As social networking platforms proliferate and more interactions take place digitally, there are more opportunities for propagation of misinformation, copyright infringement, and privacy breaches.
Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.
What is library leadership? a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.
Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:
Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.
Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.
p. 36. Developments in Technology for Academic and Research Libraries
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching, learning, research and information management, whether inside or outside the library. Effective Digital strategies can be used in both information and formal learning; what makes them interesting is that they transcended conventional ideas to create something that feels new, meaningful, and 21st century.
enabling technologies
this group of technologies is where substantive technological innovation begins to be visible.
Internet technologies.
learning technologies
social media technologies. could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category. As well-established as social media is, it continues to evolve at a rapid pace, with new ideas, tools, and developments coming online constantly.
Visualization technologies. from simple infographics to complex forms of visual data analysis. What they have in common is that they tap the brain’s inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. These technologies are a growing cluster of tools and processes for mining large data sets, exploring dynamic processes, and generally making the complex simple.
p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists
p. 40 Digital Scholarship Technologies
digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.
p. 42 Library Services Platforms
Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.
p. 44 Online Identity.
incorporated the management of digital footprints into their programming and resources
simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.
Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.
beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.
students and their computer science professor have partnered with Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space
Humanities need convincing data to demonstrate their value, says expert
Humanities scholars have always been good at conveying the importance of their work through stories, writes Paula Krebs for Inside Higher Ed, but they have been less successful at using data to do so. This need not be the case, adds Krebs, who recounts a meeting with faculty members, local employers, and public humanities representatives to discuss how to better measure the impact of a humanities education on graduates. Krebs offers a list of recommendations and concrete program changes, such as interviewing employers about their experiences with hiring graduates, that might help humanities programs better prepare students for postgraduate life.
a list of the skills that we think graduates have cultivated in their humanities education:
Critical thinking
Communications skills
Writing skills, with style
Organizational skills
Listening skills
Flexibility
Creativity
Cultural competencies, intercultural sensitivity and an understanding of cultural and historical context, including on global topics
Empathy/emotional intelligence
Qualitative analysis
People skills
Ethical reasoning
Intellectual curiosity
As part of our list, we also agreed that graduates should have the ability to:
Meet deadlines
Construct complex arguments
Provide attention to detail and nuance (close reading)
Ask the big questions about meaning, purpose, the human condition
Communicate in more than one language
Understand differences in genre (mode of communication)
Identify and communicate appropriate to each audience
Be comfortable dealing with gray areas
Think abstractly beyond an immediate case
Appreciate differences and conflicting perspectives
Identify problems as well as solving them
Read between the lines
Receive and respond to feedback
Then we asked what we think our graduates should be able to do but perhaps can’t — or not as a result of anything we’ve taught them, anyway. The employers were especially valuable here, highlighting the ability to:
Use new media, technologies and social media
Work with the aesthetics of communication, such as design
Perform a visual presentation and analysis
Identify, translate and apply skills from course work
Perform data analysis and quantitative research
Be comfortable with numbers
Work well in groups, as leader and as collaborator
Take risks
Identify processes and structures
Write and speak from a variety of rhetorical positions or voices
Support an argument
Identify an audience, research it and know how to address it
Know how to locate one’s own values in relation to a task one has been asked to perform
It requires that companies become what we call digital masters. Digital masters cultivate two capabilities: digital capability, which enables them to use innovative technologies to improve elements of the business, and leadership capability, which enables them to envision and drive organizational change in systematic and profitable ways. Together, these two capabilities allow a company to transform digital technology into business advantage.
We found that the elements of leadership capability have endured, but new elements of digital capability have come to the fore.
While strong leadership capability is even more essential than ever, its core elements — vision, engagement, and governance — are not fundamentally changed, though they are informed by recent innovations. The elements of digital capability, on the other hand, have been more profoundly altered by the rapid technological advances of recent years.
Experience design: Customer experience has become the ultimate battleground for many companies and brands.
Customer intelligence: Integrating customer data across silos and understanding customer behavior
Emotional engagement: Emotional connections with customers are as essential as technology in creating compelling customer experiences.
As ever, well-managed operations are essential to converting revenue into profit, but now we’re seeing a shift in the focus of digital transformation in this arena.
Core process automation: Amazon’s distribution centers deliver inventory to workers rather than sending workers to collect inventory. Rio Tinto, an Australian mining company, uses autonomous trucks, trains, and drilling machinery so that it can shift workers to less dangerous tasks, leading to higher productivity and better safety.
Connected and dynamic operations: Thanks to the growing availability of cheap sensors, cloud infrastructure, and machine learning, concepts such as Industry 4.0, digital threads, and digital twins have become a reality. Digital threads connecting machines, models, and processes provide a single source of truth to manage, optimize, and enhance processes from requirements definition through maintenance.
Data-driven decision-making: from backward-looking reports to real-time data. Now, connected devices, new machine learning algorithms, smarter experimentation, and plentiful data enable more-informed decisions.
Transforming Employee Experience
Augmentation: Warnings that robots will replace humans have given way to a more nuanced and productive discussion.
Workers in Huntington Ingalls Industries’ shipyard use augmented reality to help build giant complex vessels such as aircraft carriers and submarines. They can “see” where to route wires or pipes or what is behind a wall before they start drilling into it.
Future-readying: providing employees with the skills they need to keep up with the pace of change. In the past few years, this has given rise to new models of managing learning and development in organizations, led by a new kind of chief learning officer, whom we call the transformer CLO
Flexforcing: To respond to fast-paced digital opportunities and threats, companies also need to build agility into their talent sourcing systems. As automation and AI applications take over tasks once performed by humans, some companies are multiskilling employees to make the organization more agile.
Transforming Business Models
three elements supporting business model transformation: digital enhancements, information-based service extensions, and multisided platforms.
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.
