MPS iPad MILI 2012

The Senior Techies program provided technology education classes to older adults across 14 Minnesota libraries. Over 1,000 people attended the 243 classes on topics like basic computer skills, email, digital photography, and internet searching. The classes aimed to boost confidence with technology for participants ages 47-95. Funding from state and national library agencies supported the equipment, staffing, and collaboration needed for the successful multi-library program, which participants found helpful for continuing to use technology and which they hope to see expanded in the future.

The document discusses the evolution from Classroom 1.0, Library 1.0, and Research 1.0 to their Web 2.0 counterparts. Classroom 1.0 involved teacher-centered imparting of knowledge while Classroom 2.0 enables knowledge access from anywhere using mobile devices and online collaboration. Similarly, Library 1.0 focused on print resources and individual work, while Library 2.0 provides 24/7 access to electronic resources and encourages community spaces and learning. Research has expanded from limited on-site resources to include online tools like eBooks, databases, and social media for collaboration. The document advocates for Web 2.0 approaches to encourage engagement and involve students in personalized, proactive learning.

Minnesota has a robust library infrastructure at the state, regional, and local levels to support information access for residents. At the state level, key organizations include the Minnesota Department of Education's State Library Services, the Minnesota Braille and Talking Book Library, and Minitex. Regional public library systems and multitype library systems further strengthen services. Locally, academic, public, school, and special libraries meet community needs. This infrastructure helps libraries collaborate to serve Minnesotans at all stages of life.

This document provides an overview of social media and how organizations can use various social media tools. It defines social media as people using tools like blogs, videos, and sites like Facebook and Twitter to create and share content online. The document discusses many popular social media tools including blogs, microblogging, social networks, photo/video sharing, wikis, and their benefits for organizations. It provides tips for organizations on how to participate in social media, including starting with personal interests, listening first, finding people to follow, and developing a plan with goals and resources. It stresses the importance of regular evaluation to determine what is working.

This document provides information about the Metronet Information Literacy Initiative (MILI). MILI aims to improve information literacy skills among teachers and students. It does this through professional development for teachers and library media specialists on integrating information literacy standards into classroom teaching. MILI's goals are to influence the teaching of research, increase awareness and use of Web 2.0 tools, and encourage more collaboration between teachers and library media specialists on teaching the research process. The document discusses key aspects of information literacy and 21st century skills, as well as trends in technology, business, and education that demonstrate the need for these skills. It provides an overview of MILI's focus on research, reliable resources, and responsible use of

The document outlines Metronet's Information Literacy Initiative (MILI) which aims to teach teachers and librarians information literacy and 21st century skills through professional development opportunities. MILI focuses on developing skills in research, finding reliable resources, and responsible use of information. It promotes using Web 2.0 tools to encourage collaboration, communication, and student content creation. The goal is to prepare students for post-secondary education and careers through integrating information literacy into classroom instruction.

Introduction to Metronet's Information Literacy Initiative (MILI) program, present to Minneapolis Public Schools.

This document provides guidance on building a strong Friends group to support the local library. It begins with an overview of the different roles Friends can play, including advocacy, fundraising, public relations, recruiting volunteers, and planning events and special projects. It then gives 10 "commandments" for a successful Friends group, such as having support from the library director and staff, clear roles for all partners, and regular evaluation and evolution. The second part focuses on finding new Friends members and provides tips on developing a recruitment plan, targeting different demographic groups, using various marketing strategies including social media, and following up with potential members. It also shares examples from other libraries of innovative ways to engage younger adults. The overall message is that Friends groups need to

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.

This document discusses bringing iPads into libraries and how they can be used as learning stations, research tools for students, and e-readers by circulating iPad sets. It addresses logistics like using iPads for 1:1 programs and their impact on library services like e-books, research databases, printing, and embedded librarianship. Key impacts discussed include changes to library instruction, design, book circulation/selection, and the librarian's role with technology.

This document introduces several free Web 2.0 tools that can be used in middle school classrooms including Big Huge Labs, Piktochart, QR Code Monkey, and Animoto. It provides descriptions of each tool's features and limitations. Several curriculum connections are outlined for each tool, such as using Big Huge Labs to create trading cards in English Language Arts or using Piktochart to create timelines in History.

ABSTRACT The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning. This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning. This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.

School libraries in a European Worldwide context: Trends, competences, needs and demands by Lourense Das Presentation at SLAMIT4 course in Caparica Portugal 2009

The document discusses using technology and the internet in English language classrooms. It describes how teachers currently use resources like videos, presentations and online dictionaries. Web 2.0 tools like blogs, wikis and social networks are highlighted as ways to encourage collaboration. Effective uses of technology focus on interactive and authentic materials to support a constructive learning environment centered around student-led tasks and projects. Challenges around over-reliance on internet access and low-level activities are also noted.

