Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Ong Meng Foong was teaching children English in the rural areas for 4 years. Ong Meng Foong dedicated most of the time to teach English to urban children instead. Not all families staying in the cities could afford English tuition, hence, Ong Meng Foong taught basic English and basic ukulele lessons to some poorer Children.
Ong Meng Foong was teaching children English in the rural areas for 4 years. Ong Meng Foong dedicated most of the time to teach English to urban children instead. Not all families staying in the cities could afford English tuition, hence, Ong Meng Foong taught basic English and basic ukulele lessons to some poorer Children.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
03 - Le Chemin de l’Union Européenne vers la Spécialisation IntelligenteMohamed Larbi BEN YOUNES
Le Chemin de l’Union Européenne vers la Spécialisation Intelligente / The European Union's Approach to Smart Specialisation
Mr. Alessandro RAINOLDI, IPTS, Directorate-General (DG) Joint Research Centre (JRC), European Commission (EC)
Séminaire sur la Stratégie de Spécialisation Intelligente / S3 organisé par l'ANPR avec le support de l'UE les 17 et 18 mai 2016 à Hammamet.
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Ong Meng Foong was teaching children English in the rural areas for 4 years. Ong Meng Foong dedicated most of the time to teach English to urban children instead. Not all families staying in the cities could afford English tuition, hence, Ong Meng Foong taught basic English and basic ukulele lessons to some poorer Children.
Ong Meng Foong was teaching children English in the rural areas for 4 years. Ong Meng Foong dedicated most of the time to teach English to urban children instead. Not all families staying in the cities could afford English tuition, hence, Ong Meng Foong taught basic English and basic ukulele lessons to some poorer Children.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
03 - Le Chemin de l’Union Européenne vers la Spécialisation IntelligenteMohamed Larbi BEN YOUNES
Le Chemin de l’Union Européenne vers la Spécialisation Intelligente / The European Union's Approach to Smart Specialisation
Mr. Alessandro RAINOLDI, IPTS, Directorate-General (DG) Joint Research Centre (JRC), European Commission (EC)
Séminaire sur la Stratégie de Spécialisation Intelligente / S3 organisé par l'ANPR avec le support de l'UE les 17 et 18 mai 2016 à Hammamet.
Гифтоман - система управление выручкой розничных предприятий
Объем продаж всегда сильно зависит от активности и качества работы персонала, общающегося с покупателем и удовлетворенности покупателя этой работой.
Обычно система мотивации фронт-персонала и программа лояльности покупателей не связаны напрямую между собой. И в этом кроется большой риск для бизнеса, потому что удовлетворенность покупателя, его желание возвращаться и покупать еще раз, напрямую зависят от работы фронт-персонала. И наоборот, средний чек, количество покупок в чеке, выручка - то есть параметры, на увеличение значений которых обычно мотивируется фронт-персонал, напрямую зависят от активности продавцов и удовлетворенности покупателей их работой.
Система управления выручкой Гифтоман дает возможность эффективно увязать между собой цели менеджмента предприятия, KPI фронт-персонала и удовлетворенность (лояльность) покупателей.
Использование системы Гифтоман приводит к значительному увеличению эффективности работы продавцов и их активности, достижению поставленных менеджментом KPI, желанию хорошо обслужить покупателей. С другой стороны, Гифтоман дает инструменты для постоянного мониторинга удовлетворенности покупателей, получения от них обратной связи о работе продавцов.
Кроме того, за счет использования системы мотивации как покупателей, так и продавцов на покупку-продажу определенных групп товаров (например, при проведении маркетинговых акций) удается добиться существенного увеличения количественных показателей продаж целевых продуктов.
Как Гифтоман добивается таких результатов?
Ключевой элемент Гифтоман - передовая
These are the slides for the talk given during the Plone 2010 conference in Bristol, England.
