This document discusses transitioning a traditional school library to a dynamic learning commons. It outlines why the transition is needed to better support student and faculty needs in the digital age. Key aspects of the transition include going bookless, providing curated learning resources, and transforming the space into an active learning environment instead of a quiet study space. The transition process at one school took place from 2007 to 2011 and involved changes to staffing, technology, space design, and priorities to make the library a more collaborative and student-centered learning commons.
Free Web 2.0 Tools for the 21st Century Classroomsturgie
Shane Sturgeon discusses key 21st century skills including creativity, critical thinking, collaboration, and digital literacy. He then provides summaries of different digital tools that can be used to support these skills, including web browsers, wikis, blogs, Google Docs, Google Slides, Padlet, and Kahoot. These tools allow for content creation, sharing, and interactive learning online.
The document discusses starting a writers' club to bring learners together through writing globally using minimal technology. It notes that writing is taught in all schools, can encompass many directions with simple technology, and allows for lifelong learning through communities of collaboration. The proposed writers' club would allow students to contribute what, when, and how they like with an instant global audience and no curriculum changes, lowering barriers for students to share their writing. Contact information is provided for those wanting to get involved in the global writers' club.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
This document discusses how public libraries are expanding their role to include making and STEAM (science, technology, engineering, arts, and math) programs. It provides examples from the Fayetteville Free Library of how they have created spaces and programs to support informal STEAM learning through activities like digital content creation, physical fabrication, and programming for different age groups. The library has partnered with local organizations and received grants to support expanding these maker opportunities and building important skills like problem solving and critical thinking.
This document discusses transitioning a traditional school library to a dynamic learning commons. It outlines why the transition is needed to better support student and faculty needs in the digital age. Key aspects of the transition include going bookless, providing curated learning resources, and transforming the space into an active learning environment instead of a quiet study space. The transition process at one school took place from 2007 to 2011 and involved changes to staffing, technology, space design, and priorities to make the library a more collaborative and student-centered learning commons.
Free Web 2.0 Tools for the 21st Century Classroomsturgie
Shane Sturgeon discusses key 21st century skills including creativity, critical thinking, collaboration, and digital literacy. He then provides summaries of different digital tools that can be used to support these skills, including web browsers, wikis, blogs, Google Docs, Google Slides, Padlet, and Kahoot. These tools allow for content creation, sharing, and interactive learning online.
The document discusses starting a writers' club to bring learners together through writing globally using minimal technology. It notes that writing is taught in all schools, can encompass many directions with simple technology, and allows for lifelong learning through communities of collaboration. The proposed writers' club would allow students to contribute what, when, and how they like with an instant global audience and no curriculum changes, lowering barriers for students to share their writing. Contact information is provided for those wanting to get involved in the global writers' club.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
This document discusses how public libraries are expanding their role to include making and STEAM (science, technology, engineering, arts, and math) programs. It provides examples from the Fayetteville Free Library of how they have created spaces and programs to support informal STEAM learning through activities like digital content creation, physical fabrication, and programming for different age groups. The library has partnered with local organizations and received grants to support expanding these maker opportunities and building important skills like problem solving and critical thinking.
This document discusses starting a writers' club to connect students globally through writing. It notes that the club would be learner-centered and use technology like the internet to enable lifelong learning through collaboration. Students could contribute writing pieces when and how they want to gain an instant global audience with minimal technical requirements. Interested students and teachers are directed to the club's website and social media for more information on getting involved.
This document discusses the changing role of libraries in the digital age. It notes that libraries are closing and cutting staff as the way information is accessed has revolutionized. However, libraries must provide innovative solutions for "free range learners" and transform to remain relevant. This involves letting go of stereotypes, being committed to change, having a vision of the library as relevant, and participatory librarianship. The library of the future will be collaborative, continually changing, and a conduit for innovation, creativity, and knowledge. It will encourage interacting, creating, communicating, and building relationships between patrons. Now is the time for libraries to model digital fluency and provide content in various accessible formats as learners use many different devices
Embedded Librarianship:Physical Worlds & Virtual WorldsValerie Hill
1) Embedded librarianship involves integrating library services both in physical and virtual spaces, including through social media, mobile apps, and virtual worlds.
