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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.
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.
fleschnerj

Windows 8 review - 0 views

www.theverge.com/...windows-8-review

shared by fleschnerj on 23 Oct 12 - No Cached
  • fleschnerj on 23 Oct 12
     
    Microsoft gambles on a touch-based future By @tomwarren Windows 8 is a rebirth, a "reimagining" of Windows and the entire Microsoft brand. It's also the single riskiest project that Microsoft has ever embarked upon - a bet from Redmond that users can adapt to a new way of computing.
Sara Thompson

Catching up with information literacy assessment - 0 views

crln.acrl.org/...202.full

libraries assessment info-literacy training professional instruction

shared by Sara Thompson on 11 Apr 12 - No Cached
  • Sara Thompson on 11 Apr 12
     
    "The goal of this article is to build on the assessment links Jarson provided. Her stated goal was to "guide readers to important resources for understanding information literacy and to provide tools for readers to advocate for information literacy's place in higher education curricula." In addition to the information on resources and tools, Jarson provided links to universities whose assessment tools were available for review on their Web sites. For this article, selected Web sites have been accessed and evaluated further. A handful of additional information resources have been profiled, including new Web sites that offer a variety of assessment tool formats."
Sara Thompson

Lesson Plans - Digital Writing and Research Lab - 0 views

lessonplans.dwrl.utexas.edu

assignments teaching courses instruction instruction-design examples presentations

shared by Sara Thompson on 28 May 12 - No Cached
  • Sara Thompson on 28 May 12
     
    "The DWRL is pleased to share our library of innovative technology-based lesson plans and classroom assignments created by DWRL Instructors. Our new online database features a wide assortment of lesson plans and assignments employing a number of technologies. The lesson plans address a broad spectrum of pedagogical activities-from initial brainstorming to electronic peer review, from interactive visual rhetoric lessons to collaborative multi-media online publications; the site also features lesson plans suitable for time spans as short as a single class and as lengthy as semester-long projects. Also, be sure to visit the DWRL's Blogging Pedagogy site which features an ongoing series of weekly interviews with individual instructors about their technology-based assignments, allowing for a more in-depth and personal look at our featured lesson plans."
Sara Thompson

Canada Water library - review | Art and design | The Observer - 0 views

www.guardian.co.uk/...canada-water-library-review

libraries buildings design travel

shared by Sara Thompson on 04 Dec 11 - No Cached
  • Sara Thompson on 04 Dec 11
     
    a new public library in London with an unusual shape
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

Now Online: Standards for Libraries in Higher Education Webcast Now Available... - 0 views

infodocket.com/...ducation-webcast-now-available

ACRL libraries standards webcast academia

shared by Mark Lindner on 12 Nov 11 - No Cached
  • Mark Lindner on 12 Nov 11
     
    " the webcast provided an overview of the revision, highlighting ways the standards can benefit libraries in the strategic planning, program review, and self-study processes. The webcast archive and full text of the revised standards are both freely available on the ACRL Standards and Guidelines page."
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
Sara Thompson

project curve, part six: collaborative instruction portfolios. « info-mational - 0 views

infomational.wordpress.com/...orative-instruction-portfolios

instruction portfolios info-literacy libraries training professional prof-dev articles

shared by Sara Thompson on 17 Feb 12 - No Cached
  • Faculty (post-instruction and end of term) and student survey instruments are available online.
  • An important deliverable of this project is that it creates an lasting, annualized archive of the cumulative efforts, learning objects, and outcomes related to a given instruction program on both the course and aggregate level
  • Portfolio projects of this nature also streamline group efforts and produce ready programmatic evidence of instructional effectiveness and outcomes, crucial to the processes of accreditation, review, and value demonstration
fleschnerj

