Searching for "new media horizon"

NMC Horizon Report 2017 K12

NMC/CoSN Horizon Report 2017 K–12 Edition

https://cdn.nmc.org/wp-content/uploads/2017-nmc-cosn-horizon-report-K12-advance.pdf
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia

p. 20 Coding as a Literacy

 https://www.facebook.com/bracekids/
Best Coding Tools for High School http://go.nmc.org/bestco

p. 24

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

What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72

 

web literacy;
alignment of stadards

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

http://blog.stcloudstate.edu/ims?s=new+media+horizon

NMC Horizon Report 2017 Library

NMC Horizon Report > 2017 Library Edition

http://www.nmc.org/publication/nmc-horizon-report-2017-library-edition/

PDF file 2017-nmc-horizon-report-library-EN-20ml00b

p. 26 Improving Digital Literacy

As social networking platforms proliferate and more interactions take place digitally, there are more opportunities for propagation of misinformation, copyright infringement, and privacy breaches.
http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

p. 34 Embracing the need for radical change

40% of faculty report that their students ” rarely” interact with campus librarians.

Empathy as the Leader’s Path to Change | Leading From the Library, By on October 27, 2016, http://lj.libraryjournal.com/2016/10/opinion/leading-from-the-library/empathy-as-the-leaders-path-to-change-leading-from-the-library/

Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.

Leadership in disruptive times, , First Published September 27, 2016, http://journals.sagepub.com/doi/full/10.1177/0340035216658911

What is library leadership?  a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.  

Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:

Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.

Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.

p. 36. Developments in Technology for Academic and Research Libraries

http://horizon.wiki.nmc.org/Horizon+Topics

  1. consumer technologies
  2. Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching, learning, research and information management, whether inside or outside the library. Effective Digital strategies can be used in both information and formal learning; what makes them interesting is that they transcended conventional ideas to create something that feels new, meaningful, and 21st century.
  3. enabling technologies
    this group of technologies is where substantive technological innovation begins to be visible.
  4. Internet technologies.
  5. learning technologies
  6. 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. As well-established as social media is, it continues to evolve at a rapid pace, with new ideas, tools, and developments coming online constantly.
  7. Visualization technologies.  from simple infographics to complex forms of visual data analysis. What they have in common is that they tap the brain’s inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. These technologies are a growing cluster of tools and processes for mining large data sets, exploring dynamic processes, and generally making the complex simple.

new horizon report 2017 technologies

 

 

p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists

p. 40  Digital Scholarship Technologies

digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.

p. 42 Library Services Platforms

Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.

p. 44 Online Identity.
incorporated  the  management of digital footprints into their programming and resources

simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.

Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.

p. 46  Artificial Intelligence

https://www.semanticscholar.org/

p. 48 IoT

beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are  triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.

students and their computer science  professor  have  partnered  with   Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space

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more on Horizon Reports in this IMS blog
http://blog.stcloudstate.edu/ims?s=horizon+report

Zygmunt Bauman Social media are a trap

Zygmunt Bauman: “Social media are a trap.”The Polish-born sociologist is skeptical about the possibilities for political change

Since developing his theory of liquid modernity in the late 1990s – which describes our age as one in which “all agreements are temporary, fleeting, and valid only until further notice” – he has become a leading figure in the field of sociology.
Q. You are skeptical of the way people protest through social media, of so-called “armchair activism,” and say that the internet is dumbing us down with cheap entertainment. So would you say that the social networks are the new opium of the people?
A. The question of identity has changed from being something you are born with to a task: you have to create your own community. But communities aren’t created, and you either have one or you don’t. What the social networks can create is a substitute. The difference between a community and a network is that you belong to a community, but a network belongs to you. You feel in control. You can add friends if you wish, you can delete them if you wish. You are in control of the important people to whom you relate. People feel a little better as a result, because loneliness, abandonment, is the great fear in our individualist age. But it’s so easy to add or remove friends on the internet that people fail to learn the real social skills, which you need when you go to the street, when you go to your workplace, where you find lots of people who you need to enter into sensible interaction with. Pope Francis, who is a great man, gave his first interview after being elected to Eugenio Scalfari, an Italian journalist who is also a self-proclaimed atheist. It was a sign: real dialogue isn’t about talking to people who believe the same things as you. Social media don’t teach us to dialogue because it is so easy to avoid controversy… But most people use social media not to unite, not to open their horizons wider, but on the contrary, to cut themselves a comfort zone where the only sounds they hear are the echoes of their own voice, where the only things they see are the reflections of their own face. Social media are very useful, they provide pleasure, but they are a trap.

social media and critical thinking

Does social media make room for critical thinking?

social media critical thinking

social media critical thinking

Sinprakob, S., & Songkram, N. (2015). A Proposed Model of Problem-based Learning on Social Media in Cooperation with Searching Technique to Enhance Critical Thinking of Undergraduate Students. Procedia – Social And Behavioral Sciences, 174(International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France), 2027-2030. doi:10.1016/j.sbspro.2015.01.871
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Bailey, A. (2014). Teaching Alice Walker’s The Color Purple: Using Technology and Social Media To Foster Critical Thinking and Reflection. Virginia English Journal, 64(1), 17.
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Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017

Baldino, S. (2014). The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction. Voices From The Middle, 22(2), 29.
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Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning?. Journal Of Computer Assisted Learning, 28(3), 177-182. doi:10.1111/j.1365-2729.2012.00484.x
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finding ways to capture meaningful informal learning experiences by explicitly linking these to formal structures, and providing frameworks within which informal learning can then be validated and accredited (Cedefop Report 2007).

Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)

the community of inquiry (COI) model developed by Garrison and Anderson (2003) and social network analysis (SNA). European Commission-funded integrated

project called MATURE (Continuous Social Learning in Knowledge Networks), which is investigating how technology-mediated informal learning leads to improved knowledge practices in the digital workplace
Fitzgibbons, M. (2014). Teaching political science students to find and evaluate information in the social media flow. In I. Management Association, STEM education: Concepts, methodologies, tools, and applications. Hershey, PA: IGI Global. Retrieved from http://search.credoreference.com/content/entry/igistem/teaching_political_science_students_to_find_and_evaluate_information_in_the_social_media_flow/0
Cheung, C. (2010). Web 2.0: Challenges and Opportunities for Media Education and Beyond. E-Learning And Digital Media, 7(4), 328-337. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ916502%26site%3deds-live%26scope%3dsite
Pattison, D. (2012). Participating in the Online Social Culture. Knowledge Quest, 41(1), 70-72. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79921213%26site%3deds-live%26scope%3dsite
Key to using social media is the ability to stand back and evaluate the credibility of a source of information, apart from the actual content. While developing this critical attitude toward traditional media is important, the attitude is even more crucial in the context of using social media because information didn’t go through the vetting process of formal publication. Can the student corroborate the information from multiple sources? How recent is this information? Are the author’s credentials appropriate? In other words, the ability to step back, to become aware of the metatext or metacontext is more important than ever.
Coad, D. T. (2013). Developing Critical Literacy and Critical Thinking through Facebook. Kairos: A Journal Of Rhetoric, Technology, And Pedagogy, 18(1).
http://kairos.technorhetoric.net/praxis/tiki-index.php?page=Developing_Critical_Literacy_and_Critical_Thinking_through_Facebook
Many instructors believe that writing on social networking sites undermines the rhetorical skills students learn in class because of the slang and abbreviations often used on these sites; such instructors may believe that social networks are the end of students’ critical awareness when they communicate. Johndan Johnson-Eilola and Stuart A. Selber (2009) contended that electronic writing forms actually require “sophisticated skills of understanding concrete rhetorical situations, analyzing audiences (and their goals and inclinations), and constructing concise, information-laden texts, as a part of a dynamic, unfolding, social process” (p. 18). It is this dynamic process that makes social networking a perfect match for the composition classroom and for teaching rhetorical skills: It helps students see how communication works in real, live rhetorical situations. Many students do not believe that communication in these media requires any kind of valuable literacy skills because they buy into the myth of how the news media portray social networks as valueless forms of communication that are decaying young people’s minds. This is why I introduced students to the passage from Invisible Man: to get them thinking about what kinds of skills they learn on Facebook. I found the text useful for helping them acknowledge the skills they are building in these writing spaces.
Stuart A. Selber (2004) in Multiliteracies for a Digital Age criticized so-called computer literacy classes for having “focused primarily on data representations, numbering systems, operating systems, file formats, and hardware and software components” rather than on the task of teaching students to be “informed questioners of technology” (p. 74). In a time when, as Sheelah M. Sweeny (2010) noted, “the ability to stay connected with others is constant,” it is increasingly important to engage composition students in critical thinking about the spaces they write in (p. 121). It is becoming clearer, as technology giants such as Google® and Apple® introduce new technologies, that critical literacy and critical thinking about technology are necessary for our students’ futures.
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
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http://www.sciencedirect.com/science/article/pii/S0363811114001817
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality ( van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
(Jiping) The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations

Horizon Report 2014, Library edition

http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf

p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.

Engagement requires an outward focus

A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.

Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.

an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).

hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries

p. 6 Trend 1: Develop user-centered library services

Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.

For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.

Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers

p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.

Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.

At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
approach

p. 8 Trend 3: Organizational flexibility must meet changing user needs.

p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.

p. 11 data management, knowledge management and scholarly communication

digital scholarship

p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.

p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.

p. 16 replacing the traditional tripartite model of collections, reference, and instruction

embedded librarian qualifications

qualifications of the embedded librarian: is there any known case for an academic library to employ as embedded librarian a specialist who has both MLIS and terminal degree in a discipline, where he works as embedded librarian.

I also think that we need to be more welcoming to people who may not have come through a traditional education program (i.e., the M.L.S.) but who bring critical skills and new perspectives into the library.
The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632

“Embedded librarian” is understood as librarians presence in traditional classroom environments and or through LMS.
Then opinions vary: According to Kvienlid (2012), http://www.cclibinstruction.org/wp-content/uploads/2012/02/CCLI2012proceedings_Kvenild.pdf

  1. “Their engagement can be over two or more class sessions, even co-teaching the class in some cases. This model provides in-depth knowledge of student research projects during the research and revision process.” This is for first-year experience students.
  2. Embedding with project teams in Business and STEM programs involves:  “in – depth participation in short – term projects, aiding the team in their searches, literature review, grant preparation, data curation, or other specialized information aspects of the project. This level of embedment requires a heavy time commitment during the length of the project, as well as subject expertise and established trust with the research team.”
  3. embedding in departments as a liaison. 
    “They are usually closely affiliated with the departme nt (maybe even more so than with the libraries) and might be paid out of departmental funds. These librarians learn the ways and needs of their patrons in their natural environment. They often work as finders of information, organizers of information, and taxonomy creators. Embedding within departments provides in – depth knowledge of the users of library services, along with potential isolation from other librarians. It involves a high degree of specialization, co – location and shared responsibility”

best practices, new opptunities (video, screencasts, social media. Adobe Connect) , Assessment

here is Kvenild 2016 article also

Kvenild, C., Tumbleson, B. E., Burke, J. J., & Calkins, K. (2016). Embedded librarianship: questions and answers from librarians in the trenches. Library Hi Tech34(2), 8-11.

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utilizing technology tools; and providing information literacy and assessment. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment

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Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.

http://blog.stcloudstate.edu/ims/2015/05/04/lms-and-embedded-librarianship/

read in red my emphasis on excerpts from that book

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Monroe-Gulick, A., O ’brien, M. S., & White, G. (2013). Librarians as Partners: Moving from Research Supporters to Research Partners. In Moving from Research Supporters to Research Partners. Indianapolis, IN. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/GulickOBrienWhite_Librarians.pdf

From Supporter to Partner

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Andrews, C. (2014). An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography.

http://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1000&context=bx_pubs

emphasis is on undergraduate. “a tremendous amount of literature published addressing library/faculty partnerships.”

