From: Jodie Borgerding [mailto:Borgerding@amigos.org] Sent: Wednesday, July 05, 2017 3:07 PM To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu> Cc: Nicole Walsh <WALSH@AMIGOS.ORG> Subject: Proposal Submission for Privacy & Security Conference
Hi Plamen,
Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.
Nicole will be touch with you shortly with additional details and a speaker’s agreement.
Please let me know if you have any questions.
Thanks!
___________________
Jodie Borgerding Consulting & Education Services Manager Amigos Library Services 1190 Meramec Station Road, Suite 207 | Ballwin, MO 63021-6902 800-843-8482 x2897 | 972-340-2897(direct) http://www.amigos.org | borgerding@amigos.org
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Bio
Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.
His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).
The virtuality of privacy and security on the modern campus:
The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning
Abstract/Summary of Your Proposed Session
The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.
Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.
In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
Abstract
The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
Discuss and form an opinion about the education-pertinent issues of privacy and security from the broad campus perspective, versus the narrow library one
Discuss and form an opinion about the role of the library on campus in terms of the greater issues of privacy and security
Re-examine the thin red line of the balance between standardization and innovation; between the need for security and privacy protection a
chat – slide 4, privacy. please take 2 min and share your definition of privacy on campus. Does it differ between faculty and students? what are the main characteristics to determine privacy
chat – slide 5, security. please take 2 min and share your definition of security on campus regarding electronic activities. Who’s responsibility is security? IT issue [only]?
poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…
chat – slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required
pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…
pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name
pole slide 8 Technology standardization? 1. yes, 2. no, 3. indifferent
chat slide 9 if the two major issues colliding in this instance are: standardization versus third party and they have impact on privacy and security, how would you argue for the one or the other?
Dr. Steve Albrecht, author of Library Security: Better Communication, Safer Facilities, manages a training, coaching, and management consulting firm, using a dedicated and experienced team of subcontractor specialists. He is internationally known for his consulting and training work in workplace violence prevention training programs, school violence prevention, and high-risk human resources. Dr. Albrecht provides HR consulting, site security assessments, coaching, and training workshops in supervisory improvement, workplace violence prevention, harassment prevention, drug and alcohol awareness, team building, and more. He holds a B.A. in English, B.S. in Psychology, M.A. in Security Management, and a doctoral degree in Business Administration (D.B.A.). He has been a trainer for over 26 years and is a certified Professional in Human Resources (PHR), a Certified Protection Professional (CPP), a Board Certified Coach (BCC), and a Certified Threat Manager (CTM).
Session Description: Libraries don’t always need to hire a consultant to review the level of facility security. Using a structured assessment process, librarians can create a report that will help to make their building, staff, and patrons safer.
Chris Markman, MSLIS, MSIT Public Services Librarian Worcester Public Library
keywords: Media production, media literacy, Universal Design for Learning (UDL), executive
functioning, Media Production Hive
the theoretical framework of Universal Design for Learning (Rose & Meyer, 2002), teaching the same material via various strategies that cumulatively address needs and learning types of each student in the classroom (p. 126). acknowledge all the various types of learners in his class, such as visual learners, auditory learners, write-read learners, and kinesthetic learners, following Gardner’s (1983) multiple intelligence theory.
various ways of receiving, processing, and expressing information by different learners
various ways students can chose to engage in the process of learning
(p. 127) multiple means of representation guarantees each learner processes information in the best way they can, but it also provides repetition of the topic in various ways to deepen understanding
Students need to organize recently acquired knowledge in a strategic way and communicate their understanding to the teacher. Rose and Meyer (2002) created a detailed pathway for teachers to apply UDL using assistive technology.
Media education practices involve demystifying media messages and learning to use
media wisely through activities of evaluation, composition, introspection, and civic engagement. the links between the instructional design of lessons for all students and
the critical analysis, expression, and reflection on media messages are gradually
explored (Dalton, 2017).
Dalton, E. M. (2017). Universal design for learning: Guiding principles to reduce
barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2).
p. 128 Media production is the process of composing a message via a single or various media platforms. Media production includes creating videos, podcasts, presentations, posters, drawings, and books. With the increasing use of digital devices and applications, students are engaged in various ways to convey their messages using multiple ways of expression and multiple types of representations.
digital and media literacy competencies (Hobbs, 2010)
p. 137 challenges
Group dynamics often reveal power struggles among team members (Friesem, 2014). The responsibility of the media educator, who is not a mediator by training, is to find the way to mitigate the tension caused by differences among group members (Friesem, 2010). In addition, students have the tendency to use media production as a transgressive practice (Moore, 2011; Grace & Tubin, 1998). Facilitating the process of production involves constant reflection on the classroom power relationship using critical and pragmatic lenses.
