This 90 minute webinar will bring participants up to speed on the current state of altmetrics, and focus in on changes across the scholarly ecosystem. Through sharing of use cases, tips, and open discussion, this session will help participants to develop a nuanced, strategic framework for incorporating and promoting wider adoption of altmetrics throughout the research lifecycle at their institution and beyond.
Definition by National Information Standards Organization NISO (http://www.niso.org/home/): Altmetrics is a broad term that encapsulates the digital collection, creation, and use of multiple forms of assessment that are derived from activity and engagement among diverse stakeholders and scholarly outputs in the research ecosystem.”
Altmetrics are data that help us understand how often and by whom research objects are discussed, shared, and used on the social Web.”
“When I hear the word ‘culture,’ I reach for my revolver.”
Kultur, he explains (along with Bildung, or education), denoted in pre-unification Germany those qualities that the intellectuals and professionals of the small, isolated German middle class claimed for themselves in response to the disdain of the minor German nobles who employed them: intellectual achievement, of course, but also simple virtues like authenticity, honesty, and sincerity.
German courtiers, by contrast, according to the possessors of Kultur, had acquired “civilization” from their French tutors: manners, social polish, the cultivation of appearances. As the German middle class asserted itself in the nineteenth century, the particular virtues of Kultur became an important ingredient in national self-definition. The inferior values of “civilization” were no longer attributed to an erstwhile French-educated German nobility, but to the French themselves and to the West in general.
By 1914, the contrast between Kultur and Zivilisation had taken on a more aggressively nationalist tone. During World War I German patriotic propaganda vaunted the superiority of Germany’s supposedly rooted, organic, spiritual Kultur over the allegedly effete, shallow, cosmopolitan, materialist, Jewish-influenced “civilization” of Western Europe. Martin’s book shows how vigorously the Nazis applied this traditional construct.
Goebbels and Hitler were as obsessed with movies as American adolescents are today with social media.
Music was a realm that Germans felt particularly qualified to dominate. But first the German national musical scene had to be properly organized. In November 1933 Goebbels offered Richard Strauss the leadership of a Reich Music Chamber.
Goebbels organized in Düsseldorf in 1938 a presentation of “degenerate music” following the better-known 1937 exhibition of “degenerate art.”
As with music, the Nazis were able to attract writers outside the immediate orbit of the Nazi and Fascist parties by endorsing conservative literary styles against modernism, by mitigating copyright and royalty problems, and by offering sybaritic visits to Germany and public attention.
Painting and sculpture, curiously, do not figure in this account of the cultural fields that the Nazis and Fascists tried to reorganize “inter-nationally,” perhaps because they had not previously been organized on liberal democratic lines. Picasso and Kandinsky painted quietly in private and Jean Bazaine organized an exhibition with fellow modernists in 1941. Nazi cultural officials thought “degenerate” art appropriate for France.
Science would have made an interesting case study, a contrary one. Germany dominated the world of science before 1933. Germans won fifteen Nobel Prizes in physics, chemistry, and physiology or medicine between 1918 and 1933, more than any other nation. Far from capitalizing on this major soft power asset, Hitler destroyed it by imposing ideological conformity and expelling Jewish scientists such as the talented nuclear physicist Lise Meitner. The soft power of science is fragile, as Americans may yet find out.
American soft power thrived mostly through the profit motive and by offering popular entertainment to the young.
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The Original Axis of Evil
THE ANATOMY OF FASCISM By Robert O. Paxton. 321 pp. New York: Alfred A. Knopf. $26.
fascism — unlike Communism, socialism, capitalism or conservatism — is a smear word more often used to brand one’s foes than it is a descriptor used to shed light on them.
World War I and the Bolshevik Revolution of 1917 contributed mightily to the advent of fascism. The war generated acute economic malaise, national humiliation and legions of restive veterans and unemployed youths who could be harnessed politically. The Bolshevik Revolution, but one symptom of the frustration with the old order, made conservative elites in Italy and Germany so fearful of Communism that anything — even fascism — came to seem preferable to a Marxist overthrow.
Paxton debunks the consoling fiction that Mussolini and Hitler seized power. Rather, conservative elites desperate to subdue leftist populist movements ”normalized” the fascists by inviting them to share power. It was the mob that flocked to fascism, but the elites who elevated it.
Fascist movements and regimes are different from military dictatorships and authoritarian regimes. They seek not to exclude, but rather to enlist, the masses. They often collapse the distinction between the public and private sphere (eliminating the latter). In the words of Robert Ley, the head of the Nazi Labor Office, the only private individual who existed in Nazi Germany was someone asleep.
t was this need to keep citizens intoxicated by fascism’s dynamism that made Mussolini and Hitler see war as both desirable and necessary. ”War is to men,” Mussolini insisted, ”as maternity is to women.”