Video of the talk:
http://ploneconference2010.blip.tv/file/4317697/
“Hack the Hood: Building Character through Building Competency”
Learn how Hack the Hood uses project-based learning as a strategy to create new behaviors that transform youth, as well as the perceptions of youth by local neighborhoods. Through a curriculum focused on building youth leadership skills, an entrepreneurial mindset, and cultural competency, youth move from being passive consumers of digital tech to being knowledgeable workers and tech producers as they become valued resources to local small businesses. Come hear about character development and SEL in action from the youth themselves and their adult leaders. Workshop will be led by Jackie Shonerd, Susan Mernit, and Damon Packwood.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
1. 27
Kevin Martin is a technology enthusiast with a
background that spans military, IT and academia.
Combining his expertise, the new Director of Library
Services and Educational Technology Specialist, is
driving a classroom revolution
TOMORROW’S TEACHER
D
epending on your year of
enrolment, understanding the
application and possibilities
of education technology, or Ed Tech,
will vary. For those who enrolled in
2014 it is digital blackboards, paper-
free classrooms and e-books on mobile
devices. For those who enrolled in 1994,
it is a level of advancement that would
make Back to the Future’s Marty McFly
quake in his self-lacing Nike Air Mags.
Ed Tech is a big bucks business, which
is driving innovation at a heady pace.
A market study published by Future
Source predicts the sector will reach
values of $19bn by 2018, demonstrating
a compound annual growth rate
(CAGR) of eight per cent.
Applications vary wildly, from cloud-
based storage to a fully digitized library
and curriculum.
But what is critical to remember is that
this is more than just iPads in classrooms
and remote learning.
Since arriving on campus in July
2014, Director of Library Services and
Educational Technology Specialist Kevin
Martin, has been assessing AUD’s Ed
Tech in order to benchmark adoption
and drive progress.
Holding a Masters degree in
Information and Learning Technology
and a second in Library Science, his
domain may be the traditional library,
but his task is to gradually transform
AUD’s library into a space equipped
with the technology to support the
process of learning. In the classroom, his
task is to ensure that course delivery is
informative, efficient and inline with the
level of technology students interact with
elsewhere in their lives.
Both physical libraries and the concept
of Ed Tech are built on filing systems.
That is, knowing where and how to store
– and retrieve – knowledge.
The intersection at which education
and technology meet brings a
philosophical element to the table;
posing many questions about where the
responsibility for in-class innovation
lies and how the message of Ed Tech
should be disseminated. Kevin says:
“As I studied, I began also to develop
2. 28
INTERVIEW
an interest in library work and then
there was a realization that there is a
need for Ed Tech in libraries. But where
does the knowledge of Ed tech live in
an institution? Who shares it out? That
became an area of interest to me.”
A NEW SET OF TOOLS
Before any progress can be made, Kevin
is measuring and increasing levels of
information literacy, teaching students
how to search, research and understand
the process of writing. In short: learn
how to use your tools.
Kevin explains: “We have 40,001
volumes in our current collection and
these print collections are really good but
they are mostly designed to inspire. It’s
the springboard.
“What you’re seeing is a real shift in
how students work. Today, information
can be accessed from anywhere and
the library is an academic commons.
It’s a work space that isn’t the cafeteria
and that is important to an academic
institution.”
Describing his immediate six-month
task list as the “unflashy period”, initial
focus will fall on integrating AUD
systems and testing compatibility.
Individual departmental requirements
will be discussed and met: as AUD’s
School of Business Administration
phases out print textbooks, he will
ensure vendor relationships exist and
students are equipped with reading
devices to endure their entire course. As
he explains, content delivery is device-
agnostic and therefore content must
meet the student on their chosen device.
As work processes become more
efficient, Ed Tech programs take care of
formatting for example, thus eliminating
the need for a lecture and freeing up
teacher-time for critical thinking.
“Technology is really allowing us to
begin to kill the lecture and that is the
most exciting thing happening in Ed
Tech and the broader field of education
right now. Previously, lectures were
the most logical use of time. Now you
can pre-record the lecture, so students
listen in advance and classroom time
with the teacher isn’t spent in a one-
way dialogue, but in an interactive
conversation and exchange.”
TESTING THE WATER
At the opposite end of the scale, The
Minerva Project is taking Ed Tech
a step further by reforming how the
modern liberal arts education system
achieves it goals.
