Archive of ‘information literacy’ category
Plan for work with CPSY 101 students on alternatives for presentation and design
short link to this blog entry: http://scsu.mn/1P39zKV
- first class session 50 min TI (technology instruction)
- Homework:
- from the available list of presentation tools and from your own research, list 3 of the most preferable presentation tools, you would like to use
- create an account for each of those tools
- use common sense and logic and/or YouTube and Internet tutorials to learn how to use the tools
- second class session, 50 min
- 15 min Refresh the design principles learned in last class and during homework. Discuss and present to your peers your individual project using the lessons about presentation design:
- script,
- outline,
- storytelling
- 10 min Share your three most-favorite tools
- 10 min working with Powtoon (versus Prezi):
https://blog.stcloudstate.edu/ims/2015/11/11/powtoon-as-ppt-alternative/ (step-by-step instructions from a TI in 2015)
- 25 min – finishing your project and Q&As
Plan for PSY 101 work with students on alternatives for presentation and design
short link to this blog entry: http://scsu.mn/1P38liN
- 50 min TI (technology instruction)
How to Secure Your Online Testing
November 4th, 2015 | 02:00 PM EDT | 11:00 AM PDT
https://event.on24.com/eventRegistration/EventLobbyServlet?target=lobby20.jsp&eventid=1062657&sessionid=1&partnerref=ecampus&key=C2DA1A7D321C3D295D4AAE257CFCB844&eventuserid=128438299
Please click the link below to attend.
http://event.on24.com/wcc/r/1062657/C2DA1A7D321C3D295D4AAE257CFCB844
@Software_Secure
@eCampusNews
#eCNWebinar
webinar proctoring certificate of attendance
it is a sale pitch for http://www.softwaresecure.com/product/remote-proctor-now/
http://www.softwaresecure.com/
used with BB, Sakai, Moodle as LMS
feedback on proctoring
Is software installed on the student side to monitor all of their activities on the computer during the exam?
RPNow record’s the student’s desktop throughout the exam and reviewed by our proctors. There is also a lock-down capability to prevent access to 100s of applications that could be used to cheat.
difference between surveillance and monitoring
q&a
From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
Digital Citizenship: The Internet, Society, and Participation
http://groups.lis.illinois.edu/guest_lectures/cii/digcitizen.pdf
Digital Citizenship: Addressing Appropriate Technology Behavior
Ribble, Mike S.; Bailey, Gerald D.; Ross, Tweed W.
Learning & Leading with Technology, v32 n1 p6-9, 11 Sep 2004
Techné: Research in Philosophy and Technology
Volume 9, Issue 1, Fall 2005. Education and Citizenship in the Digital Age
Isman, A., & Canan Gungoren, O. (2014). Digital Citizenship. Turkish Online Journal Of Educational Technology – TOJET, 13(1), 73-77. http://eric.ed.gov/?id=EJ1018088
PR, N. (2014, April 3). MyFunCity is a revolution in digital citizenship. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201404031549PR.NEWS.USPR.BR98059%26site%3dehost-live%26scope%3dsite
Communication Studies:
Couldry, N., Stephansen, H., Fotopoulou, A., MacDonald, R., Clark, W., & Dickens, L. (2014). Digital citizenship? Narrative exchange and the changing terms of civic culture. Citizenship Studies, 18(6/7), 615-629. doi:10.1080/13621025.2013.865903
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d98053478%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)
Information literacy Across the curriculum…and in your classroom
http://www.slideserve.com/jacqui/information-literacy-across-the-curriculum-and-in-your-classroom
Assignment Ideas
- Compare a scholarly and a popular information source. Evaluate them in terms of authorship, audience, purpose, etc.
- Compare different kinds of scholarly sources (e.g., print vs. online journals, journals with varying models for peer review).
- Explore online communities and discussion forums related to a specific issue or discipline.
- Explore Wikipedia. Debate pros and cons of “crowdsourcing” and collective editing.
- Have students create a class wiki on a given research topic.
more on information literacy in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=information+literacy&submit=Search
How PowerPoint is killing critical thought
http://www.theguardian.com/commentisfree/2015/sep/23/powerpoint-thought-students-bullet-points-information?CMP=share_btn_link
Bored students is the least of it – the bullet point-ization of information is making us stupid and irresponsible
The genesis story runs like this: from the late 1950s corporations began to realise that, rather than going to the trouble of developing new products they hoped would meet a need, they could use marketeers to create the perception of need, then develop products to meet it (a shift brilliantly dramatised in the TV series Mad Men). To do this, different departments had to be able to speak to each other, to sell ideas internally. So while there had always been meetings, now there were meetings about meetings and – hey presto! – the modern world was born.
The presentational precursor to PowerPoint was the overhead projector, which is why PP screens are still called “slides”. The program owes most to Whitfield Diffie, one of the time lords of online cryptography, but it was quickly snapped up by Microsoft. Its coding/marketing roots are intrinsic to its cognitive style, being relentlessly linear and encouraging short, affirmative, jargonesque assertions: arguments that are resolved, untroubled by shades of grey.
It’s no coincidence that the two most famous PowerPoint presentations are: a) the one presented to Nasa managers by engineers, explaining with unarguable illogic why damaged tiles on the space shuttle Columbia were probably nothing to fret about; and b) General Colin Powell’s equally fuzzy pitch for war with Iraq. Now, blaming PowerPoint for Iraq would be a bit like blaming Darwin for Donald Trump, but the program made scrutiny of the case harder. Not for nothing did Brigadier General McMaster, of the US military, subsequently liken the proliferation of PP presentation in the military to an “internal threat”, saying: “It’s dangerous because it can create the illusion of understanding and the illusion of control. Some problems are not bullet-izable.”