For every official American attempt to link Islamic terrorism to fascism, there is an anti-Bush protest that applies the fascist label to Washington’s nationalist rhetoric, assault on civil liberties and warmaking.
Topic: Booklist Webinar—Relevant, Relatable Reference Services in Your Library
Host: Booklist Online
Date and Time: Thursday, November 2, 2017 1:00 pm, Central Daylight Time (Chicago, GMT-05:00) Event number: 666 208 689 Registration ID: This event does not require a registration ID Event password: This event does not require a password.
1920 phone service arrives in the library, after decades of phone being around.
1969 William Katz redefines reference.
information as commodity. Faster/cheaper/better. Help doing things rather than finding things (Kenney)
the goal is not getting people to use the library services; it is helping library users accomplish something
not collections, but services.
the reference interaction : approachability; interest; listening/inquiring;
What can I help with; How can I help you? “I’d be happy to help you with that”
marketing is more then promotion. it is figuring out what the market wants you to do. define the market. how do you serve them. then one can figure out the service.
patrons: how and why patrons are seeking info; go where patrons go (social media). where do we go to help them (Snapchat). find benchmarks, make connections. Divine discontentment. my note: but this is a blasphemy, it is against MN nice!
how do we market ourselves? ROI or not? monetary formula to determine the profit against the investment. non profit institutions are not designed to make a profit; sometimes it is useful, sometimes not. Presenting data is good, but keep it simple
Librarians in universities, colleges, and community colleges can establish, assess, and link
academic library outcomes to institutional outcomes related to the following areas:
student enrollment, student retention and graduation rates, student success, student
achievement, student learning, student engagement, faculty research productivity,
faculty teaching, service, and overarching institutional quality.
Assessment management systems help higher education educators, including librarians, manage their outcomes, record and maintain data on each outcome, facilitate connections to
similar outcomes throughout an institution, and generate reports.
Assessment management systems are helpful for documenting progress toward
strategic/organizational goals, but their real strength lies in managing learning
outcomes assessments.
to determine the impact of library interactions on users, libraries can collect data on how individual users engage with library resources and services.
increase library impact on student enrollment.
p. 13-14improved student retention and graduation rates. High -impact practices include: first -year seminars and experiences, common intellectual experiences, learning communities, writing – intensive courses, collaborative assignments and projects, undergraduate research, Value of Academic Libraries diversity/global learning, service learning/community -based learning, internships, capstone courses and projects
p. 14
Libraries support students’ ability to do well in internships, secure job placements, earn salaries, gain acceptance to graduate/professional schools, and obtain marketable skills.
librarians can investigate correlations between student library interactions and their GPA well as conduct test item audits of major professional/educational tests to determine correlations between library services or resources and specific test items.
p. 15 Review course content, readings, reserves, and assignments.
Track and increase library contributions to faculty research productivity.
Continue to investigate library impact on faculty grant proposals and funding, a means of generating institutional income. Librarians contribute to faculty grant proposals in a number of ways.
Demonstrate and improve library support of faculty teaching.
p. 20 Internal Focus: ROI – lib value = perceived benefits / perceived costs
production of a commodity – value=quantity of commodity produced × price per unit of commodity
p. 21 External focus
a fourth definition of value focuses on library impact on users. It asks, “What is the library trying to achieve? How can librarians tell if they have made a difference?” In universities, colleges, and community colleges, libraries impact learning, teaching, research, and service. A main method for measuring impact is to “observe what the [users] are actually doing and what they are producing as a result”
A fifth definition of value is based on user perceptions of the library in relation to competing alternatives. A related definition is “desired value” or “what a [user] wants to have happen when interacting with a [library] and/or using a [library’s] product or service” (Flint, Woodruff and Fisher Gardial 2002) . Both “impact” and “competing alternatives” approaches to value require libraries to gain new understanding of their users’ goals as well as the results of their interactions with academic libraries.
p. 23 Increasingly, academic library value is linked to service, rather than products. Because information products are generally produced outside of libraries, library value is increasingly invested in service aspects and librarian expertise.
service delivery supported by librarian expertise is an important library value.
p. 25 methodology based only on literature? weak!
p. 26 review and analysis of the literature: language and literature are old (e.g. educational administrators vs ed leaders).
