This document discusses the issue of cyber bullying and provides information and resources to help address it. It begins by exploring what cyber bullying is and providing facts and statistics about its prevalence. It then examines cyber bullying from the perspectives of both victims and aggressors. The document outlines various tactics used in cyber bullying and discusses issues like sexting. It considers why some students bully online and the impact on victims. Finally, it offers advice for what students can do if they are being cyber bullied and provides tips for parents and educators to help address the problem. Throughout, it includes links to additional online resources and cites its sources.
This document contains citations from several sources that discuss teenagers' use of smartphones and how it impacts relationships and behaviors. Some key points discussed include how smartphones are changing the world through how teenagers use them, how they allow for online friendships and self-disclosure, and how overuse of mobile phones can negatively impact real-world relationships. Studies also found that college students have become addicted to accessing media on their devices.
This document discusses the benefits of online learning, including convenience with 24/7 access, no commute or gas money needed, and the ability to develop computer skills. It notes that 25 states had state virtual schools in 2013-2014 and 29 states had statewide full-time online schools. The Texas Virtual School Network is mentioned as an option, with a link provided. Sources of information are listed at the end.
It's just not the same : mobile information literacyPeter Godwin
This document discusses the changing landscape of information literacy (IL) in the mobile era. It argues that existing IL models are outdated and do not account for mobile devices and social media. It highlights four key areas where mobile IL varies: where people access information, what types of information they seek, how they find and use information, and the time spent. The document also shares the results of a survey of business students which found high adoption of mobile devices for learning. It concludes that IL must be redefined to prepare for ubiquitous mobile information access and use.
The document discusses how libraries and librarians can use Web 2.0 tools to help engage and teach information literacy skills to Millennial students. It outlines various Web 2.0 tools like blogs, wikis, Flickr, YouTube, delicious, and their benefits for being collaborative, visual, active learning tools that appeal to Millennials. The goal is to counter low engagement and help students develop important research skills for an information-rich world.
"I like interlibrary loans a lot. I don’t that three- or four-day turnaround...Lynn Connaway
Connaway, L. S. (2019). "I like interlibrary loans a lot. I don’t that three- or four-day turnaround." Academic librarian and user expectations for accessing resources and perceptions of ILL. Presented at the University of Melbourne, October 23, 2019, Melbourne, Australia.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
The document discusses creating a positive digital footprint and educating students about managing their online presence. It emphasizes that schools must model good digital citizenship and teach students practical skills to curate positive digital footprints through empowerment and education. Recommended readings on digital literacy and managing online identities are also provided.
Internet filtering involves blocking access to certain websites and content according to categories defined by administrators. It is used by schools and colleges to fulfill their duty of care for students by limiting access to inappropriate material and monitoring online behavior. However, filtering also has disadvantages such as blocking educational resources and giving a false sense of security, and responsibilities around monitoring student online activity are unclear. The document discusses the pros and cons of filtering and raises questions about whose role it is to determine filtering policies and parameters.
This document contains citations from several sources that discuss teenagers' use of smartphones and how it impacts relationships and behaviors. Some key points discussed include how smartphones are changing the world through how teenagers use them, how they allow for online friendships and self-disclosure, and how overuse of mobile phones can negatively impact real-world relationships. Studies also found that college students have become addicted to accessing media on their devices.
This document discusses the benefits of online learning, including convenience with 24/7 access, no commute or gas money needed, and the ability to develop computer skills. It notes that 25 states had state virtual schools in 2013-2014 and 29 states had statewide full-time online schools. The Texas Virtual School Network is mentioned as an option, with a link provided. Sources of information are listed at the end.
It's just not the same : mobile information literacyPeter Godwin
This document discusses the changing landscape of information literacy (IL) in the mobile era. It argues that existing IL models are outdated and do not account for mobile devices and social media. It highlights four key areas where mobile IL varies: where people access information, what types of information they seek, how they find and use information, and the time spent. The document also shares the results of a survey of business students which found high adoption of mobile devices for learning. It concludes that IL must be redefined to prepare for ubiquitous mobile information access and use.
The document discusses how libraries and librarians can use Web 2.0 tools to help engage and teach information literacy skills to Millennial students. It outlines various Web 2.0 tools like blogs, wikis, Flickr, YouTube, delicious, and their benefits for being collaborative, visual, active learning tools that appeal to Millennials. The goal is to counter low engagement and help students develop important research skills for an information-rich world.
"I like interlibrary loans a lot. I don’t that three- or four-day turnaround...Lynn Connaway
Connaway, L. S. (2019). "I like interlibrary loans a lot. I don’t that three- or four-day turnaround." Academic librarian and user expectations for accessing resources and perceptions of ILL. Presented at the University of Melbourne, October 23, 2019, Melbourne, Australia.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
The document discusses creating a positive digital footprint and educating students about managing their online presence. It emphasizes that schools must model good digital citizenship and teach students practical skills to curate positive digital footprints through empowerment and education. Recommended readings on digital literacy and managing online identities are also provided.
Internet filtering involves blocking access to certain websites and content according to categories defined by administrators. It is used by schools and colleges to fulfill their duty of care for students by limiting access to inappropriate material and monitoring online behavior. However, filtering also has disadvantages such as blocking educational resources and giving a false sense of security, and responsibilities around monitoring student online activity are unclear. The document discusses the pros and cons of filtering and raises questions about whose role it is to determine filtering policies and parameters.
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
Plenary presentation at the CAPCSD Meeting, Phoenix, AZ, April 19, 2013.
Facebook, Twitter, and LinkedIn - oh my! Keeping up with various social media platforms, their potential uses in academic and clinical settings, and their users can be rewarding as well as challenging. The presenters will address how we may teach students to use social media for create personal learning networks and for professional advancement, while also providing guidance regarding the ethical and professional issues that may arise. They will address departments’ use of these media to enhance teaching, visibility, and intellectual community, including some of the newest developments in ever-evolving electronic communication.