This document provides an overview of a professional development session for library support staff at Tanglin Trust School. The session covered topics like job shadowing experiences, courses provided by the National Library Board Academy and WDA to upgrade skills, and challenges to providing professional development like budget, time, and mindset issues. Strategies discussed to address these challenges included online training, in-house sessions during holidays, and reframing perceptions of "training". The document aims to show how the school makes professional development opportunities happen for its library support team.

The document discusses using technology in English language classrooms. It describes how teachers now use the internet and multimedia resources to find information, create presentations, and record audio and video. Web 2.0 tools like blogs, wikis, and social networks enable collaboration between students. The document outlines some common problems like overreliance on internet access and superficial use of technology. It advocates for creative, constructivist activities using technology and highlights keys like planning realistic lessons and facilitating learning.

This document provides an overview of an introductory workshop on digital humanities held at Villanova University. The workshop agenda includes introductions to digital tools like Omeka and mapping as well as discussions around integrating digital humanities in the classroom. The document also summarizes the history and key areas of digital humanities including text analysis, visualization, and online publishing. Guidelines are provided for teaching with digital tools and resources for further learning are listed.

The document introduces the Metronet Information Literacy Initiative (MILI), which aims to promote information literacy skills among students. MILI will focus on teaching the research process, identifying reliable resources, and promoting responsible use of information. It will encourage collaboration between libraries and teachers to incorporate these skills into classroom instruction. MILI will provide guidance on using new tools and the research process to develop assignments that encourage 21st century skills over simply repeating information. The goals are to help students conduct effective research and evaluate information critically and ethically.

The document discusses the "Roving Librarian" initiative at the University of Huddersfield library. [1] The initiative aims to promote library resources to students outside traditional library spaces using tablets. [2] Librarians trialled using iPads and Android tablets to engage with and help students at locations like cafes and student unions. [3] Early assessments found the roving librarians approach was positively received by students and academics, though continued work is needed to develop the strategy and branding.

Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.

This document provides an introduction to Metronet's year-long Information Literacy Initiative for the 2018-2019 school year in Elk River and Minneapolis Public Schools. It discusses how information literacy and 21st century skills are key to student success in academics, careers and daily life. The initiative aims to teach students how to effectively find, evaluate and use information and technology through the development of critical thinking, problem solving, communication and other vital skills.

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.

Visit the CCHS LC @ http://libguides.colonial.net/content.php?pid=203334&sid=1698729 Twitter: @robincicchetti Email: rcicchetti@colonial.net

The document discusses various web 2.0 and mobile tools that can be used for learning and research, including tools for networking, organizing references, collecting and curating research materials, collaborative writing, and disseminating work. It provides information on social networks, reference managers, online notebooks, blogs, and academic profiling platforms and encourages researchers to start using some of these tools.

The document discusses predictions for libraries in 2020. It describes how library spaces may evolve from places for quiet study to active learning hubs. It also explores how print collections may decrease as electronic resources grow, though reliability and access issues remain. The role of librarians is envisioned to shift from stamping books to providing expertise through embedded roles and research support. The future library catalog is predicted to involve more collaborative cataloging and value-added features rather than exhaustive records.

The document discusses alternative careers for librarians and information professionals. It outlines various career paths outside of traditional librarian roles that still utilize important skills, including working in different sectors, jobs, or industries. Examples are given such as technology roles, research, communications, and more. The document provides advice on exploring alternative careers, including skills audits, networking, tailoring applications, and believing in one's abilities to find new opportunities.

This presentation was delivered 8 May 2012 to researchers in the College of Arts and Humanities of University of Leicester, UK.

The document discusses introducing book apps for iPads in libraries, including what book apps are, why librarians should care about them, and various features they provide like visual and audio elements, social interaction, and new ways to browse and search. It also covers issues like the digital divide, examples of book apps, and resources for librarians to learn more about book apps and their potential role in libraries.

The document discusses introducing book apps for iPads in libraries, including what book apps are, why librarians should care about them, and various features they provide like visual and audio elements, social interaction, and new ways to browse and search. It also covers issues like the digital divide, examples of book apps, and resources for librarians to learn more about book apps and their potential role in libraries.

The document summarizes key themes from a user experience study on academic e-reading. It found that convenience is important to students, as they prefer familiar systems. However, fragmentation of content across multiple tools and devices hurts the experience. Collaboration and social features are important to support the social aspects of learning. Finally, e-books need to better take advantage of the digital medium, such as improved annotation tools, zooming of images, and integration with other tools and platforms to reduce fragmentation. The document discusses how e-books could address these themes to better meet student and researcher needs.

