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beth gourley

Technology is the campfire around which we tell our stories - 0 views

www.well.com/...NJLApril07.html

librarianship technology

shared by beth gourley on 15 Apr 08 - Cached
  • The man shrugged and replied, �In a year, the king may die. In a year, I may die. In a year, the horse may talk!�
  • Technology is the campfire around which we tell our stories.
  • connects the information people and the story people
  • ...23 more annotations...
  • May 15, 1924 issue of Library Journal, Helen E. Haines wrote about contemporary fiction
  • It offers constant problems and perplexities
  • strong role in domesticating
  • Booklist, Bill Ott, likes to say that librarians are divided into information people and story people
  • Librarians, historically, have been at the place where new formats and new technologies happen to people in their daily lives.
  • argued between those who consider all fiction foul or useless and those who see no harm in it at all
  • even the best of writings are but a reminiscence of what we know, and that only in principles of justice and goodness and nobility taught and communicated orally
    • beth gourley
      beth gourley on 15 Apr 08
       
      I thought perhaps she would extend the You-Tube example back to the oral and getting away from the written word
  • change is our only certainty
  • Plato was concerned that the new-fangled idea of writing stuff down would dilute scholarship and make men lazy
  • Jamie Larue, director of the Douglas Public Library in Castle Rock, Colorado, calls librarians �the keepers of the books, the answerers of questions, and the tellers of tales.
  • librarianship is the connecting of people to ideas
  • Le Guin's words remind me of is how important it is to keep ideas that we do not comprehend, or believe in, or agree with; to keep them safe, and to keep them available. If librarians don't do this, who will? There is no other profession enjoined to preserve and disseminate all the truths of humankind that is our job.
  • also need to remember that some ideas thought worthless today may turn out to be the bedrock of tomorrow's truths
  • available not just good ideas and noble ideas, but bad ideas and silly ideas and yes, even dangerous and wicked ideas.
  • Our job is to keep ideas and make them available.
  • readers need to have available to them truth in all its myriad guises, light and dark, easy and difficult
  • core values of librarianship are access and service
  • always like to mention a few books that I think my audiences would enjoy
  • Susan Patron's The Higher Power of Lucky.
  • Ann Bausum's With Courage and Cloth
  • Guy Gavriel Kay's Ysabel
  • nformation person and a story person
  • Technology is our campfire. Change is what happens:
  • beth gourley on 15 Apr 08
     
    ©2007 GraceAnne Andreassi DeCandido MLS
Pam Jeffrey

Digitally Speaking / Blogging - 7 views

digitallyspeaking.pbworks.com/Blogging

web 2.0 blog

shared by Pam Jeffrey on 11 Nov 09 - Cached

  • Using Feed Readers

     

    Feed readers are probably the most important digital tool for today's learner because they make sifting through the amazing amount of content added to the Internet easy.  Also known as aggregators, feed readers are free tools that can automatically check nearly any website for new content dozens of times a day---saving ridiculous amounts of time and customizing learning experiences for anyone. 

     

    Imagine never having to go hunting for new information from your favorite sources again.  Learning goes from a frustrating search through thousands of marginal links written by questionable characters to quickly browsing the thoughts of writers that you trust, respect and enjoy.

     

    Sounds too good to be true, doesn't it?

     

    It's not!  Here's a Commoncraft tutorial explaining RSS Feeds in Plain English:

     

    Feed readers can quickly and easily support blogging in the classroom, allowing teachers to provide students with ready access to age-appropriate sites of interest that are connected to the curriculum.  By collecting sites in advance and organizing them with a feed reader, teachers can make accessing information manageable for their students. 

    Here are several examples of feed readers in action:

     

    Student Blogs

    http://www.pageflakes.com/wferriter/20982438

     

     

    This feed list includes several elementary, middle and high school blogs that students can explore during silent reading or while online at home.

     

     

    Current Events 

    http://www.pageflakes.com/wferriter/16714925

     

    This feed list includes links to several news websites that cover topics that are a part of one teacher's required social studies curriculum. 

     

    Global Warming

    http://www.pageflakes.com/wferriter/22534539

    Used specifically as a part of one classroom project, this feed list contains information related to global warming that students can use as a starting point for individual research. 

     

    While there are literally dozens of different feed reader programs to choose from (Bloglines and Google Reader are two biggies), Pageflakes is a favorite of many educators because it has a visual layout that is easy to read and interesting to look at.  It is also free and web-based.  That means that users can check accounts from any computer with an Internet connection.  Finally, Pageflakes makes it quick and easy to add new websites to a growing feed list—and to get rid of any websites that users are no longer interested in.