2) An embedded librarian teaches information literacy skills across various formats and helps patrons evaluate different sources of information wherever they are.
3) As information exists increasingly online, the role of librarians is shifting to teaching skills like digital citizenship, creating a personal learning network, and providing resources in virtual spaces through tools like wikis and exhibits in virtual worlds.
Engaging Undergraduates with Digital Scholarship ProjectsRebecca Davis
This document discusses engaging undergraduates in digital scholarship projects. It describes several organizations that support digital learning like AAC&U and their General Education Maps and Markers initiative. It provides examples of digital learning tools like the Open Learning Initiative at Carnegie Mellon. The document outlines a scaffolded curriculum moving from using digital tools to contributing to and producing digital tools and resources. It gives examples of digital scholarship projects undergraduates could participate in, like text analysis, generating online exhibits, citizen science apps, and collaborating on faculty projects. Overcoming barriers to these projects like awareness, collaboration, and experimentation is discussed.
This document discusses how academic libraries are using various social software tools. It describes social tools like wikis, social bookmarking, media sharing, social networking, blogs, instant messaging, and microblogging. For each tool, it provides examples of how libraries use them, such as using wikis for intranets, training, and subject guides. It also discusses the growth of social media and how mainstream adoption of these tools has increased.
Designing Course-Based, Student-Faculty Collaborative Research Projects Usi...Rebecca Davis
This document discusses several course-based, student-faculty collaborative research projects using digital tools. It summarizes a digital history project at Wheaton College where students in a history methods course transcribed and encoded archives under the guidance of an archivist, technologist and librarian. It outlines the collaborative research assignment where students progressed through stages of background reading, transcription, writing for an online history engine and a final paper. It also lists several publications and presentations about these collaborative digital humanities projects and provides a checklist for integrating such projects into courses.
2012 SIG Deaf and Hard of Hearing Readers flyerSharon Pajka
The document announces a presentation at the IRA's annual convention about the Accessible Materials Project, which provides free American Sign Language educational materials to support language, literacy, and academic development for deaf and hard of hearing students. The presentation will demonstrate how teachers and families are using ASL accessible materials like books, stories, poems, and assessments to accelerate students' progress in meeting language and content standards. The Accessible Materials Project team from the Atlanta Area School for the Deaf will share examples of the materials and resources available on their Facebook and YouTube pages.
SEAMEO RETRAC Library & Information Centre New Teachers' OrientationBebe Chang
The document provides an overview of the Library & Information Center (LIC) at SEAMEO RETRAC. It introduces the LIC manager and describes the purpose and services of the LIC, including its reading room, self-access learning center, and resources for finding books, articles, and online materials. Opening hours and contact information are also provided.
Digital storytelling uses digital tools to create and share stories. Stories are an important part of learning, entertainment, and culture, as they provide explanations and details. Digital tools like Articulate, Captivate, iMovie, and screen capture software allow stories to be securely delivered and remembered in digital form. These digital stories can be used for education by incorporating motivational models and delivered through online content libraries, videos, and interactive activities.
Faculty Learning Community Institute: Plan for FLC at Mercy CollegeMatt Lewis
In Pamona, CA June 2010, I presented my idea for a Faculty Learning Community to the entire group at the 2010 Faculty Learning Community Developers and Facilitators' Institute.
College, career and technology readinessrclibraryclub
This document discusses various topics related to college and career readiness for students. It covers skills like using presentation software like PowerPoint, saving files to flash drives, conducting online searches, distinguishing between scholarly and popular sources, and using citation styles properly. It also lists tools that can be used for creating online presentations and posters. Finally, it discusses services that a school library can provide to help students, such as lessons on databases, computer skills, and finding credible sources.
