Lassie Lse Library

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Jane Secker

This presentation provides an overview of the LASSIE (Libraries and Social Software in Education) project.

Technology Education

Libraries and social software: the adventures of LASSIE Dr Jane Secker Centre for Learning Technology Library Lunchtime Seminar 17 th January 2008

The LASSIE Project ,[object Object],[object Object],[object Object],[object Object]

Project Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Literature review ,[object Object],[object Object],[object Object],[object Object],[object Object]

What is Library 2.0? From Michael Habib’s Flickr site (Licensed under Creative Commons): http://www.flickr.com/photo_zoom.gne?id=222296001&size=o

Some examples from LSE ,[object Object],[object Object],[object Object],[object Object],[object Object]

Some examples from elsewhere! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Madison-Jefferson County Public library blog

Other examples ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Other examples of Library 2.0… ,[object Object],[object Object],[object Object],[object Object]

Distance learners and libraries ,[object Object],[object Object],[object Object],[object Object]

Aren’t all libraries supporting distance learners? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Libraries as a social space ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Project provided an opportunity ,[object Object],[object Object],[object Object],[object Object],[object Object]

Five case studies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reading lists and social software ,[object Object],[object Object],[object Object],[object Object],[object Object]

Social bookmarking / resource sharing ,[object Object],[object Object],[object Object],[object Object],[object Object]

Information literacy and social software ,[object Object],[object Object],[object Object],[object Object],[object Object]

Blogging and libraries ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Facebook and Libraries ,[object Object],[object Object],[object Object],[object Object],[object Object]

LASSIE: where next? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Key lessons learnt ,[object Object],[object Object],[object Object],[object Object]

Further research and project schedule ,[object Object],[object Object],[object Object],[object Object]

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This presentation explores the importance of reading lists in the higher education sector asserting that they are integral in transitioning students from ‘dependent to autonomous learners.’ The presentation opens by exploring reasons why reading lists are not afforded the importance that they should be within the higher education sector. The key benefits of reading lists for students, academics and librarians are elucidated. The presentation suggests that paper reading lists are incongruous with today’s digital learning environment. The role of reading list software in transforming paper reading lists into a ‘scaffolded learning experience’ is explored. DBS Library’s collaboration with Loughborough University regarding their open source reading list management system LORLS is discussed. Business case construction and implementation of LORLS software at DBS is elaborated upon. The history and features of LORLS software are outlined. The presentation concludes with a discussion of the positives that have arisen from the Loughborough-DBS Library collaboration.

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Page | 1 Performance Rubric: Research Paper Criteria and Qualities Unacceptable Does Not Meet Standard Acceptable Meets Standard Target Beyond Standard Point Value Introducing the idea Neither implicit nor explicit reference is made to the topic. Reference is made to overall problem, challenge or topic. The topic is introduced and groundwork is laid as to the direction of the paper. Understanding of the issue Disjointed reference to key concepts, or only some of the key concepts are referenced. Paper appears to have no direction and subtopics lack flow and/or clarity. No reflection. Key concepts are referenced and identified. There is a basic flow from one paragraph to the next but not all follow natural or logical order. Reflection on significance to library discipline is evident. Key concepts are referenced and identified. Concepts follow logical order. Transitions tie ideas and paragraphs together. Reflection on significance to the library discipline is well supported. Synthesis of ideas and application There is no indication the author tried to synthesize the information or make a conclusion. No application to library discipline. Author provided concluding remarks showing analysis and synthesis of ideas. Some conclusions not supported. Application to library discipline is stated. Succinct and precise conclusions showing analysis and synthesis. Conclusions and application to the library discipline are strongly supported. Clarity of Writing It is hard to know what the writer is trying to express. Writing is convoluted. Writing is generally clear, but unnecesary works are occasionally used. Meaning is sometimes obscure. Sentence structure too repetitive. Writing is crisp, clear, and succinct. The writer supports ideas with examples. Meaning is clear. References Less than 3 References More than 5 years old 3 References Less than 5 years old 3+ References Less than 5 years old Grammar & mechanics Remember this includes errors in the usage of common punctuation i.e., commas, periods, verb tense, misspelled words and other errors. PROOFREAD CAREFULLY! 4-6 errors Misspelled words, incorrect grammar, and improper punctuation are evident. 1-3 errors Few spelling, grammar, or punctuation errors are made. 0 errors No spelling, grammar, or punctuation errors are made. APA Style Remember this includes citation errors within the paper and errors citing sources on the Reference page. 4-6 errors Did not follow APA formating and missing essential information. 1-3 errors A few errors in essential information and / or format were evident. 0 errors Citations did follow APA format. Essential information was accurate and complete. ACTIVATING LIBRARY 2.0 1 MEDA 5950 Renee Lyons Activating Library 2.0: A Research Proposal INTRODUCTION The continually evolving role of the library in communities and schools calls for regular reevaluation of the the library's approach to fulfilling that role. One of the most .

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