    What's even better:  Pageflakes has been developing a teacher version of their tool just for us that includes an online grade tracker, a task list and a built in writing tutor.  As Pageflakes works to perfect its teacher product, this might become one of the first kid-friendly feed readers on the market. Teacher Pageflakes users can actually blog and create a discussion forum directly in their feed reader---making an all-in-one digital home for students. 

     

    For more information about the teacher version of Pageflakes, check out this review:

     

    http://teacherleaders.typepad.com/the_tempered_radical/2008/02/pageflakes-for.html

     

     

    For more information on using feed readers to organize and manage information, check out this handout: 

Donna Baumbach

Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (... - 3 views

www.amazon.com/...0262013363

edtech learning teaching digital_natives web2.0 research reports MacArthur

shared by Donna Baumbach on 22 Nov 10 - No Cached
  • Donna Baumbach on 22 Nov 10
     
    "Hanging Out, Messing Around, and Geeking Out fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings-at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. Integrating twenty-three different case studies-which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups-in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis."
Cathy Oxley

WebTools4u2use Wiki - 0 views

webtools4u2use.wikispaces.com/About+This+Wiki

shared by Cathy Oxley on 29 Apr 08 - No Cached
  • Janice Stearns on 29 Apr 08
     
    Teacher Libranian resources for using Web 2.0 tools
  • Cathy Oxley on 12 Nov 08
     
    This wiki was created for school library media specialists by Dr. Donna Baumbach and Dr. Judy Lee, University of Central Florida. The purpose is to provide information about some of the new web-based tools (Web 2.0) and how they can be used and are being used by school library media specialists and their students and teachers. Much of the information--including identifying a need for this kind of information--is the result of a survey conducted in 2008 of over 600 school library media specialists about their knowledge and use of web-based tools in library media programs.
Donna Baumbach

The Big Read - 0 views

www.neabigread.org/about.php

5225 reading books literacy

shared by Donna Baumbach on 27 Nov 09 - Cached
  • Donna Baumbach on 27 Nov 09
     
    "The Big Read is an initiative of the National Endowment for the Arts, designed to restore reading to the center of American culture. The NEA presents The Big Read in partnership with the Institute of Museum and Library Services and in cooperation with Arts Midwest. The Big Read brings together partners across the country to encourage reading for pleasure and enlightenment. The Big Read answers a big need. Reading at Risk: A Survey of Literary Reading in America, a 2004 report by the National Endowment for the Arts, found that not only is literary reading in America declining rapidly among all groups, but that the rate of decline has accelerated, especially among the young. The concerned citizen in search of good news about American literary culture would study the pages of this report in vain. "
Robin Cicchetti

Do School Libraries Need Books? - Room for Debate Blog - NYTimes.com - 0 views

roomfordebate.blogs.nytimes.com/...do-school-libraries-need-books

ebooks ereader

shared by Robin Cicchetti on 11 Feb 10 - Cached
  • constant need to acquire new books
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Still need to acquire digital versions. The spending doesn't disappear with the paper.
  • more efficient to work online
  • went beyond stacks and stacks of underutilized books.
  • ...9 more annotations...
  • Our library is now the most-used space on campus, with collaborative learning areas, classrooms with smart boards, study sections, screens for data feeds from research sites, a cyber cafe, and increased reference and circulation stations for our librarians. It has become a hub where students and faculty gather, learn and explore together.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      This is a perfect description of a learning commons.
  • But they need more help from librarians to navigate these resources, so we have also increased our library staff by 25 percent.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Relevance is what saves and builds programs and protects budgets.
  • Cushing Academy today is awash in books of all formats. Many classes continue to use printed books, while others use laptops or e-readers. It is immaterial to us whether students use print or electronic forms to read Chaucer and Shakespeare. In fact, Cushing students are checking out more books than before, making extensive use of e-readers in our library collection. Cushing’s success could inspire other schools to think about new approaches to education in this century.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Diversity of format, open access, increased reading.
  • Holding a book in our hands, we orient ourselves within a larger system.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Strong sensory and nostalgic connections to books and the idea of reading.
  • Who wrote that? Where are the competing voices? How is it organized? By what (and whose) terms is it indexed? Does it have pictures? Can I write in it myself?
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Is critical thinking enhanced by one format over another? I think these skills apply to all formats.
  • knowledge is proximate
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Why is knowledge proximate? Global awareness is a goal for every student. What about POV?
  • The digital natives in our schools need to have the experience of getting lost in a physical book, not only for the pure pleasure but also as a way to develop their attention spans, ability to concentrate, and the skill of engaging with a complex issue or idea for an uninterrupted period of time.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      It is possible to get lost in text, no matter the format. We see it every day. Students engrossed reading off their iTouch, desktops, laptops, Kindles and Nooks.
  • The printed word long ago lost its position of eminence in the American library.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Studies indicate people are reading more than ever - but not from paper.
  • The tangibility of a traditional book allows the hands and fingers to take over much of the navigational burden: you feel where you are, and this frees up the mind to think.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      So many references to the tangible experience of paper. Nobody comments on how heavy a book is, how you can't take that many on your suitcase for vacation because of the weight, or holding it in bed at night. If we are going sensory, I'd rather pack/hold a Kindle.
  • Robin Cicchetti on 11 Feb 10
     
