Searching for "academic library"

Digital Literacy for Anthropology

Upper level anthropology of Native N American class w Kelly Branam Macauley

short link to this presentation: http://bit.ly/lib4anthr

Plamen Miltenoff: I give you the intersection of technology + library and information science = digital literacy + doctoral studies in education and psychology = educational technology.
http://web.stcloudstate.edu/pmiltenoff/faculty/
relevant classes I teach and might be of interest for you:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
and
http://web.stcloudstate.edu/pmiltenoff/lib490/

the topic is Social Media and research; research in the digital age

  • General issues

#FakeNews

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): #FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope

Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.”  https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

Need more info? https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Need even more info? https://blog.stcloudstate.edu/ims?s=fake+news

  • Academic research

http://www.stcloudstate.edu/library/:
the online dbases, the subject guides,
https://scholar.google.com/
Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): Research a topic in your class (keyword) using “heavy duty” (peer-reviewed) literature – 2-3 min.

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Academic research: https://play.kahoot.it/#/k/e2d6a15f-6361-4e21-96f9-d054f1d8e49b
https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de

  • Research using social media

what is social media (examples). why is called SM? why is so popular? what makes it so popular?

use SM tools for your research and education:

– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)

Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu

ResearchGate: https://www.researchgate.net/

– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)

blogs and wikis for collecting data and collaborating

– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/

– Testing your work against your peers (globally):

Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page)  https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86

– presenting your information


please use this form to cast your feedback. Please feel free to fill out only the relevant questions:
http://bit.ly/imseval

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more on digital literacy for Anthropology classes in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology

digital literacy for GLST 495

Digital Literacy for GLST 495

short link: http://bit.ly/glst495

Prof. Misha Blinnikov

What is Digital Fluency and how does it differ from Digital Literacy? Information Literacy? https://blog.stcloudstate.edu/ims/2018/11/01/preparing-learners-for-21st-century-digital-citizenship/

  1. How do we search?
    1. SCSU Resources
      1. https://stcloud.lib.mnscu.edu/subjects/guide.php?subject=GEOG
    2. Google and/vs. Google Scholar (more focused, peer reviewed, academic content)
    3. SCSU online dbases
    4. Academia.com and ResearchGate.com
    5. Digg http://digg.com/, Reddit https://www.reddit.com/ ,
      http://smallbusiness.chron.com/difference-between-digg-reddit-68203.html
      Quora https://www.quora.com/
    6. Interlibrary Loan ILL http://lrts.stcloudstate.edu/library/services/illrequest.asp
    7. OER (Open Educational Resources)
    8. Big Data
  2. Basic Research Resources
    1. Concept mapping (???)
      https://blog.stcloudstate.edu/ims/?s=concept+map
    2. Fast and easy bibliographic tools:
      https://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/
      Refworks: https://www.refworks.com/refworks2/default.aspx?r=authentication::init&groupcode=RWStCloudSU
      EasyBib: http://www.easybib.com/
      Zotero: https://www.zotero.org/
      Mendeley: https://www.mendeley.com/
    3. Setting up social networking to gather articles and other research information
      LinkedIn Groups
      Facebook Groups
      Pinterest Boards
  3. Social media and its importance for the topic research and the dissertation research:
    1. Web 2.0 tools: e.g. Diigo.com; Evernote.com
    2. Facebook, Twitter
    3. blog.stcloudstate.edu
  4. Academic Social Sites:
    https://blog.stcloudstate.edu/ims/2018/11/13/scsu-edad-scopus-vs-academia-vs-researchgate/

