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fleschnerj

Free/Open Source Software for Libraries - 0 views

foss4lib.org

Open source free software

shared by fleschnerj on 18 Jan 12 - No Cached
  • fleschnerj on 18 Jan 12
     
    FOSS4LIB (Free/Open Source Software for Libraries), a website dedicated to providing guidance about open source software for the library community.
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  • A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete.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? 
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.
Mark Lindner

News from the Getty | Getty Research Institute Launches Gateway to the World's Art Libr... - 1 views

news.getty.edu/...getty-research-portal.htm

art ebooks

shared by Mark Lindner on 13 May 12 - No Cached
  • Mark Lindner on 13 May 12
     
    On Thursday, May 31, 2012 the Getty Research Institute (GRI) will launch the Getty Research Portal, an unprecedented resource that will provide universal access to digitized texts in the field of art and architectural history.  The Getty Research Portal is a free online search gateway that aggregates descriptive metadata of digitized art history texts, with links to fully digitized copies that are free to download. Art historians, curators, students, or anyone who is culturally curious can unearth these valuable sources of research without traveling from place to place to browse the stacks of the world's art libraries. There will be no restrictions to use the Getty Research Portal; all anyone needs is access to the internet.
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.
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.
Mark Lindner

Rossetti Archive - 0 views

www.rossettiarchive.org

Rossetti archives

shared by Mark Lindner on 25 Jun 12 - Cached
  • Mark Lindner on 25 Jun 12
     
    Completed in 2008 to the plan laid out in 1993, the Archive provides students and scholars with access to all of DGR's pictorial and textual works and to a large contextual corpus of materials, most drawn from the period when DGR's work first appeared and established its reputation (approximately 1848-1920), but some stretching back to the 14th-century sources of his Italian translations. All documents are encoded for structured search and analysis. The Rossetti Archive aims to include high-quality digital images of every surviving documentary state of DGR's works: all the manuscripts, proofs, and original editions, as well as the drawings, paintings, and designs of various kinds, including his collaborative photographic and craft works. These primary materials are transacted with a substantial body of editorial commentary, notes, and glosses.
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

Faculty Workshop on Comprehensive Exams - 0 views

www.evernote.com/...kshop+on+Comps+Preparation.pdf

info-literacy instruction libraries training prof-dev examples

shared by Sara Thompson on 10 Dec 11 - No Cached
  • Sara Thompson on 10 Dec 11
     
    This amazing workshop document was shared in this discussion: http://friendfeed.com/lsw/76c9d2b8/if-this-workshop-results-in-changes-people-are?source%3De-best  It looks at how information literacy is involved with students taking comprehensive exams.  The workshop is for faculty development, to train faculty on scaffolding students up to the skills they will need for the exams.  
Mark Lindner

Kuali | Celeripedean - 2 views

celeripedean.wordpress.com/...kuali

librariana

shared by Mark Lindner on 31 Dec 11 - No Cached
  • Sara Thompson on 01 Jan 12
     
    "another open source ILS called Kuali OLE. Kuali is a open source extensible service driven library management system geared towards academic and research libraries."
Sara Thompson

Take Online Modules - For Teachers (Library of Congress) - 1 views

www.loc.gov/...selfdirected

training instruction education copyright research

shared by Sara Thompson on 11 Nov 11 - Cached
  • Sara Thompson on 11 Nov 11
     
    One-hour professional development modules for educators to teach themselves about copyright and primary sources of various kinds.
  • Deb Robertson on 11 Nov 11
     
    Thank you, I have been keeping this site in another folder for consideration with our new "lib guides" on our new web site. Now we will know where they are when we need them.
Sara Thompson

Blogs vs. Term Papers - NYTimes.com - 0 views

www.nytimes.com/...-the-term-paper-tradition.html

wrtg315 blogs writing teaching learning education bcuedtech

shared by Sara Thompson on 03 Feb 12 - No Cached
    • Sara Thompson
      Sara Thompson on 03 Feb 12
       
      It almost sounds like he's saying that term papers, by their very nature, must be NOT interesting.
  • Her conclusion is that students feel much more impassioned by the new literacy. They love writing for an audience, engaging with it. They feel as if they’re actually producing something personally rewarding and valuable, whereas when they write a term paper, they feel as if they do so only to produce a grade.
  • “The sad thing is, he’s now convinced there is brilliance in the art world, brilliance in the multimedia world, brilliance in the music world and that writing is boring,” Professor Davidson says. “I hated teaching him bad writing.”
  • ...4 more annotations...
  • He proposes what he calls the “page a year” solution: in first grade, a one-page paper using one source; by fifth grade, five pages and five sources.
  • The National Survey of Student Engagement found that in 2011, 82 percent of first-year college students and more than half of seniors weren’t asked to do a single paper of 20 pages or more, while the bulk of writing assignments were for papers of one to five pages.
  • “Writing term papers is a dying art, but those who do write them have a dramatic leg up in terms of critical thinking, argumentation and the sort of expression required not only in college, but in the job market,” says Douglas B. Reeves, a columnist for the American School Board Journal and founder of the Leadership and Learning Center, the school-consulting division of Houghton Mifflin Harcourt. “It doesn’t mean there aren’t interesting blogs. But nobody would conflate interesting writing with premise, evidence, argument and conclusion.”
  • The debate about academic writing has given rise to new terminology: “old literacy” refers to more traditional forms of discourse and training; “new literacy” stretches from the blog and tweet to multimedia presentation with PowerPoint and audio essay.
Sara Thompson

