Module IV Create 2013
Upcoming SlideShare
Loading in...5
×
 

Module IV Create 2013

on

  • 2,261 views

The fourth module in LIBR559M 2013

The fourth module in LIBR559M 2013

Statistics

Views

Total Views
2,261
Views on SlideShare
1,754
Embed Views
507

Actions

Likes
1
Downloads
1
Comments
0

3 Embeds 507

http://blogs.ubc.ca 504
https://twitter.com 2
https://twimg0-a.akamaihd.net 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Module IV Create 2013 Document Transcript

  • 1. Learning objectives (February 11th — March 4th 2013) • Explore the possibilities of social technologies to support the information commons • Use social technologies to promote learning in "the commons" of your organization • Tap into vast creative potential of social networking to market & promote the commons • Deploy social media in information organizations to help users create new knowledge Learning commons in British Columbia (B.C.) 5-min video https://www.youtube.com/watch?v=yYIJRJo-_Yc For more information about the learning commons, see: Tim Gauntley’s resource: http://timgauntley.blogspot.ca/2011/11/learning-commons-episode-7-two-driving.html LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 2. Create – the web as information commons ● What is the information commons? Typically, the commons is a place to meet, work, tinker and socialize; to make and create media. Sometimes a commons will have adjustable spaces where people can exchange community information which may be augmented by bulletin boards, social media and online discussion. ● The "knowledge commons" is popular in academic libraries and refers to physical space where user groups participate in sharing and gathering information. Information commons and knowledge commons are often used interchangeably to mean places where people can meet and create knowledge objects. ● The information commons concept can be extended to the web where everyone has access to information and knowledge of the local information organization and archive. ● All types of information can be made accessible in the information commons from documents and stories, audio and video files, data and datasets as well as more conventional knowledge objects such as books and journals. They should be spaces where users can interact with each other. Information professionals or infomediaries can promote an open pro-social ethos to encourage peers to help and mentor each other. This is can be achieved through impromptu gatherings, fireside chats, questioning and discussion periods, and by collaborating on simple (or more complex) projects. ● The information or knowledge commons is a space for innovation. It attracts DIY creative, intellectual renegades, free agents, dilettantes, hobbyists in the community as well as functional engineers (Kolko’s interactive designs http://www.jonkolko.com) and free and open source (FOSS) programmers. These innovation spaces are environments that foster the creation and application of new ideas and technologies. ● Coworking, hackerspaces, fab labs, telecentres, libraries and information services promote inquiry, participation, collaboration and self-efficacy. They generate opportunities to navigate and thrive in the 21st century. Access to innovation spaces is critical for communities facing social and economic changes, where inclusion, local participation and local ‘know-how’ is key to generating appropriate solutions. LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 3. Activities for Module IV (Create)Module IV consists of a lot of exploration. To begin, watch the ppts & audio posted in Bb Connect. Then, select one (1) article below based on the 1st letter of your last name If the first letter of your surname falls between A to H, read: Goldner M. Knowledge creation, dissemination and implementation: the librarian’s role in todays knowledge economy. IFLA Presidential Meeting, 2010. Your last name I to M? Read: Sullivan JL. Free, open source software advocacy as a social justice movement: the expansion of F/OSS movement discourse in the 21st century. J Info Tech & Politics. 2011;8(3):223-239. Your last name N to Z? Read: Burns CS, Bossaler J. Communication overload: a phenomenological inquiry into academic reference librarianship. J Documentat. 2012;68(5):597-617. Point out the salient parts of the article chosen for you. Post to class discussion area…Select two (2) of three activities listed 1. Explore how social media is used in archives and libraries o Find a few creative uses of social media (3-5 examples) on the web o Share your findings in the discussion area; explain why you like them LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 4. 