Bibliographical data analysis with Zotero and nVivo
Bibliographic Analysis for Graduate Students, EDAD 518, Fri/Sat, May 15/16, 2020
This session will not be about qualitative research (QR) only, but rather about a modern 21st century approach toward the analysis of your literature review in Chapter 2.
However, the computational approach toward qualitative research is not much different than computational approach for your quantitative research; you need to be versed in each of them, thus familiarity with nVivo for qualitative research and with SPSS for quantitative research should be pursued by any doctoral student.
Once you complete the overview of the resources above, please make sure you have Zotero working on your computer; we will be reviewing the Zotero features before we move to nVivo.
Familiarity with Zotero is a prerequisite for successful work with nVivo, so please if you are already working with Zotero, try to expand your knowledge using the materials above.
Please use this link to install nVivo on your computer. Even if we were not in a quarantine and you would have been able to use the licensed nVivo software on campus, for convenience (working on your dissertation from home), most probably, you would have used the shareware. Shareware is fully functional on your computer for 14 days, so calculate the time you will be using it and mind the date of installation and your consequent work.
For the purpose of this workshop, please install nVivo on your computer early morning on Saturday, May 16, so we can work together on nVivo during the day and you can continue using the software for the next two weeks.
Please familiarize yourself with the two articles assigned in the EDAD 815 D2L course content “Practice Research Articles“ :
Brosky, D. (2011). Micropolitics in the School: Teacher Leaders’ Use of Political Skill and Influence Tactics. International Journal of Educational Leadership Preparation, 6(1). https://eric.ed.gov/?id=EJ972880
Tooms, A. K., Kretovics, M. A., & Smialek, C. A. (2007). Principals’ perceptions of politics. International Journal of Leadership in Education, 10(1), 89–100. https://doi.org/10.1080/13603120600950901
It is very important to be familiar with the articles when we start working with nVivo.
whereas the snapshots are replaced with snapshots from nVivol, version 12, which we will be using in our course and for our dissertations.
Concept of bibliographic data
Bibliographic Data is an organized collection of references to publish in literature that includes journals, magazine articles, newspaper articles, conference proceedings, reports, government and legal publications. The bibliographical data is important for writing the literature review of a research. This data is usually saved and organized in databases like Mendeley or Endnote. Nvivo provides the option to import bibliographical data from these databases directly. One can import End Note library or Mendeley library into Nvivo. Similar to interview transcripts, one can represent and analyze bibliographical data using Nvivo. To start with bibliographical data representation, this article previews the processing of literature review in Nvivo.
Importing bibliographical data
Bibliographic Data is imported using Mendeley, Endnote and other such databases or applications that are supported with Nvivo. Bibliographical data here refers to material in the form of articles, journals or conference proceedings. Common factors among all of these data are the author’s name and year of publication. Therefore, Nvivo helps to import and arrange these data with their titles as author’s name and year of publication. The process of importing bibliographical data is presented in the figures below.
select the appropriate data from external folder
Coding strategies for literature review
Coding is a process of identifying important parts or patterns in the sources and organizing them in theme node. Sources in case of literature review include material in the form of PDF. That means literature review in Nvivo requires grouping of information from PDF files in the forms of theme nodes. Nodes directly do not create content for literature review, they present ideas simply to help in framing a literature review. Nodes can be created on the basis of theme of the study, results of the study, major findings of the study or any other important information of the study. After creating nodes, code the information of each of the articles into its respective codes.
Nvivo allows coding the articles for preparing a literature review. Articles have tremendous amount of text and information in the forms of graphs, more importantly, articles are in the format of PDF. Since Nvivo does not allow editing PDF files, apply manual coding in case of literature review. There are two strategies of coding articles in Nvivo.
Code the text of PDF files into a new Node.
Code the text of PDF file into an existing Node. The procedure of manual coding in literature review is similar to interview transcripts.
The Case Nodes of articles are created as per the author name or year of the publication.
