The document discusses developing digital literacy skills among staff and students at the London School of Economics and Political Science. It explores the differences between digital literacy and capabilities, as well as information literacy. The presentation examines LSE's approach to digital literacy training from 2005 to 2016, highlighting strategies that were effective like working with students as partners and aligning efforts with institutional strategy. It also emphasizes the importance of collaboration and making digital literacy initiatives sustainable.
Its A Ning Thing Evolution of Collaborative Practices in a 1:1 HSKristin Hokanson
This document discusses the evolution of collaborative practices in a 1:1 high school where each student has their own laptop. It outlines how the school constructed a Ning site to facilitate more collaborative teaching and learning. Key features of the Ning include forums, blogs, and RSS feeds. The document suggests the 1:1 environment and use of these tools will support best practices and enable new possibilities for students.
FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments.
FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum.
Speakers
Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).
Researching Students’ Information Choices (RSIC): Determining Identity and Ju...Lynn Connaway
Connaway, Lynn Silipigni. 2020. “Researching Students’ Information Choices (RSIC): Determining Identity and Judging Credibility in Digital Spaces.” Presented at VALA, February 11, 2020, Melbourne, Australia.
The document discusses the transition to 21st century teaching and learning, noting that it has already arrived. It highlights how the amount of new information generated annually exceeds that of the previous 5,000 years. It also notes that half of what students learn in their first year of college will be outdated by their third year. The document advocates adopting Web 2.0 tools and preparing students with creative and innovative skills rather than just content knowledge. It describes a study showing students taught with new technologies retained knowledge about the Civil War better than those taught traditionally. The document urges educators to embrace change to meet students' current needs.
This document discusses many emerging trends in education technology and higher education. It explores the increasing globalization and demographic changes affecting universities. New types of students and economic challenges are discussed. The document also examines advances in areas like online learning, virtual and augmented reality, automation, and artificial intelligence. Throughout, it questions how educational institutions can strategically respond to and take advantage of these powerful and unpredictable technological trends.
New Media Consortium 2016 conference: my keynoteBryan Alexander
Slides for my NMC 2016 conference closing keynote.
I wanted to do two things here:
1) Really go presentation Zen
2) Focus on technology and its possibilities over the next two generations
Its A Ning Thing Evolution of Collaborative Practices in a 1:1 HSKristin Hokanson
This document discusses the evolution of collaborative practices in a 1:1 high school where each student has their own laptop. It outlines how the school constructed a Ning site to facilitate more collaborative teaching and learning. Key features of the Ning include forums, blogs, and RSS feeds. The document suggests the 1:1 environment and use of these tools will support best practices and enable new possibilities for students.
FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments.
FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum.
Speakers
Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).
Researching Students’ Information Choices (RSIC): Determining Identity and Ju...Lynn Connaway
Connaway, Lynn Silipigni. 2020. “Researching Students’ Information Choices (RSIC): Determining Identity and Judging Credibility in Digital Spaces.” Presented at VALA, February 11, 2020, Melbourne, Australia.
The document discusses the transition to 21st century teaching and learning, noting that it has already arrived. It highlights how the amount of new information generated annually exceeds that of the previous 5,000 years. It also notes that half of what students learn in their first year of college will be outdated by their third year. The document advocates adopting Web 2.0 tools and preparing students with creative and innovative skills rather than just content knowledge. It describes a study showing students taught with new technologies retained knowledge about the Civil War better than those taught traditionally. The document urges educators to embrace change to meet students' current needs.
This document discusses many emerging trends in education technology and higher education. It explores the increasing globalization and demographic changes affecting universities. New types of students and economic challenges are discussed. The document also examines advances in areas like online learning, virtual and augmented reality, automation, and artificial intelligence. Throughout, it questions how educational institutions can strategically respond to and take advantage of these powerful and unpredictable technological trends.
New Media Consortium 2016 conference: my keynoteBryan Alexander
Slides for my NMC 2016 conference closing keynote.
I wanted to do two things here:
1) Really go presentation Zen
2) Focus on technology and its possibilities over the next two generations
The document summarizes discussions from a meeting between NITLE and PACOMP. Key topics discussed include communities of practice, joint research projects, and networking opportunities. Emerging technologies like artificial intelligence and their potential impacts in the next 20 years were also examined. The document outlines several trends in higher education to explore further, such as the cost crisis in colleges, demographic changes in student populations, and the rise of MOOCs and online learning.
This document provides resources and information on developing global competence and teaching global education. It includes links to websites on socialism studies, global literacy projects, language learning tools, and student projects. There are also definitions of global competence, discussions of developing critical autonomy and global competencies in teacher candidates, and strategies for teaching media literacy and connecting curriculum to global issues and news. Quotes from various sources provide perspectives on global competence and what it means to be globally competent.
