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Joanne S

Humanities: About Humanities - Pauline Joseph - 0 views

humanities.curtin.edu.au/...p.joseph

Lecturers

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    Teaching - Undergraduate Recordkeeping Concepts and Practice 103 - [301046] Management of Recordkeeping and Archive Services 202 - [306431] Archives Concepts and Practice 205 - [301049] Enterprise Content Management 304 - [306428] Professional Issues 301 - [311954] Teaching - Postgraduate Recordkeeping Concepts and Practice 521 - [12158] Management of Recordkeeping and Archive Services 522 - [12162] Archives Concepts & Practice 523 - [12157] Enterprise Content Management 524 - [12163] Conservation and Preservation 525 - [12161]
Joanne S

Humanities: About Humanities - Kathryn Greenhill - 0 views

humanities.curtin.edu.au/...k.greenhill

Lecturers

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    "Teaching - Undergraduate Information Management Technologies Public Librarianship Teaching - Postgraduate Information Management Technologies Public Librarianship"
Joanne S

The Cluetrain Manifesto - Entire Text Index Page - 0 views

www.cluetrain.com/index.html

IMT122 Reading List IMT122 Week 10 Topic 09 Supplementary Reading CORPORATIONS THE INTERNET AND THE "HUMAN VOICE" book

shared by Joanne S on 22 Nov 12 - Cached
  • Joanne S on 22 Nov 12
     
    Levine, R., Locke, C., Searles, D., Weinberger, D., & McKee, J. (1999). The Cluetrain Manifesto. Retrieved April 29, 2011, from http://www.cluetrain.com/ CORPORATIONS, THE INTERNET AND THE "HUMAN VOICE"
Joanne S

Piggott, M. (2007). Human nature and the making of records and archives. - 0 views

archivo.cartagena.es/...12-piggott_human.pdf

LIM215 Supplementary Reading 1.1 Introduction to the Archival Profession: What where and why? Curtin Login Required

shared by Joanne S on 12 Mar 14 - No Cached
  • Joanne S on 12 Mar 14
     
    Piggott, M. (2007). Human nature and the making of records and archives. Archives & Social Studies, (0): 237258).
Joanne S

Humanities: Schools & Departments - Practicum Documents - 0 views

humanities.curtin.edu.au/...practicum_students.cfm

Introduction to Librarianship 101 Curtin Information Theory and Research 302

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    "Practicum Students' Webpage"
Joanne S

"Everyday Life" and "Conclusion" sections (pp. 163 to 165) of Berger, A. A. (1995). Soc... - 0 views

edocs.library.curtin.edu.au/eres_display.cgi

NET101 Week 01 Essential Reading Curtin Login Required

shared by Joanne S on 25 May 13 - No Cached
  • Joanne S on 25 May 13
     
    "Everyday Life" and "Conclusion" sections (pp. 163 to 165) of Berger, A. A. (1995). Sociological Theory and Cultural Criticism. In Cultural Criticism: A Primer of Key Concepts. Sage Publications. In e-Reserve. While this comes from a sociology rather than a humanities source, this is relevant and useful as a short summary of the study of everyday life. Especially pay attention to the different ways that 'everyday life' is defined. NOTE: You don't have to read it all, just pages 163 to 165).
Joanne S

Recordkeeping Publications | SRO - 0 views

www.sro.wa.gov.au/...recordkeeping-publications

LIM115 Records Management Recordkeeping Week 09

shared by Joanne S on 21 Apr 13 - No Cached
  • Joanne S on 21 Apr 13
     
    General Disposal Authorities (GDAs) by SRO WA Familiarise yourself with the following 5 GDAs for State government agencies. Online MSWord versions are possible. 1. General Disposal Authority for Administrative Records (2003, amended 2006); 2. General Disposal Authority for Human Resource Management Records (revised 1999, amended 2001, 2006); 3. General Disposal Authority for Financial and Accounting Records (1996, revised 2006);  4. General Disposal Authority for Local Government Records (revised 2010); 5. General Disposal Authority for Source Records (2009). Note: That similar publications are available from the other SROs in Australia, please find your State's GDAs and review them.
Joanne S