This document discusses digital experiences for children in public and school libraries, including eBooks, digital programming, and content creation. It provides statistics on eBook usage and lists digital collections available. It also profiles librarians who are tech leaders and use apps to support digital storytimes, book groups, and science programs. School librarians discuss embracing digital content and using technology to remain accessible. The document concludes that digital books will become more device-neutral over web-based and librarians' social media skills will help promote library services.
Berwick Public Library invited local teachers to come enjoy some catered snacks from the Friends of the Berwick Library and prepared a brochure and slide show to help them become acquainted with our services, had a suggestion box and sign in book.
Design for Learning (D4L) ALA Conversation Starter - HandoutArden Kirkland
The document summarizes an ALA conversation starter about the Design for Learning project. The project teaches participants how to design instruction and teach online through two cohorts that began in 2015 and 2016. Modules cover topics like orientation, technologies, and capstone projects. The three-year project is a partnership between several library organizations, funded by IMLS, with the goal of developing a self-guided online version available to the public in 2017. The top lessons learned are the need for quality prep materials, maintaining engagement through discussion, and accommodating different student needs through clear communication.
The document discusses the vision for a 21st century learning commons, which is designed to serve students', teachers', and the community's needs by offering creative spaces, diverse resources, digital tools, and inspiring programs to further learning. It provides metaphors that describe what a learning commons could look and feel like. It also outlines what activities learners may engage in, such as reading, collaborating, and researching. The learning commons aims to provide energizing resources and serve as the "face of the school."
This document discusses Mozilla's focus on web literacy through its Mozilla Learning Initiative and Network. It provides programs and communities to help people learn important digital skills. The Network focuses on peer learning, production-centered activities, and connecting local and global communities. It offers tools like Thimble and X-ray Goggles, as well as teaching kits. Mozilla Clubs meet regularly to teach web literacy skills through open practices and connection to networks. Maker Parties and the Learning Community forum further support learning.
This document discusses the rise of virtual and technology-enabled positions for librarians, including systems librarian, virtual librarian, and instructional technology librarian. It notes that as technology has advanced, with developments like the World Wide Web, all librarian positions have become more technology-focused. The document also discusses how emerging technologies like the mobile web and apps are changing users' expectations and the way libraries can provide services remotely.
This document provides an overview of key concepts in digital pedagogy presented by Rebecca Frost Davis at the Austin College Digital Humanities Colloquium in 2013. It defines digital humanities as learning about, with, and through technology. It discusses how the globally networked world, increased data and computing power, and participatory culture are impacting education. Examples are provided of digital humanities collaborations between students and faculty, such as a history project transcribing archives and a computing and literature team-taught course. Keywords for digital pedagogy are suggested, such as collaboration, community, failure, play, praxis, and public. The format of a digital pedagogy reader is outlined.
This document discusses starting a writers' club to connect students globally through writing. It notes that the club would be learner-centered and use technology like the internet to enable lifelong learning through collaboration. Students could contribute writing pieces when and how they want to gain an instant global audience with minimal technical requirements. Interested students and teachers are directed to the club's website and social media for more information on getting involved.
This document discusses the changing role of libraries in the digital age. It notes that libraries are closing and cutting staff as the way information is accessed has revolutionized. However, libraries must provide innovative solutions for "free range learners" and transform to remain relevant. This involves letting go of stereotypes, being committed to change, having a vision of the library as relevant, and participatory librarianship. The library of the future will be collaborative, continually changing, and a conduit for innovation, creativity, and knowledge. It will encourage interacting, creating, communicating, and building relationships between patrons. Now is the time for libraries to model digital fluency and provide content in various accessible formats as learners use many different devices
Embedded Librarianship:Physical Worlds & Virtual WorldsValerie Hill
1) Embedded librarianship involves integrating library services both in physical and virtual spaces, including through social media, mobile apps, and virtual worlds.