This document lists and provides brief profiles of 25 educational technology leaders. It encourages readers to follow these leaders by reading their blogs or wikis, joining their online communities, and following them on social media. The leaders advocate for effectively using technology to improve teaching and learning. Brief profiles are provided for each leader, including information on where they work and their online presences.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
The document discusses how digital technologies are impacting higher education. It explores how education narratives have shifted from knowledge scarcity to abundance due to things like online content and networks. It emphasizes that educators need to help learners become "residents" who are productive participants in networked environments rather than just "visitors" who consume content. It outlines how this involves focusing on presence, encouraging independence through community-based learning, and supporting the development of networked identities. The goal is for learning to occur through open-ended connections in online spaces rather than being limited to formal instruction and assessment of objectives.
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
Participatory Librarianship: Transliterate Conversations for Creating, Cont...Buffy Hamilton
The document discusses the concept of participatory librarianship and how libraries can facilitate transliterate conversations for learning. It argues that participatory librarians approach their work as facilitators of community conversations and seek to enrich, capture, store and disseminate those conversations. It provides examples of how libraries can invite participation through activities like gaming, digital equipment, storytelling, social media and by sharing ownership of the library with patrons.
Sue Caporn and Vicki Boyd "LRCs and flexible learning environments"CILIP ARLG
The related videos can be found on youtube
'Where Did it all Go eWrong' slide - http://www.youtube.com/watch?v=JLjdR3Bx0Lg
'Now How does it Work at SBSA LRC' slide - http://www.youtube.com/watch?v=FdLg2s3EHEA
Brief presentation on a panel focused on Skills for the Future presented Oct. 6, 2009 at the MLA TriChapter Conference, Atlantic City, NJ (Medical Library Association Mid-Atlantic, Philadelphia Regional, and New York-New Jersey chapters). http://3bythesea.pbworks.com/
This document discusses common faulty logic and persuasive techniques used to influence beliefs, including:
- Glittering generalities that use emotive words to attract attention rather than provide real information.
- Hasty generalizations that make broad conclusions without sufficient evidence or sample size.
- False dilemmas that oversimplify issues and ignore other possibilities.
- Bandwagon arguments that encourage beliefs or actions just because they are popular.
- Slippery slope arguments that claim one small action will inevitably lead to larger, extreme consequences.
The document aims to help readers recognize and think critically about misleading persuasive strategies.
The document discusses a survey being conducted at Brunel University to understand current research data management practices, identify needs to comply with data management policies, and help develop university policies and infrastructure to meet future requirements for sharing research data. The survey is part of a JISC-funded project through September 2013 involving multiple partners to study feasibility of national research reporting to increase efficiency, productivity, and quality in the research sector. It encourages contact with the research librarian for any questions.
Before you can contribute to the academic dialogue, you need to have a sound grasp of your topic and its context. This session will give you strategies for finding and evaluating published literature so you can get a 'big picture' view of your topic.
This document discusses enrichment activities at Kingston College to promote reading, including a Reading Zone area, displays and promotions of reading materials, author visits, and book groups. These activities aim to raise the profile of the library and reading for pleasure on campus, make reading resources easily accessible, and contribute to student success. It's important to measure the impact of these activities to demonstrate their value.
What are the necessary skills for a librarian in 2015?LAICDG
Presentation by Mairead Owens, County Librarian, Dun Laoghaire Rathdown Libraries, for the Information Skills for the Future event, organised by the Career Development Group of the Library Association of Ireland on April 2nd 2015
'If you can't be kind, be scholarly': constructive peer reviewing (LILAC 2016)Emma Coonan
This workshop offers an introduction to the ‘what’ and ‘how’ of peer reviewing, suitable for both current and aspiring reviewers. It may also be useful for writers of academic articles. It explores what peer review is and how it serves scholarship; looks at an example of a peer review form; considers how to read an article critically and analytically; and suggests how to give constructive, courteous and workable feedback that will enhance the final article.
Librarian skills - Now and in the near futureJan Holmquist
To what question in society is your library the answer?
Libraries as strategic learning institutions - Making the community smarter.
Presentation in Soesterberg, The Netherlands - 28 november 2014
How School librarians can help prepare their students for learning at UniversitySarah Wolfenden
This document discusses preparing sixth form students for university. It provides background on Brunel University London, including that it has nearly 15,000 students from over 100 countries. It also discusses the support available to students from the library at Brunel, including subject librarians, basic inductions, more in-depth embedded sessions, online skills packages, drop-ins, and appointments. Specific library instruction is provided for students completing extended projects, covering skills like searching, evaluating sources, and referencing. Useful tips are provided to help prepare students for university independence, organization, using library resources, and asking for help.
