!*!*!*!*! — this article was pitched by Mark Vargas in the fall of 2013, back then dean of LRS and discussed at a faculty meeting at LRS in the same year—- !*!*!*!
New Roles for New Times: Transforming Liaison Roles in Research Libraries
(p. 4) Building strong relationships with faculty and other campus professionals, and establishing collaborative partnerships within and across institutions, are necessary building blocks to librarians’ success. In a traditional liaison model, librarians use their subject knowledge to select books and journals and teach guest lectures.
“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.
six trends in the development of new roles for library liaisons
user engagement is a driving factor
what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction). In addition, an ALA-accredited master’s degree in library science is no longer strictly required.
In a networked world, local collections as ends in themselves make learning fragmentary and incomplete. (p. 5)
A multi-institutional approach is the only one that now makes sense.
Scholars already collaborate; libraries need to make it easier for them to do so.
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.
In many research libraries, programmatic efforts with information literacy have been too narrowly defined. It is not unusual for libraries to focus on freshman writing programs and a series of “one-shot” or invited guest lectures in individual courses. While many librarians have become excellent teachers, traditional one-shot, in-person instructional sessions can vary in quality depending on the training librarians have received in this arena; and they neither scale well nor do they necessarily address broader curricular goals. 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.
And many libraries stated that they lack instructional designers and/or educational technologists on their staff, limiting the development of interactive online learning modules and tutorials. (my note: or just ignore the desire by unites such as IMS to help).
(p. 7). This move away from supervision allows the librarians to focus on their liaison responsibilities rather than on the day-to-day operations of a library and its attendant personnel needs.
effectively support teaching, (1.) learning, and research; (2.) identify opportunities for further development of tools and services; (3.) and connect students, staff, and faculty to deeper expertise when needed.
At many institutions, therefore, the conversation has focused on how to supplement and support the liaison model with other staff.
At many institutions, therefore, the conversation has focused on how to supplement and support the liaison model with other staff.
the hybrid exists within the liaison structure, where liaisons also devote a portion of their time (e.g., 20% or more) to an additional area of expertise, for example digital humanities and scholarly communication, and may work with liaisons across all disciplinary areas. (my note: and at the SCSU library, the librarians firmly opposed the request for a second master’s degree)
functional specialists who do not have liaison assignments to specific academic departments but instead serve as “superliaisons” to other librarians and to the entire campus. 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. (everything in italics is currently done by IMS faculty).
divided into five areas of functional specialization: information resources and collections management; information literacy, instruction, and curriculum development; discovery and access; archival and special collections; scholarly communication and the research enterprise.
E-Scholarship Collaborative, a Research Support Services Collaborative (p. 8).
p. 9. managing alerts and feeds, personal archiving, and using social networking for teaching and professional development
p. 10. new initiatives in humanistic research and teaching are changing the nature and frequency of partnerships between faculty and the Libraries. In particular, cross-disciplinary Humanities Laboratories (http://fhi.duke.edu/labs), supported by the John Hope Franklin Humanities Institute and the Andrew W. Mellon Foundation-funded Humanities Writ Large project, have allowed liaisons to partner with faculty to develop and curate new forms of scholarship.
consultations on a range of topics, such as how to use social media to effectively communicate academic research and how to mark up historical texts using the Text Encoding Initiative (TEI) guidelines
p. 11. Media literacy, and facilitating the integration of media into courses, is an area in which research libraries can play a lead role at their institutions. (my note: yet still suppressed or outright denied to IMS to conducts such efforts)
Purdue Academic Course Transformation, or IMPACT (http://www.lib.purdue.edu/infolit/impact). The program’s purpose is to make foundational courses at Purdue more student-centered and participatory. Librarians are key members of interdepartmental teams that “work with Purdue instructors to redesign courses by applying evidence-based educational practices” and offer “learning solutions” that help students engage with and critically evaluate information. (my note: as offered by Keith and myself to Miguel, the vice provost for undergrads, who left; then offered to First Year Experience faculty, but ignored by Christine Metzo; then offered again to Glenn Davis, who bounced it back to Christine Metzo).
p. 15. The NCSU Libraries Fellows Program offers new librarians a two-year appointment during which they develop expertise in a functional area and contribute to an innovative initiative of strategic importance. NCSU Libraries typically have four to six fellows at a time, bringing in people with needed skills and working to find ongoing positions when they have a particularly good match. Purdue Libraries have experimented with offering two-year visiting assistant professor positions. And the University of Minnesota has hired a second CLIR fellow for a two-year digital humanities project; the first CLIR fellow now holds an ongoing position as a curator in Archives and Special Collections. The CLIR Fellowship is a postdoctoral program that hires recent PhD graduates (non-librarians), allowing them to explore alternative careers and allowing the libraries to benefit from their discipline-specific expertise.
