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Anne Weaver

Women will be extinct in the computer science world if this trend continues | Public Ra... - 4 views

www.pri.org/...ience-world-if-trend-continues

Girls technology jobs future teaching learning careers ict

shared by Anne Weaver on 03 Jul 15 - No Cached
  • Anne Weaver on 03 Jul 15
     
    Three charts that show you how women have been regressing in the study of computer science since the mid-1980s. In 2013, only two out of 10 computer science bachelor's degrees were conferred to women.
Donna Baumbach

Digital Booktalk - 1 views

digitalbooktalk.com

booktalks creativity curriculum learning library literature reading technology digital_storytelling delicious_backup

shared by Donna Baumbach on 21 Nov 09 - Cached
  • Donna Baumbach on 21 Nov 09
     
    UCF - imilar to movie trailers, video book trailers are short, minute and a half to two-minute videos that introduce the basic storyline. They differ from book reports captured on video in that in these productions the story is re-enacted with artistic and creative decisions made by the director as to what parts of the story are presented.\n\nTEACHERS: Are you interested in creating your own book trailers and posting the on this site? UB the Director is a curriculum model that answers the inevitable question from your students: "Why do I have to read the book if I can watch the movie about it instead?" Our curriculum teaches you and your students how to visualize the books being read and how to utilize the story invention process to create your own video book trailers. By registering, we will provided guidance on how to create video book trailers and how to add them to the Newbie's Corner our site.
Cathy Oxley

Free Technology for Teachers: Beyond Google - Improve Your Search Results - 20 views

www.freetech4teachers.com/...oogle-improve-your-search.html

search Google education searchengine research information literacy blog research 2.0

shared by Cathy Oxley on 23 Nov 09 - Cached
  • Cathy Oxley on 23 Nov 09
     
    " Beyond Google - AddThis Posted by Mr. Byrne at 2:12 PM Labels: Google, Internet search, teaching technology, Teaching With Technology, Technology Integration, web search, web search strategies 5 comments: SIS Media Specialist said... Geesh Richard, another great resource; like your posts are not enough. Many, many thanks. I have followed your blog for about a year and have learned SO MUCH. I understand you are from CT. Any chance we can get you to the joint annual CASL/CECA (Connecticut Association of School Librarians and Connecticut Educators Computer Association) conference next year? October 24, 2009 10:35 PM Mr. Byrne said... Yes, I am originally from Connecticut. In fact, I went to CCSU for freshman year. I'd like to come to CASL/CECA. Can you send me an email? richardbyrne (at) freetech4teachers Thanks. October 25, 2009 6:47 AM Linux and Friends said... Thanks for the amazing document. I am aware of a few of the resources listed in the document. However, many of the others are new to me. I will definitely check them out. November 2, 2009 9:45 PM dunnes said... I visited and bookmarked four sites from this post! Thank you for the great resource. Students want to use Google rather than stick to the school library catalog, but they need more instruction on how to do this. I have seen too many children search with ineffective terms, and then waste time clicking on their random results. November 8, 2009 12:38 PM Lois said... Beyond Google is a great resource. I wish I had your skills for taking what you learn and putting it together as you do. I love reading your daily blog. November 15, 2009 10:04 AM Post a Comment Links to this post Beyond Google: Improve Your Search Results http://www.freetech4teachers.com/2009/10/beyond-google-improve-your-search.html While working with some of my colleagues in a workshop earlier this week, I was reminded that a lot of people aren't familiar with tools
anonymous

Weighing In: Three Bombs, Two Lips, and a Martini Glass -- NCAC - 0 views

www.ncac.org/s-Two-Lips-and-a-Martini-Glass

shared by anonymous on 13 Oct 10 - No Cached
  • why books such as Markus Zusak’s Book Thief and Annika Thor’s Faraway Island, both set during the Holocaust, and Laurie Halse Anderson’s Chains, set during the American Revolution, weren’t given any “educational value.” The editor in chief had no clear answers, but those books have now been awarded “educational value” on Common Sense Media’s site. It is clear to the nine organizations that are working hard to protect children and young adult’s freedom to read that Common Sense Media is a moving target, and their piecemeal response to such questions won’t fix what is at heart a misguided and dangerous concept.
    • anonymous
      anonymous on 13 Oct 10
       
      Wow! I had no idea. I've used the Internet saftey information and videos but didn't know about the book ratings.
  • While Common Sense Media isn’t censoring anything, it is providing a tool for censors. There is already a documented case in the Midwest where a book was removed from a school library based solely on a Common Sense review. Common Sense Media allows users to filter books by “on,” “off,” and “iffy” ratings. And reviewers are instructed to point out anything “controversial.” Such warnings encourage site browsers to take things out of context instead of looking at books as a whole.
    • anonymous
      anonymous on 13 Oct 10
       
