Facebook in the Information Literacy Classroom: Framework and Strategies Donna Witek
Presenters: Donna Witek and Teresa Grettano
PaLA’s Teaching, Learning & Technology (TL&T) Round Table Spring 2012 Workshop, Harrisburg, PA, March 30, 2012
Description: It's a safe bet that the majority of our students are on Facebook. For students old enough to use the website, Facebook is reshaping what it means to find and use information. As librarians our knowledge of this shift can be leveraged in the information literacy classroom. In this presentation, attendees will learn the ways that Facebook as a tool is affecting our students' information seeking behaviors and practices. Using as a guide the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, the presenters will identify the conceptual links between Facebook's core functions and information literacy as defined by the Standards. They will then suggest ways in which these conceptual links can be co-opted by information literacy instructors seeking to reinvigorate the research process for their students ("using Facebook" to do so). Attendees will leave this presentation with concrete strategies, based on a conceptual framework, of how to use Facebook as a teaching tool in the information literacy classroom.
Buchanan /ASI Parent SART Meeting on Social Media LIteracy Michael Niehoff
Sharing information with parents about the power of social media. If College & Career Readiness is important, then we need to know the challenges and the advantages of social media for our students.
Rethinking Information Literacy: Classroom Evidence for Incorporating Student...Donna Witek
Presenters: Donna Witek (formerly Mazziotti) and Teresa Grettano
PaLA 2011, State College, PA, October 2-5, 2011
Abstract: In Spring 2011 the presenters, an English professor and an instruction librarian, designed and co-taught a course called Rhetoric & Social Media at The University of Scranton. The course goals included elements of traditional Information Literacy as well as goals unique to communication in online social media environments. Based on assessment of student work in meeting these course goals, this presentation will make the case for an updated definition of Information Literacy that takes into consideration the effects of social media practices on our students’ information seeking behaviors and processes.
True 21st Century College & Career Readiness has to include new literacies such Social Media. Not only can students harm their future higher ed and career opportunities, they could also easily enhance those same opportunities. Part of our new digital profile and resume includes our social media activity. Educators need to train, model, challenge and focus on this literacy.
Hobbs introduces the challenges associated with teaching about media and democracy and shows how core concepts of media literacy can promote critical thinking, creativity, collaboration and communication skills.
Facebook in the Information Literacy Classroom: Framework and Strategies Donna Witek
Presenters: Donna Witek and Teresa Grettano
PaLA’s Teaching, Learning & Technology (TL&T) Round Table Spring 2012 Workshop, Harrisburg, PA, March 30, 2012
Description: It's a safe bet that the majority of our students are on Facebook. For students old enough to use the website, Facebook is reshaping what it means to find and use information. As librarians our knowledge of this shift can be leveraged in the information literacy classroom. In this presentation, attendees will learn the ways that Facebook as a tool is affecting our students' information seeking behaviors and practices. Using as a guide the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, the presenters will identify the conceptual links between Facebook's core functions and information literacy as defined by the Standards. They will then suggest ways in which these conceptual links can be co-opted by information literacy instructors seeking to reinvigorate the research process for their students ("using Facebook" to do so). Attendees will leave this presentation with concrete strategies, based on a conceptual framework, of how to use Facebook as a teaching tool in the information literacy classroom.
Buchanan /ASI Parent SART Meeting on Social Media LIteracy Michael Niehoff
Sharing information with parents about the power of social media. If College & Career Readiness is important, then we need to know the challenges and the advantages of social media for our students.
Rethinking Information Literacy: Classroom Evidence for Incorporating Student...Donna Witek
Presenters: Donna Witek (formerly Mazziotti) and Teresa Grettano
PaLA 2011, State College, PA, October 2-5, 2011
Abstract: In Spring 2011 the presenters, an English professor and an instruction librarian, designed and co-taught a course called Rhetoric & Social Media at The University of Scranton. The course goals included elements of traditional Information Literacy as well as goals unique to communication in online social media environments. Based on assessment of student work in meeting these course goals, this presentation will make the case for an updated definition of Information Literacy that takes into consideration the effects of social media practices on our students’ information seeking behaviors and processes.
True 21st Century College & Career Readiness has to include new literacies such Social Media. Not only can students harm their future higher ed and career opportunities, they could also easily enhance those same opportunities. Part of our new digital profile and resume includes our social media activity. Educators need to train, model, challenge and focus on this literacy.
Hobbs introduces the challenges associated with teaching about media and democracy and shows how core concepts of media literacy can promote critical thinking, creativity, collaboration and communication skills.
Debunking social media myths, providing an overview of Facebook, Twitter and blogging, examining legal and HIPPA issues, reviewing social media policies and looking at some case studies -- this presentation is designed to illustrate how to leverage social media to change perceptions.
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
The 411 on Facebook: An FYI for TeachersAPatterson79
This power point presentation provides a brief description of social networking, specifically focusing on Facebook. The reasons why children use it, the pros and cons of it, and how to keep kids safe on Facebook are all addressed in this presentation.
#ShareThis2015 Class 2: Professional and Organizational Approaches to Social...Lance Eaton
This slide deck covers the second class of my social media course, Share This: Professional and Organizational Approaches to Social Media. If you would like to know more about the course or what services I can provide with regard to social media, please feel free to reach out to me.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
This presentation explains some of the basics of Social Networking sites like Face book, as well as microblogging tools like Twitter. It includes some cartoons and assignment ideas.
Debunking social media myths, providing an overview of Facebook, Twitter and blogging, examining legal and HIPPA issues, reviewing social media policies and looking at some case studies -- this presentation is designed to illustrate how to leverage social media to change perceptions.
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
The 411 on Facebook: An FYI for TeachersAPatterson79
This power point presentation provides a brief description of social networking, specifically focusing on Facebook. The reasons why children use it, the pros and cons of it, and how to keep kids safe on Facebook are all addressed in this presentation.
#ShareThis2015 Class 2: Professional and Organizational Approaches to Social...Lance Eaton
This slide deck covers the second class of my social media course, Share This: Professional and Organizational Approaches to Social Media. If you would like to know more about the course or what services I can provide with regard to social media, please feel free to reach out to me.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
This presentation explains some of the basics of Social Networking sites like Face book, as well as microblogging tools like Twitter. It includes some cartoons and assignment ideas.
