according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
Standard 1. The information literate student determines the nature and extent of the information needed
Standard 2. The information literate student accesses needed information effectively and efficiently
Standard 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Standard 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.
+++++++++++++++++++++++
Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
p. 3
2.2. Learning paradigms
An understanding of the existing learning paradigms is essential for performing an analysis of the current state of VR applications in higher education. Thus, we introduce the main ideas behind the existing learning paradigms. Literature distinguishes between behaviorism, cognitivism, and constructivism (Schunk, 2012). Other scholars also include experiential learning (Kolb & Kolb, 2012) to this list and, recently, connectivism has been introduced as a new learning paradigm (Kathleen Dunaway, 2011; Siemens, 2014). Each learning paradigm has developed various theories about educational goals and outcomes (Schunk, 2012). Each of these theories also offers a different perspective on the learning goals, motivational process, learning performance, transfer of knowledge process, the role of emotions, and implications for the teaching methods.
Behaviorism assumes that knowledge is a repertoire of behavioral responses to environmental stimuli (Shuell, 1986; Skinner, 1989). Thus, learning is considered to be a passive absorption of a predefined body of knowledge by the learner. According to this paradigm, learning requires repetition and learning motivation is extrinsic, involving positive and negative reinforcement. The teacher serves as a role model who transfers the correct behavioral response.
Cognitivism understands the acquisition of knowledge systems as actively constructed by learners based on pre-existing prior knowledge structures. Hence, the proponents of cognitivism view learning as an active, constructive, and goal-oriented process, which involves active assimilation and accommodation of new information to an existing body of knowledge. The learning motivation is intrinsic and learners should be capable of defining their own goals and motivating themselves to learn. Learning is supported by providing an environment that encourages discovery and assimilation or accommodation of knowledge (Shuell, 1986),RN23. Cognitivism views learning as more complex cognitive processes such as thinking, problem-solving, verbal information, concept formation, and information processing. It addresses the issues of how information is received, organized, stored, and retrieved by the mind. Knowledge acquisition is a mental activity consisting of internal coding and structuring by the learner. Digital media, including VR-based learning can strengthen cognitivist learning design (Dede, 2008). Cognitive strategies such as schematic organization, analogical reasoning, and algorithmic problem solving will fit learning tasks requiring an increased level of processing, e.g. classifications, rule or procedural executions (Ertmer & Newby, 1993) and be supported by digital media (Dede, 2008).
Constructivism posits that learning is an active, constructive process. Learners serve as information constructors who actively construct their subjective representations and comprehensions of reality. New information is linked to the prior knowledge of each learner and, thus, mental representations are subjective (Fosnot, 2013; Fosnot & Perry, 1996). Therefore, constructivists argue that the instructional learning design has to provide macro and micro support to assist the learners in constructing their knowledge and engaging them for meaningful learning. The macro support tools include related cases, information resources, cognitive tools, conversation, and collaboration tools, and social or contextual support. A micro strategy makes use of multimedia and principles such as the spatial contiguity principle, coherence principle, modality principle, and redundancy principle to strengthen the learning process. VR-based learning fits the constructivist learning design (Lee & Wong, 2008; Sharma, Agada, & Ruffin, 2013). Constructivist strategies such as situated learning, cognitive apprenticeships, and social negotiation are appropriate for learning tasks demanding high levels of processing, for instance, heuristic problem solving, personal selection, and monitoring of cognitive strategies (Ertmer & Newby, 1993).
Experientialism describes learning as following a cycle of experiential stages, from concrete experience, observation and reflection, and abstract conceptualization to testing concepts in new situations. Experientialism adopts the constructivist’s point of view to some extent—e.g., that learning should be drawn from a learner’s personal experience. The teacher takes on the role of a facilitator to motivate learners to address the various stages of the learning cycle (Kolb & Kolb, 2012).
Connectivism takes into account the digital-age by assuming that people process information by forming connections. This newly introduced paradigm suggests that people do not stop learning after completing their formal education. They continue to search for and gain knowledge outside of traditional education channels, such as job skills, networking, experience, and access to information, by making use of new technology tools (Siemens, 2014).
according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
Standard 1. The information literate student determines the nature and extent of the information needed
Standard 2. The information literate student accesses needed information effectively and efficiently
Standard 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Standard 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.