      This is a form of censorship.
  • Bombs, lips, and martini glasses! Indeed, let them be a warning. We must be proactive in helping parents understand that rating books is dangerous. Otherwise, more censorship bombs are sure to explode.
  • ...1 more annotation...
  • If you had asked me a year ago what bombs, lips, and martini glasses have in common, I would have answered, “A fraternity party.” Now I have a different answer. It’s called Common Sense Media. This not-for-profit Web-based organization is in the business of using a “rating” system to review all types of media that target children, but their “ratings” of books are especially disingenuous. They claim that they want to keep parents informed. Informed about what? What their children should read or what they shouldn’t read?
Fran Hughes

Creatively Speaking, Part One: Sir Ken Robinson on the Power of the Imaginative Mind | ... - 0 views

www.edutopia.org/-ken-robinson-creativity-video

creativity future 21century KenRobinson edutopia

shared by Fran Hughes on 28 Oct 08 - Cached
  • Fran Hughes on 28 Oct 08
     
    This video is the first part of a two-part presentation. To learn more, view the second part.
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

"Social Media is Here to Stay... Now What?" - 0 views

www.danah.org/...MSRTechFest2009.html

social_media web2.0 networking

shared by beth gourley on 21 Mar 09 - Cached
  • Social media is the latest buzzword
  • Web2.0 means different things to different people
  • Web2.0 was about the perpetual beta
  • ...49 more annotations...
  • For users, Web2.0 was all about reorganizing web-based practices around Friends
  • typically labeled social networkING sites were never really about networking for most users. They were about socializing inside of pre-existing networks.
  • ACT ONE : NETWORK EFFECTS
  • Friendster was designed as to be an online dating site.
  • MySpace aimed to attract all of those being ejected from Friendster
  • Facebook had launched as a Harvard-only site before expanding to other elite institutions
  • And only in 2006, did they open to all.
  • in the 2006-2007 school year, a split amongst American teens occurred
  • college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook
  • urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace
  • At this stage, over 35% of American adults have a profile on a social network site
  • the single most important factor in determining whether or not a person will adopt one of these sites is whether or not it is the place where their friends hangout.
  • do you know anything about the cluster dynamics of the users
  • all fine and well if everyone can get access to the same platform, but when that's not the case, new problems emerge.
  • ACT TWO : YOUTH VS. ADULTS
  • showcases the ways in which some tools are used differently by different groups.
  • For American teenagers, social network sites became a social hangout space, not unlike the malls
  • Adults, far more than teens, are using Facebook for its intended purpose as a social utility. For example, it is a tool for communicating with the past.
  • dynamic more visible than in the recent "25 Things" phenomena.
  • Adults are crafting them to show-off to people from the past and connect the dots between different audiences as a way of coping with the awkwardness of collapsed contexts.
  • Twitter is all the rage, but are kids using it? For the most part, no.
  • many are leveraging Twitter to be part of a broad dialogue
  • We design social media for an intended audience but aren't always prepared for network effects or the different use cases that emerge when people decide to repurpose their technology.
  • One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem.
  • you are probably even aware of how inaccurate the public portrait of risk is
  • ACT THREE : RESHAPING PUBLICS
  • I want to discuss five properties of social media and three dynamics. These are the crux of what makes the phenomena we're seeing so different from unmediated phenomena.
  • 1. Persistence.
  • The bits-wise nature of social media means that a great deal of content produced through social media is persistent by default.
  • You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
  • 2. Replicability.
  • much easier to alter what's been said than to confirm that it's an accurate portrayal of the original conversation.
  • 3. Searchability.
  • Search changes the landscape, making information available at our fingertips
  • 4. Scalability.
  • Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school
  • 5. (de)locatability.
  • This paradox means that we are simultaneously more and less connected to physical space.
  • Those five properties are intertwined, but their implications have to do with the ways in which they alter social dynamics.
  • 1. Invisible Audiences.
  • lurkers who are present at the moment
  • visitors who access our content at a later date or in a different environment
  • having to present ourselves and communicate without fully understanding the potential or actual audience
  • 2. Collapsed Contexts
  • Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
  • 3. Blurring of Public and Private
  • As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.
  • The key lesson from the rise of social media for you is that a great deal of software is best built as a coordinated dance between you and the users.
  • Social media is not new. M
  • beth gourley on 21 Mar 09
     
    Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
  • beth gourley on 21 Mar 09
     
    Diigo in education
Allison Burrell

KDL What's Next™ Database - 0 views

ww2.kdl.org/...WhatsNextNEW.asp

database series fiction

shared by Allison Burrell on 12 Jan 10 - Cached
  • Allison Burrell on 12 Jan 10
     
    Our What's Next™: Books In Series database helps you search series fiction. A series is two or more books linked by character(s), settings, or other common traits.
Judy O'Connell

Digital StoryTelling - 16 views

ds106.us

digitalstorytelling openlearning

shared by Judy O'Connell on 13 Jan 11 - No Cached
  • Judy O'Connell on 13 Jan 11
     
    Digital Storytelling (also affectionately known as ds106) is an open, online course that will begin on January 10th, 2011. This course is free to anyone who wants to take it, and the only requirements are a real computer (none of those wimpy ass iPads), a hardy internet connection, a domain of your own, some commodity web hosting, and all the creativity you can muster (and we'll spend time helping you get up and running with at least two of the last three requirements).
Donna Baumbach

