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Do you have
the keys to
tomorrow?
Judy O’Connell   http://www.flickr.com/photos/thomashawk/398005662/




                                                                      FACULTY OF EDUCATION
Do you have the keys to tomorrow?
Do you have the keys to tomorrow?
http://www.elon.edu/predictions/
Do you have the keys to tomorrow?
Google Public Data Explorer
  http://www.google.com/publicdata
cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
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Do you have the keys to tomorrow?
Do you have the keys to tomorrow?
Do you have the keys to tomorrow?
cc licensed ( BY ) flickr photo by ClickFlashPhotos / Nicki Varkevisser: http://flickr.com/photos/clickflashphotos/3450592233/
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  hFp://flickr.com/photos/rockjammer/3873326994/
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  hFp://flickr.com/photos/alwaysbecool/4828439402/
cc licensed ( BY NC ND ) flickr photo by Eric M Martin: http://flickr.com/photos/ericmmartin/3274006362/
Do you have the keys to tomorrow?
cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/




                                                                                cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/
cc licensed ( BY NC SD ) flickr photo by Eduardo Amorim: http://flickr.com/photos/bombeador/4238718222/
Do you have the keys to tomorrow?
cc licensed ( BY NC SD ) flickr photo by The Shifted Librarian: http://flickr.com/photos/shifted/3360687295/
Do you have the keys to tomorrow?
“School librarians are involved with and responding to an
information renaissance that is rewriting the world as we know
it. Knowledge; Information bias; distributed social and personal
information; public and private data; global marketing; clashing
cultures; a million voices commenting on a billion issues in
blogs, wikis and podcasts. Information technology has become
a participatory medium, giving rise to an environment that is
constantly being changed and reshaped by the participation
itself, changing the flow of news, effecting tacit as well as
explicit knowledge, and embedding a new culture of learning.
Wednesday 13 July 2011




How Twitter tracked the News of the World scandal                                                            http://goo.gl/SHm07

Rupert Murdoch's decision to close the News of the World was greeted with a frenzy on Twitter. The Guardian has analysed half a million tweets sent with
the #notw hashtag over the past four days to capture how the scandal has resonated with the online community
Do you have the keys to tomorrow?
Information curation
   & dissemination
Seek     Follow

Gather   Explore



           cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
2011 K-12 EDITION
Sense-making and the ability to assess the credibiility of
                      information are paramount.
                      Horizon Report 2011 K-12 Edition




Cloud computing is saving schools money and resources. It has
opened doors for more exibility, more space, more collaboration, and ultimately, more
creative uses of Internet resources for educators to incorporate in their classrooms.


          Mobile “always connected” devices are the doorways
          to the content and social tapestries of the Internet. The vast potential for learning. They
          embody the convergence of technology and support exible access to multiple sources
          of content.



                                                              21st century
                                                              developments
Information curation
         & dissemination



Do you have
the keys to
tomorrow?
cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
http://delicious.com/               hrheingold/crap_detection
cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/




    Information labyrinth                                                   ‘crap’ detection
cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/




                                                                                revolutionising
 Picking the right tool                                                         knowledge discovery
..... because your knowledge and my
knowledge, based on what search
results we are served, may be very
different from each other.
       Siva	
  Vaidhyanathan	
  in	
  The	
  Googlization	
  of	
  Everything,
Do you have the keys to tomorrow?
http://www.creativecommons.org.nz/
One day the
             web will
           answer all
                 your
            questions
     Finding answers would be easy if
     computers could understand and
     collate all the information out there.
cc licensed flickr photo by   : http://flickr.com/photos/crystaljingsr/3914729343/
New developments in search, such as Google
 instant (that shows results as you type) have
 both enhanced & hindered the information
 seeking habits of students by responding
 quickly to search terms, and so making
 keyword customization seem less relevant.
By showing our students how to connect a
database information repository (such as
EBSCO, Gale, or JStor) or a local library
service with Google Scholar, we are helping
students broaden the scope of their
information seeking, while at the same time
refining the quality of the information
response.
Do you have the keys to tomorrow?
On the other hand, the computational
 knowledge engine, Wolfram Alpha, allows
 teachers to explore complex questions
 without students having to calculate complex
 data problems, so that students can leap to
 analysis and synthesis of results.
Do you have the keys to tomorrow?
These new search modalities require a more
   sophisticated response because of the
   interconnectedness of information sources and
   socially networked tagged repositories . There is a
   great deal of rich content available for students and
   teachers that is collaboratively built and shared,
   including blogs, wikis, images, videos, places, events,
   music, books and more. Searching for content
   requires wise information literacy strategies to avoid
   being lost in the information labyrinth.

