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Sara Thompson

Findings: How We Will Read: Laura Miller and Maud Newton - 0 views

blog.findings.com/...d-laura-miller-and-maud-newton

books ebooks iPad reading future publishing

shared by Sara Thompson on 01 Mar 12 - No Cached
  • Welcome to the second installment of “How We Will Read,” a series exploring the future of reading from the perspectives of publishers, writers, and intellectuals. This week, we talked to Laura Miller and Maud Newton, founders of The Chimerist, a new blog dedicated to exploring the imaginative potential of the iPad.
  • There’s some sort of disgrace to being a reader, or a viewer, or just absorbing some work of culture — it’s this lesser activity, by that rationale. I really disagree with that. I feel like reading and looking at art and all of these things are creative acts in their own way. The experience of a piece of culture being appreciated takes two people.
  • But it is a special kind of canvas. It is a device that enables you to focus on one thing at a time, and I know some people have a real issue with that, that you can’t open another window inside what you’re doing, but I actually find that really refreshing. Even as someone who loves the internet. When I turn to my iPad, I’m looking for a different kind of distraction-free experience, for whatever I’m working on at the time.
  • ...9 more annotations...
  • LM: Everything that Maud said. I wrote a piece about enhanced fiction e-books for Salon a couple of weeks ago, and I have one on nonfiction coming up any day now. I have been thinking about the whole narrative issue. I think there is a huge difference between fiction and nonfiction
  • MN: The pleasure of surrender, in fiction, is the exact opposite of interactivity. It’s this sinking in to the pleasure of the story
  • LM: I wrote a piece years before the iPad ever existed, actually, on hypertext fiction for the New York Times Book Review.
  • There’s an app called Once Magazine that’s mostly photograph-based. It is an iPad-specific magazine that reports on various happenings around the world. It’s a very interesting product, and I’ve been really impressed with all the issues so far.
  • MN: I’ve been playing around this app called Meanwhile, which is based on a graphic novel by Jason Shiga produced in 2009 as a really complicated choose-your-own-adventure book, evidently. I became aware of it through my friend Chris Baker, who’s an editor at WIRED. I’ve been playing around with that and enjoying it. The cartoonist is also a mathematician, so there are a lot of complex and frustrating story loops that you can get caught in.
  • I do think this speaks to what Laura was saying about the tension between trying to solve something and trying to experience it.
  • And, the thing about Chopsticks is that some of it is inherent to the iPad’s touchscreen technology, but it could have been a website or something. A lot of things you see on the iPad are different kinds of web art that’s been ported into this new format. And you absorb it in a different way because you’re holding it in your hand, and you’re touching it.
  • And then I became really interested in the size of some of these devices. Somebody in the London Review of Books made the observation that the old cuneiform tablets that the Babylonians and other ancient cultures used were actually about the same size as the iPhone. [Peter Campbell, “At the British Museum.”] So I’m interested in this different way of experiencing story and technology.
  • We’re both a little odd in that we don’t necessarily fetishize the object. I read so voraciously and indiscriminately as a child that my mother was constantly buying books at yard sales and the goodwill, and whatever. And a lot of times they were falling apart — literally. I would just hope the spine wouldn’t completely come off by the end of it. So I have a somewhat utilitarian approach to the object itself, even though I appreciate a beautiful book — and I can of course be swayed to pick up a book because of the way it looks. But I don’t really care what it looks like, once I’m reading it, if I like it.
Deb Robertson

JSTOR announces Register & Read - 0 views

about.jstor.org/rr

JSTOR research

shared by Deb Robertson on 13 Jan 12 - No Cached
  • Deb Robertson on 13 Jan 12
     
    Register & Read Beta is a new, experimental program to offer free, read-online access to individual scholars and researchers who register for a MyJSTOR account. Register & Read follows the release of the Early Journal Content as the next step in our efforts to find sustainable ways to extend access to JSTOR, specifically to those not affiliated with participating institutions. At launch, Register & Read will include approximately 70 journals from more than 30 publishers,
Sara Thompson

Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 1 views

hastac.org/...h-term-paper-response-ny-times

learning teaching education innovation bcushare blogs

shared by Sara Thompson on 25 Jan 12 - No Cached
  • And for my own account of the decision not to use term papers when I taught at Michigan State, you can check out a piece I published in Academe in Sept-Oct 2011.   In some ways, it is more assertive on this issue than Richtel's piece, and is highly critical of the establishment English Department that too-often forgets its own importance as society’s “keeper” of two of the three R’s of traditional literacy, namely “reading” and “‘writing.’”   I won’t rehearse my critique; here's the link:  http://www.aaup.org/AAUP/pubsres/academe/2011/SO/Feat/davi.htm).
  • She is also working with composition teachers around the country who are documenting similar findings that, in fact, this generation comes in reading and writing more and better–and, yes, differently–than earlier ones, not worse.  Lunsford uses the same metrics to assess these students as were used to evaluate past ones.  Her website is:  http://www.stanford.edu/~lunsfor1/
  • We have a Word Press class website.  Students blog every week about the reading and project-based assignments they create.   The two students charged with leading the class that week have to respond to every blog.  The students respond to one another.  
  • ...8 more annotations...
  • When I put their semester's work into a data hopper, even I was shocked to find out that they were averaging around 1000 words per week,
  • I argue that the open architecture of the Web is built on the principle of diversity and maximum participation--feedback and editing
  • Students learn to evaluate one another's thinking and challenge one another--and, far more important, they learn from one another and correct themselves.  I cannot think of a better skill to take out into the world.
  • I respond more too.  Like my students, I feel like I'm not spending as many hours reading and grading term papers, but, I know, from the end-of-term data crunching again, that, in fact, I have spent more time responding to their writing than I used to. 
  • the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work.  When it is substantive, the student is elated and surprised that their words were taken seriously.   When it is rude or trollish, the student is offended.  Both responses are good.  The Internet needs more people committed to its improvement, to serious discourse.
  • As I often do with classes, I did a diagnostic, found that many of my students were woefully lacking in basic writing skills.  I asked them what they most wanted from a writing class, and quickly transformed the class into a "writing as if your life depended upon it" workshop.
  • The "final" in the class was for each student--with lots of readings by me and the rest of the class--to apply for three or four summer jobs and internships.  That year, every student landed a position. 
  • More recently, I asked graduate students why they often left their term papers until the end and, with sadness, they confessed it was often because the whole exercise of writing a research paper is so debilitating and terrifying they often developed writer's block or writer's anxiety and needed the deadline to motivate them to write.
Mark Lindner

Reading Critically - Interrogating Texts - Harvard Library LibGuides at Harvard Library - 1 views

guides.hcl.harvard.edu/sixreadinghabits

libraries librariana reading

shared by Mark Lindner on 21 Mar 12 - No Cached
  • Mark Lindner on 21 Mar 12
     
    Six Reading Habits to Develop in Your First Year at Harvard
Sara Thompson

The Media Map: Who's Reading What And Where [Interactive] - Forbes - 0 views

www.forbes.com/...media-map.html

news reading infographic maps data visualization

shared by Sara Thompson on 17 May 12 - No Cached
  • Sara Thompson on 17 May 12
     
    This map shows which news sources are read and shared at above-average levels by state. Roll over and click on the media outlets below to see where they influence readers and which stories were big hits. Updated monthly to reflect the latest trends.
Sara Thompson

