How algorithms impact our browsing behavior? browsing history?
What is the connection between social media algorithms and fake news?
Are there topic-detection algorithms as they are community-detection ones?
How can I change the content of a [Google] search return? Can I?
Larson, S. (2016, July 8). What is an Algorithm and How Does it Affect You?
The Daily Dot. Retrieved from
https://www.dailydot.com/debug/what-is-an-algorithm/
Johnson, C. (2017, March 10). How algorithms affect our way of life.
Desert News. Retrieved from
https://www.deseretnews.com/article/865675141/How-algorithms-affect-our-way-of-life.html
Understanding algorithms and their impact on human life goes far beyond basic digital literacy, some experts said.
An example could be the recent outcry over Facebook’s news algorithm, which enhances the so-called
“filter bubble”of information.
gender
Massanari, A. (2017). #Gamergate and The Fappening: How Reddit’s algorithm, governance, and culture support toxic technocultures. New Media & Society, 19(3), 329-346. doi:10.1177/1461444815608807
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community detection algorithms:
Bedi, P., & Sharma, C. (2016). Community detection in social networks. Wires: Data Mining & Knowledge Discovery, 6(3), 115-135.
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CRUZ, J. D., BOTHOREL, C., & POULET, F. (2014). Community Detection and Visualization in Social Networks: Integrating Structural and Semantic Information. ACM Transactions On Intelligent Systems & Technology, 5(1), 1-26. doi:10.1145/2542182.2542193
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Bai, X., Yang, P., & Shi, X. (2017). An overlapping community detection algorithm based on density peaks. Neurocomputing, 2267-15. doi:10.1016/j.neucom.2016.11.019
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topic-detection algorithms:
Zeng, J., & Zhang, S. (2009). Incorporating topic transition in topic detection and tracking algorithms. Expert Systems With Applications, 36(1), 227-232. doi:10.1016/j.eswa.2007.09.013
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topic detection and tracking (TDT) algorithms based on topic models, such as LDA, pLSI (https://en.wikipedia.org/wiki/Probabilistic_latent_semantic_analysis), etc.
Zhou, E., Zhong, N., & Li, Y. (2014). Extracting news blog hot topics based on the W2T Methodology. World Wide Web, 17(3), 377-404. doi:10.1007/s11280-013-0207-7
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The W2T (Wisdom Web of Things) methodology considers the information organization and management from the perspective of Web services, which contributes to a deep understanding of online phenomena such as users’ behaviors and comments in e-commerce platforms and online social networks. (https://link.springer.com/chapter/10.1007/978-3-319-44198-6_10)
ethics of algorithm
Mittelstadt, B. D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). The ethics of algorithms: Mapping the debate.
Big Data & Society,
3(2), 2053951716679679.
https://doi.org/10.1177/2053951716679679
journalism
Malyarov, N. (2016, October 18). Journalism in the age of algorithms, platforms and newsfeeds | News | FIPP.com. Retrieved September 19, 2017, from
http://www.fipp.com/news/features/journalism-in-the-age-of-algorithms-platforms-newsfeeds
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https://blog.stcloudstate.edu/ims?s=algorithm
more on algorithms in this IMS blog
see also
THE VALUE OF ACADEMIC LIBRARIES
A Comprehensive Research Review and Report. Megan Oakleaf
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.pdf
Librarians in universities, colleges, and community colleges can establish, assess, and link
academic library outcomes to institutional outcomes related to the following areas:
student enrollment, student retention and graduation rates, student success, student
achievement, student learning, student engagement, faculty research productivity,
faculty teaching, service, and overarching institutional quality.
Assessment management systems help higher education educators, including librarians, manage their outcomes, record and maintain data on each outcome, facilitate connections to
similar outcomes throughout an institution, and generate reports.
Assessment management systems are helpful for documenting progress toward
strategic/organizational goals, but their real strength lies in managing learning
outcomes assessments.
to determine the impact of library interactions on users, libraries can collect data on how individual users engage with library resources and services.
increase library impact on student enrollment.
p. 13-14improved student retention and graduation rates. High -impact practices include: first -year seminars and experiences, common intellectual experiences, learning communities, writing – intensive courses, collaborative assignments and projects, undergraduate research, Value of Academic Libraries diversity/global learning, service learning/community -based learning, internships, capstone courses and projects
p. 14
Libraries support students’ ability to do well in internships, secure job placements, earn salaries, gain acceptance to graduate/professional schools, and obtain marketable skills.
librarians can investigate correlations between student library interactions and their GPA well as conduct test item audits of major professional/educational tests to determine correlations between library services or resources and specific test items.
p. 15 Review course content, readings, reserves, and assignments.
Track and increase library contributions to faculty research productivity.