“There will never be one golden rule when it comes to way in which a librarian networks with faculty on campus.”

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Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship37(1), 54-63.

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https://www.researchgate.net/publication/232382226_Participation_and_Pedagogy_Connecting_the_Social_Web_to_ACRL_Learning_Outcomes

requested through researchgate

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Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy6(1), 73-90.

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attention must be paid to students’ affective, emotional needs throughout the research
process. My note: And this is exactly what comprise half of my service of. The relatively small amount of research into affective learning, as opposed to cognition, remains true to this day.

p. 78  As the 50-minute one-shot session is still the norm for library research sessions on the
majority of campuses, behavioral assessment can be problematic.

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Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences46(4), 441-467.

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Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.

two major concerns of “Students Learning” and “Librarian Professionalism” from faculty provide insights that understanding pedagogy, enhancing instructional skills and continuing progress in librarian professionalism will contribute to consolidating partnerships when developing course-specific IL programs.

this proves how much right I am to develophttp://web.stcloudstate.edu/pmiltenoff/bi/

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COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly6(2/3), 198-207. doi:10.1080/15228959.2010.498768

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p. 199 There is also the concept of the ‘‘blended librarian’’ as described by Bell and Shank (2004) to merge the assets and abilities of a librarian with those of one versed in technology. Academic librarians are obligated and privileged to merge several strengths to meet the needs of their user population. No longer is the traditional passive role acceptable. Bell and Shank (2004) implore academic librarians ‘‘to proactively advance their integration into the teaching and learning process’’ (p. 373).

p. 200 first year experience

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Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks17(1-2), 5-17.

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p. 6 the imperative for academic librarians to become embedded in the priorities of teaching, learning, and research in truly relevant ways. Embedding as an effective mode of collaboration will be explored through examples relating to the physical and virtual environment. An analysis of current approaches and next steps for the future will be addressed, with the goal of providing food for thought as librarians assess programs and activities in terms of positive collaboration and effectiveness

p. 9  new academic salon,
p. 10 the pervasive campus librarian
The fact that we are generalists and devoted to all disciplines and all sectors of the academic user community gives us a special insight on ways to advance the university and achieve its mission

this contradicts Shumaker and Talley, who assert that the embedded librarian is NOT a generalist, but specialist

p. 11 Central administrators, along with the chief academic officer, make critical funding and policy decisions affecting the library

p. 11 librarians and teaching.
In 2011, interim dean Ruth Zietlow “gave up” classes after the messy divorce with CIM. the library faculty poled itself to reveal that a significant number of the faculty does NOT want to teach.

p. 14 influencing campus virtual space
this library’s social media is imploded in its image.

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DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly6(2/3), 75-82. doi:10.1080/15228959.2010.498773

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p. 75 Literature about embedded librarianship is so diverse that the definition of this term, as well as related goals and methods when embedding services and programs, can be difficult to define. What are some charateristics of an embedded program? Is embedding only achieved through an online classroom? How did embedded librarianship first begin in academic libraries?

p. 76 adopted as a term because it is a similar concept to embedded journalism.
Embedded librarian programs often locate librarians involved in the spaces of their users and colleagues, either physically or through technology, in order to become a part of their users’ culture. A librarian’s physical and metaphorical location is often what defines them as embedded.

David Shumaker and Mary Talley (see bottom of this blog entry)

Highly technical tasks, such as creating information architecture, using analytical software, and computer and network systems management were performed by less than 20% of the survey respondents. Shumaker and Talley also report embedded services are often found in tandem with specialized funding. This study also confirms embedded services are not new.

p. 77 history and evolution of the role

p. 79 methods of embedding

In North America, one would be hard-pressed to find a library that does not already electronically embed services into online reference chat, make use of Web 2.0 communication applications such as Twitter and blogs, and embed librarians and collaborators within online classrooms. These are all examples of the embedding process (Ramsay & Kinnie, 2006). The name embedded librarian in this context is a double entendre, as the insertion of widgets and multimedia files into HTML code when designing Web sites is usually called the embedding of the file.
My note: is this library actually is one that does not use Twitter and blogs in the hard-core meaning of library service

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Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship5(1), 52-58.

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Recommendations:
The authors distributed their findings at a half day workshop attended by nearly all liaisons. They made the following recommendations:

  • • Personalize outreach.
  • • Spend more time marketing and reaching out to departments, even though it might mean having less time for other activities.
  • • Find an alternative advocate who can build your reputation through word-ofmouth if your relationship with your assigned department liaison is not fruitful.
  • • Seek opportunities to meet department staff in person.
  • • As much as possible, administrators should commit to keeping liaisons assignments static.

p. 57 that faculty outreach is similar to other types of relationship building: it requires time to establish trust, respect and appreciation on both sides. Even a liaison’s challenging first two years can, therefore, be viewed as productive because the relationship is developing in the background. This phenomenon also signals to library administrators the benefits of maintaining a stable workforce. Frequent changes in academic assignments and staff changes can lead to a less engaged user population, and also make the outreach assignment much more frustrating.

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Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly6(2-3), 110-121.

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embedded librarian program in the university’s College of Education and Educational Technology

p. 112 Make Sure You Have Buy-in from All Stakeholders

Include College=Department Faculty in the Interview Process

Look for the Following Qualities=Qualifications in an Embedded Librarian

Have a Physical Presence in the College=Department a Few Days Each Week

Serve as Bibliographer to College=Department

Offer Bibliographic Instruction Sessions and Guest Lectures at Main Campus, Branch Campuses, and Centers

Develop Collaborative Programs that Utilize the Library’s Resources for College=Department Improvement

#9 Offer to Teach Credit Courses for the College=Department When Department Faculty Are Not Available

#10: Publish Scholarly Works and Present at Professional Conferences with College=Department Faculty. again, Martin Lo, John Hoover,

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Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly4(1), 15-27.