Power League | Teacher Guide | Introduction - 15 views

www.powerleague.org.uk/guide

web2.0 research2.0 collaboration group_processes

shared by Donna Baumbach on 01 Jan 11 - Cached
  • Donna Baumbach on 01 Jan 11
     
    The league allows students to cast votes, individually, in which they choose between two competing people, ideas or things. In a discussion on climate change, for example, they could vote for which they thought was the bigger cause of global warming: aeroplane emissions or volcanic activity - discuss! Each student chooses repeatedly from random pairs. By repeatedly casting votes, the students create a league, ranked in order of the most powerful, important, popular or influential. The results are often unexpected - students are surprised to see how their peers voted - and a good starting point for discussion. Why does this person have more power than another person? What makes this pop star more influential than that politician? How is this power used?
Anthony Beal

Answers on a Post-it Note | @LFairie - 0 views

lfairie.wordpress.com/...answers-on-a-post-it-note

blog informationliteracy libraries infoskills

shared by Anthony Beal on 30 Sep 11 - No Cached
  • Anthony Beal on 30 Sep 11
     
    Teaching technique One of the tips I picked up from attending the COFHE conference from attending Anthony Beal's session was the use of Post-it notes for a different way to evaluate student perceptions. At the beginning of the session I gave the students two post it notes each and asked them to write down...
Anthony Beal

Digital Literacy in Higher Education - 3 views

dlinhe.ning.com

literacy education digitalliteracy informationliteracy libraries HE

shared by Anthony Beal on 04 Oct 11 - No Cached
  • Anthony Beal on 04 Oct 11
     
    "Welcome to the online community for our project. This is a two-year project funded by JISC to develop digital literacies in transition.  Please tweet and tag using #dlinhe"
Anthony Beal

Dragontape - YOUR TASTE ON MIXTAPES - 12 views

www.dragontape.com

dragontape video youtube music mix ipads tools education resources

shared by Anthony Beal on 21 Sep 11 - Cached
  • Anthony Beal on 21 Sep 11
     
    "We traditionally think of the classic mixtape as an audio compilation of power songs and remixes that we'll then share with friends or pass along to the cute girl two seats behind you in math class. Recently brought to my attention was Dragontape, a website that takes the concept of the mixtape further by combining YouTube and SoundCloud, effectively allowing you to create video & audio playlists of music, concert, and related promotional videos for your favorite artists, gigs, and tours. With Dragontape for the iPad you can watch the latest mixtapes, browse through what's popular, and revisit favorites all without the need of your web browser." from MacStories - http://www.macstories.net/reviews/dragontape-for-ipad-lets-you-browse-share-and-edit-video-mixtapes/
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.
Donna Baumbach

BBC NEWS | UK | Magazine | The problem with PowerPoint - 0 views

news.bbc.co.uk/...8207849.stm

powerpoint presentations howto ppt visuals

shared by Donna Baumbach on 15 Nov 09 - Cached
  • Donna Baumbach on 15 Nov 09
     
    In the past 25 years, I've asked hundreds of people how many PowerPoint presentations they've seen that came across as really inspiring and enthusiastic. Most struggle to come up with a single example, and the most optimistic answer I've heard was "two". So what are the main problems?
James Whittle

Study: Exploring the link between reading fiction and empathy - 21 views

www.yorku.ca/...%20fiction%20and%20empathy.pdf

reading psychology research fiction

shared by James Whittle on 28 Apr 11 - No Cached
  • James Whittle on 28 Apr 11
     
    Abstract Readers of fiction tend to have better abilities of empathy and theory of mind (Mar et al., 2006). We present a study designed to replicate this finding, rule out one possible explanation, and extend the assessment of social outcomes. In order to rule out the role of personality, we first identified Openness as the most consistent correlate. This trait was then statistically controlled for, along with two other important individual differences: the tendency to be drawn into stories and gender. Even after accounting for these variables, fiction exposure still predicted performance on an empathy task. Extending these results, we also found that exposure to fiction was positively correlated with social support. Exposure to nonfiction, in contrast, was associated with loneliness, and negatively related to social support.
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
Martha Hickson

"This Is Our Library, and It's a Pretty Cool Place": A User-Centered Study of Public Li... - 7 views

works.bepress.com/...viewcontent.cgi

library_design

shared by Martha Hickson on 03 Apr 15 - No Cached
  • Martha Hickson on 03 Apr 15
     
    This study sought to collect data from teens and librarians about their preferences and recommendations for the effective design of physical library spaces for teens. Librarians and teens at twenty-two U.S. public libraries filmed narrated video tours of their young adult (YA) public library spaces. The researchers used qualitative content analysis techniques to analyze the video data and to develop a framework for guiding the design of effective YA public library spaces. In addition to providing specific recommendations for user-centered YA library space design, this study highlights the need for continued user input into the design and maintenance of YA public library spaces as teens' needs evolve and vary across time and from community to community.
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