Archive of ‘information literacy’ category

tablets library

Bornett, C. C. (2016). Leseförderung digital genial: WieTablets die Bibliothekspädagogik verändern / Tipps nicht nur für Bilderbuch-Apps. (German). Bub: Forum Bibliothek Und Information, 68(10), 606-608.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d118913547%26site%3dehost-live%26scope%3dsite 

Šorgo, A., Bartol, T., Dolničar, D., & Podgornik, B. B. (2017). Attributes of digital natives as predictors of information literacy in higher education. British Journal Of Educational Technology, 48(3), 749-767. doi:10.1111/bjet.12451   http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d122273174%26site%3dehost-live%26scope%3dsite
(PDF available through ILL)
Biology, IT faculty Maribor, Slovenia. None of them is a librarian

Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. information and communication technologies (ICT) experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.

Sharman, A. (2014). Roving Librarian: The Suitability of Tablets in Providing Personalized Help Outside of the Traditional Library. New Review Of Academic Librarianship, 20(2), 185-203. doi:10.1080/13614533.2014.914959

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McRae, L. l. (2015). TEACHING IN AN AGE OF UBIQUITOUS COMPUTING: A DECELERATED CURRICULUM. Digital Culture & Education, 7131-145.
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more on mobile devices in the library in this IMS blog
http://blog.stcloudstate.edu/ims?s=mobile+devices+library

history Becker

Digital Literacy and History

Plamen Miltenoff – http://web.stcloudstate.edu/pmiltenoff/faculty/
with Heather Abrahamson, Becker High School Social Studies, 763-261-4501 (Ext. 3507)
9:50-11:15; 11:20-11:45;  12:20-1:20 |
link to this blog entry: http://blog.stcloudstate.edu/ims/2017/05/01/history-becker/
short link – http://bit.ly/histbecker

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list of web sites with images for the students’ projects:

  • Holocaust

https://www.ushmm.org/collections/the-museums-collections/about/photo-archives

http://www.jewishvirtuallibrary.org/holocaust-photographs

https://go.fold3.com/holocaust_records/

https://www.wienerlibrary.co.uk/Photographs

https://www.thoughtco.com/large-collection-of-holocaust-pictures-1779703

http://www.yadvashem.org/yv/en/holocaust/resource_center/item.asp?gate=4-2

http://www.history.com/topics/world-war-ii/the-holocaust/pictures/holocaust-concentration-camps/poland-auschwitz-birkenau-death-camp

  • Cold War

http://www.gettyimages.com/photos/cold-war

http://www.coldwar.org/museum/photo_gallery.asp

http://www.cnn.com/2014/03/04/world/gallery/cold-war-history/

http://time.com/3879870/berlin-wall-photos-early-days-cold-war-symbol/

http://digitalarchive.wilsoncenter.org/theme/cold-war-history

http://archive.millercenter.org/academic/dgs/primaryresources/cold_war

  • others

http://www.loc.gov/pictures/

http://www.gettyimages.com/editorialimages/archival

https://www.archives.gov/research/alic/reference/photography.html

 

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Defining my interests. Narrowing a topic. How do I collect information? How do I search for information?

How do we search for “serious” information?

https://www.google.com/; https://scholar.google.com/ (3 min); http://academic.research.microsoft.com/http://www.dialog.com/http://www.quetzal-search.infohttp://www.arXiv.orghttp://www.journalogy.com/ 
  • Digg, Reddit , Quora, Medium,
http://digg.com/, https://www.reddit.com/, https://www.quora.com/ StackExchange http://stackexchange.com/Kngine.com; AskScience https://www.reddit.com/r/askscience/, ,  and similar, https://medium.com/ (5 min)
YouTube, SlideShare https://www.slideshare.net/  and similar https://www.slideshare.net/search/slideshow?searchfrom=header&q=modern+history
  • Professional organization and social media
(10 min)
Wikipedia https://en.wikipedia.org/wiki/Modern_history
blogs, listservs http://www.bestcollegesonline.com/blog/100-awesome-blogs-for-history-junkies/
Facebook  history
Twitter  twitter
LinkedIn Groups https://www.linkedin.com/groups/my-groups  
team work using your social media accounts (e.g. Facebook, Twitter), search for information related to your topic of interest (5 min)