Gunnels, C. B., & Sisson, A. (2009). Confessions of a Librarian or: How I Learned to Stop Worrying and Love

    Google. Community & Junior College Libraries, 15(1), 15-21.
cc licensed flickr photo by ralphbijker: http://flickr.com/photos/17258892@N05/2588347668/




                               Semantic Web                                                revolutionising
                                                                                           knowledge discovery
The web is the
  database

Ask questions rather
   than perform
     searches.
The intelligence is in
 the connections.


                         cc licensed flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3261364899/
Meaning

                                                                               Linked
            Jaguar                                                                      Jaguar
                                                                                Data



                                                          Interoperability
cc licensed flickr photo by clickykbd: http://flickr.com/photos/clickykbd/2717794819/
revolutionising
                                Semantic Web                                        knowledge discovery
cc licensed flickr photo by dullhunk: http://flickr.com/photos/dullhunk/3448804778/
:machine readable data:


                         i.e. the stuff a
                         computer can
                         get at when it goes
                         to a site.

Folksonomy by itself is not Web 3.0!

                               revolutionising
Semantic Web                   knowledge discovery
Embedding semantical annotations into
                            the data.


                  To recognize people,
                        places, events,
                           companies,
                     products, movies,
                                   etc.

                    revolutionising
Semantic Web        knowledge discovery
Making it possible to federate,
query, browse, gather and
recommend information from
disparate sources.


             cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
Think of the Web 3.0 environment as the portable, personal
      web, focused on the individual, on a life-stream, on
consolidating content, and which is powered by widgets, drag &
            drop, and mashups of user engagement.

 This socially powered web is exploding, and is the new
    baseline for all our internet and technology empowered
                            interactions.



                 cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
SCHO
          OL
 data visualisation
Finding answers to an information query
would be easy if computers could understand
and collate all the information ‘out there’.
Finding solutions to an information problem
will, however, still always require
metacognitive engagement with the
content being found.
This is because the intelligence of the
connections will not help our students learn
better unless the information literacy
strategies we introduce them to actually
ensure critical thinking and problem solving.
When a technology focus subverts students’
   conversation and development of critical
   thinking skills (and their ability to evaluate
   and analyse the information at hand), the
   mental processes that change knowledge
   from information to concept are not learned.

Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge

   Quest, 38(3), 72-75.
Web 2.0 revolutionized the means at our
 disposal to filter and share information.

Whether by managing information by social
 bookmarking or RSS reads and feeds, or
 communicating with our school community
 via blogs, wikis, podcasts, Youtube, or
 Facebook, students, teachers and school
 librarians have entered into digital
 conversations.
Content exploration and learning demands a
mix-and-match approach:

 •	
Search strategies
 •	
Evaluation strategies
 •	
Critical thinking & problem solving
 •	
Networked conversation & collaboration
 •	
Cloud computing environments
 •	
Ethical use and production of information
 •	
Information curation of personal and
    distributed knowledge.
!




The importance of the school librarian is intrinsically
linked to effective and responsive information
curation & dissemination within & beyond the school.
Re-think what ‘collection’ of information means,
thereby supporting personalized and collaborative
information seeking and knowledge conversations.
                    cc licensed ( BY NC SD ) flickr photo by Pricklebush: http://flickr.com/photos/pricklebush/224674200/
Re-think information collection to become highly
flexible and collaborative forms of information
organization and dissemination.
                         cc licensed ( BY NC SD ) flickr photo by LeRamz: http://flickr.com/photos/tempest/48562086/
•

•



•
•

•




•

•
Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology.