2. Interview an information professional at a local archive or library o Enquire about their use of social media; why they use social media (or don’t) o Share some highlights from your conversation with your peers 3. Create an media object o e.g., outline of your final presentation and post it on your blog. Tweet it. o outline of your final paper and share it (blog, Pinterest, Tumblr) o learning object and share it (i.e., short screencast, slidedeck) o web 2.0 strategy for your library; market it to administrators o 1-page social media "Terms of Use" policy for your library or archiveWhat is Bloom’s Taxonomy?Blooms Taxonomy of Educational Objectives - or simply Blooms Taxonomy - is a classificationof different skills set by instructors for student learning and useful for understanding whatsocial media tools are good for beyond being social. Originally proposed in 1956 by theeducational psychologist Benjamin Bloom, the learning taxonomy divides learning into three"domains”, affective, psychomotor and cognitive. Blooms taxonomy is hierarchical wherelearning at the higher levels is dependent on having mastered skills at the lower levels. Thislearning progression can be applied to social media knowledge and skills as well… The “Creating” Part of LearningThe creating process is the final step of Bloom’s Technology-Learning Taxonomy, and the point at which learners are expected to design/construct, direct/produce or publish …as one encounters new ideas the ability to move up the levels of the taxonomy is important for acquiring new knowledge” Source: http://www.schrockguide.net/bloomin-apps.html LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 5. Bloom’s Revised Taxonomy (Mapped to Social Media Activities) Blooms Revised Taxonomy is a reframing of the behaviours, activities and learning as newinformation and social technologies are incorporated into daily living. The taxonomy accounts for new creative processes and actions associated with web 2.0. Source: http://hlwiki.slais.ubc.ca/index.php/Bloom%27s_Taxonomy_of_Educational_Objectives LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 6. Creating learning opportunities for users ”... give [children] the tools they need to help them create content ” Andy Russell, co-creator of Toontastic • Information professionals often act as catalysts in the creation and dissemination of new knowledge. Since information professionals search for and curate knowledge for their users, they also seek new ways to manage it. • Traditional methods of collecting materials by acquiring and cataloguing books and peer-reviewed journals will likely continue to be part of what we do -- but social media will increasingly be a part of the equation to drive users to content… • Social media creates avenues of communication and encourages new ways to share. • The social and cultural aspects of knowledge production form a backdrop for social media and are critical to its survival. Facebook, for example, encourages new ways of networking that few traditional library tools are able to match. Instant messaging enables one-to-one communication (and one-to-one intimacy needed to share) and microblogging tools shift the requirements of one-to-many communication to something bigger, distributed and global. • Traditional media tries to be a part of the social media revolution while protecting old media business frameworks. LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 7. Remix culture is a creative culture • Remix cultures are inherently creative, and linked to the idea of mashups • In remix cultures, the goal is to create a future that is open, and free • In this information utopia, instead of copyright we have copyleft and openness • Consider the restrictiveness of permission culture which refers to older models of copyright and obtaining permission from others before using or editing their work • Remix culture believes in the creative commons and that requests to change or re-use someone’s intellectual property is a retrograde step for culture…and that our future creativity (and health of the economy) relies on openness See “Wanna Work Together?” re: the creative commons https://www.youtube.com/watch? v=P3rksT1q4eg In "Remix", Lessig says that creating new content is central to the new economy, andcombines for-profit with healthy "sharing" such as what we see at Wikipedia and YouTube. Thishybrid economy is prominent in every creative realm from news to music, business toeducation. Lessig argues for more openness rather than less, and against commodifying ideas.In Remix (Creative Commons), Lessig promotes the idea that the Internet allows us to createand consume information. Chris Anderson in Free: the future of a radical price says freedoesnt necessarily mean completely free and the promise of free is also about getting peopleto your website but then selling “valued-added” pieces around free access.This new world makes the work of information professionals somewhat unstable but we shouldunderstand how it