Continue to investigate library impact on faculty grant proposals and funding, a means of generating institutional income. Librarians contribute to faculty grant proposals in a number of ways.
Demonstrate and improve library support of faculty teaching.
p. 20 Internal Focus: ROI – lib value = perceived benefits / perceived costs
production of a commodity – value=quantity of commodity produced × price per unit of commodity
p. 21 External focus
a fourth definition of value focuses on library impact on users. It asks, “What is the library trying to achieve? How can librarians tell if they have made a difference?” In universities, colleges, and community colleges, libraries impact learning, teaching, research, and service. A main method for measuring impact is to “observe what the [users] are actually doing and what they are producing as a result”
A fifth definition of value is based on user perceptions of the library in relation to competing alternatives. A related definition is “desired value” or “what a [user] wants to have happen when interacting with a [library] and/or using a [library’s] product or service” (Flint, Woodruff and Fisher Gardial 2002) . Both “impact” and “competing alternatives” approaches to value require libraries to gain new understanding of their users’ goals as well as the results of their interactions with academic libraries.
p. 23 Increasingly, academic library value is linked to service, rather than products. Because information products are generally produced outside of libraries, library value is increasingly invested in service aspects and librarian expertise.
service delivery supported by librarian expertise is an important library value.
p. 25 methodology based only on literature? weak!
p. 26 review and analysis of the literature: language and literature are old (e.g. educational administrators vs ed leaders).
G government often sees higher education as unresponsive to these economic demands. Other stakeholder groups —students, pa rents, communities, employers, and graduate/professional schools —expect higher education to make impacts in ways that are not primarily financial.
p. 29
Because institutional missions vary (Keeling, et al. 2008, 86; Fraser, McClure and
Leahy 2002, 512), the methods by which academic libraries contribute value vary as
well. Consequently, each academic library must determine the unique ways in which they contribute to the mission of their institution and use that information to guide planning and decision making (Hernon and Altman, Assessing Service Quality 1998, 31) . For example, the University of Minnesota Libraries has rewritten their mission and vision to increase alignment with their overarching institution’s goals and emphasis on strategic engagement (Lougee 2009, allow institutional missions to guide library assessment
Assessment vs. Research
In community colleges, colleges, and universities, assessment is about defining the
purpose of higher education and determining the nature of quality (Astin 1987)
.
Academic libraries serve a number of purposes, often to the point of being
overextended.
Assessment “strives to know…what is” and then uses that information to change the
status quo (Keeling, et al. 2008, 28); in contrast, research is designed to test
hypotheses. Assessment focuses on observations of change; research is concerned with the degree of correlation or causation among variables (Keeling, et al. 2008, 35) . Assessment “virtually always occurs in a political context ,” while research attempts to be apolitical” (Upcraft and Schuh 2002, 19) .
p. 31 Assessment seeks to document observations, but research seeks to prove or disprove ideas. Assessors have to complete assessment projects, even when there are significant design flaws (e.g., resource limitations, time limitations, organizational contexts, design limitations, or political contexts); whereas researchers can start over (Upcraft and Schuh 2002, 19) . Assessors cannot always attain “perfect” studies, but must make do with “good enough” (Upcraft and Schuh 2002, 18) . Of course, assessments should be well planned, be based on clear outcomes (Gorman 2009, 9- 10) , and use appropriate methods (Keeling, et al. 2008, 39) ; but they “must be comfortable with saying ‘after’ as well as ‘as a result of’…experiences” (Ke eling, et al. 2008, 35) .
Two multiple measure approaches are most significant for library assessment: 1) triangulation “where multiple methods are used to find areas of convergence of data from different methods with an aim of overcoming the biases or limitations of data gathered from any one particular method” (Keeling, et al. 2008, 53) and 2) complementary mixed methods , which “seek to use data from multiple methods to build upon each other by clarifying, enhancing, or illuminating findings between or among methods” (Keeling, et al. 2008, 53) .
p. 34 Academic libraries can help higher education institutions retain and graduate students, a keystone part of institutional missions (Mezick 2007, 561) , but the challenge lies in determining how libraries can contribute and then document their contribution
p. 35. Student Engagement: In recent years, academic libraries have been transformed to provide “technology and content ubiquity” as well as individualized support
My Note: I read the “technology and content ubiquity” as digital literacy / metaliteracies, where basic technology instructional sessions (everything that IMS offers for years) is included, but this library still clenches to information literacy only.
p. 37 Student Learning
In the past, academic libraries functioned primarily as information repositories; now they are becoming learning enterprises (Bennett 2009, 194) . This shift requires academic librarians to embed library services and resources in the teaching and learning activities of their institutions (Lewis 2007) . In the new paradigm, librarians focus on information skills, not information access (Bundy 2004, 3); they think like educators, not service providers (Bennett 2009, 194) .
p. 38. For librarians, the main content area of student learning is information literacy; however, they are not alone in their interest in student inform ation literacy skills (Oakleaf, Are They Learning? 2011).