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history and library. My note: can you break the silo in the history department? http://blog.stcloudstate.edu/ims/2017/05/01/history-becker/ 

world civilizations course

Faculty come to the world civilizations enterprise from a broad range of academic disciplines and world experiences, which has a significant impact on their interpretations of world history, their selections of course materials, their teaching styles, and their expectations for students. Moreover, faculty teach the course on a rotating basis. So, there is no single model of faculty-librarian collaboration that can be applied from section to section, or even from semester to semester. Faculty have widely differing views on the role of library instruction in their sections of the course, and the extent to which library research is required for coursework. They also differ in terms of their ability or willingness to collaborate with the libraries. As a result, student access to library instruction varies from section to section.

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Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration49(3), 383-400.

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p. 384 embedded librarians in the blogosphere.
not even close to the local idea how blog must be used  for library use.

p. 387 definitions

p. 389 clinical librarianship – term from the 1970s.

p. 390 Special librarians and particularly those in corporate settings tend to be more integrated within the company they serve and are often instrumental in cost-related services such as competitive intelligence, scientific, and patent research.

p. 391 Librarians Collaborating With Faculty in Scholarly Communication Activities

My note: this is what I am doing with Martin Lo and used to do with John Hoover. Attempts with the sociology department, IS department

p. 392 Role of Librarians With Multidisciplinary Collaborations

my note : my work with Mark Gill and Mark Petzhold

p. 393 social media
again, this library cannot be farther from the true meaning of Web 2.0 collaboration.

p. 396 organizational structures

Three different types of organizational structures are generally recognized—hierarchical, matrix, and flat. We suggest that each of these conventional structures promotes, to some extent, its own brand of silos—silos that inherently pose obstacles to the assumption of new roles and responsibilities. For example, we question whether the hierarchical organization structures that define many of our libraries, with their emphasis on line, lateral staff and functional relationships and the relative ranks of parts and positions or jobs, are flexible enough to support new roles and responsibilities. In contrast, matrix management offers a different type of organizational management model in which people with similar skills are pooled for work assignments. We suggest that, in contrast to hierarchical structures, matrix management allows team members to share information more readily across task boundaries and allows for specialization that can increase depth of knowledge and allow professional development and career progression to be managed. The third organizational structure mentioned—flat or horizontal organizations, refers to an organizational structure with few or no levels of intervening management between staff and managers

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Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration50(4), 293-314.

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my LIB 290 is such class. and I am the only one who is teaching it online by QM standards.
Can the administration encourage Global Studies to combine efforts with my LIB 290 and offer a campus-wide class?

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Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy5(2), 66-80.

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McGill. p. 77 The McGill University Library’s system-wide liaison model emphasises a disciplinary approach, placing the impetus for outreach and service on individual librarians responsible for particular departments and user groups.

 

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MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly6(2/3), 174-186. doi:10.1080/15228959.2010.497454

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ILL

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Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries15(4), 399-413.

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ILL

I did something similar with Keith Christensen in 2012: http://bit.ly/SCSUlibGame, yet again, blocked for further consideration

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Niles, P. (2011). Meeting the Needs of the 21st Century Student. Community & Junior College Libraries17(2), 47-51.

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about Millennials

millennials. p. 48 my note: the losing battle of telling the millennials the value of books

librarians need to emphasize that not all information
is found on the Web and that the information found there might not be
reliable, depending on its source

p. 49 The latest technology can be used for communication. Two examples of this modernization process are making podcasts of library lectures and using instant messaging to answer reference queries. Students need Reference Librarians to assist them in focusing their research, showing them appropriate sources and how to use those sources. The change is not how the librarians serve the students but how the service is delivered. Instead of coming to the reference desk Millennial students may choose to use e-mail, cell phones to send a text message or use a chat reference service to communicate with the librarian. Students want to have 24/7 access to library resources and librarians.

my note: and yet this library still uses 90ish communication – the facebook page is just an easy to edit web page and the concept of Web 2.0 has not arrived or shaped the current communication.

p. 50 Librarians should examine how they present library instruction and ensure that students know why it is important. Further, Lancaster and Stillman state that librarians need to “incorporate some computer-based instruction for Millennials as it allows them to go at their own speed and acknowledges their ability to manage information” (2003, 231).
and, once again, talking about inducing library instruction with technology: http://web.stcloudstate.edu/pmiltenoff/bi/

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Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly49(4), 380-390.

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constructivism, social constructivism, active learning

they have a graph about metagcognition. I wish, they had found place for metaliteracy also

p. 383. #5 Let them drive. this is EXACTLY what I am offering with:http://web.stcloudstate.edu/pmiltenoff/bi/
build their own construct

p. 386 my work with the doctoral cohorts:

In the current climate of educational accountability, reference librarians should embrace the opportunity to align reference service with the teaching and learning missions of their libraries and overarching institutions

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Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration49(1/2), 59-73.

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online programs a 3-credit junior seminar course (JRSM 301) to assess general education competencies

p. 60 The 3-credit course titled LISC 260—Using Electronic Resources for Research has existed as a required course for this overseas cohort of students since the fall of 1999. The course was initially developed as a required course to introduce the Mercy College Libraries’ resources to this cohort of overseas students. Full-time librarians teach this course as an overload.

The course lasts for 8 weeks during fall and spring semesters and is divided into eight modules with five quizzes. Summer sessions are shorter; the summer version of the course runs for 6 weeks. There is no midterm exam, final exam, project, or term paper for this course. Sixty percent of the grade is based on the quizzes and assignments and 40% on discussion and class participation.

Each quiz addresses a specific competency. We identified the modules where the five competencies would fit best. A document containing the five general education competencies (critical thinking, information literacy, quantitative reasoning, critical reading, and writing) statements

Critical Thinking Competency This competency was placed in the second module covering the topic “Developing Search Strategies” in the second week of the course. In this module, students are required to select a topic and develop logical terminologies and search strings. This task requires a great deal of critical and analytical thinking and therefore lays the groundwork for the other competencies. The quizzes and assignments for this competency involve breaking or narrowing down the topic into subtopics, comparing two topics or ideas, and similar skills. It is hoped that students will be able to adopt Boolean and other search logic in clear and precise ways in their analyses and interpretations of their topic and use the search strategies they develop for continued assignments throughout the rest of the course.

p. 61. Information Literacy Competency The information literacy competency is introduced in the fourth module in the fourth week of the course. As part of the course, students are required to learn about the Mercy College Libraries’ indexes and databases, which this module addresses (“Information Literacy,” n.d.).

