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Joanne S

LTTO Episodes | COFA Online Gateway - 0 views

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    COFA Online. (2011, March 1). Understanding Creative Commons - case study. Retrieved April 29, 2011, from http://online.cofa.unsw.edu.au/learning-to-teach-online/ltto-episodes?view=video&video=239
Joanne S

Quihampton, W. (2011). Re-imagining Libraries: Delivering services in a digital world. ... - 0 views

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    National and State Libraries Australasia vision for the future Quihampton, W. (2011). Re-imagining Libraries: Delivering services in a digital world. Presented at the ALIA Information Online, Sydney, Australia. Retrieved from http://conferences.alia.org.au/online2011/papers/paper_2011_A14.pdf
Joanne S

Keeping up: strategic use of online social networks for librarian current awareness. - 0 views

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    Online social networks for current awareness Cook, S., & Wiebrands, C. (2010). Keeping up: strategic use of online social networks for librarian current awareness. In VALA 2010: Connections. Content. Conversations. Melbourne, Victoria. Retrieved from http://www.vala.org.au/vala2010/papers2010/VALA2010_78_Cook_Final.pdf
Joanne S

IOLUG speaker's notes on online identity at Attempting Elegance - 0 views

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    Rogers, J. (2010, January 5). IOLUG speaker's notes on online identity. Retrieved October 1, 2010, from http://www.attemptingelegance.com/?p=652
Joanne S

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

  • 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.
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  • 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

Standards Australia/ISO. (2002). AS/ISO 15489 Information and documentation: Records ma... - 0 views

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    About half the price of the ISO version! All Australian standards are available in Curtin Library. Be patient with online access as Curtin has a very limited number of licences (keep trying). Don't forget to log off when you have finished as others will be denied access.
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    About half the price of the ISO version! All Australian standards are available in Curtin Library. Be patient with online access as Curtin has a very limited number of licences (keep trying). Don't forget to log off when you have finished as others will be denied access.
Joanne S

Losing it one SP at a time - 0 views

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    General online group for discussion and support for trying to keep healthy during study
Joanne S

What is social software? In Social software in libraries: building collaboration, commu... - 0 views

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    Farkas, M. G. (2007). What is social software? In Social software in libraries: building collaboration, communication, and community online. Information Today, Inc. Retrieved from http://www.sociallibraries.com/farkaschap1.pdf
Joanne S

Infographics Software | Visual.ly - 0 views

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    Online Infographic software
Joanne S

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

    • Joanne S
       
      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
Joanne S

Standards Australia/ISO. (2002). AS/ISO 15489 Information and documentation: Records ma... - 0 views

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    About half the price of the ISO version! All Australian standards are available in Curtin Library. Be patient with online access as Curtin has a very limited number of licences (keep trying). Don't forget to log off when you have finished as others will be denied access.
Joanne S

Publication Details - AS ISO 15489.2-2002 Records management - Guidelines - 0 views

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    Standards Australia/ISO. (2002). AS/ISO 15489 Information and documentation: Records management. Part1: General; Part2: Guidelines. About half the price of the ISO version! All Australian standards are available in Curtin Library. Be patient with online access as Curtin has a very limited number of licences (keep trying). Don't forget to log off when you have finished as others will be denied access.
Joanne S

Michael Mace talks about the future of ebooks - YouTube - 0 views

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    Michael Mace was a keynote speaker at the ALIA Information Online conference in February 2011. The interview was recorded just after his talk, so there is very loud music in the background. Michael Mace talks about the future of ebooks. (2011). Retrieved from http://www.youtube.com/watch?v=T5mm6ahe8B4&feature=youtube_gdata_player
Joanne S

Replacing the water cooler: connecting through enterprise microblogging. - 0 views

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    Online social networks in the enterprise Howard, Z., & Ryan, D. (2010). Replacing the water cooler: connecting through enterprise microblogging. In VALA 2010: Connections. Content. Conversations. Melbourne, Victoria. Retrieved from http://www.vala.org.au/vala2010/papers2010/VALA2010_102_Howard_Final.pdf
Joanne S

Appendix B Draft - Google Docs - 0 views

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    Video Links -  1.10 Appendix B Please also provide in a section at the end (Appendix B) a link to a single, short appropriate movie online (not created by you) that your manager can view to understand better how the recommended device works. Contextualise this with a description of what it contains and why it is included.
Joanne S

Recordkeeping Publications | SRO - 0 views

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    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

Form creation software by Adobe Acrobat - 0 views

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    This is another popular forms creation and management tool. There are options to insert digital signatures using this software. You may have completed an online form using Adobe and hope it was a pleasant experience. I liked the digital sigature aspect of this software.
Joanne S

Surviving Study with Kids Facebook Group - 0 views

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    Group for venting, support and discussion on how to survive study with kids (little and big)
Joanne S

VSW100 - Art and Creativity Private Facebook group - 0 views

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    VSW100 - Art and Creativity Private Facebook group
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