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Ads Convince Consumers of Nonexistent Experiences Ads can make consumers believe they've tried products that they haven't or that don't even exist. Christopher Intagliata reports"

"I used to believe that if you write with passion and clarity about a topic you know well (or want to know more about), you will find and build an audience. I believed that maybe, if you're smart about it, you could find a way for some part of that audience to pay you money to sustain whatever obsession drove you to self-publishing (and to do it without selling your soul in the process). "

"Mike Eisenberg Big 6 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Posted on November 14th, 2007 in About Big6 by The Big6 Staff Mike Eisenberg is a teacher and mentor whose personal motto is, "make it better!" He is the founding dean of the Information School at the University of Washington, serving from 1998 to 2006. During his tenure, Mike transformed the unit from a single graduate degree program into a broad-based information school with a wide range of research and academic programs, including an undergraduate degree in informatics, masters degrees in information management and library and information science (adding a distance learning program and doubling enrollment), and a doctorate degree in information science. Mike's current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20. Mike is co-author of the "Big6 approach to information problem-solving" - the most widely used information literacy program in the world. Mike is a prolific author (9 books and dozens of articles and papers) and has worked with thousands of students-pre-K through higher education-as well as people in business, government, and communities to improve their information and technology skills. For more information about Mike Eisenberg here. Mike Eisenberg Dean Emeritus and Professor The Information School of the University of Washington Seattle, WA 98195-2840 Phone: (206) 616-115

When I started using social media in the classroom, I looked for and began to learn from more experienced educators. First, I read and then tried to comment usefully on their blog posts and tweets. When I began to understand who knew what in the world of social media in education, I narrowed my focus to the most knowledgeable and adventurous among them. I paid attention to the people the savviest social media educators paid attention to. I added and subtracted voices from my attention network, listened and followed, then commented and opened conversations. When I found something I thought would interest the friends and strangers I was learning from, I passed along my own learning through my blogs and Twitterstream. I asked questions, asked for help, and eventually started providing answers and assistance to those who seemed to know less than I. The teachers I had been learning from had a name for what I was doing -- "growing a personal learning network." So I started looking for and learning from people who talked about HOW to grow a "PLN" as the enthusiasts called them. Learning innovator Will Richardson led me to Shelly Terrell, who genuinely lives out her "collaborate for change" maxim.

Personal Learning Networks can be important in helping you find authorities in a field. A collection of professionals, a network of enthusiasts on a subject, can provide checks on opinion and fact.