Group items tagged

In a September 2012 post I briefly highlighted a number of studies documenting that most students don't multi-task well. When they're texting, looking at Facebook, or cruising on the Internet and listening to a lecture or discussion and trying to take notes, they aren't dealing with the content as well as they would be if they just focused on listening and note taking. And the evidence of that keeps accumulating, like the Kuznekoff and Titsworth study referenced here and described in detail in the January issue of The Teaching Professor. Using an intriguing study design, here's what they found: ". . . students who use their mobile phones during class lectures tend to write down less information, recall less information, and perform worse on a multiple-choice test than those students who abstain from using their mobile phones during class." (p. 251).

Think I'm a Teacher Librarian Geek

Using social media in the classroom

This was linked to in the article, "14 Ways K-12 Librarians can teach social media" in module 5.2. It looked to be so handy, I was inspired to attempt to use Diigo for the first time for personal bookmarking. Then I thought I may as well try sharing as well.

Heaps of relevant links to use. Thanks

In spring 2012, Rider University librarians heightened their collaboration with classroom faculty to teach students in core writing classes information literacy (IL) skills during IL instruction (ILI) sessions. This quasi-experimental study assessed four pedagogical approaches for single or multi-session ILI. The conventional approach, which involves lectures, demonstrations, and hands-on time, was used in both the control and the experimental groups.

From the website: "Bright ideas is a blog by the School Libraries Association of Victoria (SLAV) and the State Library of Victoria (SLV). Its aim is to encourage teacher librarians and educators to actively engage with ICT, to share tools and experiences, to network on a global scale, and to embrace dynamic teaching and learning opportunities."

This journal mentioned that the social networking tools could be provided the chances for users to do self learning by sharing the resources on the online platforms. To establish the social networking tools in schools properly, protecting the personal privacy and maintaining the openness for teaching should be taken the balance. Developing the social media policy is important for the schools. It could make the social media tools bringing the advantages to the users but also protecting the resources.

While teaching a workshop on digital project management at last year's Association of College and Research Libraries conference in Seattle, I began by asking the participants to describe to the class a project for which they were responsible. One librarian explained that her supervisor asked her to design a library website.

An accidental project manager is exactly how I feel prior to commencing uni assignments. These tips can be applied to nearly everything we do. Thanks for sharing.

CAUL Learning and Teaching Advisory Committee Bulletin

This policy illustrates the overarching framework that the University of New South Wales use to ensure that all digital media used for online teaching and learning, marketing, recruitment and publicity meet the university's guidelines when created and distributed. Of particular interests is the more formal template used for the police, as well as the visual overview of the policies, procedures and guidelines that relate to all digital media at the university.

Johannessen, Hilde. (2017). Teaching Source Criticism to Students in Higher Education. DOI: 10.1016/B978-0-08-100630-6.00006-0. https://twitter.com/hildetd