social media and altmetrics

Sugimoto, C. R., Work, S., Larivière, V., & Haustein, S. (2016). Scholarly use of social media and altmetrics: a review of the literature. Retrieved from https://arxiv.org/abs/1608.08112
https://arxiv.org/ftp/arxiv/papers/1608/1608.08112.pdf
One of the central issues associated with altmetrics (short for alternative metrics) is the identification of communities engaging with scholarly content on social media (Haustein, Bowman, & Costas, 2015; Neylon, 2014; Tsou, Bowman, Ghazinejad, & Sugimoto, 2015) . It is thus of central importance to understand the uses and users of social media in the context of scholarly communication.
most identify the following major categori es: social networking, social bookmarking, blogging, microblogging, wikis , and media and data sharing (Gu & Widén -Wulff, 2011; Rowlands, Nicholas, Russell, Canty, & Watkinson, 2011; Tenopir et al., 2013) . Some also conside r conferencing, collaborative authoring, scheduling and meeting tools (Rowlands et al., 2011) or RSS and online documents (Gu & Widén -Wulff, 2011; Tenopir et al., 2013) as social media. The landscape of social media, as well as that of altmetrics, is constantly changing and boundaries with othe r online platforms and traditional metrics are fuzzy. Many online platforms cannot be easily classified and more traditional metrics , such as downloads and mentions in policy documents , have been referred to as altmetrics due to data pr ovider policies.
the Use of social media platforms for by researchers is high — ranging from 75 to 80% in large -scale surveys (Rowlands et al., 2011; Tenopir et al., 2013; Van Eperen & Marincola, 2011) .
but
less than 10% of scholars reported using Twitter (Rowlands et al., 2011) , while 46% used ResearchGate (Van Noorden, 2014) , and more than 55% use d YouTube (Tenopir et al., 2013) —it is necessary to discuss the use of various types of social media separately . Furthermore, there i s a distinction among types of us e, with studies showing higher uses of social media for dissemination, consumption, communication , and promotion (e.g., Arcila -Calderón, Piñuel -Raigada, & Calderín -Cruz, 2013; Van Noorden, 2014) , and fewer instances of use for creation (i.e., using social media to construct scholarship) (British Library et al., 2012; Carpenter, Wetheridge, Tanner, & Smith, 2012; Procter et al., 2010b; Tenopir et al., 2013) .
Frequently mentioned social platforms in scholarly communication research include research -specific tools such as Mendeley, Zotero, CiteULike, BibSonomy, and Connotea (now defunct) as well as general tools such as Delicious and Digg (Hammond, Hannay, Lund, & Scott, 2005; Hull, Pettifer, & Kell, 2008; Priem & Hemminger, 2010; Reher & Haustein, 2010) .
Social data sharing platforms provide an infrastructure to share various types of scholarly objects —including datasets, software code, figures, presentation slides and videos —and for users to interact with these objects (e.g., comment on, favorite, like , and reuse ). Platforms such as Figshare and SlideShare disseminate scholars’ various types of research outputs such as datasets, figures, infographics, documents, videos, posters , or presentation slides (Enis, 2013) and displays views, likes, and shares by other users (Mas -Bleda et al., 2014) . GitHub provides for uploading and stor ing of software code, which allows users to modify and expand existing code (Dabbish, Stuart, Tsay, & Herbsleb, 2012) , which has been shown to lead to enhanced collaboratio n among developers (Thung, Bissyande, Lo, & Jiang, 2013) . As w ith other social data sharing platforms, usage statistics on the number of view and contributions to a project are provided (Kubilius, 2014) . The registry of research data repositories, re3data.org, ha s indexed more than 1,200 as of May 2015 2 . However, only a few of these repositories (i.e. , Figshare, SlideShare and Github) include social functionalities and have reached a certain level of participation from scholars (e.g., Begel, Bosch, & Storey, 2013; Kubilius, 2014) .
Video provide s yet another genre for social interaction and scholarly communication (Kousha, Thelwall, & Abdoli, 2012; Sugimoto & Thelwall, 2013) . Of the various video sharing platforms, YouTube, launched in 2005, is by far the most popular
A study of UK scholars reports that the majority o f respondents engaged with video for scholarly communication purposes (Tenopir et al., 2013) , yet only 20% have ever created in that genre. Among British PhD students, 17% had used videos and podcasts passively for research, while 8% had actively contributed (British Library et al., 2012) .
Blogs began in the mid -1990s and were considered ubiquitous by the mid- 200 0s (Gillmor, 2006; Hank, 2011; Lenhart & Fox, 2006; Rainie, 2005) . Scholarly blogs emerged during this time with their own neologisms (e.g., blogademia , blawgosphere , bloggership) and body of research (Hank, 2011) and were considered to change the exclusive structure of scholarly communication
Technorati, considered t o be on e of the largest ind ex of blogs, deleted their entire blog directory in 2014 3 . Individual blogs are also subject to abrupt cancellations and deletions, making questionable the degree to which blogging meets the permanence criteria of scholarly commu nication (Hank, 2011) .
ResearchBlogging.org (RB) — “an aggregator of blog posts referencing peer -reviewed research in a structured manner” (Shema, Bar -Ilan, & Thelwall, 2015, p. 3) — was launched in 2007 and has been a fairly stable structure in the scholarly blogging environment. RB both aggregates and —through the use of the RB icon — credentials scholarly blogs (Shema et al., 2015) . The informality of the genre (Mewburn & Thomson, 2013) and the ability to circumve nt traditional publishing barr iers has led advocates to claim that blogging can invert traditional academic power hierarchies (Walker, 2006) , allow ing people to construct scholarly identities outside of formal institutionalization (Ewins, 2005; Luzón, 2011; Potter, 2012) and democratize the scientific system (Gijón, 2013) . Another positive characteristic of blogs is their “inherently social” nature (Walker, 2006, p. 132) (see also Kjellberg, 2010; Luzón, 2011 ). Scholars have noted the potential for “communal scholarship” (Hendrick, 2012) made by linking and commenting, calling the platform “a new ‘third place’ for academic discourse” (Halavais, 2006, p. 117) . Commenting functionalities were seen as making possible the “shift from public understanding to public engagement with science” (Kouper, 2010, p. 1) .
Studies have also provided evidence of high rate s of blogging among certain subpopulations: for example, approximately one -third of German university staff (Pscheida et al., 2013) and one fifth of UK doctoral students use blogs (Carpenter et al., 2012) .
Academics are not only producers, but also consumers of blogs: a 2007 survey of medical bloggers foundthat the large majority (86%) read blogs to find medical news (Kovic et al., 2008)

Mahrt and Puschmann (2014) , who defined science blogging as “the use of blogs for science communication” (p. 1). It has been similarly likened to a sp ace for public intellectualism (Kirkup, 2010; Walker, 2006) and as a form of activism to combat perceived biased or pseudoscience (Riesch & Mendel, 2014. Yet, there remains a tension between science bloggers and science journalists, with many science journals dismissing the value of science blogs (Colson, 2011)