For example: Create a case node with the name of that author and attach all articles in case of multiple articles of same Author in a row with different information. For instance in figure below, five articles of same author’s name, i.e., Mr. Toppings have been selected together to group in a case Node. Prepare case nodes like this then effortlessly search information based on different author’s opinion for writing empirical review in the literature.
Nvivo questions for literature review
Apart from the coding on themes, evidences, authors or opinions in different articles, run different queries based on the aim of the study. Nvivo contains different types of search tools that helps to find information in and across different articles. With the purpose of literature review, this article presents a brief overview of word frequency search, text search, and coding query in Nvivo.
Word frequency
Word frequency in Nvivo allows searching for different words in the articles. In case of literature review, use word frequency to search for a word. This will help to find what different author has stated about the word in the article. Run word frequency on all types of sources and limit the number of words which are not useful to write the literature.
For example, run the command of word frequency with the limit of 100 most frequent words . This will help in assessing if any of these words remotely provide any new information for the literature (figure below).
and
and
Text search
Text search is more elaborative tool then word frequency search in Nvivo. It allows Nvivo to search for a particular phrase or expression in the articles. Also, Nvivo gives the opportunity to make a node out of text search if a particular word, phrase or expression is found useful for literature.
For example: conduct a text search query to find a word “Scaffolding” in the articles. In this case Nvivo will provide all the words, phrases and expression slightly related to this word across all the articles (Figure 8 & 9). The difference between test search and word frequency lies in generating texts, sentences and phrases in the latter related to the queried word.
Coding query
Apart from text search and word frequency search Nvivo also provides the option of coding query. Coding query helps in literature review to know the intersection between two Nodes. As mentioned previously, nodes contains the information from the articles. Furthermore it is also possible that two nodes contain similar set of information. Therefore, coding query helps to condense this information in the form of two way table which represents the intersection between selected nodes.
For example, in below figure, researcher have search the intersection between three nodes namely, academics, psychological and social on the basis of three attributes namely qantitative, qualitative and mixed research. This coding theory is performed to know which of the selected themes nodes have all types of attributes. Like, Coding Matrix in figure below shows that academic have all three types of attributes that is research (quantitative, qualitative and mixed). Where psychological has only two types of attributes research (quantitative and mixed).
In this way, Coding query helps researchers to generate intersection between two or more theme nodes. This also simplifies the pattern of qualitative data to write literature.
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Please do not hesitate to contact me with questions, suggestions before, during or after our workshop and about ANY questions and suggestions you may have about your Chapter 2 and, particularly about your literature review:
Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.
struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment
While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.
teaching in cyberspace requires a different teaching paradigm altogether
p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),
p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.
p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses
p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.
p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.
Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords
p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.
Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge
By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.
p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.
p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.
p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994). Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.
p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized. “reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions. Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.
p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)
Algorithmic test proctoring’s settings have discriminatory consequences across multiple identities and serious privacy implications.
While racist technology calibrated for white skin isn’t new (everything from photography to soap dispensers do this), we see it deployed through face detection and facial recognition used by algorithmic proctoring systems.
While some test proctoring companies develop their own facial recognition software, most purchase software developed by other companies, but these technologies generally function similarly and have shown a consistent inability to identify people with darker skin or even tell the difference between Chinese people. Facial recognition literally encodes the invisibility of Black people and the racist stereotype that all Asian people look the same.
As Os Keyes has demonstrated, facial recognition has a terrible history with gender. This means that a software asking students to verify their identity is compromising for students who identify as trans, non-binary, or express their gender in ways counter to cis/heteronormativity.
These features and settings create a system of asymmetric surveillance and lack of accountability, things which have always created a risk for abuse and sexual harassment. Technologies like these have a long history of being abused, largely by heterosexual men at the expense of women’s bodies, privacy, and dignity.
my note: I am repeating this for years
Sean Michael Morris and Jesse Stommel’s ongoing critique of Turnitin, a plagiarism detection software, outlines exactly how this logic operates in ed-tech and higher education: 1) don’t trust students, 2) surveil them, 3) ignore the complexity of writing and citation, and 4) monetize the data.
