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Donna Baumbach

Seeing Is Believing: Is your library ready for augmented reality? - 7 views

www.schoollibraryjournal.com/..._is_believing_is_your.html.csp

augmented_reality libraries school_library_media_centers

shared by Donna Baumbach on 10 Sep 10 - No Cached
  • Donna Baumbach on 10 Sep 10
     
    SLJ - 9/2010 By Chris Harris
Bright Ideas

Softlink: Library Management Systems - 0 views

www2.softlinkint.com/?au/welcome

softlink libraries

shared by Bright Ideas on 19 Oct 10 - Cached
  • Bright Ideas on 19 Oct 10
     
    Thanks to Softlink for awarding me the IASL/Softlink International Excellence Award for 2010.
Bright Ideas

IASL/SOFTLINK INTERNATIONAL EXCELLENCE AWARD - 2 views

www.iasl-online.org/...softlink4.html

IASL Softlink libraries schoollibraries awards

shared by Bright Ideas on 19 Oct 10 - No Cached
  • Bright Ideas on 19 Oct 10
     
    Thanks to Softlink for giving me this award in 2010.
Robin Cicchetti

The End of the Textbook as We Know It - Technology - The Chronicle of Higher Education - 11 views

chronicle.com/...125044

ebooks digital reading etextbooks

shared by Robin Cicchetti on 27 Oct 10 - No Cached
  • 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).
  • Why electronic copies? Well, they're far cheaper to produce than printed texts, making a bulk purchase more feasible
  • 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.
  • ...3 more annotations...
  • The real champions of the change are the college officials signing the deals.
  • "Our game plan is to bring the cost of textbooks down by 75 to 80 percent."
  • In its standard model, Flat World offers free access to its textbooks while students are online. If students want to download a copy to their own computers, they must pay $24.95 for a PDF (a print edition costs about $30)
  • Robin Cicchetti on 27 Oct 10
     
    Unusually informative article on the state of digital texts in 2010. Short and concise. Good info for librarian tech leaders.
Seanean Shanahan

National Education Technology Plan 2010 | U.S. Department of Education - 12 views

www.ed.gov/netp-2010

Technology Education Standards national plan government policy Education Nation information literacy Information fluency

shared by Seanean Shanahan on 10 Nov 10 - Cached
  • Seanean Shanahan on 10 Nov 10
     
    Ok, Library People! Let's spread the word about what we can do to do this!!!
Donna Baumbach

Looking to Ramp Up Your Library Web Site? Try a Blog. - 2 views

www.schoollibraryjournal.com/...CA6712732.html

blogs blogging school_library_media_centers school_library_media_specialists web2.0

shared by Donna Baumbach on 01 Jan 10 - Cached
  • Donna Baumbach on 01 Jan 10
     
    whys and hows of using blogs in a school library media center - 1/1/2010 - School Library Journal
Donna Baumbach

How to Survive in 2010 - Digitally - 0 views

ozgekaraoglu.edublogs.org/...w-to-survive-in-2010-digitally

eme2040 5225 5209 edtech technology teaching learning professional_development

shared by Donna Baumbach on 30 Dec 09 - Cached
  • Donna Baumbach on 30 Dec 09
     
    Great ideas for anytime of the year! | Ozge Karaoglu's Blog
Yvonne Barrett

Home (2010 Conference) - 3 views

www.handsonlit.com

literacy conference 2010

shared by Yvonne Barrett on 21 May 10 - Cached
  • Yvonne Barrett on 21 May 10
     
    For teachers and librarians in the Asia Pacific region.
beth gourley

Gutenberg 2.0 | Harvard Magazine May-Jun 2010 - 10 views

harvardmagazine.com/...gutenberg-2-0

librarianship e-learning databases

shared by beth gourley on 24 May 10 - Cached
  • 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.”
  • 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.”
  • 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.”
    • beth gourley
      beth gourley on 24 May 10
       
      Good summary of differentiating library services and the need to accommodate staffing. Ultimatley makes for the teaching partnership.
  • ...8 more annotations...
  • “The digital world of content is going to be overwhelming for librarians for a long time, just because there is so much,” she acknowledges. Therefore, librarians need to teach students not only how to search, but “how to think critically about what they have found…what they are missing… and how to judge their sources.” 
  • But making comparisons between digital and analog libraries on issues of cost or use or preservation is not straightforward. If students want to read a book cover to cover, the printed copy may be deemed superior with respect to “bed, bath and beach,” John Palfrey points out. If they just want to read a few pages for class, or mine the book for scattered references to a single subject, the digital version’s searchability could be more appealing; alternatively, students can request scans of the pages or chapter they want to read as part of a program called “scan and deliver” (in use at the HD and other Harvard libraries) and receive a link to images of the pages via e-mail within four days. 
  • (POD) would allow libraries to change their collection strategies: they could buy and print a physical copy of a book only if a user requested it. When the user was done with the book, it would be shelved. It’s a vision of “doing libraries ‘just in time’ rather than ‘just in case,’” says Palfrey. (At the Harvard Book Store on Massachusetts Avenue, a POD machine dubbed Paige M. Gutenborg is already in use. Find something you like in Google’s database of public-domain books—perhaps one provided by Harvard—and for $8 you can own a copy, printed and bound before your wondering eyes in minutes. Clear Plexiglas allows patrons to watch the process—hot glue, guillotine-like trimming blades, and all—until the book is ejected, like a gumball, from a chute at the bottom.)
  • We’re rethinking the physical spaces to accommodate more of the type of learning that is expected now, the types of assignments that faculty are making, that have two or three students huddled around a computer working together, talking.” 
  • Libraries are also being used as social spaces,
  • In terms of research, students are asking each other for information more now than in the past, when they might have asked a librarian.
  • On the contrary, the whole history of books and communication shows that one medium does not displace another.
  • it’s not just a service organization. I would even go so far as to call it the nervous system of our corporate body.”
  • beth gourley on 24 May 10
     
    "This defines a new role for librarians as database experts and teachers, while the library becomes a place for learning about sophisticated search for specialized information." "How do we make information as useful as possible to our community now and over a long period of time?"
Cathy Oxley

iLibrarian » Top 30 Library iPhone Apps - Part 1 - 26 views

oedb.org/...0-library-iphone-apps---part-1

Top20 apps mobile phones libraries

shared by Cathy Oxley on 23 May 11 - No Cached
  • Mary Clark on 23 May 11
     
    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/
Katie Day

Softlink Australian Schools Survey 2011 - 4 views

www2.softlinkint.com/?au/softlink-australian-schools-survey

surveys school_libraries australia budget 2011 management

shared by Katie Day on 26 Jun 11 - No Cached
  • Katie Day on 26 Jun 11
     
    "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."
Jenny Odau

AASL Blog - 16 views

www.aasl.ala.org/aaslblog

library AASL aaslblog school librarians leveling books

shared by Jenny Odau on 05 Jan 11 - Cached
  • Jenny Odau on 28 Nov 11
     
    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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