Grace, D., & Tobin, J. (1998). Butt jokes and mean-teacher parodies: Video production
in the elementary classroom. In D. Buckingham (Ed.), Teaching popular culture: Beyond radical pedagogy (pp. 42-62). London, UK: University College London Press.
The discourse about the implementations of UDL with digital technology has been broad and used for several research studies (Rose & Meyer, 2002).
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Eyal, L. (2012). Digital Assessment Literacy — the Core Role of the Teacher in a Digital Environment. Journal Of Educational Technology & Society, 15(2), 37-49.
Common to all is a view of the level of literacy as a measure of the quality of human capital of a society or a particular area. Literacy develops in interaction with the environment (Vygotsky, 1987).
digital assessment literacy refers to the role of the teacher as an assessor in a technology-rich environment.
Learning Management Systems (LMS) benefits and limitations
Measurement allows quantitative description of a particular characterization of an individual, expressed in numbers.
the combination of assessment and measurement provides a thorough and accurate picture, based upon which practical conclusions can be drawn (Wagner, 1997). A test is a systematic process in which an aspect of student behavior is quantitatively evaluated (Suen & Parkes, 2002).
For several decades this system of assessment has been criticized for a variety of reasons, including the separation between the teaching-learning process and the evaluation process, the relatively low level of thinking required, and the quantitative reporting of results, which does not contribute to students’ progress. In the last decade, the central argument against the tests system is that their predictability is limited to the field and context in which the students are tested, and that they do not predict student problem solving ability, teamwork, good work habits and honesty.
teachers mistakenly believe that repeating lessons will improve students’ achievements.
To evaluate how well the goals were achieved, objective measurement methods are employed (Black, et al., 2004).
Eshet- Alkalai (2004) offered a detailed conceptual framework for the term ‘digital literacy’ that includes: photo-visual thinking; reproduction thinking; branching thinking; information thinking; and socio-emotional thinking.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Eshet-Alkalai, Y., & Chajut, E. (2009). Changes Over Time in Digital Literacy. Cyberpsychology & Behavior, 12(6), 713-715. doi:10.1089/cpb.2008.0264
two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize profi- ciency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills
Eshet-Alkalai, Y., & Soffer, O. (2012). Guest Editorial – Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects. Journal Of Educational Technology & Society, 15(2), 1.
a wide range of technological, cognitive and social competences—collectively termed “DigitalLiteracy.” Users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose. These skills include, for example, the ability to operate computers and navigate the net effectively, to cope with large volumes of information, to evaluate the reliability of information, and to critically assess what seem to be natural (and not ideologically biased) technological tools. In a different way from the spirit of modern print, learners construct and consume knowledge in non-linear environments. They need to learn, collaborate and solve problems effectively in virtual (non face-to-face) learning environments, and to communicate effectively in technology-mediated social participation environments.
It is important to note: digital literacy, then, is not limited simply to computer and Internet operation and orientation. It also relates to a variety of epistemological and ethical issues arise due to the unique characteristics of digital technologies and that are often overlapped with trends related to the post-modern and post-structural era. These include questions regarding the authority of knowledge, intellectual property and ownership, copyright, authenticity and plagiarism. Furthermore, issues such as self-representation, virtual group dynamics, and on-line addiction also arise.
Document analysis is a systematic procedure for reviewing or evaluating documents—both printed and electronic (computer-based and Internet-transmitted) material. Like other analytical methods in qualitative research, document analysis requires that data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge(Corbin&Strauss,2008;seealsoRapley,2007).
Document analysis is often used in combination with other qualitative research methods as a means of triangulation—‘the combination of methodologies in the study of the same phenomenon’ (Denzin, 1970, p. 291)
The qualitative researcher is expected to draw upon multiple (at least two) sources of evidence; that is, to seek convergence and corroboration through the use of different data sources and methods. Apart from documents, such sources include interviews, participant or non-participant observation, and physical artifacts (Yin,1994).By triangulating data, the researcher attempts to provide ‘a confluence of evidence that breeds credibility’ (Eisner, 1991, p. 110). By examining information collected through different methods, the researcher can corroborate findings across data sets and thus reduce the impact of potential biases that can exist in a single study. According to Patton (1990), triangulation helps the researcher guard against the accusation that a study’s findings are simply an artifact of a single method, a single source, or a single investigator’s bias. Mixed-method studies (which combine quantitative and qualitative research techniques)sometimes include document analysis. Here is an example: In their large-scale, three-year evaluation of regional educational service agencies (RESAs), Rossman and Wilson (1985) combined quantitative and qualitative methods—surveys (to collect quantitative data) and open ended, semi structured interviews with reviews of documents (as the primary sources of qualitative data). The document reviews were designed to identify the agencies that played a role in supporting school improvement programs.
