Searching for "Internet"
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
The librarian 2.0: Identifying a typology of librarians’ social media literacy
http://lis.sagepub.com/content/early/2014/01/28/0961000613520027.full.pdf
Social media is the unifying term for these ‘new digital media phenomena […] in which ordinary users (i.e. not only media professionals) can com- municate with each other and create and share content with others online through their personal networked computers and digital mobile devices’ (Bechmann and Lomborg, 2013: 767).
First, social media communication is de-institutionalized, which means that media companies alone do not control the flow and distribution of information. Second, social media users are also information and content producers. We refer here to the collapse of production and consump- tion roles, labelled ‘prosumer’ (Jenkins, 2006) or ‘produs- age’ (Bruns, 2008). Third, social media communication is interactive and networked in nature.
public libraries must reconsider their positions as public knowledge providers (Anttiroiko and Savolainen, 2007). As a modern librarian’s task is to be able to use and distribute information in many formats other than print, he or she must be able to use all media, including digital media and social media.
social media literacy’ (SML), which is understood as ‘not only the practical and cognitive competencies pos- sessed by users of social media but also the motivation to employ these media effectively and appropriately for social interaction and communication on the web’ (Vanwynsberghe and Verdegem, 2013).
Zurkowski (1974: 6) defines ‘information literacy’ as the ability to utilize ‘the wide range of information tools as well as primary sources in modelling information solutions to their prob- lems’. With the rise of the Internet as a seemingly infinite source of information, the concept of information literacy gains more urgency (Sharpio and Hughes, 1996). In this respect, information literacy now includes having skills to identify an information problem (e.g. an unanswered ques- tion), accessing the location where information can be found, evaluating the information and using this informa- tion in problem-solving activities (Livingstone et al., 2005
The concept of information literacy was developed in the context of print media, while the concept of media literacy originated in the context of audio-visual media. media literacy was framed as the ability to critically under- stand media messages. Information literacy instead focuses on the basic competence of locating information since infor- mation is often difficult to find or use.
In con- trast to information literacy research, media literacy research has also paid attention to questions related to the creation of content (Livingstone et al., 2008).
The second cluster consists of respondents who have the lowest score for SML factors and consequently are labelled social media laggards. corresponds to people who have a rather negative attitude towards social media and do not (often) use social media at work or at home. Furthermore, social media laggards also have a very low level of social media knowledge and com- petencies. Of the respondents, 23.91% belong to this clus- ter; they have a high probability of being female and predominantly belong to older age groups.
The third cluster is the most social media literate group; therefore, we label respondents who fit within this cluster, social media literate users. Though its members are usually female, this social media literate cluster contains the most men in comparison to the other clusters. The members of this cluster are situated in the younger age groups. Hence, social media literates and social media workers include librarians who can serve as facili- tators or agents to guide and support other librarians dur- ing social media implementation.
four SML profiles: social media workers, social media laggards, social media literates and social media spare-time users. Social media workers are librarians who use social media mostly in the library and have a relatively high level of SML. Social media laggards do not use social media frequently either at home or at work and have a low level of SML. The social media literates are librarians who frequently use social media at home and at work and have a high level of SML. Finally, social media spare-time users are librarians who frequently use social media at home but not in the library and have an average level of SML.
https://comminfo.rutgers.edu/~tefko/Courses/e553/Readings/Mackey%20Metalitreacy%20CLR%202011.pdf
https://crl.acrl.org/index.php/crl/article/view/16132
https://pdfs.semanticscholar.org/6d77/5e0711644fad14b8abb22314fb19b9c79bca.pdf
p. 62
Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities.
Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online.
Information literacy was the term used most frequently in the United States from the late 1980s through most of the 1990s and is still used regularly. (Craig Gibson, “Information Literacy and IT Fluency: Convergences and Divergences,” Reference & User Services Quarterly 46, no. 3 (2007): 24.)
p. 64. Social media and online collaborative communities are not specifically addressed in the standard definitions, but many of the highlighted skills are pertinent to today’s information environment.
…these institutional frameworks are not on the cutting edge of emerging trends; they lag behind the innovations of Web 2.0 and social media. Metaliteracy expands the scope of information literacy as more
than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities.