The port paradoxes of our age - sustainable port competitiveness through par...Maurice Jansen
In a mature port cluster, conflicting interests are usually accommodated in the sense of a settlement of differences. This approach suggests that the quality of cluster performance us a product of the bargaining society. The question is whether bargaining is effective for solving the highly complex challenges of today? It is certainly not the most constructive one. This presentation covers the paradoxes in the port landscape, the existing paradigms towards issue management as well as an alternative approach based on organisational learning, knowledge sharing and collaborative action.
Team ABS Air Tech wish You & your family a VERY HAPPY NEW YEAR 2016.
May every day of the New Year glow with good cheers & happiness for you & your family...
La informacion mas completa de Mexico, Oaxaca yl a Costa chica. Puerto Escondido libre; demandan fundadores elevación de rango a municipio. Exhiben deficiencias
Locatarios aportaron 4 millones 650 mil pesos, el municipio de Santa María Colotepec 5 millones de pesos, el resto el gobierno estatal y federal.
Illustrated Review of Approach to the Radiological Diagnosis of Bone TumorsMedia Genie
Bone tumors and tumor like conditions are common in day to day practice. Many imaging modalities like plain radiography, CT, Nuclear medicine & MRI are available for the diagnosis. Plain radiography is the modality of choice in the diagnosis. MRI and CT are used only to stage the extent of the disease or as problem solving tools. A logical approach is needed for accurate diagnosis of bone tumors.
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
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What is your opinion of social media? Does it empower or exploit?
Social media is a double edged sword, on one side people have the ability to connect and interact like never before, the other is the open books that our lives have become. Once we post anything, it is out there, possibly forever, once that button is clicked we have no control who could eventually see it. Even if we have the highest security settings in place, there is no stopping another person from taking a screen shot and sharing a post we thought was secure with the rest of the internet. Aside from our posts, what we “like” or hashtag, or retweet, all becomes a data point that can be gathered and sold to companies for advertising purposes. So every post we make and every “like” we have could potentially be used to exploit us. A simple Google search of a person’s name usually contains there Facebook, Linked In, Twitter or Instagram accounts on the first page or two, a potential employer will perform that search, and if anything pops up that could be a red flag, a person could lose out on an opportunity.
Is social media really worth the kind of money that investors are paying?
Social media, like anything else is worth what people are willing to pay. That being said, I think that social media is worth every penny. Looking at Facebook, their ability to not only gather copious amounts of user specific data, but also distill the data, sell it to companies, and give those companies a place to advertise is amazing. Social media is the only outlet that can provide such services. Compared to traditional methods, social media’s approach is miles ahead.
Explain what “Like”ing someone’s post on Facebook means to you.
I feel that “liking” a post can have a few meanings. The meaning I most frequently “like” with is that I actually enjoyed the post, whether it is a picture of a friend’s child or a post about some recent successes, I genially “liked” what was shared. The next meaning, one I seldom use, is to let the poster know that I saw the post. This type of “like” goes is usually an article posted by a parent or sibling, sometimes tagging me. The final type of “like” I have seen, but do not use, is the “like” because of the poster. Some people will “like” every single post by another person, no matter the content. I have seen this mostly with parents to their children and with spouses to each other. I think that “likes” should be meaningful, and I try to only give them when I truly did enjoy the post.
Does knowing others “Like” what you “Like” influence you? Explain.
Knowing others like what I like does influence me. Having a commonality hits on Maslow’s hierarchy of needs, with belonging and even safety. Belonging is simple, I like this idea, and you like this idea, so we are the same. The saf.
Opportunities and dilemmas of social media - SunderlandfinalmhMariann Hardey
Presentation for AFRE Workshop Opportunities and dilemmas
Dr Mariann Hardey – social media professional and academic researcher; member of the Marketing Group at Durham University Business School, and BBC North East commentator for social media and digital networks
Here I explain new technology challenges presented by research interfaces and interactions with others, in particular the emergence of social media, software and platforms that are based on social commentary and interaction have created new opportunities and dilemmas for researchers, entrepreneurs, business and the public... and some other stuff.
The social media outlet that I chose to explore for different Ashf.docxjoshua2345678
The social media outlet that I chose to explore for different Ashford Universities groups was Facebook. Upon searching the many groups available, I requested to join a few that I think will really help me during my time as an Ashford student. The one that stood out to me the most, and that I think will be most beneficial to me is the Ashford University Online group. I think this group will be beneficial to me because sometimes it’s easy to feel alone while attending school online, and this group provides support and others going through the same things to communicate with. It is easy to connect with others in this group, and administration in the group provide a safe, caring environment. I think being a part of this group will provide help, a place to vent, somewhere to go for motivation and support, and as they state, “a virtual shoulder to cry on.” Sometimes while going to school online it’s difficult to feel supported and understood by others, although I have a wonderful support system, it is difficult for me to connect to them and for them to fully understand what you go through while going to school online. This platform provides others going through the same feelings, and also alumni that have felt the same feelings and have gone through the same things we have. Which is encouraging because they are there for you to motivate you, and to be an example of how you can succeed, work through your struggles, and accomplish your goals. I also think this Facebook group will benefit me during my academic time at Ashford University, by offering me another source to ask questions and to find support with assignments. By being able to connect to other online students, and students within my own courses I will be able to ask questions and get a sense of reassurance that I am on the right track with assignments, and papers.
I found the Ashford Video provided so enlightening. Two people from different states connecting over social media and forming a lifelong friendship. They were able to find support and academic connections through just one post that grew into something so much more. Finding a social media platform to connect with other online students will help remind me that I am not alone, just like the two women from the video. In my last class I met a girl who lives in London and is attending Ashford University for the same degree as me, we have a lot of similarities and connected on Facebook to stay in touch with each other and to be there to support one another. So even though we are in different classes now, we are still able to be there for one another and offer a long-distance friendship. I can only think of one drawback by connecting with others on social media through school, and that’s feeling like I have to keep up with that other student I have connected with. Making sure I turn in assignments around the same time, making sure my responses are as good as theirs, just comparing myself to others. So, I think comparing myself to oth.
Coaching Digital Leaders Starts With Your SelfiePaul Brown
The following presentation was originally presented to college leadership education professionals at the LEAD365 Conference in Orlando Florida in November of 2015. This presentation provides an overview of the digital identity formation and digitized development of college students. Impacts on practice and education are discussed.
