Digital Literacy for St. Cloud State University
Apple saw the largest decline
“Longer life cycles, increased competition from other categories such as larger smartphones, combined with the fact that end users can install the latest operating systems on their older tablets has stifled the initial enthusiasm for these devices in the consumer market,”
I am repeating the fact below since as soon as the iPAD came out on the market. Pity that campus does not listen. Well, it is not the first fact I am sharing on campus and nobody listens.
“The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet.”
LITA’s forum has a question, which many are waiting for an answer:
From: David Library [mailto:dvp.sohd@gmail.com]
Sent: Wednesday, June 24, 2015 9:42 AM
To: lita-l@lists.ala.org
Subject: [lita-l] Re: Getting Into Drones
Cool. My girlfriend and I build them. Lots of fun and POWERFUL.
On Wed, Jun 17, 2015 at 6:20 PM, Cody Behles (cbehles) <cbehles@memphis.edu> wrote:
We are implementing a drone lending program at my institution. I am familiar with the University of South Florida case, but does anyone else have a drone lending program in their library (preferably one that is not being held up by the FAA)?
Cody Behles
Emerging Technologies Librarian
University Libraries
126 Ned R. McWherter Library
University of Memphis
Memphis, Tennessee USA 38152
“From Teaching to Consulting: Librarians as Information Literacy Designers. An Interview with Carrie Donovan” by Brian Mathews. Posted to The Ubiquitous Librarian blog.
“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
> Willard,
>
> The post 29.126 has been niggling at me for days. I originally want to
> reply with a simple observation that the appeal to storytelling is
> cast in such a way to avoid the complications of narration’s relation
> to narrative (the telling and the told; shown and said). But it was
> the theme of “borrowing” from one domain by another that leads me to
> recall a counter-narrative where there is no need to borrow between
> domains since the military-industrial-entertainment complex is one entity.
>
> I contend that fundamental to human interaction is narration:
> attentiveness to how stories are related. Stories are for sorting and
> storing. *Sometimes this soothes paranoia induced by too much
> linearity.*
>
> A while ago (1996), I explored recursivity and narrativity. My
> starting point was the ability to ask questions (and learn from one’s
> bodily reactions). The musings may or may not have military relevance.
> Judge for
> yourselves:
>
> <quote>
>
> Pedagogical situations are sensory. They are also interpersonal.
> Because they are sensory this makes even learning by oneself interpersonal.
> Egocentric speech is like a dialogue between the senses. In
> Vygotsky’s and Luria’s experiments, children placed in problem-solving
> situations that were slightly too difficult for them displayed egocentric speech.
> One could consider these as self-induced metadiscursive moments. The
> self in crisis will disassociate and one’s questionning becomes the
> object of a question.
>
> Not only is the human self as a metabeing both fracturable and
> affiliable in itself, it is also prone to narrativity. That is, the
> human self will project its self-making onto the world in order to
> generate stories from sequences and to break stories into recombinant
> sequences. Its operations on signs are material practices with consequences for world-making.
>
> The fracturable affiliable self calls for reproductive models suitable
> to the interactions of multi-sensate beings, models that render dyads
> dialectical, questionable, answerable. Narrativity understood
> dialectically does not merely mean making sequences or strings of
> events into stories but also stories into things, strung together for
> more stories. From such an understanding, emerge non-dyadic
> narratives of reproduction, narratives where a thing-born transforms
> itself into an event, comes to understand itself as a process.
>
> </quote>
>
> http://homes.chass.utoronto.ca/~lachance/S6D.HTM
>
> Funny to consider that those remarks were based in a consideration of
> language and feedback mechanisms. Make me think that the storytelling
> as “potent form of emotional cueing” may be directed to undesired
> responses such as greater self-reflexivity. And depending on how they
> are parsed, Hollywood films can contribute to undesired responses
> including escape. 🙂
>
> Francois Lachance, Scholar-at-large
> http://www.chass.utoronto.ca/~lachance
>
> to think is often to sort, to store and to shuffle: humble, embodied
> tasks
>
> On Mon, 29 Jun 2015, Humanist Discussion Group wrote:
>
>>
>>
>>
>>
>> Sharon Ghamari-Tabrizi, in “The Convergence of the Pentagon and
>> Hollywood” (Memory Bytes: History, Technology, and Digital Culture, ed.
>> Rabinovitz and Geil, 2004), describes in some detail the adoption by
>> the U.S. military of the entertainment industry’s storytelling
>> techniques implemented by means of simulation. This chapter follows
>> on from her excellent “Simulating the Unthinkable: Gaming Future War
>> in the 1950s and 1960s”, Social Studies of Science 30.2 (2000). In
>> the 2004 piece she describes a U.S. National Research Council
>> workshop in October 1996 at which representatives from film, video
>> game, entertainment and theme-parks came together with those from the
>> Department of Defense, academia and the defense industries. There is
>> much about this convergence that we might productively take an
>> interest in. Let me, however, highlight storytelling in particular.