                                   cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
Do you have the keys to
      tomorrow?
Do you have the keys to tomorrow?

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Do you have the keys to tomorrow?

  • 1. Do you have the keys to tomorrow? Judy O’Connell http://www.flickr.com/photos/thomashawk/398005662/ FACULTY OF EDUCATION
  • 6. Google Public Data Explorer http://www.google.com/publicdata
  • 7. cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
  • 8. 8
  • 9. 9
  • 10. 10
  • 11. 11
  • 12. 12
  • 16. cc licensed ( BY ) flickr photo by ClickFlashPhotos / Nicki Varkevisser: http://flickr.com/photos/clickflashphotos/3450592233/
  • 17. 17 cc  licensed  (  BY  NC  ND  )  flickr  photo  by  I_am_Joey_H:  hFp://flickr.com/photos/rockjammer/3873326994/
  • 18. cc  licensed  (  BY  )  flickr  photo  by  Giuseppe  Bognanni:  hFp://flickr.com/photos/79286287@N00/215951891/
  • 19. 19
  • 20. cc  licensed  (  BY  NC  SD  )  flickr  photo  by  Always  Bë  Cool:  hFp://flickr.com/photos/alwaysbecool/4828439402/
  • 21. cc licensed ( BY NC ND ) flickr photo by Eric M Martin: http://flickr.com/photos/ericmmartin/3274006362/
  • 23. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/
  • 24. cc licensed ( BY NC SD ) flickr photo by Eduardo Amorim: http://flickr.com/photos/bombeador/4238718222/
  • 26. cc licensed ( BY NC SD ) flickr photo by The Shifted Librarian: http://flickr.com/photos/shifted/3360687295/
  • 28. “School librarians are involved with and responding to an information renaissance that is rewriting the world as we know it. Knowledge; Information bias; distributed social and personal information; public and private data; global marketing; clashing cultures; a million voices commenting on a billion issues in blogs, wikis and podcasts. Information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation itself, changing the flow of news, effecting tacit as well as explicit knowledge, and embedding a new culture of learning.
  • 29. Wednesday 13 July 2011 How Twitter tracked the News of the World scandal http://goo.gl/SHm07 Rupert Murdoch's decision to close the News of the World was greeted with a frenzy on Twitter. The Guardian has analysed half a million tweets sent with the #notw hashtag over the past four days to capture how the scandal has resonated with the online community
  • 31. Information curation & dissemination
  • 32. Seek Follow Gather Explore cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
  • 34. Sense-making and the ability to assess the credibiility of information are paramount. Horizon Report 2011 K-12 Edition Cloud computing is saving schools money and resources. It has opened doors for more exibility, more space, more collaboration, and ultimately, more creative uses of Internet resources for educators to incorporate in their classrooms. Mobile “always connected” devices are the doorways to the content and social tapestries of the Internet. The vast potential for learning. They embody the convergence of technology and support exible access to multiple sources of content. 21st century developments
  • 35. Information curation & dissemination Do you have the keys to tomorrow?
  • 36. cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
  • 37. http://delicious.com/ hrheingold/crap_detection cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/ Information labyrinth ‘crap’ detection
  • 38. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ revolutionising Picking the right tool knowledge discovery
  • 39. ..... because your knowledge and my knowledge, based on what search results we are served, may be very different from each other. Siva  Vaidhyanathan  in  The  Googlization  of  Everything,
  • 42. One day the web will answer all your questions Finding answers would be easy if computers could understand and collate all the information out there. cc licensed flickr photo by : http://flickr.com/photos/crystaljingsr/3914729343/
  • 43. New developments in search, such as Google instant (that shows results as you type) have both enhanced & hindered the information seeking habits of students by responding quickly to search terms, and so making keyword customization seem less relevant.
  • 44. By showing our students how to connect a database information repository (such as EBSCO, Gale, or JStor) or a local library service with Google Scholar, we are helping students broaden the scope of their information seeking, while at the same time refining the quality of the information response.
  • 46. On the other hand, the computational knowledge engine, Wolfram Alpha, allows teachers to explore complex questions without students having to calculate complex data problems, so that students can leap to analysis and synthesis of results.