After attending this session, participants will be able to:
•list emerging opportunities for the use of social media technologies in educational
settings;
•Analyze social media opportunities for strengths and potential consequences; and,
•outline policies and procedures for use that advance learning but also adhere to
legal and ethical guidelines.
This document discusses managing incompatible content such as all-rights-reserved (ARR) materials within open educational resources (OER). It notes that including ARR content compromises the openness and interoperability of OER. While OER creators rely on techniques like copyright exceptions, seeking permission, or limiting usage, these approaches do not work across international borders where copyright laws differ. The document calls for educating creators on copyright issues and encouraging use of public domain and Creative Commons materials to build a truly global pool of open educational resources.
Information literacy is key for 21st century librarians. It involves skills like searching, retrieving, evaluating information from various sources and attributing information. It is a process that should be taught from schools through higher education and lifelong learning. With new technologies like mobile devices, libraries must explore tools like QR codes, podcasts and using existing tools in new ways to remain relevant to users. Librarians have an important role in student learning by assisting with information literacy development and embedding these skills in collaboration with academic staff.
Informatica evaluation websites final (2)Flor_pepper
The document evaluates 10 websites on the topic of natural disasters. It summarizes the authorship, content, design, and functionality of each site. The best sites were authored by experts, had up-to-date and factual information, easy navigation, and stimulating design elements like images. Some sites had unknown authors or lacked design features, raising doubts about their trustworthiness and interest level. Overall, the document analyzes and compares key attributes of the 10 websites.
Going Mobile and Social at Bedfordshire UniversityPeter Godwin
1. The document discusses how Bedfordshire University is adapting to students increasingly using mobile devices and social media for learning and accessing information.
2. A survey found that most masters students use mobile devices as learning tools and are interested in apps and QR codes to access library services and materials.
3. Focus groups revealed that students value being able to access information anywhere at any time, especially around exam periods, but that costs still present a barrier to greater mobile use.
4. The document argues that mobile devices are changing how students access and use information, and that universities need to promote mobile library services to keep up with these trends in technology use among students.
The document discusses digital etiquette and appropriate online behavior, especially for students. It notes that while social media has become very popular, some young people choose not to participate. The document emphasizes teaching digital citizenship and promoting netiquette through awareness of how technology use affects others and following etiquette guidelines. Teachers can help guide students to responsible and respectful use of technology.
Universities are using various Web 2.0 technologies to better engage with students and promote their libraries. These "digital natives" prefer visual and interactive learning over passive memorization. They are highly connected, using social networks, smartphones, and the internet for information gathering. Libraries are adopting technologies like blogs, wikis, podcasts, videos on YouTube, and social networks like Facebook and MySpace to meet students in their online spaces and make libraries more relevant.
Online Colaboration & Digital citizenshipSonya Engelen
The document discusses the importance of digital citizenship education and how collaboration using Web 2.0 tools can foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths, and English. However, guidance is needed to ensure students use technology responsibly and don't justify unsafe behaviors by saying "everyone's doing it" or "I won't get caught".
An update on academic library take-up of Web 2.0 and how this affects our conception and delivery of information literacy. Presented at "Web 2.0 untangled : reaching our users with new technologies" at Wolfson College, Oxford, 24 Nov.2010.
Social Tech And Teaching August In Servicematthewrjolly
This is a slideshow that was used at GateWay Community College's Fall 2007 Faculty In-Service in order to provide faculty with an overview of social technology in relation to education.
This bibliography contains citations for various digital images and websites used as sources in a research project. The citations include the title, creator or contributor, date accessed, and URL for each image or website. Source types include photographs on Flickr, websites for organizations like Bridges Transitions Inc., and images from medical or educational institutions.
Connect to the "TIE" WiFi network and sign into the primarysources25 Symbaloo mix for resources on digging into primary sources for social studies and history teachers. The session will demonstrate primary sources, provide a primary source analysis tool from the Library of Congress, define what a primary source is using a Padlet, and suggest finding primary sources through the South Dakota State Library website and Library of Congress website. Ideas will also be shared on integrating primary sources into the classroom.
This document discusses the rise of mobile devices and the implications for information literacy instruction. Some key points:
- Over 4 billion mobile subscriptions globally as of 2008, with mobile internet use also rising rapidly
- Information literacy frameworks like SCONUL can be adapted for mobile, through things like mobile-optimized websites, tutorials, databases, reference services, and polling applications
- Challenges include varying device capabilities, slow speeds, and costs, but these are improving steadily
- Early examples show potential for mobile information literacy instruction through approaches like tours, databases, reference help, podcasts, and QR codes
- The mobile environment fosters new active learning styles, though librarians should experiment cautiously given rapid technological changes
1) The document discusses why libraries should use Twitter and the benefits it can provide. Twitter allows libraries to engage with patrons, stay up-to-date on trends, and promote their resources and events.
2) Personal benefits librarians have experienced from using Twitter include networking with colleagues, learning opportunities from following hashtags, providing support during emergencies, and opportunities to publish or speak at conferences.
3) Twitter can help libraries appear more modern and meet community needs. It allows libraries to see what others are doing and get new ideas to implement locally.
The document discusses social networking sites and whether they should be considered an educational tool or a threat. It addresses both the benefits of social networking for education, friendship, and therapy, as well as the threats like cyberstalking, cyberbullying, and inappropriate content. The document also discusses children-centered social networking sites and the need to protect privacy through legislation and internal safeguards. It concludes that while social networking cannot be halted, education is crucial, and parents should monitor their children's usage and be involved.
