It is maintained by Facebook, Instagram and a community of individual developers and corporations.[3][4][5]
React allows developers to create large web-applications that use data and can change over time without reloading the page. It aims primarily to provide speed, simplicity, and scalability. React processes only user interfaces in applications. This corresponds to View in the Model-View-Controller (MVC) pattern, and can be used in combination with other JavaScript libraries or frameworks in MVC, such as AngularJS.[6]
Media literacy. Differentiated instruction. Media literacy guide.
Fake news as part of media literacy. Visual literacy as part of media literacy. Media literacy as part of digital citizenship.
Web design / web development
the roles of HTML5, CSS, Java Script, PHP, Bootstrap, JQuery, React and other scripting languages and libraries. Heat maps and other usability issues; website content strategy. THE MODEL-VIEW-CONTROLLER (MVC) design pattern
Social media for institutional use. Digital Curation. Social Media algorithms. Etiquette Ethics. Mastodon
I hosted a LITA webinar in the fall of 2016 (four weeks); I can accommodate any information from that webinar for the use of the IM students
OER and instructional designer’s assistance to book creators.
I can cover both the “library part” (“free” OER, copyright issues etc) and the support / creative part of an OER book / textbook
“Big Data.” Data visualization. Large scale visualization. Text encoding. Analytics, Data mining. Unizin. Python, R in academia.
I can introduce the students to the large idea of Big Data and its importance in lieu of the upcoming IoT, but also departmentalize its importance for academia, business, etc. From infographics to heavy duty visualization (Primo X-Services API. JSON, Flask).
NetNeutrality, Digital Darwinism, Internet economy and the role of your professional in such environment
I can introduce students to the issues, if not familiar and / or lead a discussion on a rather controversial topic
Digital assessment. Digital Assessment literacy.
I can introduce students to tools, how to evaluate and select tools and their pedagogical implications
Wikipedia
a hands-on exercise on working with Wikipedia. After the session, students will be able to create Wikipedia entries thus knowing intimately the process of Wikipedia and its information.
Effective presentations. Tools, methods, concepts and theories (cognitive load). Presentations in the era of VR, AR and mixed reality. Unity.
I can facilitate a discussion among experts (your students) on selection of tools and their didactically sound use to convey information. I can supplement the discussion with my own findings and conclusions.
eConferencing. Tools and methods
I can facilitate a discussion among your students on selection of tools and comparison. Discussion about the their future and their place in an increasing online learning environment
Digital Storytelling. Immersive Storytelling. The Moth. Twine. Transmedia Storytelling
I am teaching a LIB 490/590 Digital Storytelling class. I can adapt any information from that class to the use of IM students
VR, AR, Mixed Reality.
besides Mark Gill, I can facilitate a discussion, which goes beyond hardware and brands, but expand on the implications for academia and corporate education / world
Instructional design. ID2ID
I can facilitate a discussion based on the Educause suggestions about the profession’s development
Microcredentialing in academia and corporate world. Blockchain
IT in K12. How to evaluate; prioritize; select. obsolete trends in 21 century schools. K12 mobile learning
Podcasting: past, present, future. Beautiful Audio Editor.
a definition of podcasting and delineation of similar activities; advantages and disadvantages.
Gender, race and age in education. Digital divide. Xennials, Millennials and Gen Z. generational approach to teaching and learning. Young vs old Millennials. Millennial employees.
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
dark data
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
in context of data is different from open source and open projects. the social side of data science . advising researchers on navigation data, ethical compilations.
open science movement .https://cos.io/ pushing beyond licences and reframe, position ourselves as collaborators
analysis and publishing ; use tools that can be shared and include data, code and executable files.
reproducibility and contestability https://www.lib.ncsu.edu/events/series/summer-of-open-science
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
silos, IT barrier, focusing on student success, retention, server space is cheap, if
promotion and tenure for faculty can include incentive to work with the librarian
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
types of content – publisher will not understand issue, which clear for librarians
PDF and epub formats
purchase content –
title by title selection – academia is tired of selections. although it is intended to buy also collections
library – owned ( and shared collections)
host content from libraries – papers in academic lib, genealogy in pub lib.
options in license models .
e resource content. not only ebooks, after it is taken care of, add other types of digital objects.
instead of replicate, replacement of the commercial aggregators,
Amigos Shelf interface is the product of the presenter
instead of having a young reader collection as SCSU has on the third floor, an academic library is outsourcing through AMigos shelf ebooks for young readers
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
Join Mario Callegaro, Senior Survey Research Scientist at Google UK, and one of own survey research scientists, Sarah Cho, on February 24 at 10 am PT / 1 pm ET for our webinar, Market research surveys gone mobile: Optimizing for better results.
