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    Monroe countyschoolsrochesterpart1b Monroe countyschoolsrochesterpart1b Presentation Transcript

    • StealThisIdea
    • List of content farms and general spammy user generated content sites:  Experts Exchange (experts-exchange.com) All Experts (allexperts.com)  eZine Articles (ezinearticles.com) Answers (answers.com)  Find Articles (findarticles.com) Answer Bag (answerbag.com)  FixYa (fixya.com Helium (helium.com) Articles Base (articlesbase.com)  Hub Pages (hubpages.com) Ask (ask.com)  InfoBarrel (infobarrel.com) Associated Content (associatedcontent.com)  Livestrong (livestrong.com) BizRate (bizrate.com)  Mahalo (mahalo.com) Buzle (buzzle.com)  Mail Archive (mail-archive.com) Brothersoft (brothersoft.com)  Question Hub (questionhub.com) Bytes (bytes.com)  Squidoo (squidoo.com) ChaCha (chacha.com)  Suite101 (suite101.com) eFreedom (efreedom.com)  Twenga (twenga.com) eHow (ehow.com)  WiseGeek (wisegeek.com) Essortment (essortment.com)  Wonder How To (wonderhowto.com) Examiner (examiner.com)  Yahoo! Answers (answers.yahoo.com) Expert Village (expertvillage.com)  Xomba (xomba.com) )
    • The nasty facts about Google & Bing andconsumer search: SEO / SMO Content FarmsAdvertiser-driven Geotagging
    • StrategicAnalytics
    • What We Never Really Knew Before (US/Canada)  27% of our users are under 18.  We often 59% are female.  believe a lot 29% are college students. that isn’t  5% are professors and 6% are teachers. true.  On any given day, 35% of our users are there for the very first time!  Only 29% found the databases via the library website. 59% found what they were looking for on their first search.  72% trusted our content more than Google.  But, 81% still use Google.
    • 2010 Eduventures Research on Investments 58% of instructors believe that technology in courses positively impacts student engagement. 71% of instructors that rated student engagement levels as “high” as a result of using technology in courses. 71% of students who are employed full-time and 77% of students who are employed part-time prefer more technology-based tools in the classroom. 79% of instructors and 86 percent of students have seen the average level of engagement improve over the last year as they have increased their use of digital educational tools. 87% of students believe online libraries and databases have had the most significant impact on their overall learning. 62% identify blogs, wikis, and other online authoring tools while 59% identify YouTube and recorded lectures. E-books and e-textbooks impact overall learning among 50% of students surveyed, while 42% of students identify online portals. 44% of instructors believe that online libraries and databases will have the greatest impact on student engagement. 32% of instructors identify e-textbooks and 30% identify interactive homework solutions as having the potential to improve engagement and learning outcomes. (e-readers was 11%) 49% of students believe that online libraries and databases will have the greatest impact on student engagement. Students are more optimistic about the potential for technology.
    • What do we need to know? How do library databases and virtual services compare with other web experiences? Who are our core virtual users? Are there gaps? Does learning happen? How about discovery? What are user expectations for true satisfaction? How does library search compare to consumer search like Google and retail or government? How do people find and connect with library virtual services? Are end users being successful in their POV? Are they happy? Will they come back? Tell a friend?
    • Top-Level Benchmarks Gale-Cengage Browse Survey August 01, 2010 - August 31, 2010 90 90 90 89 90 90 90 90 90 88 87 87 85 84 78 7771 75 76 73 74 74 71 72 72 72 70 70 69 68 65 62 59 59 48 48 41 37 33 30 30 30 30 30 0
    • Emboldened Librarians hold the key
    • So how must library andeducator strategies change?
    • Discovery & Ideas
    • Books
    • We have a shallow understanding of the Codex – the book format(s)Transition from scrolls – illumination – codex – and beyond
    • Strategic Challenges for Reference and Research Work in the Coming Decade
    • The BASICS Data Information Knowledge Wisdom NOT Behavior
    • Death of Reference Who What Where When Why How
    • How & Why Questions Now that’s research The interview is more involved Transformational not Transactional Expertise counts Expertise is shared mutually Groups and patterns matter
    • What does all this mean? The Article level universe The Chapter and Paragraph Universe Integrated with Visuals – graphics and charts Integrated with ‘video’ Integrated with Sound and Speech Integrated with social web Integrated with interaction and not just interactivity How would you enhance a book?