xkcd: Citogenesis - 1 views

xkcd.com/978

citations funny presentations images

shared by Sara Thompson on 16 Nov 11 - No Cached
  • Sara Thompson on 16 Nov 11
     
    A great image for a future presentation on sources (cough, cough) about th paradox cycle of rumors and such on Wikipedia.
Sara Thompson

http://www.hiddenpeanuts.com/postfiles/The%20case%20for%20home-grown,%20sustainable%20n... - 0 views

www.hiddenpeanuts.com/...20nex%20-%20Chad%20Haefele.htm

libraries articles technology coll-dev ideasfile

shared by Sara Thompson on 27 Nov 11 - No Cached
  • Sara Thompson on 27 Nov 11
     
      "Old models of library operation may disappear, but that does not mean they can't be replaced.  Academic libraries' central book model is temporarily insulated by high prices, but change will come just the same.  The time provided by this insulation should be used to explore sources of content like local special collections with clear ownership and distribution rights.  Without restrictions like those imposed by many third party vendors, special collections can provide a proving ground for next generation interfaces and services. This home-grown expertise within libraries can then be applied on a wider basis in the future.                 The examples and efforts discussed in this column share one thing at their core, and that is that they are services made by libraries, for libraries.  As a collective institution, libraries have great expertise in building sustainable preservation systems capable of lasting many years.  Third party vendors do not have a proven track record on building long term preservation systems for electronic resources at this point in time.  By placing our trust, funds, and collections in the hands of those third parties we turn libraries into middlemen.  For the short term gain of providing easy access to next generation library services, we risk disintermediation by those vendors and removal from the service equation entirely.  Libraries of all types and sizes can look inward and grow from our strengths.  Major publishers and content providers aren't likely to allow new services with the same scope libraries enjoyed in the past.  Fortunately, special collections and collaborative efforts are accessible to even the smallest library as perfect opportunities for gaining relevant experience and expertise.  By basing that experience and expertise on homegrown services built by and for libraries, they can ensure a sustainable future of next generation services."
fleschnerj

Evernote For Education: Citelighter Teams Up With Cengage To Take The Pain Out Of Onlin... - 0 views

techcrunch.com/...he-pain-out-of-online-research

apps private enterprise information

shared by fleschnerj on 17 Sep 12 - No Cached
  • fleschnerj on 17 Sep 12
     
    When it comes to researching for papers, homework assignments, etc., students primarily turn to the Web for information despite its inherent academic dangers. Naturally, with the diversity of content out there, keeping track of pertinent links and bibliographical data is difficult when jumping from source to source. Citelighter launched in the fall of 2011 to address this problem by creating an academic research platform that helps students save, organize and automatically cite both online and offline content. An Evernote for Education.
Sara Thompson

Flow - A Measure of Student Engagement « User Generated Education - 0 views

usergeneratededucation.wordpress.com/...-measure-of-student-engagement

teaching education assessment psychology students

shared by Sara Thompson on 31 May 12 - No Cached
  • The characteristics of “Flow” according to Czikszentmihalyi are: Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training Sense of ecstasy – of being outside everyday reality Great inner clarity – knowing what needs to be done and how well it is going Knowing the activity is doable – that the skills are adequate, and neither anxious or bored Sense of serenity Timeliness – thoroughly focused on present, don’t notice time passing Intrinsic motivation – whatever produces “flow” becomes its own reward
  • (http://austega.com/education/articles/flow.htm)
  • Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following http://www.cea-ace.ca/education-canada/article/sorting-students-learning)
  • ...1 more annotation...
  • In the past it was often assumed that disengaged students were easy to identify: they were the young people at the back of the class, the ones making their way to shop or special classes, or those lingering down the street well after the bell had rung. Data from What did you do in school today? suggest that disengagement is not – and may never have been – limited to small groups of students or as visible as we once thought. Over half of the students in our sample (n=32,300) – many of whom go to class each day, complete their work on time, and can demonstrate that they are meeting expected learning outcomes – are experiencing low levels of intellectual engagement.
  • Sara Thompson on 31 May 12
     
    "The Canadian Education Association's (CEA) released a report What did you do in school today? - a three-year research and development initiative designed to assess, and mobilize new ideas for enhancing the learning experiences of students. Intellectual challenge was measured by Csikszentmilhalyi's theory of flow."
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.
fleschnerj

ACRL Visual Literacy Competency Standards for Higher Education | Association of College... - 0 views

www.ala.org/...visualliteracy

Visual Literacy ACRL

shared by fleschnerj on 05 Jan 12 - No Cached
  • fleschnerj on 05 Jan 12
     
    We are pleased to announce publication of the new Visual Literacy Competency Standards for Higher Education (pdf) by the Association of College & Research Libraries (ACRL). The Visual Literacy Standards include: · an introduction to and definition of visual literacy · a brief discussion of visual literacy and higher education · a brief discussion of visual literacy and information literacy · suggestions for implementing the Standards · key sources and bibliography · 7 standards, 24 performance indicators, and 90 learning outcomes
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