++++++++++++++++
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.
P 4. But all that “disruption,” as people love to collect, is over looking the thing that’s the most disruptive of them all call on the way we relate to each other will never be the same. That’s because of something called presence.
Presence is the absolute foundation of virtual reality, and in VR, it’s the absolute foundation of connection-connection with yourself, with an idea, with another human, even connection with artificial intelligence.
p. 28 VR definition
Virtual reality is an 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it.
1. ” artificial environment ” could mean just about anything. The photograph is an artificial environment of video game is an artificial environment a Pixar movie is an artificial environment the only thing that matters is that it’s not where are you physically are
p. 44 VR: putting the “it” in “meditation” my note: it seems Rubin sees the 21st century VR as the equivalent of the drug experimentation in the 1960s US: p. 46 “VR is potentially going to become a direct interface to the subconscious”
p. 74 serious games, Carrie Heeter. p. 49
The default network in the brain in today’s society is the wandering mind. We are ruminating about the past, and we are worrying about the future, or maybe even planning for the future; there is some productive thinking. But in general, a wandering mind is an unhappy mind. And that is where we spent all of our week in time: not being aware of everything that we are experiencing in the moment.
Hester’s Open meditation had already let her to design apps and studies that investigated mediate meditations ability to calm that wandering mind
p. 51 Something called interoception. It is a term that is gaining ground in psychologist circles in recent years and basically means awareness of battle associations-like my noticing the fact that I was sitting awkwardly or that keeping my elbows on the cheers armrests was making my shoulders hunched slightly. Not surprisingly, mindfulness meditation seems to heighten interoception. And that is exactly how Heeter and Allbritton Strep throat the meditation I am doing on Costa Del sole. First, I connect with the environment; then with my body; Dan I combined the two. The combination of the VR and interception leads to what she describes as “embodied presence”: not only do you feel like you are in the VR environment, but because you have consciously work to integrate your bodily Sensations into VR, it is a fuller, more vivid version of presents.
p. 52 guided meditation VR GMVR
p. 56 VVVR visual voice virtual reality
p. 57
Just as the ill-fated google glass immediately stigmatized all its wearers as “glassholes”- a.k.a. “techier-than-thou douche bags who dropped $1500 to see an email notification appear in front of their face”-so to do some VR headset still look like face TVs for another it’s
p. 61 Hedgehog Love
engineering feelings with social presence. p.64 remember presents? This is the beginning of social presence. Mindfulness is cool, but making eye contact with Henry is the first step into the future.
p.65 back in 1992, our friend Carrie heeter posited that presence-the sensation did you are really there in VR-head treat day mentions. There was personal presents, environmental presents, and social presents, which she basically defined is being around other people who register your existence.
p. 66 the idea that emotion can be not a cause, as sweet so often assumed, but a result of it of behavior
p. 72 in chapter 1, we explain the difference between Mobile VR and PC driven PR. The former is cheaper and easier; all you do is drop your smart phone into a headset, and it provides just about everything can eat. Dedicated VR headsets rely on the stronger processors of desktop PCs and game consoles,So they can provide a more robust sense of presence-usually at the cost of being hit Earth to your computer with cables. (it’s the cost of actual money: dedicated headset systems from hundreds of dollars, while mobile headsets like Samsung’s deer VR or Google’s DayDream View can be had for mere tens of dollars.) There is one other fundamental distinction between mobile VR and high-end VR, though, and that is what you do with your hands-how you input your desires. When VR reemerged in the early 2010s, however, the question of input was open to debate. Actually, more than one debate. p. 73 video game controllers are basically metaphors. Some, like steering wheels or pilot flight sticks, might look like that think they’re supposed to be, but at their essence they are all just collections of buttons. p. 77 HTC sales small wearable truckers that you can affix to any object, or anybody part, to break it into the Vive’s VR.
p. 78 wait a second – you were talking about storytelling.
p. 79 Every Hollywood studio you can imagine-21st Century Fox, Paramount, Warner Bross.-Has already invested in virtual reality. They have made VR experiences based on their own movies, like interstellar or ghost in the Shell, and they have invested in other VR companies. Hollywood directors like Doug Liman (Edge of Tomorrow) and Robert Stromberg (Maleficent) have taken VR project. And the progress is exhilarating. Alejandro GOnzalez Inarritu, a 4-Time Oscar winner for best director 2014 movie Birdman, won best picture, received this special achievement Academy award in 2017 for a VR Schwartz he made. Yet Carne Y Arena, which puts viewers insight a harrowing journey from Mexico to the United States, is nothing like a movie, or even a video game.
When you premiered at the Cannes film Festival in early 2017, it was housed in an airplane hangar; viewers were a shirt, barefoot, into a room with a sand-covert floor, where they could watch and interact with other people trying to make it over the border. Arrests, detention centers, dehydration-the extremity of the human condition happening all around you. India announcement, the Academy of motion picture arts and sciences called the peas “deeply emotional and physically immersive”
p. 83 empathy versus intimacy. Why good stories need someone else
p. 85 empathy vs intimacy: appreciation vs emotion
Both of these words are fuzzy, to say the least. Both have decades of study behind him, but both have also appeared and more magazine covers in just about any words, other than possibly “abs”
Empathy: dear Do it to do identify with and understand dollars, particularly on an emotional level. It involves imagining yourself in the place of another and, therefore, appreciating how do you feel.