Quantitative Reasoning Competency

This seminar course is a library research course with no statistics or mathematics component. Many students enrolled in the course are not mathematics or statistics majors, hence some creativity was needed to evaluate their mathematical and computational skills. Students are given this competency in the fifth module during the fifth week of the course, which deals with subject-specific sources. It was decided that, to assess this competency, a quiz analyzing data obtained in a tabular format from one of the databases subscribed to by the library would fulfill the requirement. Students are given a choice of various countries and related data, and are asked to create some comparative demographic profiles. This approach has worked well because it gives students the opportunity to focus on countries and data that interest them.

 

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Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship42(6), 636-643. doi:10.1016/j.acalib.2016.08.010

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requested through research gate

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Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429

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a pilot project utilizing a variety of methods.

p. 158 The concept of embedded librarians is not new, as it has antecedents in branch librarians of the seventies and academic departmental liaisons of the 1980s and 1990s. However, it is a way to proactively reach out to the campus community (Drewes & Hoffman, 2010).

There is not a one-size-fits-all definition for embedded librarianship. As a result, librarians in academic libraries may be embedded in their communities in a variety of ways and at varying levels from course integrated instruction to being fully embedded as a member of an academic department

p. 160 my note: the authors describe the standard use of LMS for embedded librarianship.

p. 163 they managed to fight out and ensure their efforts are “credited.” Assigning credits to embedded librarian activities can be a very tough process.

p. 165  assessment

the authors utilized a pre-module and post-module survey to assess the students’ performance using library resources. The survey also helped to determine the students’ perceived self-efficacy and confidence in using the library, its resources, and services. In addition, the researchers analyzed student responses to discussion questions, studied feedback at the end of the course in the course discussion forum, and conducted interviews with the faculty members teaching the courses (

In another study, researchers analyzed bibliographies of students in the course to identify what resources they cited in their research projects. More specifically, they analyzed the type and appropriateness of sources used by the students, their currency, and noting how deeply the students delved into their topics. They also looked at the number of references cited. The authors believed that examining the bibliographies provided an incomplete picture because it provided data on the sources selected by the students but not information on how they retrieved those sources.

p. 171 survey sample

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Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly36(2), 138-149. doi:10.1080/02763869.2017.1293978

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this is somehow close to my role with the EDAD

Texas A&M University academic health sciences library integrating a librarian into the College of Pharmacy, approximately 250 miles away from the main library. preembedded and postembedded activities demonstrated the effectiveness and impact of

For this study, the fully embedded librarian is defined as one who is out of the traditional library and into an onsite setting to provide a full range of library services that enable collaboration with researchers or teaching faculty and support student learning. In this model, the embedded librarian is a team member of the RCOP rather than a service provider standing apart. The lines are not blurred as to the kind of services that should be embedded because the embedded librarian is 100% onsite. Very few reports in the literature describe fully embedded librarian models such as this. However, one similar model exists at the Arizona Health Sciences Library (AHSL), which is affiliated with the University of Arizona, where librarians relocated their permanent offices to the colleges of Nursing, Public Health, and Pharmacy. AHSL librarians spent close to 100% of their time in the colleges.

p. 144 The embedded librarian has gained recognition in the college and was appointed by the dean to serve on the Instructional Venues Ad Hoc Committee (IVC).

My note: This is what Tom Hergert and I have been advocating for years: the role of the librarian is not to find info and teach how to find info ONLY. The role of the librarian is to bring 21st century to School of Education: information literacy is only a fragment of metaliteracies. Information literacy is a 1990s priority. While it is still an important part of librarians goals, digital literacy, visual and media literacy, as well as technology literacy and pedagogical application of technology is imposed as integral part of the work of the mebedded librarian.

p. 145 Challenges and Opportunities

Another challenge involved the librarian’s decision-making and effective communications skills, especially when deciding to implement library services or programs. Other challenges included speaking the client group’s language and knowing the information needs of each group—faculty, students, staff, postdocs, research assistants, and research scientists—to deliver the right information at the point of need. The following strategies were practiced to overcome these challenges: .

  • A positive attitude can increase connectivity, networking, and collaboration beyond a limited space. Proactively seeking opportunities to participate and get involved in library events, instructional programs, training workshops, or committee work shortened the distance between the remote librarian and those in main campus. .
  • As video conferencing tools or programs (e.g., Adobe Connnect, Webex, Skype, Google Hangout, Zoom) were the primary means for the remote at 18:19 24 August 2017 librarian to attend library meetings and teach in library instructional programs, spending some time learning to use these tools and embracing them greatly increased the librarian’s capacity to overcome the feelings of disconnection.
  • The willingness to travel several times a year to the main campus to meet librarians face-to-face helped in understanding the system and in getting help that seemed complicated and difficult via remote resources (e.g., computer issues). .
  • Actively listening to the faculty and students during the conversations helped understand their information needs. This served as the basis to initiate any targeted library services and programs.

Despite the challenges, the embedded librarian was presented with numerous opportunities that a traditional librarian might think impossible or difficult to experience, for example, attending RCOP department meetings or RCOP executive committee meetings to present library resources and services, serving on RCOP committees, co-teaching with faculty in RCOP credit courses, creating and grading assignments counting toward total course credits, and being given access to all RCOP course syllabi in eCampus. (the last is in essence what I am doing right now)

p. 147 Marketing Embedded Library Services

The “What’s in It for Me” (WIIFM) principle1 was a powerful technique to promote embedded library services. The essentials of WIIFM are understanding patron needs and ensuring the marketing effort or communications addressing those needs15—in other words, always telling patrons what is in it for them when promoting library services and resources. Different venues were used to practice WIIFM: .

