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fleschnerj

New Study Shows E-Textbooks Saved Many Students Only $1 - 1 views

chronicle.com/...34793

ebooks textbooks $1

shared by fleschnerj on 04 Jan 12 - No Cached
  • fleschnerj on 04 Jan 12
     
    Despite the promise that digital textbooks can lead to huge cost savings for students, a new study at Daytona State College has found that many who tried e-textbooks saved only one dollar, compared with their counterparts who purchased traditional printed material.
Sara Thompson

Think Like a Start-Up: a White Paper - The Ubiquitous Librarian - The Chronicle of High... - 0 views

chronicle.com/...k-like-a-startup-a-white-paper

libraries innovation management professional planning ideasfile resources

shared by Sara Thompson on 09 Apr 12 - No Cached
  • I’ve been fascinated with startup culture for a long time and as I considered all the changes happening in academic libraries (and higher ed) the parallels were quite stunning.
  • we are being required to rethink/rebuild/repurpose what a library is and what it does. The next twenty years are going to be an interestingly chaotic time for the history of our institutions.
  • In concise terms: startups are organizations dedicated to creating something new under conditions of extreme uncertainty. This sounds exactly like an academic library to me. Not only are we trying to survive, but we’re also trying to transform our organizations into a viable service for 21st century scholars and learners.
  • ...2 more annotations...
  • I’ve found that entrepreneurs tend to love talking about the future of higher education, largely because it didn’t work well for them and they want to see something different.
  • Let me know if something resonates with you or your workplace. I’d love to hear from libraries practicing a similar R&D methodology.
  • Sara Thompson on 09 Apr 12
     
    Deb, I think this would be right up your alley. He's asking a lot of the same questions you ask, with some interesting links on the last page to other resources. Sections: 1. Is higher ed too big to fail? 2. Innovators wanted 3. Think like a startup 4. Lean startups 5. Build, Measure, Learn 6. Three Essential Qualities 7. Too much assessment, not enough innovation 8. A strategic culture (not plan) 9. Microscopes and telescopes 10. Real artists ship
Sara Thompson

VALA2012 Plenary 1 Griffey - VALA - 0 views

www.vala.org.au/...vala2012-plenary-1-griffey

future gadgets technology libraries videos presentations

shared by Sara Thompson on 17 Feb 12 - No Cached
  • Sara Thompson on 17 Feb 12
     
    The video is a look at some upcoming technology and the potential impact on libraries. Very interesting, but no mention of the sustainability of these things / these directions. Long, but worth watching.
Sara Thompson

Information Literacy: A Neglected Core Competency (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...199382

info-literacy instruction libraries education transliteracy

shared by Sara Thompson on 12 Mar 12 - Cached
  • The findings are troubling. College students think of information seeking as a rote process and tend to use the same small set of information resources no matter what question they have: The primary sources they use for course work are course readings and Google. They rely on professors to be "research coaches" for identifying additional sources. They use Google and Wikipedia for research about everyday life topics. They tend not to use library services that require interacting with librarians.
  • The Association of American Colleges and Universities identified information literacy as one of the essential learning outcomes that prepare students for 21st century challenges.2 The"2010 Horizon Report," a collaboration between the EDUCAUSE Learning Initiative and the New Media Consortium, indicated that the need for training in the related digital media literacy is a critical challenge in education for the next five years. The Council for Independent Colleges offers annual workshops for chief academic officers, librarians, and faculty on integrating information literacy at their campuses.3
  • Sara Thompson on 12 Mar 12
     
    Researchers at the Information School at the University of Washington released an important and thought-provoking report in late 2009: "Lessons Learned: How College Students Seek Information in the Digital Age."1 The study confirms and expands on the results of other reports. Its particular value is the size of the population studied, the diversity of institutions represented, and the use of both a survey and follow-up interviews for data collection.
fleschnerj

You mean I can use the library, too? Collaborating with campus human resources to devel... - 2 views

crln.acrl.org/...14.short

crln instruction

shared by fleschnerj on 17 Jan 12 - No Cached
  • fleschnerj on 17 Jan 12
     
    A library class for staff? No problem, we've done hundreds of those for students. How different can it be?" was our first reaction to a proposal to develop a library orientation class for university professional and administrative staff.
Sara Thompson