Intimacy: a complex sphere of ‘inmost’ relationships with self and others that are not usually minor or incidental (though they may be a transitory) and which usually touch the personal world very deeply. They are our closest relationships with friends, family, children, lovers, but they are also the deep into important experiences we have with self
Empathy necessarily needs to involve other people; intimacy doesn’t. Empathy involves emotional understanding; intimacy involves emotion itself. Empathy, at its base, isn’t act of getting outside yourself: you’re protecting yourself into someone’s else experience, which means that in some ways you are leaving your own experience behind, other than as a reference point. Intimacy, on the other hand, is at its base act of feeling: you might be connecting quit someone or something Else, but you are doing so on the basis of the emotions you feel. p 86. Any type of VR experience perfectly illustrates the surprising gap between empathy and intimacy: life action VR. p. 87 unlike CGI-based storytelling, which full somewhere in between game in movie, live action VR feels much more like the conventional video forms that we are used to from television and movies. Like those media, people have been using VR to shoot everything from narrative fiction to documentary the sports.
p. 92 every single story has only one goal at its base: to make you care. This holds true whether it is a tale told around a campfire at night, one related to a sequence of panels in the comic book, or dialogue-heavy narrative of a television show. The story might be trying to make you laugh, or just scare you, or to make you feel sad or happy on behalf of one of the characters, but those are all just forms of caring, right? Your emotional investment-the fact that what kept us in this tale matters to you-is the fundamental aim of the storyteller.
Storytelling, than, has evolved to find ways to draw you out of yourself, to make you forget that what you are hearing or seeing or reading isn’t real. It’s only at that point, after all, that our natural capacity for empathy can kick in. p. 93 meanwhile, technology continues to evolve to detaches from those stories. For one, the frame itself continues to get smaller. Strangers still, this distraction has happened well stories continue to become more and more complex. Narratively, at least, stories are more intricate then the have ever been. p. 94. Now, with VR storytelling, the distracting power of multiple screens his met it’s match.
p. 101 experiencing our lives- together
What videos two cannot do, though, he’s bringing people together insights VR, the way re-McClure’s sinking-multicoloredat-blogs-at-each-other tag-team project is VVVR does. That’s why even V are filmmaking powerhouses like Within ( https://www.with.in/get-the-app) are moving beyond mere documentary and narrative and trying to turn storytelling into a shared experience.
Make no mistake: storytelling has always been a shirt experience. Being conscripted into the story, or even being the story.
p. 103 like so many VR experiences, life of us defies many of the ways we describe a story to each other. For one, it feels at fonts shorter and longer than its actual seven-minutes runtime; although it’s seems to be over in a flash, flash contains so many details that in retrospect it is as full and vivid is a two-our movie.
There is another think, though, that sets life of us apart from so many other stories-it is the fact that not only was I in the story, but someone else was in there with me. In that someone wasn’t a field character talking to a camera that they some calling about it, or a video game creature that was programmed to look in ‘my’ direction, but a real person-a person who saw what I saw, a person who was present for each of those moments and who know is inextricably part of my old, shard-Like memory of them.
p. 107 what to do and what to do it with . How social VR is reinventing everything from game night to online harassment.
p. 110 VR isn’t given Romo’s first bet on the future. When he was finishing up his masters degree in mechanical engineering, a professor emailed him on behalf of two men who were recruiting for a rocket company there were starting. One of those man was a Elon musk, which is how Romo became the 13th employee at space X. Eventually, she started the company focusing go solar energy, but when the bottom fell out of the industry, she shut down the company and looked for his next opportunity. Romo spent the next year and a half researching the technology and thinking about what kind of company might make sense in the new VR enabled world. He had read Snow crash, but he oh soon you get our hopes for DVR future could very well end up like gay themed flying car: defined-and limited-bite an expectation that might not match perfectly which what we actually want.
p. 116 back in the day, trolling just trim forward to pursuing a provocative argument for kicks. Today, the word used to describe the actions of anonymous mobs like the one that, for instance, Rolf actor Leslie Jones off Twitter with an onslaught of racist and sexist abuse. Harassment has become one of the defining characteristics of the Internet is for use it today. But with the emergernce of VR, our social networks have become, quite literally, embodied.
p. 142 increasing memory function by moving from being a voyeur to physically participating in the virtual activity. embodied presence – bringing not just your head into your hands, but your body into VR-strengthens memories in the number of ways.
p. 143 at the beginning of 2017, Facebook fit published some of its. New Ron’s in internal research about the potential of social VR. Neurons INc. The agency measured eye movements, Brain activity, and pools of volunteers who were watching streaming video on smart phones and ultimately discovered that buffering and lag were significantly more stressful than waiting can line it a store, and even slightly more stressful than watching a horror movie.
p. 145 after the VR experience, more than 80% of introverts — is identified by a short survey participants took before hand-wanted to become friends with the person they had chatted with, as opposed to less than 60% of extroverts
p. 149 Rec Room Confidential: the anatomy in evolution of VR friendships
p. 165 reach out and touch someone; haptics, tactile presence and making VR physical.
p. 171 Zhao laid out two different criteria. The first was whether or not to people are actually in the same place-basically, are they or their stand-ins physically close enough to be able to communicate without any other tools? To people, she wrote, can either have “physical proximity” or “electronic proximity” the latter being some sort of networked connection. The second criterion was whether each person is corporeally there; in other words, is it their actual flesh-and-blood body? The second condition can have three outcomes: both people can be there corporeally; neither can be there corporeally , instead using some sort of stand in like an avatar or a robot; or just one of them can be there corporeally, with the other using case stent in
“virtual copresence” is when a flesh and blood person interacts physically with a representative of a human; if that sounds confusing, 80 good example is using an ATM call mom where are the ATM is a stent in for a bank teller
p. 172 “hypervirtual copresence,” which involves nonhuman devices that are interacting in the same physical space in a humanlike fashion. social VR does not quite fit into any of this category. Zhao refers to this sort of hybrid as a “synthetic environment” and claims that it is a combination of corporeal https://www.waze.com/telecopresence (like Skyping) and virtual telecopresence(like Waze directions )
p. 172 haptic tactics for tactile aptness
Of the five human senses, a VR headset ca currently stimulates only to: vision and hearing. That leaves treat others-and while smell and taste me come some day.
