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“We’re really into authentic feedback, not having the teacher be the one person whose voice counts

The ultimate goal is to make information literacy an integral part of the academic curriculum, thus helping students to succeed not only during their years in college but also for their lifelong career choices.

discussion about librarian-faculty collaboration for developing information literacy skills among the students are considered briefly.

ACRL further describes information literacy as abilities to: a. Determine the extent of information needed b. Access the needed information effectively and efficiently c. Evaluate information and its sources critically d. Incorporate selected information into one’s knowledge base e. Use information effectively to accomplish a specific purpose f. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

the "positive contagion." Leaders matter less for the ideas that they possess and more for their ability to connect ideas (sometimes controversial) and people across their organizations.

By attending to our human need to create, connect, and play, leaders assure that great ideas can evolve from young seedlings into robust, self-supporting ecosystems.

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un programs directly

makes scrolling easy

Self-Publishing the World As We See It They ways we viewed and read the news was previously distributed to us through a filter.  Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and…yes…even Instagram selfies. Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too. Classroom Outcome:  This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.

The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to ‘discover how to tap people’s commitment and capacity to learn at all levels’ (ibid.: 4).While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.

Personal mastery. ‘Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs’ (Senge 1990: 139). Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively’ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea.

But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the ‘journey is the reward’. (Senge 1990: 142)

would like to use iPads meaningfully in their classrooms, they can’t because of time, access, and training

very few of her school’s teachers were using iPads in the classroom beyond the usual Friday afternoon fun time and as a reward for being “good.”

time to “play” on the iPads

they can also amplify student voices and their creativity

ensure you have a case and screen protector for each device

Many school districts take advantage of mobile device management (MDM) solutions

Ask questions and don’t be afraid of the answers. What are competitors, customers, and business partners doing?

Who is being hurt? Identify employees (and groups) this is a problem for and tailor your solution to their unique needs

How big is the problem? How much money, efficiency, productivity, etc. is in play here? Does it make sense for your organization to implement new technology, or is there a better alternative? What’s the timeframe? Are you under a deadline to get something done, or do you have enough time to adequately test and prepare the right solution?

The need for the curriculum to be embedded into the academic curriculum was mentioned by almost all experts. The idea that information literacy could or should be taught in isolation from an academic discipline was not advocated.

Collaboration between academics, teachers, learning developers and librarians, not only in terms of drawing up the curriculum but also teaching it, was suggested.