EmergingSocialSoftware

Twitter for the library crowd

vision of students today

Kenneth Crews will provide an engaging review of the issues affecting authors and creators of copyrightable works. Copyrightable works include not only the traditional products of academic activity and inquiry, including books, articles, lectures and class notes, but also software, databases, websites, schematics, drawings, blueprints, renderings, movies, songs, lyrics, sculpture, choreography, landscape designs, and many other products of human creativity. As more channels become available for access to these works, the issues surrounding control and use are becoming ever more complex. Dr. Crews will discuss ways for scholars and other creators of copyrightable works to operate this new environment. Event has a webcast and was Liveblogged.

Kenneth Crews will provide an engaging review of the issues affecting authors and creators of copyrightable works. Copyrightable works include not only the traditional products of academic activity and inquiry, including books, articles, lectures and class notes, but also software, databases, websites, schematics, drawings, blueprints, renderings, movies, songs, lyrics, sculpture, choreography, landscape designs, and many other products of human creativity. As more channels become available for access to these works, the issues surrounding control and use are becoming ever more complex. Dr. Crews will discuss ways for scholars and other creators of copyrightable works to operate this new environment. Event has a webcast and was Liveblogged.

Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning

Article could be used to more substantially position projected Twitter or live blogging in a classroom environment. Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning

Discourse & Communication, Vol. 3, No. 2, 195-216 (2009) DOI: 10.1177/1750481309102452 Coherence in political computer-mediated communication: analyzing topic relevance and drift in chat Jennifer Stromer-Galley UNIVERSITY AT ALBANY,SUNY,USA, jstromer@albany.edu Anna M. Martinson INDIANA UNIVERSITY, USA, anna.m.martinson@gmail.com There is a general perception that synchronous, online chat about politics is fragmented, incoherent, and rife with ad hominem attacks because of its channel characteristics. This study aims to better understand the relative impact of channel of communication versus topic of communication by comparing chat about four different topics. Discourse analysis and coding for topic drift were applied to two hours of chat devoted to the topics of politics, auto racing, entertainment, and cancer support. Findings demonstrate that topic may have an effect on the coherence of chat, with discussion in the politics chat room surprisingly being more coherent than in the other rooms. This research suggests that users can sustain relatively coherent interaction on political talk, suggesting chat technology may not be an inherently problematic medium for political discourse. Key Words: CMC * coherence * dynamic topic analysis * online discussion * political chat * topic

With this text, Jill Walker's Blogging, and the OReilly Twitter book coming out, I think there's a great web 2.0 course in the works!

Trolley driver texting while driving injures 20.

good way to show students how not to Twitter [in terms of structure per tweet]

Social tagging, online communication, and Peircean semiotics: a conceptual framework Andrea Wei-Ching Huang Institute of Information Science, Academia Sinica, Taipei, Taiwan, andreahg@iis.sinica.edu.tw Tyng-Ruey Chuang Institute of Information Science, Academia Sinica, Taipei, Taiwan One of the recent web developments has focused on the opportunities it presents for social tagging through user participation and collaboration. As a result, social tagging has changed the traditional online communication process. The interpretation of tagging between humans and machines may create new problems if essential questions about how social tagging corresponds to online communications, what objects the tags refer to, who the interpreters are, and why they are engaged are not explored systematically. Since such reasoning is an interpretation of social tagging among humans, tags and machines, it is a complex issue that calls for deep reflection. In this paper, we investigate the relevance of the potential problems raised by social tagging through the framework of C.S. Peirce's semiotics. We find that general phenomena of social tagging can be well classified by Peirce's 10 classes of signs for reasoning. This suggests that regarding social tagging as a sign and systematically analyzing the interpretation are positively associated with the 10 classes of signs. Peircean semiotics can be used to examine the dynamics and determinants of tagging; hence, the various uses of this categorization schema may have implications for the design and development of information systems and web applications. Key Words: categorization * C.S. Peirce * interpretant * online communication * semiotics * social tagging * 10 classes of signs * triadic sign

Article in new Journal of Information Science. Here's the abstract: Social tagging, online communication, and Peircean semiotics: a conceptual framework Andrea Wei-Ching Huang Institute of Information Science, Academia Sinica, Taipei, Taiwan, andreahg@iis.sinica.edu.tw Tyng-Ruey Chuang Institute of Information Science, Academia Sinica, Taipei, Taiwan One of the recent web developments has focused on the opportunities it presents for social tagging through user participation and collaboration. As a result, social tagging has changed the traditional online communication process. The interpretation of tagging between humans and machines may create new problems if essential questions about how social tagging corresponds to online communications, what objects the tags refer to, who the interpreters are, and why they are engaged are not explored systematically. Since such reasoning is an interpretation of social tagging among humans, tags and machines, it is a complex issue that calls for deep reflection. In this paper, we investigate the relevance of the potential problems raised by social tagging through the framework of C.S. Peirce's semiotics. We find that general phenomena of social tagging can be well classified by Peirce's 10 classes of signs for reasoning. This suggests that regarding social tagging as a sign and systematically analyzing the interpretation are positively associated with the 10 classes of signs. Peircean semiotics can be used to examine the dynamics and determinants of tagging; hence, the various uses of this categorization schema may have implications for the design and development of information systems and web applications. Key Words: categorization * C.S. Peirce * interpretant * online communication * semiotics * social tagging * 10 classes of signs * triadic sign

perhaps a way to introduce the various uses of Twitter to students & colleagues?

Congregants at an Easter Mass in Matthews NC twitter during the service and it's projected on screens.

Congregants at an Easter Mass in Matthews NC twitter during the service.

very convincing argument that i wish i'd had yesterday to share with my dept!