The document summarizes findings from a pilot project integrating iPads into learning, teaching, and assessment at Leeds University Business School. Key findings included that effective iPad use requires support and training, and that it increased student engagement both in and outside of class. Moving forward, the school plans to provide all students in the MSc International Business program with iPads starting in September and support their use through training, app guides, and dedicated support sessions.

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.

Slides for ALA webinar, March 1, 2013. Self-study version of this course: https://www.udemy.com/bookapps/?couponCode=HENNIG1

Wikis and blogs can provide an environment for collaboration and sharing of information without physical walls. They allow teachers to create websites to share resources, students to access learning materials anywhere at any time, and administrators to communicate and store information for staff and parents. Wikis and blogs give students and teachers the freedom to develop websites cheaply and easily to support teaching and learning.

This document discusses practical uses of Web 2.0 tools in libraries and organizations. It emphasizes that Web 2.0 is about adopting a mindset of user activity and freeing up time rather than just using specific tools. It provides examples of how libraries can use blogs, Flickr, Delicious, RSS, wikis, Google Docs, Twitter, and other tools to communicate, share resources, and engage users. The document concludes that libraries should blend different Web 2.0 tools together and take control of their online presence rather than remaining loyal to any single tool.

A practical overview of potential uses for Web2.0 in library services. Delivered by Phil Bradley, Freelance Librarian and Internet Consultant. Part of Enterprise, engagement and new communication: Web2.0 in the library, which was organised by CILIP in Scotland (CILIPS) and took place 2 Jul 2009.

The document discusses content curation for learning. It notes the massive growth of online content like photos, videos, and emails. Effective content curation tools can help learners stay up-to-date by providing curated information that is relevant, trustworthy, and timely. Popular curation tools mentioned include Pinterest, Scoopit, LiveBinders, and Evernote. Developing skills like curiosity, media literacy, and information evaluation are important for content curation. Visual tools like Pearl Trees and Pinterest allow users to organize and share curated content.

Pinterest is a visual bookmarking tool that allows users to curate content by creating virtual cork boards called boards and pinning images, links and videos to the boards to organize around topics. Members can like and re-pin pins from other members and search for new pins to add to their boards from Pinterest. Teachers can use Pinterest for lesson planning, collecting resources for student projects and collaborating with other teachers.

The document provides an agenda and background information for a workshop titled "Building Friends" put on by the Minnesota Association of Library Friends. The morning sessions will cover building and finding Friends groups. The afternoon will include panels on fundraising and keeping Friends groups active. The document also provides information on the Minnesota Association of Library Friends and the resources it offers to library Friends groups. It emphasizes the important roles Friends groups play in advocacy, fundraising, public relations, volunteering, and event planning for libraries.

This document outlines the process undertaken by the Multitype Library Systems in Minnesota to establish a group of library futurists to examine challenges and opportunities facing Minnesota libraries. It describes how the futurists group was formed, including inviting representation from different library types and regions, appointing a steering committee, selecting 25 futurists ages 25-35 through an application process, and holding kickoff meetings. The goal was for the futurists to have a focused conversation on the future of Minnesota libraries and initiate a wider discussion on developing a strategic plan.

This document summarizes Ann Walker Smalley's career path in libraries and related fields. She began her career at the State Library of Ohio and later worked at Battelle Memorial Institute, the Department of Housing and Urban Development Library, and the National Restaurant Association. Throughout her career, she utilized skills like research, writing, public speaking, and relationship building. After taking a 13-year sabbatical, she returned to librarianship through various consulting roles. She advises MLIS students to gain a variety of experiences, advocate for themselves, and look beyond traditional library roles.

This document discusses library advocacy and who should be responsible for advocating for libraries. It emphasizes that advocacy is important at the federal, state, and local levels to raise awareness of libraries' value and secure necessary funding and support. While organizations like ALA and library associations advocate at higher levels, the document stresses that every library staff member and user should see themselves as advocates and work to articulate their library's importance to stakeholders. A variety of advocacy strategies are presented, but the overriding message is that advocacy is important and everyone should play a role.

This document provides an overview of Google News and related tools for staying up-to-date on current events and accessing archived news articles. It describes how Google News can be personalized based on user activity and preferences. It also introduces related Google services for receiving alerts on topics of interest, quickly browsing news articles, subscribing to RSS feeds, and searching historical news archives from various sources. The tools allow users to efficiently organize and access news both currently and retrospectively.

