Skip to main content

Home/ teacher-librarians/ Group items tagged libraries courses

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Dennis OConnor

ALA | Interview with Keith Curry Lance - 1 views

www.ala.org/...interviewlance.cfm

ala 21cif library media specialist library2.0 research

shared by Dennis OConnor on 11 Jan 11 - No Cached
  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
  • ...4 more annotations...
  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
  • Dennis OConnor on 11 Jan 11
     
    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
beth gourley

The Library in the New Age - The New York Review of Books - 0 views

www.nybooks.com/21514

library

shared by beth gourley on 25 May 08 - Cached
  • four fundamental changes in information technology since humans learned to speak.
  • around 4000 BC, humans learned to write.
  • the invention of writing was the most important technological breakthrough in the history of humanity
  • ...62 more annotations...
  • second technological shift when the codex replaced the scroll sometime soon after the beginning of the Christian era. By the third century AD, the codex—that is, books with pages that you turn as opposed to scrolls that you roll
  • eventually included differentiated words (that is, words separated by spaces
  • other reader's aids
  • codex, in turn, was transformed by the invention of printing with movable type in the 1450s.
  • technology of printing did not change for nearly four centuries, but the reading public grew larger and larger, thanks to improvements in literacy, education, and access to the printed word.
  • fourth great change, electronic communication
  • movable type to the Internet, 524 years;
  • writing to the codex, 4,300 years;
  • codex to movable type, 1,150 years;
  • would argue that the new information technology should force us to rethink the notion of information itself.
  • Internet to search engines, nineteen years
  • search engines to Google's algorithmic relevance ranking, seven years;
  • continued at such a rate as to seem both unstoppable and incomprehensible.
  • continuity I have in mind has to do with the nature of information itself or, to put it differently, the inherent instability of texts.
  • every age was an age of information, each in its own way, and that information has always been unstable.
    • beth gourley
      beth gourley on 25 May 08
       