+++++++++++++++++++++++
Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
Plagiarism, academic honesty
Writing Tips
Dissemination of Research
++++++++++++++++++++++++++++++++++++++++++++++
Class Assignment:
Research on Disability – Middle Childhood
There are many interactions between childhood development and mental, physical, and socioemotional health – namely including interpersonal relationships and the child’s relationship with education. Using SCSU’s University Library, find a journal article that will help you learn more about a developmental abnormality (a disability) that relates to middle childhood. Make sure your chosen article includes the following:
1) the article focuses on one or includes participants with a disability
2) the population (or part of the population) being studied is within the life stage of middle childhood (defined as ages 6-12)
3) the article is empirical (peer-reviewed)
Use the article to respond to the following questions.
What is the title of the article?
In what journal was the article published?
What was the purpose of the study?
What were the methods? In particular, who were the participants?
What were the results?
What are two important facts/ideas/issues you learned about middle childhood and disability by reading this article?
according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
Standard 1. The information literate student determines the nature and extent of the information needed
Standard 2. The information literate student accesses needed information effectively and efficiently
Standard 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Standard 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.
+++++++++++++++++++++++
Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Even a perfect meritocracy, he says, would be a bad thing.
Centre-left elites abandoned old class loyalties and took on a new role as moralising life-coaches, dedicated to helping working-class individuals shape up to a world in which they were on their own. “On globalisation,” says Sandel, “these parties said the choice was no longer between left and right, but between ‘open’ and ‘closed’. Open meant free flow of capital, goods and people across borders.”
“Those at the top deserved their place but so too did those who were left behind. They hadn’t striven as effectively. They hadn’t got a university degree and so on.” As centre-left parties and their representatives became more and more middle-class, the focus on upward mobility intensified.
Blue-collar workers were in effect given a double-edged invitation to “better” themselves or carry the burden of their own failure. Many took their votes elsewhere, nursing a sense of betrayal. “The populist backlash of recent years has been a revolt against the tyranny of merit, as it has been experienced by those who feel humiliated by meritocracy and by this entire political project.”
Does he empathise, then, with Trumpism? “I have no sympathy whatsoever for Donald Trump, who is a pernicious character. But my book conveys a sympathetic understanding of the people who voted for him. For all the thousands and thousands of lies Trump tells, the one authentic thing about him is his deep sense of insecurity and resentment against elites, which he thinks have looked down upon him throughout his life. That does provide a very important clue to his political appeal.
“Am I tough on the Democrats? Yes, because it was their uncritical embrace of market assumptions and meritocracy that prepared the way for Trump. Even if Trump is defeated in the next election and is somehow extracted from the Oval Office, the Democratic party will not succeed unless it redefines its mission to be more attentive to legitimate grievances and resentment, to which progressive politics contributed during the era of globalisation.”
“We need to rethink the role of universities as arbiters of opportunity,” he says, “which is something we have come to take for granted. Credentialism has become the last acceptable prejudice. It would be a serious mistake to leave the issue of investment in vocational training and apprenticeships to the right. Greater investment is important not only to support the ability of people without an advanced degree to make a living. The public recognition it conveys can help shift attitudes towards a better appreciation of the contribution to the common good made by people who haven’t been to university.”
A new respect and status for the non-credentialed, he says, should be accompanied by a belated humility on the part of the winners in the supposedly meritocratic race.
As we “knowledge workers” know, clever people aren’t always the most collaborative. And what they have in brainpower, they often lack in empathy. We live, after all, in a cognitive meritocracy in which IQ is valued much more highly than EQ (emotional intelligence) or most physical abilities.
political analyst David Goodhart, whose new book Head, Hand, Heart
Over the past several decades, as traditional class structures in countries such as the US and the UK began to break down, they were replaced by a new system of educational and professional advancement based on test scores, grades and intelligence, at least as narrowly defined by IQ. Suddenly, smart working-class kids could become part of a meritocratic elite.
But there was a dark side. As British sociologist Michael Young observed when he coined the term in his prescient book of dystopian fiction The Rise of the Meritocracy (1958),
members of the working class must judge themselves not by their own standards — in which traits of character, experience, common sense and grit are often as important as test-based intelligence — but by the standards of the meritocratic elite. Without the appropriate degrees, professional qualifications and opinions sanctioned by their educated overlords, they were all too often deemed unworthy — or as Hillary Clinton once put it in a quip that helped end her political career, “deplorables”.
In their book Deaths of Despair, Anne Case and Angus Deaton spelt out the toll this has taken on working-class white men in particular. Contempt can be just as lethal as poverty — low status in a hierarchy produces the stress and anxiety that trigger immune system-damaging cortisol to be released in the body.
Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal of Academic Librarianship, 42(6), 636–643. https://doi.org/10.1016/j.acalib.2016.08.010
identifies and documents embedding librarianship roles as reported in the Library and Information Science (LIS) literature.