Research foresees demand-driven book acquisition replacing librarians' discretion | Ins... - 0 views

www.insidehighered.com/...eplacing-librarians-discretion

PDA ILL Books Publishing

shared by fleschnerj on 28 Jun 12 - No Cached
  • fleschnerj on 28 Jun 12
     
    Please review our commenting policy here.
Sara Thompson

Can You Put that in the Form of a Question? | Inside Higher Ed - 0 views

www.insidehighered.com/...can-you-put-form-question

libraries info-literacy instruction teaching assignments research education

shared by Sara Thompson on 02 Jun 12 - No Cached
  • One of their assignments is to interview a researcher in their field. This year, since the students had a nice mix of majors from across the curriculum, we used reports from the interviews as an opportunity to analyze on how research traditions vary from one discipline to another and how these experts’ processes differ from those of non-experts.
  • One thing that many students remarked on as they reported on their interviews: the activities that define research are enormously varied from one discipline to another. The process a researcher goes through to examine the historical context in which Shakespeare wrote one of his history plays is a world apart from what a researcher does to develop a new vaccine or what an ethnographer does when studying an isolated culture in Brazil.
  • The scientists all had co-authors; the social scientists were a mix of solo and collaborative projects, and the humanists all performed solo acts. And yet, it became clear that all of them were working within an ongoing conversation. None of them was doing work that didn’t draw on and respond to the work of others.
  • ...6 more annotations...
  • Every interview subject conducted some sort of a literature review as part of any research project
  • Every researcher described some strategies for keeping up with new developments in their area of expertise, all of which involved some scanning of new publications and some personal contact with individuals exploring the same territory.
  • For most, presenting research at conferences was a common part of bringing their research to completion. For all, writing up results for publication was an important final step, and they seemed acutely aware of the pecking order for publication venues in their field.
  • (In contrast, undergraduates mostly encounter articles within databases, called up by key words, not as artifacts within a particular journal which carries clout.)
  • One thing the students all gained through these interviews was an appreciation that research is not a matter of finding answers in other people’s publications. Every scholar interviewed described how they had asked a question that nobody had asked before, a question they couldn’t answer themselves until they had completed the research. It struck me that so much of what undergraduates experience as “research” is very nearly the opposite, a process of uncovering answers others have already arrived at.
  • I’m also thinking about what these interviews said collectively about how real research is conducted. It makes me a little crazy when students abandon a truly interesting question because they can’t find sources to quote that provide the answer, or when they change their topic based on what they can find easily. Or (shudder) when they say they've written their paper, but need help finding five sources to cite. Clearly, they are not learning how to do research; they aren't even learning what research is.  What I would really, really like is to figure out how to give every student the experience of not worrying so much about getting the right answers, but learning how to ask a really good question. The kind they won't find answered in the library.
  • Sara Thompson on 02 Jun 12
     
    "I teach a course in the spring called Information Fluency... It's an upper division undergraduate course pitched to students who are planning to go to graduate school, giving them a chance to learn more about the way the literature of their field works as well as generally how to use library and internet tools for research."
Sara Thompson

NCSU Libraries Mobile Scavenger Hunt: RIS: NCSU Libraries - 0 views

www.lib.ncsu.edu/...scavenger.php

libraries training instruction evernote apps examples assignments

shared by Sara Thompson on 23 Aug 12 - No Cached
  • The NCSU Libraries Mobile Scavenger Hunt is designed to allow maximum mobility of student teams as they explore the library, while the librarians hosting the hunt keep score in real time from a central location. Each team is supplied with a clue sheet with 15 questions about the library and its services, a map of the library, and an iPod Touch for entering clue answers. Students are given a brief introduction to the activity and its rules, as well as basic instruction in use of the iPod and relevant apps, before being sent off to answer their clues. Teams are allowed 25 minutes to explore the libraries and answer the questions before returning to the starting location to review correct answers, learn which team won, and receive prizes.
  • The teams' iPod Touches are equipped with the Evernote multimedia note-taking application, which the teams use to submit text- and photo-based answers to the clues. Each team's Evernote account is shared with a master account monitored by the librarians running the show; through the Evernote web or iPad app, librarians can see each team's notes in real-time as they are created. Scorekeeping is performed using a Google Spreadsheet, which is configured with the expected answers for each question. As teams submit their notes, the librarians are able to mark which questions were answered correctly by modifying the corresponding spreadsheet cells. Scores are tabulated automatically based on which questions are marked correct.
  • NCSU Libraries Mobile Scavenger Hunt: information for instructors4 Complete implementation documentation (pdf)5 Sample introduction slide show (pdf)6 Sample scavenger hunt questions (pdf)7 Scoring sheet template (Google spreadsheet)
  • Sara Thompson on 23 Aug 12
     
