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fleschnerj

Research foresees demand-driven book acquisition replacing librarians' discretion | Inside Higher Ed - 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

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."
Mark Lindner

ResourceBlog Article: E-book Download Survey from ebrary Now Freely Available - 0 views

web.resourceshelf.com/...65746

ebooks libraries survey

shared by Mark Lindner on 14 Dec 11 - No Cached
  • Mark Lindner on 14 Dec 11
     
    ebrary, a ProQuest business and leading provider of e-books and research technology, today announced that the results of its survey of more than 1,000 librarians regarding e-book mobile and offline access is now publicly available online.  Anyone may register to receive the full results along with a paper authored by Dr. Allen McKiel, Dean of Library Services at Western Oregon University, at http://www.tfaforms.com/222151
fleschnerj

ACRL Visual Literacy Competency Standards for Higher Education | Association of College and Research Libraries (ACRL) - 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
fleschnerj

ACRLog » Stop Making Sense (Scholarly Publishing Edition) - 0 views

acrlog.org/...e-scholarly-publishing-edition

Copyright Association of American Publishers

shared by fleschnerj on 06 Jan 12 - No Cached
  • fleschnerj on 06 Jan 12
     
    The Research Works Act will prohibit federal agencies from unauthorized free public dissemination of journal articles that report on Research which, to some degree, has been federally-funded but is produced and published by private sector publishers receiving no such funding. It would also prevent non-government authors from being required to agree to such free distribution of these works. Additionally, it would preempt federal agencies' planned funding, development and back-office administration of their own electronic repositories for such works, which would duplicate existing copyright-protected systems and unfairly compete with established university, society and commercial publishers.
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.
Deb Robertson

Is There a Difference Between Critical Thinking and Information Literacy? | Weiner | Journal of Information Literacy - 1 views

ojs.lboro.ac.uk/...1575

critical thinking information literacy thinking

shared by Deb Robertson on 09 Feb 12 - No Cached
  • Deb Robertson on 09 Feb 12
     
    This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. This suggests that [information literacy] and its associated procedures could significantly augment current instruction in [critical thinking] and indeed, the possibility has been explored by some authors in the current literature. A merging of the two ideas would involve [information literacy] providing tools and techniques in the processing and utilisation of knowledge and [critical thinking] supplying the particulars and interpretations associated with a specific discipline. This type of integration could lead to instructional programs similar in concept and application to those in research methodology where methods from statistics are integrated with the techniques and skills associated with a specific discipline. The development of a curriculum of this type would change functions and perceptions from private, individualised mentation, now associated with [critical thinking], to a more easily learned and practiced process suitable across the breadth of disciplines.
Sara Thompson

Information Technology and Libraries: Vol 31, No 1 (2012) - 1 views

ejournals.bc.edu/...current

articles usability webdesign libraries research to-read

shared by Sara Thompson on 06 Mar 12 - No Cached
  • Articles Copyright: Regulation Out of Line with our Digital Reality? PDF Abigail J. McDermott 7-20 Library Use of Web-based Research Guides PDF Jimmy Ghaphery, Erin White 21-31 Investigations into Library Web-Scale Discovery Services PDF Jason Vaughan 32-82 Usability Test Results for a Discovery Tool in an Academic Library PDF Jody Condit Fagan, Meris A. Mandernach, Carl S. Nelson, Jonathan R. Paulo, Grover Saunders
  • Sara Thompson on 06 Mar 12
     
    First open-access e-version issue
Sara Thompson

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 0 views

www.nap.edu/openbook.php

education learning teaching ebooks to-read buildings

shared by Sara Thompson on 11 Oct 11 - Cached
  • Sara Thompson on 11 Oct 11
     
    Free online book (HTML / browser-based) about learning research.  See in particular Chapter 6: The Design of Learning Environments.
Sara Thompson

Classroom.NEXT: Engaging Faculty and Students in Learning Space Design | EDUCAUSE - 0 views

www.educause.edu/...232846

buildings bcushare bcuedtech education design surveys

shared by Sara Thompson on 14 Oct 11 - No Cached
  • Sara Thompson on 14 Oct 11
     
    The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students-and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors' understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research.
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

Visualizing the First-Year Research Essay: Transitions « « crossing borderscrossing borders - 0 views

blog.billiehara.org/?p=732

info-literacy instruction training visual photos teaching

shared by Sara Thompson on 21 Apr 12 - No Cached
  • Sara Thompson on 21 Apr 12
     
    Classroom activity using about 200 random photos to help students see transitions across ideas in a different way.  The previous blog post on this activity had the students working individually: http://blog.billiehara.org/?p=729  This post is about a similar activity in small groups. 
Sara Thompson

Library Resources - First Year Seminars at Drake - Research Guides at Drake University - 2 views

researchguides.drake.edu/content.php

info-literacy instruction libguides libraries

shared by Sara Thompson on 22 Apr 12 - No Cached
  • Sara Thompson on 22 Apr 12
     
    Drake LibGuides for first-year classes, as presented at IPAL 2012
Sara Thompson

This is a news website article about a scientific finding | Martin Robbins | Science | guardian.co.uk - 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.
fleschnerj

Future U: Classroom tech doesn't mean handing out tablets - 2 views

arstechnica.com/...future-u-classroom-tech.ars

higher ed space learning

shared by fleschnerj on 07 May 12 - No Cached
  • fleschnerj on 07 May 12
     
    Future U is a multipart series on the university of the 21st century. We will be investigating the possible future of the textbook, the technological development of libraries, how tech may change the role of the professor, and the future role of technology in museums, research parks and university-allied institutions of all kinds.
Deb Robertson

InformationFluencyTransliteracyResearchTools | Scoop.it - 2 views

www.scoop.it/...research-skills-and-tools

information literacy elearning literacy digital fluency

shared by Deb Robertson on 15 Mar 12 - No Cached
  • Deb Robertson on 15 Mar 12
     
    PP slides from a lecture given by Dr. Jane Secker at the University of Sheffield iSchool on March 1st, 2012.
  • Deb Robertson on 15 Mar 12
     
    This presentation offers some interesting graphics and new ways to define what I am trying to figure out we are trying to accomplish with our instructional opportunities and classroom collaborations.
fleschnerj

ProQuest is taking over the Statistical Abstract of the U.S - 2013 forward. - 0 views

www.proquest.com/...20120322.shtml

ProQuest SAOUS

shared by fleschnerj on 22 Mar 12 - No Cached
  • fleschnerj on 22 Mar 12
     
    ANN ARBOR, Mich., March 22, 2012 - ProQuest will rescue one of researchers' most valued reference tools when it takes on publication of the Statistical Abstract of the United States beginning with the 2013 edition. The move ensures continuation of this premier guide to an extraordinary array of statistics, which has been published since 1878.
Mark Lindner

Tools of the Trade: A Library Starter Kit for Harvard Freshmen - Harvard College Library - 1 views

hcl.harvard.edu/toolkit

libraries librariana

shared by Mark Lindner on 21 Mar 12 - No Cached
  • Mark Lindner on 21 Mar 12
     
    A very well-designed resource for freshmen (and others, no doubt) at Harvard
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