.
while there has been anecdotal evidence of the use of blogs in promotion and tenure (e.g., (Podgor, 2006) the consensus seem s to suggest that most institutions do not value blogging as highly as publishing in traditional outlets, or consider blogging as a measure of service rather than research activity (Hendricks, 2010, para. 30) .
Microblogging developed out of a particular blogging practice, wherein bloggers would post small messages or single files on a blog post. Blogs that focused on such “microposts” were then termed “tumblelogs” and were described as “a quick and dirty stream of consciousness” kind of blogging (Kottke, 2005, para. 2)
most popular microblogs are Twitter (launched in 2006), tumblr (launched in 2007), FriendFeed (launched in 2007 and available in several languages), Plurk (launched in 2008 and popular in Taiwan), and Sina Weibo (launched in 2009 and popular in China).
users to follow other users, search tweets by keywords or hashtags, and link to other media or other tweets
.

Conference chatter (backchanneling) is another widely studied area in the realm of scholarly microblogging. Twitter use at conferences is generally carried out by a minority of participants

Wikis are collaborative content management platforms enabled by web browsers and embedded markup languages.
Wikipedia has been advocated as a replacement for traditional publishing and peer review models (Xia o & Askin, 2012) and pleas have been made to encourage experts to contribute (Rush & Tracy, 2010) . Despite this, contribution rates remain low — likely hindered by the lack of explicit authorship in Wikipedia, a cornerstone of the traditional academic reward system (Black, 2008; Butler, 2008; Callaway, 2010; Whitworth & Friedman, 2009) . Citations to scholarly documents —another critical component in the reward system —are increasingly being found i n Wikiped ia entries (Bould et al., 2014; Park, 2011; Rousidis et al., 2013) , but are no t yet seen as valid impact indicators (Haustein, Peters, Bar -Ilan, et al., 2014) .
The altmetrics manifesto (Priem et al., 2010, para. 1) , altmetrics can serve as filters , which “reflect the broad, rapid impact of scholarship in this burgeoning ecosystem”.
There are also a host of platforms which are being used informally to discuss and rate scholarly material. Reddit, for example, is a general topic platform where users can submit, discuss and rate online content. Historically, mentions of scientific journals on Reddit have been rare (Thelwall, Haustein, et al., 2013) . However, several new subreddits —e.g., science subreddit 4 , Ask Me Anything sessions 5 –have recently been launched, focusing on the discussion of scientific information. Sites like Amazon (Kousha & Thelwall, 2015) and Goodreads (Zuccala, Verleysen, Cornacchia, & Engels, 2015) , which allow users to comment on and rate books, has also been mined as potential source for the compilation of impact indicators
libraries provide services to support researchers’ use of social media tools and metrics (Lapinski, Piwowar, & Priem, 2013; Rodgers & Barbrow, 2013; Roemer & Borchardt, 2013). One example is Mendeley Institutional Edition, https://www.elsevier.com/solutions/mendeley/Mendeley-Institutional-Edition, which mines Mendeley documents, annotations, and behavior and provides these data to libraries (Galligan & Dyas -Correia, 2013) . Libraries can use them for collection management, in a manner similar to other usage data, such as COUNTER statistics (Galligan & Dyas -Correia, 2013) .
Factors affecting social media use; age, academic rank and status, gender, discipline, country and language,

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h-index

http://guides.library.cornell.edu/c.php?g=32272&p=203391
https://en.wikipedia.org/wiki/H-index

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more on altmetrics in this IMS blog:
https://blog.stcloudstate.edu/ims?s=altmetrics

LITA social media webinar live

Facebook Live and Periscope for library use

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/

Here is some literature :

Mies, G. (2016, June 13). Live from Your Library: A Look at Periscope, Facebook Live and Google Hangouts On Air. Retrieved from http://www.techsoupforlibraries.org/blog/live-from-your-library-periscope-facebook-live-google-hangouts-on-air
Kolowich, L. (n.d.). How to Use Facebook Live: A Complete Guide. Retrieved November 14, 2016, from http://blog.hubspot.com/marketing/facebook-live-guide

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more on social media in the library in this IMS blog
https://blog.stcloudstate.edu/ims?s=library+social+media

LITA social media webinar

Social Media For My Institution; from “mine” to “ours”
Instructor: Plamen Miltenoff
Starting Wednesday October 19, 2016, running for 4 weeks
Register Online, page arranged by session date (login required)

A course for librarians who want to explore the institutional application of social media. Based on an established academic course at St. Cloud State University “Social Media in Global Context” (more information at http://web.stcloudstate.edu/pmiltenoff/lib290/ ).
Critically examine the institutional need of social media and juxtapose it to its private use. Discussion about the mechanics of choice for recent and future SM tools. Theoretical introduction to the subculture of social media. How to streamline library SM policies with the goals and mission of the institution. Hands-on exercises on creation and dissemination of textual and multimedia content and patrons’ engagement. Brainstorming on suitable for the institution strategies regarding resources, human and technological, workload share, storytelling, and branding.