G government often sees higher education as unresponsive to these economic demands. Other stakeholder groups —students, pa rents, communities, employers, and graduate/professional schools —expect higher education to make impacts in ways that are not primarily financial.
p. 29
Because institutional missions vary (Keeling, et al. 2008, 86; Fraser, McClure and
Leahy 2002, 512), the methods by which academic libraries contribute value vary as
well. Consequently, each academic library must determine the unique ways in which they contribute to the mission of their institution and use that information to guide planning and decision making (Hernon and Altman, Assessing Service Quality 1998, 31) . For example, the University of Minnesota Libraries has rewritten their mission and vision to increase alignment with their overarching institution’s goals and emphasis on strategic engagement (Lougee 2009, allow institutional missions to guide library assessment
Assessment vs. Research
In community colleges, colleges, and universities, assessment is about defining the
purpose of higher education and determining the nature of quality (Astin 1987)
.
Academic libraries serve a number of purposes, often to the point of being
overextended.
Assessment “strives to know…what is” and then uses that information to change the
status quo (Keeling, et al. 2008, 28); in contrast, research is designed to test
hypotheses. Assessment focuses on observations of change; research is concerned with the degree of correlation or causation among variables (Keeling, et al. 2008, 35) . Assessment “virtually always occurs in a political context ,” while research attempts to be apolitical” (Upcraft and Schuh 2002, 19) .
p. 31 Assessment seeks to document observations, but research seeks to prove or disprove ideas. Assessors have to complete assessment projects, even when there are significant design flaws (e.g., resource limitations, time limitations, organizational contexts, design limitations, or political contexts); whereas researchers can start over (Upcraft and Schuh 2002, 19) . Assessors cannot always attain “perfect” studies, but must make do with “good enough” (Upcraft and Schuh 2002, 18) . Of course, assessments should be well planned, be based on clear outcomes (Gorman 2009, 9- 10) , and use appropriate methods (Keeling, et al. 2008, 39) ; but they “must be comfortable with saying ‘after’ as well as ‘as a result of’…experiences” (Ke eling, et al. 2008, 35) .
Two multiple measure approaches are most significant for library assessment: 1) triangulation “where multiple methods are used to find areas of convergence of data from different methods with an aim of overcoming the biases or limitations of data gathered from any one particular method” (Keeling, et al. 2008, 53) and 2) complementary mixed methods , which “seek to use data from multiple methods to build upon each other by clarifying, enhancing, or illuminating findings between or among methods” (Keeling, et al. 2008, 53) .
p. 34 Academic libraries can help higher education institutions retain and graduate students, a keystone part of institutional missions (Mezick 2007, 561) , but the challenge lies in determining how libraries can contribute and then document their contribution
p. 35. Student Engagement: In recent years, academic libraries have been transformed to provide “technology and content ubiquity” as well as individualized support My Note: I read the “technology and content ubiquity” as digital literacy / metaliteracies, where basic technology instructional sessions (everything that IMS offers for years) is included, but this library still clenches to information literacy only.
In the past, academic libraries functioned primarily as information repositories; now they are becoming learning enterprises (Bennett 2009, 194) . This shift requires academic librarians to embed library services and resources in the teaching and learning activities of their institutions (Lewis 2007) . In the new paradigm, librarians focus on information skills, not information access (Bundy 2004, 3); they think like educators, not service providers (Bennett 2009, 194) .
p. 38. For librarians, the main content area of student learning is information literacy; however, they are not alone in their interest in student inform ation literacy skills (Oakleaf, Are They Learning? 2011). My note: Yep. it was. 20 years ago. Metaliteracies is now.
p. 41 surrogates for student learning in Table 3.
p. 42 strategic planning for learning:
According to Kantor, the university library “exists to benefit the students of the educational institution as individuals ” (Library as an Information Utility 1976 , 101) . In contrast, academic libraries tend to assess learning outcomes using groups of students
p. 45 Assessment Management Systems
Tk20
Each assessment management system has a slightly different set of capabilities. Some guide outcomes creation, some develop rubrics, some score student work, or support student portfolios. All manage, maintain, and report assessment data
p. 46 faculty teaching
However, as online collections grow and discovery tools evolve, that role has become less critical (Schonfeld and Housewright 2010; Housewright and Schonfeld, Ithaka’s 2006 Studies of Key Stakeholders 2008, 256) . Now, libraries serve as research consultants, project managers, technical support professionals, purchasers , and archivists (Housewright, Themes of Change 2009, 256; Case 2008) .
Librarians can count citations of faculty publications (Dominguez 2005)
.
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Tenopir, C. (2012). Beyond usage: measuring library outcomes and value. Library Management, 33(1/2), 5-13.
methods that can be used to measure the value of library products and services. (Oakleaf, 2010; Tenopir and King, 2007): three main categories
Implicit value. Measuring usage through downloads or usage logs provide an implicit measure of value. It is assumed that because libraries are used, they are of value to the users. Usage of e-resources is relatively easy to measure on an ongoing basis and is especially useful in collection development decisions and comparison of specific journal titles or use across subject disciplines.
do not show purpose, satisfaction, or outcomes of use (or whether what is downloaded is actually read).