Technological Solutionism
Cheating is not a technological problem, but a social and pedagogical problem.
Our habit of believing that technology will solve pedagogical problems is endemic to narratives produced by the ed-tech community and, as Audrey Watters writes, is tied to the Silicon Valley culture that often funds it. Scholars have been dismantling the narrative of technological solutionism and neutrality for some time now. In her book “Algorithms of Oppression,” Safiya Umoja Noble demonstrates how the algorithms that are responsible for Google Search amplify and “reinforce oppressive social relationships and enact new modes of racial profiling.”
Anna Lauren Hoffmann, who coined the term “data violence” to describe the impact harmful technological systems have on people and how these systems retain the appearance of objectivity despite the disproportionate harm they inflict on marginalized communities.
This system of measuring bodies and behaviors, associating certain bodies and behaviors with desirability and others with inferiority, engages in what Lennard J. Davis calls the Eugenic Gaze.
Higher education is deeply complicit in the eugenics movement. Nazism borrowed many of its ideas about racial purity from the American school of eugenics, and universities were instrumental in supporting eugenics research by publishing copious literature on it, establishing endowed professorships, institutes, and scholarly societies that spearheaded eugenic research and propaganda.
Education scholars have already critiqued PISA as a valid global measure of education quality — but analysts also are skeptical about the selective participation of Chinese students from wealthier schools.
Second, Chinese students, on average, study 55 hours a week — also No. 1 among PISA-participating countries. This was about 20 hours more than students in Finland, the country that PISA declared to have the highest learning efficiency, or reading-test-score points per hour spent studying.
But PISA analysis also revealed that Chinese students are among the least satisfied with their lives.
Students look overseas for a more well-rounded education
Their top destination of choice, by far, is the United States. The 1.1 million or so foreign students in the United States in 2018 included 369,500 Chinese college students
hostility in U.S.-China relations could dampen the appeal of a U.S. education. Britain, in fact, recorded a 30 percent surge in Chinese applicants in 2019, challenging the U.S. global dominance in higher education.
Immigrant students, who made up 23 percent of all U.S. students taking PISA, performed significantly better compared to their native-born peers in the United States than they did on average throughout the OECD countries.
The survey found that 15-year-old students from Beijing, Shanghai, and the eastern provinces of Jiangsu and Zhejiang ranked top for all three core subjects, achieving the highest level 4 rating.
Students from the United States were ranked level 3 for reading and science, and level 2 for math, while teens from Britain scored a level 3 ranking in all three categories.
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Looking for Post-PISA Answers? Here’s What Our Obsession With Test Scores Overlooks
Andreas Schelicher, director of education and skills at the OECD—the Paris-based organization behind PISA wrote that “students who disagreed or strongly disagreed with the statement ‘Your intelligence is something about you that you can’t change very much’ scored 32 points higher in reading than students who agreed or strongly agreed.”
Those results are similar to recent findings published by Carol Dweck, a Stanford education professor who is often credited with making growth mindset a mainstream concept.
“Growth mindset is a very important thing that makes us active learners, and makes us invest in our personal education,” Schleicher states. “If learning isn’t based on effort and intelligence is predetermined, why would anyone bother?”
It’s “absolutely fascinating” to see the relationship between teachers’ enthusiasm, students’ social-emotional wellbeing and their learning outcomes, Schleicher notes. As one example, he noted in his summary report that “in most countries and economies, students scored higher in reading when they perceived their teachers as more enthusiastic, especially when they said their teachers were interested in the subject.”
In other words, happy teachers lead to better results. That’s hardly a surprising revelation, says Scheleicher. But professional development support is one thing that can sometimes be overlooked by policymakers when so much of the focus is on test scores.
One of the issues dividing the two main parliamentary blocs is whether there should be a cap on profit margins for publicly funded private schools.