affects us. Managing information in this era means we must understand LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 8. what’s beneath the surface of social media. We should be a part of shaping and creating newtextual, visual, spatial and audio elements of information services for (and with) our users.The utopia meme of technology…their seemingly aimless behaviour belies their essentially purposeful wandering … as learners [they] interrogate their environment in an attempt to make sense of it, understand it, participate in it and ultimately shape it… — Baudelaire (1964) talking of nomads exploring a new cityTechnotopia def’n: a technical utopia where all live in an ideal society, where laws, government and social conditions operate for the benefit and well-being of all • Though less idealized, some suggest the web is a technical utopia where despite social, cultural or economic differences “...we’re in the midst of the greatest increase of creative capability in the history of the world. Educators will (and must) be part of this for their own sake and the sake of helping their students participate” Hargadon, 2010 • That the web creates unparalleled learning opportunities for global knowledge-creation • Is part of our collective knowledge bank (and now completely searchable) • The web is a reflection of who we are, of humanity, and a deep source of innovation • The web is now a vital part of the global economy • The importance of openness is seen in all the open movements such as open access, open source, open data, open search, open education • The web allows information professionals to transcend the analog nature of print LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 9. Other “create” trends in social media • The social web, as currently conceived, relies on users to add some value to existing information or content. Think of Wikipedia or YouTube and how true this is… • Even loading photographs to Flickr is a form of free creation, requiring users to add tags to describe their photos and allowing free, uncontrolled downloads. Other examples include bloggers who blog for free and share their expertise and knowledge with others. • Open-source social media is a rich source of creativity. New software tools are built by OSS advocates with little or no expectation of profit or remuneration. • What motivates someone to create new knowledge with strangers? Many say it is very rewarding to work towards a collective result with others; and, knowing a new product may help someone in a developing country is highly motivating. • Creating and making things have been shown to open pathways in the brain. New cognitive pathways are linked to learning. In fact, by reflecting on things we create with others will help us to consider how to solve new problems. • Unlike top-down hierarchies, social media encourages grassroot solutions. By making connections with people – whether they are friends, library users or colleagues – we declare our collective humanity and establishing our stake in a changing world. • Demonstrations of the Arab Spring suggest the world is moving away from authoritarian and autocratic regimes. A critical shift is seen in the Middle East and elsewhere. http://flickr.com/wonderfullycomplex//CCBY-NC2 LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 10. Creating a MOOC – explore the variety of platforms & projectsHigher education is seeing a move away from traditional courses to something more global andconnected called massive open online courses or MOOCs. Here are some of the top platforms:edX https://www.edx.org/This nonprofit project is run by MIT, Harvard and Berkeley. Leaders say they intend to slowlyadd other university partners over time. edX plans to freely give away the software platform itis building to offer the free courses, so that anyone can use it to run MOOCs.Coursera https://www.coursera.org/ is a for-profit company founded by two computer-scienceStanford professors. Its model is to sign contracts with those that agree to offer free coursesand get a percentage of revenues. Several universities have signed contracts with Coursera.Khan Academy http://www.khanacademy.org/A non-profit organization founded by MIT-Harvard grad Salman Khan. Khan began his project in2006 as an online library of instructional videos. The library—which has financial backing fromthe Gates Foundation and Google, and from individuals—hosts more than 5,000 videos.Udacity http://www.udacity.com/Another for-profit company founded by a Stanford computer-science professor. The companyworks with individual professors rather than institutions and has attracted a range of well-known scholars, mostly in computer science related fields.University of the People http://www.uopeople.org/The University of the People (UoPeople) is the world’s tuition-free, non-profit, online