Archive of ‘Library and information science’ category
LITA discussion thread on how social media should be run at an academic library:
Very much different from where I am at. But that’s not new, I have voiced the fallacies often in the last 5 years rather frequently.
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Alex Herzberg
Sent: Thursday, August 27, 2015 11:39 AM
To: lita-l@lists.ala.org
Subject: RE: [lita-l] social media administration
Hi Allison,
The Loyola/Notre Dame Library’s social media is run by a committee of 4 full-time staff: two from research & instruction, one from circulation, and one from archives. I’m the committee chair but we all take weekly shifts for posting and monitoring the accounts. This model of sharing the workload has been really effective for us!
I’m happy to answer any questions you might have.
Alex
Alex Herzberg, MLS
Online Learning Librarian
Business Liaison
Loyola/Notre Dame Library
200 Winston Avenue
Baltimore, MD 21212
410-617-6831
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Lisa Rabey
Sent: Thursday, August 27, 2015 6:16 AM
To: lita-l@lists.ala.org
Subject: Re: [lita-l] social media administration
At my last position, I was the systems and web librarian, which included social media. I did the following:
Managed all of the social media accounts (FB, Twitter, Flickr, Tumblr)
Used Hootsuite to post date posts in Twitter.
Used FB to post date posts in FB
Created singular branding across all sites
Created social media best practices
Created social media policy in congruent with the college’s s AUP
Managed the backend of the blog
— Created a calendar for blog post ideas
— Enlisted other people to provide additional content
— edited blog posts from other posters
I’d say I spent 2-5 hours a week on the social media, most of which I managed when I was the reference desk.
The person who replaced me dumped all of the above. So there’s that.
-Lisa
—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Erik Sandall
Sent: Wednesday, August 26, 2015 11:49 AM
To: lita-l@lists.ala.org
Subject: Re: [lita-l] social media administration
Hi Allison,
As a librarian and webmaster, I split my time between library and IT.
I’m responsible for the administration and management of our social media accounts. I also post a little, and there are three others (one librarian, two non-libs) who also contribute content.
It’s worked out very well having a variety of staff across departments contributing to our social media efforts. I highly recommend it.
Regards,
Erik.
Mobile video advertising is growing three times as fast as spending on desktop video
YouTube, Facebook, Instagram, Twitch, BuzzFeed, and Snapchat videos are increasingly keeping audiences glued to their small screens, opening up new greenfield opportunities in advertising.
15 iPad Skills Every Teacher and Student should Have
http://www.educatorstechnology.com/2013/01/15-ipad-skills-students-must-have.html
1- My students should be able to create presentations
2- My students should be able to create digital stories.
3- My students should be able to create eBooks
4- My students should be able to print their docs right from their iPad
5- My students should be able to create videos
6- I want to Improve my students reading skills
7- My students should be able to take notes on their iPad
8- My students should be able to create written content on their iPads
9- My students should be able to use White Boards from their iPads
10-My students should be able to record audio clips
11- My students should be able to screen share
12-My students should be able to do their homework with the help of iPad
13- My students should be able to create mind maps
14-My students should be able to do research using iPad
15-My students should be able to create digital portfolios
The 20 Digital Skills Every 21st Century Teacher should Have
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
1- Create and edit digital audio
2- Use Social bookmarking to share resources with and between learners
3- Use blogs and wikis to create online platforms for students
4- Exploit digital images for classroom use
5- Use video content to engage students
6- Use infographics to visually stimulate students
7- Use Social networking sites to connect with colleagues and grow professionally
8- Create and deliver asynchronous presentations and training sessions
9- Compile a digital e-portfolio for their own development
10- be able to detect plagiarized works in students assignments
11- Create screen capture videos and tutorials
12- Curate web content for classroom learning
13- Use and provide students with task management tools to organize their work and plan their learning
14- Use polling software to create a real-time survey in class
15- Understand issues related to copyright and fair use of online materials
16- Use digital assessment tools to create quizzesHere are some tools for teachers to develop this skill
17- Find and evaluate authentic web based content
18- Use digital tools for time management purposes
19- Use note taking tools to share interesting content with your students
20- Use of online sticky notes to capture interesting ideas
The Move from Course Management to Course Networking
A Q&A with Ali Jafari
http://campustechnology.com/articles/2015/08/18/the-move-from-course-management-to-course-networking.aspx
We need now to have a totally new type of learning environment, both conceptually and technically, and it will also need to be different from a business perspective.