Using Social Smarts to Engage Students on Social MediaPaul Brown
Originally presented at the University of Delaware in October 2015. This presentation discusses the developmental dimensions of college student engagement with social media and how to engage them online.
Pitfalls of Social MediaSome disadvantages of social network.docxrandymartin91030
Pitfalls of Social Media
Some disadvantages of social networking are addiction, friendships, and how it can become a distraction. According to an article in the Huffington Post by Britney Fitzgerald, “forty-five percent of responders said they feel “worried or uncomfortable” when email and Facebook are inaccessible.” Now-a-days society has gotten so dependent to their social networking; they cannot even leave their house without taking their phones or laptops to school. People cannot stand to be without their phones without having anxiety, we need to establish a control over the technology. “It’s not being on social networks that makes people anxious. It’s being away from them.” We have grown into this new culture where we cannot even go to sleep without checking our phones, and what is the first thing we do when we wake up? Check our phone. In fact, in a recent study Mobile Mindset study by Lookout “54 percent admit to checking their phones while lying in bed.” The unfortunate price we pay for social networking is lack of sleep. A similar study from the University of Bergen found that “people with poor sleeping habits were most likely to be Facebook-obsessed.” It has become apparent that one has created this dependency on modern technology that we have added these aps such as Facebook and YouTube to our cell phones, since we cannot even wait to get home and check from our computers. We don’t even send invitations anymore; all we do is send a Facebook invite.
Another article in the Huffington Post, The Addiction and Cost of Social Media by Sam Fiaorella he states that “if you are not paying for the product, you are the product.” In this case social networking, the Facebook, Twitter, and Instagram, they are all free however, you are wasting time, emotion and privacy. “According to Nielsen and NM Incite's The Social Media Report 2012, “consumers continue to spend more time on social networks than on any other type of Internet site.” “As of July 2012, the total time spent accessing and engaging in social media sites has increased 37 percent in the U.S., representing 121 billion minutes.”
Emotionally we put our lives out there on social networking. We are willing to share everything we do on a daily basis and post our feelings. We create an “online version of ourselves” in which we are able to let people see and know any “version” we allow ourselves to be. “A study by the University of Waterloo as reported in Psychological Science demonstrated that Facebook engagement can increase the likelihood of depression in some people.”
Privacy is often a forgotten factor in social networking; people seem to forget that whatever they post online can follow them throughout life. Some jobs even check your social sites to make sure you are right for the job. Social networks keep track what you are interested in, you may think its because they want to learn more about you however, “the more personal the information they can acquire the more they can .
Evaluation or Definition Argument A .docxSANSKAR20
Evaluation or Definition Argument
A B C
D
Very strong
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Average
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Introduction: has a hook and is engaging? Sets up context? Has focus? Type of argument is clear?
Target audience awareness
Clear and direct thesis statement near the beginning? Has clearly-defined criteria attached to it? Follows template for definition or evaluation argument?
Structure/organization, focus/clarity: stays on topic and follows criteria?
Support/explanation: avoids summary? Depth and specific examples and details? Logical? Quotations sandwiched appropriately and cited properly using MLA format? Individual thinking is evident? Doesn’t rely on sources too much?4-6 sources, including popular?
Voice/tone: distinctive? Engaging? Consistent? Appropriate for audience?
Counterarguments: considers other viewpoints and handles them appropriately?
Conclusion: engaging? Wraps things up clearly? Shows how all points fit together?
Mechanics (grammar, punctuation, sentence structure, etc.) are sound? Works cited page is done correctly?
Estimated Grade:
Boushahri 4
Reem Boushahri
Is Facebook Good Social Media for Older?
Facebook is an excellent social media network that offers engaging social services across generations including the older generations. Currently, Facebook has over one billion users worldwide across ages and the number continue to increase. Most people associate Facebook with the young generation. Because they are entirely comfortable with the use of Facebook. Some older people prefer using Facebook, in fact, from the year 2000 to the year 2009, the number of people who aged between 50 and 64 who use Facebook increased by 70%. Facebook is a good social network for older people because of the ability of sharing many things with family and friends, safety and security and it’s easy to use.
Facebook social media facilitate sharing of ideas, information, and connection of people with family and friends. As people age up, most of the social connections are cut. The link between colleagues, friends, and loved ones is reduced to a minimal or lost. This is because of the retirement and establishment of permanent places of dwellings different from the original residential places. The older people also get weak to get involved in traveling to catch up with old friends and families. Kate argue that, “The Facebook, therefore, provides an alternative form to connect with the friends and relatives” (3). The old people will find it easier to send direct messages to friends and families. This makes them convey their concerns and feeling directly to the intended audience. A feeling of social satisfaction and a connection is, therefore, achieved because they obtain responses from the friends and relatives as soon as possible if not instantly. The social events and proceedings in the surroundings can also be ...
Practicing Care: Exploring a Maintenance Schema for Sustainable and Compassio...Donna Witek
Presenters: Mary Broussard, Joel Burkholder, Jeremy McGinniss, and Donna Witek
Maintainers III: Practice, Policy, and Care Conference, Washington D.C., October 6-9, 2019
Description: In libraries, there is nothing that does not, at some level, need to be maintained. Physical and virtual collections need to be developed; physical and virtual spaces managed; and instructional services designed, delivered, and sustained. But as social, political, cultural, and technological changes have shifted perceptions about the value of libraries, librarians have often responded with an agenda of innovation to remain relevant and reach an ever expanding user population. However, innovation as a euphemism for “doing more with less,” is not sustainable. Greater attention and care need to be given to maintenance in academic libraries. As a critical response to the obsession with innovation, this panel proposes a schema (comprised of energy, resources, platform, and vision) to make visible the essential role of maintenance in academic libraries. The panelists—librarians at a variety of academic institutions—will use the maintenance schema to analyze the teaching and learning work taking place within academic libraries. Teaching librarians’ capacity to maintain various roles as advocates, coordinators, instructional designers, lifelong learners, and leaders directly affects their ability to support student learning within and across academic, professional, civic, and personal contexts. The lack of attention to maintenance in teaching and learning work in libraries has critical implications for librarians’ identities, advancement, job security, and the potential for burnout. While specifically focused on teaching and learning within libraries, this panel proposes the maintenance schema as a means of recognizing and applying a theory of maintenance for use in other contexts. This presentation draws broadly from the library literature, maintenance studies, information theory, innovation studies, and discussions of burnout to frame and demonstrate the interconnectedness of the maintenance schema.