This is a blended format web course:

The course will be delivered as 4 separate live webinar lectures, one per week on:

Wednesdays, September 21, 28, October 5 and 12
2:00 – 3:00 pm Central
You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform, Moodle for asynchronous participation. The web course space will also contain the exercises and discussions for the course.

Social media for my institution week one from Plamen Miltenoff

social media for institutions

In this Business Insider video:

https://www.facebook.com/businessinsider/videos/10154001218189071/

Shark Tank‘ investor Robert Herjavec reveals the biggest mistakes small businesses make:

  • know your numbers. If you don’t know your accounting, problem
  • branding and marketing. Most people think branding is your logo. Branding is your whole package. Everything that your customer sees, feels, touches and interacts with.
  • success is in failure. if you cannot absorb failure, you will die

the difference between small business and academic institution, being that the library or the entire university, is that small business is reliant on itself; if it does not well, it perishes. The library and the university are reliant on external funds and can fester for a long time. But eventually it dies. In that sense, learning from the lessons for small business can help:

  • Branding is not mimicking someone else (another library[s)). It is not a superficial activity. It is not slapping pictures on social media. “Interact” is the key word. “Likes” in FB does not reflect complete interaction
  • know your numbers. Analytics is not about “likes” and “visits.” it deeper datamining, which can explain behavior and predict behavior
  • if success is failure, why safeguarding the social media in particular and the entire behavior of the library from “failure.” Isolating students or staff from acting with the excuse to safeguard from failure is practically isolating innovation.

photo sharing and libraries

Photo-sharing Site as Library Tool : A Web-based Survey
peer-reviewed article for Digital Library Perspectives: https://mc.manuscriptcentral.com/dlp

opportunity to user to develop a sense of ownership over the library resources.

Photo-sharing sites  already  have  taken  sharp  inroads  into  the  field  of  teaching-learnin encouraging a shift from teacher-led approach to user centred engagement (Kawka, et al,2012).

Introducing photo-sharing sites and integrating with other social networking sites, libraries are now making their web presence outside the “traditional web platform”. With facility of online  managing  and  sharing  of  digital  images,  photo-sharing  sites  enable  users  to  get remotely connected with others and interact with comment links. Photo-sharing sites that are commonly being used by libraries are Flickr (www.flickr.com), Instagram (instagram.com), Pinterest  (in.pinterest.com),   Photobucket   (photobucket.com),   Picasa   (picasa.google.com), SmugMug (www.smugmug.com), etc (Bradley, 2007; Kroski, 2008; Salomon, 2013).

The results showed that blog and RSS are among the mostly used applications and web 0 applications are associated with overall website quality,  particularly to  the  service  quality.

Stvilia and  Jörgensen  (2010) suggests that  controlled  vocabulary  terms  may  be

37 complemented with those user generated tags which users feel more comfortable with for information The study also reflects a growing interest among the user community to be involved in “social content creation and sharing communities in creating and enhancing the metadata of their photo collections to make the collections more accessible and visible”.

page 7-8.
2.1 Steps to increase accessibility to photo-sharing sites
a)  Improve visibility: To make photo-sharing sites of the library easily visible, a direct link to library homepage is essential

p. 9
2.2 Purposes of using photo-sharing sites
a)   Organising library tour
b) Community building
c)   Tool for digitisation
d) Grabbing the users at their own place
e)   Integrating  Feeds  with  other  application
f)   Displaying new arrivals : Newly added books
g)   Sharing news & events and publicize library activities
h)   Archives of exhibits
i) Portal for academic and research activity:   Photo-sharing sites may serve as platform tofoster teaching learning activity, particularly for those who may use these image resource sites for academic purpose
j)  Experimentation : Being a relatively new approach to users service, these tools may be introduced on experimental basis to examine their proper utilisation before final implementation
k) Miscellaneous :  Public  library  can  reach  out  to  the  community  physically,  offer service to  the  traditionally  underserved,  homebound  or  people  with  disability, implement programmes  to  include  marginalised  section  of  the  community  and showcase its mobile outreach efforts in photo-sharing sites.

