Digital Literacy for St. Cloud State University
My note:
I pushed this idea four years ago (e.g. https://youtu.be/4vw0iID0huE) for the SCSU library and it was shut down
http://www.davidleeking.com/rocking-the-small-screen-without-losing-your-mind
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More on videos in the library in this IMS blog
http://www.freetech4teachers.com/2017/06/4-virtual-reality-videos-about.html
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
hackers can access your credit card data wirelessly, through something called radio frequency identification, or RFID
card has a tiny RFID sensor chip. These chips are supposed to make life easier by emitting radio signals for fast identification. The technology helps keep track of livestock and inventory. It makes automatic payment on toll roads and faster scanning of passports possible, and, starting around 2004, brought us contactless payment with certain credit cards.
REI and other companies sell a range of RFID-blocking products and say the number of customers looking for travel bags and credit card sleeves has been growing. That’s despite the fact that the percentage of credit cards with RFID chips in the U.S. is extremely small.
Still, people are worried about electronic pickpocketing — worried enough to strap on RFID-blocking fanny packs, even skinny jeans. In 2014, the San Francisco-based clothing company Betabrand partnered with Norton Security to create the first pair of denim with RFID protected pockets.
Eva Velasquez, president of the Identity Theft Resource Center, says from a consumer perspective, deciding whether to invest in RFID-blocking technology is all about evaluating risk. In the next few years, there will undoubtedly be millions more of these cards on the market.
if you’re worried about e-pickpocketing but don’t want to spend much money, you can make your own blocking wallet or wrap your cards or passport in a thick piece of aluminum foil. According to Consumer Reports, that works as well as most RFID protectors on the market.
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more on cybersecurity in this IMS blog
Request from Plovdiv University faculty and teachers from the Plovdiv school district for literature on the issue of online reading for K4 students
p. 25
model of online reading engagement is outlined. This model proposes that online reading engagement predicts dedication in digital reading. Dedication in digital reading according to the model is reflected in task-adaptive navigation, and task-adaptive navigation predicts digital reading performance over and above print reading skill. Information engagement is assumed to positively predict task-adaptive navigation, while social engagement is assumed to negatively predict task-adaptive navigation. These hypotheses were tested using OECD PISA 2009 Digital Reading Assessment data from 17 countries and economies ( N = 29,395).
If boys are spending nine hours a day media multitasking and prefer computers to books, shouldn’t they be successful at online learning? Online learning requires online reading, which means that boys, who are significantly poorer readers than girls in every nation in the world, may well be struggling to keep up. an online student may not have access to the learning that can come from group interaction, nor to the social and emotional support that can come from peers or a teacher, and the online reader could be heading for a learning apocalypse
five fourth and fifth-grade English language learners’ (ELLs) strategy use when they read online texts at home and in school. We also identify factors that play a role when these learners read online texts, as well as similar and different patterns in reading strategies at home and in school. The findings show that three factors influence the ELLs’ selection of online texts and use of reading strategies. In addition, the ELLs used nine reading strategies to enhance their reading online texts. Based on these findings, we discuss (a) the ELLs’ online reading strategies in different contexts, (b) the multidimensional zone of proximal development, and (c) collaboration between parents and teachers.
a primary goal is to develop the ability to read in order to learn with online information. Technologies that support this goal, especially the Internet, and instructional practices that support the development of online reading should be our primary consideration for reading and literacy education, beginning in the primary grades.
my note: role of the library
my note: when you make a decision about a textbook, income and social inequality are factors needed to be considered.
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http://bibliosphere.eu/?p=238
Information literacy: An exploration
https://www.academia.edu/33257496/Information_literacy_An_exploration
My notes: this is a 1997 article
the explosion of information is not accompanied by understanding of information.
p. 337 However, if one accepts a definition of information as a process rather than as a thing, then such policies can at best form a framework for the creation of mean- ing by the individuals or groups who are creating information by bring- ing their knowledge to bear on the data available to them
Data acquisition, maintenance and delivery are a vital part of organisational life, but problems arise when we fail to recognise the necessary links to knowledge.
p. 338 However, just teaching users the practi- calities of applications has been seen to be deficient. It leads to an exces- sive focus on ‘how’ to use a particular application rather than on ‘why’ it should be used 13.
p. 379 Information literacy is a stage above computer literacy, the latter usually implying the ability to use a personal computer . My note: some librarians assume that “computer literacy” is the same as “digital literacy” and were trying to convince me that information literacy is succeeding digital literacy, where it is the other way around
p. 380 There are those within the LIS community who warn that librar- ians should not stray into areas that are not appropriate. Behrens points out that the future is likely to see an increased emphasis on a part- nership between librarians and educators. My note another glaring discrepancy between myself and the librarians at SCSU
p. 386 The phrase information literacy has some value in expressing what might need to be done if the aims of information policies are to be made concrete. It points to the need for an emphasis on the awareness of the individual using data of a range of issues. These are not, it has been argued, to be limited to issues of storage and retrieval but have, centrally, to be concerned with issues of definition and meaning. These issues might be tackled in this order: what are the issues in this field surround- ing the nature of knowledge (i.e. how do we formulate questions); how might data be best acquired, stored, etc. in order to answer these ques- tions? (this might well best be paralleled by training in computer literacy); and what factors, both social and individual, place constraints on our ability to use the data?