How big is your digital footprint fall 2012kschermerhorn
This document discusses digital footprints and cyberbullying. It begins by asking how big one's digital footprint is and discusses how social media like Facebook can be used inappropriately. It then defines cyberbullying and where it occurs, identifying who cyberbullies are and providing examples from the news. The document discusses responding to and preventing cyberbullying on Facebook and through texting. It also touches on sexting, noting it can have legal consequences. Throughout, it emphasizes the importance of being responsible digital citizens and controlling one's online presence and digital footprint.
This document summarizes an upcoming intermediate SMARTboard training session. The session will cover reviewing SMART toolbars and software, the Lesson Activity Toolkit for finding and modifying lessons, and how to create, share, and modify lessons. Attendees will receive handouts and have a chance to ask questions and begin creating lessons using materials from the trainer's templates and folders.
Internet and Education: The good and badcwalker1128
The document discusses negative internet experiences and cyberbullying among students. It defines cyberbullying and notes research showing its negative impacts on students' well-being. Students will analyze cyberbullying events and methods to help students dealing with such experiences. They will also evaluate Personal Learning Networks to establish an internet PLN for continuing education, listing various social media and collaboration platforms that can be used.
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
Plenary presentation at the CAPCSD Meeting, Phoenix, AZ, April 19, 2013.
Facebook, Twitter, and LinkedIn - oh my! Keeping up with various social media platforms, their potential uses in academic and clinical settings, and their users can be rewarding as well as challenging. The presenters will address how we may teach students to use social media for create personal learning networks and for professional advancement, while also providing guidance regarding the ethical and professional issues that may arise. They will address departments’ use of these media to enhance teaching, visibility, and intellectual community, including some of the newest developments in ever-evolving electronic communication.
After attending this session, participants will be able to:
•list emerging opportunities for the use of social media technologies in educational
settings;
•Analyze social media opportunities for strengths and potential consequences; and,
•outline policies and procedures for use that advance learning but also adhere to
legal and ethical guidelines.
This document discusses managing incompatible content such as all-rights-reserved (ARR) materials within open educational resources (OER). It notes that including ARR content compromises the openness and interoperability of OER. While OER creators rely on techniques like copyright exceptions, seeking permission, or limiting usage, these approaches do not work across international borders where copyright laws differ. The document calls for educating creators on copyright issues and encouraging use of public domain and Creative Commons materials to build a truly global pool of open educational resources.
Information literacy is key for 21st century librarians. It involves skills like searching, retrieving, evaluating information from various sources and attributing information. It is a process that should be taught from schools through higher education and lifelong learning. With new technologies like mobile devices, libraries must explore tools like QR codes, podcasts and using existing tools in new ways to remain relevant to users. Librarians have an important role in student learning by assisting with information literacy development and embedding these skills in collaboration with academic staff.
Informatica evaluation websites final (2)Flor_pepper
The document evaluates 10 websites on the topic of natural disasters. It summarizes the authorship, content, design, and functionality of each site. The best sites were authored by experts, had up-to-date and factual information, easy navigation, and stimulating design elements like images. Some sites had unknown authors or lacked design features, raising doubts about their trustworthiness and interest level. Overall, the document analyzes and compares key attributes of the 10 websites.
Going Mobile and Social at Bedfordshire UniversityPeter Godwin
1. The document discusses how Bedfordshire University is adapting to students increasingly using mobile devices and social media for learning and accessing information.
2. A survey found that most masters students use mobile devices as learning tools and are interested in apps and QR codes to access library services and materials.
3. Focus groups revealed that students value being able to access information anywhere at any time, especially around exam periods, but that costs still present a barrier to greater mobile use.
4. The document argues that mobile devices are changing how students access and use information, and that universities need to promote mobile library services to keep up with these trends in technology use among students.
The document discusses digital etiquette and appropriate online behavior, especially for students. It notes that while social media has become very popular, some young people choose not to participate. The document emphasizes teaching digital citizenship and promoting netiquette through awareness of how technology use affects others and following etiquette guidelines. Teachers can help guide students to responsible and respectful use of technology.
Universities are using various Web 2.0 technologies to better engage with students and promote their libraries. These "digital natives" prefer visual and interactive learning over passive memorization. They are highly connected, using social networks, smartphones, and the internet for information gathering. Libraries are adopting technologies like blogs, wikis, podcasts, videos on YouTube, and social networks like Facebook and MySpace to meet students in their online spaces and make libraries more relevant.
Online Colaboration & Digital citizenshipSonya Engelen
The document discusses the importance of digital citizenship education and how collaboration using Web 2.0 tools can foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths, and English. However, guidance is needed to ensure students use technology responsibly and don't justify unsafe behaviors by saying "everyone's doing it" or "I won't get caught".
An update on academic library take-up of Web 2.0 and how this affects our conception and delivery of information literacy. Presented at "Web 2.0 untangled : reaching our users with new technologies" at Wolfson College, Oxford, 24 Nov.2010.
Social Tech And Teaching August In Servicematthewrjolly
This is a slideshow that was used at GateWay Community College's Fall 2007 Faculty In-Service in order to provide faculty with an overview of social technology in relation to education.
This bibliography contains citations for various digital images and websites used as sources in a research project. The citations include the title, creator or contributor, date accessed, and URL for each image or website. Source types include photographs on Flickr, websites for organizations like Bridges Transitions Inc., and images from medical or educational institutions.
Connect to the "TIE" WiFi network and sign into the primarysources25 Symbaloo mix for resources on digging into primary sources for social studies and history teachers. The session will demonstrate primary sources, provide a primary source analysis tool from the Library of Congress, define what a primary source is using a Padlet, and suggest finding primary sources through the South Dakota State Library website and Library of Congress website. Ideas will also be shared on integrating primary sources into the classroom.