P. 174; https://en.wikipedia.org/wiki/Aldous_Huxley Brave New World. tactile “feelies”
p. 195 XXX-chnage program: turning porn back into people
p. 221 where we are going, we don’t need headsets. lets get speculative
p. 225 Magic Leap. p. 227 Magic Leap calls its technology “mixed reality,” claiming that the three dimensional virtual objects it brings into your world are far more advanced than the flat, static overlays of augmented reality. In reality, there is no longer any distinction between the two; in fact, the air are by now so many terms being accused in various ways by various companies that it’s probably worth a quick clarification.
definitions
Virtual reality: the illusion of an all-enveloping artificial world, created by wearing an opaque display in front of your eyes.
augmented reality: Bringing artificial objects into the real world-these can be as simple as a ” heads-up display,” like a speedometer project it onto your car’s windshield, or as complex as seen to be virtual creature woke across your real world leaving room, casting a realistic shadow on the floor
mixed reality: generally speaking, this is synonymous with AR, or eight at least with the part of AR that brings virtual objects into the real world. However, some people prefer “mixed” because they think “augmented” implies that reality isn’t enough.
extended or synthetic reality (XR or SR): all of the above! this are bought catch old terms that encompass the full spectrum of virtual elements individual settings.
p. 231 in ten years, we won’t even have smartphone anymore.
p. 229 Eve VR is these come blink toddler, though, AR/MR is a third-trimester fetus: eat may be fully formed book eat is not quite ready to be out in the world yet. The headsets or large, the equipment is far more expensive than VR Anthony in many cases we don’t even know what a consumer product looks like.
p. 235 when 2020 is hindsight: what life in 2028 might actually look like.
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT
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more on NMC Horizon Reports in this IMS blog
qualifications of the embedded librarian: is there any known case for an academic library to employ as embedded librarian a specialist who has both MLIS and terminal degree in a discipline, where he works as embedded librarian.
“I also think that we need to be more welcoming to people who may not have come through a traditional education program (i.e., the M.L.S.) but who bring critical skills and new perspectives into the library.”
The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632
“Their engagement can be over two or more class sessions, even co-teaching the class in some cases. This model provides in-depth knowledge of student research projects during the research and revision process.” This is for first-year experience students.
Embedding with project teams in Business and STEM programs involves: “in – depth participation in short – term projects, aiding the team in their searches, literature review, grant preparation, data curation, or other specialized information aspects of the project. This level of embedment requires a heavy time commitment during the length of the project, as well as subject expertise and established trust with the research team.”
embedding in departments as a liaison.
“They are usually closely affiliated with the departme nt (maybe even more so than with the libraries) and might be paid out of departmental funds. These librarians learn the ways and needs of their patrons in their natural environment. They often work as finders of information, organizers of information, and taxonomy creators. Embedding within departments provides in – depth knowledge of the users of library services, along with potential isolation from other librarians. It involves a high degree of specialization, co – location and shared responsibility”
best practices, new opptunities (video, screencasts, social media. Adobe Connect) , Assessment
here is Kvenild 2016 article also
Kvenild, C., Tumbleson, B. E., Burke, J. J., & Calkins, K. (2016). Embedded librarianship: questions and answers from librarians in the trenches. Library Hi Tech, 34(2), 8-11.
utilizing technology tools; and providing information literacy and assessment. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment
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Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.
emphasis is on undergraduate. “a tremendous amount of literature published addressing library/faculty partnerships.”
“There will never be one golden rule when it comes to way in which a librarian networks with faculty on campus.”
++++++++++++++++
Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship, 37(1), 54-63.
Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy, 6(1), 73-90.
attention must be paid to students’ affective, emotional needs throughout the research
process. My note: And this is exactly what comprise half of my service of. The relatively small amount of research into affective learning, as opposed to cognition, remains true to this day.
p. 78 As the 50-minute one-shot session is still the norm for library research sessions on the
majority of campuses, behavioral assessment can be problematic.
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Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences, 46(4), 441-467.
Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.
two major concerns of “Students Learning” and “Librarian Professionalism” from faculty provide insights that understanding pedagogy, enhancing instructional skills and continuing progress in librarian professionalism will contribute to consolidating partnerships when developing course-specific IL programs.
COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly, 6(2/3), 198-207. doi:10.1080/15228959.2010.498768
p. 199 There is also the concept of the ‘‘blended librarian’’ as described by Bell and Shank (2004) to merge the assets and abilities of a librarian with those of one versed in technology. Academic librarians are obligated and privileged to merge several strengths to meet the needs of their user population. No longer is the traditional passive role acceptable. Bell and Shank (2004) implore academic librarians ‘‘to proactively advance their integration into the teaching and learning process’’ (p. 373).
p. 200 first year experience
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Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks, 17(1-2), 5-17.
p. 6 the imperative for academic librarians to become embedded in the priorities of teaching, learning, and research in truly relevant ways. Embedding as an effective mode of collaboration will be explored through examples relating to the physical and virtual environment. An analysis of current approaches and next steps for the future will be addressed, with the goal of providing food for thought as librarians assess programs and activities in terms of positive collaboration and effectiveness
p. 9 new academic salon,
p. 10 the pervasive campus librarian
The fact that we are generalists and devoted to all disciplines and all sectors of the academic user community gives us a special insight on ways to advance the university and achieve its mission
this contradicts Shumaker and Talley, who assert that the embedded librarian is NOT a generalist, but specialist
p. 11 Central administrators, along with the chief academic officer, make critical funding and policy decisions affecting the library
p. 11 librarians and teaching. In 2011, interim dean Ruth Zietlow “gave up” classes after the messy divorce with CIM. the library faculty poled itself to reveal that a significant number of the faculty does NOT want to teach.
p. 14 influencing campus virtual space this library’s social media is imploded in its image.