  • RCOP faculty email list was an effective way to reach out to all the faculty. An email message at the beginning of a semester to the faculty highlighted the embedded librarian’s services. During the semester, the librarian communicated with the faculty on specific resources and services addressing their needs, such as measuring their research impact at the time of their annual evaluation, sharing grant funding resources, and promoting MSL’s resources related to reuse of images. .
  • Library orientations to new students and new faculty allowed the librarian to focus on who to contact for questions and help, available resources, and ways to access them. . Being a guest speaker for the monthly RCOP departmental faculty meetings provided another opportunity for the librarian to promote services and resources.
  • Casual conversations with faculty, students, researchers, and postdocs in the hallway, at staff luncheons, and at RCOP events helped understand their information needs, which helped the librarian initiate MSL service projects and programs.
  • The Facebook private group, created by Instructional Technology & MSL Resources @ Rangel COP, was used to announce MSL resources and services. The group currently has 256 members. The librarian is one of the group administrators who answers student questions related to library and MSL resources. (social media is my forte)

p. 148 This model would not have been successful without the strong support from MSL leadership team and the RCOP administration.

the next step would be to conduct a systematic assessment to get feedback from RCOP administrators, faculty, students, staff, postdocs, and research assistants. The integration of the library instructional program into the RCOP curriculum should be included in RCOP final course evaluations. Another future direction might be to conduct a curriculum map to get a better idea about the learning objectives of each course and to identity information literacy instruction needs across the curriculum. The curriculum mapping might also help better structure library instruction delivery to RCOP. Teaching content might be structured more purposefully and logically sequenced across the curriculum to ensure that what students have learned in one course prepares them for the next ones.

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Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association104(3), 226-230. doi:10.3163/1536-5050.104.3.008

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The overall satisfaction with services was encouraging, but awareness of the embedded program was low, suggesting an overall need for marketing of services.

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Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian57(3), 224-234. doi:10.1080/02763877.2015.1134376

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O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy16(3), 529-556.

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Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology6(3), 170-173.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d119763981%26site%3dehost-live%26scope%3dsite

India. p. 173 as of today, most of the users are not able to differentiate the library professional who have a bachelor degree, Masters degree and who are doctorate of the subject. My note: not in my case and this is my great advantage.

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Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information68(4), 202-205.

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ILL

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Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship21(1), 30-51. doi:10.1080/13614533.2014.911194

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overview of the literature on embedded librarianship

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Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly35(4), 388-396. doi:10.1080/02763869.2016.1220756

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close to my role with the doctoral cohorts

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Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly34(4), 490-497. doi:10.1080/02763869.2015.1082386

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ILL

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Milbourn, A. a. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America32(2), 274-283.

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visual literacy – this is IMS area, which was de facto shot off by the omnipotence of “information literacy”

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Talley, M. (2007). Success and the Embedded Librarian. https://www.sla.org/wp-content/uploads/2013/05/Success_and_the_Embedded.pdf

Shumaker, D., Talley, M. Models of Embedded Librarianship: A Research Summary. https://www.sla.org/wp-content/uploads/2013/05/Models_of_Embedded.pdf

Shumaker, D., Talley, M. (2009). Models of Embedded Librarianship. Final Report.  Prepared under the Special Libraries Association Research Grant 2007. https://embeddedlibrarian.files.wordpress.com/2009/08/executivesummarymodels-of-embedded-librarianship.pdf

Shumaker, D. (2013). Embedded Librarianship: Digital World Future? http://www.infotoday.com/CIL2013/session.asp?ID=W30

Modelsof embeddedlibrarianship presentation_final_mt61509 from MaryTalley
slide 8: vision of embedded librarianship:
customer centric not library centric; located in their workplace not our workplace; focused on small groups not entire populations; composed of specialists, not generalists; dependent on domain knowledge not only library skills; aming an analysis and synthesis not simply delivery; in context, not out of context; built on trusted advice not service delivery
all of the above is embodied in my work with the doctoral cohorts
slide 9: why study? because traditional library service model is in decline
slide 11: broad analytical research on successful implementation is lacking
slide 20: large institutions more likely to offer specialized services
slide 21: domain knowledge through continuous learning, not always through formal degrees.
slide 39: what matters most
slide 40: strong leadership by library managers is critical (I will add here “by deans of other colleges)
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bibliography:

Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship42(6), 636-643. doi:10.1016/j.acalib.2016.08.010

Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology6(3), 170-173.

Andrews, C. R. (2014). CUNY Academic Works An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. Codex, 3(1), 2150–86. Retrieved from http://academicworks.cuny.edu/bx_pubs

Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association104(3), 226-230. doi:10.3163/1536-5050.104.3.008

Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship37(1), 54-63.

Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy6(1), 73-90.

Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences46(4), 441-467.

COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly6(2/3), 198-207. doi:10.1080/15228959.2010.498768

Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship21(1), 30-51. doi:10.1080/13614533.2014.911194

Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks17(1-2), 5-17.

DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly6(2/3), 75-82. doi:10.1080/15228959.2010.498773

Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship5(1), 52-58.

Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly35(4), 388-396. doi:10.1080/02763869.2016.1220756

Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly6(2-3), 110-121.

Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly4(1), 15-27.

Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration49(3), 383-400.

Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration50(4), 293-314.

Kvenild, C. (n.d.). The Future of Embedded Librarianship: Best Practices and Opportunities. Retrieved from http://www.cclibinstruction.org/wp-content/uploads/2012/02/CCLI2012proceedings_Kvenild.pdf

Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy5(2), 66-80.

Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information68(4), 202-205.

MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly6(2/3), 174-186. doi:10.1080/15228959.2010.497454

Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries15(4), 399-413.

Milbourn, A. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America32(2), 274-283.

The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632

Niles, P. (2011). Meeting the Needs of the 21st Century Student. Community & Junior College Libraries17(2), 47-51.

Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly49(4), 380-390.

O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy16(3), 529-556.

Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration49(1/2), 59-73.