      premise
  • pace of change seems breathtaking:
  • news has always been an artifact and that it never corresponded exactly to what actually happened.
  • News is not what happened but a story about what happened.
  • aving learned to write news, I now distrust newspapers as a source of information, and I am often surprised by historians who take them as primary sources for knowing what really happened
  • newspapers should be read for information about how contemporaries construed events, rather than for reliable knowledge of events
  • We live in a time of unprecedented accessibility to information that is increasingly unreliable. Or do we?
  • as messages that are constantly being reshaped in the process of transmission
  • Instead of firmly fixed documents, we must deal with multiple, mutable texts. By studying them skeptically on our computer screens, we can learn how to read our daily newspaper more effectively—and even how to appreciate old books.
  • Unbelievers used to dismiss Henry Clay Folger's determination to accumulate copies of the First Folio edition of Shakespeare as the mania of a crank.
  • When Folger's collection grew beyond three dozen copies, his friends scoffed at him as Forty Folio Folger.
  • eighteen of the thirty-six plays in the First Folio had never before been printed
  • only two were reprinted without change from earlier quarto editions
  • extual stability never existed in the pre-Internet eras.
  • Piracy was so pervasive in early modern Europe that best-sellers could not be blockbusters as they are today
  • They abridged, expanded, and reworked texts as they pleased, without worrying about the authors' intentions.
  • question in perspective by discussing two views of the library, which I would describe as grand illusions—grand and partly true.
  • o put it positively, there is something to be said for both visions, the library as a citadel and the Internet as open space.
  • We have come to the problems posed by Google Book Search.
  • Google proposal seemed to offer a way to make all book learning available to all people, or at least those privileged enough to have access to the World Wide Web
  • will open up possibilities for research involving vast quantities of data, which could never be mastered without digitization
  • Electronic Enlightenment, a project sponsored by the Voltaire Foundation of Oxford
  • scholars will be able to trace references to individuals, books, and ideas throughout the entire network of correspondence that undergirded the Enlightenment
  • notably American Memory sponsored by the Library of Congress[1] and the Valley of the Shadow created at the University of Virginia[2] —have demonstrated the feasibility and usefulness of databases on this scale
  • will make research libraries obsolete
  • 2. Although Google pursued an intelligent strategy by signing up five great libraries, their combined holdings will not come close to exhausting the stock of books in the United States.
  • 1. According to the most utopian claim of the Googlers, Google can put virtually all printed books on-line.
  • If Google missed this book, and other books like it, the researcher who relied on Google would never be able to locate certain works of great importance.
  • On the contrary, Google will make them more important than ever. To support this view, I would like to organize my argument around eight points.
  • For books under copyright, however, Google will probably display only a few lines at a time, which it claims is legal under fair use.
  • 3. Although it is to be hoped that the publishers, authors, and Google will settle their dispute, it is difficult to see how copyright will cease to pose a problem.
  • But nothing suggests that it will take account of the standards prescribed by bibliographers, such as the first edition to appear in print or the edition that corresponds most closely to the expressed intention of the author.
  • Google defines its mission as the communication of information—right now, today; it does not commit itself to conserving texts indefinitely.
  • it has not yet ventured into special collections, where the rarest works are to be found. And of course the totality of world literature—all the books in all the languages of the world—lies far beyond Google's capacity to digitize
  • Electronic enterprises come and go. Research libraries last for centuries. Better to fortify them than to declare them obsolete
  • 5. Google will make mistakes.
  • Once we believed that microfilm would solve the problem of preserving texts. Now we know better.
  • 6. As in the case of microfilm, there is no guarantee that Google's copies will last.
  • all texts "born digital" belong to an endangered species
  • 7. Google plans to digitize many versions of each book, taking whatever it gets as the copies appear, assembly-line fashion, from the shelves; but will it make all of them available?
  • 4. Companies decline rapidly in the fast-changing environment of electronic technology.
  • No single copy of an eighteenth-century best-seller will do justice to the endless variety of editions. Serious scholars will have to study and compare many editions, in the original versions, not in the digitized reproductions that Google will sort out according to criteria that probably will have nothing to do with bibliographical scholarship.
  • 8. Even if the digitized image on the computer screen is accurate, it will fail to capture crucial aspects of a book.
  • ts physical aspects provide clues about its existence as an element in a social and economic system; and if it contains margin notes, it can reveal a great deal about its place in the intellectual life of its readers.
  • Rare book rooms are a vital part of research libraries, the part that is most inaccessible to Google. But libraries also provide places for ordinary readers to immerse themselves in books,
  • Meanwhile, I say: shore up the library.
  • I also say: long live Google, but don't count on it living long enough to replace that venerable building with the Corinthian columns.
  • he research library still deserves to stand at the center of the campus, preserving the past and accumulating energy for the future.
  • beth gourley on 25 May 08
     
    The library as citadel and as the open internet both play an important and distinguishable role.
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?"
Anthony Beal

Library 2.0 - the future of libraries in the digital age - Virtual Conference, Novembe... - 9 views

www.library20.com

informationliteracy curriculum libraries teaching library2.0 web2.0

shared by Anthony Beal on 15 Sep 11 - No Cached
  • Anthony Beal on 15 Sep 11
     
    We are pleased to announce the Library 2.011 World-wide Virtual Conference, November 2 - 3, 2011.  The conference will be held online, in multiple time zones over the course of two days, and will be free to attend. The School of Library and Information Science (SLIS) at San José State University is the founding conference sponsor.
Allison Burrell

WebJunction - Where librarians and library staff connect, create, and learn - 0 views

pa.webjunction.org/1

library collaboration partnership community

shared by Allison Burrell on 12 Jan 10 - Cached
  • Allison Burrell on 12 Jan 10
     
    For Pennsylvania Librarians: HSLC/Access PA created WebJunction Pennsylvania in partnership with WebJunction, an online learning community that incorporates social software features to encourage community building. Members of the WebJunction community share their ideas and experience and promote best practices in libraries. Pennsylvania joins over fifteen other states in this cooperative educational system. Course content is contributed by the cooperative. The WebJunction system keeps track of courses taken and can generate a certificate upon course completion.
Judy O'Connell