Shared Goals for Shared Learning: Using Frameworks to Collaborate in the Writ...Donna Witek
Presenters: Donna Witek and Teresa Grettano
ACRL 2015, March 25-28, 2015, Portland, OR
Abstract:
The Framework for Information Literacy for Higher Education has incredible potential for deepening our pedagogy as a profession, especially when considered alongside similar frameworks in other disciplines, such as the Framework for Success in Postsecondary Writing. Participants in this workshop will consider together these two frameworks with the goal of making conceptual connections between them, developing shared learning outcomes, and designing learning activities to meet those outcomes, within a wide variety of learning contexts.
Presenters: Kelly Banyas and Donna Witek
Lehigh Valley PaLA 2019 Annual Spring Conference, Bethlehem, PA, May 17, 2019
Description: This presentation will discuss how two academic librarians migrated information literacy content to online platforms in order to better facilitate instruction and reach learners outside the classroom.
Rhetorical Reinventions: Rethinking Research Processes and Information Practi...Donna Witek
Presenters: Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder
LOEX 2016 Encore: Virtual Session, June 21, 2016
Note: This slide deck was for the the webinar version of our LOEX 2016 presentation.
Abstract: The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort.
This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics.
Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.
Speaking Truth in Community: The Role of Networks in Critical Pedagogy Theory...Donna Witek
Presenters: Jeremy McGinniss and Donna Witek
PaLA CRD 2016 Spring Workshop, Scranton, PA, May 20, 2016
Abstract: We are two academic librarians who have been experimenting with critical pedagogical approaches to information literacy and library work, inside and outside of the classroom. Through this work, we have found it essential to approach our professional networks, both online and in-person, as opportunities to practice, question, and learn from these critical approaches. By engaging on multiple platforms with our peers and fellow learners, we have experienced greater success in developing our approach to and thinking about critical pedagogy.
Rhetorical Reinventions: Rethinking Research Processes and Information Practi...Donna Witek
Presenters: Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder
LOEX 2016, Pittsburgh, PA, May 5-7, 2016
Abstract: The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort.
This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics.
Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.
Creating Collaborations Through Connecting National Writing Guidelines to the...Donna Witek
Presenters: Teresa Grettano and Donna Witek (co-panelists: Barbara D'Angelo and Barry Maid)
ACRL Framing the Framework Webcast Series, January 5, 2016
Abstract:
In 2000, the Council of Writing Program Administrators (CWPA) created the WPA Outcomes Statement for First-Year Composition (WPA OS), which was amended in 2008 and updated into its current form in 2014. In 2011, the CWPA teamed up with the National Council of Teachers of English and the National Writing Project to develop the Framework for Success in Postsecondary Writing. These two documents together articulate the behaviors, understandings, and habits of mind that college students should develop in order to thrive in both their college education and beyond. These documents also share considerable overlap with the Framework for Information Literacy for Higher Education (Framework for IL).
This webcast will introduce the professional academic library community to the WPA OS and the Framework for Success with the goal of outlining how they align with the Framework for IL. Participants will learn the ways that information literacy is already embedded in the writing instruction context, making campus writing programs and instructors promising collaborators in using the Framework for IL to transform classroom praxis. The presenters will share ways the connections between these disciplinary learning frameworks can be leveraged as tools for meaning-making and shared pedagogy in order to build strong collaborations around information literacy with faculty across disciplines.
Flexible Frames for Pedagogical Practice: Using the Framework for Information...Donna Witek
Link to slides + speaking notes: http://www.donnawitek.com/2015/05/flexible-frames-for-pedagogical.html
Lehigh Valley Chapter of the Pennsylvania Library Associations's 2015 Spring Conference, May 28, 2015, Allentown, PA
Abstract: The Framework for Information Literacy for Higher Education represents a shift in our collective approach to instruction by inviting practitioners to deeply engage the complex concepts that underpin the abilities and dispositions that develop learners’ information literacy. This presentation will map this shift by highlighting concrete approaches for and offering examples of using the Framework in instructional practice.
Presenters: Donna Witek, Danielle Theiss, and Joelle Pitts
ACRL 2015, March 25-28, 2015, Portland, OR
Abstract:
As ACRL approaches its 75th year, a national conversation about information literacy has been sparked by the new ACRL Framework for Information Literacy for Higher Education. In this panel, information literacy specialists in instructional design, assessment, and collaboration with faculty across disciplines, will engage each other and audience participants in a collaborative discussion centered on the Framework. Participants will leave this session with concrete strategies for putting the Framework into practice at their home institutions.
"We're all mad here": Fostering Metadiscourse on MetaliteracyDonna Witek
Presenters: Teresa Grettano and Donna Witek
Conference on College Composition and Communication, March 18-21, 2015, Tampa, FL
Abstract (excerpts):
This presentation will introduce attendees to the paradigm shift underway in the field of information literacy and serve as a model for collaboration between rhetoric & composition instructors and information literacy librarians. The presentation will be a “talk about the talk” instructors in these two disciplines can have in order to collaborate to design and deliver literacy instruction in and for the participatory information environments of the 21st century.
. . .
We co-presenters—an information literacy librarian and a rhetoric & composition professor—offer as a model for collaboration and metaliteracy instruction the conversations and processes through which our own collaboration developed and thrived. We co-design and co-teach a course called Rhetoric & Social Media into which information literacy, rhetorical theory, writing instruction, and metaliteracy are explicitly integrated. Our collaboration—both in its content and its form—has situated us on the front lines of literacy education and (inter)disciplinary identity on our campus, in and across our respective disciplines, and in higher education as a whole. We are engaged in teaching and research that focuses on analyzing students’ literacy practices, behaviors, dispositions, & abilities in the realm of social media and the effects of engagement in these participatory information environments on literacy and instruction; we are collaborating on first-year writing program development & assessment and sharing student learning outcomes across programs; and we are participating in curricular revision & assessment across campus and positioning literacy instruction in the center of our general education program. In short, it’s been an invigorating five years for us, though at times we have felt a little “mad” in introducing this metadiscourse into these crucible-like contexts.
