINAL101215SPREADS.pdf?dl=0

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more on media literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=media+literacy

after tinder

What Comes After Tinder?

By

Eliza, 29, said she’d mostly abandoned using swipe apps for their intended purpose. “Tinder transitioned from being a thing where I actually wanted to meet people to being, ‘I’m bored, tell me I’m pretty,’” she said. “I don’t really meet people on it anymore.”

Talking to women in their 20s and 30s about the ways they avoid swipe burnout (or at least make swiping more pleasant), almost all of them said basically the same thing as Serena, 34: “I can only stand dating apps at this point because I delete them frequently. It feels less like a full-time job that way.” She was contemplating joining Match.com, one of the oldest and most traditional dating sites, in hopes that it might mean sifting through fewer profiles in search of decent, mature people looking to go on real dates.

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more on Tinder in this IMS blog:
http://blog.stcloudstate.edu/ims?s=tinder

more on dating apps in this IMS blog
http://blog.stcloudstate.edu/ims?s=dating+apps

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