A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...244412

future education LMS moodle technology software edtech

shared by Sara Thompson on 02 Feb 12 - No Cached
  • According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.
  • A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
  • LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.
  • ...7 more annotations...
  • Effective LMS 3.0 learning grids create and inspire greater user independence and self-governance to facilitate effective content-creation capacities and new crowd-sourced intellectual property through the personalization of a vast array of information sources. LMS 3.0, properly designed, creates reliable content that facilitates learning through organized interaction and communications processes that include the widest-possible spectrum of points of view.
  • LMS 3.0 information architecture plays an increasingly important role as the gravitational pull for core strategies in assessment, engagement, retention, and outcomes.
  • Tracking learning events is crucial, but ultimately faculty are interested in the kind of learning that yields positive behavioral changes reflected in outcomes and a mastery level leading to a seamless transition to the workforce.
  • LMS 3.0 design expands functionality to include open, flexible digital repositories with components that add context through outcomes measurement, social curation, reporting, analytics, and extensive sharing capabilities.
  • Higher education is increasingly embracing a more open future, and next-generation LMS design needs to commit to an open ideology.
  • Moving from LMS 1.0 environments that do not offer long-standing, established community contributor models—from the perspective of both source code and open content—to a truly open environment will be a critical success benchmark for the post-LMS era.
  • Effective e-learning design, as a lowest common denominator, will embrace nimble, interoperable, modular infrastructure in ways that make learning contemporary, relevant, and engaging.
  • Sara Thompson on 02 Feb 12
     
    An interesting opinion piece on the future of the LMS.  Try reading this and replacing "LMS" with "library database" ... what would that look like? 
Sara Thompson

How Users Search the Library from a Single Search Box - 2 views

crl.acrl.org/...crl-321.full.pdf

search libraries research assessment data webdesign OPAC

shared by Sara Thompson on 08 Feb 12 - No Cached
  • Sara Thompson on 08 Feb 12
     
    Article from ACRL, due out March 2012 This study examines how users search a large public university library using a prominent, single search box on the library website. The article examines two semesters of real-world data, totaling nearly 1.4 million transactions...
Deb Robertson

Balancing Act: How College Students Manage Technology While in the Library during Crun... - 0 views

projectinfolit.org/...11_TechStudy_FullReport1.2.pdf

Project Information Literacy PIL information literacy College Students

shared by Deb Robertson on 24 Feb 12 - No Cached
  • Deb Robertson on 24 Feb 12
     
    Our major findings are as follows: 1. During one of the busiest times of the academic year, the students we interviewed were mainly using different IT devices to stay in touch with their friends while they were in the campus library. In the hour before we interviewed them, 81% of the students in our sample had checked for new messages (e.g., email, Facebook, IMs, texts). 2. At the same time, many of the same respondents who said they had checked for messages had also prepared assignments for submission (60%), studied and reviewed materials for class (52%), and satisfied personal curiosity with a computer search (e.g., sports score, news, gossip) (45%). 3. Despite the pressing need to complete assignments at crunch time, few respondents reported having used the full range of library resources and/or services during the previous hour. Many more respondents said they had used library equipment (39%) such as computers and printers than anything else, including scholarly research databases (11%), library books (9%), face-to-face reference (5%), and/or online reference (2%). 4. Overall, we found most respondents (85%) could be classified as "light" technology users. These were students who used "only" one or two IT devices primarily in support of coursework and, to a lesser extent, communication. The most frequent combination (40%) of devices being used was a cell phone (including smart phones) with a personally owned laptop computer while they were in the library. In stark contrast, only 8% of the sample could be classified as "heavy" technology users. 5. For over half the sample, a personally owned laptop (58%) was the primary-most essential-device in use at the time of the interview. A smaller percentage of respondents (35%) were using a library desktop computer. 6. More than any other combination of applications, respondents had both a Web browser and a word processing program open at the same time (47%) while they were in the library. 7. Despi
Deb Robertson