page 12-13
Before  going  to  integrate  photo-sharing  site,  a  library  should  set  the  strategic  objectives i.e., what purposes are to be served. “Purpose can provide clarity of vision when creating policies or  guidelines”  (Garofalo,  2013,  p.28).  The above discussedrange  of  purposes  may  help  librarians  to  develop  better  understanding  to  makeinformed  selection  of  photo-sharing  utility and  the  nature  of  images  to  be  posted through it. Goal setting should precede consideration of views of a sizeable section of all library stakeholders to know beforehand what they expect from the library.
•    Once the purposes are outlined, a library should formulate policy/ guideline for photo-sharing practices, based on user requirement, staff resource, available time component and technological support base. Policy offers a clear guideline for the users and staff to decide the kind of images to be posted.   A guideline is indeed essential for the optimum use of photo-sharing site. It also delineates the roles and responsibilities of the staff concerned and ensures regular monitoring of the posts. Policy may highlight fair use guidelines and allow re-use of images within the scope of copy-right.
•    A best way to start is integrating an app, involving simple design with fewer images and let users be familiarized with the system. During the course of development more and more apps may be added, with more images to be posted to serve variety of purposes, depending on the institutional resource and user demand.
•    Accessibility to photo-sharing site largely depends on its visibility to the audience. Icon  of  photo-sharing  utility  prominently  located  on  website  will  increase  the presentation of its visual identity. Library may set links to photo-sharing sites at home page or at drilled-down page.
•    Being  an  emerging  technology,  photo-sharing  site  needs  adequate  exposure  for optimum usage. Annotations associated to photo-sharing site will give an idea about the online tool and will guide users to better harness the application.
•    Photo-sharing sites allow images to be organised in a variety of way. Categorising image resources under various topical headings at one location will improve resource identification and frees one from extensive searching.
•    Regular posting of engaging images to photo-sharing site from the library and follow- up will attract users to tag and share images and strengthen community involvement with active user participation.
•    “Social and informal photographs” of library staff will make them more approachable and strengthen patron-staff relationship.
•    Library should seek user comments and suggestions to improve current photo-sharing application  and  to  incorporate  fresh  element  to  library  service  provision.  User feedback may be considered as a tool to evaluate the effectiveness of existing photo- sharing practices.
•    To  popularise  the  effort,  usual  promotional  media  like  physical  and  online  signs/ displays  apart,   library  may  use   social   media  marketing  platforms   like   blogs, Facebook, Twitter, etc., and increase awareness of photo-sharing tools.
•    Imparting technology training may develop necessary knowledge; improve skill, and change the attitude and mindset of library professionals to handle issues related to using this web-based powered-tools and repurpose existing accessibility settings.
•    To provide quick link to photo-sharing site from anywhere in the web, a library may use add-ons / plug-ins to embed image sharing tools.
•    Photo-sharing site may be implemented to satisfy multiple approach options of users. A section  of  users  use  photo-sharing site  to have  a glimpse  of  the  newly arrived documents, highlights of catalogue, rare books, etc.   Some others may use it to find images of historical importance with context. New users may find it attractive to pay

 

NISO Webinar IoT

Wednesday, October 19, 2016
1:00 p.m. – 2:30 p.m. (Eastern Time)

About the Webinar

As the cost of sensors and the connectivity necessary to support those sensors has decreased, this has given rise to a network of interconnected devices.  This network is often described as the Internet of Things and it is providing a variety of information management challenges.  For the library and publishing communities, the internet of things presents opportunities and challenges around data gathering, organization and processing of the tremendous amounts of data which the internet of things is generating.  How will these data be incorporated into traditional publication, archiving and resource management systems?  Additionally, how will the internet of things impact resource management within our community?   In what ways will interconnected resources provide a better user experience for patrons and readers?  This session will introduce concepts and potential implications of the internet of things on the information management community.  It will also explore applications related to managing resources in a library environment that are being developed and implemented.

Education in the Internet of Things
Bryan Alexander, Consultant;

How will the Internet of Things shape education? We can explore this question by assessing current developments, looking for future trends in the first initial projects. In this talk I point to new concepts for classroom and campus spaces, examining attendant rises in data gathering and analysis. We address student life possibilities and curricular and professional niches. We conclude with notes on campus strategy, including privacy, network support, and futures-facing organizations.

What Does The Internet of Things Mean to a Museum?
Robert Weisberg, Senior Project Manager, Publications and Editorial Department; Metropolitan Museum of Art;

What does the Internet of Things mean to a museum? Museums have slowly been digitizing their collections for years, and have been replacing index cards with large (and costly, and labor-intensive) CMS’s long before that, but several factors have worked against adopting smart and scalable practices which could unleash data for the benefit of the institution, its collection, and its audiences. Challenges go beyond non-profit budgets in a very for-profit world and into the siloed behaviors learned from academia, practices borne of the uniqueness of museum collections, and the multi-faceted nature of modern museums which include not only curator, but conservators, educators, librarians, publishers, and increasing numbers of digital specialists. What have museums already done, what are they doing, and what are they preparing for, as big data becomes bigger and ever more-networked?
The Role of the Research Library in Unpacking The Internet of Things
Lauren di Monte, NCSU Libraries Fellow, Cyma Rubin Fellow, North Carolina State University

The Internet of Things (IoT) is a deceptively simple umbrella term for a range of socio-technical tools and processes that are shaping our social and economic worlds. Indeed, IoT represents a new infrastructural layer that has the power to impact decision-making processes, resources distribution plans, information access, and much more. Understanding what IoT is, how “things” get networked, as well as how IoT devices and tools are constructed and deployed, are important and emerging facets of information literacy. Research libraries are uniquely positioned to help students, researchers, and other information professionals unpack IoT and understand its place within our knowledge infrastructures and digital cultures. By developing and modeling the use of IoT devices for space and program assessment, by teaching patrons how to work with IoT hardware and software, and by developing methods and infrastructures to collect IoT devices and data, we can help our patrons unlock the potential of IoT and harness the power of networked knowledge.

Lauren Di Monte is a Libraries Fellow at NC State. In this role she develops programs that facilitate critical and creative engagements with technologies and develops projects to bring physical and traditional computing into scholarship across the disciplines. Her current research explores the histories and futures of STEM knowledge practices.

What does the internet of things mean for education?