academicinstitution dedicated to opening access to higher education globally. LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 11. Explore @ Your Library, The Campaign for America’s Libraries See Atyourlibrary.org a social media initiative of the American Library Association (ALA). It ispart of ALA’s Campaign for America’s Libraries to promote the value of libraries and librarians, and ways people can take advantage of libraries in their communities. Its mission is to drivepeople to local libraries in the United States and to encourage long-term relationships between communities and libraries.Japanese concept of Ba“…effective knowledge creation depends on an enabling context… an ‘enabling context’ is a shared space that fosters emerging relationships …based on the Japanese idea of ba (or “place”) …the organizational contexts can be physical, virtual, mental or ALL three; you might say that knowledge is embedded in ba, and supporting the process of knowledge creation requires the right context or “knowledge space” — Choo, 2010 LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 12. Social media idea: Voicethread at the New York Public Library http://voicethread.com/book.swf?b=577940 VoiceThread is a collaborative multimedia software tool that allows the interactive sharing of images, documents, and videos. A VoiceThread can be sent to anyone and they can comment in turn in five (5) ways: voice (with a microphone or telephone), text, audio file or video (via a webcam). Share a VoiceThread with anyone, your friends and family. With VoiceThread, conversations are collected and shared in one location. VoiceThread can be embedded on a website or exported (as MP3 or DVDs) as archival movies.Some additional, cool Voicethreads: • The Networked Teacher http://voicethread.com/#q.b67978.i350123 • Book Reviews http://voicethread.com/#q.b297663.i1582381 • Digital Storytelling http://voicethread.com/#q.b46225.i241652 • Tech Museum Virtual Workshop http://voicethread.com/#q.b43705.i229417 LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013
  • 13. References • Bansode S, Kumbhar R. E-learning experience using open source software: Moodle. DESIDOC J Libr Info Tech. 2012;32(5):409-416. • Baudelaire C. The painter of modern life. New York, NY: Da Capo Press, 1964. • Bertot JC. Using ICTs to create a culture of transparency: e-government and social media as openness and anti-corruption tools. Gov Info Q. 2010;27(3):264-271. • Bredl K, Groß A, Hünniger J, Fleischer J. The avatar as a knowledge worker? How immersive 3D virtual environments may foster knowledge acquisition. Electronic J Knowledge Manage. 2012;10(1):15-25. • Burns CS, Bossaler J. Communication overload: a phenomenological inquiry into academic reference librarianship. J Documentation. 2012;68(5):597-617. • Byrne A. WikiLeaks and web 2.0: privacy, security and other things that keep me awake. Archives & Manuscripts. 2011;39(1):49-66. • Choo et al. Beyond the ba: managing enabling contexts in knowledge organizations. J Knowledge Manage. 2010;14(4):592-610. • Estellés-Arolas E, González-Ladrón-de-Guevara F. Towards an integrated crowdsourcing definition. J Info Sci. 2012;38(2):189-200. • Goldner M. Knowledge creation, dissemination and implementation: the librarian’s role in todays knowledge economy. Stellenbosch University Library 2010 Symposium / IFLA Presidential Meeting http://scholar.sun.ac.za/handle/10019.1/371 • Guy M. Folksonomies; tidying up tags? D–Lib. 2006;12:1. http://www.dlib.org/dlib/january06/guy/01guy.html • - Steve Hargadon (2010). Educational Networking: The Role of Web 2.0 in Education • Herzog C. Combining social and semantic metadata for search in a document repository. Bridging the Gap between Semantic Web and Web 2.0. European Semantic Web Conference Workshop, 14–21; 2007. • Kallberg M. Archivists 2.0: redefining the archivists profession in the digital age. Records Management J. 2012;22(2):98-115. • Lessig L. Remix: making art and commerce thrive in the hybrid economy; 2008. http://www.bloomsburyacademic.com/remix.htm • Macgregor G. Collaborative tagging as a knowledge organisation and resource discovery tool. Library Review. 2006;55:291–300. • Marandi E, Little E, Hughes T. Innovation and the children of the revolution: Facebook and value co-creation. Market Rev. 2010;22:169-183. • Morville P. Ambient findability: what we find changes who we become. Sebastopol, Calif.: O’Reilly; 2005. • Sunstein CR. Infotopia: how many minds produce knowledge. Oxford Press; 2006 • Trant J. Tagging, folksonomy and art museums: early experiments and ongoing research. Journal of Digital Information. 2009;10. • Woodward J A. Creating the customer-driven academic library. Chicago: American Library Association, 2009. LIBR 559M Social media for information professionals – Module IV (Create) Jan – April 2013