My note: Yep. it was. 20 years ago. Metaliteracies is now.
p. 41 surrogates for student learning in Table 3.
p. 42 strategic planning for learning:
According to Kantor, the university library “exists to benefit the students of the educational institution as individuals ” (Library as an Information Utility 1976 , 101) . In contrast, academic libraries tend to assess learning outcomes using groups of students
p. 45 Assessment Management Systems
Tk20
Each assessment management system has a slightly different set of capabilities. Some guide outcomes creation, some develop rubrics, some score student work, or support student portfolios. All manage, maintain, and report assessment data
p. 46 faculty teaching
However, as online collections grow and discovery tools evolve, that role has become less critical (Schonfeld and Housewright 2010; Housewright and Schonfeld, Ithaka’s 2006 Studies of Key Stakeholders 2008, 256) . Now, libraries serve as research consultants, project managers, technical support professionals, purchasers , and archivists (Housewright, Themes of Change 2009, 256; Case 2008) .
Librarians can count citations of faculty publications (Dominguez 2005)
.
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Tenopir, C. (2012). Beyond usage: measuring library outcomes and value. Library Management, 33(1/2), 5-13.
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methods that can be used to measure the value of library products and services. (Oakleaf, 2010; Tenopir and King, 2007): three main categories
- Implicit value. Measuring usage through downloads or usage logs provide an implicit measure of value. It is assumed that because libraries are used, they are of value to the users. Usage of e-resources is relatively easy to measure on an ongoing basis and is especially useful in collection development decisions and comparison of specific journal titles or use across subject disciplines.
do not show purpose, satisfaction, or outcomes of use (or whether what is downloaded is actually read).
- Explicit methods of measuring value include qualitative interview techniques that ask faculty members, students, or others specifically about the value or outcomes attributed to their use of the library collections or services and surveys or interviews that focus on a specific (critical) incident of use.
- Derived values, such as Return on Investment (ROI), use multiple types of data collected on both the returns (benefits) and the library and user costs (investment) to explain value in monetary terms.
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more on ROI in this IMS blog
https://blog.stcloudstate.edu/ims/2014/11/02/roi-of-social-media/
http://www.us4bg.org/areas/education/
Proposal |Project Title
The 21st Century Skills of the Academic Librarian in Bulgaria
Applicant:
Plamen Miltenoff, PhD, MLIS, http://web.stcloudstate.edu/pmiltenoff/faculty/
My experience and connections with the library organizations and professionals from Moldova, Bulgaria and Austria, as well as my 17+ years working at the St. Cloud State University library provides me with an opportunity for comparison and, consequently, proposal for collaborative practices with Bulgarian academic librarians.
Project Duration: one year
Problem Identification: Through the years, my work with faculty and librarians from Shoumen University (http://shu-bg.net/ ), Plovdiv University (https://uni-plovdiv.bg/), New Bulgarian University (https://nbu.bg/), the American University (https://www.aubg.edu/) and Sofia University (https://www.uni-sofia.bg/) helped me identify differences and similarities in the work of the Bulgarian educational institutions and academia from abroad.
The role of the academic librarian in the educational process is different/limited in Bulgaria compared to the United States. During a collaboration on gamifying library instruction (http://web.stcloudstate.edu/pmiltenoff/bi/), the NBU librarians demonstrated their propensity to shift their campus role close to the campus role of American librarians, yet in general the Bulgarian library guild remains traditional in their view of their responsibilities toward the educational process on campus.
Project Objectives:
This proposal aims regular discussions among professionals from Bulgarian and American (possibly other nations) librarians to determine the framework regarding librarian’s responsibilities. Are academic librarians faculty members or staff? Do they have teaching or service (or both) responsibilities? What are 20th century academic librarians’ responsibilities are to be preserved? Updated? What are the 21st century responsibilities to be gained? What is the relationship between academic librarians and faculty? What is expected from an academic librarians to ensure learning happens? To benefit faculty’s teaching?
A comparison of academic library structures, job descriptions, models and discourses can lead to deep[er] analysis of existing structures and possible reorganizations to improve the role of the library in particular and the efficiency of the educational institution in general.
Comparisons of topics and syllabi: multiliteraices as successor of information literacy? Is the academic library the hub for technological innovations (e.g makerspaces, 3D printing, virtual reality/augmented reality) and if not, what is the academic library role in the process?
Other relevant topics / issues are expected to transpire during such discourse.