The Professional Development Cycle - Central Banking TrainingJo Alcock
In an age when researchers have a wealth of information at their fingertips via the internet, librarians need to show that their services are still valuable. Facilitating access to digital services, such as online databases and digital journal stores, may require librarians to acquire new skills, re-train and adapt their workflow. In this interactive workshop, the group will consider the new professional skills and competencies which librarians can benefit from, and discuss ways to plan, prioritise, participate in, record and reflect on professional development activities. Delegates will leave the session with ideas for developing new skills and competencies, and tools and techniques to support them.
Libraries are about enabling people in our communities to learn, unlearn, and relearn. This workshop has a focus on the library as a strategic learning institution that makes the community smarter. Learn more about 23 mobile things and how you can build your own mobile learning experience for staff and customers or members. Take part in a discussion about how we frame the library as an important way to make the community smarter, and find out more about current trends in learning that affect our libraries and the way we enact with people who want to learn.
The document summarizes discussions from a meeting between NITLE and PACOMP. Key topics discussed include communities of practice, joint research projects, and networking opportunities. Emerging technologies like artificial intelligence and their potential impacts in the next 20 years were also examined. The document outlines several trends in higher education to explore further, such as the cost crisis in colleges, demographic changes in student populations, and the rise of MOOCs and online learning.
This document provides resources and information on developing global competence and teaching global education. It includes links to websites on socialism studies, global literacy projects, language learning tools, and student projects. There are also definitions of global competence, discussions of developing critical autonomy and global competencies in teacher candidates, and strategies for teaching media literacy and connecting curriculum to global issues and news. Quotes from various sources provide perspectives on global competence and what it means to be globally competent.
This document lists and provides brief profiles of 25 educational technology leaders. It encourages readers to follow these leaders by reading their blogs or wikis, joining their online communities, and following them on social media. The leaders advocate for effectively using technology to improve teaching and learning. Brief profiles are provided for each leader, including information on where they work and their online presences.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
The document discusses how digital technologies are impacting higher education. It explores how education narratives have shifted from knowledge scarcity to abundance due to things like online content and networks. It emphasizes that educators need to help learners become "residents" who are productive participants in networked environments rather than just "visitors" who consume content. It outlines how this involves focusing on presence, encouraging independence through community-based learning, and supporting the development of networked identities. The goal is for learning to occur through open-ended connections in online spaces rather than being limited to formal instruction and assessment of objectives.
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
Participatory Librarianship: Transliterate Conversations for Creating, Cont...Buffy Hamilton
The document discusses the concept of participatory librarianship and how libraries can facilitate transliterate conversations for learning. It argues that participatory librarians approach their work as facilitators of community conversations and seek to enrich, capture, store and disseminate those conversations. It provides examples of how libraries can invite participation through activities like gaming, digital equipment, storytelling, social media and by sharing ownership of the library with patrons.
Sue Caporn and Vicki Boyd "LRCs and flexible learning environments"CILIP ARLG
The related videos can be found on youtube
'Where Did it all Go eWrong' slide - http://www.youtube.com/watch?v=JLjdR3Bx0Lg
'Now How does it Work at SBSA LRC' slide - http://www.youtube.com/watch?v=FdLg2s3EHEA
Brief presentation on a panel focused on Skills for the Future presented Oct. 6, 2009 at the MLA TriChapter Conference, Atlantic City, NJ (Medical Library Association Mid-Atlantic, Philadelphia Regional, and New York-New Jersey chapters). http://3bythesea.pbworks.com/
This document discusses common faulty logic and persuasive techniques used to influence beliefs, including:
- Glittering generalities that use emotive words to attract attention rather than provide real information.
- Hasty generalizations that make broad conclusions without sufficient evidence or sample size.
- False dilemmas that oversimplify issues and ignore other possibilities.
- Bandwagon arguments that encourage beliefs or actions just because they are popular.
- Slippery slope arguments that claim one small action will inevitably lead to larger, extreme consequences.
The document aims to help readers recognize and think critically about misleading persuasive strategies.
The document discusses a survey being conducted at Brunel University to understand current research data management practices, identify needs to comply with data management policies, and help develop university policies and infrastructure to meet future requirements for sharing research data. The survey is part of a JISC-funded project through September 2013 involving multiple partners to study feasibility of national research reporting to increase efficiency, productivity, and quality in the research sector. It encourages contact with the research librarian for any questions.
Before you can contribute to the academic dialogue, you need to have a sound grasp of your topic and its context. This session will give you strategies for finding and evaluating published literature so you can get a 'big picture' view of your topic.
This document discusses enrichment activities at Kingston College to promote reading, including a Reading Zone area, displays and promotions of reading materials, author visits, and book groups. These activities aim to raise the profile of the library and reading for pleasure on campus, make reading resources easily accessible, and contribute to student success. It's important to measure the impact of these activities to demonstrate their value.
