Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Skype-Based Reference: A Study and Pilot ProjectDarcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
2011 92311 Teensreadingwritingresearching Schoollibraryjournal 110923101758 P...Don Dea
At the School Library Journal\'s Leadership Summit 2011, Director Lee Rainie looked at the “state of reading” in the digital age by going through Pew Internet data about how teens use the internet, smartphones, and social networking sites. He argued that reading is now 1) raw material for further creation; 2) real-time in the mobile age; 3) a “social contact sport” as teens share reading and other media and learn from them.
Closing the socio-economic gap in early literacy. Closing the skill maturity gap in early literacy. Closing the "way our brains work" gap in early literacy. By bringing universally available text-to-speech into early primary classrooms.
- Educators are concerned that teenagers' writing habits of diary writing and free writing are being replaced by social media like Facebook and text messaging. This is altering their spelling and grammar skills.
- Some experts argue that cyber communication is not harming writing skills, and may increase self-expression and communication. However, teachers note a rise in spelling, grammar, and punctuation errors in student writing.
- The debate centers around whether students can distinguish between informal online communication and formal writing, and whether poor writing habits from technology will negatively affect students' future education and careers.
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed HiddasSaadia Morcenet secretary
This document discusses research on e-reading. It examines studies that look at the usability and preferences around e-readers and tablets for reading. Some key findings include that students appreciated the convenience of e-books but preferred printed versions for deeper reading, and that built-in features on tablets can increase student motivation and understanding by allowing them to actively solve problems and research concepts. The document also notes that digital devices are boosting book reading among many demographics in the US.
Using technology to enhance classroom learningrachelt0626
This document discusses how to enhance classroom learning using technology to engage today's students. It notes that students are digitally literate and prefer visual, interactive learning involving teams and peer-to-peer activities. To be effective, teachers need to recognize that students learn differently than prior generations due to extensive experience with technology. The document recommends balancing lecture with active, engaging learning experiences that incorporate technology when used effectively, but emphasize interactivity over simply using technology for technology's sake.
The document discusses library surveys of faculty use and needs. It highlights two exemplary survey programs: the University of Washington Libraries Faculty Library Use Survey and the Emory University Library Survey. These surveys provide longitudinal data on topics like faculty productivity, resource usage, and satisfaction. The document also notes some key findings from these surveys, such as high ratings for electronic journals and assistance from library staff. Additionally, it outlines some broader trends identified in faculty survey research, such as the importance of formal information sources over informal ones.
The document discusses using cell phones in classroom instruction. It provides examples of how basic cell phone features like texting, photos, and calling can be used for educational projects in various subjects and grade levels. Specific projects outlined include using phones for podcasting, avatars, polling, note taking, scheduling, and more. Guidelines are presented for developing an inclusive cell phone policy in schools.
Skype-Based Reference: A Study and Pilot ProjectDarcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
2011 92311 Teensreadingwritingresearching Schoollibraryjournal 110923101758 P...Don Dea
At the School Library Journal\'s Leadership Summit 2011, Director Lee Rainie looked at the “state of reading” in the digital age by going through Pew Internet data about how teens use the internet, smartphones, and social networking sites. He argued that reading is now 1) raw material for further creation; 2) real-time in the mobile age; 3) a “social contact sport” as teens share reading and other media and learn from them.
Closing the socio-economic gap in early literacy. Closing the skill maturity gap in early literacy. Closing the "way our brains work" gap in early literacy. By bringing universally available text-to-speech into early primary classrooms.
- Educators are concerned that teenagers' writing habits of diary writing and free writing are being replaced by social media like Facebook and text messaging. This is altering their spelling and grammar skills.
- Some experts argue that cyber communication is not harming writing skills, and may increase self-expression and communication. However, teachers note a rise in spelling, grammar, and punctuation errors in student writing.
- The debate centers around whether students can distinguish between informal online communication and formal writing, and whether poor writing habits from technology will negatively affect students' future education and careers.
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed HiddasSaadia Morcenet secretary
This document discusses research on e-reading. It examines studies that look at the usability and preferences around e-readers and tablets for reading. Some key findings include that students appreciated the convenience of e-books but preferred printed versions for deeper reading, and that built-in features on tablets can increase student motivation and understanding by allowing them to actively solve problems and research concepts. The document also notes that digital devices are boosting book reading among many demographics in the US.
