Library Instruction Disability Middle Childhood

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

https://web.stcloudstate.edu/pmiltenoff/faculty/

CPSY 262 Thursday (2PM)

Dr. Rachel Grace,
Community Psychology, Counseling and Family Therapy
320-308-4865 | B243 Education Building
rlgrace@stcloudstate.edu

Short link to this tutorial:

http://bit.ly/cpsy262

CPSY 262

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

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LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). Information Literacy Standards | Field Notes

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.

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  1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

 

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords

Keyword Searching - YouTube

    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use

Copyright & Fair Use: What is it? Why should I care? - Eda Talushllari's E-Portfolio
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)

Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  1. Writing Tips
  2. Dissemination of Research

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Class Assignment:

Research on Disability – Middle Childhood

There are many interactions between childhood development and mental, physical, and socioemotional health – namely including interpersonal relationships and the child’s relationship with education. Using SCSU’s University Library, find a journal article that will help you learn more about a developmental abnormality (a disability) that relates to middle childhood. Make sure your chosen article includes the following:

1)      the article focuses on one or includes participants with a disability

2)      the population (or part of the population) being studied is within the life stage of middle childhood (defined as ages 6-12)

3)      the article is empirical (peer-reviewed)

Use the article to respond to the following questions.

  1. What is the title of the article?
  2. In what journal was the article published?
  3. What was the purpose of the study?
  4. What were the methods? In particular, who were the participants?
  5. What were the results?
  6. What are two important facts/ideas/issues you learned about middle childhood and disability by reading this article?

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

HaptX Exoskeleton

https://www.linkedin.com/pulse/haptx-researchers-build-full-body-exoskeleton-charlie-fink/

ForceBot is a four year project to develop an exoskeleton for commercial and enterprise applications using HaptX’s microfluidic touch feedback technology to simulate virtual objects. The NSF grant will be distributed between each company to contribute individual components to ForceBot, and then the resulting IP will be used for commercial products.

analytical skills COVID 5G

https://www.theguardian.com/world/2020/oct/14/poor-numerical-literacy-linked-to-greater-susceptibility-to-covid-19-fake-news

The research, published in the journal Royal Society Open Science
Researchers at Cambridge University said the findings suggested improving people’s analytical skills could help turn the tide against an epidemic of “fake news” surrounding the health crisis.

Some scientists think that susceptibility to misinformation is related to political views, while others think it is linked to reasoning abilities.
Another distinct factor linked to belief in Covid-19 “fake news” was age, the researchers found. Being older was associated with lower susceptibility to misinformation everywhere (except Mexico)

Political conservatism was also linked to a slightly higher susceptibility to misinformation, the researchers found, but surprisingly, this link was not as strong in the US and UK as it was elsewhere.

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more on critical thinking in this IMS blog
https://blog.stcloudstate.edu/ims?s=critical+thinking

Harvard EdCast: Online Learning

Harvard EdCast: Making Online Learning Work

https://www.gse.harvard.edu/news/20/10/harvard-edcast-making-online-learning-work

  • Create opportunities online for students to connect with each other as part of the school day. 
  • Keep lines of communication open and constructive between teachers and parents/guardians. 
  • Focus on core skills at home. 

There’s a distinction between online and using technology versus distance learning.

It’s going to become a lot more interactive, a lot more personal, and then teachers are going to be able to zero in a lot more on what the kids need.

A lot of teachers feel a lot of pressure to have these perfectly planned lesson plans that go exactly as intended when you get into the classroom. In this environment, it’s okay to not have the planning perfect. It’s okay if things get a little bit extemporaneous, a little improvisational in the classroom.

If I’m a teacher looking at the pie of time and energy that I have in a given week, I would try to minimize the energy that I have to put into things where I’m not interacting with students …

Teachers putting a lot of time and energy getting a setup like I have with a microphone and a pen tablet and all of that. That takes a lot of work, a lot of energy, and it’s energy that once again gets taken away from time that they could be interacting with students.

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

competencies of digital citizenship

https://www.iste.org/explore/5-competencies-digital-citizenship

The five competencies of digital citizenship

Inclusive:

I am open to hearing and respectfully recognizing multiple viewpoints, and I engage with others online with respect and empathy.

Informed:

I evaluate the accuracy, perspective, and validity of digital media and social posts.

Engaged:

I use technology and digital channels for civic engagement, to solve problems and be a force for good in both physical and virtual communities.

Balanced:

I make informed decisions about how to prioritize my time and activities online and off.

Alert:

I am aware of my online actions, and know how to be safe and create safe spaces for others online.