Connect, Collaborate, and Communicate: A Report from the Value of Academic Libraries S... - 1 views

www.ala.org/...val_summit.pdf

ACRL libraries assessment Value of academic libraries

shared by Deb Robertson on 05 Jun 12 - No Cached
  • Deb Robertson on 05 Jun 12
     
    This report presents five recommendations for the library profession: 1. Increase librarians' understanding of library value and impact in relation to various dimensions of student learning and success. 2. Articulate and promote the importance of assessment competencies necessary for documenting and communicating library impact on student learning and success. 3. Create professional development opportunities for librarians to learn how to initiate and design assessment that demonstrates the library's contributions to advancing institutional mission and strategic goals. 4. Expand partnerships for assessment activities with higher education constituent groups and related stakeholders. 5. Integrate the use of existing ACRL resources with library value initiatives.
Deb Robertson

On the Web, of the Web, by Karen Coyle - 2 views

kcoyle.net/...lita2011.html

LITA future of libraries information organizing information

shared by Deb Robertson on 10 Oct 11 - No Cached
  • Deb Robertson on 06 Feb 12
     
    LITA 2011 Keynote, October 1, 2011
fleschnerj

Information Professions 2050 - 0 views

vimeo.com/49317328

information Professions

shared by fleschnerj on 12 Oct 12 - No Cached
  • fleschnerj on 12 Oct 12
     
    The University of North Carolina at Chapel Hill's School of Information and Library Science celebrated the ending of its 80th anniversary year by taking a forward look at the future of our field and its graduates. The Information Professionals 2050 (IP 2050) Conference brought in information and library science leaders who discussed key issues related to future visions, skills and values. Themes of the day included the areas of the 1) Information Industry, 2) Libraries and Archives, 3) Education and 4) Information Trends. The contributors are thought leaders of our profession and included: * Marshall Breeding, director for Innovative Technologies and Research, Vanderbilt University Libraries * Anne Caputo, executive director, Dow Jones' Learning and Information Professional Programs * Bonnie Carroll, president, International Information Associates * Mary Chute, deputy director for Libraries, Institute for Museum and Library Services * Lorcan Dempsey, vice president and chief strategist, OCLC * Michael Eisenberg, professor and dean emeritus, University of Washington School of Information * Buck Goldstein, University entrepreneur in residence and professor of practice, Department of Economics University of North Carolina at Chapel Hill * William Graves, senior vice president, Academic Strategy at Ellucian * Elizabeth Liddy, dean and trustee professor, Syracuse University School of Information Studies * Charles Lowry, executive director, Association for Research Libraries * Joanne Marshall, alumni distinguished professor, University of North Carolina at Chapel Hill * Nancy Roderer, director, Johns Hopkins University Welch Medical Library * Roger Schonfeld, director of research, Ithaka * David Silver, associate professor, University of San Francisco * Duncan Smith, co-founder, Novelist (EBSCO Publishing) Moderators included, * Susan Nutter, vice provost and director of Libraries, North Carolina State University * Sarah Michalak, university librarian and associate prov
Sara Thompson

Essay on making student learning the focus of higher education | Inside Higher Ed - 1 views