The presentation title, “We’re all mad here,” playfully hints at some of the risks involved in entering this type of collaboration, in engaging in metadiscourse, and in studying and teaching metaliteracy. The “risk” theme of the conference will be addressed on three levels—the disciplinary, the institutional, and the classroom—by engaging the following questions: What does it look like to model this metadiscourse for students, in a course design and in co-teaching? What are the consequences? What does it look like to have this metadiscourse on campus, in program and curricular design, especially with colleagues who resist interdisciplinarity? What are the consequences? What does it look like to have this metadiscourse in our disciplines, with our colleagues, in our research, in defining ourselves for public and educational audiences? What are the consequences?
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
"You Have Standards?": Disciplinary Frameworks as a Bridge to CollaborationDonna Witek
PA Forward Information Literacy Summit, July 24, 2013, State College, PA
Abstract: Collaboration between academic librarians and teaching faculty thrives when it is built on shared goals. The ACRL Information Literacy Competency Standards for Higher Education outline the goals of information literacy instruction and provide librarians a framework within which to develop in students a disposition toward curiosity, inquiry, and learning how to learn. The disciplines whose faculty we aim to collaborate with also operate within frameworks that articulate what a student studying in that field should know and be able to do. This presentation will make a case for drawing on these disciplinary frameworks as a valuable resource for both understanding the goals our colleagues in other disciplines have for their students and becoming proficient in the vocabulary and language of the disciplines we seek to partner with in information literacy instruction.
The presenter will offer her own experience of building a successful collaboration with a writing professor colleague at her institution based on the areas of overlap and complement identified in the ACRL Standards framework and the framework utilized in the discipline of writing and composition, the WPA Outcomes Statement for First-Year Composition. Methods for both identifying and reading the frameworks of other disciplines will be modeled by the presenter. Participants will then put these methods into practice by working in groups to read a framework in a discipline other than LIS and make connections between it and the ACRL Standards framework. Participants will leave the session with multiple strategies for how to use these connections to facilitate and/or enhance collaboration with faculty.
"Hanging Together": Collaboration Between Information Literacy and Writing Pr...Donna Witek
Presenters: Donna Witek (formerly Mazziotti) and Teresa Grettano
ACRL 2011, Philadelphia, PA, March 30-April 2, 2011
Original Prezi: http://tinyurl.com/preziwitekgrettanoacrl2011
Conference paper: http://tinyurl.com/paperwitekgrettanoacrl2011
Abstract [excerpt]: Most librarians can identify ways in which Information Literacy Programs and First-Year Writing Programs complement one another on the college/university campus. But what is the framework in which this complementary relationship might flourish into one of concrete collaboration and partnership? This is the question the presenters of this paper, which include a university librarian who is a member of the information literacy instruction team in her department, and an English professor whose area of expertise is composition and rhetoric, will answer. In this paper they will closely examine the relationship between the standards/outcomes in their respective fields: the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) and the Council of Writing Program Administrators (WPA) Outcomes Statement for First-Year Composition (2000). The presenters will identify areas of overlap in the work that information literacy and writing programs are doing, as well as ways in which the unique goals of these programs complement one another. The aims of this examination are: to develop a framework in which collaboration between information literacy and writing programs can occur; to identify areas in which our respective programmatic goals align; and to recommend concrete ways in which information literacy and writing programs can and should collaborate, develop partnerships, and use the evidence found right in our respective standards and outcomes to leverage support for collaboration on the programmatic level. The presenters themselves represent a model for how such an intradepartmental collaborative partnership might look, particularly in a situation in which collaboration between individual instructors is likely to precede collaboration between entire programs. In the paper the presenters will share with attendees the context of their partnership, i.e. the collaborative development of a course on social media and rhetoric, which will incorporate information literacy into its course goals. In this respect, the presenters can speak to collaboration between information literacy and writing programs from a place of well-researched experience. The work the presenters are doing with the ACRL Standards and the WPA Outcomes has concrete application in the collaborative design of a course which will serve the goals of both of their respective programs, and this real-world application of the theoretical framework to be presented in this paper is an appealing feature of this conference session.
"I Found it on Facebook": Social Media and the ACRL Information Literacy Stan...Donna Witek
Presenters: Teresa Grettano and Donna Witek (formerly Mazziotti)
Georgia Conference on Information Literacy, October 1-2, 2010, Savannah, GA
Abstract: In March of this year, Facebook outpaced Google to become the most visited website in the U.S., solidifying the centrality of social media in our students’ lives. In this presentation, an English professor and university librarian will illustrate how users on social media websites like Facebook are practicing traditional information literacy skills while developing new ones. The presenters will speculate the implications of these evolving user behaviors and attitudes for the Information Literacy Standards.
Web Personalization: Powerful Information Tool or Filter Bubble?Donna Witek
Presented on April 18, 2013 for Technology On Your Own Terms faculty/staff advancement series, The University of Scranton, Scranton, PA
Description: Like. Share. +1. Subscribe. Unsubscribe. These are just some of the actions we perform on the Web as we interact with information. Generally speaking, we do these things to make sense of the vast amount of information available to us. What is less widely known is that the information we see on the Web is shaped by more than just these deliberate actions we take. For instance, your search engine may know in what country you are located, and it may use this information to deliver search results it deems relevant to your interests based on this information. This process is called Web personalization. In this presentation, attendees will receive a basic overview of Web personalization, how it is different from customization, and the role it plays in determining what information we encounter on the Web. Common examples of how we participate in Web personalization (knowingly and unknowingly) will be demonstrated, and critiques of this technology will be presented.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Landownership in the Philippines under the Americans-2-pptx.pptx
Information Literacy and Social Media: How Facebook is Changing Students’ Attitudes toward and Behaviors with Information
1. Information Literacy and Social Media How Facebook is Changing Students’ Attitudes toward and Behaviors with Information Teresa Grettano, English & Theatre Donna Mazziotti, Weinberg Memorial Library