The Swedish school system has received considerable internationalattention in recent years due to alarming test scores in the OECD’s international PISA study
Segregation is one of the most serious social problems facing Sweden and many other wealthy nations.
A recent report (the English title would be “A Nation Divided – School Choice and Segregation in Sweden”) that I have co-authored for the Stockholm based think tank Arena Idé shows that well-educated and Swedish-born families increasingly opt out of schools where the children have parents with lower educational attainments and an immigrant background. We also show that this “white flight” in Swedish municipalities throughout the country is increased by school choice and other reforms introduced in the early 1990s, whereby publicly financed private schools are allowed to compete with municipal schools for school vouchers allotted to each individual student.
The results in our study should be viewed in light of two recent reports: one from the OECDand another from UNICEF, both highlighting the inequality in the Swedish school system.
The results make it painfully clear that the Swedish school system effectively works against the very idea that schools should level the playing field for students from all backgrounds and give every child equal opportunity. Even after the rise of right-wing populism in Sweden, our established political parties have proven themselves unable, or unwilling, to rein in the highly unregulated Swedish school market.
Navigating politics and learning to let go of past responsibilities were among the most unexpected aspects of their positions
Richard Carranza — Chancellor, New York City Department of Education
I’ve been principal in two different schools in two different states, so my heart’s really in the classroom, in the schools themselves. But it’s important that if anybody’s going to become a superintendent, you realize that you also have a good array of political issues that you’re going to have to deal with, [from] elected officials [and] individuals that are not elected but have considerable political clout and could affect the initiatives or agenda that you have.
Suzanne Lacey — Superintendent, Talladega County Schools
a thing I struggled with the most was just letting go of the jobs that I had done before.
Glenn Robbins — Superintendent, Tabernacle Township School District
“No one ever made a difference by being like everyone else.” An organization is either run by visionaries or operators. Which are you?
Leadership is a privilege. Serve others each day with a positive attitude. How strong are your relationships with not only your board of education and administrative team, but also the teachers association? Relationships and communication are first. Everything else comes second.
Stay true to the district’s goals and values. Remember to embrace the infinite game, and not chase the external finite game. Focus within, not external. Coach, mentor, support and challenge. Be the leader that creates more leaders, not produces more soldiers.
Between the creation of a social rating system and street cameras with facial recognition capabilities, technology reports coming out of China have raised serious concerns for privacy advocates. These concerns are only heightened as Chinese investors turn their attention to the United States education technology space acquiring companies with millions of public school users.
A particularly notable deal this year centers on Edmodo, a cross between a social networking platform and a learning management system for schools that boasts having upwards of 90 million users. Net Dragon, a Chinese gaming company that is building a significant education division, bought Edmodo for a combination of cash and equity valued at $137.5 million earlier this month.
Edmodo began shifting to an advertising model last year, after years of struggling to generate revenue. This has left critics wondering why the Chinese firm chose to acquire Edmodo at such a price, some have gone as far as to call the move a data grab.
as data becomes a tool that governments such as Russia and China could use to influence voting systems or induce citizens into espionage, more legislators are turning their attention to the acquisitions of early-stage technology startups.
NetDragon officials, however, say they have no interest in these types of activities. Their main goal in acquiring United States edtech companies lies in building profitability, says Pep So, NetDragon’s Director of Corporate Development.
In 2015, the firm acquired the education technology platform, Promethean, a company that creates interactive displays for schools. NetDragon executives say that the Edmodo acquisition rounds out their education product portfolio—meaning the company will have tools for supporting multiple aspects of learning including; preparation, instructional delivery, homework, assignment grading, communication with parents students and teachers and a content marketplace.
NetDragon’s monetization plan for Edmodo focuses on building out content that gets sold via its platform. Similar to tools like TeachersPayTeachers, So hopes to see users putting up content on the platform’s marketplace, some free and others for a fee (including some virtual reality content), so that the community can buy, sell and review available educational tools.