Bryan Alexander:

I’m not sure if the IoT will hit academic with the wave force of the Web in the 1990s, or become a minor tangent.  What do schools have to do with Twittering refrigerators?

Here are a few possible intersections.

  1. Changing up the campus technology space.  IT departments will face supporting more technology strata in a more complex ecosystem.  Help desks and CIOs alike will have to consider supporting sensors, embedded chips, and new devices.  Standards, storage, privacy, and other policy issues will ramify.
  2. Mutating the campus.  We’ve already adjusted campus spaces by adding wireless coverage, enabling users and visitors to connect from nearly everywhere.  What happens when benches are chipped, skateboards sport sensors, books carry RFID, and all sorts of new, mobile devices dot the quad?  One British school offers an early example.
  3. New forms of teaching and learning.  Some of these take preexisting forms and amplify them, like tagging animals in the wild or collecting data about urban centers.  The IoT lets us gather more information more easily and perform more work upon it.  Then we could also see really new ways of learning, like having students explore an environment (built or natural) by using embedded sensors, QR codes, and live datastreams from items and locations.  Instructors can build treasure hunts through campuses, nature preserves, museums, or cities.  Or even more creative enterprises.
  4. New forms of research.  As with #3, but at a higher level.  Researchers can gather and process data using networked swarms of devices.  Plus academics studying and developing the IoT in computer science and other disciplines.
  5. An environmental transformation.  People will increasingly come to campus with experiences of a truly interactive, data-rich world.  They will expect a growing proportion of objects to be at least addressable, if not communicative.  This population will become students, instructors, and support staff.  They will have a different sense of the boundaries between physical and digital than we now have in 2014. Will this transformed community alter a school’s educational mission or operations?

How the internet could evolve to 2026: responding to Pew Posted on

teaching with technology

Boulder Faculty Teaching with Technology Report
Sarah Wise, Education Researcher ,  Megan Meyer, Research Assistant, March 8,2016

http://www.colorado.edu/assett/sites/default/files/attached-files/final-fac-survey-full-report.pdf

Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information.
My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.

Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)

Top 3 use in most of my classes have used in some classes tried, but do not use  

N/A: no experience

in-class activities, problems (via worksheets, tablets, laptops, simulations, beSocratic, etc.)  

52%

 

33%

 

30%

 

6%

 

30%

in-class question, discussion tools (e.g. Twitter, TodaysMeet, aka “backchannel communication”)  

 

47%

 

 

8%

 

 

13%

 

 

11%

 

 

68%

using online resources to find high quality curricular materials  

37%

 

48%

 

31%

 

3%

 

18%

iClickers 24% 23% 16% 9% 52%
other presentation tool (Prezi, Google presentation, Slide Carnival, etc.)  

23%

 

14%

 

21%

 

15%

 

51%

whiteboard / blackboard 20% 58% 23% 6% 14%
Powerpoint or Keynote 20% 74% 16% 4% 5%
document camera / overhead projector 15% 28% 20% 14% 38%

 

Table 6. Do you have undergraduates use these assignment technology tools? Which are your Top 3 assignment technology tools to learn about or use more? (n = 432)

Top 3 use in most of my classes have used in some classes tried, but do not use N/A: no experience using
collaborative reading and discussion tools (e.g. VoiceThread, NB, NotaBene, Highlighter, beSocratic) 43% 3% 10% 10% 77%
collaborative project, writing, editing tools (wikis, PBWorks, Weebly, Google Drive, Dropbox, Zotero)  

38%

 

16%

 

29%

 

12%

 

43%

online practice problems / quizzes with instant feedback 36% 22% 22% 8% 47%
online discussions (D2L, Today’s Meet, etc) 31% 33% 21% 15% 30%
individual written assignment, presentation and project tools (blogs, assignment submission, Powerpoint, Prezi, Adobe Creative Suite, etc.)  

31%

 

43%

 

28%

 

7%

 

22%

research tools (Chinook, pubMed, Google Scholar, Mendeley, Zotero, Evernote) 30% 33% 32% 8% 27%
online practice (problems, quizzes, simulations, games, CAPA, Pearson Mastering, etc.) 27% 20% 21% 7% 52%
data analysis tools (SPSS, R, Latex, Excel, NVivo, MATLAB, etc.) 24% 9% 23% 6% 62%
readings (online textbooks, articles, e-books) 21% 68% 23% 1% 8%

Table 7. Do you use any of these online tools in your teaching? Which are the Top 3 online tools you would like to learn about or use more? (n = 437)

 

 

 

Top 3

 

use in most of my classes

 

have used in some classes

 

tried, but do not use

N/A: no experience using
videos/animations produced for my course (online lectures, Lecture Capture, Camtasia, Vimeo)  

38%

 

14%

 

21%

 

11%

 

54%

chat-based office hours or meetings (D2L chat, Google Hangouts, texting, tutoring portals, etc.)  

36%

 

4%

 

9%

 

10%

 

76%

simulations, PhET, educational games 27% 7% 17% 6% 70%
videoconferencing-based office hours or meetings (Zoom, Skype, Continuing Education’s Composition hub, etc.)  

