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Sara Thompson

How to Get the News You Want Without Being Overwhelmed - Alan Jacobs - Technology - The Atlantic - 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.
Deb Robertson

Framing Transliterate Learning Through Inquiry and Participatory Culture « Libraries and Transliteracy - 1 views

librariesandtransliteracy.wordpress.com/...uiry-and-participatory-culture

transliteracy literacy 21st-century_learner

shared by Deb Robertson on 08 Nov 11 - No Cached
  • Deb Robertson on 08 Nov 11
     
    This posting includes a very good PPT file that I think we could use to bring others into the fold.
Sara Thompson

Index labels and examples of expert search in WorldCat - 0 views

www.oclc.org/...WorldCat.htm

oclc worldcat search libraries tips

shared by Sara Thompson on 18 Nov 11 - No Cached
  • Sara Thompson on 18 Nov 11
     
    Index labels and examples of expert search in WorldCat; short code commands for things like title, series, isbn and many others
Deb Robertson

Balancing Act: How College Students Manage Technology While in the Library during Crunch Time - 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

Usability Testing With Card Sorting - 1 views

sixrevisions.com/...card-sorting

usability userstudies interface design

shared by Sara Thompson on 07 Oct 11 - No Cached
  • Sara Thompson on 07 Oct 11
     
    Descriptions of different kinds of card sorting, using blank page templates as part of the card sorting process, finding people, and other good tips.
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.
fleschnerj

A Brief Introduction to Omeka - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...26079

archives killer app services cloud

shared by fleschnerj on 10 May 12 - No Cached
  • fleschnerj on 10 May 12
     
    If we ever get into the archive and/or Institutional repository business, this would be a killer app. Yup, it would all live in the cloud.
  • Sara Thompson on 11 May 12
     
    Yep, some of the examples from other ProfHacker posts about class assignments where students curate their own courses = way cool.
Sara Thompson

Reflections on year one at PSU | Information Wants To Be Free - 0 views

meredith.wolfwater.com/...reflections-on-year-one-at-psu

info-literacy instruction assessment people libraries professional management

shared by Sara Thompson on 21 May 12 - No Cached
  • I worked with a task force to develop learning outcomes that describe the breadth of our library instruction program
  • I talk about this, and our model, in the most recent Adventures in Library Instruction podcast.
  • I’m now working with our distance learning librarian and our newly-hired instructional designer to develop a two-tiered model for deploying learning objects (one for students to drill down to just the content that meets their information need and the other for faculty to easily embed learning objects — with suggested assessments and lesson plans — in their courses).
  • ...3 more annotations...
  • I’ve really worked with my direct reports to support them and help them find projects and foci that make them feel effective and give their job coherence
  • creating a guide on assessment techniques.
  • But some of the things I was asked to accomplish in my first year (like building a culture of assessment!) really required someone with significant political capital.
  • Sara Thompson on 21 May 12
     
    Summary of her first year as head of library instruction, creating a new program, assessment, lessons learned. 
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.
fleschnerj

Walking away from the American Chemical Society - 0 views

www.attemptingelegance.com/?p=1765

libraries ACS SUNY blog

shared by fleschnerj on 13 Sep 12 - No Cached
  • fleschnerj on 13 Sep 12
     
    tl;dr: SUNY Potsdam will not be subscribing to an American Chemical Society online journal package for 2013. We will instead be using a combination of the Royal Society of Chemistry content, ACS single title subscriptions, the ACS backfile, and ScienceDirect from Elsevier** to meet our chemical information needs. We're doing this because the ACS pricing model is unsustainable for our institution and we were unable to find common ground with the sales team from the ACS. Instead, we explored other options and exercised them. You could do the same if you find yourself in a position similar to ours as ACS standardizes their pricing, and maybe together we can make enough choices to make our voices heard in meaningful ways.
fleschnerj

The iPad goes back to school - 1 views

www.macworld.com/...-ipad-goes-back-to-school.html

iPads higher education

shared by fleschnerj on 17 Sep 12 - No Cached
  • fleschnerj on 17 Sep 12
     
    Good article showing what others are doing with iPads
Sara Thompson

Reality-based Librarianship for Passionate Librarians at Attempting Elegance - 0 views