Document Analysis
Document analysis is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed. A rubric can also be used to grade or score a document. There are three primary types of documents:
• Public Records: The official, ongoing records of an organization’s activities. Examples include student transcripts, mission statements, annual reports, policy manuals, student handbooks, strategic plans, and syllabi.
• Personal Documents: First-person accounts of an individual’s actions, experiences, and beliefs. Examples include calendars, e-mails, scrapbooks, blogs, Facebook posts, duty logs, incident reports, reflections/journals, and newspapers.
• Physical Evidence: Physical objects found within the study setting (often called artifacts). Examples include flyers, posters, agendas, handbooks, and training materials.
As with all research, how you collect and analyse the data should depend on what you want to find out. Since you haven’t told us that, it is difficult to give you any precise advice. However, one really important matter in using documents as sources, whatever the overall aim of your research, is that data from documents are very different from data from speech events such as interviews, or overheard conversations.So the first analytic question you need to ask with regard to documents is ‘how are these data shaped by documentary production ?’ Something which differentiates nearly all data from documents from speech data is that those who compose documents know what comes at the end while still able to alter the beginning; which gives far more opportunity for consideration of how the recepient of the utterances will view the provider; ie for more artful self-presentation. Apart from this however, analysing the way documentary practice shapes your data will depend on what these documents are: for example your question might turn out to be ‘How are news stories produced ?’ – if you are using news reports, or ‘What does this bureaucracy consider relevant information (and what not relevant and what unmentionable) ? if you are using completed proformas or internal reports from some organisation.
An analysis technique is just like a hardware tool. It depends where and with what you are working to choose the right one. For a nail you should use a hammer, and there are lots of types of hammers to choose, depending on the type of nail.
So, in order to tell you the bettet technique, it is important to know the objectives you intend to reach and the theoretical framework you are using. Perhaps, after that, We could tell you if you should use content analysis, discourse or grounded theory (which type of it as, like the hammer, there are several types of GTs).
Estimated Hours of Learning: 28 Certificate of Completion available upon request
Learning outcomes
After participating in this eCourse, you will:
Gain experience using some of the best apps available and understand how they enable learning
Learn how to evaluate and review mobile apps
Learn how tablets complement laptops, and how their capabilities are creating new learning opportunities
Learn how apps are being used by people with special needs, and where to find additional resources for learning more
Receive guidance for creating your own app guides, offering workshops, and advising colleagues
In this 5-week eCourse, you’ll learn about the most useful apps available on tablet and mobile devices and how they can be applied in your library to create the best learning experiences for your patrons and students.
Mobile apps are empowering for people of all ages and abilities. Contrary to the popular idea that apps are only useful for “consumption,” the best apps are being used effectively as tools to enable learning and knowledge creation. In this eCourse, Nicole Hennig will show you how to incorporate apps as learning tools at your library.
Readings about security, writing, mobile apps in academia
Your thoughts on the readings (discussion forum)
Optional app review assignment
Week 3 – Reference
The Apps
Dictionaries, encyclopedias
Unit converters, maps, languages
Specialized reference apps
Subscription databases & citations
Readings & Discussion
Readings about jailbreaking, platforms, & mobile web
Apple’s iOS Human Interface Guidelines
Your thoughts on the readings (discussion forum)
Optional app review assignment
Week 4 – Multimedia
The Apps
Art viewing
Art creation
Photography and photo editing
Music listening
Music creation
Video viewing and editing
Readings & Discussion
Readings about technology & children
Your thoughts on the readings (discussion forum)
Optional app review assignment
Week 5 – Accessibility & More
Accessibility features of mobile devices
Readings & Discussion
Readings about assistive technology
Your thoughts on the readings (discussion forum)
Idea generation assignment
Ideas for using apps in library programs & services
Apps that wow
How this eCourse Works
The eCourse begins on June 5, 2017. Your participation will require approximately five to six hours a week, at times that fit your schedule. All activities take place on the website, and you will be expected to:
Read, listen to or view online content
Post to online discussion boards
Complete weekly assignments or activities
Instructor Nicole Hennig will monitor discussion boards regularly during the five-week period, lead group discussions, and will also answer individual questions. All interaction will take place on the eCourse site, which will be available 24 hours a day, 7 days a week. It’s recommended that students log into the site on the first day of class or within a few days for an overview of the content and to begin the first lesson.