What are the necessary skills for a librarian in 2015?LAICDG
Presentation by Mairead Owens, County Librarian, Dun Laoghaire Rathdown Libraries, for the Information Skills for the Future event, organised by the Career Development Group of the Library Association of Ireland on April 2nd 2015
'If you can't be kind, be scholarly': constructive peer reviewing (LILAC 2016)Emma Coonan
This workshop offers an introduction to the ‘what’ and ‘how’ of peer reviewing, suitable for both current and aspiring reviewers. It may also be useful for writers of academic articles. It explores what peer review is and how it serves scholarship; looks at an example of a peer review form; considers how to read an article critically and analytically; and suggests how to give constructive, courteous and workable feedback that will enhance the final article.
Librarian skills - Now and in the near futureJan Holmquist
To what question in society is your library the answer?
Libraries as strategic learning institutions - Making the community smarter.
Presentation in Soesterberg, The Netherlands - 28 november 2014
How School librarians can help prepare their students for learning at UniversitySarah Wolfenden
This document discusses preparing sixth form students for university. It provides background on Brunel University London, including that it has nearly 15,000 students from over 100 countries. It also discusses the support available to students from the library at Brunel, including subject librarians, basic inductions, more in-depth embedded sessions, online skills packages, drop-ins, and appointments. Specific library instruction is provided for students completing extended projects, covering skills like searching, evaluating sources, and referencing. Useful tips are provided to help prepare students for university independence, organization, using library resources, and asking for help.
The Professional Development Cycle - Central Banking TrainingJo Alcock
In an age when researchers have a wealth of information at their fingertips via the internet, librarians need to show that their services are still valuable. Facilitating access to digital services, such as online databases and digital journal stores, may require librarians to acquire new skills, re-train and adapt their workflow. In this interactive workshop, the group will consider the new professional skills and competencies which librarians can benefit from, and discuss ways to plan, prioritise, participate in, record and reflect on professional development activities. Delegates will leave the session with ideas for developing new skills and competencies, and tools and techniques to support them.
Libraries are about enabling people in our communities to learn, unlearn, and relearn. This workshop has a focus on the library as a strategic learning institution that makes the community smarter. Learn more about 23 mobile things and how you can build your own mobile learning experience for staff and customers or members. Take part in a discussion about how we frame the library as an important way to make the community smarter, and find out more about current trends in learning that affect our libraries and the way we enact with people who want to learn.
ALLA Preconference -- Flip Your Collection -- Wendy StephensWendy Stephens
This document discusses flipping school library collections to better engage students. It suggests weeding outdated books, focusing on circulation over just the size of the collection, and using social media and student works to extend the student experience and blur lines between school and personal life. This includes considering student fanfiction, artwork, coursework and programming as part of the collection.
Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Sy...Lane Wilkinson
Slides from my talk at ACRL/NY 2011. December 2, 2011. Baruch College, New York, NY.
Read a summary explanation at: http://librariesandtransliteracy.wordpress.com/2011/12/05/skills-that-transfer/
Experimenting with mobile technologies in librariesJo Alcock
Presentation for CoFHE 2011 conference with numerous examples of mobile technologies being used in libraries. All resources available at: http://www.delicious.com/tag/cofhemobapps
Developing ourselves: productivity for librariansJo Alcock
This document discusses tools for productivity and getting things done (GTD), focusing on using microblogging and social software. It recommends establishing systems for filtering email, RSS feeds, and tweets to prioritize information. Several web-based tools are described that can help with tasks like capturing information, organizing projects, and scheduling tasks across multiple devices, such as Evernote, TripIt, and Nozbe. The document encourages establishing routines for reviewing information and tasks regularly to stay productive.
Academic libraries in higher education and researchH Anil Kumar
This document summarizes the key trends and challenges facing academic libraries in higher education. It discusses how the education ecosystem is changing with a shift from print to ebooks and the need for libraries to rethink their physical spaces and services. Technologies like makerspaces and 3D printing are transforming library spaces. Libraries also need to market themselves effectively to remain relevant to users and adapt services and staff to meet changing user needs in the digital age.
Developing digitally literate staff and students: experiences from LSEJane Secker
1) The document discusses developing digital literacy among staff and students through experiences at the London School of Economics (LSE).
2) It defines digital literacy as the capabilities needed for living, learning, and working in a digital society, and notes a distinction between viewing it as a literacy for students versus a capability for staff.
3) Over the past decade, LSE's focus on digital literacy among academic staff has included supporting them as teachers, researchers, and learners through training beyond just the use of virtual learning environments and integrating copyright literacy.
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 Trouble with Terminology: rehabilitating and rethinking digital literacyJane Secker
Paper given as part of a symposium at the Society for Research in Higher Education Conference - 9-11th December. The paper suggests that digital literacy is a problematic term - it ignores 40 years of work in information literacy.