Using technology to enhance classroom learningrachelt0626
This document discusses how to enhance classroom learning using technology to engage today's students. It notes that students are digitally literate and prefer visual, interactive learning involving teams and peer-to-peer activities. To be effective, teachers need to recognize that students learn differently than prior generations due to extensive experience with technology. The document recommends balancing lecture with active, engaging learning experiences that incorporate technology when used effectively, but emphasize interactivity over simply using technology for technology's sake.
The document discusses library surveys of faculty use and needs. It highlights two exemplary survey programs: the University of Washington Libraries Faculty Library Use Survey and the Emory University Library Survey. These surveys provide longitudinal data on topics like faculty productivity, resource usage, and satisfaction. The document also notes some key findings from these surveys, such as high ratings for electronic journals and assistance from library staff. Additionally, it outlines some broader trends identified in faculty survey research, such as the importance of formal information sources over informal ones.
The document discusses using cell phones in classroom instruction. It provides examples of how basic cell phone features like texting, photos, and calling can be used for educational projects in various subjects and grade levels. Specific projects outlined include using phones for podcasting, avatars, polling, note taking, scheduling, and more. Guidelines are presented for developing an inclusive cell phone policy in schools.
Kate Lawrence presented on research into how students conduct research. Ethnographic studies were conducted with 22 college students across various universities. The research found that students have an initial "pre-search" process using Google and Wikipedia to get an overview before beginning "serious research". It was also found that students skim and scan search results pages rather than doing deep reading, and use the results pages as a way to narrow their topic rather than directly accessing resources. The research also uncovered that students struggle with evaluating resources and writing their papers as part of the research process.
The Mobile Playground: Can Databases and iPads Play Nice?onlinenw
This study examined how seven major database vendors functioned on iPad tablets. The researchers tested four areas of functionality: presentation of pages, access to multimedia content, database-specific tools, and ability to email full text. Overall, databases worked well on iPads, though some had issues with emailing full text or using Flash or Java features. While most databases did not require separate apps, apps from vendors could be useful for instruction. The researchers concluded that with some workarounds, databases and iPads can generally have good functionality for student and instructional use.
1. The document reports on a survey about readers' habits and opinions regarding e-books and printed books.
2. The survey found that most readers still prefer printed books over e-books, citing reasons like easy access to specify books and poor effects on eyesight from e-books.
3. However, e-books were seen as becoming more of a trend, bringing convenience through easy access while also enhancing competition between publishers.
Dana Longley of SUNY Empire State College summarizes her experience developing and implementing live, online library instruction workshops for the college's 20,000+ mostly adult students who study fully online without a physical campus or library. She describes overcoming hurdles like technical support, faculty buy-in, and accessibility to launch interactive workshops using Elluminate Live! software. Workshops emphasize hands-on activities and exploration over content, balancing instruction levels while keeping the focus on practical "how-to" skills. Assessments show students want more workshops with double quotes, parentheses, and evaluation skills covered in a less content-heavy format allowing for small group exercises and student-led topics.
Device agnostic discovery using drupal and bibliocommonsonlinenw
This document summarizes the key changes and features of a public library's new website. The library chose BiblioCommons as its discovery layer because it provides a dynamic interface that keeps up with changing user expectations and allows community contributions like public lists and tags. Popular research topics and homework help pages are now curated by subject specialists using blogs and reading lists. Events are connected to taxonomy terms for easy discovery. The mobile version of BiblioCommons provides basic functionality but more features are planned.
PX is the new UX: Millennials & The Personal ExperienceKate Lawrence
One size does not fit all: Why personal experience (PX) is the new user experience (UX) and how the unique needs of the Millennial generation have brought this to light.
How can you help tom a school librarian's guide to preparing students for u...Jo Alcock
This document provides guidance for a school librarian named Tom on how to help prepare students for university. It outlines several areas the librarian can support students with, including developing digital literacy skills, managing the university experience like making friends and using social media, conducting research and learning how to evaluate sources, and using university libraries and resources. Specific tips are provided around topics like responsible social media use, using the university's virtual learning environment, developing time management and referencing skills, and collaborating with university librarians.
Student to Author: Using Wikipedia to Improve Undergraduate Research & WritingMargot
This document discusses using Wikipedia to improve undergraduate research and writing. It provides examples of student projects where they contributed original content to Wikipedia articles. Studies found that most college students use Wikipedia for school assignments. The document advocates for using Wikipedia in the classroom in a way that aligns with scholarly values like relying on reliable sources and undergoing peer review. It describes challenges but also benefits to students, such as learning efficient research practices and citation analysis. Examples are given of assignments where students contributed to Wikipedia as an authentic audience.