21st Century Literacies: Syllabus, Assignments, Calendar | HASTAC - 0 views

hastac.org/...-syllabus-assignments-calendar

syllabi info-literacy courses examples assignments collaboration ideasfile teaching

shared by Sara Thompson on 28 May 12 - No Cached
  • Peer evaluation:  You must do your assignments satisfactorily to fulfill your contract.   Each week, two or three students will work as a peer group in charge of leading our joint education for two or three classes.  During that unit, the peer leaders will assign readings as well as writing or multimedia assignments--and they will be charged with determining if each student has satisfactorily completed the assignment.   They will be charged with providing written feedback on all assignments.  Their goal will be to ensure that each student satisfactorily completes the assignment and they will work with each student to make sure they succeed.
  • How to Crowdsource Grading, I described this method: http://www.hastac.org/blogs/cathy-davidson/how-crowdsource-grading
  • SYLLABUS We will be co-creating a syllabus in this course.  Professor Davidson will begin, there will be several special guests or other events, but the remainder of the course content will be assigned by peer-leaders charged with offering a challenging, creative, informative, inspiring, participatory educational experience (No Talking Heads Please!) for the class.   Peer-led classes might that involve reading/seeing/listening to/experiencing imaginative works (including scientific papers,) attending lectures, visiting art museums and going to concerts together, or visiting businesses and community organizations to understand how these literacies are changing.  I will get us started with some readings and a museum visit and a collaborative public wiki-based writing assignment.   We have a number of exciting visitors coming this term.   The rest of the syllabus will be filled out by the peer leaders and will evolve over the course.
Sara Thompson

How to Get the News You Want Without Being Overwhelmed - Alan Jacobs - Technology - The... - 0 views

www.theatlantic.com/...252221

workflows productivity organization reading ideasfile

shared by Sara Thompson on 01 Feb 12 - No Cached
  • (1) Our story begins with RSS feeds (in my case via Google Reader) and Twitter. Lots of reading material turns up every day through these initial filters. Some of it I can tell immediately I don't need to follow up on, but if I see something that's even potentially interesting I send it to ...
  • (2) Instapaper. What a great gift Instapaper is. The bookmarklet makes it trivially easy to send articles to Instapaper from your browser, and the better Twitter and RSS clients for the iPad and iPhone
  • (3) What I read in Instapaper I pass along to one of three destinations. If I have no further use for an article or post after reading it, I simply trash it. If I decide I'd like to share something in the article with others, I post it to my tumblelog.
  • ...2 more annotations...
  • And if I think the article is something I might want to use later, I select a representative quotation from it and then bookmark it, with an appropriate tag, in Pinboard -- which is just as wonderful as Instapaper. Incidentally, I also pay $25 a year to have Pinboard generate a (searchable!) archive of all the pages I have bookmarked, which insures me against link rot.
  • And one more thing: I think filtering strategies need to be taught -- starting in high school, at the latest, and in a very thorough way in colleges. But this is rarely and haphazardly done. Drinking from the firehose is too hard, too disorienting; and yet that's what we allow young people to do. This is a serious mistake. The filtering tools are out there, and they're either free or ridiculously cheap. Let's use them, and teach others to use them.
Sara Thompson

Harvard Seeks to Jolt University Teaching - Teaching - The Chronicle of Higher Education - 1 views

