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Jenna McWilliams' post frames and follows on from Steve Taffee's post comprising Proposed Guidelines for Use of Social Networks by School Faculty and Staff (Blogg-Ed Indetermination, Social Networking Guidelines for School Employees, 2009.02.12).

Jenna McWilliams' post frames and follows on from Steve Taffee's post comprising Proposed Guidelines for Use of Social Networks by School Faculty and Staff (Blogg-Ed Indetermination, Social Networking Guidelines for School Employees, 2009.02.12). Her follow-ons focus "On 'Misrepresentation'" and "On Course Use of Social Networking."

Although this entire document focuses on N. American higher education settings (Part One, ¶1), Part Two: Guidelines for Writing and Writing-Intensive Courses will interest and hopefully inform administrators, course designers, program planners, and teachers working in other regional and perhaps even global contexts as well. Part two covers: Class Size, Assignment Design, Assessment, Textual Borrowing, Teacher Preparation, and resource provisions. Part Four: Guidelines for Teacher Preparedness will interest those involved in teacher education, or pre- and in-service teacher development. Part Six comprises an extensive bibliography for further reading.

Pro-public post loaded with suggestions and a link to sample guidelines.

Subtitle: Advice, Guidelines, and Effective Practice[-s] from Around the Globe

"The F-Layout relies upon various eyetracking studies for it's foundational concept. These scientific studies show that web surfers read the screen in an 'F' pattern" (Introducing the F-Layout, ¶1).

Excerpt from Ch. 10 of Clark and Sousa (2018) Clark, Alexander; & Sousa, Bailey. (2018). How to Be a Happy Academic. London, UK: Sage Publications.