As far as data privacy is concerned, So notes that NetDragon is still learning what it can and cannot do. He noted that the company will comply with Children’s Online Privacy Protection Act (COPPA), a federal regulation created in order to protect the privacy of children online, but says that the rules and regulations surrounding the law are confusing for all actors involved.
Historically, Chinese companies have faced trust and branding issues when moving into the United States market, and the reverse is also true for U.S. companies seeking to expand overseas. Companies have also struggled to learn the rules, regulations and operational procedures in place in other countries.
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Iran and Huawei top agenda as Pompeo meets Merkel for 45 minutes in Berlin
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,
Understanding what sources to trust is a basic tenet of media literacy education.
Think about how this might play out in communities where the “liberal media” is viewed with disdain as an untrustworthy source of information…or in those where science is seen as contradicting the knowledge of religious people…or where degrees are viewed as a weapon of the elite to justify oppression of working people. Needless to say, not everyone agrees on what makes a trusted source.
Students are also encouraged to reflect on economic and political incentives that might bias reporting. Follow the money, they are told. Now watch what happens when they are given a list of names of major power players in the East Coast news media whose names are all clearly Jewish. Welcome to an opening for anti-Semitic ideology.
In the United States, we believe that worthy people lift themselves up by their bootstraps. This is our idea of freedom. To take away the power of individuals to control their own destiny is viewed as anti-American by so much of this country. You are your own master.
Children are indoctrinated into this cultural logic early, even as their parents restrict their mobility and limit their access to social situations. But when it comes to information, they are taught that they are the sole proprietors of knowledge. All they have to do is “do the research” for themselves and they will know better than anyone what is real.
Many marginalized groups are justifiably angry about the ways in which their stories have been dismissed by mainstream media for decades.It took five days for major news outlets to cover Ferguson. It took months and a lot of celebrities for journalists to start discussing the Dakota Pipeline. But feeling marginalized from news media isn’t just about people of color.
Keep in mind that anti-vaxxers aren’t arguing that vaccinations definitively cause autism. They are arguing that we don’t know. They are arguing that experts are forcing children to be vaccinated against their will, which sounds like oppression. What they want is choice — the choice to not vaccinate. And they want information about the risks of vaccination, which they feel are not being given to them. In essence, they are doing what we taught them to do: questioning information sources and raising doubts about the incentives of those who are pushing a single message. Doubt has become tool.
Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information. Quick and easy solutions may make the controversy go away, but they won’t address the underlying problems.
boyd, danah. (2014). It’s Complicated: The Social Lives of Networked Teens (1 edition). New Haven: Yale University Press.
p. 8 networked publics are publics that are reconstructed by networked technologies. they are both space and imagined community.
p. 11 affordances: persistence, visibility, spreadability, searchability.
p. technological determinism both utopian and dystopian
p. 30 adults misinterpret teens online self-expression.
p. 31 taken out of context. Joshua Meyrowitz about Stokely Charmichael.
p. 43 as teens have embraced a plethora of social environment and helped co-create the norms that underpin them, a wide range of practices has emerged. teens have grown sophisticated with how they manage contexts and present themselves in order to be read by their intended audience.
p. 54 privacy. p. 59 Privacy is a complex concept without a clear definition. Supreme Court Justice Brandeis: the right to be let alone, but also ‘measure of th access others have to you through information, attention, and physical proximity.’
control over access and visibility
p. 65 social steganography. hiding messages in plain sight
p. 69 subtweeting. encoding content
p. 70 living with surveillance . Foucault Discipline and Punish
p. 77 addition. what makes teens obsessed w social media.
p. 81 Ivan Goldberg coined the term internet addiction disorder. jokingly
p. 89 the decision to introduce programmed activities and limit unstructured time is not unwarranted; research has shown a correlation between boredom and deviance.
My interview with Myra, a middle-class white fifteen-year-old from Iowa, turned funny and sad when “lack of time” became a verbal trick in response to every question. From learning Czech to trakc, from orchestra to work in a nursery, she told me that her mother organized “98%” of her daily routine. Myra did not like all of these activities, but her mother thought they were important.