Media Literacy,
Digital Literacy,
Visual Literacy,
Cyberliteracy,
Information Fluency,
Metaliteracy
p. 69. While new literacy movements have similar foundation elements to information literacy, specifically
related to critical reading and critical thinking, as well as proficiencies in finding, synthesizing, and creating information, differences are often emphasized based on the specificity of technology or media
formats. As each new form of literacy is introduced, the shared literacy goals related to critical thinking and information skills are often overlooked, creating an unnecessary divide between information literacy
and other literacy types. The information literacy literature has also contributed to this separation in an effort to clarify important distinctions between information and computer skills, or between traditional
bibliographic instruction and new media literacy. Metaliteracy reinforces stronger
connections between information literacy and other literacy frameworks. This approach looks at the foundation principles that unite information and technology, rather than focusing on differences based
on discrete skills, distinct technologies, or media formats.
x-literacies
Jon Dron’s blog
https://landing.athabascau.ca/blog/view/708453/x-literacies
Computer literacy
Internet literacy
Digital literacy
Information literacy
Network literacy
Technology literacy
Critical literacy
Health literacy
Ecological literacy
Systems literacy
Statistical literacy
New literacies
Multimedia literacy
Media literacy
Visual literacy
Music literacy
Spatial literacy
Physical literacy
Legal literacy
Scientific literacy
Transliteracy
Multiliteracy
Metamedia literacy
http://webjunction.org/content/dam/WebJunction/Documents/webJunction/DLG_Complete_v2.pdf
In their January 2013 Digital Literacy Task Force Report, the American Library Association Office for Information Technology Policy (ALA OITP) defines digital literacy as the following:
“Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills.”1
p. 5
Key findings from the press kit, executive summary, and full report state that from a national perspective:
• 62% of libraries report that they are the only source of free Internet access in their communities.
• More than 90% of public libraries offer formal or informal technology training.
• 91% of public libraries provide free Wi-Fi, and 74% of libraries report use of Wi-Fi increased in 2011.
• Over 60% of libraries report increased use of public access workstations.
• 65% of libraries report having an insufficient number of public computers to meet demand.
• 57% of libraries report flat or decreased operating budgets in FY2011.
• For the third year in a row, 40% of state libraries report decreased state funding for public libraries.1
What if LRS offers technology training at the SC Public Library?
http://www.pewinternet.org/files/2014/03/PIP-Library-Typology-Report.pdf
http://blog.mendeley.com/academic-life/from-distant-admirers-to-library-lovers/
p. 4
typology is a statistical analysis that clusters individuals into groups based on certain attributes; in this case, those are people’s usage of, views toward, and access to libraries.
Public library users and proponents are not a niche group: 30% of Americans ages 16 and older are highly engaged with public libraries, and an additional 39% fall into medium engagement categories.
Americans’ library habits do not exist in a vacuum: Americans’ connection—or lack of connection—with public libraries is part of their broader information and social landscape. As a rule, people who have extensive economic, social, technological, and cultural resources are also more likely to use and value libraries as part of those networks. Many of those who are less engaged with public libraries tend to have lower levels of technology use, fewer ties to their neighbors, lower feelings of personal efficacy, and less engagement with other cultural activities.
Life stage and special circumstances are linked to increased library use and higher engagement with information: Deeper connections with public libraries are often associated with key life moments such as having a child, seeking a job, being a student, and going through a situation in which research and data can help inform a decision. Similarly, quieter times of life, such as retirement, or less momentous periods,
The companies lobbying furiously against strong net neutrality, in one chart
http://www.vox.com/xpress/2014/11/12/7196761/net-neutrality-lobbying
/cdn0.vox-cdn.com/uploads/chorus_asset/file/2448670/net_neutrality_lobbying_chart.0.png)
Consumers generally connect to the internet one of two ways. They can subscribe to a residential broadband service from a company such as Time Warner Cable. Or they can subscribe to wireless internet access from companies such as Sprint.
These companies have spent billions of dollars laying cables in the ground (in the case of residential internet access) or erecting cell phone towers (for wireless access) to ensure that customers have fast, reliable service.
Network neutrality is the idea that these companies should treat all internet traffic equally. It says your ISP shouldn’t be allowed to block or degrade access to certain websites or services, nor should it be allowed to set aside a “fast lane” that allows content favored by the ISP to load more quickly than the rest.
Since the term was coined more than a decade ago, it has been at the center of the debate over internet regulation. Congress, the Federal Communications Commission(FCC), and the courts have all debated whether and how to protect network neutrality.
Advocates argue that network neutrality lowers barriers to entry online, allowing entrepreneurs to create new companies like Google, Facebook, and Dropbox. But critics warn that regulating the broadband market could be counterproductive, discouraging investment in internet infrastructure and limiting the flexibility of ISPs themselves to innovate.