Open Badges Open Doors - Digital Workshopmeggiewright
Meggie Wright, Oregon State University
Nate Otto, Indiana University
The Mozilla Foundation’s Open Badges are a new technology that makes it possible for anyone to issue, earn, and display proof of an educational achievement. Open Badges are digital tokens, like merit badges you might receive in the real world. They can be displayed on websites, job sites, and social media. Badges can be used to tell a clear, verifiable story about learning accomplishments, something that degrees and resumes often fail to do. Badges are shaking up education wherever and whenever learning happens, including in libraries. In this digital workshop, find out how badges work, set up a “backpack,” earn your first badge, and think about how this technology may impact our institutions’ roles in the learning ecosystem.
This document outlines 15 easy steps to integrate new online reading comprehension literacies into the classroom. It recommends using tools like Wordle, online videos from sites like Annenberg, Starfall for early reading, Read Write Think for all levels, and teaching skills like locating information, critical evaluation, and problem-based learning. It also suggests exploring tools like Wikipedia, VoiceThread, blogs, and using an Internet Morning Message and student online collaborations. The overall message is to begin integrating these new literacies now in order to help students learn essential online reading skills.
This document discusses the needs of "digital natives" or today's students who have grown up with technology. It notes that these students want seamless learning environments where they can easily move between work, play and study using technology. The document recommends that high school libraries meet these student needs and expectations by providing digitally-based, active learning experiences integrated into curriculums. It also suggests libraries provide intellectual context to electronic content and resources that are available beyond the school walls through online catalogs and social media.
This document provides an overview of four web tools that can be used in grades 3-5: Voki, Thinglink, Image Chef, and Powtoon. It is presented by Kellie Eckert, who has a background in psychology and teaching. For each tool, 1-3 classroom applications are described that relate to Virginia state standards for subjects like English, science, and digital citizenship. The tools can be used for activities such as digital storytelling, summarizing, presenting reports, and creating multimedia content.
This document is a thesis submitted by Samuel Ayokunle Adekanmbi in partial fulfillment of a Master of Science degree in computer science from the University of Ibadan in February 2014. It investigates filtering offensive language in online communities using grammatical relations. The thesis acknowledges various individuals who provided support and dedicates the work to promoting a shared vision. It then provides an abstract that overviews developing and implementing a sentence-level semantic filtering system to remove offensive content while maintaining readability. The literature review covers topics like offensive language in online communities, cyberbullying, and using grammatical analysis for semantic filtering.
The document discusses various ways that cell phones can be integrated into classroom learning through projects and activities. It provides examples of how students have used cell phones for podcasting, creating avatars, polls and surveys, photo and video blogging, and more. Concerns about cheating are addressed, suggesting schools implement clear rules and get student input on appropriate mobile use policies.
Mobile Information Literacy: Let’s use an app for that!Stefanie Havelka
Presentation by Stefanie Havelka and Alevtina Verbovetskaya at "Engaging Students with Transliteracy, Teaching and Technology" Conference. March 16, 2012, Albany, New York
The document provides information about resources available to MATC students through the Park Library, including home delivery of books, databases for research, and citation management tools. It discusses searching databases like EBSCO and the library catalog for books and articles, generating effective search terms, and citing sources in both APA and Turabian styles. Tips from prior MATC students encourage using interlibrary loan, course resource pages, and asking the librarian for search help. Early in the semester, synchronous training sessions will be offered via Elluminate.
This presentation was provided by Daniel Tracy of the University of Illinois at Urbana Champaign during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Children, Teens, Reading and Technologymjisdead123
This is a horse-race story. A presentation showing the trend of reading habits of children and teens across America and shows how technology affects their reading habits.
The document summarizes research on plagiarism and cheating in high schools. It discusses definitions of plagiarism, reasons why students cheat, data on the prevalence of different types of cheating behaviors, the relationship between beliefs and behaviors, and models of moral functioning. Key findings include that students are less likely to cheat if they believe it is morally wrong or their peers disapprove, and more likely if they endorse rationalizations for cheating or believe peers are cheating.
This document summarizes a presentation about using social media for student recruitment and enrollment. It discusses defining social media and different types of social media. It emphasizes connecting with existing networks of current students, alumni and prospects, informing them through social media, and amplifying engagement. It provides examples of using Facebook, Twitter and other tools to promote events, share news, encourage interaction and measure effectiveness. Guidelines are presented for developing an effective social media strategy integrated with other communications.
