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Martha Hickson

The C.A.R.S. Checklist for Evaluating Internet Sources - 36 views

andyspinks.com/...CARS.pdf

web_evaluation

shared by Martha Hickson on 09 Feb 15 - No Cached
  • Martha Hickson on 09 Feb 15
     
    You should evaluate every web site you use for research or for personal information. The CARS checklist encourages students to find evidence of credibility, accuracy, reasonableness, and support.
  • Sally Dooley on 10 Feb 15
     
    I like the CARB checklist better. Current, Authoratative and Accurate, Reliable and Relevant and Bias free.
jenibo

Excellent Checklist for Evaluating Information Sources ~ Educational Technology and Mob... - 34 views

www.educatorstechnology.com/...-checklist-for-evaluating.html

information literacy research 2.0

shared by jenibo on 08 Apr 14 - No Cached
  • jenibo on 08 Apr 14
     
    " One of the versatile tools teachers can use to teach students about web content evaluation is called CRAAP . The acronym CRAAP stands for Currency, Relevance, Authority, and Purpose. CRAAP is a test developed by the University of California at Chico to help students evaluate web content ( and any other content) based on those four dimensions. Below is a public domain document, a checklist, that teachers and  students can use to evaluate web content. Click here to download it."
Anne Weaver

Adventures in Fantasy: Lessons and Activities in Narrative and Descriptive ... - John G... - 4 views

books.google.com.au/books

Parkwriting characters conflict writing creative Short stories

shared by Anne Weaver on 17 Apr 15 - No Cached
  • Anne Weaver on 17 Apr 15
     
    Adventures in Fantasy offers an exciting approach to
Carla Shinn

21st-Century Libraries: The Learning Commons - 39 views

www.edutopia.org/...-learning-commons-beth-holland

research 2.0 participatory learning learning commons

shared by Carla Shinn on 17 Jan 15 - No Cached
  • Carla Shinn on 17 Jan 15
     
    From Library to Learning Commons Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources. In other words, instead of being an archive, libraries are becoming a learning commons.
Jennifer Scypinski

PowerSearch  Document - 14 views

find.galegroup.com/...infomark.do

tl-role digital citizenship information literacy

shared by Jennifer Scypinski on 15 Jun 10 - Cached
  • How can students be taught to effectively use a library and tap into its vast offerings if library media specialists are not there to teach and guide students to develop the judgment necessary to choose the correct information?
Lisa McCulloch

Online converter - convert video, images, audio and documents for free - 7 views

www.online-convert.com

converter fileconverter

shared by Lisa McCulloch on 12 Jul 10 - Cached
  • Convert media files online from one format into another.
  • Donna Baumbach on 12 Jul 10
     
    This free online file converter lets you convert media easy and fast from one format to another. We support a lot of different source formats, just try. If you can't find the conversion you need, please let us now and write us an e-mail. We probably can help you...
Martha Hickson

CiteULike: Everyone's library - 2 views

www.citeulike.org

citations

shared by Martha Hickson on 19 Oct 10 - Cached
  • Sally Dooley on 19 Oct 10
     
    How could this be used to share information with group members, keep track of sources, turn stuff in to teachers... It's limitations might be that unlike diigo it doesn't have a notetaking or highlighting tool. It was meant for academia but could be repurposed.
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?"
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:
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
Cathy Oxley

History of Medieval & Renaissance Europe: Primary Documents - EuroDocs - 19 views

eudocs.lib.byu.edu/...ance_Europe:_Primary_Documents

medieval history primary documents renaissance

shared by Cathy Oxley on 21 Mar 11 - Cached
  • profshier on 22 Mar 11
     
    Awesome! Thanks! Very handy for my google lit trippers, who use primary source materials.
vicky stanford

Best content in teacher-librarians | Diigo - Groups - 4 views

groups.diigo.com/...teacher_librarians

librarians

shared by vicky stanford on 08 Aug 11 - No Cached
  • Holly Canup on 08 Aug 11
     
    1. Leverage social media and the Web. 3. Embrace coming trends-ebooks, the cloud. Students and researchers now have greater access to primary source materials for historical research than ever before.
Joyce Valenza

Demos | Publications - 7 views

www.demos.co.uk/...truth-lies-and-the-internet

publications information literacy research

shared by Joyce Valenza on 02 Oct 11 - No Cached
  • Anthony Beal on 02 Oct 11
     
    "The internet is the greatest source of information for people living in the UK today. But the amount of material available at the click of a mouse can be both liberating and asphyxiating. Although there are more e-books, trustworthy journalism, niche expertise and accurate facts at our fingertips than ever before, there is an equal measure of mistakes, half-truths, propaganda, misinformation and general nonsense. Knowing how to discriminate between them is both difficult and extremely important. Truth, Lies and the Internet examines the ability of young people in Britain to critically evaluate information they consume online..."
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