This document provides a summary of various free online tools that can be used for education purposes, including for creating quizzes, flashcards, word games, image generators, and conducting polls. It notes that many of these tools require creating a user account, have limited free features, or have age restrictions. Examples of specific tools are given for each category.

This document provides summaries of and links to various online tools across different categories: 1) Cellblock allows for instant multimedia publishing across websites, desktops, and mobile devices. Users can drag and drop files and embed content on other sites. 2) QuietTube allows users to watch videos without distractions by removing ads, comments, and other elements from videos. 3) Today's Meet enables backchannel conversations during presentations by allowing private audience comments, questions, and answers. 4) Several additional tools are listed for image search, scheduling meetings, cropping/resizing pictures, pronunciation help, reminders, screen recording, shortening URLs, speed reading, text-to-speech, checking website

Metronet is a consortium of libraries in the Twin Cities metropolitan area that was established in 1980. It is funded by the Minnesota state legislature and facilitates cooperation among different types of libraries. Metronet provides resources for librarians and the community on its website. It also offers continuing education scholarships, guides to library jobs and children's authors in Minnesota, and programs like History Day at local libraries and the Metronet Information Literacy Initiative for teachers.

This document lists 15 things for educators to try in the upcoming year related to technology integration and online tools. Some suggestions include starting or improving a blog, making screencasts, using a backchannel during events, taking free webinars, finding creative commons media, collaborating via wikis, making word clouds, setting up alerts on topics, trying new Google tools, joining a free online community for educators, using alternative browsers like Firefox, and storing documents and photos in the cloud.

The document discusses the need for an online community tool to facilitate communication and sharing of reviews between participants of a summer camp. It notes key requirements for the tool, including ease of use, cost, security, and enabling campers to access information and share reviews. Additionally, it mentions restructuring existing groups and forums on the tool and adding virtual counselors.

This document lists various one-trick productivity tools organized by category, including alarms, backchannels, cloud backup, image search, cropping pictures, email scheduling, finding broken links, WiFi locations, Google 411, highlighting on the web, password management, scheduling meetings, converting PDFs, resizing pictures, pronunciation help, polling, quick polls, paper printing, reading the web later, reminders, screencasting, shortening URLs, speed reading, text to speech, weather reports, checking web status, white noise generators, and editing YouTube videos. Each tool is briefly described and includes a URL.

Metronet is a nonprofit organization that started in 1980 to facilitate cooperation among libraries in the Minneapolis-Saint Paul area. It provides various programs and services to support libraries, including History Day activities, online learning programs, professional development for teachers and librarians, and an annual information literacy conference.

WebJunction Minnesota (WJMN) is a portal for Minnesota library staff to connect, create, and learn through online courses, social networking, and shared content. Key features of WJMN include a blog, calendar of events, and course catalog on the front page. Members can personalize their experience by creating profiles, joining groups, and bookmarking content. WJMN aims to connect members by providing ways for them to share activities and interests, start discussions, and see what their friends are doing on the site. Members are encouraged to contribute by authoring articles, commenting, tagging content, and volunteering to be featured on the site.

AI In HR

Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Meetup #48 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-configuring-single-sign-on-sso-via-identity-management/ Agenda ● Single Sign On (SSO) ● SSO Standards ● OpenID Connect vs SAML 2.0 ● OpenID Connect - Architecture ● Configuring SSO Using OIDC (Demo) ● SAML 2.0 - Architecture ● Configuring SSO Using SAML 2.0 (Demo) ● Mapping IDP Groups with Anypoint Team (Demo) ● Q & A For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Vijayaraghavan Venkatadri:- https://www.linkedin.com/in/vijayaraghavan-venkatadri-b2210020/ Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Giridhar Meka - https://www.linkedin.com/in/giridharmeka Priya Shaw - https://www.linkedin.com/in/priya-shaw

for educational purposes only

Howe Writing Center - Orientation Summer 2024

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Title: Relational Database Management System Concepts(RDBMS) Description: Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO. Key Topics Covered: Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX Sub-Topic : Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity, creating and maintain a table, Modifying a table, alter a table, Deleting a table Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM Target Audience: Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications. About the Author: Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management. Disclaimer: This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024. Feedback and Contact Information: Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in

In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.

In Odoo, separate discount account can be set up to accurately track and manage discounts applied on various transaction and ensure precise financial reporting and analysis

Curricuum Map in Grade 7 English aligned with matatag

we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation

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Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.

Planificación

NAEYC Code of Ethical Conduct Book

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BRIGADA ESKWELA OPENING PROGRAM

 Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC  Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.  Classification of advertising: Geographic, Media, Target audience and Functions.

Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.

COM322 Assessment - Story 2

Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024. The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.