Myra noted that her mother meant well, but she was exhausted and felt socially disconnected because she did not have time to connect with friends outside of class.
p. 100 danger
are sexual predators lurking everywhere
p. 128 bullying. is social media amplifying meanness and cruelty.
p. 131 defining bullying in a digital era. p. 131 Dan Olweus narrowed in the 70s bulling to three components: aggression, repetition and imbalance on power. p. 152 SM has not radically altered the dynamics of bullying, but it has made these dynamics more visible to more people. we must use this visibility not to justify increased punishment, but to help youth who are actually crying out for attention.
p. 153 inequality. can SM resolve social divisions?
p. 176 literacy. are today’s youth digital natives? p. 178 Barlow and Rushkoff p. 179 Prensky. p. 180 youth need new literacies. p. 181 youth must become media literate. when they engage with media–either as consumers or producers–they need to have the skills to ask questions about the construction and dissemination of particular media artifacts. what biases are embedded in the artifact? how did the creator intend for an audience to interpret the artifact, and what are the consequences of that interpretation.
p. 183 the politics of algorithms (see also these IMS blog entrieshttps://blog.stcloudstate.edu/ims?s=algorithms) Wikipedia and google are fundamentally different sites. p. 186 Eli Pariser, The Filter Bubble: the personalization algorithms produce social divisions that undermine any ability to crate an informed public. Harvard’s Berkman Center have shown, search engines like Google shape the quality of information experienced by youth.
p. 192 digital inequality. p. 194 (bottom) 195 Eszter Hargittai: there are signifficant difference in media literacy and technical skills even within age cohorts. teens technological skills are strongly correlated with socio-economic status. Hargittai argues that many youth, far from being digital natives, are quite digitally naive.
p. 195 Dmitry Epstein: when society frames the digital divide as a problem of access, we see government and industry as the responsible party for the addressing the issue. If DD as skills issue, we place the onus on learning how to manage on individuals and families.
p. 196 beyond digital natives
Palfrey, J., & Gasser, U. (2008). Born Digital: Understanding the First Generation of Digital Natives (1 edition). New York: Basic Books.
John Palfrey, Urs Gasser: Born Digital
Digital Natives share a common global culture that is defined not by age, strictly, but by certain attributes and experience related to how they interact with information technologies, information itself, one another, and other people and institutions. Those who were not “born digital’ can be just as connected, if not more so, than their younger counterparts. And not everyone born since, say 1982, happens to be a digital native.” (see also https://blog.stcloudstate.edu/ims/2018/04/15/no-millennials-gen-z-gen-x/
p. 197. digital native rhetoric is worse than inaccurate: it is dangerous
many of the media literacy skills needed to be digitally savvy require a level of engagement that goes far beyond what the average teen pick up hanging out with friends on FB or Twitter. Technical skills, such as the ability to build online spaces requires active cultivation. Why some search queries return some content before others. Why social media push young people to learn how to to build their own systems, versus simply using a social media platforms. teens social status and position alone do not determine how fluent or informed they are via-a-vis technology.
According to the email below, library faculty are asked to provide their feedback regarding the qualifications for a possible faculty line at the library.
In the fall of 2013 during a faculty meeting attended by the back than library dean and during a discussion of an article provided by the dean, it was established that leading academic libraries in this country are seeking to break the mold of “library degree” and seek fresh ideas for the reinvention of the academic library by hiring faculty with more diverse (degree-wise) background.
Is this still the case at the SCSU library? The “democratic” search for the answer of this question does not yield productive results, considering that the majority of the library faculty are “reference” and they “democratically” overturn votes, who see this library to be put on 21st century standards and rather seek more “reference” bodies for duties, which were recognized even by the same reference librarians as obsolete.
It seems that the majority of the SCSU library are “purists” in the sense of seeking professionals with broader background (other than library, even “reference” skills).