This document discusses the rise of mobile devices and the implications for information literacy instruction. Some key points:
- Over 4 billion mobile subscriptions globally as of 2008, with mobile internet use also rising rapidly
- Information literacy frameworks like SCONUL can be adapted for mobile, through things like mobile-optimized websites, tutorials, databases, reference services, and polling applications
- Challenges include varying device capabilities, slow speeds, and costs, but these are improving steadily
- Early examples show potential for mobile information literacy instruction through approaches like tours, databases, reference help, podcasts, and QR codes
- The mobile environment fosters new active learning styles, though librarians should experiment cautiously given rapid technological changes
1) The document discusses why libraries should use Twitter and the benefits it can provide. Twitter allows libraries to engage with patrons, stay up-to-date on trends, and promote their resources and events.
2) Personal benefits librarians have experienced from using Twitter include networking with colleagues, learning opportunities from following hashtags, providing support during emergencies, and opportunities to publish or speak at conferences.
3) Twitter can help libraries appear more modern and meet community needs. It allows libraries to see what others are doing and get new ideas to implement locally.
The document discusses social networking sites and whether they should be considered an educational tool or a threat. It addresses both the benefits of social networking for education, friendship, and therapy, as well as the threats like cyberstalking, cyberbullying, and inappropriate content. The document also discusses children-centered social networking sites and the need to protect privacy through legislation and internal safeguards. It concludes that while social networking cannot be halted, education is crucial, and parents should monitor their children's usage and be involved.
How big is your digital footprint fall 2012kschermerhorn
This document discusses digital footprints and cyberbullying. It begins by asking how big one's digital footprint is and discusses how social media like Facebook can be used inappropriately. It then defines cyberbullying and where it occurs, identifying who cyberbullies are and providing examples from the news. The document discusses responding to and preventing cyberbullying on Facebook and through texting. It also touches on sexting, noting it can have legal consequences. Throughout, it emphasizes the importance of being responsible digital citizens and controlling one's online presence and digital footprint.
This document summarizes an upcoming intermediate SMARTboard training session. The session will cover reviewing SMART toolbars and software, the Lesson Activity Toolkit for finding and modifying lessons, and how to create, share, and modify lessons. Attendees will receive handouts and have a chance to ask questions and begin creating lessons using materials from the trainer's templates and folders.
Internet and Education: The good and badcwalker1128
The document discusses negative internet experiences and cyberbullying among students. It defines cyberbullying and notes research showing its negative impacts on students' well-being. Students will analyze cyberbullying events and methods to help students dealing with such experiences. They will also evaluate Personal Learning Networks to establish an internet PLN for continuing education, listing various social media and collaboration platforms that can be used.
This document discusses cyber bullying and cyber threats. It defines cyber bullying as using electronic means to torment or harass others. It notes that cyber bullying often occurs off-campus but still impacts students on-campus. The document outlines types of cyber bullying like flaming, harassment, and impersonation. It warns that cyber bullying can have serious emotional and psychological impacts on victims and in some cases has led to suicide. It stresses the importance of educating students on responsible internet use and outlines actions teachers and parents can take to address cyber bullying issues.
This document discusses cyberbullying and the ethical responsibility to address it. It provides statistics showing that 20% of middle school students who experienced cyberbullying considered suicide, and 19% attempted suicide. Examples are given of two teenagers, Megan Meier and Ryan Halligan, who committed suicide due to cyberbullying. The document outlines resources for parents, educators, students, and communities to help prevent cyberbullying and educate about related laws and ethical issues regarding social media use.
Jen Thomas presented on supporting information literacy at Bishop Stang High School. She discussed enhancing the physical and virtual library spaces, providing curriculum-integrated support and teacher resources, and teaching digital citizenship and effective search, evaluation, and citation skills to students. Assessment of student information literacy was also covered. The presentation utilized online tools like Socrative and LibGuides to engage attendees.
Over 40% of teenagers have reported being bullied online. Cyberbullying involves tormenting, threatening, harassing, humiliating or embarrassing someone using digital technology like texting, email or social media. Common cyberbullying attacks include posting rumors or personal information, sending harassing messages or degrading pictures. Only 15% of cyberbullying victims tell an adult. Victims often experience low self-esteem, stress, anxiety, depression and lower academic performance. Teach students to keep personal information private, not engage online as they wouldn't in person, stop engagement, block the person and tell an adult.
The document discusses leveraging emerging technologies for teaching and learning. It notes that while most educators and parents believe schools are doing a good job using technology, less than half of students agree. The document advocates adapting teaching methods to today's digital students by using tools like social media, videos, and texts to increase engagement. It provides examples of web tools and resources that teachers can use to enhance learning in a way that matches students' technology skills and interests.
The document summarizes a presentation about how teenagers are immersed in digital screens and new technologies. It discusses how teens spend nearly 10 hours per day engaged with devices and the internet. It also explores how educators can leverage digital tools and online resources like YouTube to support reading, learning, and student creativity in the classroom. The presentation argues that teachers must adapt to how today's students live in a world of technology and should utilize various screens and media to engage learners.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
This document discusses encouraging experimentation with new technologies, programs, and services in libraries. It outlines a 5-step process for experimentation: discovery, exploration, playing, learning, and determining if you love or hate the new tool. The presentation focuses on how libraries can use this process to improve services through technology but notes it also applies to non-digital interactions. Specific technologies that could benefit libraries are mentioned. The 5 steps of the process are then described in more detail with examples to illustrate each phase of experimenting with new tools and programs.
The document discusses the role and purpose of information commons in academic libraries. It provides examples of information commons that integrate social and academic spaces, accommodate different learning styles, and serve as hubs for collaboration, community, and access to resources on campus. The document also examines the types of spaces, technology, and partnerships needed to create an ideal information commons and the changing role of librarians in such environments.