In January, an appeals court invalidated FCC regulations designed to protect network neutrality. The agency is currently considering how to respond.
QuickWire: College and Library Groups Petition FCC on Net Neutrality
http://chronicle.com/blogs/wiredcampus/quickwire-college-and-library-groups-petition-fcc-on-net-neutrality/53977
Netflix is a Data Hog And other myths about Net Neutrality
https://medium.com/backchannel/netflix-is-a-data-hog-6e790140b189
http://theoatmeal.com/blog/net_neutrality
http://qz.com/294154/the-real-reason-that-us-internet-service-providers-are-terrified-of-strong-net-neutrality/
Finally, the pre-Internet application PowerPoint, which is suffocating higher education in terms of presentation alternatives, is discussed to be retired:
Prezi
The Company Trying To Kill Microsoft PowerPoint Just Raised $57 Million
Plan for Sylvester Lamin’s course:
- introduce myself – 5 min
- discuss with students how they see the impact of technology on their work – 5 min
- discuss with students the implications of technology on their work – 15
http://www.socialworklicensure.org/articles/social-media-social-work.html
http://www.socialworkblog.org/practice-and-professional-development/2011/07/social-work-social-media-where-are-the-ethical-boundaries/
http://www.theguardian.com/social-care-network/2013/jul/23/social-workers-social-media-challenge-perception
email as unreliable medium
privacy
security
- discuss with students the possibilities, which SCSU resources and Internet resources can provide for collaboration, creativity and streamlining the work of the social worker – 15
File space at SCSU versus other free resources
keeping data in the cloud
collaborating on documents and policies
sharing data with clients
- Other issues, ideas – 10
http://www.bluefirebroadband.com/blog/broadband-speed-improvement/
Minnesota:
Average Speed (Mbps)
2009: 12.45
2014: 24.23
Average price (per Mbps)
2009: $5.29
2014: $3.13
Speed Increase
195%
Price Decrease
41%
http://bgr.com/2014/07/03/u-s-broadband-speeds-vs-global-speeds/
Hong Kong, Switzerland and the Netherlands rounded out the top 5 with average Internet speeds of 13.3Mbps, 12.7Mbps and 12.4Mbps, respectively.
America’s national average of 10.5Mbps placed it in the No. 12 position globally.
http://techcrunch.com/2012/08/09/akamai-global-average-broadband-speeds-up-by-25-u-s-up-29-to-6-7-mbps/
South Korea continues to remain the connection king, with an average connection speed of 15.7Mbps. The U.S., meanwhile, doesn’t make it into the top-10 countries (it’s ranked 12th) but at least it’s speeding up
http://www.npr.org/blogs/alltechconsidered/2014/09/29/352476454/how-hong-kong-protesters-are-connecting-without-cell-or-wi-fi-networks
messaging one another through a network that doesn’t require cell towers or Wi-Fi nodes. They’re using an app called FireChat that launched in March and is underpinned by mesh networking, which lets phones unite to form a temporary Internet.
My note: seems that civil disobedience provides excellent innovations in using technology; examples are-
- the 1999 World Trade Organization Protests in Seattle, where the “swarming” idea was implemented and later transformed by Bryan Alexander into “swarming for education” (http://www.educause.edu/ero/article/going-nomadic-mobile-learning-higher-education) and depicted on this blog in September 2013
https://blog.stcloudstate.edu/ims/tag/bryan-alexander/
to be continued by Britt in Learning Swarms? (http://bwatwood.edublogs.org/2010/08/05/learning-swarms/) and Howard Rheingold in his interview with Bryn Alexander in 2004 (http://www.thefeaturearchives.com/topic/Culture/M-Learning_4_Generation_Txt_.html and as Howard calls it “moblogging” and lately is becoming finally popular (at least in K12 if not in higher ed) as “backchanneling.”
- In a very similar scenario as the 1999 Seattle unrest, people in Venezuela (#venezuelalibre – Zello) and Ukraine (Ukrainian roots shine through at WhatsApp) are turning to mobile apps to organize themselves and defy governments blocking of traditional social media (Protesters in Venezuela, Ukraine turn to peer-to … – CNN.com)The ideas using Zello and WhatsApp in education poured in:A WhatsApp for education?, How to use Whatsapp Chat Messenger for Education
Mesh networking is still only an IT term. Internet and dbase search has no returns on mesh networking as a tool for education and/or civil disobedience. Will it be the continuation of moblogging, backchanneling and swarming?
related IMS blog post: https://blog.stcloudstate.edu/ims/2014/09/19/mobile-elearning/