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DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly, 6(2/3), 75-82. doi:10.1080/15228959.2010.498773
p. 75 Literature about embedded librarianship is so diverse that the definition of this term, as well as related goals and methods when embedding services and programs, can be difficult to define. What are some characteristics of an embedded program? Is embedding only achieved through an online classroom? How did embedded librarianship first begin in academic libraries?
p. 76 adopted as a term because it is a similar concept to embedded journalism.
Embedded librarian programs often locate librarians involved in the spaces of their users and colleagues, either physically or through technology, in order to become a part of their users’ culture. A librarian’s physical and metaphorical location is often what defines them as embedded.
David Shumaker and Mary Talley (see bottom of this blog entry)
Highly technical tasks, such as creating information architecture, using analytical software, and computer and network systems management were performed by less than 20% of the survey respondents. Shumaker and Talley also report embedded services are often found in tandem with specialized funding. This study also confirms embedded services are not new.
p. 77 history and evolution of the role
p. 79 methods of embedding
In North America, one would be hard-pressed to find a library that does not already electronically embed services into online reference chat, make use of Web 2.0 communication applications such as Twitter and blogs, and embed librarians and collaborators within online classrooms. These are all examples of the embedding process (Ramsay & Kinnie, 2006). The name embedded librarian in this context is a double entendre, as the insertion of widgets and multimedia files into HTML code when designing Web sites is usually called the embedding of the file. My note: is this library actually is one that does not use Twitter and blogs in the hard-core meaning of library service
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Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship, 5(1), 52-58.
Recommendations:
The authors distributed their findings at a half day workshop attended by nearly all liaisons. They made the following recommendations:
• Personalize outreach.
• Spend more time marketing and reaching out to departments, even though it might mean having less time for other activities.
• Find an alternative advocate who can build your reputation through word-ofmouth if your relationship with your assigned department liaison is not fruitful.
• Seek opportunities to meet department staff in person.
• As much as possible, administrators should commit to keeping liaisons assignments static.
p. 57 that faculty outreach is similar to other types of relationship building: it requires time to establish trust, respect and appreciation on both sides. Even a liaison’s challenging first two years can, therefore, be viewed as productive because the relationship is developing in the background. This phenomenon also signals to library administrators the benefits of maintaining a stable workforce. Frequent changes in academic assignments and staff changes can lead to a less engaged user population, and also make the outreach assignment much more frustrating.
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Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly, 6(2-3), 110-121.
embedded librarian program in the university’s College of Education and Educational Technology
p. 112 Make Sure You Have Buy-in from All Stakeholders
Include College=Department Faculty in the Interview Process
Look for the Following Qualities=Qualifications in an Embedded Librarian
Have a Physical Presence in the College=Department a Few Days Each Week
Serve as Bibliographer to College=Department
Offer Bibliographic Instruction Sessions and Guest Lectures at Main Campus, Branch Campuses, and Centers
Develop Collaborative Programs that Utilize the Library’s Resources for College=Department Improvement
#9 Offer to Teach Credit Courses for the College=Department When Department Faculty Are Not Available
#10: Publish Scholarly Works and Present at Professional Conferences with College=Department Faculty. again, Martin Lo, John Hoover,
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Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly, 4(1), 15-27.
Faculty come to the world civilizations enterprise from a broad range of academic disciplines and world experiences, which has a significant impact on their interpretations of world history, their selections of course materials, their teaching styles, and their expectations for students. Moreover, faculty teach the course on a rotating basis. So, there is no single model of faculty-librarian collaboration that can be applied from section to section, or even from semester to semester. Faculty have widely differing views on the role of library instruction in their sections of the course, and the extent to which library research is required for coursework. They also differ in terms of their ability or willingness to collaborate with the libraries. As a result, student access to library instruction varies from section to section.
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Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration, 49(3), 383-400.
p. 384 embedded librarians in the blogosphere.
not even close to the local idea how blog must be used for library use.
p. 387 definitions
p. 389 clinical librarianship – term from the 1970s.
p. 390 Special librarians and particularly those in corporate settings tend to be more integrated within the company they serve and are often instrumental in cost-related services such as competitive intelligence, scientific, and patent research.
p. 391 Librarians Collaborating With Faculty in Scholarly Communication Activities
My note: this is what I am doing with Martin Lo and used to do with John Hoover. Attempts with the sociology department, IS department
p. 392 Role of Librarians With Multidisciplinary Collaborations
my note : my work with Mark Gill and Mark Petzhold
p. 393 social media
again, this library cannot be farther from the true meaning of Web 2.0 collaboration.
p. 396 organizational structures
Three different types of organizational structures are generally recognized—hierarchical, matrix, and flat. We suggest that each of these conventional structures promotes, to some extent, its own brand of silos—silos that inherently pose obstacles to the assumption of new roles and responsibilities. For example, we question whether the hierarchical organization structures that define many of our libraries, with their emphasis on line, lateral staff and functional relationships and the relative ranks of parts and positions or jobs, are flexible enough to support new roles and responsibilities. In contrast, matrix management offers a different type of organizational management model in which people with similar skills are pooled for work assignments. We suggest that, in contrast to hierarchical structures, matrix management allows team members to share information more readily across task boundaries and allows for specialization that can increase depth of knowledge and allow professional development and career progression to be managed. The third organizational structure mentioned—flat or horizontal organizations, refers to an organizational structure with few or no levels of intervening management between staff and managers
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Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration, 50(4), 293-314.
my LIB 290 is such class. and I am the only one who is teaching it online by QM standards.
Can the administration encourage Global Studies to combine efforts with my LIB 290 and offer a campus-wide class?
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Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy, 5(2), 66-80.
McGill. p. 77 The McGill University Library’s system-wide liaison model emphasises a disciplinary approach, placing the impetus for outreach and service on individual librarians responsible for particular departments and user groups.
