Nokia N1 Android tablet: an iPad mini lookalike with the first reversible USB port
http://www.independent.co.uk/life-style/gadgets-and-tech/news/nokia-unveils-n1-android-tablet-an-ipad-mini-lookalike-with-the-first-reversible-usb-port-9867400.html
Visually the tablet is a dead-ringer for the iPad mini, but the N1 actually manages to be both thinner and lighter than Apple’s tablet – just 6.9mm thick and weighing in at 318 grams.
The N1 looks very healthy spec-wise, with a 2.4GHz quad-core processor, 2GB of RAM, 32GB of storage and 8-megapixel and 5-megapixel cameras on the back and front.
‘Z Launcher’ software: essentially a customized lock screen that studies your habits to give you the right app at the right time of day (eg, email in the morning, Instagram at night) while also letting you launch apps by scribbling the first letter of their name.
The N1 is launching first in China February 2015 for $249 (around £160 – the same as the iPad mini) but it’s not clear when it’ll be making its way to the US or UK.
Sorry, Microsoft! A Bunch Of Teenagers Just Talked About Doing School Work And None Of Them Use Word
“I’ll start typing essays on my iPhone’s Notes app,” one student said. Because of
an Apple feature called “Handoff,” he can then pick up right where he left off on his computer.
http://content.easybib.com/tips-for-teaching-digital-information-literacy/#.VH4eeTHF_To
Digital & Information Literacy Lesson Highlights:
http://content.easybib.com/digital-literacy-and-web-literacy-whats-the-difference/
http://content.easybib.com/resources-for-teaching-digital-web-literacies
http://content.easybib.com/the-challenge-of-information-literacy-in-a-time-of-social-media-and-pervasive-information/
the challenge of social media with respect to information literacy is that networked individuals are continually bombarded with information. Thus, information literacy’s importance must make the leap from the academic world, where purposeful information search is the norm, to “real life,” where information continually competes for the audience.
http://content.easybib.com/infographic-information-literacy-issues
Interactive Marketing and Social Media
deCesare, Gina, Miltenoff, Plamen
Section 5, T/TH – 11:00am – 12:15pm and, Section 7, T – 6:oopm – 9:00pm
http://media4.stcloudstate.edu/scsu
- Introduction. Who am I, what I do:
http://lrts.stcloudstate.edu/library/general/ims/default.asp
http://web.stcloudstate.edu/pmiltenoff/lib290/
- What is the purpose of the meeting today: Interactive Marketing and Social Media
- Define top 3 questions on your mind and be ready to share
- PPT, e.g. slide 27, by sharing with the students resources (most of them are infographics,) about best time when to apply social media marketing.
Social Media Examiner has plenty to say about it:
https://blog.stcloudstate.edu/ims/2014/10/01/social-media-management/
- Ideas and directions:
Peruse over the 3 groups of directions and ideas and choose one. Study it. Outline what do you anticipate being useful for your future work. Add at least 3 more ideas of your own, which complement the information from this group of information sources.
https://blog.stcloudstate.edu/ims/2014/09/21/social-media-cocktail/
time-saving social media tools
https://blog.stcloudstate.edu/ims/2014/09/19/time-saving-social-media-tools/
30 Little-Known Features of the Social Media Sites
https://blog.stcloudstate.edu/ims/2014/09/19/social-media-features/
26 Creative Ways to Publish Social Media Updates
https://blog.stcloudstate.edu/ims/2014/08/28/26-creative-ways-to-publish-social-media-updates/
How to Write a Social Media Policy to Empower Employees
https://blog.stcloudstate.edu/ims/2014/07/01/social-media-how-to-write-a-social-media-policy-to-empower-employees/
How to Create Awesome Online Videos: Tools and Software to Make it Easy
https://blog.stcloudstate.edu/ims/2014/06/24/social-media-how-to-create-awesome-online-videos-tools-and-software-to-make-it-easy/
http://www.rochester.edu/pr/Review/V68N1/inrev15.html
How can academic libraries best help students sort through the growing thicket of online information? By Stanley Wilder
The premise of information literacy is that the supply of information has become overwhelming, and that students need a rigorous program of instruction in research or library-use skills, provided wholly or in part by librarians.
The idea behind information literacy is that our typical freshman is drowning in information, when in fact Google provides her with material she finds good enough, and does so instantaneously. Information literacy assumes that she accepts unquestioningly the information she finds on the Internet, when we know from research that she is a skeptic who filters her results to the best of her ability. Information literacy tells us that she cannot recognize when she needs information, nor can she find, analyze, or use it, when she demonstrably does all of those things perfectly well, albeit at a relatively unsophisticated level.
Simply put, information literacy perceives a problem that does not exist. Furthermore, it misses the real threat of the Internet altogether—which is that it is now sufficiently simple and powerful that students can graduate without ever using the library. That is unfortunate because, for all its strengths, the Internet cannot give students the high-quality scholarly information that is available only through subscription, license, or purchase.
As Roy Tennant noted in the January 1, 2001, Library Journal, “only librarians like to search; everyone else likes to find.” Any educational philosophy is doomed to failure if it views students as information seekers in need of information-seeking training.
Information literacy is also harmful because it encourages librarians to teach ways to deal with the complexity of information retrieval, rather than to try to reduce that complexity.
“The library is a place where readers come to write, and writers come to read.” Dow casts students not as information seekers, but as apprentices engaged in a continuous cycle of reading and writing.
Librarians should use their expertise to deepen students’ understanding of the disciplines they study. My note: ant that’s why LRS needs area specialists, not traditional librarians.
The library must also do a better job of reaching more students, more often. Librarians need to use their expertise to make the library’s online presence approach the simplicity and power of the Internet.
http://projectinfolit.org/
about early adults and their research habits