ProProfs Brain Games provides templates for building interactive crossword puzzles, jigsaw puzzles, word searches, hangman games, and sliding puzzle games. The games you create can be embedded into your blog or shared via email, social media, or any place that you’d typically post a link for students. If you don’t want to take the time to create your own game, you can browse the gallery of games. Most of the games in gallery can be embedded into your blog.
ClassTools.net templates for creating map-based games, word sorting games, matching games, and many more common game formats.
Purpose Games is a free service for creating and or playing simple educational games. The service currently gives users the ability to create seven types of games. Those game types are image quizzes, text quizzes, matching games, fill-in-the-blank games, multiple choice games, shape games, and slide games.
TinyTap is a free iPad app and Android app that enables you to create educational games for your students to play on their iPads or Android tablets. Through TinyTap you can create games in which students identify objects and respond by typing, tapping, or speaking. You can create games in which students complete sentences or even complete a diagram by dragging and dropping puzzle pieces.
Wherever I’ve demonstrated it in the last year, people have been intrigued by Metaverse. It’s a free service that essentially lets you create your own educational versions of Pokemon Go. This augmented reality platform has been used by teachers to create digital breakout games, augmented reality scavenger hunts, and virtual tours.
There was a time when Kahoot games could only be played in the classroom and only created on your laptop. That is no longer the case. Challenge mode lets you assign games to your students to play at home or anywhere else on their mobile devices.
https://www-wired-com.cdn.ampproject.org/c/s/www.wired.com/story/187-things-the-blockchain-is-supposed-to-fix/amp
Blockchains, which use advanced cryptography to store information across networks of computers, could eliminate the need for trusted third parties, like banks, in transactions, legal agreements, and other contracts. The most ardent blockchain-heads believe it has the power to reshape the global financial system, and possibly even the internet as we know it.
Now, as the technology expands from a fringe hacker toy to legitimate business applications, opportunists have flooded the field. Some of the seekers are mercenaries pitching shady or fraudulent tokens, others are businesses looking to cash in on a hot trend, and still others are true believers in the revolutionary and disruptive powers of distributed networks.
Mentions of blockchains and digital currencies on corporate earnings calls doubled in 2017 over the year prior, according to Fortune. Last week at Consensus, the country’s largest blockchain conference, 100 sponsors, including top corporate consulting firms and law firms, hawked their wares.
Here is a noncomprehensive list of the ways blockchain promoters say they will change the world. They run the spectrum from industry-specific (a blockchain project designed to increase blockchain adoption) to global ambitions (fixing the global supply chain’s apparent $9 trillion cash flow issue).
Things Blockchain Technology Will Fix
Bots with nefarious intent
Skynet
People not taking their medicine
Device storage that could be used for bitcoin mining
Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: pmiltenoff@stcloudstate.edu Scope & rationale: The advent of new technologies, such as virtual/augmented/mixed reality, and new pedagogical concepts, such as gaming and gamification, steers academic libraries in uncharted territories. There is not yet sufficiently compiled research and, respectively, proof to justify financial and workforce investment in such endeavors. On the other hand, dwindling resources for education presses administration to demand justification for new endeavors. As it has been established already, technology does not teach; teachers do; a growing body of literature questions the impact of educational technology on educational outcomes. This session seeks to bring together presentations and discussion, both qualitative and quantitative research, related to new pedagogical and technological endeavors in academic libraries as part of education on campus. By experimenting with new technologies such as Video 360 degrees and new pedagogical approaches such as gaming and gamification, does the library improve learning? By experimenting with new technologies and pedagogical approaches, does the library help campus faculty to adopt these methods and improve their teaching? How can results be measured, demonstrated?
Opening Education: Using Open Education & Open Pedagogy to Transform Learning and the Educational Experience
The Open Education Southern Symposium at the University of Arkansas is accepting proposals for its day and a half conference on Monday, Oct. 1 and Tuesday, Oct. 2, 2018. Proposals should fall into one of three categories:
o Presentations: 15-20 minutes (Please allow 10 to 15 minutes for Q&A after presentations.)
o Panel Discussions: 45 minutes (Please allow 10 to 15 minutes for Q&A after panel discussions.)
o Lightning Talks: 7 minutes (A short 5 to 10 minute Q&A will follow all lightning presentations.)