Informational text and the inquiry process2bdobler2
This document discusses informational text and the inquiry process. It begins by noting the increased use of mobile devices and importance of teaching literacy skills outlined in the Common Core standards, such as conducting research projects and evaluating online sources. It then examines what makes up quality digital informational texts, highlighting elements like multimedia features and the need to evaluate reliability. Finally, it explores effective ways to teach inquiry skills, such as using a QUEST model of questioning, understanding, evaluating and synthesizing information from online searches.
Project Briefing: Spring 2008 Task Force Meeting: Moving to MobileMichelle Jacobs
Cell phones and other mobile devices are ubiquitous and offer increasingly robust operating systems, user interfaces, and hardware sophistication. The potential of these devices for accessing the richness of library and information content, services, and applications provided is largely unrealized. This is particularly unfortunate in considering library outreach to undergraduate students. This session will review projects in development in the Undergraduate Library at the University of Illinois at Urbana-Champaign and the College Library at the University of California at Los Angeles to explore possibilities for communication, content delivery, and instruction through mobile devices and the principles guiding these projects. Significant time in the session will be devoted to discussion of the opportunities, possibilities, challenges, and issues as libraries work to address this important issue - the move to mobile.
Kate Lawrence presented on research into how students conduct research. Ethnographic studies were conducted with 22 college students across various universities. The research found that students have an initial "pre-search" process using Google and Wikipedia to get an overview before beginning "serious research". It was also found that students skim and scan search results pages rather than doing deep reading, and use the results pages as a way to narrow their topic rather than directly accessing resources. The research also uncovered that students struggle with evaluating resources and writing their papers as part of the research process.
The Mobile Playground: Can Databases and iPads Play Nice?onlinenw
This study examined how seven major database vendors functioned on iPad tablets. The researchers tested four areas of functionality: presentation of pages, access to multimedia content, database-specific tools, and ability to email full text. Overall, databases worked well on iPads, though some had issues with emailing full text or using Flash or Java features. While most databases did not require separate apps, apps from vendors could be useful for instruction. The researchers concluded that with some workarounds, databases and iPads can generally have good functionality for student and instructional use.
1. The document reports on a survey about readers' habits and opinions regarding e-books and printed books.
2. The survey found that most readers still prefer printed books over e-books, citing reasons like easy access to specify books and poor effects on eyesight from e-books.
3. However, e-books were seen as becoming more of a trend, bringing convenience through easy access while also enhancing competition between publishers.
Dana Longley of SUNY Empire State College summarizes her experience developing and implementing live, online library instruction workshops for the college's 20,000+ mostly adult students who study fully online without a physical campus or library. She describes overcoming hurdles like technical support, faculty buy-in, and accessibility to launch interactive workshops using Elluminate Live! software. Workshops emphasize hands-on activities and exploration over content, balancing instruction levels while keeping the focus on practical "how-to" skills. Assessments show students want more workshops with double quotes, parentheses, and evaluation skills covered in a less content-heavy format allowing for small group exercises and student-led topics.
Device agnostic discovery using drupal and bibliocommonsonlinenw
This document summarizes the key changes and features of a public library's new website. The library chose BiblioCommons as its discovery layer because it provides a dynamic interface that keeps up with changing user expectations and allows community contributions like public lists and tags. Popular research topics and homework help pages are now curated by subject specialists using blogs and reading lists. Events are connected to taxonomy terms for easy discovery. The mobile version of BiblioCommons provides basic functionality but more features are planned.
PX is the new UX: Millennials & The Personal ExperienceKate Lawrence
One size does not fit all: Why personal experience (PX) is the new user experience (UX) and how the unique needs of the Millennial generation have brought this to light.
How can you help tom a school librarian's guide to preparing students for u...Jo Alcock
This document provides guidance for a school librarian named Tom on how to help prepare students for university. It outlines several areas the librarian can support students with, including developing digital literacy skills, managing the university experience like making friends and using social media, conducting research and learning how to evaluate sources, and using university libraries and resources. Specific tips are provided around topics like responsible social media use, using the university's virtual learning environment, developing time management and referencing skills, and collaborating with university librarians.
Student to Author: Using Wikipedia to Improve Undergraduate Research & WritingMargot
This document discusses using Wikipedia to improve undergraduate research and writing. It provides examples of student projects where they contributed original content to Wikipedia articles. Studies found that most college students use Wikipedia for school assignments. The document advocates for using Wikipedia in the classroom in a way that aligns with scholarly values like relying on reliable sources and undergoing peer review. It describes challenges but also benefits to students, such as learning efficient research practices and citation analysis. Examples are given of assignments where students contributed to Wikipedia as an authentic audience.