Explicit methods of measuring value include qualitative interview techniques that ask faculty members, students, or others specifically about the value or outcomes attributed to their use of the library collections or services and surveys or interviews that focus on a specific (critical) incident of use.
Derived values, such as Return on Investment (ROI), use multiple types of data collected on both the returns (benefits) and the library and user costs (investment) to explain value in monetary terms.
Please join me September 20 for a free webinar where Dr. Sheryl Abshire, CTO of Calcasieu Parish SD and a recognized leader in K-12 technology, shares her insights on the top strategies, best practices and most valuable ideas that can reduce IT departmental costs and increase efficiencies.
What: New Ways to Measure & Leverage the Value of IT When: 09/20 @ 2:00 PM ET | 11:00 AM PT
Listen in and learn how to:
· Use data you already collect to justify needs and resources
· Create a new value proposition for IT
· Measure the strategic use of IT in the district
· Determine if your current technology is making the difference you expected
https://www.schooldude.com/ Tech support costs in K12 increased by 50% in the last four years from 14% to 21% of the technology budget. One half of the school technology leaders said that their school board understands that technology relates to district oveall goals , it is not as supportive financially. Worse, 8% felt that the school board does not believe technology is important to their district overall goals
Harvard Business Report Driving Digital Transformation. 2015 surveyed digital leaders. Driving innovation most important role breaking down internal silos
virtualization; data deluge; energy and green IT; complex resource tracking; consumerization and social software; unified communications; mobile and wireless; system density; mashups and portals; cloud computing
what is a quick recovery?
Action plan: 1. Focus on virtualization and green IT for immediate cost and flexibility benefits. 2. Look at storage virtualization, deduplication and thin provisioning. 3. Evaluate web social software to transform interactions 4. exploit mashups and cloud-based services to address immediate user needs. 5. link UC to collaboration and enterprise applications to support growth initiatives. 6. begin to track weak signals and subtle patterns – from everywhere.
managing upkeep and replacement of growing number of devices
time
perception gap (what we are doing)
tool: Insight
agentless network discovery mechanism. scanning of devices on the network. optimize hard software usage, improve planning and budgeting process with status reporting.
MDM (mobile device management). supports both BYOD and school devices. control app distribution across the network, supervise device usage, remotely manage device policy
Helpdesk: complete ticket to close helpdesk solution
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Q&A time
technology facilitators: spend time at assigned schools; talk to teacher and try to figure out what teachers know about technology and then work the principal to customize workshops (PLCs) to build the skills based on their skills set. versus technology facilitator at every school. Help them grow their own.
being a strong manager doesn’t mean being forceful or domineering
strong managers are strong enough to lead through trust, whereas weak managers have to use the force of their job titles to make people listen to them.
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT
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more on NMC Horizon Reports in this IMS blog
Canada will see the fastest growth, with a CAGR of 145.2 percent over the forecast period. Other leaders in terms of growth include Central and Eastern Europe at 133.5 percent, Western Europe at 121.2 percent and the U.S. at 120.5 percent.
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Leslie Fisher Thinks Augmented Reality First, Then VR in the Classroom
An interview with the former Apple K–12 systems engineer, who will participate in multiple sessions during ISTE.
THE Journal: What do you think about virtual reality (VR) and augmented reality (AR) in the classroom? Is the cost point for VR prohibitive?
In virtual reality, one of my favorite apps is CoSpaces. It allows anyone to design a 3D space, and then interact with it in virtual reality.
Virtual reality can be quite affordable with Google Cardboard. We can get into basic interaction in VR with Cardboard. There are 40 or 50 VR apps where you can simply use Cardboard and explore. Google Street View allows you to do virtual viewing of many different locations. That technology augments what the teacher is doing.
Most kids can’t afford to buy their own Oculus headset. That price point is quite a bit higher. But we don’t need to have 30 kids using Oculus all of the time. Two or three might work
professors and college leaders were stunned and concerned by recent data showing that more than half of Republicans say that colleges have a negative impact on the U.S., with wealthier, older and more educated Republicans being least positive.
Among white working-class voters who voted for Barack Obama and then voted for Trump, only 21 percent saw debt-free public college as a major issue. That was behind six other possible issues, with building up infrastructure in ways that would create jobs attracting the most support, from 43 percent of these voters.
Among black working-class voters, however, 39 percent identified debt-free public college as a top issue, and that was the second rated of the seven possibilities. (Raising the minimum wage won top billing.)