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MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly, 6(2/3), 174-186. doi:10.1080/15228959.2010.497454
Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries, 15(4), 399-413.
millennials. p. 48 my note: the losing battle of telling the millennials the value of books
librarians need to emphasize that not all information
is found on the Web and that the information found there might not be
reliable, depending on its source
p. 49 The latest technology can be used for communication. Two examples of this modernization process are making podcasts of library lectures and using instant messaging to answer reference queries. Students need Reference Librarians to assist them in focusing their research, showing them appropriate sources and how to use those sources. The change is not how the librarians serve the students but how the service is delivered. Instead of coming to the reference desk Millennial students may choose to use e-mail, cell phones to send a text message or use a chat reference service to communicate with the librarian. Students want to have 24/7 access to library resources and librarians.
my note: and yet this library still uses 90ish communication – the facebook page is just an easy to edit web page and the concept of Web 2.0 has not arrived or shaped the current communication.
p. 50 Librarians should examine how they present library instruction and ensure that students know why it is important. Further, Lancaster and Stillman state that librarians need to “incorporate some computer-based instruction for Millennials as it allows them to go at their own speed and acknowledges their ability to manage information” (2003, 231).
and, once again, talking about inducing library instruction with technology: http://web.stcloudstate.edu/pmiltenoff/bi/
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Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly, 49(4), 380-390.
In the current climate of educational accountability, reference librarians should embrace the opportunity to align reference service with the teaching and learning missions of their libraries and overarching institutions
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Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration, 49(1/2), 59-73.
online programs a 3-credit junior seminar course (JRSM 301) to assess general education competencies
p. 60 The 3-credit course titled LISC 260—Using Electronic Resources for Research has existed as a required course for this overseas cohort of students since the fall of 1999. The course was initially developed as a required course to introduce the Mercy College Libraries’ resources to this cohort of overseas students. Full-time librarians teach this course as an overload.
The course lasts for 8 weeks during fall and spring semesters and is divided into eight modules with five quizzes. Summer sessions are shorter; the summer version of the course runs for 6 weeks. There is no midterm exam, final exam, project, or term paper for this course. Sixty percent of the grade is based on the quizzes and assignments and 40% on discussion and class participation.
Each quiz addresses a specific competency. We identified the modules where the five competencies would fit best. A document containing the five general education competencies (critical thinking, information literacy, quantitative reasoning, critical reading, and writing) statements
Critical Thinking Competency This competency was placed in the second module covering the topic “Developing Search Strategies” in the second week of the course. In this module, students are required to select a topic and develop logical terminologies and search strings. This task requires a great deal of critical and analytical thinking and therefore lays the groundwork for the other competencies. The quizzes and assignments for this competency involve breaking or narrowing down the topic into subtopics, comparing two topics or ideas, and similar skills. It is hoped that students will be able to adopt Boolean and other search logic in clear and precise ways in their analyses and interpretations of their topic and use the search strategies they develop for continued assignments throughout the rest of the course.
p. 61. Information Literacy Competency The information literacy competency is introduced in the fourth module in the fourth week of the course. As part of the course, students are required to learn about the Mercy College Libraries’ indexes and databases, which this module addresses (“Information Literacy,” n.d.).
Quantitative Reasoning Competency
This seminar course is a library research course with no statistics or mathematics component. Many students enrolled in the course are not mathematics or statistics majors, hence some creativity was needed to evaluate their mathematical and computational skills. Students are given this competency in the fifth module during the fifth week of the course, which deals with subject-specific sources. It was decided that, to assess this competency, a quiz analyzing data obtained in a tabular format from one of the databases subscribed to by the library would fulfill the requirement. Students are given a choice of various countries and related data, and are asked to create some comparative demographic profiles. This approach has worked well because it gives students the opportunity to focus on countries and data that interest them.
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Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship, 42(6), 636-643. doi:10.1016/j.acalib.2016.08.010
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Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning, 11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429
p. 158 The concept of embedded librarians is not new, as it has antecedents in branch librarians of the seventies and academic departmental liaisons of the 1980s and 1990s. However, it is a way to proactively reach out to the campus community (Drewes & Hoffman, 2010).
There is not a one-size-fits-all definition for embedded librarianship. As a result, librarians in academic libraries may be embedded in their communities in a variety of ways and at varying levels from course integrated instruction to being fully embedded as a member of an academic department
p. 160 my note: the authors describe the standard use of LMS for embedded librarianship.
p. 163 they managed to fight out and ensure their efforts are “credited.” Assigning credits to embedded librarian activities can be a very tough process.
p. 165 assessment
the authors utilized a pre-module and post-module survey to assess the students’ performance using library resources. The survey also helped to determine the students’ perceived self-efficacy and confidence in using the library, its resources, and services. In addition, the researchers analyzed student responses to discussion questions, studied feedback at the end of the course in the course discussion forum, and conducted interviews with the faculty members teaching the courses (
In another study, researchers analyzed bibliographies of students in the course to identify what resources they cited in their research projects. More specifically, they analyzed the type and appropriateness of sources used by the students, their currency, and noting how deeply the students delved into their topics. They also looked at the number of references cited. The authors believed that examining the bibliographies provided an incomplete picture because it provided data on the sources selected by the students but not information on how they retrieved those sources.
p. 171 survey sample
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Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly, 36(2), 138-149. doi:10.1080/02763869.2017.1293978
Texas A&M University academic health sciences library integrating a librarian into the College of Pharmacy, approximately 250 miles away from the main library. preembedded and postembedded activities demonstrated the effectiveness and impact of
For this study, the fully embedded librarian is defined as one who is out of the traditional library and into an onsite setting to provide a full range of library services that enable collaboration with researchers or teaching faculty and support student learning. In this model, the embedded librarian is a team member of the RCOP rather than a service provider standing apart. The lines are not blurred as to the kind of services that should be embedded because the embedded librarian is 100% onsite. Very few reports in the literature describe fully embedded librarian models such as this. However, one similar model exists at the Arizona Health Sciences Library (AHSL), which is affiliated with the University of Arizona, where librarians relocated their permanent offices to the colleges of Nursing, Public Health, and Pharmacy. AHSL librarians spent close to 100% of their time in the colleges.
p. 144 The embedded librarian has gained recognition in the college and was appointed by the dean to serve on the Instructional Venues Ad Hoc Committee (IVC).