2) An embedded librarian teaches information literacy skills across various formats and helps patrons evaluate different sources of information wherever they are.
3) As information exists increasingly online, the role of librarians is shifting to teaching skills like digital citizenship, creating a personal learning network, and providing resources in virtual spaces through tools like wikis and exhibits in virtual worlds.
Engaging Undergraduates with Digital Scholarship ProjectsRebecca Davis
This document discusses engaging undergraduates in digital scholarship projects. It describes several organizations that support digital learning like AAC&U and their General Education Maps and Markers initiative. It provides examples of digital learning tools like the Open Learning Initiative at Carnegie Mellon. The document outlines a scaffolded curriculum moving from using digital tools to contributing to and producing digital tools and resources. It gives examples of digital scholarship projects undergraduates could participate in, like text analysis, generating online exhibits, citizen science apps, and collaborating on faculty projects. Overcoming barriers to these projects like awareness, collaboration, and experimentation is discussed.
This document discusses how academic libraries are using various social software tools. It describes social tools like wikis, social bookmarking, media sharing, social networking, blogs, instant messaging, and microblogging. For each tool, it provides examples of how libraries use them, such as using wikis for intranets, training, and subject guides. It also discusses the growth of social media and how mainstream adoption of these tools has increased.
Designing Course-Based, Student-Faculty Collaborative Research Projects Usi...Rebecca Davis
This document discusses several course-based, student-faculty collaborative research projects using digital tools. It summarizes a digital history project at Wheaton College where students in a history methods course transcribed and encoded archives under the guidance of an archivist, technologist and librarian. It outlines the collaborative research assignment where students progressed through stages of background reading, transcription, writing for an online history engine and a final paper. It also lists several publications and presentations about these collaborative digital humanities projects and provides a checklist for integrating such projects into courses.
2012 SIG Deaf and Hard of Hearing Readers flyerSharon Pajka
The document announces a presentation at the IRA's annual convention about the Accessible Materials Project, which provides free American Sign Language educational materials to support language, literacy, and academic development for deaf and hard of hearing students. The presentation will demonstrate how teachers and families are using ASL accessible materials like books, stories, poems, and assessments to accelerate students' progress in meeting language and content standards. The Accessible Materials Project team from the Atlanta Area School for the Deaf will share examples of the materials and resources available on their Facebook and YouTube pages.
SEAMEO RETRAC Library & Information Centre New Teachers' OrientationBebe Chang
The document provides an overview of the Library & Information Center (LIC) at SEAMEO RETRAC. It introduces the LIC manager and describes the purpose and services of the LIC, including its reading room, self-access learning center, and resources for finding books, articles, and online materials. Opening hours and contact information are also provided.
Digital storytelling uses digital tools to create and share stories. Stories are an important part of learning, entertainment, and culture, as they provide explanations and details. Digital tools like Articulate, Captivate, iMovie, and screen capture software allow stories to be securely delivered and remembered in digital form. These digital stories can be used for education by incorporating motivational models and delivered through online content libraries, videos, and interactive activities.
Faculty Learning Community Institute: Plan for FLC at Mercy CollegeMatt Lewis
In Pamona, CA June 2010, I presented my idea for a Faculty Learning Community to the entire group at the 2010 Faculty Learning Community Developers and Facilitators' Institute.
College, career and technology readinessrclibraryclub
This document discusses various topics related to college and career readiness for students. It covers skills like using presentation software like PowerPoint, saving files to flash drives, conducting online searches, distinguishing between scholarly and popular sources, and using citation styles properly. It also lists tools that can be used for creating online presentations and posters. Finally, it discusses services that a school library can provide to help students, such as lessons on databases, computer skills, and finding credible sources.