Open Badges Open Doors - Digital Workshopmeggiewright
Meggie Wright, Oregon State University
Nate Otto, Indiana University
The Mozilla Foundation’s Open Badges are a new technology that makes it possible for anyone to issue, earn, and display proof of an educational achievement. Open Badges are digital tokens, like merit badges you might receive in the real world. They can be displayed on websites, job sites, and social media. Badges can be used to tell a clear, verifiable story about learning accomplishments, something that degrees and resumes often fail to do. Badges are shaking up education wherever and whenever learning happens, including in libraries. In this digital workshop, find out how badges work, set up a “backpack,” earn your first badge, and think about how this technology may impact our institutions’ roles in the learning ecosystem.
This document outlines 15 easy steps to integrate new online reading comprehension literacies into the classroom. It recommends using tools like Wordle, online videos from sites like Annenberg, Starfall for early reading, Read Write Think for all levels, and teaching skills like locating information, critical evaluation, and problem-based learning. It also suggests exploring tools like Wikipedia, VoiceThread, blogs, and using an Internet Morning Message and student online collaborations. The overall message is to begin integrating these new literacies now in order to help students learn essential online reading skills.
This document discusses the needs of "digital natives" or today's students who have grown up with technology. It notes that these students want seamless learning environments where they can easily move between work, play and study using technology. The document recommends that high school libraries meet these student needs and expectations by providing digitally-based, active learning experiences integrated into curriculums. It also suggests libraries provide intellectual context to electronic content and resources that are available beyond the school walls through online catalogs and social media.
This document provides an overview of four web tools that can be used in grades 3-5: Voki, Thinglink, Image Chef, and Powtoon. It is presented by Kellie Eckert, who has a background in psychology and teaching. For each tool, 1-3 classroom applications are described that relate to Virginia state standards for subjects like English, science, and digital citizenship. The tools can be used for activities such as digital storytelling, summarizing, presenting reports, and creating multimedia content.
This document is a thesis submitted by Samuel Ayokunle Adekanmbi in partial fulfillment of a Master of Science degree in computer science from the University of Ibadan in February 2014. It investigates filtering offensive language in online communities using grammatical relations. The thesis acknowledges various individuals who provided support and dedicates the work to promoting a shared vision. It then provides an abstract that overviews developing and implementing a sentence-level semantic filtering system to remove offensive content while maintaining readability. The literature review covers topics like offensive language in online communities, cyberbullying, and using grammatical analysis for semantic filtering.
The document discusses various ways that cell phones can be integrated into classroom learning through projects and activities. It provides examples of how students have used cell phones for podcasting, creating avatars, polls and surveys, photo and video blogging, and more. Concerns about cheating are addressed, suggesting schools implement clear rules and get student input on appropriate mobile use policies.
Mobile Information Literacy: Let’s use an app for that!Stefanie Havelka
Presentation by Stefanie Havelka and Alevtina Verbovetskaya at "Engaging Students with Transliteracy, Teaching and Technology" Conference. March 16, 2012, Albany, New York
The document provides information about resources available to MATC students through the Park Library, including home delivery of books, databases for research, and citation management tools. It discusses searching databases like EBSCO and the library catalog for books and articles, generating effective search terms, and citing sources in both APA and Turabian styles. Tips from prior MATC students encourage using interlibrary loan, course resource pages, and asking the librarian for search help. Early in the semester, synchronous training sessions will be offered via Elluminate.
This presentation was provided by Daniel Tracy of the University of Illinois at Urbana Champaign during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Children, Teens, Reading and Technologymjisdead123
This is a horse-race story. A presentation showing the trend of reading habits of children and teens across America and shows how technology affects their reading habits.
The document summarizes research on plagiarism and cheating in high schools. It discusses definitions of plagiarism, reasons why students cheat, data on the prevalence of different types of cheating behaviors, the relationship between beliefs and behaviors, and models of moral functioning. Key findings include that students are less likely to cheat if they believe it is morally wrong or their peers disapprove, and more likely if they endorse rationalizations for cheating or believe peers are cheating.
This document summarizes a presentation about using social media for student recruitment and enrollment. It discusses defining social media and different types of social media. It emphasizes connecting with existing networks of current students, alumni and prospects, informing them through social media, and amplifying engagement. It provides examples of using Facebook, Twitter and other tools to promote events, share news, encourage interaction and measure effectiveness. Guidelines are presented for developing an effective social media strategy integrated with other communications.