  • Other search engines
https://www.semanticscholar.org/
  • University Library Search
(20 min)
every university library has subject guides for different disciplines. here are the ones from SCSU http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=HIST-WOR Kahoot game (5 min)
basic electronic (library) search information and strategies. Library research services (5 min)

using the library database, do a search on a topic of your interest.

compare the returns on your search. make an attempt to refine the search.

retrieve the following information about the book of interest: is it relevant to your topic (check the subjects); is it timely (check the published date); is it available

 books
Strategies for conducting advanced searches (setting up filters and search criteria)
Articles and databases (10 min)  
Kahoot competition use your smart phones to find the best researcher among you
https://play.kahoot.it/#/k/c376c27a-d39a-4825-8541-1c1ae728e1bc
https://play.kahoot.it/#/k/5e6d126f-be4d-47d0-9b6e-dfc3f2c90e61
https://play.kahoot.it/#/k/89706729-3663-4ec3-a351-173bf1bf4ed7history:
https://play.kahoot.it/#/k/7510e6d8-170f-4c0c-b7bd-6d7dd60c3f6e
Reference and Facts
Streaming and Video http://www.stcloudstate.edu/library/research/video.aspx
Journal Title and Citation Finder
shall more info be needed and or “proper” session with a reference librarian be requested http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=EDAD-D
Institutional Repository http://repository.stcloudstate.edu/
  • additional academic resources
Academic.com and ResearchGate

academia


  • VR tour SCSU library
http://bit.ly/360lib and http://bit.ly/360lib2;  http://bit.ly/VRlib (15 min)

  • bibliographic tools
Refworks https://www.refworks.com/refworks2/default.aspx?r=authentication::init&
Zotero, Mendeley, Endnote
Fast and easy bibliographic tools: http://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/
 Primary and secondary sources video

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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history

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middle class in developed countries

Middle Class Fortunes in Western Europe

From 1991 to 2010, the middle class expands in France, the Netherlands and the United Kingdom, but, as in the United States, shrinks in Germany, Italy and Spain

http://www.pewglobal.org/2017/04/24/middle-class-fortunes-in-western-europe/

The role of the middle class in developed economies

The size and the well-being of the middle class are intertwined with some of the key economic challenges facing the developed world this century – income inequality is rising in many countries, economic growth is anemic, and economic mobility is lesser than in the past.

A smaller middle class or a relatively less well-off middle class often reflects a more unequal income distribution. In turn, increases in income inequality present an adverse climate for economic growth. A relative decline in the incomes of lower- and middle-income families may create a drag on overall consumption in the economy, lead to excessive borrowing by these families, or provide disincentives to invest in education.

middle class in the US is smaller than in Western Europe

A more vibrant middle class may also improve the economic outlook for future generations. In the U.S., for example, communities with larger middle classes offer a greater likelihood that children will experience upward mobility relative to their parents’ status in the income distribution. A similar relationship has also been found to exist across countries, whereby intergenerational mobility is greater in countries with less income inequality.

Many countries in Western Europe have significantly larger middle classes than the U.S.

The U.S. has larger lower- and upper-income tiers than the selected countries from Western Europe

Income inequality is related to the size of the middle class in a country

 

 

every country book

This Literature Map of the World Shows You Every Country’s Favourite Book

https://theculturetrip.com/europe/articles/this-literature-map-of-the-world-shows-you-every-countrys-favourite-book/book-map world

Following are the SCSU library locations:
USA – To kill a mockingbird  – PS3562.E353 T6x
Russia – War and Peace  – AC1 .G72 v.51
Canada – Anne of Green Gables – PR6025.O45 A5 1994x
United Kingdom – Pride and Prejudice –  PR4034 .P7 1991b online at http://www.pemberley.com/janeinfo/pridprej.html
Spain – Shadow in the Wind – PQ6668.U49 S6613 2004
Iran – Persepolis – PN6747.S245 P4713
Ireland – Ulysses – PR6019.O9 U4 1998
Bulgaria – Under the Yoke – PG1037.V3 U5x
China – Dream of the Red Chamber – PL2998.T745 D7 1958cx
Congo – The antipeople – PQ3989.2.S64 A813 1988

What do you think should be your country’s favorite book?