26%

 

4%

 

13%

 

11%

 

72%

alternative to D2L (moodle, Google Site, wordpress course website) 23% 11% 10% 13% 66%
D2L course platform 23% 81% 7% 4% 8%
online tutorials and trainings (OIT tutorials, Lynda.com videos) 21% 4% 16% 13% 68%
D2L as a portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.)  

21%

 

28%

 

18%

 

11%

 

42%

videos/animations produced elsewhere 19% 40% 36% 2% 22%

In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class.
my note: which completely defies the BYOD and turns into empty talk / lip service.

Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:

“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”

I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”

The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.

Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)

Count           Percentage

meeting 1:1 with an expert 296 63%
hour-long workshop 240 51%
contact an expert on-call (phone, email, etc) 155 33%
faculty learning community (meeting across asemester,

e.g. ASSETT’s Hybrid/Online Course Design Seminar)

116 25%
expert hands-on support for course redesign (e.g. OIT’s Academic Design Team) 114 24%
opportunity to apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards)  

97

 

21%

half-day or day-long workshop 98 21%
other 40 8%
multi-day retreats / institutes 30 6%

Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).

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Teaching Through Technology
http://www.maine.edu/pdf/T4FinalYear1ReportCRE.pdf

Table T1: Faculty beliefs about using digital technologies in teaching

Count Column N%
Technology is a significant barrier to teaching and learning. 1 0.2%
Technology can have a place in teaching, but often detracts from teaching and learning. 76 18.3%
Technology has a place in teaching, and usually enhances the teaching learning process. 233 56.0%
Technology greatly enhances the teaching learning process. 106 25.5%

Table T2: Faculty beliefs about the impact of technology on courses

Count Column N%
Makes a more effective course 302 72.6%
Makes no difference in the effectiveness of a course 42 10.1%
Makes a less effective course 7 1.7%
Has an unknown impact 65 15.6%

Table T3: Faculty use of common technologies (most frequently selected categories shaded)

Once a month or less A few hours a month A few hours a week An hour a day Several hours a day
Count % Count % Count % Count % Count %
Computer 19 4.8% 15 3.8% 46 11.5% 37 9.3% 282 70.7%
Smart Phone 220 60.6% 42 11.6% 32 8.8% 45 12.4% 24 6.6%
Office Software 31 7.8% 19 4.8% 41 10.3% 82 20.6% 226 56.6%
Email 1 0.2% 19 4.6% 53 12.8% 98 23.7% 243 58.7%
Social Networking 243 68.8% 40 11.3% 40 11.3% 23 6.5% 7 2.0%
Video/Sound Media 105 27.6% 96 25.2% 95 24.9% 53 13.9% 32 8.4%

Table T9: One sample t-test for influence of technology on approaches to grading and assessment

Test Value = 50
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference
Lower Upper
In class tests and quizzes -4.369 78 .000 -9.74684 -14.1886 -5.3051
Online tests and quizzes 5.624 69 .000 14.77143 9.5313 20.0115
Ungraded  assessments 1.176 66 .244 2.17910 -1.5208 5.8790
Formative assessment 5.534 70 .000 9.56338 6.1169 13.0099
Short essays, papers, lab reports, etc. 2.876 70 .005 5.45070 1.6702 9.2312
Extended essays and major projects or performances 1.931 69 .058 3.67143 -.1219 7.4648
Collaborative learning projects .000 73 1.000 .00000 -4.9819 4.9819

Table T10: Rate the degree to which your role as a faculty member and teacher has changed as a result of increased as a result of increased use of technology

Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree
Count % Count % Count % Count % Count % Count %
shifting from the role of content expert to one of learning facilitator  

12

 

9.2%

 

22

 

16.9%

 

14

 

10.8%

 

37

 

28.5%

 

29

 

22.3%

 

16

 

12.3%

your primary role is to provide content for students  

14

 

10.9%

 

13

 

10.1%

 

28

 

21.7%

 

29

 

22.5%

 

25

 

19.4%

 

20

 

15.5%

your identification with your University is increased  

23

 

18.3%

 

26

 

20.6%

 

42

 

33.3%

 

20

 

15.9%

 

12

 

9.5%

 

3

 

2.4%

you have less ownership of your course content  

26

 

20.2%

 

39

 

30.2%

 

24

 

18.6%

 

21

 

16.3%

 

14

 

10.9%

 

5

 

3.9%

your role as a teacher is strengthened 13 10.1% 12 9.3% 26 20.2% 37 28.7% 29 22.5% 12 9.3%
your overall control over your course(s) is diminished  

23

 

17.7%

 

44

 

33.8%

 

30

 

23.1%

 

20

 

15.4%

 

7

 

5.4%

 

6

 

4.6%

Table T14: One sample t-test for influence of technology on faculty time spent on specific teaching activities

Test Value = 50
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference
Lower Upper
Lecturing -7.381 88 .000 -12.04494 -15.2879 -8.8020
Preparing course materials 9.246 96 .000 16.85567 13.2370 20.4744
Identifying course materials 8.111 85 .000 13.80233 10.4191 17.1856
Grading / assessing 5.221 87 .000 10.48864 6.4959 14.4813
Course design 12.962 94 .000 21.55789 18.2558 24.8600
Increasing access to materials for all types of learners 8.632 86 .000 16.12644 12.4126 19.8403
Reading student discussion posts 10.102 79 .000 21.98750 17.6553 26.3197
Email to/with students 15.809 93 .000 26.62766 23.2830 29.9724