www.insidehighered.com/...earning-focus-higher-education

essay education assessment teaching learning

shared by Sara Thompson on 20 Apr 12 - No Cached
  • Culture -- in higher education, and in our society -- is at the heart of the matter.
  • We have reduced K-12 schooling to basic skill acquisition that effectively leaves most students underprepared for college-level learning. We have bastardized the bachelor’s degree by allowing it to morph into a ticket to a job (though, today, that ticket often doesn’t get you very far). The academy has adopted an increasingly consumer-based ethic that has produced costly and dangerous effects: the expectations and standards of a rigorous liberal education have been displaced by thinly disguised professional or job training curriculums; teaching and learning have been devalued, deprioritized, and replaced by an emphasis on magazine rankings; and increased enrollment, winning teams, bigger and better facilities, more revenue from sideline businesses, and more research grants have replaced learning as the primary touchstone for decision-making.
  • The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
  • ...14 more annotations...
  • Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
  • Rethinking higher education means reconstituting institutional culture by rigorously identifying, evaluating and challenging the many damaging accommodations that colleges and universities, individually and collectively, have made (and continue to make) to consumer and competitive pressures over the last several decades. What do we mean by “damaging accommodations?
  • We mean the allocation of increasing proportions of institutional resources to facilities, personnel, programs and activities that do not directly and significantly contribute to the kind of holistic, developmental and transformative learning that defines higher learning.
  • We mean the deplorable practice of building attractive new buildings while offering lackluster first- and second-year courses taught primarily by poorly paid and dispirited contingent faculty.
  • We mean the assumption that retention is just keeping students in school longer, without serious regard for the quality of their learning or their cumulative learning outcomes at graduation.
  • The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so. Isolated examples to the contrary exist, but are only the exceptions that prove the rule.
  • In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
  • 1. The widespread acceptance and application of a new and better touchstone for decision-making in higher education, linked to a strong framework of essential, core principles. A touchstone is a standard, or criterion, that serves as the basis for judging something; in higher education, that touchstone must be the quality and quantity of learning. A touchstone and a clear conceptual framework link our advocacy for change to a powerful set of ideas, commitments, and principles against which to test current policies, practices, and proposals for reform.
  • 2. A comprehensive re-evaluation of undergraduate education and experience guided by those core principles. This must occur both nationally, as an essential public conversation, and within the walls of institutions of all types, missions, and sizes.
  • 3. The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike. Such rethinking ought to be transparent, informed by public conversation, and enacted through decisions based on the new touchstone, improving the quality and quantity of learning.
  • 4. Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.
  • Cultural problems require cultural solutions, starting with a national conversation about what is wrong, and what is needed, in higher education. The country should reasonably expect higher education to lead this conversation. For real change to occur, discussions about the quality and quantity of learning in higher education and the need for reform must occur at multiple levels, in many places, and over a significant period of time -- most importantly on campuses themselves
  • If enough change occurs in enough places, and if our public expectations remain high and consistent, learning may become the touchstone for decision-making; the quality and quantity of learning -- documented by rigorous assessment -- may become both each institution’s greatest concern and the basis for comparisons between various colleges and universities
  • Richard P. Keeling is principal, and Richard H. Hersh is senior consultant, for Keeling & Associates, a higher education consulting practice. They are authors of the recent book, We’re Losing Our Minds: Rethinking American Higher Education (Palgrave Macmillan, 2011), from which this essay is partly excerpted.
  • Sara Thompson on 20 Apr 12
     
    The core explanation is this: the academy lacks a serious culture of teaching and learning. When students do not learn enough, we must question whether institutions of higher education deliver enough value to justify their costs. Resolving the learning crisis will therefore require fundamental, thoroughgoing changes in our colleges and universities.
Sara Thompson

This is a news website article about a scientific finding | Martin Robbins | Science | ... - 0 views

www.guardian.co.uk/...1

funny articles research science news ideasfile

shared by Sara Thompson on 26 Apr 12 - No Cached
  • Sara Thompson on 26 Apr 12
     
    I'm keeping this as an example for class presentations.  I don't know what it's an example of, but some day I will need this. I just know it. Found it again recently from a twitter thread.
Sara Thompson

How Turning My To-Dos into a Story Boosted My Memory and Solved My Procrastination Problem - 0 views

lifehacker.com/...ved-my-procrastination-problem

productivity storytelling organization GTD todo lifehacker ideasfile

shared by Sara Thompson on 01 Apr 12 - No Cached
  • Sara Thompson on 01 Apr 12
     
    This sounds like something that would easily take me half an hour the first several times.  Intriguing, but .... I don't know.
Sara Thompson

The Future of Personal Information Management, Part 1; William Jones - 0 views

www.morganclaypool.com/...S00411ED1V01Y201203ICR021

wishlist books PIM workflows productivity organization

shared by Sara Thompson on 04 Apr 12 - No Cached
  • Sara Thompson on 04 Apr 12
     
    I would love to get this but cannot find any information about the difference between PDF and PDF Plus, and really don't want a whole new account just for this ebook. Why you so difficult, publishers?
Sara Thompson