Teacher Librarians: the real app -- Baltimore PStechnolibrary
This document discusses the evolving role of school librarians and libraries. It argues that libraries should focus on supporting tomorrow's learners, not just maintaining the status quo. Librarians are encouraged to embrace new roles like instructional partners, innovators, and global learning leaders. They should help students create projects, redesign library spaces as learning labs, and support trends like passion-driven learning. The goal is to make the library central to the school's strategy and help it reach its educational goals through collaboration.
The document discusses how libraries can transition from Web 1.0 to Web 2.0 by embracing social media and new technologies. It provides examples of how libraries are engaging in conversations with users, encouraging participation, embedding into communities, enabling collaboration, exploring new communities, empowering customers, enriching experiences, expanding access, exposing new ideas and letting go of control. The goal is for libraries to move from Web 1.0 to Web 2.0 approaches by engaging users through these various strategies in both physical and digital spaces.
The document discusses how libraries can transition from Web 1.0 to Web 2.0 by embracing social media and new technologies. It provides examples of how libraries are engaging in conversations with users, encouraging participation, embedding into communities, enabling collaboration, exploring new communities, empowering customers, enriching experiences, expanding access, exposing new ideas and letting go of control. The goal is for libraries to move from Web 1.0 to Web 2.0 approaches by engaging users through these various strategies in both physical and digital spaces.
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)ALATechSource
This document discusses programming for the LGBTQIA+ community at libraries. It begins with introducing Jessica Jupitus as the deputy director of library services. It then provides questions to consider when thinking about the kind of community you want to live in and how to create change. The document lists resources for library professionals on transforming communities and engaging in turning outward practices. It ends by inviting questions about programming for the LGBTQIA+ community.
This document discusses cyber bullying, including what it is, its various forms, signs of being cyber bullied, how schools and individuals can respond to it, and resources for assistance. Cyber bullying involves using technology like computers and cell phones to harass, threaten, embarrass or target another person online or through mobile devices. It can take many forms such as flaming, harassment, denigration, impersonation, outing, trickery, exclusion, and cyberstalking. Schools aim to prevent cyber bullying through policies, education, and committees while individuals can tell bullies to stop, get help from parents or authorities, or use websites dedicated to combating cyber bullying.
Young adults are being pressured from their peers and societal expectations to drink. We need to learn to stand up against the pressure. Don't be afraid to say no!
The document discusses options for school library websites, including common platforms like WordPress, Blogger, Weebly, and Google Sites. It emphasizes that having an online presence is important for teacher librarians and provides tips on selecting content and tools to include, such as book reviews, calendars, videos, and more. The goal is to pick a mix of features that best suits your needs without being too costly. Having a well-designed, useful website can help promote your library's resources.
Information Literacy, Web 2.0 and the New LibrariansPeter Godwin
This document discusses the role of librarians in teaching information literacy to the "web generation" using Web 2.0 tools. It argues that librarians must adapt to new technologies like RSS, blogs, wikis, Flickr, delicious, Facebook, and YouTube to engage students and help them develop important literacies. Web 2.0 allows students to collaborate, share knowledge, and learn in visual, auditory, and kinesthetic ways that combat the "MEGO effect" of traditional instruction. The future of librarians depends on embracing these new technologies and changing how students interact with and understand information.
In a debate between Jenny Robins, professor, and Floyd Pentlin, LMS retired and madman, these slides present the side of the debate questioning an over reliance on database information as the source of vetted, edited information without considering some of the weaknesses of pre-digested information which isn't always as accurate as we would like to believe.
Learning never stops and no one person can know it all, do it all, or learn it all! Get help fast, when you need it, by calling on experts in your personal learning network. Take advantage of additional opportunities to learn from your peers with tools such as Facebook, Google Hangouts, blogs, and other online communities. In this session, North Carolina Master Trainers Lori Reed and Jessica O’Brien will get you started as you learn how to: Crowdsource answers to questions big and small; Prevent information burnout and overload; and create your own personal learning environment.
Presented at the North Carolina Library Association Biennial Conference October 18, 2013
This document provides an overview of domestic violence. It defines domestic violence as abuse between intimate partners or family members that can be physical, sexual, emotional or economic. Statistics are given showing that millions of women are abused each year and over 1,500 domestic violence related deaths occur annually, mostly among women. Teen dating abuse is discussed as a precursor to domestic violence. Common types of abuse and myths about domestic violence are outlined. Signs of being in an abusive relationship and barriers to leaving are explored. Resources for victims seeking help are provided.
Domestic violence affects millions of people each year. It can include physical, emotional, sexual, and economic abuse between intimate partners or family members. The effects of domestic violence are harmful and long-lasting. Resources and organizations exist to help victims safely leave abusive situations and rebuild their lives. Education is needed to dispel myths and prevent future domestic violence.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/how-axelera-ai-uses-digital-compute-in-memory-to-deliver-fast-and-energy-efficient-computer-vision-a-presentation-from-axelera-ai/
Bram Verhoef, Head of Machine Learning at Axelera AI, presents the “How Axelera AI Uses Digital Compute-in-memory to Deliver Fast and Energy-efficient Computer Vision” tutorial at the May 2024 Embedded Vision Summit.
As artificial intelligence inference transitions from cloud environments to edge locations, computer vision applications achieve heightened responsiveness, reliability and privacy. This migration, however, introduces the challenge of operating within the stringent confines of resource constraints typical at the edge, including small form factors, low energy budgets and diminished memory and computational capacities. Axelera AI addresses these challenges through an innovative approach of performing digital computations within memory itself. This technique facilitates the realization of high-performance, energy-efficient and cost-effective computer vision capabilities at the thin and thick edge, extending the frontier of what is achievable with current technologies.
In this presentation, Verhoef unveils his company’s pioneering chip technology and demonstrates its capacity to deliver exceptional frames-per-second performance across a range of standard computer vision networks typical of applications in security, surveillance and the industrial sector. This shows that advanced computer vision can be accessible and efficient, even at the very edge of our technological ecosystem.