Project Description:
The project is organized in collaboration of synchronous and asynchronous character during the span of one academic year. Three synchronous sessions each semester (six sessions for the entire semester) will provide a forum through e-conferencing tools (e.g. Adobe Connect, WebEx, Skype, Google Hangout etc.) for live discussions and planning. Weekly asynchronous dialog through social media (e.g. blog, Facebook Group, Google Group etc.) will provide the platform/ hub/ forum daily/detailed preparation for the monthly synchronous meetings.
Most valuable feedback through the weekly asynchronous discussions will be voted by participants and three best weekly contributions will be awarded badges. At the end of the academic year, the three contributors with largest collection of badges will be awarded cost for registration fee, travel and lodging to an important European conference regarding libraries and education.
The experience and lessons from the process will be summed up, published and presented at local (Bulgarian), regional (Balkans) and international (European, U.S.) educational conferences and events. Similar cross-cultural experiences and studies will be research and comparison and future collaboration will be sought.
Impact:
- The use of synchronous tools will provide technological and didactical practice for academic librarians; an experience they later can apply in their service to the campus community.
- Same with the asynchronous tools / social media
- The practice and experience of using social media for institutional purposes can help librarians figure out pertinent outreach to the recent and incoming students (Millennials and Gen Y)
- The use of social media will provide transparency and participatory governing of the process.
Sustainability:
The lessons from such endeavor aim to bring closer collaboration and understanding between academic librarians and campus faculty. Such collaboration can be measured, as well as impact of improved teaching and improved learning. The measurements should convince university administration to further support the continues process of cross-cultural collaboration between academic librarians.
New Ways to Evaluate School Technologies to Save Money & Boost Efficiencies
https://event.on24.com/wcc/r/1483433/3117E1766D64897841ED782BEEFC3C83?mode=login&email=pmiltenoff@stcloudstate.edu
Please join me September 20 for a free webinar where Dr. Sheryl Abshire, CTO of Calcasieu Parish SD and a recognized leader in K-12 technology, shares her insights on the top strategies, best practices and most valuable ideas that can reduce IT departmental costs and increase efficiencies.
What: New Ways to Measure & Leverage the Value of IT
When: 09/20 @ 2:00 PM ET | 11:00 AM PT
Register Now
Listen in and learn how to:
· Use data you already collect to justify needs and resources
· Create a new value proposition for IT
· Measure the strategic use of IT in the district
· Determine if your current technology is making the difference you expected
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My notes from the webinar:
Gartner: K12 technology ; http://www.gartner.com/technology/research/content/education.jsp
https://www.schooldude.com/ Tech support costs in K12 increased by 50% in the last four years from 14% to 21% of the technology budget. One half of the school technology leaders said that their school board understands that technology relates to district oveall goals , it is not as supportive financially. Worse, 8% felt that the school board does not believe technology is important to their district overall goals
Harvard Business Report Driving Digital Transformation. 2015 surveyed digital leaders. Driving innovation most important role breaking down internal silos
https://hbr.org/resources/pdfs/comm/RedHat/RedHatReportMay2015.pdf
- align technology with educational mission of the school district
- show value
- eliminate silos
- look for cost savings
- other investments with long-term savings
- transformational strategies
- engage community – bond issues, levies, and other funding
consortium for school networking: 10 concepts http://www.nmc.org/organization/cosn/
virtualization; data deluge; energy and green IT; complex resource tracking; consumerization and social software; unified communications; mobile and wireless; system density; mashups and portals; cloud computing
what is a quick recovery?
Action plan: 1. Focus on virtualization and green IT for immediate cost and flexibility benefits. 2. Look at storage virtualization, deduplication and thin provisioning. 3. Evaluate web social software to transform interactions 4. exploit mashups and cloud-based services to address immediate user needs. 5. link UC to collaboration and enterprise applications to support growth initiatives. 6. begin to track weak signals and subtle patterns – from everywhere.
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SchoolDude – Josh Green, Application Engineer, josh.green@schooldude.com
- lack of budget and staff
- managing upkeep and replacement of growing number of devices
- time
- perception gap (what we are doing)
tool: Insight
agentless network discovery mechanism. scanning of devices on the network. optimize hard software usage, improve planning and budgeting process with status reporting.
MDM (mobile device management). supports both BYOD and school devices. control app distribution across the network, supervise device usage, remotely manage device policy
Helpdesk: complete ticket to close helpdesk solution
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Q&A time
technology facilitators: spend time at assigned schools; talk to teacher and try to figure out what teachers know about technology and then work the principal to customize workshops (PLCs) to build the skills based on their skills set. versus technology facilitator at every school. Help them grow their own.
certificate of attendance-Plamen Miltenoff
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+edad