    Debate on traditional vs. digital reading continues.
crowleyl

School library strategic plans | Brad Tyrrell - 0 views

www.tyrrell.net.au/...librarystratplans

strategicplanning

shared by crowleyl on 08 Sep 18 - No Cached
  • without a strategic plan for a department, you cannot implement new initiatives successfully, nor can you plan changes or institute changes in thinking. Without a strategic plan, movement forward will always feel forced, slow and lacks critical conversations that must take place with all members of staff in order to have team “buy in”. In the formation of the strategic plan, it is the one time that all staff have input and can “own” the direction of the department as a whole.
  • As a library we are a strategic arm of the school, even if we are not mentioned directly, and if we are not mentioned directly, then that’s our fault for not doing enough to be important to the school plan.
  • Library strategic plan based on the goals of the school strategic plan
  • ...15 more annotations...
  • If you have a Library strategic plan that you wrote with your staff, but never talk to other departments about then how do you expect them to have “buy in”?
  • sent it to other Libraries or your personal learning network (PLN), then how do you know what you are missing that is critical Library functions?
  • no corresponding operational plan then you have not thought about how you are going to archive your goals in the strategic plan
  • if you do not review the plan with all your staff and see how far you have moved, then its just a bit of paper that makes you feel better and is not an item that you have action as a team.
  • ask everyone to write one goal based on the overarching goals setout in the School Strategic Plan. These are big picture statements.
  • highlight the main goals of the school strategic plan
  • 1. Tell your team that you are going to need them to review and read the school strategic plan.
  • Each individual sent these through to the Head of Library who combined and sent these to everyone removing who wrote what.
  • this was the main opportunity for all staff to have a chance to contribute to the strategic plan and the direction of the library for the next three years.
  • As the Head of Library I undertook the role of reading each goal and combining some goals together to ensure they incorporated the essence of each team members thinking.
  • From these I started to break out these goals into articulated statements that specifically looked at the library and what this meant day-to-day.
  • the strategic mission statement needs to be written which sums up the overarching goal of the plan
  • Once completed you need to send these goals out to the team for comment and any aspects that need clarification.
  • Once the fundamentals have been articulated in the goals and then corresponding support statement as Head of Library I need to present these back to the Curriculum Leadership group for comment. In addition a meeting with individual departments needs to be conducted to hear what they require from the Library going forward over the next three years.
  • The plan is then reworked and specific items for each department are highlighted in a separate document.
Anthony Beal

Working with diverse groups of learners in the digital age | ESCalate - 4 views

escalate.ac.uk/digitalage

Digital Literacy casestudies technology

shared by Anthony Beal on 28 Nov 11 - No Cached
  • Anthony Beal on 28 Nov 11
     
    This publication and its wider project draw upon several years of ESCalate activity focusing upon the development of learning and teaching in relation to the use of technology. Practitioner-focused workshops, held over the past 3 years, have proved successful in the dissemination of innovative use of emergent technologies and pedagogies in education subjects. Increasingly the presenters and audiences for these events were drawn from wider subject and curriculum areas. This particular project builds upon 2 years of workshops and seeks to collect and disseminate innovative activity in Education subject areas. 
James Whittle

Book Art | Off Book | PBS - YouTube - 9 views

www.youtube.com/watch

book

shared by James Whittle on 24 Oct 12 - No Cached
  • James Whittle on 24 Oct 12
     
    "Books are in a conflicted state. Should they still exist in a digital era? Will they all be replaced by Kindles and Nooks? These questions dominate the discussion of books in our time. A select group of artists, who use books as their medium, engage this discussion from another angle. From pop culture pop-ups, to surreal sculptural stories, to reformations of antique sacred texts, these creators re-envision what the experience of a book can be. At times playful, and other times profound, this episode explores the boundaries of one of the most important human creations. "
Anthony Beal