We welcome proposals from organizations, including colleges and universities of all sizes, community colleges, special libraries, and any others involved in open education and open pedagogy. We’re particularly interested in proposals with topics centering around:
o Adoption and creation of resources
o Publishing platforms
o Best practices and the impact of Open Education
o Creative Commons, copyright, and other licensing
o Marketing and advocacy
o Pedagogy and student success, including K-12 highlights
o Instructional design strategies for OER
o Trends and innovation
o OER in community colleges
o Tenure, promotion, and OER
o OER community building
o Assessment
o Inclusion and diversity in Open Education
Submission Details:
The deadline for submissions is May 31, 2018 at 11:59 p.m. Central Time. The submission form can be found on our eventwebsite under the Call for Proposals page.
Proposal social media summaries should not exceed 240 characters (spaces included).
Proposal abstracts should not exceed 2000 characters or approximately 500 words.
All submissions will be evaluated based on the relevance of the topic and potential to advance the thinking or practice of Open Education and Open Pedagogy. Proposal reviewers will use similar proposal criteria to those being used by the Open Education Conference and OER18.
The planning committee will deliver decisions by June 29, 2018.
Presenters will be asked to accept or decline invitation to present by July 13, 2018.
All presenters will be required to register for the symposium.
Registration is $99 for our day and a half event on October 1 & 2, 2018 at the University of Arkansas. Registration covers full participation for both days, shuttle service between the hotel and event location, lunch on the first day, snacks and beverages, and event goodies.
In April, a PLAYlive Nation lounge in Tracy, Calif., hosted its first Fortnite tournament and sold out. Hundreds of players bought tickets to play against one another and win prizes.
Joost van Dreunen, the CEO of Superdata Research, a video game analytics firm, says most shooter games are serious and simulate violence. Fortnite, he says, is more like a friendly game of tag.
His company estimates the game has made about $223 million across all platforms in March alone. In lifetime sales, it had made about $614 million. The game is free to play, but Epic Games, the company that owns Fortnite, makes money through microtransactions. Players can spend real money to make cosmetic changes to their characters in the game. They can buy things like skins, which are like costumes, for their characters or emotes, which are celebratory dance moves their characters can do after winning or killing another player in the game.
Ninja, the gamer name taken by 26-year-old Tyler Blevins, is now a legend in the Fortnite world. He is a master at the game and rocketed into popularity after playing in an online battle with rap artists Drake and Travis Scott on March 14. That battle has been watched more than 9 million times.
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Educators Battle ‘Fortnite’ for Students’ Attention
Many educators want to ban the game from their classrooms, but some are taking the opposite approach, attempting to weave students’ interest in Fortnite into class discussions and assignments.
Nick Fisher, a science teacher at Fort Zumwalt North High School in O’Fallon, Mo., said his students like to take screenshots of gameplay and send them to friends over Snapchat. Teenagers want to broadcast their victories, and because the game is on their phones, it’s easy to post updates to social media, making Fortnite “the perfect concoction of addiction,” said Fisher.
North High blocks all social media and gaming sites on its WiFi, said Fisher, but students tell him how they circumvent the restriction: They use virtual private networks, or VPNs, to establish independent internet connections. (Dozens of YouTube videos provide step-by-step tutorials for students looking to get around school WiFi controls.)
“Kids can’t multitask,” she said. “Even having a digital device within sight can cognitively distract the student enough that they can’t focus on the academics.”
Schools and teachers should be guiding parents when it comes to appropriate limits around screen time, said Kolb. Most parents will appreciate research-based recommendations, such as turning off all screens a set amount of time before bed, she said.
Games like Fortnite can even have social benefits, said John Velez, an assistant professor of journalism and electronic media at Texas Tech University. Velez, who studies the positive effects of video games, has found that playing violent games cooperatively with helpful teammates promotes pro-social behavior.
Chris Aviles, the coordinator of innovation, technology, and 21st century skills for the Fair Haven Public Schools in New Jersey, wrote “A Teacher’s Guide to Surviving Fortnite,” an exploration of ways the game can be used for instructional purposes. The guide, posted to his blog Teched Up Teacher, suggests how to integrate the game into writing prompts, math lessons on probability, and physics.
Aviles doesn’t advocate playing the game at school. There isn’t any educational value in letting students engage in virtual combat during a lesson, he said. Instead, teachers can build a lesson around one aspect of the game, such as having students calculate the best angle of approach as they jump from the “Battle Bus,” the floating bus that drops players onto the map at the beginning of each match.