6. Why Facebook? “Obsessed with Facebook.” Online Schools.
7. Course Goals Analyze a rhetorical situation in terms of audience, purpose, and style Determine options for communication and make effective choices based on a rhetorical situation Understand the difference between thesis-driven, academic arguments and visual-driven arguments, and be able to compose both effectively Incorporate others’ ideas/outside information into your own arguments effectively and ethically Become aware of your online behavior, its reasoning and effects Develop more purposeful and effective practices in social network environments
8. Presentation Goals and Disclaimers CuraPersonalis Ideology & Epistemology ≠ Technology Research question: What are the effects of social media use on our students' information seeking behaviors and processes? Methodology
9. “If you give people a better way to share information it will change people’s lives.” ~Mark Zuckerberg The Facebook Effect 278
10. Findings Information now comes to users Information recall and attribution are now social Evaluation is now social Information is now open
11. Information now comes to users Customized feeds and RSS subscriptions Search/feed algorithms Personalization = “filter bubble” and “echo chamber”
14. "If you take all of these filters together, all of these algorithms you get what I call a filter bubble. Your filter bubble is your own personal unique universe of information that you live in online," he said. "What's in your filter bubble depends on who you are and it depends on what you do you, but the thing is that you don't decide what gets in...and more importantly you don't actually see what gets edited out." Eli Pariser, Huffington Post interview
15. Information recall and attribution are now social Recall = network ≠ content (information) Source = sharer ≠ container (publisher)
16. “We now just remember bits and pieces of an article that we read, but we can remember who tweeted it or which email account it was sent to, and then access it again when we need it.” ~Andy Burkhardt “Outsourcing Our Memories To Google,” Information Tyrannosaur
18. Evaluation is now social Relevancy = to self and network Ethos = other users in network
19. “A squirrel dying in front of your house may be more relevant to your interests right now than people dying in Africa.” ~Mark Zuckerberg The Facebook Effect 296
20. If I see a friend post a link to something in a field I know they’re expert in or passionate about, I am more likely to click it than I am to click something that shows up on my MyYahoo home page. ~ Sean Parker The Facebook Effect 296
21. Evaluation is now social The next notification was a comment on a status that I had also commented on. This didn’t matter to me because I don’t know the girl who commented on the status after me. Often I do not even bother with these notifications because I don’t care about what this person has to say, if I don’t know them. Student User Log, emphasis added
23. Information is now open Lost anonymity + radical transparency Value = open + transparent ≠ closed + paywall “You are now an open book.” ~Student Reader Response
24. Facebook is founded on a radical social premise--that an inevitable enveloping transparency will overtake modern life. The Facebook Effect 200
25. Information is now open Social norms and peer pressure have an effect on us. If everyone else is over-sharing on Facebook that compels us to want to also over-share. People will share more and more intimate details and get used to sharing such information until they do not even realize they are over-sharing in the first place. It seems maddening now, but with Twitter and Facebook’s mobile applications, it becomes more and more normal for us to constantly show the world what we are thinking, either to stand out from the crowd, or to help us feel part of it. We won’t feel forced to share, we will simply be terrified of not sharing. Student Reader Responses, emphases added
26. Information is now open It seems that the Panopticon tries to provide its inmates with a very private environment. They are secluded from other inmates, aren’t aware of when they are being watched, and cannot even see outside of their cell because of the complex architecture surrounding them. They are led to believe they lead very private lives; however, they are constantly being watched. They can be watched at any time and for any reason. They have no idea when or why they are being observed. This is, in a way, the level we are subjected to as users on Facebook. We agree to these privacy terms, create our own privacy settings, manage our friends list, but we are completely unaware of the way other users are using Facebook. We never know who may be looking at our profile and for what reason. We may feel that we are utilizing the tool in the most private way, but Facebook has a way of going behind our backs and tricking us. As we discussed in class, most people are confused by privacy settings. I wonder how many schools have courses like this in which users are being education about privacy settings. Many users have never even attended college. Where will the world learn how to limit their profiles? We are constantly on display and readily accessible to any wandering eye. Student Reader Response, emphasis added
27. "The thing that I really care about is making the world more open and connected," Zuckerberg says. . . . "Open means having access to more information, right? More transparency, being able to share things and have a voice in the world. And connected is helping people stay in touch and maintain empathy for each other, and bandwidth." TIME Person of the Year 2010
28. Information is now open I do not prefer radical transparency because although it teaches us to be accountable for our actions, is that really the way to teach such a concept: through the threat of public embarrassment? I have to say that I am with Zuckerberg on this one. The world is moving toward more complete transparency. I also buy into this concept that if people are conditioned to be transparent they will be better people. Student Reader Responses, emphases added
Introduce ourselves, etc.Teresa: Ask how many people in the room are on Facebook . . .
Teresa: Rhetoric & Social Media Course Information Literacy StipendDonna: Explain Info Lit Stipend and Applying ACRL Standards (what they are and how we applied them through the course goals and assignments):They are: Defining the information need, Accessing the information, Evaluating the information, Using the information, and doing the latter ethically and legally (i.e., Attributing the information to its source)
Teresa: Last week at the f8 (pronounced eff-ate) developers’ conference, Facebook announced it has passed 800 million users (which Facebook measures as users that have logged in during the past 30 days), while September 2011 estimates put it at 712 million. To put that into perspective . . .
Teresa: If Facebook were a country, it would be the 3rd largest country in the world population wise, and it’s closing in on India . . . What does this mean to us and for our students?
Teresa: In May 2009, a PMN and Pace University study found that 99% of 18-24 surveyed had a social media presence, and this data was reinforced by a Pew Research study on the Millennial Generation. Recent stats put 29% of Facebook users in the 18-24 year old bracket, which by new population figures means over 200 million people our students’ ages are on FB.
Teresa: How active are they on Facebook? They live here. READ SLIDE And while FB is the leading social media platform, most of our findings will apply to other social media platforms like Twitter and YouTube, and they are exploding into other non-social media sites like news pages with the continually evolving “share” technologies.
Donna: So we designed this course with the understanding of the importance of Facebook in our students’ lives. [PaLA: Sharing these to show how there were elements of traditional informationliteracy as well as rhetoric built into the course]These goals shaped the course assignments, which in turn shaped the data we collected from our students about their social media behaviors and processes.Only talk about the last 2 points because they apply to presentationSTRESS 5th bullet, awareness: One student, having heard us use the prefix “meta” so often, announced in week 3 during a class discussion that “We have now entered MetaLand” so we called it that for the rest of the semester At one point Teresa texted to me “We have officially moved to MetaLand. The U-Haul has been unloaded. I think we’re staying!”