Tresham College of Further and Higher Education: Opening up access to library borrowing... - 3 views

www.excellencegateway.org.uk/page.aspx

impact information literacy education libraries heritage lms cis

shared by Anthony Beal on 28 Nov 11 - No Cached
  • Anthony Beal on 28 Nov 11
     
    Tresham College of Further and Higher Education has introduced learning resources loan data into the main College reporting system, which has allowed all staff to see the information. This has encouraged the closer integration of learning resources with the curriculum. As one of a series of innovations this has helped almost double the amount of resources borrowed by learners.
Judy O'Connell

SCIS | Teacher librarians as cultural change agents - 13 views

www2.curriculum.edu.au/...as_cultural_change_agents.html

etl401 teacherlibrarian

shared by Judy O'Connell on 30 Jan 12 - No Cached
  • Judy O'Connell on 30 Jan 12
     
    "Teacher librarians are involved in the process of change whether they are implementing a program for the first time, making changes to an established program, or participating in some aspect of ongoing school improvement" (Oberg, 1990). The very essence of the work of teacher librarians - improving teaching and learning - requires that they work within the culture of the school and that they also work to change the culture of the school.
Judy O'Connell

ipadcentral - home - 19 views

ipadcentral.wikispaces.com

ipad wiki iPadinEd

shared by Judy O'Connell on 08 Mar 12 - No Cached
  • Judy O'Connell on 08 Mar 12
     
    The laptop untethered us from the fixed desktop location and allowed technology to become mobile. A new range of devices is now breaking many of the final shackles of computing use that were not conducive to effective educational practice. A range of these devices have been available for many years but it was the release of the iPad that has seen wide educational acceptance of the alternative mobile device.
jenibo

What will the Trans-Pacific Partnership Agreement mean for copyright? | Inside Story - 9 views

inside.org.au/y-agreement-mean-for-copyright

TransPacificParnershipAgreement copyright fair use

shared by jenibo on 23 Nov 13 - No Cached
  • jenibo on 23 Nov 13
     
    "The positions of the Australian negotiators have been mixed. In relation to some provisions they are acting in accordance with domestic developments, including the recommendations of the IT pricing report on parallel importation and the abusive assertion of IP rights; on other issues, such as the extension of the term of copyright and the omission of "fair use," their position is not so strong. On these matters, and on the proposed cooperation between ISPs and copyright holders - which is controversial domestically and represents a significant change - the treaty terms ought to be open to public debate. *"
Allison Burrell

Welcome to WebCHECK! - 22 views

www.mywebcheck.net

website evaluation evaluation

shared by Allison Burrell on 16 Oct 13 - No Cached
  • Allison Burrell on 16 Oct 13
     
    WebCHECK Professional, designed for educators and Web designers to use for (1) assessing the quality of Web sites used for assignments and learning activities and (2) determining how to improve the quality of locally-designed personal, classroom, library and/or school Websites. · WebCHECK Senior, designed for high school students (grades 9-12) · WebCHECK Middle, designed for middle school students (grade 5-8) · WebCHECK Junior, designed for elementary school students (grades 2-4) · WebCHECK for Facilitors, designed for K-12 educators, administrators and higher education faculty to use when assigning a single Web site to be evaluated by groups or classes of students or by educators in an in-service or professional development workshop. What makes WebCHECK unique: · based on a foundation of instructional design and motivation theory. · available online, fully automated, and free. · both fun and easy-to-use. · a powerful instructional and learning tool. · generates a full evaluation report to share results with teachers, administrators, students, parents, etc. · uses graphs for visual representation of scores and text for details and interpretations. · On the WebCHECK Web site, you will find all of the instruments, as well as more than 30 lesson plans, designed by school librarians nationwide, that incorporate WebCHECK at various levels and subject areas.
Martha Hickson

Wikipediocracy - 15 views

wikipediocracy.com

wikipedia

shared by Martha Hickson on 24 Mar 15 - No Cached
  • Martha Hickson on 24 Mar 15
     
    "We exist to shine the light of scrutiny into the dark crevices of Wikipedia and its related projects; to examine the corruption there, along with its structural flaws; and to inoculate the unsuspecting public against the torrent of misinformation, defamation, and general nonsense that issues forth from one of the world's most frequently visited websites, the "encyclopedia that anyone can edit.""
  • Martha Hickson on 24 Mar 15
     