  • 48. These new search modalities require a more sophisticated response because of the interconnectedness of information sources and socially networked tagged repositories . There is a great deal of rich content available for students and teachers that is collaboratively built and shared, including blogs, wikis, images, videos, places, events, music, books and more. Searching for content requires wise information literacy strategies to avoid being lost in the information labyrinth. Gunnels, C. B., & Sisson, A. (2009). Confessions of a Librarian or: How I Learned to Stop Worrying and Love Google. Community & Junior College Libraries, 15(1), 15-21.
  • 49. cc licensed flickr photo by ralphbijker: http://flickr.com/photos/17258892@N05/2588347668/ Semantic Web revolutionising knowledge discovery
  • 50. The web is the database Ask questions rather than perform searches. The intelligence is in the connections. cc licensed flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3261364899/
  • 51. Meaning Linked Jaguar Jaguar Data Interoperability cc licensed flickr photo by clickykbd: http://flickr.com/photos/clickykbd/2717794819/
  • 52. revolutionising Semantic Web knowledge discovery cc licensed flickr photo by dullhunk: http://flickr.com/photos/dullhunk/3448804778/
  • 53. :machine readable data: i.e. the stuff a computer can get at when it goes to a site. Folksonomy by itself is not Web 3.0! revolutionising Semantic Web knowledge discovery
  • 54. Embedding semantical annotations into the data. To recognize people, places, events, companies, products, movies, etc. revolutionising Semantic Web knowledge discovery
  • 55. Making it possible to federate, query, browse, gather and recommend information from disparate sources. cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
  • 56. Think of the Web 3.0 environment as the portable, personal web, focused on the individual, on a life-stream, on consolidating content, and which is powered by widgets, drag & drop, and mashups of user engagement. This socially powered web is exploding, and is the new baseline for all our internet and technology empowered interactions. cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
  • 57. SCHO OL data visualisation
  • 58. Finding answers to an information query would be easy if computers could understand and collate all the information ‘out there’. Finding solutions to an information problem will, however, still always require metacognitive engagement with the content being found.
  • 59. This is because the intelligence of the connections will not help our students learn better unless the information literacy strategies we introduce them to actually ensure critical thinking and problem solving.
  • 60. When a technology focus subverts students’ conversation and development of critical thinking skills (and their ability to evaluate and analyse the information at hand), the mental processes that change knowledge from information to concept are not learned. Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge Quest, 38(3), 72-75.
  • 61. Web 2.0 revolutionized the means at our disposal to filter and share information. Whether by managing information by social bookmarking or RSS reads and feeds, or communicating with our school community via blogs, wikis, podcasts, Youtube, or Facebook, students, teachers and school librarians have entered into digital conversations.
  • 62. Content exploration and learning demands a mix-and-match approach: • Search strategies • Evaluation strategies • Critical thinking & problem solving • Networked conversation & collaboration • Cloud computing environments • Ethical use and production of information • Information curation of personal and distributed knowledge.
  • 63. ! The importance of the school librarian is intrinsically linked to effective and responsive information curation & dissemination within & beyond the school.
  • 64. Re-think what ‘collection’ of information means, thereby supporting personalized and collaborative information seeking and knowledge conversations. cc licensed ( BY NC SD ) flickr photo by Pricklebush: http://flickr.com/photos/pricklebush/224674200/
  • 65. Re-think information collection to become highly flexible and collaborative forms of information organization and dissemination. cc licensed ( BY NC SD ) flickr photo by LeRamz: http://flickr.com/photos/tempest/48562086/
  • 68. Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology. cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
  • 69. cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
  • 70. Do you have the keys to tomorrow?