Shumaker, D., Talley, M. Models of Embedded Librarianship: A Research Summary. https://www.sla.org/wp-content/uploads/2013/05/Models_of_Embedded.pdf

Shumaker, D., Talley, M. (2009). Models of Embedded Librarianship. Final Report.  Prepared under the Special Libraries Association Research Grant 2007. https://embeddedlibrarian.files.wordpress.com/2009/08/executivesummarymodels-of-embedded-librarianship.pdf

Shumaker, D. (2013). Embedded Librarianship: Digital World Future? http://www.infotoday.com/CIL2013/session.asp?ID=W30

Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429

Talley, M. (2007). Success and the Embedded Librarian. https://www.sla.org/wp-content/uploads/2013/05/Success_and_the_Embedded.pdf

Tumbleson, B. E., & Burke, J. (John J. . (2013). Embedding librarianship in learning management systems : a how-to-do-it manual for librarians. Retrieved from http://www.worldcat.org/title/embedding-librarianship-in-learning-management-systems-a-how-to-do-it-manual-for-librarians/oclc/836261183

Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian57(3), 224-234. doi:10.1080/02763877.2015.1134376

Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly34(4), 490-497. doi:10.1080/02763869.2015.1082386

Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly36(2), 138-149. doi:10.1080/02763869.2017.1293978

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more about embedded librarian in this IMS blog
http://blog.stcloudstate.edu/ims?s=embedded+librarian

NMC digital literacy

NMC Releases Second Horizon Project Strategic Brief on Digital Literacy

NMC Releases Second Horizon Project Strategic Brief on Digital Literacy

The New Media Consortium (NMC) has released Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief, a follow-up to its 2016 strategic brief on digital literacy.

PDF available here.
2017-nmc-strategic-brief-digital-literacy-in-higher-education-II-ycykt3

But what does it really mean to be digitally literate, and which standards do we use?” said Dr. Eden Dahlstrom, NMC Executive Director. “This report sheds light on the meaning and impact of digital literacy using cross-cultural and multi-disciplinary approaches, highlighting frameworks and exemplars in practice.

NMC’s report has identified a need for institutions and thought leaders to consider the ways in which content creation is unequally expressed throughout the world. In an examination of digital literacy within European, Middle Eastern, and African nations (EMEA), research has surfaced unequal access to information technology based on inequalities of economics, gender, race, and political divides.

2020 2015
1. Complex Problem Solving 1. Complex Problem Solving
2. Critical Thinking 2. Coordinating with Others
3. Creativity 3. People  Management
4. People  Management 4. Critical Thinking
5. Coordinating with Others 5. Negotiation
6. Emotional  Intelligence 6. Quality Control
7. Judgment and Decision Making 7. Service  Orientation
8. Service  Orientation 8. Judgment and Decision Making
9. Negotiation 9. Active Listening
10. Cognitive  Flexibility 10. Creativity

Digital tools themselves are merely enablers, pushing the envelope of  what learners can create. No longer is it acceptable for students to be passive consumers of content; they can contribute to the local and global knowledge ecosystem, learning through the act of producing and discussing rich media, applications, and objects. In the words of many institutional mission statements, students do not have to wait until they graduate to change the world.

Using readily available  digital  content  creation tools (e.g., video production and editing, web and graphic tools), students are evolving into digital storytellers,

digital literacy now encompasses the important skills of being able to coordinate with others to create something truly original that neither mind would fathom independently.

The ability to discern credible from inaccurate resources is foundational to digital literacy. my note: #Fakenews

A lack of broad consensus on the meaning of digital literacy still hinders its uptake, although a growing  body  of research is helping higher education professionals better navigate the continuous adjustments to the field brought about by emerging pedagogies and technologies.

Information literacy is a nearly universal component within these digital literacy frameworks. Critically finding, assessing, and using digital content within the vast and sometimes chaotic internet appears as a vital skill in almost every account, including those published beyond libraries. In contrast, media literacy is less widely included in digital literacy publications,  possibly  due  to  a  focus  on  scholarly, rather than popular, materials. Digital literacies ultimately combine information and media literacy.

United States digital literacy frameworks tend to  focus  on  educational  policy details and personal empowerment,  the  latter  encouraging  learners  to  become  more  effective students, better creators, smarter information consumers, and more influential members of their community.

National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself… this recommendation for Balkan digital strategy: “Media and information education (with an emphasis on critical thinking and switching from consumption to action) should start at early ages, but address all ages.”

African digital literacy is more business-oriented. Frameworks often speak to job skills and digital entrepreneurship. New skills and professions are emphasized, symbolized by the call for “new collar” positions.

Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can  also  represent  a  drive  to  produce  more  locally-sourced  content,  as  opposed  to  consuming

Digital literacy is a complex phenomenon in 2017, when considered internationally. Nations  and regions are creating ways to help their populations grapple with the digital revolution that are shaped by their local situations. In doing so, they cut across the genealogy of digital literacies, touching on its historical components: information literacy, digital skills, and media literacy.

2017-nmc-strategic-brief-digital-literacy-in-higher-education-II-ycykt3

 

 

 

 

 

 

 

How Does Digital Literacy Change Pedagogy?

Students are not all digital natives, and do not necessarily have the same level of capabilities. Some need to be taught to use online tools (such as how to navigate a LMS) for learning. However, once digital literacy skills for staff and students are explicitly recognized as important for learning and teaching, critical drivers for pedagogical change are in place.

Pedagogy that uses an inquiry based/problem solving approach is a great framework to enhance the use and practice of digital skills/capabilities in the classroom.

The current gap between students’ information literacy skills and their need  to  internalize  digital literacy competencies creates an opportunity for academic librarians to support students  in  the pursuit of civic online reasoning at the core of NMC’s multimodal model of three digital literacies. Academic librarians need a new strategy that evolves information literacy to an expanded role educating digitally literate students. Let’s build a new model in which academic librarians are  entrepreneurial collaborators with faculty,55  supporting  their  classroom  efforts  to  help  students become responsible sharers and commentators of news on social media.