www.attemptingelegance.com/?p=1412

management prof-dev presentations advice libraries

shared by Sara Thompson on 09 Dec 11 - No Cached
  • Figure that out. If you can figure that out, you’re advocating for an idea, a goal, and a belief. A passion. If you can’t figure that out, you’re advocating for an outreach technique, a piece of software, this thing, that thing, or the other.
  • professional development is all about challenging legacy processes.
  • Put yourself in the right place at the right time, because you intended to be there, you worked hard to get there, and you made a plan to ensure you stayed there. You can’t just show up in your manager’s office door and say “we should have ebooks” and expect it to happen. You must have a plan. (I would, on behalf of all managers everywhere suggest that if you are the sort of person who shows up and says “we need ebooks” you might consider how that sounds to your audience, and consider how well it’s working for you.) A plan is key. Because I believe that, I’m going to assert that any goal can be project-managed, and I’ll also assert that any goal should be project-managed. Must be.  I’ll say it again: Change doesn’t just happen. Change happens because someone worked hard to put themselves in the right place, at the right time. Work to put yourself in that place, just at that time. Plan for brilliance, agitate for success.
  • ...3 more annotations...
  • You want to reach the stars.  But you look around, and you know you can get to the moon; that’s a reasonable goal, and you can see the route to get there. And so you plan for it.  But in your planning process, you realize you can’t just get to the moon; to get there with the resources you have available to you, you have to build with a really ugly rocket. And you hate that rocket. But you need that rocket. It’s what will get you to the moon.So love your rocket. Give it a cool name. Ignore how ugly it is. Always remember that it’s what will get you to the moon, and that getting to the moon is important.
  • There’s great strength in seeing a barrier for what it is, knowing when to stop hitting it, knowing when to ask for help, and knowing when to turn left and go around. Fear of failure, and our tolerance for it, are powerful motivators. If someone is strongly rooted in theirs, you may not be strong enough to move them aside. But you can always move yourself. And one way to start is to ask why someone is blocking you. Ask yourself what you can do about it, aif it’s worth doing, and if you can do it.
  • I hope everyone will consider what you’re giving up if you can’t embody your passion. You’re making a choice, and a sacrifice, if you don’t have room to act on your goals and dreams. You are the only one who can know if that’s the right decision for you, but make the decision consciously.
Sara Thompson

Student Study Space: the entrepreneurial model (my visit to TechPad) - The Ubiquitous Librarian - The Chronicle of Higher Education - 1 views

chronicle.com/...rial-model-my-visit-to-techpad

libraries buildings commons design education

shared by Sara Thompson on 18 Dec 11 - No Cached
  • I was fascinated by this concept of a 24 hour, co-working, commons environment, which obviously has some library parallels. And if you know me, then you know that I’ve been obsessed with startup culture lately, so I had to go check it out. At VT we are in the initial stages of renovation planning and so I am absorbing design ideas from everywhere possible— especially non-library environments.
  • Zoning based on needs (meet with clients, meet with team, work alone, etc) Encouragement (see others working, inspires you to want to be successful too) Assistance (on-site metering) Common Experiences (webinars, dining, games)
fleschnerj

OCLC WorldShare Announcement - 0 views

visit.oclc.org/dm

OCLC WorldShare

shared by fleschnerj on 05 Dec 11 - No Cached
  • fleschnerj on 05 Dec 11
     
    Today we are launching the OCLC WorldShare Platform, a shared technical infrastructure that will support a growing number of OCLC services and applications. This platform will enable library developers, partners and other organizations to create, configure and share a wide range of applications that deliver new functionality and value for libraries and their users.
Sara Thompson

"I need three peer reviewed articles" or the Freshman research paper | Information Wants To Be Free - 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

U.S. House Introduces SKILLS Act - 0 views

networkedblogs.com/sUNyS

school libraries law SKILLS Act

shared by fleschnerj on 19 Jan 12 - No Cached
  • fleschnerj on 19 Jan 12
     
    Defines an "effective school library program" to be staffed by a state-certified school librarian, have up-to-date materials including technology, teaches digital literacy skills, and finally, has regular collaboration between other education professionals over curriculum. Replaces Improving Literacy Through School Libraries with Improving Literacy and College and Career Readiness Through Effective School Library Programs which would award competitive grants to underserved local schools and school districts to develop an effective school library program. Allows school librarians access to professional development funds under Title II of ESEA.
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

ENGL 395: Latin@Bodies on the (Poetry) Line [session 2] | Pegasus Librarian - 0 views

pegasuslibrarian.com/...the-poetry-line-session-2.html

Pegasus bibliography infoLit have_read

shared by Mark Lindner on 17 Jul 12 - No Cached
  • This has usually never occurred undergrads. I encourage students to look at bibliographies as they would look at conversational clumps at a party — seeing who is talking to whom, then seeing what they’re saying and how they interact with each other, then joining a conversation and adding to it while referring back to the people whose points you’re expanding on or countering.
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.
Mark Lindner

Open University research explodes myth of 'digital native' - 0 views

agent4change.net/...des-myth-of-digital-naive.html

digNative myths academic have_read

shared by Mark Lindner on 16 Jun 12 - No Cached
  • So Prensky was right the first time – there really is digital native generation? No, certainly not – and that’s what’s important about this study. It shows that while those differences exist, they are not lined up on each side of any kind of well-defined discontinuity. The change is gradual, age group to age group. The researchers regard their results as confirming those who have doubted the existence of a coherent ‘net generation’.
  • What the reseachers do find interesting and worthy of further study is the correlation – which is independent of age -- between attitudes to technology and approaches to studying. In short, students who more readily use technology for their studies are more likely than others to be deeply engaged with their work. “Those students who had more positive attitudes to technology were more likely to adopt a deep approach to studying, more likely to adopt a strategic approach to studying and less likely to adopt a surface approach to studying.”
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