This document discusses digital experiences for children in public and school libraries, including eBooks, digital programming, and content creation. It provides statistics on eBook usage and lists digital collections available. It also profiles librarians who are tech leaders and use apps to support digital storytimes, book groups, and science programs. School librarians discuss embracing digital content and using technology to remain accessible. The document concludes that digital books will become more device-neutral over web-based and librarians' social media skills will help promote library services.
Berwick Public Library invited local teachers to come enjoy some catered snacks from the Friends of the Berwick Library and prepared a brochure and slide show to help them become acquainted with our services, had a suggestion box and sign in book.
Design for Learning (D4L) ALA Conversation Starter - HandoutArden Kirkland
The document summarizes an ALA conversation starter about the Design for Learning project. The project teaches participants how to design instruction and teach online through two cohorts that began in 2015 and 2016. Modules cover topics like orientation, technologies, and capstone projects. The three-year project is a partnership between several library organizations, funded by IMLS, with the goal of developing a self-guided online version available to the public in 2017. The top lessons learned are the need for quality prep materials, maintaining engagement through discussion, and accommodating different student needs through clear communication.
The document discusses the vision for a 21st century learning commons, which is designed to serve students', teachers', and the community's needs by offering creative spaces, diverse resources, digital tools, and inspiring programs to further learning. It provides metaphors that describe what a learning commons could look and feel like. It also outlines what activities learners may engage in, such as reading, collaborating, and researching. The learning commons aims to provide energizing resources and serve as the "face of the school."
This document discusses Mozilla's focus on web literacy through its Mozilla Learning Initiative and Network. It provides programs and communities to help people learn important digital skills. The Network focuses on peer learning, production-centered activities, and connecting local and global communities. It offers tools like Thimble and X-ray Goggles, as well as teaching kits. Mozilla Clubs meet regularly to teach web literacy skills through open practices and connection to networks. Maker Parties and the Learning Community forum further support learning.
This document discusses the rise of virtual and technology-enabled positions for librarians, including systems librarian, virtual librarian, and instructional technology librarian. It notes that as technology has advanced, with developments like the World Wide Web, all librarian positions have become more technology-focused. The document also discusses how emerging technologies like the mobile web and apps are changing users' expectations and the way libraries can provide services remotely.
This document provides an overview of key concepts in digital pedagogy presented by Rebecca Frost Davis at the Austin College Digital Humanities Colloquium in 2013. It defines digital humanities as learning about, with, and through technology. It discusses how the globally networked world, increased data and computing power, and participatory culture are impacting education. Examples are provided of digital humanities collaborations between students and faculty, such as a history project transcribing archives and a computing and literature team-taught course. Keywords for digital pedagogy are suggested, such as collaboration, community, failure, play, praxis, and public. The format of a digital pedagogy reader is outlined.
eBooks for Education: Using Digital in the K12 Classroomdclsocialmedia
The document discusses using eBooks in K-12 classrooms, noting benefits like accessibility for students with special needs, interactivity, and cost savings compared to print books. It provides examples of different types of eBooks that could be used, such as audio books, enhanced eBooks with multimedia, and digital textbooks, and suggests ways teachers can incorporate eBooks into various subjects and leverage devices both at school and through bring your own device programs. The document also gives tips on finding free and low-cost eBook titles suitable for classroom use from various sources.
My keynote presentation to the AADES conference in Melbourne 2013.
Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?
In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.
This document discusses transforming school libraries into learning commons and 21st century learning centers. It recommends expanding technology access for students beyond the school day. A learning commons is described as a collaborative space created by users that makes the library the center of social, cultural, and learning activities in the school. 21st century learners are characterized as always connected, multitasking, web-oriented, wanting instant gratification, and thriving in less structured environments. The document provides examples of how 21st century learners would use a learning commons for inquiry, research, collaboration, and presentation. It describes the role of a 21st century librarian in supporting personalized learning, technology integration, and collaborating with teachers.