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Instagram, Snapchat, Fortnite: The distractions are endless. Here’s how to help kids cope.
In January, two of Apple’s shareholder groups asked the company to look at the addictive effects of iPhones on children. Google’s recent developer conference highlighted tools to help users better control smartphone usage.
A 2015 survey of more than 1,800 teachers and 400 principals in Alberta, B.C., found that nearly three-fourths of teachers frequently or very frequently observed students multitasking with technology, and 67 percent of teachers believed that the number of students negatively distracted by digital technologies in the classroom was growing.
The best approach is to use empathy, compassion and collaboration to help the young people in your life find ways to manage their digital workflow.
Encourage visualization for inspiration and motivation. The first step is getting students to buy in and to want to make behavioral changes.
Focus on compartmentalization. A 2009 study from Stanford researchers found that people who juggled several streams of electronic information were not able to pay attention, remember key information or switch tasks as effectively as those who completed one task at a time.
Using the Pomodoro technique of spending 25 minutes focused on one task followed by a five-minute break can be an easy way to have students begin to shift from a multitasking to a monotasking mind-set.
Make focus fun. There are now numerous ways to use technology to help us be more productive with technology, and it doesn’t have to be arduous. Students in my office use apps such as Forest or Flipd to motivate them to stay off their phones during class or when doing homework. Forest has a simple interface that will build a digital tree for users who stay off their phones. Flipd allows users to hide certain apps, allot time off their phone based on their schedule and, for a premium, track their progress over time.
Provide structured support as needed. A middle school student with whom I worked recently was relieved when his mother used the Mac OS app SelfControl to block YouTube and ESPN while he was doing his homework (Cold Turkey is a similar PC-based app).
Allow opportunities for regrouping. Even the best plans can go awry (for adults and kids alike). It’s important to focus on progress rather than perfection. Create time daily or weekly for students to think about what went well in terms of managing distractions and improving productivity, and what they would like to do better. Ask open-ended questions without judgment or expectation
Facebook has moved more than 1.5 billion users out of reach of European privacy law, despite a promise from Mark Zuckerberg to apply the “spirit” of the legislation globally.
Privacy researcher Lukasz Olejnik disagreed, noting that the change carried large ramifications for the affected users. “Moving around one and a half billion users into other jurisdictions is not a simple copy-and-paste exercise,” he said.
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Facebook To Offer Users Opt-Outs That Comply With New European Privacy Rules
As we reported earlier this week, a federal judge in California ruled that Facebook could be sued in a class-action lawsuit brought by users in Illinois who say the social media company improperly used facial recognition to upload photographs.
Also on Wednesday, TechCrunch reports that Facebook is investigating a security research report showing that its user data is vulnerable to third-party JavaScript trackers embedded on websites offering the “Login With Facebook” feature.
Recent research and clinical psychologists now suggest that some adolescents are engaging in a newer form of self-aggression — digital self-harm. They’re anonymously posting mean and derogatory comments about themselves on social media.
According to a survey published late last year in the Journal of Adolescent Health, teens are bullying themselves online as a way to manage feelings of sadness and self-hatred and to gain attention from their friends.
“We were alarmed to learn that 6 percent of the youth who participated in our study engaged in some form of digital self-harm,” says Sameer Hinduja, co-author of the study and a professor of criminology at Florida Atlantic University. He is also the co-director of the Cyberbullying Research Center.
“Because teens’ online and offline worlds overlap, digital self-harm is a concern for some youth, making online self-harm an emerging area of research,” says, Susan Swearer, a professor of psychology at the University of Nebraska, Lincoln
Because the advent of social media has changed the way many teens form and experience relationships, normal adolescent feelings of insecurity, anxiety and loneliness can become magnified as they scroll through their peers’ social media reels. Hinduja says some teens cope with that distress by turning their angst on themselves online.
Preliminary Information and Literature. Please do not hesitate to share in the comments section your ideas, suggestions and questions
предварителна информация и литература по дискусията. Не се колебайте да споделите мнения, препоръки и въпроси в “Comment” секцията:
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For more information and for backchanneling please use the following social media
за повече въпроси и информация, както и за споделяне на вашите идеи и мисли използвайте следните канали / социални медии:
To identify bots, the Center used a tool known as “Botometer,” developed by researchers at the University of Southern California and Indiana University.
It is important to note that bot accounts do not always clearly identify themselves as such in their profiles, and any bot classification system inevitably carries some risk of error. The Botometer system has been documented and validated in an array of academicpublications, and researchers from the Center conducted a number of independent validation measures of its results.8