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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship

Stockdale Paradox

What the Stockdale Paradox Tells Us About Crisis Leadership

https://hbswk.hbs.edu/item/what-the-stockdale-paradox-tells-us-about-crisis-leadership

“I lived on a day-to-day basis. … [M]ost guys thought it was really better for everybody to be an optimist. I wasn’t naturally that way; I knew too much about the politics of Asia when I got shot down. I think there was a lot of damage done by optimists; other writers from other wars share that opinion. The problem is, some people believe what professional optimists are passing out and come unglued when their predictions don’t work out.”

The Stockdale Paradox—have faith, but confront reality—can be seen in slightly different forms in many cultures.

Stockdale himself was a follower of the ancient Greek Stoic philosophers, who were noted for their concern with understanding reality correctly and shaping one’s response to it optimally. The maxim of Epictetus, “What, then, is to be done? To make the best of what is in our power, and take the rest as it naturally happens,” has similarities to both Buddhist doctrine and the Alcoholics Anonymous Serenity Prayer. (“God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference”). Therapy techniques such as radical acceptance similarly emphasize the point of letting go of desires and beliefs about what should be and seeing reality as it is.

In the words of Marsha Linehan, the founder of radical acceptance: “Radical acceptance doesn’t mean you don’t try to change things … You can’t change anything if you don’t accept it, because if you don’t accept it, you’ll try to change something else that you think is reality.”

Research by Leach and others indicates that people who survive disasters are able to regain cognitive function quickly after the event, assess their new environment accurately, and take goal-directed action to survive within it. This is the balance that the Stockdale Paradox facilitates: the realism to let go of intrinsic survival mechanisms and the deep-seated faith to learn the new ones.

the pattern of human response to disasters has been shown to be remarkably consistent across cultures, and for disasters of many different causes, effects, and durations, from earthquakes to shipwrecks to kidnapping.

Advice and exercises for leaders

Begin meetings by having each person introduce themselves by their name, job title, mission, and their immediate tasks

This provides practical information to rescuers, but also has the effect of bringing people back to themselves and helping them begin to focus again.

Angela Duckworth’s concept of grit may be useful here. By grit, Duckworth does not mean endurance for its own sake, but rather commitment to a high-level goal, purpose, or mission—and the ability to assess and revise lower-level goals and tactics as necessary.

One question should be regularly asked at meetings: “What is something that doesn’t fit in, that doesn’t make sense?” 

Normalize admitting these mistakes and analyzing them. Discuss weak spots, harm reduction, and damage control—people will sometimes fall when traveling uncertain terrain, so how can they fall without injuring themselves?

Create ways for your team to surface both their deep faith and their real fears. 

In mental contrasting, a person:

  • Visualizes a goal and its rewards, and then
  • Visualizes what obstacles—including their own behavior—stand between them and their goal. (It is important to do it in this order.)

In their paper on the Stockdale Paradox, authors C. W. Von Bergen and Martin S. Bressler point to previous studies that show when people focus on only positive thoughts about the future, “they literally trick their minds into thinking they have already succeeded and, so, do not need actual efforts to attain something perceived as already acquired.

Facebook and child sex abuse

Facebook responsible for 94% of 69 million child sex abuse images reported by tech firms. from r/news

https://news.sky.com/story/facebook-responsible-for-94-of-69-million-child-sex-abuse-images-reported-by-us-tech-firms-12101357

Some 16.9 million referrals were made by US tech firms to the National Centre for Missing and Exploited Children (NCMEC) last year, including 69 million images of children being abused – up 50% on the previous year.

Some 94% of the reports, which include the worst category of images, came from Facebook

the National Crime Agency (NCA) has warned the number could drop to zero if Facebook presses ahead with end-to-end encryption.

“The end-to-end encryption model that’s being proposed takes out of the game one of the most successful ways for us to identify leads, and that layers on more complexity to our investigations, our digital media, our digital forensics, our profiling of individuals and our live intelligence leads, which allow us to identify victims and safeguard them.

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more on Facebook in this IMS blog
https://blog.stcloudstate.edu/ims?s=facebook

Beulr attending Zoom

https://beulr.com/sign-in

Beulr is a bot that attends Zoom class on your behalf. Beulr will join your Zoom meetings through a web browser on the cloud, displaying your information. You can schedule weeks in advance, and tell the bot exactly when to arrive and when to leave.

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more on Zoom in this IMS blog
https://blog.stcloudstate.edu/ims?s=zoom

https://blog.stcloudstate.edu/ims/2020/05/12/best-zoom-background/

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