Class Badges | South Salem Library - 12 views

southsalemelementary.wordpress.com/...class-badges

badges library school_libraries

shared by Judy O'Connell on 07 Nov 12 - No Cached
  • Judy O'Connell on 07 Nov 12
     
    "In order to make this program grow, students will have to take a role in terms of creating and managing their badges. Of course, we will be there to guide the students, but it will require students to be a little more creative with their time in the library. We feel this will be a positive program to help student learn time management skills, as well as increase their reading throughout the school year."
Judy O'Connell

SCIS | Building a vibrant future for school library conversations - 7 views

www2.curriculum.edu.au/...building_a_vibrant_future.html

social media SCIS school library

shared by Judy O'Connell on 24 Oct 12 - No Cached
  • Judy O'Connell on 24 Oct 12
     
    "The School of Information Studies (www.csu.edu.au/faculty/educat/sis/) at Charles Sturt University (CSU) is a national and international provider in the design and delivery of a comprehensive suite of courses in library and information studies. We face many challenges, and among these the latest one has been to respond to new media environments by expanding the scope of our services to the vitally important information professionals we know as teacher librarians."
Kathleen Porter

MLS - Massachusetts Library System - 0 views

www.masslibsystem.org/news

mls libraries coop courses bestpractices

shared by Kathleen Porter on 05 Jul 10 - Cached
  • Kathleen Porter on 05 Jul 10
     
    MLS services are provided through state funds administered by the Massachusetts Board of Library Commissioners.
Janice Stearns

Classroom Learning 2.0 - 2 views

classroomlearning2.blogspot.com

library2.0 tutorial web2.0

shared by Janice Stearns on 10 Jun 08 - Cached
  • Janice Stearns on 10 Jun 08
     
    a nine week course by the American Library Association on Web 2.0 apps. via Ben W. on Diigo.
Anne Weaver

http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf - 19 views

projectinfolit.org/...all2010_Survey_FullReport1.pdf

library program Information Literacy teacher- librarian role

shared by Anne Weaver on 18 Jan 11 - No Cached
  • Judy O'Connell on 18 Jan 11
     
    A report about college students and their information-seeking strategies and research difficulties, including findings from 8,353 survey respondents from college students on 25 campuses distributed across the U.S. in spring of 2010, as part of Project Information Literacy. Respondents reported taking little at face value and were frequent evaluators of Web and library sources used for course work, and to a lesser extent, of Web content for personal use. Most respondents turned to friends and family when asking for help with evaluating information for personal use and instructors when evaluating information for course research
Colette Cassinelli

Banned and/or Challenged Books from the Radcliffe Publishing Course Top 100 Novels of t... - 21 views

www.ala.org/...reasonsbanned

books banned library novels banned books

shared by Colette Cassinelli on 14 Mar 13 - No Cached
  • Colette Cassinelli on 14 Mar 13
     
    Classic book listings and reasons why they were challenged
Anthony Beal

Online Learning Toolkit - ACRLwiki - 15 views

wikis.ala.org/...Online_Learning_Toolkit

informationliteracy learningobjects tools libraries online toolkit learning

shared by Anthony Beal on 21 Jul 11 - No Cached
  • Anthony Beal on 21 Jul 11
     
    This toolkit was developed to provide resources and tools for librarians who are engaged in online learning efforts at their institution, whether in full course management systems or as stand-alone tools to incorporate into web pages or instruction sessions.
Craig Seasholes

The Six 21st Century Skills You REALLY Need | Learning Management Systems | Content, Co... - 0 views

blog.empowerlms.com/...21st-century-skills

libraries professional development information literacy

shared by Craig Seasholes on 02 Jan 12 - No Cached
  • Craig Seasholes on 02 Jan 12
     
    Listening, collaborating
1 - 14 of 14
Showing 20▼ items per page