More on the topic in this blog:
https://blog.stcloudstate.edu/ims/2013/11/11/death-by-powerpoint/
maximise PowerPoint’s true potential.
http://www.theguardian.com/guardian-masterclasses/2015/may/12/using-powerpoint-for-data-visualisation-adam-frost-tobias-sturt-digital-course2
Course content
- An introduction to the principles of data visualisation
- Storytelling with PowerPoint
- How to design using PowerPoint
- Creating compelling narratives
- Practical exercise: create a sample slide using pen and paper
- Tools and further reading
- Q&A and group discussion
Recording: INSIGHTS ON THE MODERN LIBRARY: HOW THE ONLINE GENERATION IS TRANSFORMING LIBRARIES
http://acrlchoice.learningtimesevents.org/webinar-sep222015/
free, requires login with personal info
10 min of the presentation: “students are searching from devices”
this is why library instruction should slowly move from regular keyboarding exercises to utilization of mobile devices
James Hammons advocates for a mobile app geared toward accommodating students’ readiness to shift from large-screen search to smart phone search. The layout of the content being responsive to the screen size.
if the trend is to cater to students’ preference in using mobile devices, it is only logical to start gearing up to providing instruction and assistance using mobile devices.
Kathryn Silberger asserts (min 36 and forth) that the Library must let students know that it (the Library) is mobile friendly. How better to establish such feeling but by changing practices from big screen to hiding-behind-the-desktops students to gamified activities using mobile devices. Faculty have a “sticky influence” on student information habits.
Digital (Re)Visions: Blending Pedagogical Strategies with Dynamic Classroom Tactics
http://praxis.technorhetoric.net/tiki-index.php?page=PraxisWiki%3A_%3ADigital_Revisions
I therefore approach that aspect of the FYW class with this baseline assumption: Most of the eighteen- to twenty-year-olds who attend The University of Arizona already communicate via digital technologies in various ways and can learn to use template-based applications with relative ease, especially if they are first given time during class to collaborate on penalty-free projects with select applications.
Beyond that initial experimentation with the capabilities and functionality of new technologies, what FYW students most need to learn in our limited time is a thing or two about conventions that span across many online publishing venues and multimodal genres (such as nonlinearity and linking) and basic design principles (such as visual organization, coherence, and impact). Also essential are multiple conversations about fair use, copyright, and other ethical concerns regarding representation of self, others, and ideas that students must consider when going public with their compositions. Such an approach builds on what Stuart Selber (2004) calls the “functional literacy” of digital technology that FYW students typically bring to these classes, challenging students to develop critical and rhetorical literacies and become questioners and producers of digital texts.
I ask my FYW students to translate their written public arguments (open letters; letters to editors, public figures, or organizations; opinion columns; perspective-forwarding creative nonfiction) into more visually and/or aurally oriented arguments (via Prezi or YouTube; through the creation of editorial cartoons, infographics, public service announcements or other multimodal texts). (For more information, see the assignment sheet
Memento Mori: Why the Chegg IPO is Not About Textbooks
http://www.edukwest.com/chegg-ipo/
About 80% of the revenue still comes from renting textbooks, which might seem a bit outdated with everyone talking about tablet deployments and digital textbooks.
Though heavily funded and with more than 225,000 digital textbooks in its library, the startup was sold for pennies on a dollar to Intel Education last week.
With the Internet and tablet devices, publishers themselves can now go directly for the students through digital products. There is no need for physical bookstores or other middlemen to distribute the textbooks. Also professors are now able to sell their own textbooks directly to students.
This IPO is not so much about the current business of renting physical textbooks but about the time after paper-based textbooks. Chegg apparently does not see a future with publishers or professors by their side, and they will probably choose more direct sales channels in order to balance out sinking margins.
“From Teaching to Consulting: Librarians as Information Literacy Designers. An Interview with Carrie Donovan” by Brian Mathews. Posted to The Ubiquitous Librarian blog.
http://chronicle.com/blognetwork/theubiquitouslibrarian/2015/06/08/from-teaching-to-consulting-librarians-as-information-literacy-designers-an-interview-with-carrie-donovan/
“Library instruction and information literacy is poised for a transformation that will be groundbreaking and inspiring.” (Donovan) It was heartening to see that Donovan was troubled and inspired by Susanna Cowan’s “Information Literacy: The Battle We Won That We Lost?” (portal: Libraries and the Academy, 14(1):23-32; online at https://muse-jhu-edu.libproxy.stcloudstate.edu/journals/portal_libraries_and_the_academy/v014/14.1.cowan.pdf). “The question is not about information literacy’s validity. The question is whether we must cling to information literacy as a narrower concept and practice within educational (and now many other) institutions that rely, still, on librarians as key purveyors of this knowledge.” (Cowan)
“Something that has helped me [to begin to transition to a place where “I can leave behind my sense of ownership of information literacy”] was not to hang on to how I have done things in the past and to seek out new ideas and to consider all the options – even those that really challenge my way of thinking, my professional identity, and what I think I know to be true.” (Donovan)
“If we care about information literacy, let us be brave enough to let it go and find innovative ways to further the educational underpinnings of the concept without the bulky and perhaps untimely programmatic weight.” (Cowan)
Keith
Keith Ewing
Professor, Library Systems & Digital Projects