    "The NCSU Libraries Mobile Scavenger Hunt is an interactive, technology-rich way to introduce students to the library. Developed in response to student and instructor feedback collected in 2010-2011, it leverages the motivating power of situated learning and the fun of team game dynamics to orient students to the Libraries' spaces, promote the use of emerging technologies, and foster confidence in using the Libraries' collections. The activity is run using iPod Touches and several free apps and online tools. Students answer Scavenger Hunt questions using Evernote, a free app for multimedia note-taking, which is installed on the iPod Touches distributed to the Scavenger Hunt teams. Librarians are able to monitor students' answers in real time as they are entered into Evernote, keeping score on a Google Docs spreadsheet."
Mark Lindner

Guide to Finding Interesting Public Domain Works Online | The Public Domain Review - 1 views

publicdomainreview.org/ing-public-domain-works-online

PublicDomain

shared by Mark Lindner on 26 Jan 12 - No Cached
  • Mark Lindner on 26 Jan 12
     
    This guide is intended to assist people who are interested in exploring interesting works which have entered the public domain. It covers: Collecting leads Online Collections Legal Stuff Licensing When Does a Work Pass Into The Public Domain?
Mark Lindner

The Gypsy Librarian: Article Note: On Progressive LGBTQ Reference - 0 views

gypsylibrarian.blogspot.com/...note-on-progressive-lgbtq.html

article review LGBTQ gender

shared by Mark Lindner on 29 Jan 12 - No Cached
  • Mark Lindner on 29 Jan 12
     
    Perhaps of interest as we ramp up our LibGuides, with the caveat we must be very careful.
Sara Thompson

New interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 0 views

harvardmagazine.com/...twilight-of-the-lecture

teaching learning education online-learning bcushare future

shared by Sara Thompson on 23 Feb 12 - No Cached
  • The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States. Astonishingly, the test showed that their introductory courses had taught them “next to nothing,”
  • “They had a bag of tricks, formulas to apply. But that was solving problems by rote. They floundered on the simple word problems, which demanded a real understanding of the concepts behind the formulas.”
  • More important, a fellow student is more likely to reach them than Professor Mazur—and this is the crux of the method. You’re a student and you’ve only recently learned this, so you still know where you got hung up, because it’s not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces.”
  • ...12 more annotations...
  • Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained obstinately confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’” Immediately, the lecture hall was abuzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me—I had just spent 10 minutes trying to explain this. But the class said, ‘OK, We’ve got it, let’s move on.’
  • This innovative style of learning grew into “peer instruction” or “interactive learning,”
  • Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well.
  • Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer.
  • Interactive pedagogy, for example, turns passive, note-taking students into active, de facto teachers who explain their ideas to each other and contend for their points of view.
  • “Now, think of how you became good at it,” he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make “two things stand out,” Mazur says. “The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’” The other thing is that for many audiences, which often number in the hundreds, “there is absolutely zero percent for lectures. Nobody cites lectures.”
  • The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.
  • So I began to ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.”
  • Students find a neighbor with a different answer and make a case for their own response. Each tries to convince the other. During the ensuing chaos, Mazur circulates through the room, eavesdropping on the conversations. He listens especially to incorrect reasoning, so “I can re-sensitize myself to the difficulties beginning learners face.” After two or three minutes, the students vote again, and typically the percentage of correct answers dramatically improves. Then the cycle repeats.
  • ‘We’ve never done a problem of this kind.’ I tell them, ‘If you had done a problem of this kind, then by definition, this would not be a problem.’ We have to train people to tackle situations they have not encountered before.
  • “It’s not easy. You get a lot of student resistance,” he continues. “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.
  • In addition to student resistance, there is architectural resistance. “Most classrooms—more like 99.9 percent—on campus are auditoriums,”
Sara Thompson

Online Tutorials - Computer & Information Literacy - cil.usu.edu - 0 views

cil.usu.edu/tutorials

students info-literacy training instruction technology

shared by Sara Thompson on 01 Oct 11 - No Cached
  • Each of the CIL tests has an online tutorial and a practice test so you can really test your CIL skills before taking the actual tests. Some students prefer to just come take the tests, and if they don't pass, they can see in which areas they did poorly, so they know what they need to study on the tutorials. You can also come in to one of our Tuesday or Thursday night Short Courses and have a CIL Technician review one of the tutorials with you.
    • Sara Thompson
      Sara Thompson on 01 Oct 11
       
      How do they enforce these CIL tests? What motivates students to take them?
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