You might think of CN (Course Networking) as a complete social learning suite combined with comprehensive learning management tools, along with associated elements like ePortfolio, data mining, globalization and collaboration tools, and much more.
Every student on the CN has a “social portfolio”, which will be there for the student to access, life long. This social portfolio is different from a “typical” ePortfolio in several ways, but importantly, it can be created dynamically — for example, a teacher might check a box indicating that each student in the top ten percent of her class will receive a badge. Beyond that checkbox, everything happens automatically, without a need for the student to locate and upload the badge for display, and no need for the teacher to monitor or be further involved with the awarding of badges. As a student I can manage my social portfolio, and determine who will see or not see certain elements of it.
we are building and maintaining really one big network — instead of necessarily supporting many, many independent institutional client implementations.
New Documents and Reports Confirm AT&T and NSA’s Longstanding Surveillance Partnership
https://www.reddit.com/r/technology/comments/3h64l2/new_documents_and_reports_confirm_att_and_nsas/
Please consider previous IMS blog entries on this topic:
https://blog.stcloudstate.edu/ims/2014/09/25/online-privacy-its-time-for-a-new-security-paradigm/
https://blog.stcloudstate.edu/ims/2014/07/01/privacy-and-surveillance-obama-advisor-john-podesta-every-country-has-a-history-of-going-over-the-line/
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.
Digitised Necrophilia: Technology and Psychosocial Orientations in the Age of ISIS and Drone Strikes
https://www.academia.edu/14778214/Digitised_Necrophilia_Technology_and_Psychosocial_Orientations_in_the_Age_of_ISIS_and_Drone_Strikes
If ISIS’s images and drone strikes are symptoms of a necrophilous orientation in human-computer interaction today, what implications are there for those of us who maintain that digital technologies should be advanced toward a biophilous orientation that“ wish[es] to further growth, whether in a person, a plant, an idea, or a social group” (Fromm, 1973, p.365)?
Can Crowdfunding Pay for Teacher Professional Development?
http://blogs.edweek.org/edweek/the_startup_blog/2015/08/crowdfunding_feedback_for_teachers.html
Crowdfunding as a movement gained initial traction among platforms such as Kickstarter and Indiegogo, where people began soliciting a high volume of small donations to fund a litany of causes, ranging from starting a new comedy club, to funding innovative new products
For educators, platforms like DonorsChoose.org and PledgeCents can similarly be used to crowdfund donations for education-related causes.
Recently, however, I and many of my colleagues have been put off a bit by the proliferation of countless GoFundMe crowdfunding campaigns on Facebook, where individuals seek funding for their college tuition and personal debt. Does the spread of questionable personal campaigns make the general public less willing to invest in worthy campaigns
Educational Intelligence and the Student Lifecycle – Leveraging Predictive Analytics for Profit in Higher Education
This presentation will begin on Wednesday, August 12, 2015 at 02:00 PM Eastern Daylight Time.
| Wednesday, August 12, 2015 02:00 PM EDT
This webinar will provide an overview of the student lifecycle – from lead generation to job placement. You will learn what the components are and how student data can be leveraged for competitive gain through the use of predictive analytics tools. While these technologies have been in use by other industries for many years, especially in the area of assessing consumer demand, higher education is a relatively late adopter. As an example of benefit, colleges and universities can deploy them to determine which students are most at risk for attrition and – armed with deep, historical data – craft segment-specific retention strategies designed to compel them to persist toward degree completion. During this session, Eduventures analysts will provide concrete examples of how predictive analytics has been used within the student lifecycle at a variety of institutions, citing interviews with practitioners, that led to measurable performance improvements. To conclude, we will uncover the benefits of sharing data amongst key stakeholders to the ultimate gain of the institution and its constituents.
Speakers:
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Jeff Alderson
Principal Analyst |
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Max Woolf
Senior Analyst |
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Audience members may arrive 15 minutes in advance of this time. |
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