Findings The roles of embedded librarians were identified, especially in the context of service delivery, all of which reported to be applied to academic libraries. Information literacy instruction, research and other scholarly activities, distance and online learning as well as embedding in classrooms, were described as ways of ensuring successful embedding librarianship. Implications The roles reported in the literature should inform practicing librarians contemplating embedding practices, guide formal embedded librarianship programs, and encourage other librarians to consider new skills in support of embedding roles.
p. 637 The idea behind EL model is to demonstrate librarians’ expertise asinformation specialists and to apply this expertise in ways that willhave a direct and deep impact on the research, teaching or otherworks being done (Carlson & Kneale, 2011).Carlson and Kneale(2011)pointed out that as librarians seek to redefine themselves, themodel of EL is generating interest as an effectual way of applying theknowledge and skills of librarians towards the information challengesof the digital age.
Faculty collaboration with the embedded librarian is the core of em-bedded information literacy instruction. Faculty-librarian relationshipbuilding is of great significance because the two must work closely to-gether over an extended period of time, it is essential that librarianschoose their partnership carefully. Several librarians stress the need towork only in partnerships where there is trust and mutual respect(Carncross, 2013). Librarians build these relationships in differentways, while collaborative relationship can be built in numerous ways,it is essential that bothparties have common goals and know the impor-tance of developing information literacy skills in their students. The most significant collaboration are from campuses in which librarian and university administrators have made information literacy a priority on campus, and have provided librarians and faculty with the time re-quired to make the collaboration successful (Cramer, 2013).
The embedded librarian is focused on course goals and learning objectives outside of the library and across the curriculum
The review designates that EL in courses, classrooms and depart-ments see librarians conducting the following specific tasks: teach stu-dents how to be savvy searchers using computer and laptops (Boyer,2015); collaborate where librarian and faculty member teach eachother, exchanging favors, and the librarian selecting useful resourcesfor the faculty (Ivey, 2003); take part in meetings to promote librarian’spresence and establish communication with the students, researchersand faculty (Jacobs, 2010); provide access to course-related library re-sources, in-class instruction sessions, library instructional handouts, in-formation on referencing style, library Webinar information as well asteach note-taking (Bezet, 2013).
The review shows that academic libraries that engage their distancelearning communities through an embedded librarian as online co-instructors to deliver technological applications such as instant messag-ing, e-mail, and wikis. This EL model facilitates direct interaction be-tween students and librarians regardless of physical proximity.Edwards and Black (2012)andEdwards et al. (2010)evaluated the pro-gram of embedded librarians in an online graduate educational technol-ogy course and found that students were helped with their onlineassignments.
Mariya P. Ivancheva, Rebecca Swartz, Neil P. Morris, Sukaina Walji, Bronwen J. Swinnerton, Taryn Coop & Laura Czerniewicz(2020)Conflicting logics of online higher education,British Journal of Sociology of Education,DOI: 10.1080/01425692.2020.1784707
The advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance.
Unbundling – the disaggregation of educational provision and its delivery, often via digital technologies
Luc Boltanski and Laurent Thévenot’s (2006) framework of different orders of justification, connecting them to the sociological literature on institutional logics
We suggest that more explicit and nuanced national and institutional policies need to be produced around unbundled provision, which are cognisant of emerging trends in and dangers to the evolution of unbundling at public universities.
Unbundling the traditional university ‘bundle’ affects not only property, services and facilities, but also administration, evaluation, issuing credentials and even teaching (Wallhaus 2000, 22). This process involves separating educational provision (e.g. degree programmes) into component parts (e.g. courses) for delivery by multiple stakeholders, often using digital approaches (Swinnerton et al. 2018). Universities can unbundle on their own, offering individual credit-bearing modules outside bounded disciplinary curricula, or in partnership with OPM providers, offering MOOCs or credit-bearing courses or programmes. Proponents of unbundling suggest that the disaggregation of television and music production and its re-aggregation as on-demand digital content like Netflix or Spotify could represent a template for universities (Craig 2015; McIntosh 2018).
The introduction of market logic into the sector happens even if higher education is a stratified positional pseudo-market with scarce excludible resources only available to groups with access to a few prestigious institutions; its outcomes and value are difficult to measure in purely economic terms
Under accelerated marketisation, Tomlinson (2018, 714 and 724) argues, higher education is reduced to the latter frame and measured in terms of income generation, employability, consumption and performativity. Building on this framework, and relating it to unbundling, we identify the emergence of two organisational logics of higher education: the logic of social relevance and the logic of capital.
