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"This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty."

"Order and assign textbooks, articles, or your PDFs in Perusall. Students annotate the readings and asynchronously respond to each other's comments and questions about the readings in context. With novel data analytics, Perusall automatically generates optimal student groupings and social interactions, grades students' engagement to ensure they are prepared for class, and nudges those who need help to keep everyone on track. "

"The key to unlocking a brighter future for students lies within the understanding and application of learning science. As a data scientist and edtech developer, I believe our job is not about inventing the next shiny digital device; it's about improving education outcomes for students, and doing so demonstrably and empirically with research. And the starting point for that is looking at what we already know from the science of learning."

"A study out this month made the point all too clear. Most of the 543 university students involved in the analysis didn't bother to read the terms of service before signing up for a fake social networking site called "NameDrop" that the students believed was real. Those who did glossed over important clauses. The terms of service required them to give up their first born, and if they don't yet have one, they get until 2050 to do so. The privacy policy said that their data would be given to the NSA and employers. Of the few participants who read those clauses, they signed up for the service anyway."

"the company opened an "Amazon Education Wait List" earlier in the month. The new platform, "Amazon Inspire," would allow teachers to upload, manage, share, and discover resources in a similar fashion to the reviewing and purchasing systems already in existence through Amazon. Content will be searchable using assigned metadata tags organized by the federal Learning Registry, and will aid in an effort to collect data concerning how digital resources are created and used."

"The infographic below, based on data by CPP, publishers of the Myers-Briggs personality assessment, details the qualifiers for each of the test's characteristics, but furthermore, predicts the psychological types most likely to participate on specific social networks. More extroverts reported using Facebook than introverts, for instance. And people with inclinations toward Feeling spend more time browsing and interacting with people on Facebook, rather than those who tend toward Thinking."

Wolfram Alpha, the "computational knowledge engine" that quietly handles a large number of queries from Apple's Siri, launched a new feature today that allows you to quickly get an overview of all your data on Facebook. The new report, says Wolfram CEO Stephen Wolfram, expands Wolfram Alpha's "powers of analysis to give you all sorts of personal analytics." The company plans to expand these reports with new features over time, but they already give you a pretty deep look at your Facebook habits.

"The overarching theme now of Learnist and Lore (aside from the first letter of the names) is that these sites are designed to function just like the most popular social networks in the world … except they were built just for teachers and students. To me, that says that it's a very exciting time in edtech as companies are able to finally leverage the resources and data from the Facebooks and Blackboards of the world … then turning this into a very useful new tool that can be completely tailored to the education audience."

"Key criteria for selecting the content I share. Relevant Offers benefit to audience Unique perspective Not already written or said by a million others in the same way. Timely Accurate From a trusted source Data sources are backed up and cited."

"Note that Virtual Worlds is chugging out of the Trough of Disillusionment, with only 5-10 years to arrive at the Plateau of Productivity. Big Data and Gamification have a bit more hype to hype before their demise. In-Memory Analytics and Text Analytics are just now descending into the Trough! On, no! While Predictive Analytics is cruising!"

New data from a long-term study by the Community College Research Center at Columbia University's Teachers College suggest that some of the students most often targeted in online learning's access mission are less likely than their peers to benefit from -- and may in fact be hurt by -- digital as opposed to face-to-face instruction.

"Managing dozens of disconnected systems is expensive and time consuming. Slate simplifies logins and data management between tools."

"Seeing Moodle's increased usage prompted us to investigate Moodle further. An interesting thing happens below 2500 FTE; Moodle actually exceeds Blackboard's market  share.  Only after this point do the demographic segments diverge."

"Christopher Brinton at Princeton University and a few pals offer their view. These guys have studied the behaviour in online discussion forums of over 100,000 students taking massive open online courses (or MOOCs). And they have depressing news. They say that participation falls precipitously and continuously throughout a course and that almost half of registered students never post more than twice to the forums. What's more, the participation of a teacher doesn't improve matters. Indeed, they say there is some evidence that a teacher's participation in an online discussion actually increases the rate of decline."

"How does academic achievement vary across the US? While stereotypes and prejudices invariably exist, the only way to the answer that question is with some cold, hard data. Here it is."

"We are using the data from our initial offering of MOOCs to investigate the nuances of course persistence and completion, experiment with ways to measure learning outcomes such as peer-to-peer assessment, and discover and design new low-cost delivery models."

Datastores will run in the background, so apps will still work just fine, even if they're not connected to Dropbox. But when they do connect they will sync up with the Dropbox data center, giving apps a way to synch up between your PC, your tablet and your phone. "All of this is to really to help create this fabric that ties your stuff together," says Houston. That means that a game like Angry Birds could now remember what level you were at when your Android phone ran out of power and you switched to your iPad.

"While universities have routinely collected information about students for years - from their family backgrounds to what books they take out of the library - increased computer power and better digital skills now offer the possibility to piece it all together. It could fundamentally change the way institutions operate - as well as raising challenging ethical and privacy issues. "It's almost waste stuff, generated as a by-product of communications, and previously we did nothing with it," says Rob Englebright, programme manager at Jisc, which champions use of digital technologies in education. "Now we can look at it and form patterns.""

Perhaps even more surprising, "From 2000 to 2011, the amount of overall class coverage declined by [about] 44%, whereas the averages on MAT exams increased by 13% over the same period." (p. 332) "Our data suggest that a more efficient use of time is mastering fewer topics deeply while fostering the development of critical thinking skills that enable the student to apply known information (with greater confidence) to new topics." (p. 333) In this case then, the claim that less teaching resulted in more learning stands. "We define our use of the term 'less teaching' as moving the burden of active effort from the teacher to the student." (p. 333)