In addition, most of the current SCSU librarians are opposed to a second degree, as in acquiring more qualification, versus seeking just another diploma. There is a certain attitude of stagnation / intellectual incest, where new ideas are not generated and old ideas are prepped in “new attire” to look as innovative and/or 21st
Last but not least, a consistent complain about workforce shortages (the attrition politics of the university’s reorganization contribute to the power of such complain) fuels the requests for reference librarians and, instead of looking for new ideas, new approaches and new work responsibilities, the library reorganization conversation deteriorates into squabbles for positions among different department.
Most importantly, the narrow sightedness of being stuck in traditional work description impairs most of the librarians to see potential allies and disruptors. E.g., the insistence on the supremacy of “information literacy” leads SCSU librarians to the erroneous conclusion of the exceptionality of information literacy and the disregard of multi[meta] literacies, thus depriving the entire campus of necessary 21st century skills such as visual literacy, media literacy, technology literacy, etc.
Simultaneously, as mentioned above about potential allies and disruptors, the SCSU librarians insist on their “domain” and if they are not capable of leading meta-literacies instructions, they would also not allow and/or support others to do so.
Considering the observations above, the following qualifications must be considered:
According to the information in this blog post: https://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/
for the past year and ½, academic libraries are hiring specialists with the following qualifications and for the following positions (bolded and / or in red). Here are some highlights: Positions
digital humanities
Librarian and Instructional Technology Liaison
library Specialist: Data Visualization & Collections Analytics
Qualifications
Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment.
Programming skills – Demonstrated experience with one or more metadata and scripting languages (e.g.Dublin Core, XSLT, Java, JavaScript, Python, or PHP)
Data visualization skills
multi [ meta] literacy skills
Data curation, helping students working with data
Experience with website creation and design in a CMS environment and accessibility and compliance issues
Demonstrated a high degree of facility with technologies and systems germane to the 21st century library, and be well versed in the issues surrounding scholarly communications and compliance issues (e.g. author identifiers, data sharing software, repositories, among others)
Bilingual
Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.
Experience developing for, and supporting, common open-source library applications such as Omeka, ArchiveSpace, Dspace,
Responsibilities Establishing best practices for digital humanities labs, networks, and services
Assessing, evaluating, and peer reviewing DH projects and librarians
Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
Coordinates the transmission of online workshops through Google HangoutsScript metadata transformations and digital object processing using BASH, Python, and XSLT
liaison consults with faculty and students in a wide range of disciplines on best practices for teaching and using data/statistical software tools such as R, SPSS, Stata, and MatLab.
In response to the form attached to the Friday, September 29, email regarding St. Cloud State University Library Position Request Form:
Title
Digital Initiatives Librarian
Responsibilities:
TBD, but generally:
– works with faculty across campus on promoting digital projects and other 21st century projects. Works with the English Department faculty on positioning the SCSU library as an equal participants in the digital humanities initiatives on campus
Works with the Visualization lab to establish the library as the leading unit on campus in interpretation of big data
Works with academic technology services on promoting library faculty as the leading force in the pedagogical use of academic technologies.
Quantitative data justification
this is a mute requirement for an innovative and useful library position. It can apply for a traditional request, such as another “reference” librarian. There cannot be a quantitative data justification for an innovative position, as explained to Keith Ewing in 2015. In order to accumulate such data, the position must be functioning at least for six months.
Qualitative justification: Please provide qualitative explanation that supports need for this position.
Numerous 21st century academic tendencies right now are scattered across campus and are a subject of political/power battles rather than a venue for campus collaboration and cooperation. Such position can seek the establishment of the library as the natural hub for “sandbox” activities across campus. It can seek a redirection of using digital initiatives on this campus for political gains by administrators and move the generation and accomplishment of such initiatives to the rightful owner and primary stakeholders: faculty and students.
Currently, there are no additional facilities and resources required. Existing facilities and resources, such as the visualization lab, open source and free application can be used to generate the momentum of faculty working together toward a common goal, such as, e.g. digital humanities.