Learning together: using social media to foster collaboration in higher education - 0 views

www.emeraldinsight.com.dbgw.lis.curtin.edu.au/books.htm

IMT122 social bookmarking diigo Topic 12

shared by Joanne S on 22 Nov 12 - No Cached
  • The personal benefits of social bookmarking are obvious to anyone who works on more than one computer. By storing bookmarks on the Internet (or in “the cloud”), social bookmarking services like Diigo,
  • How Can Social Bookmarking Enable Collaborative Working?
  • have been judged by a human to have some value.
  • ...7 more annotations...
  • population of users on a particular social bookmarking site influences not only the amount but also the type and quality of bookmarks in the system.
  • In all these examples, the community of users is an important factor in ensuring the quality of the resources bookmarked in the system.
  • Social bookmarking tools allow users to classify their bookmarks by assigning tags
  • With regard to information literacy instruction, Luo (2010) found evidence that librarians are using tags to present course-specific resources to students.
  • hey can also be used to engage students in resource discovery
  • This use of social bookmarking initiated from a need to simply collect and share resources but has yielded other benefits. Traditionally in projects of this type, librarians collate lists of resources that are then passed on to the web developer to turn into a web page. This is fairly labour intensive for the web developer and means that any time subject librarians want to add or edit links they have to submit the changes to the web developer. Scholar includes a tool that allows RSS feeds to be created from searches of Scholar tags. In this case, the web developer just created links to the Scholar feeds – rather than manually creating lists of links and descriptions in HTML. As well as saving the initial job of manually creating HTML pages, it allows the page to be dynamic. If a subject librarian wants to add a web resource to the page, all they have to do is to bookmark that page with the appropriate tags in Scholar. The new webpage is automatically added to the feed without the need for the intervention of the web developer.
  • librarians can share each other's discoveries.
Joanne S

ScienceDirect.com - The Journal of Academic Librarianship - Social Bookmarking in Acade... - 0 views

www.sciencedirect.com.dbgw.lis.curtin.edu.au/...S0099133310000613

IMT122 social bookmarking diigo Topic 12

shared by Joanne S on 22 Nov 12 - No Cached
  • Social bookmarking can allow academic libraries to network and share appropriate scholarly web sites and work to develop cost-effective electronic resources for reference and curriculum support
  • Using social bookmarking within academic libraries has great potential to not only share helpful web sites but can enhance reference both inside and outside the library.
  • By utilizing social bookmarking, academic librarians can identify a variety of relevant information in numerous formats that will support students' individual learning styles. Social tagging provides an advantage over spiders and search engines that do not have the human capability to conceptually ascertain a web page's subject.
  • ...23 more annotations...
  • earning to use these social bookmarking sites requires some technical know-how and an acquired familiarity with sites' features. In addition, librarians must find time to hone and implement these tools.
  • Within an academic context, social tagging and the folksonomies that can be created by librarians through tagging must provide a measure of semblance of structure and consistency to support curricula
  • Academic librarians are able to qualitatively identify and tag pages according to subject or related topic, even if the subject term(s) are nowhere to be found on the page.
  • A number of academic institutions have bravely ventured into this new social realm of information classification and have developed progressive ways to utilize social tagging sites to reach out to their users and provide these communities with personalized and institution-specific library services. Librarians are using these sites' features to organize and disseminate information to their users as well as to continually discover useful web sites and to network with colleagues.
  • Social bookmarking can also be used to facilitate interaction and professional development among academic librarians and faculty.
  • workshops and instructional sessions. During such instruction, librarians have an opportunity to educate students on the use of social bookmarking and direct them to tagged pages by subject.
  • Diigo8 touts itself as “a powerful research tool and a knowledge-sharing community,” and allows users to bookmark pages but provides a particular feature of note, the capability to “add sticky notes” to tagged pages. The web site facilitates collaboration on projects by allowing users to create groups and communities. Diigo's home page specifically states the site can be used to “discover quality resources on any subject or get personalized recommendations.” Other useful features include tag clouds and links to subject-specific news web sites, user-defined subject lists, and communities of users.
  • “basic assumptions” about finding information today have changed. While librarians are accustomed to consulting traditional library resources such as the catalog, a database or even a book, younger generations including Generation Xers and Mellennials assume any information they need is available somewhere on the web.
  • academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
  • Social tagging allows academic librarians to develop appropriate folksonomies
  • Academic librarians can use social tagging conceptually to emphasize information literacy and to become more approachable and accessible to users by incorporating other Web 2.0 concepts
  • Social tagging allows users to sign up for an account on any one or several sites and begin collecting and bookmarking online resources by URL and identifying those links with personal “tags” or according to collective tags used by other users who have found the same resources,
  • find e-resources other libraries have discovered as well as librarians' blogs. Tapping into resources already discovered by fellow academic librarians saves time by avoiding duplication.
  • Librarians can also use sites that allow them to make reference notes and give additional tips and guidance for students using particular links for their course-related research.
  • Several new social software tools developed with the advent of Web 2.0 have the potential to enhance library services often at little to no expense.
  • One particular group of students that can benefit from the use of social tagging includes those taking online courses. These students, who often lack any kind of classroom interaction, can benefit from the social aspect of using online tagging sites
  • undergraduate students need to learn how to effectively take advantage of web resources and librarians are in the ideal position to lead the way.
  • Social bookmarking, also called social tagging, might have the most potential as a Web 2.0 tool that can be utilized in academic libraries to benefit their users and enhance their services.
  • “collaborative and interactive rather than static”
  • differences between credible sites and non-authoritative resources
  • Academic libraries might not seem so archaic or overwhelming to younger generations of students if online resources become more interactive and collaborative over time.
  • Academic librarians can create accounts within social bookmarking sites and harvest web resources according to various subjects and related concepts.
  • A number of academic libraries, however, are beginning to embrace these new collaborative tools that younger generations of Web users are already implementing on their own.
Joanne S