    • What is Changing?1. Evidence-based Reference Strategies2. Experience-based Portals: The New Commons3. Personal Service on Steroids4. Quality Strategies: Consumer vs. Professional Search5. Social Networks and Recommendations6. Trans-literacy Strategies7. People-driven Strategies8. Curriculum and Research Agenda9. Service and Programs
    • Recommendations Strengthen Your Personal Brand Reposition the Library and Librarian Don’t Tie Yourself to Collections or Physical Space Network with Your Users Socially Measure, Don’t Count Know Risk Engage
    • Challenges for Teaching andAcademia in the Coming Decade
    • Context Information and Knowledge-based economy Globalization Being a leading education economy Stress on core markets (US) Changing knowledge about current crop of students (genome, eye tracking, gaming, IQ, ICT and social behaviours, etc.) Information ethics and copyright
    • Books Reception of Reading and Experience Fiction – paper, e-paper Non-Fiction Articles - disaggregation Media – physical vs. streaming Learning Objects Stories vs. Pedagogy
    • Technology Context Cloud (SaaS, PaaS, IaaS) Laptops and Tablets Mobility / Smartphones Bandwidth (Wired, WiFi, Whitespace) Learning Management Systems Streaming video and audio vs. download HTML5 and Apps – the battle Advertising auction models and ‘product’ New(ish) Players (Amazon, Apple, G, B&N, Uni’s, states/provinces/nations)
    • The BASICS Containers for Pedagogy Created by Teams (e.g. 40,000 authors a year for Cengage alone) (yes that’s a lot of lawyers) Copyright and complicated layering of millions of rights (creators - pictures, graphics, video, tests, text, documents, etc.) Serious Lawsuits: Feist, Texaco, LSUC, Tasini, NatGeo, Authors Guild, GBS, etc. Complex extension opportunities (links to articles, databases, library assistance, etc.)
    • Textbook Challenges Format Agnosticism Browsers: IE, Chrome, Firefox, Safari Devices: Macintosh, PC Desktops & Laptops Mobile: Laptops, Tablets (iPad, Fire, etc.) Mobile: Smartphones (iPhone, Blackberry, Android, Windows, etc.) Container: PDF, ePub, .mobi, Kindle, etc. Learning Management System: Blackboard / WebCT, D2L, Moodle, Sakai, etc. Purchasing (Amazon, B&N, Chegg, CengageBrain, Apple Store, University Textbook Store, etc.)
    • Should we tie students and professors to a specific and proprietary device or operating system?
    • What is the priority? Price, Cost, Value, ROIManaging or Mandating the Adoption Curve Learning and Progress Societal Impact = 17%, 40%, 70%?
    • Death of the Textbook? Shallow pool innovation – e-copies Open Access Textbooks? Coursepacks and e-coursepacks? Apple? Google? Etc.
    • What is Changing?1. Componentization of pedagogy2. Enhanced textbooks (tests, tracking, video, etc.)3. Advanced e-learning4. Ability to archive5. The purchaser matrix (individual student, class, institutions, state/province/country)6. Textbook boundaries (library links first…)
    • Pricing Models1. Buy the print copy2. Buy the exact electronic copy of the print3. Buy both (bundling)4. Rent the print or e-copy for a specified period5. Create custom coursepacks in print or e-copy6. Buy at the course level included in fee7. Buy at the institution / enterprise level8. Buy at the state/province level9. Espresso Book Machines10.Pay-per-use, micro-payments, ‘Square’ and phones
    • This era will see a Fundamental Reimagining the TextbookFor the present there will be those who resist and the resisters will be the majority.
    • Reimagine ServiceReference and Research
    • Consider the differences . . . Computer Commons Mall Service Commons Information Commons Knowledge Commons Learning Commons Science Commons Centre or Central? Physical / Virtual Hybrid
    • Mobility
    • A 1965 iPhone