Web Archiving: Promoting Project Awareness.jaime916
The document discusses Jaime McCurry's work promoting awareness of the Folger Shakespeare Library's web archiving project. The project involves archiving the Folger's own websites and social media, as well as websites of Shakespeare festivals and theatrical companies. There are currently 36 institutional and 285 thematic seed URLs being archived actively. McCurry outlines stakeholders in the project, including institutional stakeholders within the Folger, users, the web archiving community, and thematic communities. She discusses raising awareness through documentation, presentations, interaction, learning and discussion with these various stakeholder groups.
Preparing for Technological Changes within Academic LIbrariesRachel Vacek
A presentation given to the Oklahoma State University Library for their Library Futures Series. The presentation is about finding ideas for technology innovation, streamlining web content for reuse, preparing for mobile, and preparing for interacting with users in new ways.
The document discusses key initiatives for gearing up Elgin Academy's library resource centre for 21st century learners. It outlines pedagogical shifts towards more self-directed and collaborative learning. The library aims to integrate with Scotland's curriculum for excellence by fostering capabilities, developing literacy, and supporting attainment. Key work areas include developing information literacy, extending the curriculum, and bringing the library alive through Web 3.0 technologies and personal learning environments. The forward plan outlines directions to develop policies and procedures, streamline operations, and create a digital portal.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
This document provides an overview of Web 2.0 learning tools and their applications for libraries. It discusses how libraries are embracing new technologies like social networking, blogging, wikis, podcasting, and folksonomies to create Library 2.0 environments. Specific examples are given of libraries using tools like Second Life, RSS feeds, and Twitter to enhance user experiences. The document advocates that libraries embrace these new technologies to remain relevant and engage with patrons in a web-savvy world.
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
From Transaction to Collaboration: Scholarly Communications Design at UConn L...Greg Colati
A joint presentation to the Coalition for Networked Information Spring membership meeting in April 2017. This discusses our research project to propose a new approach to the scholarly creation process and reward system, and understand how libraries fit into this new environment.
This document summarizes the University of Western Sydney's plans to implement blended learning. It discusses drivers for change including student needs, curriculum redesign using online and face-to-face learning, and transforming learning spaces. The university aims to offer flexible learning options through a combination of online lectures, on-campus seminars, and accessible content. Projects include renovating teaching spaces and learning commons across several campuses to support collaborative blended learning.
This document discusses ditching traditional textbooks for a digital curriculum. It covers how open educational resources (OER) and web-based tools can be used to create interactive, customizable lessons that align with 21st century skills and Common Core standards. Examples are given of schools that have integrated digital media like Nook Colors, integrated science curriculums, and Discovery Education into their classrooms. The benefits of OER like open textbooks, content aggregators, and creative commons licensing are also outlined.
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
This document discusses using social media in school libraries. It defines social media as web-based environments that allow users to easily create, publish, and share content. The document lists reasons for schools libraries to use social media, such as marketing services, modernizing the library image, reaching new audiences, and providing updates. It also discusses potential barriers like the number of social media tools, lack of time and resources, and privacy issues. The document encourages librarians to be clear on their passion, intention and purpose when using social media and provides the example of an "INSTABOARD" used by De la Salle Zobel School's library to connect with its community.
The document provides an overview of the Lone Star College Cy-Fair campus and programs through a virtual tour presentation. It highlights the campus' focus on being responsive, innovative, and collaborative. It describes the campus facilities, partnerships in the community, student growth, and challenges in maintaining a growing campus community. Programs featured include the Academy for Lifelong Learning, library resources, arts center, fitness center, and online information sources.
Similar to WVLS - Syncing Feelings - Academic Libraries and School Libraries in Transition (20)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
In 1994 I began using a home computer. My parents purchased, for whopping 200 dollar, a 286 DX IBM Compatible Computer. It had DOS 3.11. on it. After that there were upgrades to Windows 3.1, 95, 98, XP, etc. I was officiall a nerd.