"I need three peer reviewed articles" or the Freshman research paper | Information Want... - 0 views

meredith.wolfwater.com/...or-the-freshman-research-paper

instruction info-literacy libraries writing education

shared by Sara Thompson on 08 Dec 11 - No Cached
  • And every year, I become more and more convinced that having first-year students use peer-reviewed literature in their research is a terrible idea that takes the focus away from what is important for them to learn.
  • Expecting a first-year student to be able to grasp literary criticism and science articles written for other PhD’s seems crazy to me.
  • It becomes more about finding an article that is at least somewhat related to their topic than finding good evidence for their argument.
  • ...4 more annotations...
  • I understand perfectly that faculty want their first-year students to find quality resources and they want their students to have an understanding of scholarly communication. But is the best way to do that forcing them to find scholarly articles for a research paper? That requires so many different skills that many of these students don’t have yet: 1. The ability to turn a topic into a search strategy 2. The ability to search in library databases 3. The ability to look at a citation and determine whether it is a scholarly journal or not (or maybe they’ve just checked a box in a database which means that they never need to learn this important skill) 4. The ability to read an abstract and determine whether the article is relevant to their topic 5. The ability to read a scholarly journal article and synthesize information from it 6. The ability to integrate evidence from the scholarly literature into their paper 7. The ability to write effectively
  • Another thing that the focus on requiring students to only find peer-reviewed sources does is that it distances them from research and information literacy.
  • But when the focus is on telling students that the only quality stuff comes from the peer-reviewed literature, we are distancing what students learn in school about information literacy from what they will do in the real world.
  • I also love the idea of giving all students in a class peer-reviewed articles from different disciplines and have them analyze them together. It can not only help them to understand and dissect peer-reviewed literature, but it can also show them the differences in scholarly communication in different disciplines.
Mark Lindner

SirsiDynix Symphony 3.4.1 brings SMS notifications, indexing enhancements and more -- [... - 0 views

www.librarytechnology.org/ltg-displaytext.pl

Sirsi libraries software

shared by Mark Lindner on 15 Dec 11 - No Cached
  • Mark Lindner on 15 Dec 11
     
    Tabbed display for multiple open wizards in the Workflows staff client for added efficiency; Indexing improvements and additional configuration options for use with the Item Group Editor wizard for increased accuracy and ease of use; Support for multilingual MARC record holdings including display enumeration and chronology information in the same language as the associated MARC bibliographic record, for convenience and time savings; SMS notification support giving libraries an additional efficient and cost-effective notification option for reaching library users;
Sara Thompson

The Touchy-Feely Future Of Technology : NPR - 0 views

www.npr.org/...chy-feely-future-of-technology

interface gadgets technology bcuedtech design

shared by Sara Thompson on 04 Jan 12 - No Cached
  • But the benefits of having iPads in the classroom don't come free. Teachers say you have to invest time into the technology in order to get something out of it, which means much of the iPad's usefulness will depend on the applications both teachers and publishers discover as adoption grows.
  • Four Ways Technology Will Change Our Lives In The Future Technology experts Mike McSherry, CEO of Swype, and Bill Buxton make their predictions for where technology will go next.
  • 1. Gesture Technology
  • ...2 more annotations...
  • 2. Personal Profile Models
  • 3. The Cloud
fleschnerj

Is free inevitable in scholarly communication? The economics of open access - 0 views

crln.acrl.org/...642.full.pdf

open access scholarly information journals crln acrl

shared by fleschnerj on 23 Dec 11 - No Cached
  • fleschnerj on 23 Dec 11
     
    In this article I would like to make the case that a change in the delivery of sci- entific content and in the business models for delivering scholarly communication was inevitable from the moment journals moved online, even if much of this change is yet to come. By applying a thesis put forth by Chris Anderson in his 2009 book Free,1 I will argue that given that scholarly journals are now digital products, they are subject to very dif- ferent economic principles and social forces than their print ancestors.
Sara Thompson

UC Berkeley Free Class: Search Engines 141 - 0 views

webcast.berkeley.edu/playlist

lifehacker instruction search info-literacy courses libraries to-watch training

shared by Sara Thompson on 12 Jan 12 - No Cached
  • Sara Thompson on 12 Jan 12
     
    "UC Berkeley - Search, Google, and Life - Guest Lecturers Sergey Brin, Bradley Horowitz, Jason Schultz, and more - This free course from the University of California at Berkeley gives you an opportunity to sit in on some of the greatest minds in modern technology as they discuss how their products, services, and companies play a major role in shaping the way we obtain information, process it, and view the world. They also discuss how they came to be involved in those technologies, and how search and search engines work and have changed the internet as we know it."
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