Apеster (https://app.apester.com/): can be played asynchronously (yet, restricted in time). Kahoot is a simultaneous game. EdPuzzle also lke Apester can be asynchronous, but like Kahoot requires an account, whereas Apester can be played by anyone.
Apester (https://app.apester.com/) video is NOT working yet. Kahoot has a nice feature for a video intro and video response. Apester (https://app.apester.com/) Embed is working, but link sharing is NOT WORKING.
Both Apester and Kahoot are mobile devices compatible.
The roles of librarians change with changes in user needs and demands and the technology employed. A survey conducted for Research Libraries UK found skill gaps in nine key areas in which subject librarians could be supporting researchers’ needs. Even though many librarians may want to hire new staff with these skills, a survey found that the reality for most will be training existing staff.
Definitions of library services will change. We need to grow the ways users can engage with whatever they value from libraries, whether papyrus rolls, maker spaces or data management instruction.
p. 19
What is the Unique Selling Point (USP) of libraries vis-à-vis other information service providers?
p. 21
Librarians should measure the effectiveness of services based on the users’ perceptions of success. Librarians also should move beyond surveys of how library space is being used and should conduct structured observations and interviews with the people using the space. It is not enough to know that the various spaces, whether physical or virtual, are busy. Librarians need to understand when and how the spaces are being used.
p. 33 What is Enough? Satisficing Information Needs
Role theory explains that: “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics” (Abercrombie et al., 1994, p. 360).
Rational choice theory is based on the premise that complex social behavior can be understood in terms of elementary individual actions because individual action is the elementary unit of social life. Rational choice theory posits that individuals choose or prefer what is best to achieve their objectives or pursue their interests, acting in their self-interest (Green, 2002). Stated another way, “When faced with several courses of action, people usually do what they believe is likely to have the best overall outcome” (Scott, 2000).
When individuals satisfice, they compare the benefits of obtaining “more information” against the additional cost and effort of continuing to search (Schmid, 2004)
p. 38
This paper examines the theoretical concepts—role theory, rational choice, and satisficing—by attempting to explain the parameters within which users navigate the complex information-rich environment and determine what and how much information will meet their needs.
p. 39
The information-seeking and -searching research that explicitly addresses the topic of “what is good enough” is scant, though several studies make oblique references to the stopping stage, or to the shifting of directions for want of adequate information. Kraft and Lee (1979, p. 50) propose three stopping rules:
1. The satiation rule, “where the scan is terminated only when the user becomes satiated by finding all the desired number of relevant documents”;
2. The disgust rule, which “allows the scan to be terminated only when the user becomes disgusted by having to examine too many irrelevant documents”; and
3. The combination rule, “which allows the user to be seen as stopping the scan if he/she is satiated by finding the desired number of relevant documents or disgusted by having to examine too many irrelevant documents, whichever comes first.”
p. 42
Ellis characterizes six different types of information activities: starting, chaining, browsing, differentiating, monitoring and extracting. He emphasizes the information- seeking activities, rather than the nature of the problems or criteria used for determining when to stop the information search process. In a subsequent article, Ellis (1997) observes that even in the final stages of writing, individuals may continue the search for information in an attempt to answer unresolved questions or to look for new literature.
p. 43
Undergraduate and graduate students
Situations creating the need to look for information (meeting assignment requirements):
• Writing research reports; and
• Preparing presentations.
Criteria used for stopping the information search (fulfilling assignment requirements):
1. Quantitative criteria:
— Required number of citations was gathered;
— Required number of pages was reached;
— All the research questions were answered; and
— Time available for preparing.
2. Qualitative criteria:
— Accuracy of information;
— Same information repeated in several sources;
— Sufficient information was gathered; and
— Concept understood.
Criteria used for stopping the information search (fulfilling assignment requirements):
1. Quantitative criteria:
— Required number of citations was gathered;
— Required number of pages was reached;
— All the research questions were answered; and
— Time available for preparing.
2. Qualitative criteria:
— Accuracy of information;
— Same information repeated in several sources;
— Sufficient information was gathered; and
— Concept understood.
p. 44
Faculty
Situations creating the need to look for information (meeting teaching needs):
• Preparing lectures and presentations;
• Delivering lectures and presentations;
• Designing and conducting workshops;
• Meeting scholarly and research needs; and
• Writing journal articles, books and grant proposals.
Criteria used for stopping the information search (fulfilling teaching needs):
1. Quantitative criteria:
— Time available for: preparing lectures and presentations; delivering lectures
— And presentations; and designing and conducting workshops; and
— Fulfilling scholarly and research needs.