Informational text and the inquiry process2bdobler2
This document discusses informational text and the inquiry process. It begins by noting the increased use of mobile devices and importance of teaching literacy skills outlined in the Common Core standards, such as conducting research projects and evaluating online sources. It then examines what makes up quality digital informational texts, highlighting elements like multimedia features and the need to evaluate reliability. Finally, it explores effective ways to teach inquiry skills, such as using a QUEST model of questioning, understanding, evaluating and synthesizing information from online searches.
Project Briefing: Spring 2008 Task Force Meeting: Moving to MobileMichelle Jacobs
Cell phones and other mobile devices are ubiquitous and offer increasingly robust operating systems, user interfaces, and hardware sophistication. The potential of these devices for accessing the richness of library and information content, services, and applications provided is largely unrealized. This is particularly unfortunate in considering library outreach to undergraduate students. This session will review projects in development in the Undergraduate Library at the University of Illinois at Urbana-Champaign and the College Library at the University of California at Los Angeles to explore possibilities for communication, content delivery, and instruction through mobile devices and the principles guiding these projects. Significant time in the session will be devoted to discussion of the opportunities, possibilities, challenges, and issues as libraries work to address this important issue - the move to mobile.
CLA African American Interest Group presentation - November 2012patoney
The document summarizes research on the cultural impact of social networking and computer usage on African American information consumers. It discusses findings from a survey conducted by the California Librarian's Black Caucus showing that African American computer and mobile device ownership has increased in the last decade. While some are concerned with privacy issues, most use social networks and find the information they need online. The document recommends libraries provide digital literacy programs, mobile apps, and partner with tech companies to better serve African American patrons.
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
Presentation by Lynn Silipigni Connaway - June 2009, Glasgow University Library: "The library is a good source if you have several months": making the library more accessible
Text Messaging in Online Teaching: An Online Educator's JourneyJason Rhode
This document discusses using text messaging for online teaching. It provides statistics on student cell phone and smartphone usage, and outlines the presenter's experience using Google Voice to send text messages to students who opted into the service. Based on surveys, the majority of students found the text message reminders and updates helpful. While most students could receive texts, few responded directly to the instructor. Automated services like Remind101 were found to be easier for the instructor than manual texting via email.
Facilitating Traditional Study Abroad Goals for the Smartphone Generationjasndal
This presentation was given at the NAFSA Region V Conference in November. The content deals with technology and how it has affected students' abilities to communicate effectively, as well as their ability to achieve their goals related to studying abroad.
Assignment two
Instructor :Gary Henry
Lula Kendrick
ENG2001
Introduction
Cell phone and how they have changed us socially? This isn’t written as a question or a complete sentence
There are some advantages and disadvantage of how cell phoneplural hasword form changed people in society. There are people out there that take advantage of cell phone privileges and also there are people out there who use the cell phone in a respectable way. The ways we uses our cell phone can take the place of how we all interact with each other taking the place of family time with each other. This assignment requires a focus on the evaluation of your sources. Develop an introduction that shows that focus.
Source
The first source I found states that having a cell phone have made life much easier for use. In the past with the telephone people had problems communicating and sending data to each other but, with the discovery of cell phone we can communicate better and sent data can be retrieved instantly. With the cell phone we can put application in online with employer, communicate with each other and surf the internet. The writer also stated that there also are disadvantages of having a cell phone in society. While driving and talking on the phone it has caused death and injury. Students can be any were and study for their exam by pulling up their work online through their phones. Bankers can send money at ease without going to the bank or through the computer. Rather than focusing on the information in the sources, this assignment requires an evaluation of the sources’ credibility.
The second source I ran across says that we tend to spend more time on the cell phone texting each other whether than talk to each other verbally. When family goes out to eat there is no communication going on because everyone is at the table on their phones texting, playing games, etc. The communication between family and friends are slowly fading away all because of the invention of the cell phone.
The third source I choose talks about how they ask couples how the cell phone has affect their relationship. If they have their cell phone offs it help foster closeness, connectedness, interpersonal trust, and perceptions of empathy and help increase the building blocks of their relationships. It serves as a reminder of the wider network to which we can connect, and communicate with people right next to us. They also stated that it can also reduce our social consciousness.
Another source says that we are always connected to everyone we are one click away. Those who have loved ones that are always traveling are able to keep in touch with each other. If something was to happen while you are traveling you can easily call road side assistant whether than waiting in the next car to come hoping the will be nice and stop offering you some help.