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Study of Faculty and Information Technology, 2014

http://net.educause.edu/ir/library/pdf/ers1407/ers1407.pdf

Although the LMS is pervasive in higher education, 15% of faculty said that they
do not use the LMS at all. Survey demographics suggest these nonusers are part of
the more mature faculty ranks, with a tenure status, more than 10 years of teaching
experience, and a full-professor standing.
18
The vast majority of faculty use the LMS
to conduct or support their teaching activities, but only three in five LMS users (60%)
said it is critical to their teaching. The ways in which faculty typically use the LMS are
presented in figure 8.
19
Pushing out information such as a syllabus or other handout
is the most common use of the LMS (58%), which is a basic functionality of the
first-generation systems that emerged in the late 1990s, and it remains one of the core
features of any LMS.
20
Many institutions preload the LMS with basic course content
(58%), up about 12% since 2011, and this base gives instructors a prepopulated plat
form from which to build their courses.
21
Preloading basic content does not appear to
preclude faculty from making the LMS part of their daily digital habit; a small majority
of faculty (56%) reported using the LMS daily, and another 37% use it weekly.

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Digital Literacy, Engagement, and Digital Identity Development

https://www.insidehighered.com/blogs/student-affairs-and-technology/digital-literacy-engagement-and-digital-identity-development

igital Literacy, Engagement, and Digital Identity Development

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more on digital literacy in this IMS blog

https://blog.stcloudstate.edu/ims?s=digital+literacy

Save

ALA resources for social media in libraries

Social media basics: Engaging your library users

http://www.ala.org/news/press-releases/2014/10/social-media-basics-engaging-your-library-users

Managing Traditional & Social Media for Libraries

http://www.ala.org/pla/onlinelearning/webinars/archive/media

Use of Social Media in the Library

http://www.ala.org/alcts/confevents/upcoming/webinar/121014

Social media has the potential to facilitate much closer relationships between libraries and their patrons. Current usage of social media by the library community generally remains ad hoc and somewhat experimental, but the uptake of these tools is accelerating, and they will likely play an increasingly important role in library service provision and outreach in the future. Taylor & Francis has produced a white paper that analyzes current practices relating social media’s use in the library and how this differs by librarian job role. The sample was taken from academic librarians around the world, which also allows us to examine differences by geographic location. The goal: to establish how librarians are currently using social media in their roles, the most useful social media tools and best applications for these tools in a library setting.

bit.ly/LibrarySM
http://www.tandf.co.uk/journals/access/white-paper-social-media.pdf
http://downloads.alcts.ala.org/ce/141012socialmedialibrary_Slides.pdf

Academic Libraries

http://www.ala.org/news/state-americas-libraries-report-2014/academic-libraries

Learn to plan and strategize for ‘A More Effective Social Media Presence’ in new workshop

http://www.ala.org/news/press-releases/2012/08/learn-plan-and-strategize-more-effective-social-media-presence-new-workshop

Using social media to find collaboration, coordination and focus

http://www.ala.org/news/press-releases/2012/11/using-social-media-find-collaboration-coordination-and-focus promotes http://store.elsevier.com/Managing-Social-Media-in-Libraries/Troy-Swanson/isbn-9781780633770/

Rethinking social media to organize information and communities, popular eCourse returns!

http://www.ala.org/news/member-news/2016/02/rethinking-social-media-organize-information-and-communities-popular-ecourse

explores a variety of social media tools in terms of how they can be used to organize information and communities. Together, you will survey and use a variety of social media tools, such as Delicious, Diigo, Facebook, Goodreads, Google Hangouts, LibraryThing, Pinterest, Storify, Twitter, and more! You will also explore how social media tools can be used to organize and disseminate information and how they can be used to foster and sustain communities of learning.

Web_Analytics_Part1–Turning_Numbers_Into_Action–1-20-2011 from Paul Signorelli

In age of Social Media U.S. libraries encourage users to choose privacy

http://www.ala.org/news/news/pressreleases2010/april2010/privacy_pio

User-Generated Content in Library Discovery Systems

http://www.ala.org/advocacy/user-generated-content-library-discovery-systems

With the widespread use of library technology that incorporates social media components, intelligent objects, and knowledge-sharing tools comes the ability of libraries to provide greater opportunities for patron engagement in those discovery systems through user-generated content.  These features may include the ability of users to contribute commentary such as reviews, simple point-and-click rating systems (e.g. one star to five stars), or to engage in extensive discussions or other social interactions. This kind of content could transform authoritative files, alter information architecture, and change the flow of information within the library discovery system.

Privacy Shifting

http://www.ala.org/transforminglibraries/future/trends/privacy

Across generations, concerns for privacy may dissipate with time as specific technologies take hold or as people become aware of a technology’s benefits and value those over their value for privacy.

Library Privacy Guidelines for Students in K-12 Schools

http://www.ala.org/advocacy/library-privacy-guidelines-students-k-12-schools

my note: excellent blueprint for similar activities / policies at higher ed.

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