“Digital literacy is not just about ensuring that students can use the latest technologies, but also developing skills to select the right tools for a particular context to deepen their learning outcomes and engage in creative problem-solving”

There is a disconnect between how students experience and interact with technology in their personal lives and how they use technology in their roles as  students.  Yes, students are digitally savvy, and yes,  universities  have  a  role  in  questioning  (insightfully  of  course) their sometimes brash digital savviness. We have a situation where students are expecting more, but (as I see it) cannot provide a clear demand, while faculty are unable to walk in  the  shoes  of  the students.

 

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

IM554 discussion on GBL

IM554 discussion on Game Based Learning

Here is the “literature”:
http://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re

Here are also Slideshare shows from conferences’ presentations on the topic:

https://www.slideshare.net/aidemoreto/gamification-and-byox-in-academic-libraries-low-end-practical-approach

https://www.slideshare.net/aidemoreto/gaming-and-gamification-in-academic-and-library-settings

Topic :Gaming and Gamification in Academic Settings

  1. Intro: why is it important to discuss this trend
    1. The fabric of the current K12 and higher ed students: Millennials and Gen Z
    2. The pedagogical theories and namely constructivism
      1. Csikszentmihalyi’s “flow” concept (being in the zone)
      2. Active learning
      3. Sociocultural Theory
      4. Project-Based Learning
    3. The general milieu of increasing technology presence, particularly of gaming environment
    4. The New Media Consortium and the Horizon Report

Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?

  1. Definition and delineation
    1. Games
    2. Serious Games
    3. Gamification
    4. Game-based learning
    5. Digital game-based learning
    6. Games versus gamification
    7. Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?

  1. Gaming and Gamification
    1. Pros
    2. Cons
    3. Debates

Discussion: Which side are you on and why?

  1. Gaming and Gamification and BYOD (or BYOx)
    1. gaming consoles versus gaming over wi-fi
    2. gaming using mobile devices instead of consoles
    3. human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (http://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?

  1. Gaming in Education
    1. student motivation, student-centered learning, personalized learning
    2. continued practice, clear goals and immediate feedback
    3. project-based learning, Minecraft and SimCity EDU
    4. Gamification of learning versus learning with games
    5. organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
    6. the “chocolate-covered broccoli” problem

Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?

  1. Gaming in an academic library
    1. why the academic library? sandbox for experimentation
    2. the connection between digital literacy and gaming and gamificiation
    3. Gilchrist and Zald’s model for instruction design through assessment
    4. the new type of library instruction:
      in house versus out-of-the box games. Gamification of the process
      http://web.stcloudstate.edu/pmiltenoff/bi/

Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?

  1. Gaming, gamification and assessment (badges)
    1. inability of current assessments to evaluate games as part of the learning process
    2. “microcredentialing” through digital badges
    3. Mozilla Open Badges and Badgestack
    4. leaderboards

Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?

Paul Signorelli

Future Trends Forum with Special Guest Paul Signorelli

 https://events.shindig.com/event/ftf-signorelli

February 23, 2:00 – 3:00pm (EST)

Future Trends Forum hosted by Bryan Alexander will address the most powerful forces of change in academia. The founder of the online blog Future Trends in Technology and Education has begun this weekly forum to enliven the discussion around the pressing issues at the cross roads of education and technology through weekly online video chat conversations where practitioners in the field can contribute and share their most recent experiences.

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Paul Signorelli, co-author of Workplace Learning & Leadership with Lori Reed, helps clients and colleagues explore, foster, and document innovations in learning to produce concrete results. He also is heavily engaged in supporting team-building and communities of collaboration. As a San Francisco-based writer, trainer, instructional designer, and consultant, he designs and facilitates learning opportunities for a variety of clients, helps others become familiar with e-learning, social media, MOOCs, mobile technology, innovations in learning spaces, and community partnerships (onsite and online) to creatively facilitate positive change within organizations. He has served on advisory boards/expert panels for the New Media Consortium Horizon Project documenting educational technology trends and challenges since 2010; remains active locally and nationally in the Association for Talent Development (formerly the American Society for Training & Development); and facilitates webinars for the American Library Association and other learning organizations. His most recent work remains focused on connectivist MOOCs (massive open online courses) and building sustainable onsite and online communities and partnerships. Signorelli earned an MLIS through the University of North Texas (with an emphasis on online learning) and an M.A. in Arts Administration at Golden Gate University (San Francisco); blogs at http://buildingcreativebridges.wordpress.com; and can be reached at paul@paulsignorelli.com.

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First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).

Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.

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more on Bryan Alexander in this IMS blog
http://blog.stcloudstate.edu/ims?s=bryan+alexander

NMC on digital literacy

NMC Releases Horizon Project Strategic Brief on Digital Literacy

Anaheim, California (October 25, 2016) — The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference.

This project was launched because there is a lack of consensus across the field about how to define digital literacy and implement effective programs. A survey was disseminated throughout the NMC community of higher education leaders and practitioners to understand how digital literacy initiatives are impacting their campuses. The NMC’s research examines the current landscape to illuminate multiple models of digital literacy — universal literacy, creative literacy, and literacy across disciplines — around which dedicated programs can proliferate a spectrum of skills and competencies.

p. 8-10 examples across US universities on digital literacy organization

p. 12 Where does support for digital literacy come from your institution? Individual people

nmc-definition-of-digital-literacy

p. 13. campus libraries must be deeply embedded in course curriculum. While libraries have always supported academic institutions, librarians can play a more critical role in the development of digital literacy skills. Historically, these types of programs have been implemented in “one-off” segments, which are experienced apart from a student’s normal studies and often delivered in a one-size-fits-all method. However, an increasing number of academic libraries are supporting a more integrated approach that delivers continuous skill development and assessment over time to both students and faculty. This requires deeper involvement with departments and agreeing on common definitions of what capacities should be achieved, and the most effective pedagogical method. Librarians are tasked with broadening their role in the co-design of curriculum and improving their instruction techniques to work alongside faculty toward the common goal of training students to be savvy digital researchers. University of Arizona Libraries, for example, found that a key step in this transition required collaborating on a common instructional philosophy.

nmc-improving-of-digital-literacy+++++++++++++++

more on digital literacy in this IMS blog:

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

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