Mario Callegaro
Senior Survey Research Scientist
Quantitative Marketing Team, Google UK
Sarah Cho
Survey Research Scientist
SurveyMonkey
.My notes from the Webinar.
Surveys uncover the WHY. Big Data,
why mobile matters. tablet and smart phone penetration: around 60-80% in Europe. According to Pew In the US, 68% smartphone and 45% tablet
faster reaction but longer questionnaire completion time on smartphones = device effects
survey design device vs. survey take device – mismatch. When there is a mismatch, questions are asked.
5 strategies to handle mobile phone respondents: 1. do nothing
surveym0nkey: do all surveys have to be mobile optimized? no, so make sure you think about the context in which you are sending out
2. discourage the use of mobile phones for answering 3. optimize the web questionnaire for mobile browsers 4. mobile app
design considerations for multiple devices surveys. two “actors”: survey designer and survey platform
confounds when interpreting findings across devices: use homogeneous population (e.g students)
difference between mouse vs fingers as input devices
what about tablets: as long as flash is not used, tablet is very much the same as laptop/desktop. phablets (iPhone growth of the screen)
mobile survey design tips (Sarah)
multiple choice: ok to use, but keep wording short, format response vertically instead of horizontally.
open-ended q type: hard to type (but no word on voice recognition???)
logo
multimedia: images, clarity, video, avoid (bandwidth constrains), use Youtube, so every device can play it, versus Flash, Java Script etc
• Monday
Basics of HTML
• Tuesday
Basics of CSS and/or Java Script
• Wednesday
Basics of mobile apps programing
• Thursday
Basics of HTML5
• Friday
Basics of XML
Data Architecture: I was an active member of the RBMS Bibliographic Standards Committee, the ARLIS/NA Artists’ Books Thesaurus project, and an OCLC initiative on Web archiving metadata. I used to contribute to development of international schemas, controlled vocabularies, and content standards for free, as a service activity. Meanwhile, I could have earned $134,677 as a data architect.
Web Development: I developed applications and customized discovery layers to help library patrons find resources. I learned several markup and scripting languages in order to take on this extra work for the library, in the hot-hot pursuit of grant funding to list on my CV. I could have earned $88,285 as a front-end developer (the folks who use HTML, CSS, and JavaScript to build the parts of a website that you see), or $101,021 as a back-end developer (the folks who work with APIs, and transfer data to/from databases).
Data Engineering: Libraries are constantly integrating data from publishers, digitization projects, legacy catalogs, union catalogs, and more. I became a whizz at data wrangling and transformation. I developed countless data pipelines and ETL processes to combine disparate data streams. I should have been earning $112,935 as a data engineer.
User Experience Research: To inform cataloging guidelines, and to better design catalogs and finding aids to meet user needs, I spent a lot of time in libraries researching information-seeking behaviors. I became intimately familiar with Google Analytics and Google Tag Manager. I ran focus groups, conducted usability tests, and led card-sorting exercises in order to gather insights on how to improve our discovery interfaces and their navigation. As a user experience researcher outside of libraries, I could have earned $140,985.
Fundraising: As a special collections professional, I was routinely asked to give tours and host events, with the goal of building relationships with donors. I cultivated skills in storytelling, and learned to quickly craft narratives about my projects’ efficacy and impact. As an academic and a gig worker, I helped develop numerous grant applications, and served as a principal investigator on several large-sum projects. Overall, I honed techniques that are crucial to fundraising and philanthropy. In the nonprofit sector, I could have earned between $98,765 as a development managerand $102,546 as a director of development.
Project Management: In libraries, I never had less than five major projects going at once. I oversaw several large-scale database and website migrations, making sure that each of my team members’ contributions were completed in sequence and on time, while I myself served as a project contributor. In the tech sector, I could have been working as a project manager — someone whose sole job is to hold others accountable to the development timeline — and earned $87,086.