The reason why I choice this topic is because my search can be as wide and broad as I want it to be. I see how people treat the use ...
This document summarizes a presentation about how digital technologies are changing reading habits and how e-books can support the Common Core State Standards. It finds that while fewer people are reading overall, more formats are available like e-books, tablets, and phones. E-book readers on average read more books per year than non-e-book readers. The presentation also discusses how e-books allow for customization of text features, note-taking, highlighting, and accessing other resources. E-books have potential to support Common Core standards through interactive features, but quality and appropriateness of digital books must be evaluated.
This document discusses how e-books and digital reading are changing literacy and the reading experience. Some key points:
- E-book reading is growing, especially among children who read e-books at home and on mobile devices. However, many children still prefer printed books.
- Digital reading allows for customization of font, highlighting, note-taking and built-in dictionaries. It also provides interactive features and access to the internet.
- The Common Core State Standards recognize the need for students to be prepared for digital literacy and embedding technology standards. This includes developing skills in multiple text formats.
- While e-books increase access and convenience, issues of quality, user experience, and developmentally appropriate content need attention
Young and Wired: How today's young tech elite will influence the libraries of...Edwin Mijnsbergen
Libraries are the living, breathing internet that existed long before the digital network that we know today. They are the connected nodes of information and community exchange that we have relied on to communicate, collaborate, share resources and preserve knowledge in our societies for centuries.
But there are concerns about the future of physical libraries, given that so many of us have easy access to virtual libraries of information on our computers at home. Recent Pew Internet Project research examines technology use by teenagers and suggests how the behavior and expectations of young internet users might shape the libraries of the future.
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docxfredharris32
The document discusses "digitalk", the language used by teenagers in digital communication like texting and instant messaging. It argues that digitalk is a complex literacy that allows teens to effectively communicate, and should not be seen as deficient. The author describes their journey from criticizing digitalk to recognizing its value. The document suggests teachers can help students by discussing different language contexts, analyzing patterns in digitalk, and allowing its use for informal writing assignments to harness students' digital literacy skills and focus on content over form.
The document discusses research on the differences in how young adult men and women seek and interact with information and libraries. Some key differences mentioned include:
- Young men prefer quick access to information, dislike research processes, and prefer non-fiction. Young women are more patient with research and prefer fiction.
- Different strategies can be used to attract young people to libraries, including programming tailored to their interests, incorporating popular media like gaming, and soliciting teen input on program design.
- Research also suggests benefits of gaming like improved cognitive skills, and gaming provides access to information in a format many teens enjoy. As such, gaming could be a useful addition to young adult library spaces and programs.
Write a summary.Describe the main points of the article and how it.docxsyreetamacaulay
Write a summary.
Describe the main points of the article and how it relates to the week's course and text readings.
Evaluate the article on the basis of your own thoughts and perspectives on the topic covered.
Article 1
KRISTEN HAWLEY TURNER
Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing.
Lily: heyyyy (:
Michael: waszgud B.I.G.?
Lily: nm, chillennn; whatchu up too?
Michael: Watchln da gam3
Lily: mm, y quien ta jugandoo?
Michael: Yank33s nd naTi0naLs.
Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii
Michael: i n0e, th3y suCk.
Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee.
Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3.
Lily: AHA, naw gee thats easy $ for youu ! =p
Michael: loliwaSplAylnG wl y0u. =D
Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (;
Michael: iight pe3cE
As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong.
When I first encountered “computer-mediated language” (Crystal
2001
: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting.
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Mobile Reference, Mobile Librarians
1. Darcy Gervasio
Reference & Instruction Librarian/
Text Reference Coordinator
SUNY Purchase College Library
ALA Midwinter, January 2012
Dallas, TX
2. In the 3rd quarter of 2011, U.S. teens aged 13-17 sent on average 3,417 texts
per month.*
18-24 year olds sent 1,914 texts per month…that’s 3 texts per hour!
The majority of Americans aged18-24 (53%) and 25-34 (64%) now own
smartphones.
The average cell-phone user texts more than calls. Average user
receives/places 12.3 calls per day but receives/sends 41.5 texts per day.
(Pew Internet, 2011)
*data and image
from Nielsen Wire,
December 2011
4. Small, undergrad
liberal arts campus
Most students have
mobile phones
Popular Ask Us 24/7
Chat (IM) service
Rolled out text
reference service
March 1, 2010
5. What are the library’s hours?
How do I log onto the wifi with my laptop?
What’s the call number for book X?
Help! The printer’s not working!
Where is the “N” section?
