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I found this article in the UAlbany library - if the link doesn't work, do a search for "In Defense of the Sage on the Stage" by Marianne Jennings. It's a fascinating article, a long read, but passionate in its insistence that we have gone too far in our efforts to make everything student-centered. Jennings makes the argument that there IS still room for the "brilliant lecturer."

"In Defense of the Sage on the Stage" - Marianne Jennings ... a fascinating argument!

Describes anchored discussion. Compares regular discussion with anchored discussion.

Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.

Strategies for differential instruction for an online course.

Link to old Physics regents exams. You can navigate from here to other subjects as well.

Illustration used under CC license. Original source: http://www.flickr.com/photos/danahlongley/4472897115/ Five presenters discussed the ways in which each implements transliteracy in their libraries. Transliteracy is often defined as the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks.

CDL Recommendations: Auto-detect mobile devices and automatically display mobile version of a site (though always provide obvious links back to the full version of the site). Create mobile websites rather than apps whenever possible so that users do not  need to download software in advance of using it. Advertise through a variety of channels, including campus or departmental emails, campus websites, library websites, and blogs. Overall CDL design recommendations: Set up testing practices and environments for the most heavily used device platforms (Apple iOS,  RIM Blackberry OS, and Android OS). Test with physical devices where possible rather than emulation environments. Support mobile web access as opposed to building standalone mobile applications. Adopt and maintain web analytical tools to accurate mobile device tracking and usage statistics for online services. Continue to survey constituents and end-users annually or bi-annually to capture rapidly changing behaviours.

These are the databases available on the Virtual Reference collection for elementary schools in the Eastern Suffolk BOCES School Library System.

A cooperative enterprise such as SCLS cannot be articulated just through a list of services or with information about the service center itself. The strength of our System lies in the diversity, experiences and knowledge of each of its members as they work together for a common purpose. We believe that local control, coupled with aggressive cooperation, is the best organizational model for the libraries and their System.

These are the databases available on the Virtual Reference collection for high schools in the Eastern Suffolk BOCES School Library System.

Standards for the 21st-Century Learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for school librarians to use to shape the learning of students in the school.

I am trying to find research (if it exists) on the academic value of online personality quizzes. This article, which appeared in several Canadian newspapers, discusses what is so compelling about this social media trend.

I am curious, can you folks read this article? I am posting the link as it appeared in the SUNY Albany library, and since we are SUNY Albany students, it should work, right? A couple of folks said so on the discussion board ...

This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting

This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database

This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database