1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
A Model for the Process of Informational Research
-A tutoial that looks at informational research, such as that done in the humanities and in literatures reviews in the social sciences and sciences.
A Model for the Process of Informational Research\n-A tutorial that looks at informational research, such as that done in the humanities and in literatures reviews in the social sciences and sciences.
In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
“That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.
some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.
First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”
How are schools supposed to determine if a website or app is strictly educational?
will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted?
If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.
Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
How do schools notify parents and get their consent under COPPA?
Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.
Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.
some privacy experts say that a one-time, blanket sign-off at the beginning of the school year may not be considered valid notification and consent under COPPA, especially if it doesn’t list the specific online services that children will be using.
responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
Many districts do in fact have that kind of review-and-approval process.
One is “click-wrap agreements.” Often, these are the kinds of agreements that almost all of us are guilty of just clicking through without actually reading
Herold, Benjamin. (2017, July 28). The Children’s Online Privacy Protection Act. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/childrens-online-privacy-protection-act-coppa/
"Social Networking Evaluation Chart
This checklist is designed to help review Social Networking Services (SNS). Although services develop continually, Childnet is committed to ensuring that the information provided is accurate at the time of publication (March 2008). We have drawn on publicly available information from service providers' websites (particularly each service's Terms of Use and Privacy Policy), as well as trying out each of the sites reviewed extensively. Additionally, we contacted the service providers included here and invited them to contribute to the project and comment on the chart entry for their service. "
"Essentially, digital (and physical) mind mapping allows students to view the entire forest instead of a single tree. As they create a mind map, they capture the wider ecosystem of information by visually connecting short keywords and phrases rather than writing complete sentences.
Upon later review-for retention, exam preparation or papers-the mind map is like a CD. You jump right to the information that interests you. In contrast, linear notes are like audio tapes-you waste time wading line by line through the content in hopes of getting to what you want.
This more efficient use of space (and time) lets students see how normally unconnected ideas might fit together. Thus, the mind maps doubles as a store of information and an engine of creativity. Using it in the classroom and even giving mind mapping assignments forces students to break the linearity of their earlier education."
"Gradually, an important and growing evidence of the impact of understanding neuroscience in terms of learning and education has started to inform pedagogy, along with a better appreciation of how we learn. Yet, there is a lot of confusion and misunderstanding to what neuroscience science is, and many within the education sector would struggle to explain the principles, science and research to recognise how the brain processes information. Fundamentally, neuroscience literally means the 'science of the nervous system', making use of the principles and many techniques from the main science disciplines of physics, chemistry and biology."
The power of Tinderbox comes from its ability to display those notes in a number of different and helpful ways, and its array of mechanisms for manipulating those notes.
Tinderbox is a toolbox full of tools that let you play with information. DevonThink Pro is a better tool for research, particularly when linked with Devon Agent, OmniOutliner is a better outliner, Scrivener is a better writing tool, and Omnigraffle does a better job of drawing. All of these tools are great, but while they overlap some, they don’t cover everything Tinderbox does.
For many years, I have walked into large, complex businesses and attempted to identify what was going on and how it could be done better. My job was part Qualitative Research, part Quantitative Research, and part Political Analysis. Qualitative Research has a number of tools for analyzing interviews and playing with the data, teasing meaning out of diverse viewpoints. I used these tools effectively, but I wish I’d had Tinderbox earlier in my career because it would have made this job easier. Tinderbox is a far more useful tool for ‘right-brained’ qualitative analysis than most of the other tools I’ve worked with, but even that sells it short.
Very few people I’ve seen truly understand its character as a tool box for manipulating and exploring information.
I have been using TB for just over a year and it has become my second top application after Scrivener. (I also use DEVONThink Pro)
I have planned a trilogy of novels on it, and a detailed timeline for the first novel.
I’m currently editing the first novel, which is to come out in Feb 2112, and I have set up my Scrivener screen so that the timeline occupies the lower third of my screen (though the Apps can be viewed together in other ways).
As for the trilogy, the plan is a work in progress using map view. But the power to manipulate the characters, events and relationships, and run what-ifs, has far exceeded my expectations.
When would-be college students apply for financial aid using the FAFSA, they are asked to list the colleges they are thinking about attending. The online version of the form asks applicants to submit up to 10 college names. The U.S. Department of Education then shares all the information on the FAFSA with all of the colleges on the list, as well as state agencies involved in awarding student aid. The form notes that the information could be used by state agencies, but there is no mention that individual colleges will use the information in admissions or financial aid -- and there is no indication that students could be punished by colleges for where they appear on the list.