chronicle.com/...130683

teaching learning bcushare innovation students education

shared by Sara Thompson on 16 Feb 12 - No Cached
  • In large part, the problem is that graduate students pursuing their doctorates get little or no training in how students learn. When these graduate students become faculty members, he said, they might think about the content they want students to learn, but not the cognitive capabilities they want them to develop.
  • Such approaches would demand much more of students and faculty. Students should be made to grapple with the material and receive authentic and explicit practice in thinking like an expert, Mr. Wieman said. Faculty would need to provide timely and specific feedback, and move beyond lectures in which students can sit passively receiving information.
  • Higher education once was immune, he said, until the spread of online learning, which will allow lower-cost providers to extend into the higher reaches of the marketplace. "Higher education," he said, "is vulnerable to disruption." And, while students are changing, several speakers described conventional teaching approaches as being ineffective.
  • ...5 more annotations...
  • "We assume that telling people things without asking them to actively process them results in learning," Mr. Wieman said. The conference, which also featured demonstrations of innovative approaches to teaching, was the first event in a new Harvard Initiative for Learning and Teaching
  • Take, for example, the lecture, which came up for frequent shellacking throughout the day. It is designed to transfer information, said Eric Mazur, professor of physics at Harvard. But it does not fully accomplish even this limited task. Lectures set up a dynamic in which students passively receive information that they quickly forget after the test. "They're not confronted with their misconceptions," Mr. Mazur said. "They walk out with a false sense of security."
  • The traditional lecture also fails at other educational goals: prodding students to make meaning from what they learn, to ask questions, extract knowledge, and apply it in a new context.
  • Asking students to explain concepts or to teach one another the material they have just learned are also effective.
  • Writing is often an effective pedagogical tool, too, several speakers said. For his history of psychology course, Mr. Roediger asks his students to send him short essays before each class meets. They respond to the reading. (Others at the conference who use this method said they sometimes ask their students to identify outstanding questions or relevant areas of their reading that have been left unexplored.) Mr. Roediger reads the one-page essays before class and works their thoughts into his comments.
fleschnerj

Why Kids Can't Search - 1 views

www.wired.com/...st_thompson_searchresults

Digital Native Searching Research

shared by fleschnerj on 08 Nov 11 - No Cached
  • fleschnerj on 08 Nov 11
     
    The more I read about digital natives, the more I want to call the idea bunk. (I used to be a big proponent of the concept.)
  • Sara Thompson on 08 Nov 11
     
    Oh the idea is completely bunk. Just had a little rant about that on my blog.
  • fleschnerj on 09 Nov 11
     
    Ah! I must read that. Perhaps an article on the topic? I've been keeping halfway decent records of reference/computer questions. Combine that with anecdotal evidence from you and we might have a nice little read...
fleschnerj

Bridging the Gap: Understanding the Differing Research Expectations of First-Year Stude... - 0 views

ejournals.library.ualberta.ca/...17172

libraries first year freshmen

shared by fleschnerj on 24 Sep 12 - No Cached
  • fleschnerj on 24 Sep 12
     
    Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.
Deb Robertson

Analyzing Your Instructional Environment: A Workbook (ACRL) - 1 views

www.ala.org/...aie

information literacy ACRL workbook

shared by Deb Robertson on 29 Oct 12 - No Cached
  • This publication was created to serve as a practical guide for instruction coordinators and managers to use in the environmental analysis of their own unique situations. Information provided here includes nationally-established guidelines, suggestions of possible local resources to consult, questions to ask, and sources for additional reading.
    • Deb Robertson
      Deb Robertson on 29 Oct 12
       
      Instruction Librarians wanting to understand how to effectively engage in their institution's instructional environment would benefit from using this workbook. The workbook guides practitioners through an environmental scan and provides information such as nationally established guidelines, possible local resources to consult, questions to ask, and sources for additional reading.
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

It occurs to me that my desire for our discovery... - LSW - FriendFeed - 2 views

friendfeed.com/...at-my-desire-for-our-discovery

libraries search friendfeed have_read

shared by Mark Lindner on 11 Jan 12 - No Cached
  • Mark Lindner on 11 Jan 12
     
    Excellent discussion of discovery layers vs. OPACs, especially in small liberal arts schools. Should be read and seriously thought about.
Sara Thompson

Resources - Apps for Academics: mobile web sites & apps - Research Guides at MIT Libraries - 0 views

libguides.mit.edu/content.php

bcuedtech apps iPad gadgets research education

shared by Sara Thompson on 30 Jan 12 - No Cached
  • Sara Thompson on 30 Jan 12
     
    Apps by topics: productivity, reading, research, notes, presenting, and music, plus a resources page
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? 
Mark Lindner