My note: This is what Tom Hergert and I have been advocating for years: the role of the librarian is not to find info and teach how to find info ONLY. The role of the librarian is to bring 21st century to School of Education: information literacy is only a fragment of metaliteracies. Information literacy is a 1990s priority. While it is still an important part of librarians goals, digital literacy, visual and media literacy, as well as technology literacy and pedagogical application of technology is imposed as integral part of the work of the embedded librarian.
p. 145 Challenges and Opportunities
Another challenge involved the librarian’s decision-making and effective communications skills, especially when deciding to implement library services or programs. Other challenges included speaking the client group’s language and knowing the information needs of each group—faculty, students, staff, postdocs, research assistants, and research scientists—to deliver the right information at the point of need. The following strategies were practiced to overcome these challenges: .
A positive attitude can increase connectivity, networking, and collaboration beyond a limited space. Proactively seeking opportunities to participate and get involved in library events, instructional programs, training workshops, or committee work shortened the distance between the remote librarian and those in main campus. .
As video conferencing tools or programs (e.g., Adobe Connnect, Webex, Skype, Google Hangout, Zoom) were the primary means for the remote at 18:19 24 August 2017 librarian to attend library meetings and teach in library instructional programs, spending some time learning to use these tools and embracing them greatly increased the librarian’s capacity to overcome the feelings of disconnection.
The willingness to travel several times a year to the main campus to meet librarians face-to-face helped in understanding the system and in getting help that seemed complicated and difficult via remote resources (e.g., computer issues). .
Actively listening to the faculty and students during the conversations helped understand their information needs. This served as the basis to initiate any targeted library services and programs.
Despite the challenges, the embedded librarian was presented with numerous opportunities that a traditional librarian might think impossible or difficult to experience, for example, attending RCOP department meetings or RCOP executive committee meetings to present library resources and services, serving on RCOP committees, co-teaching with faculty in RCOP credit courses, creating and grading assignments counting toward total course credits, and being given access to all RCOP course syllabi in eCampus. (the last is in essence what I am doing right now)
p. 147 Marketing Embedded Library Services
The “What’s in It for Me” (WIIFM) principle1 was a powerful technique to promote embedded library services. The essentials of WIIFM are understanding patron needs and ensuring the marketing effort or communications addressing those needs15—in other words, always telling patrons what is in it for them when promoting library services and resources. Different venues were used to practice WIIFM: .
RCOP faculty email list was an effective way to reach out to all the faculty. An email message at the beginning of a semester to the faculty highlighted the embedded librarian’s services. During the semester, the librarian communicated with the faculty on specific resources and services addressing their needs, such as measuring their research impact at the time of their annual evaluation, sharing grant funding resources, and promoting MSL’s resources related to reuse of images. .
Library orientations to new students and new faculty allowed the librarian to focus on who to contact for questions and help, available resources, and ways to access them. . Being a guest speaker for the monthly RCOP departmental faculty meetings provided another opportunity for the librarian to promote services and resources.
Casual conversations with faculty, students, researchers, and postdocs in the hallway, at staff luncheons, and at RCOP events helped understand their information needs, which helped the librarian initiate MSL service projects and programs.
The Facebook private group, created by Instructional Technology & MSL Resources @ Rangel COP, was used to announce MSL resources and services. The group currently has 256 members. The librarian is one of the group administrators who answers student questions related to library and MSL resources. (social media is my forte)
p. 148 This model would not have been successful without the strong support from MSL leadership team and the RCOP administration.
the next step would be to conduct a systematic assessment to get feedback from RCOP administrators, faculty, students, staff, postdocs, and research assistants. The integration of the library instructional program into the RCOP curriculum should be included in RCOP final course evaluations. Another future direction might be to conduct a curriculum map to get a better idea about the learning objectives of each course and to identity information literacy instruction needs across the curriculum. The curriculum mapping might also help better structure library instruction delivery to RCOP. Teaching content might be structured more purposefully and logically sequenced across the curriculum to ensure that what students have learned in one course prepares them for the next ones.
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Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association, 104(3), 226-230. doi:10.3163/1536-5050.104.3.008
The overall satisfaction with services was encouraging, but awareness of the embedded program was low, suggesting an overall need for marketing of services.
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Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian, 57(3), 224-234. doi:10.1080/02763877.2015.1134376
O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy, 16(3), 529-556.
Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology, 6(3), 170-173.
India. p. 173 as of today, most of the users are not able to differentiate the library professional who have a bachelor degree, Masters degree and who are doctorate of the subject. My note: not in my case and this is my great advantage.
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Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information, 68(4), 202-205.
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Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship, 21(1), 30-51. doi:10.1080/13614533.2014.911194
overview of the literature on embedded librarianship
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Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly, 35(4), 388-396. doi:10.1080/02763869.2016.1220756
Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly, 34(4), 490-497. doi:10.1080/02763869.2015.1082386
Milbourn, A. a. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America, 32(2), 274-283.
slide 8: vision of embedded librarianship:
customer centric not library centric; located in their workplace not our workplace; focused on small groups not entire populations; composed of specialists, not generalists; dependent on domain knowledge not only library skills; aming an analysis and synthesis not simply delivery; in context, not out of context; built on trusted advice not service delivery
all of the above is embodied in my work with the doctoral cohorts
slide 9: why study? because traditional library service model is in decline
slide 11: broad analytical research on successful implementation is lacking slide 20: large institutions more likely to offer specialized services
slide 21: domain knowledge through continuous learning, not always through formal degrees.
slide 39: what matters most
slide 40: strong leadership by library managers is critical (I will add here “by deans of other colleges)
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bibliography:
Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship, 42(6), 636-643. doi:10.1016/j.acalib.2016.08.010
Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology, 6(3), 170-173.