Teresa: In the spirit of curapersonalis, it is important that we understand where are students our coming from, what their experiences/beliefs/practices are; these are questions about epistemology and ideology, really, not so much technology. Social media culture is affecting our students’ relationships with information and with the world. We need to point at that as the technology changes, as we saw with the new announcements in the past 2 weeks, the cultural changes we’re talking about in this presentation will not necessarily go away, and, to be honest, we are predicting they are only going to get more intense. This doesn’t mean necessarily that we have to DO anything with this knowledge, mind you, and we are in no way arguing we need to cater to the way our students think, but we do need to understand it in order to work with them. Donna: We started with a broad research question, and had little idea about what we were going to learn about our students; we knew how weused Facebook and had thought about what it was doing to us, but we also knew our students didn’t necessarily use the tool in the ways we did. Donna: Methodology: small sample size (13 students), but what we learned about our students is corroborated by a lot of the literature nationally--the ways that researchers are speculating about the effects of social media--and we also know as observant and active users that these behaviors and effects are happening too. Our evidence for our claims about the effects of social media on our students’ information seeking behaviors and processes comes from the data we collected during the course, which our students gave us Informed Consent to use. This data is made up primarily of the assignments they did for the course, as well as their Facebook activity both within the secret Group for the course and on the parts of the site they created and worked within for the course. Teresa: Teaching the course again in Spring and hope to run similar study. But these are OUR STUDENTS, so it will be hard for us to deny these outcomes in the same way we can brush aside national outcomes as “not our kids.”
Teresa:A reporter in Spain asked why he thought Facebook was so successful. His response … Want to make clear Zuckerbaby (are you gonna say it this way? lol )is a good kid and we adore him. While some of what he envisions is naïve, and while some is dangerous, overall he has good intentions. His mantra, his goals for Facebook = empathy and bandwith (TIME Person of the Year article) which we will talk about later in the presentation. What’s important to understand now is that his goal is to change the world, to change culture, to change the way we interact with each other . . .and he is well on his way to achieving it. What we will present here today are some of those changes, ones that directly relate to the work we hope to do with students here.
Donna: Here are the changes to information and culturewe found resonate in our students’ behaviors and attitudes based on what we observed of our students during the course. (Note to self: Just read each bullet out loud, and then move on to next slide where you will explain the first, and so on.)
Donna: The nature of Access (the second ACRL standard) is changing: our students no longer seek out and FIND information in various sources on the web, but rather the information comes to them via customized feeds – EXPLAIN CUSTOMIZED FEEDS AND RSS SUBSCRIPTIONS Algorithms in both search (i.e., Google) and feeds (i.e., Facebook News Feed) mean that a system outside of the user is deciding what information to display, based on the user’s previous behavior within that system. Our students have grown up with this and consider this the norm when it comes to finding and accessing information. Teresa:Much of this information comes to users through their News Feed – the page that appears when they first open FB that streams the latest activity by sources (people and pages) they are connected to: Facebook is the biggest of a number of websites redefining news into something produced by ordinary individuals and consumed by their friends. (The Facebook Effect 295) Zuckerberg has always viewed the News Feed [as] a real source of relevant news, both about your friends and about the world. (The Facebook Effect 295) Teresa:criticism about this shift in behavior – what’s called the “filter bubble” and “echo chamber”, which we will explain in a little while, first . . . .
Donna: An early 2011 study found that 48% of young people said they find out about news through FB. Last month’s estimates (that still need to be confirmed) place this stat at 59% of Millennials getting their news online.
Teresa: An example from our course of this shift, of news coming to students through social media, came with the death of Osama bin Laden. Had a discussion in class the next day. One student posted to our group that she found out while at a concert via Twitter. CNN reported that the night of bin Laden’s death, at its peak, Twitter recorded 5106 tweets per minute, that’s 85.1 tweets/second. Later in the week, another student polled the class through FB’s new function to find how students heard about the breaking news. Of the 6 students who responded, 3 found out from FB, one from Twitter, and one via text message, and one from TV. Donna: Students know that information comes to them now, and they build their feeds accordingly: when one student for her final project developed a Facebookprofile for her father to communicate with family in Europe, she “Liked” the news outlets he reads and watches, knowing that by doing so she was subscribing to the information from those outlets for her father, and that this information would be delivered to him in his News Feed.
Teresa: Now, with this personalization comes consequences, of course. Both the setting of personal limits in terms of what information is subscribed to and the algorithms developers build to personalize or customize the information users get, the order you get this information in, etc., has created what has been termed “the filter bubble” or “the echo chamber.” Filter bubble = political activist and former MoveOn.org executive director Eli Pariser, theorizes the filter bubble, and there’s a whole book in the WML on it as well as a TED talk (Google “filter bubble TED”) . . .READ QUOTEEcho chamber is the term coined by Jaron Lanier, a computer scientist and the author of “You Are Not a Gadget.”= he explains these filters reaffirm instead of challenge views users already hold: “People tend to get into this echo chamber where more and more of what they see conforms to the idea of who some software thinks they are — like a Nascar dad who likes samurai swords,” Mr. Lanier says. “You start to become more and more like the image of you because that is what you are seeing.” Now, both of these theorists are referring to the algorithms built into search engines like Google, but these are also built into social media – ads on FB and “who you know” suggestions. AND users are limiting themselves, without the help of these developer tools, but only subscribing to what they “like” – for example, FOXNews is not on my newsfeed, but the Huffington Post is The biggest problem with this is that for now it is INVISIBLE = most users don’t know this is happening, or don’t understand the extent to which the information they are receiving is limited by the algorithms and their previous activityDonna:And as we mentioned earlier, our students grew up with this as the norm when they seek out information. Aseducators it’s obvious that the filter bubble is likely a barrier to the development of a well-rounded worldview in our students as well as the critical thinking we want them to develop and the wallowing in the complexity of issues, which is why it is important that we’re aware of it, both in our students’ online information activities and our own.
Donna:Our students categorize information (and thus FIND information) not based on the content of the information (what the information says), nor even based on the container of the information (i.e., publisher/textual source), but based on who shared the information with them—put another way, their way of recalling a piece of information is not based on the published source of that information (for example, the NY Times), but rather based on the person who linked to that information (i.e., the Facebook friend that shared a link to the NY Times article) [PaLA: this is standards two and five]
Donna: Andy Burkhardt, Emerging Technologies Librarian at Champlain College, VT, describes this well in a blog post in which he comments on a study published in the magazineScienceearlier this year called Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips. In the case of our students, who are using email less and less, we could modify Burkhardt’s analysis thus:[read] “We now just remember bits and pieces of an article that we read, but we can remember who tweeted it or which Facebook friend originally shared it, and then access it again when we need it.”