>>
>> In a military context, Ghamari-Tabrizi points out, skilled
>> storytelling techniques are used to help participants in a VR
>> environment sense that they are in a real environment and behave
>> accordingly. Storytelling functions as a potent form of emotional
>> cueing that would seem to elicit the desired responses. But
>> especially interesting, I think, is the fact that “many conference
>> participants argued that the preferred mode of experiential immersion
>> in electronic media is not the unframed chaos of hypertext, but
>> old-fashioned storytelling.” She quotes Alex Seiden of Industrial
>> Light and Magic (note the date — 1996): “I’ve never seen a CD-ROM
>> that moved me the way a powerful film has. I’ve never visited a Web
>> page with great emotional impact. I contend that linear narrative is
>> the fundamental art form of humankind: the novel, the play, the film… these are the forms that define our cultural experience.”
>>
>> Comments?
>>
>> Yours,
>> WM
>> —
>> Willard McCarty (http://www.mccarty.org.uk/), Professor, Department of
>> Digital Humanities, King’s College London, and Digital Humanities
>> Research Group, University of Western Sydney
http://www.nmc.org/blog/turning-technophobia-through-digital-storytelling/
http://www.socialmediaexaminer.com/video-storytelling/
There are a lot of interesting ways to integrate storytelling into your social videos. In addition to those featured above, here are some other stories that are well suited for video:
Games and gaming as a type of collection and library service is growing in libraries around the world. This growth has led to many questions about library practices related to this type of collection. You are invited to help clarify library practices related to tabletop game collections by taking this 15 minute survey.
http://bit.ly/TableTopGameSurvey
The purpose of this survey is to gather information from all types of libraries on how they are cataloging, processing, and circulating their tabletop game collections. Your information is valuable no matter the size or scope of your local collection. This information will be included anonymously in an article on library tabletop game collections and made available in a digital repository. Our goal is to use this information to guide best practices for tabletop game collection development and circulation in libraries.
The deadline for this survey is July 30, 2015.
white paper by the Cisco
To help improve understanding of BYOD and its impacts on modern network environments, this white paper will further explore the many differences that exist between corporate and educational approaches to the technology.
In the education space, dealing with non-standard, user-managed devices has been and still remains the norm. Unfortunately, the variety of devices means a multitude of operating systems and software are encountered, with many “standards” being defined. As a result there is little consistency in the device type or the software being installed. Since the device is owned by the student and is a personal resource, it is often difficult or impossible to enforce a policy that prevents users from installing software. In addition, due to the nature of learning as opposed to a corporate environment, it is also difficult to put a restriction on certain classes of software since all may provide a worthwhile educational purpose.
providing a solution that unifies management and deployment polices across both wired and wireless devices is very desirable.
The Internet of Everything (IoE) has spurred a revolution in mobility. Collaboration anywhere, anytime and with any device is quickly becoming the rule instead of the exception. As a result it is now common for students to bring mobile devices such as smartphones, tablets and e-readers into the academic environment to support their educational endeavors.
The infrastructure supporting BYOD no longer has the sole purpose of providing a wireless radio signal within a given area. The focus is now about providing the appropriate bandwidth and quality to accommodate the ever-growing number of devices and ensure that an application provides a good end-user experience. In a sense, applications are now the major driving force behind the continuing evolution of BYOD. For example, a teacher accessing video in the classroom for educational purposes during class hours should have greater priority than a student in the same area accessing a gaming site for recreation.
A state-of-the-art BYOD infrastructure should now be capable of providing more than just generic, general-purpose wireless connectivity. In the classroom environment, the notion of “differentiated access” often resonates with faculty and staff. Once this has been determined, a policy can be applied to the user and their activity on the network.
Granular security can also be intelligently delivered.
Quality of Service (QoS) rate limiting has been available for some time, but now there are newer QoS techniques available.
Location-based services can provide their first interaction with the university. By delivering campus maps and directional information, location-enabled services can enhance the experience of these visitors and provide a positive image to them as well. As a visitor enters a particular building location, information could automatically be provided. In the case of a visiting student, information about the history of a building, departments contained within the building, or other resources could be presented to enhance a guided tour, or provide the perspective student the ability to have a self-directed tour of the campus facilities.
802.11ac Technology (https://en.wikipedia.org/wiki/IEEE_802.11ac)
Software Defined Networking (https://en.wikipedia.org/wiki/Software-defined_networking)
https://www.pinterest.com/pin/562387072193328450/