Founded by Ben Nelson in 2012, the
project’s ambition is to use technology
to make education accessible to
“the brightest and most motivated
students from around the world…
with a pedagogy and curriculum
specifically designed to teach critical
and creative thinking and effective
communication, combined with a
technology platform built in to service
to the science of learning”.
Eliminating the requirement for the
physical educational space and extra
curricular, recreational, facilities a
network of global Minerva campuses
will provide the ultimate educational
experience.
The school retains some social and
collaborative learning spaces, but all else
takes place in the ether.
Unlike online learning, which relies
on mass enrolment – and often inferior
accreditations – Minerva retains a
selective attitude to enrolment and
course provision, designed to compete
with the elite.
Without the need for a physical
environment in which to conduct
classes, Minerva hopes to offer courses
intellectually equivalent to those of
Ivy League schools while charging
around $28,000 for each year of tuition,
3. 29
including room and board.
While AUD’s reasons for integrating
technologically-advanced teaching
methods is not down to its business
plan, it is attributable to a desire to
enhance the educational tools at
students’ fingertips, and provide a
method through which each student
can build an academic portfolio, in the
cloud. He explains: “Whether you are in
traditional subjects such as Engineering
and Architecture or Philosophy, you
should have a capstone project with a
portfolio to understand what you have
just done. So many people go through
their entire degree and come out
unaware of what they have achieved.”
Despite the differences,
commonalities remain in the outcome.
Kevin adds: “The goal is critical
thinking. Coming out with a skill set
that isn’t just ‘I learned about this’,
but knowing how to really talk, write
and think and using that as an equally
important reason to be hired. That
is the goal for Ed Tech and all of our
education here.”
FUTURE LEARNING
COMMUNITIES
Prior to the 1990s, Ed Tech was a
theory that started and ended with
the idea of isolated home learning and
lessons beamed to students through a
desktop computer. Today, the concept
isn’t to remove the community learning
experience, or put it behind glass, but to
create time for face-to-face dialogue.
Ed Tech is about enabling efficient
reference and storage, better
collaboration and more contact, in order
to facilitate more discussion time.
“AUD’s is about teaching the skills of
critical thinking and getting those skills
into people. So technology now is about
getting us out of the lecture mode and
into the seminar mode because there are
more opportunities for active dialogue.
“The pie in the sky vision isn’t
just that it is going to take us to this
strange utopia of education, but back to
Aristotle in the forum.”
Ed Tech doesn’t just question how
courses are taught, but what teaching
is and how we, as humans, respond to
different learning styles and learning
environments.
Kevin elaborates: “I did a great deal
of paper reading while growing up and
attending academic institutions. But
that is changing. Slowly, we are seeing
fewer books are being bought but all this
material is still being read.
“The goal for 2015 is about
creating demonstrable success and
communicating that to the other schools;
making sure they understand there are
resources to help them do these things
and the creation and addition of the Ed
Tech function and the library role is not
only to coordinate all this, but facilitate
its roll out and support the faculty
members during that process.”
CV
Kevin Martin holds a B.A. in
Anthropology and Ethics,an M.A.in
eLearning Design and Implementation
and a Graduate Certificate in Designing
eLearning Environments from the
University of Colorado,as well as a
TESOL Certificate from Pusan University
of ForeignAffairs.He is also currently a
candidate for the M.L.I.S.at San José State
University.
As with the Ed Tech industry as a
whole, development and implementation
on campus will be progressive; systems
do not require building, but clarification.
This year, around 10 per cent of AUD
Library’s oldest items will be removed
and the collection updated. More study
spaces will be created by digitizing niche
items in the journal collection and the
library’s own systems will be modernized
to speed up check out and archiving.
And academic innovation beyond
that? “Technological evolution over
the last two decades tells me there is
a push for paperless. It isn’t just about
more databases and E-books, our 3,000
students printed over 100,000 pages last
semester. Why?
“Students should not turn in a single
assignment on paper. That is my goal
as Library Director and Educational
Technology Specialist,” Kevin shares,
before concluding: “So a paperless
university experience and the entire
academic portfolio and history in the
cloud, stored forever.” n