Donna: One student’s final project, created a group where the organizing principle for the information being shared is the friends doing the sharing: Group Description: "This is a group where everyone can come together and share stories going on in the world that can be any of the following:coolweirdfunnysadinterestingeducationalComments are welcomed very much, since this site is an outlet to stay connected to friends while educating your mind (as well as others) on current events!" …and then she proceeded to add all of her friends whose points of view she was interested in being exposed to through the links they share.Teresa: LAYOUT creates this connection: see “friend” first in name and picture. The next piece of info we may see is a comment from the sharer—contextualizing the information or shaping the reading of it. Then comes a link to the info itself, and maybe an explicit indication of the source/publisher of the info. You can determine through the layout of the posts on FB what is valued – that the sharer is valued more than the source or content.
Donna:Evaluation of information is standard three of the ACRL Standards, and how our students do this is changing: the value of the information is directly related to how others in a student's network value the information, and also based on whether or not the information is relevant to a student's friends or to his- or herself.
Teresa: Relevancy is to the self and the networkthe internal rationale he gave for the News FeedIn the beginning of the course, probably through the first 4 weeks, students CONTINUALLY referred to what they “liked” and what they had in common with others. The first day assignment was to analyze their classmates profiles and make assumptions about them, and students comments repeated a “like me” attitude. Their first set of user logs weren’t very meta or deeply analytical . . . A lot of “It looked interesting so I clicked on it” or “I liked it so I clicked on it” . . . You see this in your classes too. Example: "One of the first things I noticed about [classmate]'s profile is that she is listed as an English major--to me that is already a good sign, as I am also an English major as well.“ This is just one of many such quotes that were found in our students’ evaluative work early in the course.
Teresa: ETHOS = determined by the network, relationships to “sharer” or “poster” . . . Not to original source or contentREAD QUOTETeresa: Parker calls it “networks of people acting as a decentralized relevancy filter” (The Facebook Effect 296). Notice how expertise and passion are conflated now, and with the amount of misinformation floating around, as well as the filter bubble mentioned earlier, this should be something we address with students.
Donna: Evidence from student user log – explain USER LOGS briefly, then read quote
Donna:Evidence from FB group activity; [read her comment on the link]; the fact that a friend had shared this information trumped that the website may not be reputable; in addition, the fact that there are lots of comments on the piece means the value of the information goes up—the more people engaging with the information, the more “valid” or in some cases “real” it becomes.
Donna:choice of the word “open”—information flows both ways in ways it never did before. We are all publishers and authors, and sometimes we don’t even know it.Teresa: Lost anonymity = the internet at one point was feared to be this place where people could hide behind false names, now the culture has developed, partly though Facebook’s“real name” policy, to one of what Zuckerberg calls “radical transparency” EXAMPLE:“When a freelance photographer, Rich Lam, digested his pictures of the riots in Vancouver, he spotted several shots of a man and a woman, surrounded by police officers in riot gear, in the middle of a like-nobody’s-watching kiss. When the photos were published, a worldwide dragnet of sorts ensued to identify the “kissing couple.” Within a day, the couple’s relatives had tipped off news Web sites to their identities, and there they were, Monday, on the “Today” show: Scott Jones and Alex Thomas, the latest proof that thanks to the Internet, every day could be a day that will be remembered around the world. “ Donna:Explain second and 3rd bullets: --our students value information (and in fact trust information) that is open and transparent more so than information that is closed and behind a paywall (copyright implications)--in addition, their information seeking and sharing is always on display; identity crafting/carving and awareness (or lack thereof) of audience for information: [read bulleted quote][PaLA: This effect is a good jumping off point for how our definition of Information Literacy needs to be revised (a lot of this stuff is missing in the current standards because the nature of information is more open now than it was in 2000 when the standards were written)]
Teresa: Not too off – The NYT reported earlier this year that AA is reconsidering the “anonymous” part, bc new, younger addicts entering the program are having a hard time understanding and keeping anonymity, and they’re questioning program’s credibility Radical Transparency: “You have one identity . . . The days of you having a different image for your work friends or co-workers and for the other people you know are probably coming to an end pretty quickly . . . Having two identities for yourself is an example of a lack of integrity.” ~ Mark Zuckerberg “ (The Facebook Effect 199)At week 2 in the semester, in conjunction with discussions of subjectivity and audience, students read blog posts that criticized and complicated this statement. For the most part they reacted by disagreeing with Zuckerberg and siding with the blogs, claiming that identity is always constructed and arguing about agency. About a month later, week 6, we had them read about Facebook’stheory of privacy and study what the settings at that time were for privacy, and at week 10, we had them read Foucault’s Panopticon chapter of Discipline and Punish and apply the theory to Facebook. Through these assignments, we were able to track students’ development of their awareness of radical transparency and their attitudes toward it. What follows is some of their responses to the readings.
Donna: Read quotes – our students have been conditioned to be open with the information they share.
Teresa: apologize for the long quote, but we thought it was important . . .Read quote and explain importance is that idea of “display” Teresa: Another student pointed out a difference: in panopticon, inmate is isolated, alone, withoutcontact; “on Facebook, you’re NEVER alone, all there is is contact”
Teresa:And that’s really Zuckerberg’s goal – to foster contact among people. He is not the evil emperor people make him out to be, though he is a little naïve. His goals are to increase empathy and accessibility worldwide.
Donna: Students for the most part believe that transparency leads to “better morals” and “better people” [Read Quotes]And this value judgment is being transferred from information about people to information in general, from the personal to the political and academic. If something is hidden, there’s something wrong with it.
Donna: Information Literacy (upcoming revision of our standards, which in turn shape how librarians teach information literacy)Teresa: Research as Inquiry – we want students to understand that we research to learn, not to prove already held ideas, and that our understand changes through research Teresa:GE curriculum changes – EP designation and the CL componentsTeresa:First-Year Seminars – discussions of information culture and their practices compared to the practices of “educated, responsible actors in the world”
Teresa: Plug CourseDonna: Plug Info Lit Stipend too, info in your inboxes (print and email), or on Library’s website—two deadlines this year: November 1, 2011 for Spring 2012 courses, and March 30, 2012 for Summer/Fall 2012 courses