The document describes the SEAL (Second Environment: Advanced Learning) project. It discusses the aims of the project which are to surface learners' voices about desired learning futures through immersive events in Second Life, build communities of learners and practitioners to "free up" existing mindsets, and construct possible, probable and preferred models of learning to ensure changes made in education are beneficial for students. It outlines the research approach, methodology of cognitive mapping and analysis, and planned outputs including models of possible and preferred futures for learning and frameworks for practice in Second Life.
Learning in a Changing World: Racing against TimeJudy O'Connell
Are you racing against time to update your capacity to engage with established and emerging technology? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
SloanC Emerging Technologies Presentation April 8humanmooc
The document summarizes research on using online tools and strategies to build community and presence in a Massive Open Online Course (MOOC) on the Community of Inquiry framework. It discusses findings that using tools like blogs, Twitter, YouTube and VoiceThread can increase social presence. Instructor presence was enhanced through video introductions, announcements and facilitating discussions. The MOOC effectively supported cognitive presence through activities that sparked curiosity and motivation. Most participants agreed the course helped them apply knowledge and appreciate different perspectives. The summary provides an overview of best practices for maintaining an active online community through communication tools and instructor facilitation.
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
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.
This document discusses developing agile approaches in school libraries in a digital age. It notes that the concept of the "Gutenberg Parenthesis" can help reconceptualize directions for school libraries. Key topics discussed include trends in knowledge construction, 21st century skills alignment, digital literacies like media literacy and metaliteracy. The document also references reports on emerging technologies and their implications for education, including trends, challenges and developments impacting schools, libraries and teaching. Overall it argues that sustainable learning requires fusing environments, tools, formats and meta-literacy capabilities in educational approaches.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
This document summarizes a presentation given by Vicky Grant and Chris Stokes from the University of Sheffield about developing a collaborative vision, strategy, and offer for information and digital literacy at their institution. It discusses defining information and digital literacy, models for digital literacy from JISC, developing a vision statement, knowing your organization and learners, and embedding the information and digital literacy offer into the institutional strategy and learning and teaching strategy through collaboration with directors of digital learning and creating a digital commons space.
The document discusses designing a connected future for school libraries. It proposes taking a networked learning approach framed around principles of equity, participation and social connection. This involves cultivating connections between people, information and ideas. The library should act as a hub where passion-driven learning occurs through participation, interconnection, challenge and creation. A connected future is outlined as one that values, promotes and creates an environment of connectivity by connecting students, teachers and information.
Developing a collaborative vision, strategy and offer for information and dig...missvagrant
This document summarizes a presentation given by Vicky Grant and Chris Stokes from the University of Sheffield about developing a collaborative vision, strategy, and offer for information and digital literacy at their institution. The presentation discusses defining information and digital literacy, models for digital literacy from JISC, developing a vision statement, knowing your organization and learners, and embedding the information and digital literacy offer into the institutional strategy and learning and teaching strategy through collaboration with directors of digital learning and a new digital commons space in the library.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
MASSIVE... beacause size matters! MOOCs and Open Learning in ODLKelli Buckreus
This document provides an overview of MOOCs and open learning. It discusses different types of MOOCs, theoretical frameworks for open learning, and 900 years of open education history. The document also examines uses of MOOCs in different learning contexts like K-12, higher education, and professional development. Benefits and limitations of MOOCs are considered. The thesis is that MOOCs are not suitable for all learners but can be effective when combined with other tools to meet the needs of diverse learners in various contexts.
CILIP Conference 2020: The 'Digital Pivot' - the role of librarnas and knowle...CILIP
The document discusses the role of librarians and knowledge specialists in supporting the transition to online teaching and learning during the COVID-19 pandemic. It notes that information literacy is important for developing critical thinking skills and engaging as informed citizens. A survey found that librarians helped with skills like evaluating information, using databases, referencing, and dealing with misinformation. Common technologies used included web conferencing, learning tools, and video creation tools. Challenges included student engagement and digital literacy, while opportunities included developing online teaching skills and reaching more students. The document provides case studies of librarians adapting information literacy sessions online.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
This document provides an overview of digital literacy and fluency. It defines key terms like digital literacy, digital fluency, and participatory culture. It discusses the importance of these concepts for learners and educators. It also outlines several models for understanding digital literacy development. Additionally, it provides examples of digital literacy skills and competencies like digital scholarship, managing online identity, and using mobile devices. It discusses some challenges to digital adoption in higher education. Finally, it describes some university initiatives to promote digital fluency among students and faculty.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Similar to Developing Digital scholarship and information literate staff (20)
Copyright and Online Learning in a time of transitionJane Secker
Presentation by Chris Morrison and Jane Secker at the University of Kent digitally enhanced webinar on 16th February 2022. We spoke about copyright and online learning in a time of transition
Copyright and online learning at a time of crisis - FIL Online Nov 2020Jane Secker
This document summarizes a presentation on copyright and online learning during the COVID-19 pandemic. It discusses the shift to online teaching in March 2020 and the use of copyright exceptions and licenses to support this transition. It provides an overview of webinars held to help educators understand copyright issues and the increasing participation in these webinars. The presentation addresses topics like the CLA license extension, film and audiovisual works, and the University of Kent's copyright literacy strategy.