Log in, tune out: is technology driving us crazy? - 0 views

www.watoday.com.au/...g-us-crazy-20121013-27jlm.html

technology social media psychology digital natives

shared by Joanne S on 22 Nov 12 - No Cached
  • But some experts are starting to worry that the digital revolution transforming the way we live is also making us ill.
  • may be causing structural changes in the brain.
  • non-verbal cues such as body language and eye contact, which may be responsible for up to 70 per cent of our understanding of human messages, are not available to social media users, and therefore innate traits such as empathy are being diminished.
  • ...1 more annotation...
  • ''There are lots of social pressures to respond instantaneously, whether you've got your on-leave email tracker on or not, so that work-life balance is a growing issue … We're embedded in a culture where this is normative and we just do things without stepping back and reflecting and asking is this actually good for us or the next generation?''
  • Joanne S on 22 Nov 12
     
    "Could being plugged in to social media be rewiring kids' brains? THERE IS no down time for the digital native. "
Joanne S

Amanda Palmer: The art of asking | Video on TED.com - Topic 1.1: Music: I Want My MP3 - 0 views

www.ted.com/..._palmer_the_art_of_asking.html

net102 Topic 1.1: Music: I Want My MP3 Extra Reading Videos

shared by Joanne S on 09 Jun 13 - No Cached
    • Joanne S
      Joanne S on 09 Jun 13
       
      Topic 1.1: Music: I Want My MP3 (Breathes in, breathes out) So I didn't always make my living from music. For about the five years after graduating from an upstanding liberal arts university, this was my day job. I was a self-employed living statue called the 8-Foot Bride, and I love telling people l did this for a job, because everybody always wants to know, who are these freaks in real life? Hello. I painted myself white one day, stood on a box, put a hat or a can at my feet, and when someone came by and dropped in money, I handed them a flower and some intense eye contact. And if they didn't take the flower, I threw in a gesture of sadness and longing as they walked away. (Laughter) So I had the most profound encounters with people, especially lonely people who looked like they hadn't talked to anyone in weeks, and we would get this beautiful moment of prolonged eye contact being allowed in a city street, and we would sort of fall in love a little bit. And my eyes would say, "Thank you. I see you." And their eyes would say, "Nobody ever sees me. Thank you." And I would get harassed sometimes. People would yell at me from their passing cars. "Get a job!" And I'd be, like, "This is my job." But it hurt, because it made me fear that I was somehow doing something un-joblike and unfair, shameful. I had no idea how perfect a real education I was getting for the music business on this box. And for the economists out there, you may be interested to know I actually made a pretty predictable income, which was shocking to me given I had no regular customers, but pretty much 60 bucks on a Tuesday, 90 bucks on a Friday. It was consistent. And meanwhile, I was touring locally and playing in nightclubs with my band, the Dresden Dolls. This was me on piano, a genius drummer. I wrote the songs, and eventually we started making enough money that I could quit being a statue, and as we started touring, I really didn't want to lose this sense of direct connection
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