While engaging in computers, I also attended college. I chose a major in English, but didn’t have muchin the way of were withal to use it effectively. So I ended up in road construction.
Fast forward to 2005 – I find some article about becoming librarian in a newspaper Realizing that :hey, I like books: seems to be enough rationale to purse it, I enroll at the School of Information Studies at UW-Milwaukee.I am promptly fired from my first work study job. I am not a traditional librarian by any means.
By 2007, I had found that my skill sets,lack of experience and limited network have really limited my desire and abilty to land a job, and acknowledging that I really have no desire to move outside of the midwest, I take a position at WITC Superior as a Learning Resource Center Technician. Noting that I am overqualified for the position, but possessing a bit of stubborn streak – I stick in the position for five years.
In that time, I focused on networking within my community and greater Wisconsin, in spite of being from such Northern Climes. Due to the extreme cost of traveling south for all my meetings, I was part of multi-library team that created the Lake Superior Libraries Symposium, a loose confederation of librarians in northern wisconsin, Upper Penninsula Michigan and Minnesota
So I have been asked to come in by WVLS and talk a little about where academic and school libraries are focusing in on – and it’s a broad spectrum of conversations, floor plans, role modifications, and new realities. I’m an optimist.IGNORE TEA PARTYIGNORE THE FACT YOU ARE BUSY, UNDERSTAFFED AND UNDERPAID, UNDER TRAINEDYOU MAKE A DIFFERENCE – ITS CLEAR.
Apps are 99 Cents to 5 Dollars, iPads 400-600, Cost to charge an ipad
What makes Adam Brisk an expert? I just know a little bit more than you, via experience. Josh knows more than me, he is therefore the expert. Chances are, at some point, you’re knowledge level will make you a teacher to someone less tech savvy.So get a device. Use it. Love it. Break it fix it. You are already ahead of each anyone without a kindle, a nook,
Sometimes training doesn’t require a big budget – just a wi-fi connection, a cup of coffee and quiet room. And and any company worth its salt will put out the content for free, like infomercials,RSS – Read your blogs in one place, one space, and quickly disseminate information. Services like Google Reader or Feedly are highly effective.ways of staying atop of technology, trendWebinars –for a little to no cost, experts, executives and trainers can broadcast a powerpoint, prezi or other presentation to large groups. They can be offered in lecture or roundtable format, with feed back and charts, or just images – webinars are a very effective conference tool without the over-priced coffee.Twitter – scoff if you like, but if you want to have your finger on the pulse of the top minds in libraries and it… they aren’t writing in library journal or American libraries. They are publishing via twitter on the hour by sharing original content, links, and creating conversations and connections.
Don’t know. Ask Google. Serioiusly, where do you think we get our answers?
Don’t be afraid to try something new – like Google Apps, a cloud based office suite. Its available for free for most educational institutions, has great tech support and just requires a browser for 4 support. And it doesn’t require genius level intellect to administer – and you can get most of your answer by simply “googling it”
Go outside of your peer group and library groups. It can pay dividends in great ways. In August of 2011, WITC Learning Resource Centers contacted UW-Superior and the Superior Public Library. The intent was to put on a e-book seminar of the local community (and also to network and build bridges between institutions) The event found 75 people happy to attend and ask questions about their devices … but also revealed 8 librarians in the audience also asking questions about ebooks.
Based on this revelation and success, the three institutions panned a conference and brought in other librarians from around lake Superior. The numbers swelled from three libraries in Superior to regional cooperation with Indianhead Federated, Northern Waters, UMD, CSS, Scholastica, City of Duluth, Arrowhead Public, Minnesota Library Associations, WLA, and many more.
Don’t be afraid to try something new – like Google Apps, a cloud based office suite. Its available for free for most educational institutions, has great tech support and just requires a browser for 4 support. And it doesn’t require genius level intellect to administer – and you can get most of your answer by simply “googling it”