Secker Understanding the role of technology through the lens of opennessJane Secker
This document summarizes a presentation about understanding the role of technology in academic practice through a lens of openness. It discusses definitions of open educational practices and copyright literacy. It then describes a module on digital literacies and open practice taught at City, University of London, including course structure, webinars, and student feedback. Research findings from interviews with staff highlight motivations for openness as well as barriers and the need for training and support. Recommendations include addressing variation in experience and understanding of open concepts between disciplines.
Copyright, E-learning and Digital Literacy: teaching and learning in the digi...Jane Secker
This document discusses the impact of technology on teaching and learning in the digital age. It addresses topics such as e-learning, MOOCs, information literacy, digital literacy, and copyright literacy. The author argues that embedding open practices through education of librarians, teachers, students, and other professionals can help address issues around copyright infringement and promote ethical use of information. Literacies like digital literacy, information literacy, and copyright literacy are important to teach students to be informed citizens and engage fully in today's digital society.
Teaching Information and Copyright Literacy: the role of librariansJane Secker
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Developing Digital scholarship and information literate staff
1. Developing digital scholarship and
information literate staff
Dr Jane Secker
London School of Economics and
Political Science
UCISA Digital Capabilities Conference: 26th-27th May 2016
2. The trouble with terminology…
Image: Networking from Flickr licensed under CC BY-NC-ND: : https://flic.kr/p/gXNViq
3. My dolly is bigger than yours….
Image: ‘Russian Dolls’ by Lachlan Fearnley, CC BY-SA 3.0
Matryoshka metaphor conceived by Florence Dujardin (@afdujardin)
6. What is digital literacy?
…….the capabilities which fit someone for
living, learning and working in a digital
society.
Jisc (2015)
Literacy = students
Capability = staff
Scholarship??
7. What is information literacy?
Information literacy empowers people in all walks
of life to seek, evaluate, use and create
information effectively to achieve their personal,
social, occupational and educational goals. It is a
basic human right in a digital world and promotes
social inclusion in all nations.
UNESCO (2005) Alexandria Proclamation
8. A New Curriculum for Information Literacy
(ANCIL)
Secker and Coonan (2013)
9. Is digital a red herring?
http://www.public-domain-image.com
21. Collaboration ….
Marvel Avengers from Flickr licensed under CC-BY: https://flic.kr/p/dza1Nr
Together from Flickr licensed under CC-BY-SA: https://flic.kr/p/C5JP
22. Thank you – any questions?
@jsecker
http://janesecker.wordpress.com
j.secker@lse.ac.uk
23. Further reading
Hinrichsen, J and Coombs (2013). The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning
Technology. 21: 21334. http://dx.doi.org/10.3402/rlt.v21.21334
Jisc (2015) Developing students’ digital literacy: quick guide. https://www.jisc.ac.uk/guides/developing-students-digital-literacy
LSE SADL Project: http://blogs.lse.ac.uk/lsesadl
Secker, Jane (2012) Digital literacy support for researchers: the personalised approach. In: Priestner, Andy and Tilley, Elizabeth, (eds.) Personalising
library services in higher education: the boutique approach. Ashgate, Farnham, UK, pp. 107 -125. Available at: http://eprints.lse.ac.uk/45810/
Secker, J and Coonan, E. (2013) Rethinking Information Literacy: a practical framework for supporting learning. Facet Publishing: London.
Straumsheil, C (2016, May 13) Leave it in the Bag. Inside Higher Education. Available at:
https://www.insidehighered.com/news/2016/05/13/allowing-devices-classroom-hurts-academic-performance-study-finds
UNESCO (2015) Media and Information Literacy. Available at: http://www.unesco.org/new/en/communication-and-information/media-
development/media-literacy/mil-as-composite-concept/
White, D and Le Cornu, (2011) Visitors and Residents: a new typology for online engagement. First Monday. Available at:
http://firstmonday.org/article/view/3171/3049
Editor's Notes
The presentation reflects on 10 years of running a digital literacy programme for staff at LSE, including the evolving nature of the programme, challenges, lessons learnt and the impact of the programme. It will discuss the benefits of running this programme collaboratively with Learning Technology and Library staff.
Key message: digital literacy is vital for staff and students – need to tailor programmes for your audience and not make assumptions – but also to constantly reviewing the programme to keep it fresh and relevant as technology changes.