Institutional logics are ‘supra-organizational patterns of activity by which individuals and organizations produce and reproduce their material subsistence … [and] symbolic systems, ways of ordering reality… rendering experience of time and space meaningful’ (Friedland and Alford 1991, 243). Unlike new institutionalism, which remained focused on processes of institutional isomorphism or the replacement of a static single logic by another, the institutional logics perspective offers a more dynamic multi-level view: a plurality of logics coexist in complex interrelations within organisational fields like higher education
Holland, B. (2020). Emerging Technology and Today’s Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 1-33). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch001
The purpose of this chapter is to examine emerging technology and today’s libraries. New technology stands out first and foremost given that they will end up revolutionizing every industry in an age where digital transformation plays a major role. Major trends will define technological disruption. The next-gen of communication, core computing, and integration technologies will adopt new architectures. Major technological, economic, and environmental changes have generated interest in smart cities. Sensing technologies have made IoT possible, but also provide the data required for AI algorithms and models, often in real-time, to make intelligent business and operational decisions. Smart cities consume different types of electronic internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that are processed and analyzed to monitor and manage, schools, libraries, hospitals, and other community services.
Makori, E. O. (2020). Blockchain Applications and Trends That Promote Information Management. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 34-51). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch002
Blockchain revolutionary paradigm is the new and emerging digital innovation that organizations have no choice but to embrace and implement in order to sustain and manage service delivery to the customers. From disruptive to sustaining perspective, blockchain practices have transformed the information management environment with innovative products and services. Blockchain-based applications and innovations provide information management professionals and practitioners with robust and secure opportunities to transform corporate affairs and social responsibilities of organizations through accountability, integrity, and transparency; information governance; data and information security; as well as digital internet of things.
Hahn, J. (2020). Student Engagement and Smart Spaces: Library Browsing and Internet of Things Technology. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 52-70). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch003
The purpose of this chapter is to provide evidence-based findings on student engagement within smart library spaces. The focus of smart libraries includes spaces that are enhanced with the internet of things (IoT) infrastructure and library collection maps accessed through a library-designed mobile application. The analysis herein explored IoT-based browsing within an undergraduate library collection. The open stacks and mobile infrastructure provided several years (2016-2019) of user-generated smart building data on browsing and selecting items in open stacks. The methods of analysis used in this chapter include transactional analysis and data visualization of IoT infrastructure logs. By analyzing server logs from the computing infrastructure that powers the IoT services, it is possible to infer in greater detail than heretofore possible the specifics of the way library collections are a target of undergraduate student engagement.
Treskon, M. (2020). Providing an Environment for Authentic Learning Experiences. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 71-86). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch004
The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”
Rashid, M., Nazeer, I., Gupta, S. K., & Khanam, Z. (2020). Internet of Things: Architecture, Challenges, and Future Directions. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 87-104). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch005
The internet of things (IoT) is a computing paradigm that has changed our daily livelihood and functioning. IoT focuses on the interconnection of all the sensor-based devices like smart meters, coffee machines, cell phones, etc., enabling these devices to exchange data with each other during human interactions. With easy connectivity among humans and devices, speed of data generation is getting multi-fold, increasing exponentially in volume, and is getting more complex in nature. In this chapter, the authors will outline the architecture of IoT for handling various issues and challenges in real-world problems and will cover various areas where usage of IoT is done in real applications. The authors believe that this chapter will act as a guide for researchers in IoT to create a technical revolution for future generations.
Martin, L. (2020). Cloud Computing, Smart Technology, and Library Automation. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 105-123). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch006
As technology continues to change, the landscape of the work of librarians and libraries continue to adapt and adopt innovations that support their services. Technology also continues to be an essential tool for dissemination, retrieving, storing, and accessing the resources and information. Cloud computing is an essential component employed to carry out these tasks. The concept of cloud computing has long been a tool utilized in libraries. Many libraries use OCLC to catalog and manage resources and share resources, WorldCat, and other library applications that are cloud-based services. Cloud computing services are used in the library automation process. Using cloud-based services can streamline library services, minimize cost, and the need to have designated space for servers, software, or other hardware to perform library operations. Cloud computing systems with the library consolidate, unify, and optimize library operations such as acquisitions, cataloging, circulation, discovery, and retrieval of information.
Owusu-Ansah, S. (2020). Developing a Digital Engagement Strategy for Ghanaian University Libraries: An Exploratory Study. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 124-139). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch007
This study represents a framework that digital libraries can leverage to increase usage and visibility. The adopted qualitative research aims to examine a digital engagement strategy for the libraries in the University of Ghana (UG). Data is collected from participants (digital librarians) who are key stakeholders of digital library service provision in the University of Ghana Library System (UGLS). The chapter reveals that digital library services included rare collections, e-journal, e-databases, e-books, microfilms, e-theses, e-newspapers, and e-past questions. Additionally, the research revealed that the digital library service patronage could be enhanced through outreach programmes, open access, exhibitions, social media, and conferences. Digital librarians recommend that to optimize digital library services, literacy programmes/instructions, social media platforms, IT equipment, software, and website must be deployed. In conclusion, a DES helps UGLS foster new relationships, connect with new audiences, and establish new or improved brand identity.