Now, some colleges use this “FAFSA position” when considering students’ applications for admission, which may affect decisions about admission or placement on the wait list, said David Hawkins, director of public policy and research for the National Association for College Admission Counseling.
So the institution is disinclined to use up a precious admissions slot for a student who is unlikely to enroll.
“The student has no idea that this information is being used in this context,” Hawkins said. The federal government "doesn’t indicate it. Institutions certainly aren’t telling students they are using it. Certainly, this is a concern from this association’s standpoint.”
It's unclear if the Education Department was aware of this issue until contacted by Inside Higher Ed on Friday. The department now says it will review the longstanding practice of sharing the FAFSA positions with every college.
The use of the list on the FAFSA is just another example of how colleges are using increasingly sophisticated data mining techniques to recruit and shape their classes.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
On the Clouds: A New Way of Computing.
By: Yan Han. Information Technology & Libraries, Jun2010, Vol. 29 Issue 2, p87-92, 6p, 1 Black and White Photograph, 1 Diagram; Abstract: This article introduces cloud computing and discusses the author's experience "on the clouds." The author reviews cloud computing services and providers, then presents his experience of running multiple systems (e.g., integrated library systems, content management systems, and repository software). He evaluates costs, discusses advantages, and addresses some issues about cloud computing. Cloud computing fundamentally changes the ways institutions and companies manage their computing needs. Libraries can take advantage of cloud computing to start an IT project with low cost, to manage computing resources cost-effectively, and to explore new computing possibilities. [ABSTRACT FROM AUTHOR]; (AN 50741403)
Tematy: CLOUD computing; COMMUNICATION in learning & scholarship; INTEGRATED library systems (Computer systems); INSTITUTIONAL repositories; LIBRARIES -- Automation; ACADEMIC libraries; INFORMATION technology; EFFECT of technological innovations on
Baza danych: Academic Search Complete
In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
"Learning is such an important and crucial aspect of being. No matter what path our lives are drawn towards, our learning - and attitude to learning - will help us succeed professionally and personally. Of course, learning can take place at formal and informal moments of our lives, involving observations, readings, critiquing, experimenting, imagining, reasoning, imitating, discussing, reflecting and practising."
If a student can score equally well on a test reviewing the instructors notes attending the lecture or not, what does that say about the instructors ability to present information they deem important or testable in their notes? I would not disagree that students often struggle with notetaking, but the study also also raises questions about the way we teach.
So we're making people smart not by offering access to huge volumes of information, but rather by pulling back the curtains on the learning process. Public and private, K-12 and higher ed, formal and informal, academic and authentic, our goal is to mainstream the learning process.
From a review by Alice Yoo (here: http://mylifescoop.com/featured-stories/2011/05/top-6-sites-that-inspire-and-educate.html)
"Information is Beautiful was started by London-based writer and designer David McCandless. It's a blog that takes information - facts, data, ideas - and turns it into well-designed charts, graphs and data visualizations. Relevant to not just designers but anyone who appreciates statistics and facts, this site will not only keep you entertained, it will educate you on the world we live in."
Love infographics - love to be able to do them as well as these people!
This is a "field-book of tools and processes to help readers in all fields develop as researchers, writers, and agents of change."
For more details and how to purchase: http://bit.ly/TYS2012. (Printing and distribution in Australia and Europe begins end of March.)
Comments on the influence of this book's approach
"I was able to get engaged in a project that I was able to actually use in work, which was extremely satisfying. The whole process encouraged me, and I felt very empowered as a change agent, which could be an exhilarating feeling."
a healthcare professional and story-teller
"I really had not been used to thinking about my own thinking, so learning to do that also helped me to slow down and start to look away from the career path that I had been taking for granted."
a biologist-turned-web designer
"I found that the experience helped me to accept feedback from other professionals. I am more comfortable with listening to why my own ideas might not work or need further evaluation. This even happens to the point where I find reasons now to seek out this kind of feedback."
a teacher
"I had viewed research as a process of collecting information into a sort of database and reviewing it effectively. I have now revised my notions to include a more broad understanding of interconnectedness between people and ideas. An important part of research is to keep relationships going."
an adult educator
"One of the most useful ideas was the use of dialogue, which helps to slow down the procedures used by the company. There's a tension between management's need to make quick decisions and desire to have real dialogue around proposed changes-changes to the internal company operational procedures as well as to evaluating the quality of what the company is doing with its publications."
a teacher, currently working in publishing
"I was asked to pay attention to what I actually could do instead of what I could not. This enabled me to (1) step back and let go of a huge technic
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