    "We exist to shine the light of scrutiny into the dark crevices of Wikipedia and its related projects; to examine the corruption there, along with its structural flaws; and to inoculate the unsuspecting public against the torrent of misinformation, defamation, and general nonsense that issues forth from one of the world's most frequently visited websites, the "encyclopedia that anyone can edit.""
Walco Solutions

plc training programs - 0 views

shared by Walco Solutions on 15 Jun 15 - No Cached
  • Walco Solutions on 15 Jun 15
     
    A joint venture of Walrus Marine Engineering Co.Pvt.Ltd.(An ISO 9001-2008 Certified Company) and Solutions Institute of Engineering and Technology (a 10+ year old training centre in the field of engineering). The Walco Solutions Automation training division was conceived with the vision to train professionals to meet the challenges in the field of automation with the aid of apt training modules specifically programmed to deliver a broad perspective of the Engineering disciplines and tap the opportunities in the field. http://walcosolutions.com / +91 8129981111
James Whittle

12 Ways To Use Google Search In School, By Degree Of Difficulty | Edudemic - 33 views

edudemic.com/...school-by-degree-of-difficulty

information_literacy search_engines

shared by James Whittle on 15 May 12 - No Cached
  • James Whittle on 15 May 12
     
    From the site: "I've been completely obsessed with Google's new mini-site devoted to finding better ways to incorporate proper web searches into the classroom. Dubbed 'Search Education,'Google's new site has an array of lesson plans, videos (check a sample out below), concept maps, and other tools designed to help any educator properly integrate Google." This is just the logical next step for the search (and basically everything else) behemoth as Google pushes its way into the classroom. As part of Search Education, Google has shared a bunch of lesson plans that are organized by degree of difficulty. So, if you consider yourself and / or your students Google experts, you should try out the more advanced plans. If you don't know what 'boolean' means, then you probably should start with the more basic stuff. The following are just some of the many lesson plans brought to you by Google. Check out the site for more info!
Dennis OConnor

Fair Use Teaching Tools | Center for Social Media - 0 views

www.centerforsocialmedia.org/...fair-use-teaching-tools

teaching fair use e-learning

shared by Dennis OConnor on 17 Jan 11 - No Cached
  • The Center for Social Media has created a set of teaching tools for professors who are interested in teaching their students about fair use. The tools include powerpoints with lecture notes, guidelines for in-class discussions and exercises, assignments and grading rubrics. We hope you'll find them useful!
  • These powerpoints with lecture notes were designed to help professors teach students the basic information they need to understand how to use fair use when making documentary fllms and online videos
  • Fair Use Scenarios: (To be used with the Documentary Filmmakers' Statement of Best Practices in Fair Use) Here are 4 filmmaking scenarios where students are called upon to determine whether they have a fair use right to use certain copyrighted footage, and if there are limits to that right.
  • ...4 more annotations...
  • Here are two sets of fair use clips for professors to use for in-class discussio
  • Here are guidelines for a short video production assignment that requires students to incorporate copyrighted material into a video and defend the decisions they make using the Code of Best Practices in Online Video.
  • Additionally, here is an assignment, similar to the discussion prompts above, that requires students to articulate why a video clip is fair use.
  • Here is a collection of videos that do a good job of explaining the Codes of Best Practices and the idea of Fair Use:
Marita Thomson

Infographic: A Look At The Size And Shape Of The Geosocial Universe In 2011 - 0 views

techcrunch.com/...the-geosocial-universe-in-2011

infographic socialmedia

shared by Marita Thomson on 21 May 11 - No Cached
  • Marita Thomson on 21 May 11
     
    Thomas' infographic shows the current size of major social networks as well as the other well-known online services we use on a daily basis relative to their peers. It also overlays the present size of each company's mobile user base. You'll see Skype, Facebook, Twitter, Gmail, MySpace, LinkedIn, and more. You can also check out the agency's infographic from last year to see the relative changes. Notable differences include: The rise of Chinese Qzone and Twitter, the fall of Myspace, and the stasis of Friendster.
Marita Thomson

TPCK - Technological Pedagogical Content Knowledge - TPCK - 0 views

tpack.org/...index.php

Technology pedagogy taxonomy activities teaching

shared by Marita Thomson on 11 May 11 - Cached
  • Marita Thomson on 11 May 11
     
    Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
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