The evolving nature of the digital literacy programme
Challenges
Lessons learnt
Impact of the programme
Collaborative nature of the programme
Tell a story here – the key point is that it’s like a party where people don’t talk to each other – they stay in their cliques
Around 14 years ago in 2002 there was a conference called E-lit organised by a group of Glasgow based universities (is there anyone here who attended this conference?) It aimed to bring together those interested in IT literacy and Information Literacy (mainly librarians and IT trainers with some e-learning pioneers involved).
It seemed like a great idea, the conference ran for a few years however it became increasingly clear that these professions weren’t really working together IT people talked to the IT people, librarians talked to the librarians and the e-learning people talked to no one! – I was one of the group of librarians who headed off into the sunset to form a dedicated conference on information literacy (called LILAC which is hugely successful, and is now in it’s 12th year).
However, the conference inspired me as someone working in the intersection between library / IT and e-learning to see there were a lot of benefits from trying to work together – but it does seem to me that professionals find it hard to find a shared common language and in some ways we talk at cross purposes, perhaps there is a bit of turf war going on.
Is it sometimes a bit like this when we talk about terms?
I attended an event about digital literacy a few years ago where I asked education researchers how digital and information literacy related to each other – anyone have any ideas which was they thought was the ‘container’ term?
It was digital – however, for me it was information – librarians call it information literacy
Ask a learning developer – they will tell you its academic literacies
A media person will see it as Media Literacy
This is our original graphic of how we perceived the field of IL and its relationships with other areas.
Our representation situates information literacy as the central concept, overlapping with areas of specific information application (new learning literacies), practices involving a specific type of information (digital literacies), and information in use in a particular context or community (academic and media literacies). The graphic was designed to show that we perceive information literacy as interwoven with all these areas – but it also suggests visually that information literacy is a grand narrative: the overarching, ‘master’ concept that relates and makes meaningful all the others.
However, we soon began to see an equal degree of complexity in other areas, in particular recognising the strength of the claim that learning development constitutes a legitimate, epistemologically autonomous, and empirically grounded field of inquiry. In other words, learning development could equally validly claim to occupy the central, relational role in our diagram, as a lens through which to see and connect the other areas – including digital and information literacies. And equally, what Jane and I refer to as ‘information literacy’ is now often seen as being subsumed within the larger concept of ‘digital literacy’, which then becomes the grand narrative.
In all these professional areas in the last decade or so we have been moving away from a functional, remedial, simplistic enforced or normalised label-hanging approach. Because of the way our thinking in all these areas has developed, maybe we’ve reached a point where although we’re coming from different specialties and start points, we’re all converging on the same goal: to provide opportunities for our students to construct and sensemake the academic landscape for themselves.
The way in which UCC is approaching this landscape, with a convergence between academic writing, research skills and digital literacies, echoes how our own thinking around ANCIL has developed as well as how we are implementing this thinking in our institutions. We’re excited by your approach!
In the same way as our thinking about learning development has moved on from study skills – Wingate - so information literacy was once distressingly functional, process-based and the province – and the ‘gift’ - of librarians (we decided who got to be qualified as “information literate”). Now, however, it’s starting to be seen as a crucial ingredient in learning and in the development of an individual’s identity as a learner, a graduate, an employee and an informed citizen. Zurkowski ECIL keynote 2013 (Istanbul) – IL is about empowering the general population, making it harder for those in authority to fool people. A revolutionary tool. Information can be dangerous, so if IL is not challenging, we are doing it wrong!
So are we clear what we mean when we talk about digital literacy? Or capability or scholarship – we have many different models.
Digital skills is very in vogue with the government at the moment
Say something about capabilities and competencies and frameworks that are standards based. Remedial.
Big move in the information and academic literacies field to move to something that is more leaner centred – part of the discipline or context specific
Essentially here is where I make my point – all this talk about digital and the key abilitites really are not technology but about how people interact with information – this includes digital technology and tools but essentially it’s about empowering people to achieve their personal social, occupational or educational goals.
It’s way bigger than scholarship (associated with forma education)
And way bigger than digital – given that we are in a world where everyone has fair access to technology and digital exclusion is still a big issue even in the UK
Where does this fit with scholarship?
Key message here is – I called it information literacy
It’s learner centred
It’s not prescriptive
And back in 2011 when I developed this model (which was based on research) there was a lot of time spent by me and my co-researcher Emma Coonan discussing where digital fit in all this. Should one of the strands be about digital and then we realised…....digital affects all of these things – it can be used to present and communicate, it can be used to develop your academic writing abilities. It’s hugely important in resource discovery (but people still find things by browsing shelves and talking to other people – non digital ways). It’s important for managing information, but we also still need to manage a lot of paper (or in my case, not manage our paper very well!)