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
The Microsoft 365 Migration Tutorial For Beginner.pptxoperationspcvita
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
25. Works Cited Quote fromEdward Thorndike, http://classiclit.about.com/od/basicsliteratureintro/a/aa_words.htm Teluskin, Joseph. Words that Hurt, Words that Heal: How to Choose Words Wisely and Well. New York: W. Morrow and Co., 1996. Print. Definition of Cyber bullying. http://definitions.uslegal.com/c/cyber-bullying/ “11 Facts about Cyber Bullying.” http://www.dosomething.org/tipsandtools/11-facts-about-cyber-bullying Web. 30 Apr. 2011. Patchin, Justin W., Justin W., SameerHinduja, eds. “Summary of Cyberbullying Research from 2004-2010.” Cyberbullying Research Center. Web. 20 Apr. 2011. http://cyberbullying.us/research.php KidsHealth from Nemours, http://kidshealth.org/parent/emotions/feelings/cyberbullying.html Web. 24 April 2011. National Crime Prevention Council, http://www.ncpc.org/cyberbullying Web. 24 Apr. 2011. “Net Bullies . . . Preventing and Handling Cyberbullying and Harassment.” http://www.netbullies.com/pages/2/index.htm, Web. 28 Apr. 2011. “Cyber Bullying: Statistics and Tips.” Isafe.org, http://www.isafe.org/channels/sub.php?ch=op&sub_id=media_cyber_bullying. Web 28 Apr. Staff of School Library Journal. “Kids Hide Cyberbullying Incidents from Parents.” School Library Journal. Oct. 2008. Web. 26 Apr. 2011. Staff of School Library Journal. “Sexting and Cyber Safety.” School Library Journal. Oct. 2008. Web. 27 Apr. 2011. http://www.digitalcitizenship.net/uploads/1stLL.pdf
26. Works Cited National Crime Prevention Council, http://www.ncpc.org/cyberbullying Web. 24 Apr. 2011. Jackson, Drew. “Prevent Cyberbullying.” http://www.slais.ubc.ca/courses/libr500/04-05-wt2/www/D_Jackson/prevent.htm Web. 27 Apr. 2011. * “What Is the Parent’s Role in This?” http://www.stopcyberbullying.org/prevention/parents_role.html, Web. 27 Apr. 2011. http://www.stopbullying.gov/topics/cyberbullying/schools/ Web. 25 Apr. 2011. “Digital Citizenship Includes Rights as Well as Responsibilities.” SafeKids.com, Sep. 2010. Web. 22 Apr. 2011. http://www.safekids.com/2010/09/27/digital-citizenship-includes-rights-as-well-as-responsibilities/ United Kingdom’s Office for Standards in Education, Children’s Services and Skills (Ofsted). http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/The-safe-use-of-new-technologies IBLS Editor. “Internet Law—Missouri Governor Signs Cyber-Bullying Bill into Law.” Internet Business Law Services. Jul. 2008. Web. 5 May 2011. http://www.jahonline.org/article/S1054-139X(07)00422-3/abstract Ribbble, Mike. “Raising a Digital Child.” Away. Jan/Feb. 2010. Web. 23 Apr. 2011. http://www.digitalcitizenship.org/ Ribble, Mike S., Gerald D. Bailey, and Tweed. W. Ross. “Digital Citizenship: Addressing Appropriate Technology Behavior.” Learning and Leading with Technology, 32.1 (2004): 6-12. Web. 29 Apr. 2011. Srabstein, Jorge, Benjamin Berkman, and Eugenia Pynitkova. “Anti-Bullying Legislation: A Public Health Perspective.” Journal of Adolescent Health, 42, 1 (2008): 11-20. Web. 30 Apr. 2011. http://www.jahonline.org/article/S1054-139X(07)00422-3/abstract
27. AASL Standards AASL 1.1.1, 1.2.1, All of 1.3 Standards, All of 2.3 Standards, 3.1.6, 3.3.7, 4.1.7 All of 4.3 Standards
Editor's Notes
“Colors fade, temples crumble, empires fall, but wise words endure.” -Edward Thorndikehttp://classiclit.about.com/od/basicsliteratureintro/a/aa_words.htm
“Gossip is a type of verbal terrorism. To destroy somebody’s good name is to commit a kind of murder.” Rabbi Joseph Teluskin Author of Words That Hurt, Words That Heal
The National Crime Prevention Council defines cyber-bullying as “the process of using the Internet, cell phones or other devices to send or post text or images intended to hurt or embarrass another person.” http://definitions.uslegal.com/c/cyber-bullying/I would click on the link to show the audience a fantastic definition of Cyber Bullying.http://stopcyberbullying.org/Google Images Cyberbullying‑is‑a‑rising‑issue‑that‑schools‑across‑the‑US‑are‑facing‑these‑dayshttp://seerpress.com/wp-content/uploads/2010/07/Cyberbullying-is-a-rising-issue-that-schools-across-the-US-are-facing-these-days..jpg
Facts about cyber bullyingNearly 42% of children have been bullied online at least once1 in 4 have been bullied more than onceGirls are twice as likely to be bullied online and are twice as likely to bully someone elseApprox. 75% of middle school children have visited a site that bullies another student http://www.dosomething.org/tipsandtools/11-facts-about-cyber-bullying“This study [Cyberbullying Research Center] surveyed a random sample of 4441 youth between the ages of 10 and 18 from a large school district in the southern United States. Data were collected in February of 2010 from 37 different schools.” They found that the cell phone was the most popular piece of technology and that 83% used one at least once a week . . . Approximately 20% of the students in our sample report experiencing cyberbullying in their lifetimes. When asked about specific types of cyberbullying in the previous 30 days, mean or hurtful comments (13.7%) and rumors spread (12.9%) online continue to be among the most commonly-cited. Seventeen percent of the sample reported being cyberbullied in one or more of the nine types reported, two or more times over the course of the previous 30 days.”http://cyberbullying.us/research.phpGoogle Images cyberbullying‑pictures‑51.jpg http://lindaruppe.vhomesre.com/files/2010/11/cyberbullying-pictures-51.jpg
Watch for changes in the child’s behaviorDoesn’t want to go to schoolFeelings of inadequacy or self-loathingMay manifest as physical problemsThese signs can occur in children being bullied or by the bullies themselves.Did you know that children who have been cyber bullied have a much higher rate of alcohol and drug use?http://kidshealth.org/parent/emotions/feelings/cyberbullying.htmlGoogle Images cyber‑bullying‑and‑parent http://bullyingpictures.com/wp-content/uploads/2010/11/cyber-bullying-and-parents.jpg