At Last: Our Publicly Accessible Portal to Search, Browse, and Read ECCO-TCP ... - 1 views

textcreate.wordpress.com/...earch-browse-and-read-ecco-tcp

Enlightenment ECCO search libraries

shared by Mark Lindner on 01 Mar 12 - No Cached
  • Mark Lindner on 01 Mar 12
     
    I'm delighted to report that this is no longer the case: the University of Michigan-based implementation of the ECCO-TCP texts can now be fully explored by the general public: http://quod.lib.umich.edu/e/ecco/.
Sara Thompson

Book: A Futurist's Manifesto | Just another PressBooks site - 1 views

book.pressbooks.com

ebooks publishing writing reading to-read future interface

shared by Sara Thompson on 04 Nov 11 - No Cached
  • Sara Thompson on 04 Nov 11
     
    Part One of online ebook about electronic publishing; includes chapters on metadata, DRM, design, and distribution
Deb Robertson

The newsonomics of the Next Issue magazine future » Nieman Journalism Lab - 1 views

www.niemanlab.org/...the-next-issue-magazine-future

Ereading newsstand next issue database

shared by Deb Robertson on 10 Apr 12 - No Cached
  • Deb Robertson on 10 Apr 12
     
    In the hurly-burly of digital content innovation and monetization, it's hard to figure out what things are, so we try to find apt comparisons. With the new Next Issue digital newsstand, let's think Netflix or Pandora or Spotify as the closest cousins. Next Issue, the offspring of five prosperous parents (Time Inc., Conde Nast, Hearst, Meredith, and News Corp.), launched last night what I think will be a model-changing product for publishers.
  • Deb Robertson on 10 Apr 12
     
    One way to read: Sign up once - and the new site is offering relatively generous 30-day trials - and you have but one navigation to learn. While the full content from each of the magazines is present, with added video, Next Issue says customers need only learn one way of getting around. If it's an intuitive design, that's a huge plus, as news- and feature-hungry readers find ourselves forced to learn the navigation nuances of each of our favorite apps.
Sara Thompson

Wolfram|Alpha Analyzes Shakespeare's Plays - 0 views

blog.wolframalpha.com/...ha-analyzes-shakespeares-plays

dighum literature data statistics reading language search

shared by Sara Thompson on 11 Apr 12 - No Cached
  • Sara Thompson on 11 Apr 12
     
    "We thought it would be interesting to see what sorts of computational insights Wolfram|Alpha could provide, so we uploaded the complete catalog of Shakespeare's plays into our database. This allows our users to examine Romeo and Juliet, Macbeth, Othello, and the rest of the Bard's plays in an entirely new way."
Sara Thompson

Surveys of Provosts and Presidents - their concerns, the Value report, and po... - 0 views

www.acrl.ala.org/value

surveys edtech education management libraries assessment

shared by Sara Thompson on 18 Apr 12 - No Cached
  • The two reports of interest are: The 2011-12 Inside Higher Ed Survey of College and University Chief Academic Officers http://www.insidehighered.com/download?file=finalCAOsurveyreport.pdf Presidential Perspectives, the 2011 Inside Higher Ed Survey of College and University Presidents http://www.insidehighered.com/sites/default/archive/storage/files/SurveyBooklet.pdf
  • The CAO survey had 1081 participants, while the survey of Presidents had 956 participants.  There is no information that can confirm that both the CAO and President from the same institution were in the majority for the respondents. So, the respondents for each report could be from different institutions.
  • nly one category — library resources and services — did a majority of all presidents (and a bare majority at that: 51 percent) rate the technology investment as “’very effective.’”  You can read the entire article here:  http://www.insidehighered.com/news/survey/president2011
  • ...1 more annotation...
  • One of the contributing factors as expressed in the Value report in terms of  why students choose to leave an institution is the issue that they don’t develop a personal connection with their institution. 
  • Sara Thompson on 18 Apr 12
     
    In March, Inside Higher Ed released an "inaugural" Survey of College & University Chief Academic Officers.  This report was the fourth in a series of surveys of senior academic leaders with the three other reports conducted in 2011 focusing on admissions officers, chief business officers, and presidents.
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