Andrews, C. R. (2014). CUNY Academic Works An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. Codex, 3(1), 2150–86. Retrieved from http://academicworks.cuny.edu/bx_pubs
Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association, 104(3), 226-230. doi:10.3163/1536-5050.104.3.008
Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship, 37(1), 54-63.
Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy, 6(1), 73-90.
Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences, 46(4), 441-467.
COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly, 6(2/3), 198-207. doi:10.1080/15228959.2010.498768
Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship, 21(1), 30-51. doi:10.1080/13614533.2014.911194
Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks, 17(1-2), 5-17.
DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly, 6(2/3), 75-82. doi:10.1080/15228959.2010.498773
Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship, 5(1), 52-58.
Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly, 35(4), 388-396. doi:10.1080/02763869.2016.1220756
Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly, 6(2-3), 110-121.
Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly, 4(1), 15-27.
Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration, 49(3), 383-400.
Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration, 50(4), 293-314.
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The New Media Consortium (NMC) has released Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief, a follow-up to its 2016 strategic brief on digital literacy.
But what does it really mean to be digitally literate, and which standards do we use?” said Dr. Eden Dahlstrom, NMC Executive Director. “This report sheds light on the meaning and impact of digital literacy using cross-cultural and multi-disciplinary approaches, highlighting frameworks and exemplars in practice.
NMC’s report has identified a need for institutions and thought leaders to consider the ways in which content creation is unequally expressed throughout the world. In an examination of digital literacy within European, Middle Eastern, and African nations (EMEA), research has surfaced unequal access to information technology based on inequalities of economics, gender, race, and political divides.
2020
2015
1.
Complex Problem Solving
1.
Complex Problem Solving
2.
Critical Thinking
2.
Coordinating with Others
3.
Creativity
3.
People Management
4.
People Management
4.
Critical Thinking
5.
Coordinating with Others
5.
Negotiation
6.
Emotional Intelligence
6.
Quality Control
7.
Judgment and Decision Making
7.
Service Orientation
8.
Service Orientation
8.
Judgment and Decision Making
9.
Negotiation
9.
Active Listening
10.
Cognitive Flexibility
10.
Creativity
Digital tools themselves are merely enablers, pushing the envelope of what learners can create. No longer is it acceptable for students to be passive consumers of content; they can contribute to the local and global knowledge ecosystem, learning through the act of producing and discussing rich media, applications, and objects. In the words of many institutional mission statements, students do not have to wait until they graduate to change the world.
Using readily available digital content creation tools (e.g., video production and editing, web and graphic tools), students are evolving into digital storytellers,
digital literacy now encompasses the important skills of being able to coordinate with others to create something truly original that neither mind would fathom independently.
The ability to discern credible from inaccurate resources is foundational to digital literacy. my note: #Fakenews
A lack of broad consensus on the meaning of digital literacy still hinders its uptake, although a growing body of research is helping higher education professionals better navigate the continuous adjustments to the field brought about by emerging pedagogies and technologies.
Information literacy is a nearly universal component within these digital literacy frameworks. Critically finding, assessing, and using digital content within the vast and sometimes chaotic internet appears as a vital skill in almost every account, including those published beyond libraries. In contrast, media literacy is less widely included in digital literacy publications, possibly due to a focus on scholarly, rather than popular, materials. Digital literacies ultimately combine information and media literacy.
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… this recommendation for Balkan digital strategy: “Media and information education (with an emphasis on critical thinking and switching from consumption to action) should start at early ages, but address all ages.”
African digital literacy is more business-oriented. Frameworks often speak to job skills and digital entrepreneurship. New skills and professions are emphasized, symbolized by the call for “new collar” positions.
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
Digital literacy is a complex phenomenon in 2017, when considered internationally. Nations and regions are creating ways to help their populations grapple with the digital revolution that are shaped by their local situations. In doing so, they cut across the genealogy of digital literacies, touching on its historical components: information literacy, digital skills, and media literacy.
Students are not all digital natives, and do not necessarily have the same level of capabilities. Some need to be taught to use online tools (such as how to navigate a LMS) for learning. However, once digital literacy skills for staff and students are explicitly recognized as important for learning and teaching, critical drivers for pedagogical change are in place.
Pedagogy that uses an inquiry based/problem solving approach is a great framework to enhance the use and practice of digital skills/capabilities in the classroom.
The current gap between students’ information literacy skills and their need to internalize digital literacy competencies creates an opportunity for academic librarians to support students in the pursuit of civic online reasoning at the core of NMC’s multimodal model of three digital literacies. Academic librarians need a new strategy that evolves information literacy to an expanded role educating digitally literate students. Let’s build a new model in which academic librarians are entrepreneurial collaborators with faculty,55 supporting their classroom efforts to help students become responsible sharers and commentators of news on social media.
“Digital literacy is not just about ensuring that students can use the latest technologies, but also developing skills to select the right tools for a particular context to deepen their learning outcomes and engage in creative problem-solving”
There is a disconnect between how students experience and interact with technology in their personal lives and how they use technology in their roles as students. Yes, students are digitally savvy, and yes, universities have a role in questioning (insightfully of course) their sometimes brash digital savviness. We have a situation where students are expecting more, but (as I see it) cannot provide a clear demand, while faculty are unable to walk in the shoes of the students.