Did you know that sometimes children who have been cyber bullied will become bullies and/or cyber bullies themselves? Go into detail about the different types of bullies they become.http://www.ncpc.org/cyberbullyinghttp://www.netbullies.com/pages/2/index.htmGoogle Imagescyber_bullying‑43870‑11.jpg
There are many ways that children and adults cyber bully. Some children might text their friends and spread lies and rumors about someone. They might set up a Web site and invite their friends to vote for the ugliest person or the fattest person. They might send mean or demeaning messages constantly to the person they are bullying. If they have compromising pictures of the person, they might send it out over the internet to everyone they know. If they have someone’s password, they can mess up accounts, use their accounts for illegal activity—the ways a cyber bully can mess up a person’s life is almost endless.http://www.isafe.org/channels/sub.php?ch=op&sub_id=media_cyber_bullyingGoogle Images (Left to right) cyberbully2.jpghttp://captaincollo.blogspot.com/2009/07/cyber-bullying.htmlGoogle Images Cyber‑Bullying‑in‑School‑300x http://www.arabic2english.org/wp-content/uploads/2011/02/Cyber-Bullying-in-School-300x225.jpgGoogle Images miley‑sexting.jpg http://www.justhustlin.com/wp-content/uploads/2010/07/miley-sexting.jpg
The most frequent forms of online and in-school bullying involved name-calling or insults, and the online incidents most typically took place through instant messaging. Repeated school-based bullying experiences increased the likelihood of repeated cyberbullying more than the use of any particular electronic communication tool, with about two-thirds of cyberbullying victims reported knowing their perpetrators, and half of them knowing the bully from school, the study says. School Library Journal Article: http://www.libraryjournal.com/slj/articlessurveys/859890-351/kids_hide_cyberbullying_incidents_from.html.cspGoogle Image bullying.jpghttp://1.bp.blogspot.com/_9hxqBQGGL5M/TNmMIIy3MQI/AAAAAAAAAB4/HjzojVkjc9A/s1600/bullying.jpg
Sexting. I felt we needed a little levity here. But this is a serious issue.“A recent survey found that 20 percent of teens ages 13–19 had sent or posted nude or semi-nude images or videos of themselves, according to the National Campaign to Prevent Teen and Unplanned Pregnancy, a Washington, D.C.-based advocacy group.” SLJ Article about Sexting: http://www.schoollibraryjournal.com/article/CA6664187.htmlGoogle Images SEXTING.gif http://blogs.trb.com/news/opinion/chanlowe/blog/SEXTING.gif
Victim’s react in a variety of ways. They might just ignore the problem and hope it goes away. Or they might try to get back at the one who is cyber bullying them, if they know who it is. Many start skipping school, stay away from their friends and not participate in any family or school activities. Most will experience a myriad of negative feelings both about themselves and about the world in general.http://www.ncpc.org/cyberbullyingGoogle ImagesCyber‑bullying.jpghttp://thediablodispatch.com/wp-content/uploads/2010/12/Cyber-bullying.jpg
Some potential reasons why children cyber bully:Easy access to social networks—Itis so easy for children to join sites like MySpace, Facebook and Twitter. There are children under the age of 13 who have opened accounts and even some parents who have signed up their underage children.Anonymity—some children feel emboldened because they don’t have to use their own names and mistakenly assume they are safe because of it.Emotional Disconnect—misunderstandings can arise between people because of the lack of facial expressions, vocal nuances or gestures. Desire for popularity or power—being popular or having power over someone else can provide some of the same feelings as illegal substances.Friends encourage them to do it—again it’s the need to be liked or popularCan’t see the consequences—childrensometimes don’t realize that they are going too far. They may think of it as a joke.http://www.ncpc.org/cyberbullyingGoogle Images 3_CyberBullies_Image.jpg http://www.cc-peds.net/promises/archive/autumn_05/images/autumn3_CyberBullies_Images.jpg
What Educators Can Tell Students:The first and best tip is to tell an adult! If it’s happening at school, tell your principle right away. If it happens at home, tell your parents. And keep on telling them until they really listen and respond.If you know a message is from a cyber bully, don’t open it and don’t delete it; the school or police might need it for evidence. Again, tell an adult.http://www.slais.ubc.ca/courses/libr500/04-05-wt2/www/D_Jackson/prevent.htmGoogle Images cyber‑bullying.jpg http://k9webprotection.net/wp-content/uploads/2011/01/cyber-bullying.jpg
How Can Children Prevent Cyber Bullying? The best thing kids can do is not to participate in the cyber bullying and tell their friends not to either. They should let a parent, teacher or principle know what is happening. If possible, they should block any text messages or emails from the cyber bully. Kids have the power to change the internet environment in their school, home and community. It’s up to parents, schools and the local community to teach children good digital citizenship. We’ll be discussing digital citizenship more later in the presentation. http://www.slais.ubc.ca/courses/libr500/04-05-wt2/www/D_Jackson/prevent.htmGoogle Image stop_cyber_bullying_poster http://jsusmerano13.files.wordpress.com/2010/08/stop_cyber_bullying_poster_s2ht.jpg
