Seeing Is Believing: Is your library ready for augmented reality? - 7 views
SLAQ-IASL Conference Vodcasts 2010 - 9 views
Softlink: Library Management Systems - 0 views
The End of the Textbook as We Know It - Technology - The Chronicle of Higher Education - 11 views
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Here's the new plan: Colleges require students to pay a course-materials fee, which would be used to buy e-books for all of them (whatever text the professor recommends, just as in the old model).
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Why electronic copies? Well, they're far cheaper to produce than printed texts, making a bulk purchase more feasible
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An Indiana company called Courseload hopes to make the model more widespread, by serving as a broker for colleges willing to impose the requirement on students. And it is not alone.
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FINAL Top 100 Tools for Learning 2010 - 19 views
How to Survive in 2010 - Digitally - 0 views
Home (2010 Conference) - 3 views
Gutenberg 2.0 | Harvard Magazine May-Jun 2010 - 10 views
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Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
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It’s not that we don’t need libraries or librarians,” he continues, “it’s that what we need them for is slightly different. We need them to be guides in this increasingly complex world of information and we need them to convey skills that most kids actually aren’t getting at early ages in their education. I think librarians need to get in front of this mob and call it a parade, to actually help shape it.”
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Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
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iLibrarian » Top 30 Library iPhone Apps - Part 1 - 26 views
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That link didn't work for me, but here's one that did: http://oedb.org/blogs/ilibrarian/2010/top-30-library-iphone-apps-%E2%80%93-part-1/
BGS Library 2010 Snapshot - 0 views
10 Tools for 2010 - 15 views
Softlink Australian Schools Survey 2011 - 4 views
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"Findings: Softlink's Australian School Library Survey In March 2011, Softlink conducted a follow-up survey to the 2010 Australian School Library Survey, which looked into Australian school library budgets, qualified staffing levels and NAPLAN literacy results. This follow-up survey has allowed Softlink to compare and report the findings from both surveys."
AASL Blog - 16 views
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In July, 2011, the AASL Board approved the Position Statement on Labeling Books with Reading Levels. The AASL position statement defines standard directional spine labels and compares them to reading level labels (associated with computerized reading programs) as they are often applied in school libraries. The statement also offers suggestions for concerned librarians to be aware not only of the possible negative effects of these labels on children as they browse, but also offers suggestions for voicing those concerns. There are proponents and opponents to how computerized reading programs are implemented in schools and their effects on school library collections and students' free access to books of their choice. A school librarian (name withheld) shares this story of how labels affect students' choices in her school. "Recently I helped a student who came to me while his class was in the library browsing. As the librarian of a middle school library, I often see situations such as this one. The boy had been most recently reading about George Washington and Ben Franklin. His class assignment that day was to checkout two computerized reading program books within his tested reading level and thus was "allowed" only one free choice book. "But I'd rather not have to check out labeled books and there are some books I'd like today that don't have the dots or reading level labels on the backs of the books. Does that mean Ican't check them out?" he asks me. The boy went on to say that he'd rather be allowed to check out three books on his favorite non-fiction topics, regardless of reading level. As he expresses his frustration, he lowers his voice and moves toward a corner of the library where there are no other students. "I'm a pretty good reader," he said quietly, "and I really like reading about the American Revolution. But I have to stay within a certain range. I can't find many books in my reading level that are really interest
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