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more on information literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=information+literacy
The top 10 workforce skills of 2020 include:
1. Sense making: The ability to determine the deeper meaning or significance of what is being expressed. The Drivers: Rise of smart machines and systems
2. Social intelligence: The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. The Drivers: Rise of smart machines and systems, globally connected world
3. Novel and adaptive thinking: Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. The Drivers: Rise of smart machines and systems, globally connected world
4. Cross cultural competency: The ability to operate in different cultural settings. The Drivers: Superstructured organizations, globally connected world
5. Computational thinking: The ability to translate vast amounts of data into abstract concepts and to understand data based reasoning. The Drivers: New media ecology, computational world
6. New media literacy: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. The Drivers: Extreme longevity, new media ecology, Superstructured organizations
7. Transdisciplinary: Literacy in and ability to understand concepts across multiple disciplines. The Drivers: Extreme longevity, computational world
8. Design mindset: The ability to represent and develop tasks and work processes for desired outcomes. The Drivers: Superstructured organizations, computational world
9. Cognitive load management: The ability to discriminate and filter information for importance, and to understand how to maximize cognitive functions. The Drivers: Superstructured organizations, computational world, new media ecology
10. Virtual collaboration: The ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. The Drivers: Superstructured organizations, globally connected world
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more on skills in this IMS blog
https://blog.stcloudstate.edu/ims?s=skills
By 2020 more than 50 billion things, ranging from cranes to coffee machines, will be connected to the internet. That means a lot of data will be created — too much data, in fact, to be manageable or to be kept forever affordably.
One by-product of more devices creating more data is that they are speaking lots of different programming languages. Machines are still using languages from the 1970s and 80s as well as the new languages of today. In short, applications need to have data translated for them — by an IoT babelfish, if you will — before they can make sense of the information.
Then there are analytics and data storage.
security becomes even more important as there is little human interaction in the flow of data from device to datacentre — so called machine-to-machine communication.
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more on IOT in this IMS blog
https://blog.stcloudstate.edu/ims?s=iot
more on industry 4.0 in this IMS blog
https://blog.stcloudstate.edu/ims?s=industrial+revolution
The education program is being developed in a partnership between the Girl Scouts and Palo Alto Networks. Jun 23, 2017
https://securitytoday.com/articles/2017/06/23/girl-scouts-to-earn-badges-in-cybersecurity.aspx
The education program, which aims to reach as many as 1.8 million Girl Scouts in kindergarten through sixth grade, is being developed in a partnership between the Girl Scouts and Palo Alto Networks, a security company, the organization said in a press release.
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more on cybersecurity in this IMS blog
https://blog.stcloudstate.edu/ims?s=cybersecurity
By Richard Chang 06/21/17
some of the findings in Kahoot!’s first-ever EdTrends Report :
Google is gaining a stronghold in United States classrooms, with Chrome OS expanding its presence on school computers, while Apple’s iOS has been on the decline since the first quarter of 2015 among students and teachers.
Chromebook had the highest number of users among teachers (44 percent) and students (46 percent), when they were asked about their top devices used. Google’s Productivity Suite (G Suite or Classroom) was the most widely used productivity suite in U.S. classrooms, with 57 percent saying they used it, compared to 23 percent saying they used Microsoft Office 365.
a majority of educators (more than 60 percent) said the purpose of adopting education technology was to increase student productivity and efficiency. Their key educational priorities for 2017-18 are “to improve student learning and outcomes” (88 percent), and to “better leverage available time and motivate students” (71 percent).
Educators saw the top ed tech trends in the next school year as:
Some other key findings in the report include:
The complete report can be read on the Kahoot! website here. Kahoot! will be at the International Society for Technology in Education (ISTE) conference
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By Sri Ravipati 06/19/17
Milwaukee Public Schools (MPS), will be receiving some tech handouts from Sprint for the 2017-2018 school year. As part of the company’s 1Million Project — which aims to deliver high-speed internet access to 1 million high school students nationwide — more than 2,500 students at 25 MPS high schools will each receive either a hotspot device, tablet or smartphone.
MPS students will be receiving devices that come with 3GB of high-speed LTE data (with unlimited data available at 2G speeds if usage exceeds that amount). Students can keep their device up to four years while they are in high school no cost, according to initiative site. Additionally, devices are equipped with filters to block adult content that cannot be disabled and are Free Children’s Internet Protection Act (CIPA) compliant.
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more about mobile devices in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices
By Rhea Kelly 06/21/17
a new report from Learning House and Aslanian Market Research. For the sixth annual “Online College Students 2017: Comprehensive Data on Demands and Preferences” report, researchers polled 1,500 students who are “seriously considering, currently enrolled in or have recently graduated from a fully online program”
a number of recommendations for helping online programs attract students, including:
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more on online students in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+students