Tips to Protect Your Children Online:One of the best things a parent can do is put the computer or laptop in an open area like the family room or kitchen as opposed to letting the child keep it in their room. Parents need to encourage their children to talk about what they are doing on the internet—to talk about what Web sites the children are visiting; what games they are playing; what social networks the children are using. Parents need to set boundaries. Let the children know exactly what they can and can’t do or where they can or can’t go on the internet and then enforce the rules. Rules without discipline don’t work. Children need to learn that there are consequences to their actions. Make sure you and your children don’t have descriptive usernames and passwords—for instance, LoverBoy16 or SurferGirl15. These types of names attract pedophiles. And make sure your kids know not to ever give their passwords to anyone, not even their BFFs (Best Friends Forever). Parents need to really stress this. Don’t let them share any personal information like cell phone numbers or address unless you approve it.http://www.slais.ubc.ca/courses/libr500/04-05-wt2/www/D_Jackson/parents.htmGoogle Image tinameier2_narrowweb__http://www.cyberbullyalert.com/blog/tag/cyber-bullying/
Information to Give to Parents: If you think your child might be the victim of cyber bullying—Talk to your child! Let them know that you want to help. Don’t accuse your child! Be a sympathetic listener. Let your child know that it isn’t their fault that this happened. Be proud that they spoke up and shared their experience with you. Write down details. Be proactive! Talk to the school or local police about the incident. Follow up with your child to make sure that the bullying has stopped. And most importantly, reassure your child that they are safe. Make sure your children know what to do to protect themselves on the internet.http://www.stopcyberbullying.org/prevention/parents_role.htmlGoogle Images t1larg‑cyber‑bullying‑gi2.jpghttp://www.newburyport-today.com/2011/04/11/cyberbullying/
“As of June 2007, 35 states have enacted antibullying legislation that aims to protect the safety of 77% of U.S. students enrolled in public schools. However, only 16 of those states have enacted statutes that incorporate comprehensive basic public health antibullying principles.” http://www.jahonline.org/article/S1054-139X(07)00422-3/abstractIn Missouri, Governor Blunt signed a bill in 2008, changing the wording in an anti-bullying law that had previously stated that verbal harassment had to be a written note or made by phone. It now includes any type of technology. http://www.ibls.com/internet_law_news_portal_view.aspx?id=2095&s=latestnewsGoogle Images New‑Years‑Law.png http://morichesdaily.com/wp-content/uploads/2010/12/New-Years-Law.png
Every school should make sure all staff and students knows what cyber bullying is and then establish some expectations (ground rules) and put them in writing. You might consider having the students actively participate in establishing the expectations. Teach the students all about cyber bullying. You could do a program during several character development classes. Lead them in discussions. Encourage them to take a stand against any kind of bullying. And get the parents involved. Create anti-bullying events and activities for students and parents. Respond immediately and appropriately to any bullying incidents. And most importantly, don’t give up if you don’t immediately see a change. http://www.stopbullying.gov/topics/cyberbullying/schools/Google Images fullsize_11.jpgwww.stopbullyingnow.hrsa.govGoogle Images fullsize_11.jpg http://assets0.ordienetworks.com/tmbs/1500242455/full-size_11.jpg
It’s called Digital Citizenship. Instead of constantly trying to block our children from Internet sites or constantly trying to control everything they do on the Internet and over their cell phones, how about teaching them how to use technology correctly and ethically? Many countries believe that children should have freedom of expression with limits. Read Article 13 of the United Nations Convention on the Rights of the Child. http://www.safekids.com/2010/09/27/digital-citizenship-includes-rights-as-well-as-responsibilities/That doesn’t mean that parents and educators shouldn’t protect children, but teach them about the risks and help them deal with them. The British government’s Office for Standards in Education, Children’s Services and Skills (Ofsted) put out a report. It asked schools to ‘help pupils understand how to manage risk; to provide them with richer learning experiences; and to bridge the gap between systems at school and the more open systems outside school.” http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/The-safe-use-of-new-technologies“The focus should be on how the technology is used rather than the technology itself.” (A)Way Magazine, January 2010 - Raising a Digital Child, http://www.digitalcitizenship.org/ Google Images change.jpg http://edtechvision.org/wp-content/uploads/2008/12/change.jpg
From the moment a child picks up a piece of technology, we as parents and educators need to teach them how to use it properly and ethically. And then we need to set the example. That means teaching them to respect copyright and fair use laws. That means we make sure they are crediting photographs used. That means not downloading music and movies illegally. As educators, we can’t demand that a student do everything ethically if we won’t.(A)Way Magazine, January 2010 - Raising a Digital Child, http://www.digitalcitizenship.org/Google Images digital_citizenship.png http://internetsavvy.wikispaces.com/file/view/digital_citizenship.png
Our Goal as Educators and Parents: To help become ethical digital citizens, and to make sure they are aware of any possible issues related to the use of technology. We need to teach students the responsible use of all technology. We need to reinforce the lessons by showing and discussing inappropriate and appropriate use of technology. Teach students to cite things properly. Parents and teachers must be role models for students. When children see parents and teachers misusing any technology, they will think it is okay to do so.http://www.digitalcitizenship.net/uploads/1stLL.pdfGoogle Imagesdigital+citizen.jpghttp://2.bp.blogspot.com/_QTlkFb5Grc4/Sm8sFlSuDDI/AAAAAAAAAIM/qJ_H3ICzWWg/s1600-h/digital+citizen.jpg
Sorry. I didn’t know how to do the first citation.
* When I left it on the same line as the Web site, it changes to yellow and won’t change back. Sorry.