 

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apps for special needs students

Android

Categories
Apps
Android Apps for Learners with Autism
Android Apps for Learners with Dyslexia
Android Apps for Vision Impaired

iOS

Categories
Apps
Apps for Dyslexic Learners
Apps for Autistic Learners
Apps for The Visually Impaired
Apps for Learners with Writing Difficulties

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more on special ed in this IMS blog
http://blog.stcloudstate.edu/ims?s=special+education

AP stylebook and they

AP Stylebook Embraces ‘They’ as Singular, Gender-Neutral Pronoun

http://www.nbcnews.com/feature/nbc-out/ap-stylebook-embraces-they-singular-gender-neutral-pronoun-n739076

In its latest edition, the Associated Press Stylebook — a widely used reference for journalists — is embracing the use of “they” as a singular pronoun.

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

academic search engines

Educational Technology and Mobile Learning educatorstechnology.com · Dec 23, 2016

https://www.pinterest.com/pin/71072500350222752/

10 Great Academic Search Engines for Research Students

https://scholar.google.com/ | https://eric.ed.gov/ | http://www.virtuallrc.com/ | http://www.citeulike.org/ | http://jurn.org/  |   http://academic.research.microsoft.com/  | https://www.loc.gov/  |  https://www.refseek.com/  |  http://www.sciencedirect.com/  | https://www.academia.edu/  |  https://www.researchgate.net/

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

fake news resources

Fake News: A Library Resource Round-Up

February 23, 2017 By  ALA Public Programs Office
http://www.programminglibrarian.org/articles/fake-news-library-round
https://www.pinterest.com/pin/218917231867987168
Evaluating Information,” ALA LibGuide
Fake News,” Indiana University East Campus Library

From
Mike Caulfield’s Web Literacy for Student Fact-Checkers
(https://webliteracy.pressbooks.com/)
Fact-Checking Organizations

There are many fact-checking sites outside the U.S. Here is a small sample.

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An Extremely Helpful List of Fake and Misleading News Sites to Watch Out For

By   

http://nymag.com/selectall/2016/11/fake-facebook-news-sites-to-avoid.html

https://www.pinterest.com/pin/237776055306492834

https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview

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UW professor: The information war is real, and we’re losing it

http://www.seattletimes.com/seattle-news/politics/uw-professor-the-information-war-is-real-and-were-losing-it/

Starbird argues in a new paper, set to be presented at a computational social-science conference in May, that these “strange clusters” of wild conspiracy talk, when mapped, point to an emerging alternative media ecosystem on the web of surprising power and reach.

It features sites such as Infowars.com, hosted by informal President Donald Trump adviser Alex Jones

There are dozens of other conspiracy-propagating websites such as beforeitsnews.com, nodisinfo.com and veteranstoday.com.

It isn’t a traditional left-right political axis, she found. There are right-wing sites like Danger & Play and left-wing sensationalizers such as The Free Thought Project. Some appear to be just trying to make money, while others are aggressively pushing political agendas.

The true common denominator, she found, is anti-globalism — deep suspicion of free trade, multinational business and global institutions.

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The News Literacy Project

http://www.thenewsliteracyproject.org/

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

fake news

Most students can’t tell fake news from real news, study shows

Posted by

Most students can’t tell fake news from real news, study shows

A Stanford study found that the majority of middle school students can’t tell the difference between real news and fake news. In fact, 82 percent couldn’t distinguish between a real news story on a website and a “sponsored content” post.

The WSJ: Of the 8,704 students studied (ranging in age from middle school to college level), four in ten high-school students believed that the region near Japan’s Fukushima nuclear plant was toxic after seeing an unsourced photo of deformed daisies coupled with a headline about the Japanese area. The photo, keep in mind, had no source or location attribution. Meanwhile, two out of every three middle-schoolers were fooled by an article on financial preparedness penned by a bank executive.

But with 62 percent of U.S. adults getting the majority of their news from social media, the responsibility for this issue also lies with the social media organizations themselves, such as Facebook and Twitter. Both Google and Facebook have made steps toward thwarting the fake news onslaught, including banning fake news organizations from their ad network.

Even in minuscule amounts, fake news has a much greater ability to spread quickly and be consumed by many given the nature of the salacious headlines themselves.

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

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