Nambobi, M., Ssemwogerere, R., & Ramadhan, B. K. (2020). Implementation of Autonomous Library Assistants Using RFID Technology. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 140-150). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch008
This is an interesting time to innovate around disruptive technologies like the internet of things (IoT), machine learning, blockchain. Autonomous assistants (IoT) are the electro-mechanical system that performs any prescribed task automatically with no human intervention through self-learning and adaptation to changing environments. This means that by acknowledging autonomy, the system has to perceive environments, actuate a movement, and perform tasks with a high degree of autonomy. This means the ability to make their own decisions in a given set of the environment. It is important to note that autonomous IoT using radio frequency identification (RFID) technology is used in educational sectors to boost the research the arena, improve customer service, ease book identification and traceability of items in the library. This chapter discusses the role, importance, the critical tools, applicability, and challenges of autonomous IoT in the library using RFID technology.
Priya, A., & Sahana, S. K. (2020). Processor Scheduling in High-Performance Computing (HPC) Environment. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 151-179). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch009
Processor scheduling is one of the thrust areas in the field of computer science. The future technologies use a huge amount of processing for execution of their tasks like huge games, programming software, and in the field of quantum computing. In real-time, many complex problems are solved by GPU programming. The primary concern of scheduling is to reduce the time complexity and manpower. Several traditional techniques exit for processor scheduling. The performance of traditional techniques is reduced when it comes to the huge processing of tasks. Most scheduling problems are NP-hard in nature. Many of the complex problems are recently solved by GPU programming. GPU scheduling is another complex issue as it runs thousands of threads in parallel and needs to be scheduled efficiently. For such large-scale scheduling problems, the performance of state-of-the-art algorithms is very poor. It is observed that evolutionary and genetic-based algorithms exhibit better performance for large-scale combinatorial and internet of things (IoT) problems.
Kirsch, B. (2020). Virtual Reality in Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 180-193). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch010
Librarians are beginning to offer virtual reality (VR) services in libraries. This chapter reviews how libraries are currently using virtual reality for both consumption and creation purposes. Virtual reality tools will be compared and contrasted, and recommendations will be given for purchasing and circulating headsets and VR equipment. Google Tour Creator and a smartphone or 360-degree camera can be used to create a virtual tour of the library and other virtual reality content. These new library services will be discussed along with practical advice and best practices for incorporating virtual reality into the library for instructional and entertainment purposes.
Heffernan, K. L., & Chartier, S. (2020). Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 194-210). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch011
Two librarians at a University in New Hampshire attempted to integrate gamification and mobile technologies into the exploration of, and orientation to, the library’s services and resources. From augmented reality to virtual escape rooms and finally an in-house app created by undergraduate, campus-based, game design students, the library team learned much about the triumphs and challenges that come with attempting to utilize new technologies to reach users in the 21st century. This chapter is a narrative describing years of various attempts, innovation, and iteration, which have led to the library team being on the verge of introducing an app that could revolutionize campus discovery and engagement.
Miltenoff, P. (2020). Video 360 and Augmented Reality: Visualization to Help Educators Enter the Era of eXtended Reality. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 211-225). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch012
The advent of all types of eXtended Reality (XR)—VR, AR, MR—raises serious questions, both technological and pedagogical. The setup of campus services around XR is only the prelude to the more complex and expensive project of creating learning content using XR. In 2018, the authors started a limited proof-of-concept augmented reality (AR) project for a library tour. Building on their previous research and experience creating a virtual reality (VR) library tour, they sought a scalable introduction of XR services and content for the campus community. The AR library tour aimed to start us toward a matrix for similar services for the entire campus. They also explored the attitudes of students, faculty, and staff toward this new technology and its incorporation in education, as well as its potential and limitations toward the creation of a “smart” library.
Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.
struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment
While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.
teaching in cyberspace requires a different teaching paradigm altogether
p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),
p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.
p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses
p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.
p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.
Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords
p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.
Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge
By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.
p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.
p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.
p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994). Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.
p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized. “reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions. Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.
p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)
Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.
“Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.
Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option
Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals.
Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses.
In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
A full-course development project can take months when done properly. The need to “just get it online” is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem.