2. Qualitative criteria:
— Every possible synonym and every combination were searched;
— Representative sample of research was identified;
— Current or cutting-edge research was found;
— Same information was repeated;
— Exhaustive collection of information sources was discovered;
— Colleagues’ feedback was addressed;
— Journal reviewers’ comments were addressed; and
— Publisher’s requirements were met.
1. Quantitative criteria for stopping:
— Requirements are met;
— Time constraints are limited; and
— Coverage of material for publication is verified by colleagues or reviewers.
2. Qualitative criteria for stopping:
— Trustworthy information was located;
— A representative sample of sources was gathered;
— Current information was located;
— Cutting-edge material was located;
— Exhaustive search was performed; and
— Exhaustive collection of information sources was discovered.
p. 53
“Screenagers” and Live Chat Reference: Living Up to the Promise
p. 81
Sense-Making and Synchronicity: Information-Seeking Behaviors of Millennials and Baby Boomers
p. 84 Millennials specific generational features pertinent to libraries and information-seeking include the following:
Rushkoff (1996) described the non-linearity of the thinking patterns of those he terms “children of chaos,” coining the term “screenagers” to describe those who grew up surrounded by television and computers (p. 3).
p. 85
Rational choice theory describes a purposive action whereby individuals judge the costs and benefits of achieving a desired goal (Allingham 1999; Cook and Levi 1990; Coleman and Fararo 1992). Humans, as rational actors, are capable of recognizing and desiring a certain outcome, and of taking action to achieve it. This suggests that information seekers rationally evaluate the benefits of information’s usefulness and credibility, versus the costs in time and effort to find and access it.
Role theory offers a person-in-context framework within the information-seeking situation which situates behaviors in the context of a social system (Mead 1934; Marks 1996). Abercrombie, et al. (1994, p. 360) state, “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics.” Thus the roles of information-seekers in the academic environment influence the expectations for performance and outcomes. For example, faculty would be expected to look for information differently than undergraduate students. Faculty members are considered researchers and experts in their disciplines, while undergraduate students are novices and protégés, roles that place them differently within the organizational structure of the academy (Blumer, 2004; Biddle, 1979; Mead, 1934; Marks, 1996; Marks, 1977).
Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.” https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
The versatility and compatibility of PowerPoint is a primary selling point for many presenters. Since it functions with both Microsoft Windows and Mac OS, PowerPoint is especially ideal for users intending to distribute their presentation out to other individuals and groups. Compared to Keynote and Prezi, PowerPoint has robust design options and multimedia capabilities. Through this program, users are able to follow a simple process to add audio and video clips to their slides.
Cons
Although PowerPoint is compatible across both Mac and PCs, the quality of the program is not created equal on each system – with the Mac version falling short of the PC version. On the design front, what PowerPoint makes up for in design options, it lacks in design function. Plus, audiences may perceive PowerPoint templates and themes as outdated
Keynote
Pros
For those well-versed in Mac applications, Keynote will be breeze. Beginning presenters, along with veterans who are pressed for time will also appreciate the ease of Keynote. Equipped with templates with built-in layouts into the themes, Keynote allows its users to essentially knock out two birds with one stone. Are you featuring animations in your deck? Keynote handles these much better than PowerPoint or Prezi. Compared to PowerPoint, Keynote boasts more elegant, sleek templates and design features powered by Adobe programs. If you want to save your Keynote presentations as a YouTube video or Quicktime slideshow, there will be no hassle involved in the effort.
Cons
PC users might really struggle with Keynote upon first introduction. For example, the application’s design tools are nested in dropdown menus and tabs, possibly foreign to the avid PC user.
Prezi
Pros
Prezi is a useful option for particularly storytelling-driven presentations. It’s non-linear storytelling capabilities far surpass the offerings in either PowerPoint or Keynote. From integrating multimedia and pngs and vector images constructed outside the web-based application fairly seamlessly to allowing collaboration among team members invested in the presentation, Prezi provides unique design and distribution capabilities. This presentation-building option also adds movement to a presenter’s message, which could be particularly engaging in many settings.
Cons
While Prezi’s web-based format provides simple embedding processes for blogs and web pages, any disruption in Internet connection or tiny glitch can reduce design quality and functionality. Even utilizing the zoom functions within Prezi can lead to fuzzy and pixelated photography. Some audiences could find the zoom functions gimmicky, while others could succumb to motion sickness. Designing within Prezi can be a challenge too, as users are limited to a set amount of colors and fonts and shapes are difficult to manipulate.