6. “Still of Drew Barrymore in Scream.” Dimension Films. 1996. Retrieved from
Internet Movie Database. http:www.imdbcom/media/rm3957037312/tt0117571
10. Total Text Questions Spring 2011: 76*
Total Text Messages Fall 2011: 506**
Total Unique Questions Fall 2011: 394
*pilot with Mosio software began March 1, 2011 (mid-semester)
**SpringShare software rolled out August 22, 2011 (start of semester)
11. After-hours texts tripled from Nov. to Dec. 2011 during Finals Period, when the
Library was open 24 hours (but Text Us was only staffed until 10pm).
In other words, the later the Library was open, the later patrons
texted us … even though Text Us service hours had not changed.
12. Approximately 57% of texts received in
Fall 2011 were sent from inside the library
5% were in-depth research questions
36% dealt with printer, computer, or wifi
issues
29% were directional (both inside and
outside the library
25% were ready reference
13. Text (SMS) Reference Chat (IM) Reference
Short, one-off Q&A. No space for
reference interview
Longer dialog/ full reference interview is
possible
Not always synchronous Synchronous
Interaction often prompted by real-
world or location-specific need
Interaction often related to virtual need
or using online resources
Directional & quick reference questions In-depth research questions
Patrons expect a short, speedy answer Patrons expect a longer conversation
Librarians often don’t have enough
characters to tutor/lead and must
provide ready reference answers
Librarians often try to tutor and lead
patrons to the answer without “doing
the work for them”
14. “Are tootsie rolls gluten free?”
-Received 10/31/11 @ 4:07pm
Librarian Reply:
“The following link says YES.
www.tootsie.com/health_info.php”
15. “Hi. Where would I find books on 18th century
sensibility and British Romantic literature?”
-Received 10/6/11 @ 7:44pm
Librarian Reply:
“Many options (tough 2 answer in SMS). See Culture of Sensibility
HQ1593.B37 1992 or http://tinyurl.com/OxfordCompanionEnglishLit.
See ref desk 4 help.”
16. “Will someone let us know downstairs when we
need to leave? I've never been up this late.
My phone is about to die, and it’s my only
clock.”
-Received 9/30/11 @ 12:19 am
Librarian Reply:
“Before closing, the lights
blink & library workers
come around to check
for students. Thanks for
your question!”
17. Harkens back to pre-Google days of telephone
Ready Reference.
Anonymity of text might appeal to shy patrons.
Serves patrons who don’t have smartphones/data
plans (bridges a digital divide).
Hard to teach information literacy & research skills in
150 characters!
Does text reference play into a culture of instant
gratification and spoon-fed answers?
18. Text reference is not “just another virtual reference
tool.”
Text questions are often related to and sent from the
brick-and-mortar library.
Texting is a unique increasingly popular means of
communication requiring specialized best practices
and implementation.
Text Reference can supplement and deepen face-
to-face library services, especially when paired with
Roving Reference.
19.
20. “Kids Today: How the Class of 2011 Engages with Media.” Nielsen Wire 8 June
2011. Web. 10 Jan. 2012.
“New Mobile Obsession: U.S. Teens Triple Data Usage.” Nielsen Wire 15 Dec.
2011. Web. 10 Jan. 2012.
Smith, Aaron. “How Americans Use Text Messaging.” Pew Internet 19 Sept.
2011. Web. 17 Jan. 2012.
“U.S. Teen Mobile Report: Calling Yesterday, Texting Today, Using Apps
Tomorrow.” Nielsen Wire 14 Oct. 2010. Web. 10 Jan. 2012.
Image Credits:
› Photographs of Purchase College Library taken by Darcy Gervasio, 2011.
› Text Us posters, button & marketing materials designed by Darcy Gervasio, 2011.
› Public Domain clip art taken from OpenClipArt.org and Wikimedia Commons.
› Screenshots from “Texts from Last Night,” “Damn You Auto Correct,” SpringShare’s
LibAnswers SMS Statistics Module, and Purchase College Library Catalog taken by
Darcy Gervasio using Jing.
› “Average Number of Messages Exchanged Per Month by Age and Gender.”
Nielsen Wire. 2011. Retrieved from Nielsen Wire. Web. 10 Jan. 2012
› “Still of Drew Barrymore in Scream.” Dimension Films. 1996. Retrieved from Internet
Movie Database. Web. 10 Jan. 2012
› “Tootsie Roll Wallpaper Image.” Tootsie Roll Industries. Retrieved from from
www.tootsie.com. Web. 17 Jan. 2012