So essentially we concluded.....move to next slide
Is digital a red herring? Does it change anything?
The framework I developed didn’t have digital in it – there is not a separate digital literacy strand – digital runs through everything potentially (and that might be the decision not to use tech)
But going back to where it fits, it is a core skill and it is something that needs to feature in all the aspects of literacy (or scholarship). So in some ways scholarship today is inevitably more digital (even when the choice is to ban the laptop!)
Digital is an opportunity though because it’s cool – digital skills a key focus for government – digital is recognised as important to the economy. In big businesses CEOs recognise that digital matters – it’s a huge market – the mobile phone in your pocket is like a shop window, access to services.
An opportunity to engage some people, but also potentially a threat and something to blame…..read the article by Henrichsen and Coombs – about what they call critical digital literacy – I’m reading a lot about critical literacy at the moment (which should probably feature in my overlapping literacies Venn diagram)
Recent Inside Higher Ed article on an MIT study how laptops and tablets are distracting and students perform better with no tech. Like many of these studies it is fundamentally flawed. Not comparing like with like. “Leave it in the bag”
First up – let’s dispel a few myths – digital natives do not exist – fact
Some students may be tech savvy – some are not – the continuum of visitors to residents from White and Le Cornu is a more helpful way of viewing this.
Students may use Facebook, students are not experts in their discipline and scholarly practices
However for staff the rhetoric is compelling and they believe themselves to be playing catch up.
So I am going to reflect for the last part of this talk on what I might have gleaned from running a digital literacy programme for the past 11 years. If I take you back to 2005 when the programme was created – it didn’t come out of a top level strategy or a paper. It was a hunch I had that people needed more help – I see it as a pretend horse – something I created for staff and researchers – I think it was just 3 courses on creating a reading list, on finding and using library resources and going beyond Google.
It came from the idea that underpinning the use of technology in education were some other skills that seemed to be missing when I spoke to academics – when they confided in me that they didn’t really know how things worked related to technology and library systems.
And now digital literacy is a thing, we’ve gone from our pretend horse to a real one. It is a regular part of the workshops we do at LSE and taught jointly by staff in the library and LTI
The need for a new programme aimed at staff – to support their teaching and research
A programme that was available to all types of staff (and research students)
Knowledge of how to use IT and Library systems to find and manage information
Awareness of social media – but no real understanding of how to use it for scholarly purposes
An opportunity to experiment, test out new ideas and courses, understand needs (so some courses dropped, all regularly reviewed – many were subsequently developed for students)
An opportunity to collaborate between learning technologists and library staff
Staff don’t know what they don’t know! These workshops raise awareness of new tools and technologies (we used to run one on Facebook)
Mention a framework here
Keep it fresh and regularly review the programme
Bring in new staff to teach
Don’t over manage the people running the programme
Be flexible
Be prepared to drop courses not running – using images in teaching – a fantastic course but could we get people to come? No! Integrated it into a wider session on using images and digital media.
Sometimes people come along expecting something quite different – make sure you course titles and descriptions are really clear!
Dealing with academic and admin staff in the same session who might have quite different needs
(we’ve now developed a Research Development Programme which focuses specifically on PhD students)
Being too ahead of the curve – we started running Twitter classes in 2008 – it’s taken a long time for people to start coming! We were at the point of dropping them! (the same with blogging and writing for blogs)
Games based learning for copyright – now the most popular workshop we do (when it was the least popular!)
Need to keep things fresh – but also value in really investing in developing high quality sessions for core digital literacies
Copyright the card game / cake – post digital
Say something sensible about SADL here – a programme to engage undergrads but also to help understand them and work out how to engage staff
Bottom up approach – opposite of a top down framework in some ways
Sustainability is also all about having institutional and national strategies that help align your work – so everyone knows where they are heading.
Jisc strategies and focus from the HEA are helpful – led to a revamp of the PGCert to recognise the value of DL and Learning Technologies
QAA and Digital Literacy review
At the moment LSE Life is the key focus so need to look at where this fits into the programme that is being developed for students
This is key – how do we do make it sustainable?
Digital needs to be part of the mainstream – people have talked about post-digital (digital disappears as it’s just part of everything)
I think sustainability is all about evidence and impact – doing research about what works and what staff and students actually need, evaluating your programmes, going way beyond the happy sheet
Also it’s about trying to join up what you do – to make the best your of resources and avoiding turf wars or duplication of effort with other learning providers (hence why having a strategy is important)
Collaboration with academics and learning support professionals
Aligning digital, academic and information literacy programmes
Joined up approach to liaising with academic departments
Avoiding turf wars because there are overlaps and through good communication and compromises we can all get on together.
Add I the chapter from the Tilley and Preistner Boutique model book
What else have I written about digital literacy