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.
Metronet is a consortium of libraries in the Twin Cities metropolitan area that was established in 1980. It facilitates cooperation among different types of libraries and has different regional groups that organize various activities. Metronet maintains a website with information on local library events and resources, and it provides continuing education scholarships and programs for librarians, such as History Day workshops and an Information Literacy Conference.
2.0 World: Classroom 2.0, Library 2.0, Research 2.0
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.
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.
This document describes a collaboration between Metronet, MELSA, and Minnesota History Day to hold an event called "History Day @ your library" that aims to:
1) Introduce teachers, librarians, and students participating in History Day to library resources in the Twin Cities area.
2) Help teachers teach research skills and help librarians understand History Day.
3) The all-day event includes keynote speakers and breakout sessions on researching, finding reliable sources, and responsible use of information. The goal is to improve connections between libraries and History Day students.
The document introduces the Metronet Information Literacy Initiative, which aims to teach skills for finding, evaluating, and using information responsibly. Metronet is a library system serving Minnesota that focuses on continuing education. The initiative promotes 21st century skills like communication, collaboration, and problem solving using both traditional and new technologies. Information literacy is described as the ability to recognize information needs and locate, evaluate, and apply information effectively, which is key to success in academics, careers, and lifelong learning.
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
Presentation to Northern Sydney District Teacher Librarian Association
This document discusses the changing role of libraries and information in the digital age. It notes that libraries now provide access to both print and digital information and must help users develop digital literacy skills. There is debate around whether digital formats can fully replace print and the role of libraries in providing long-term access to reliable information. New technologies like mobile devices and open data present opportunities but also challenges around issues like copyright and the risk of information being lost. The future of libraries may involve roles in areas like data management and supporting rights in the evolving information environment.
This document discusses building a personal learning network (PLN) and provides tools and resources for librarians to develop their own PLN. It notes that librarians often work in isolation and may lack opportunities for professional development. Developing a PLN allows librarians to connect with others online to stay up to date, get support, and share information. The document lists various social media and collaboration tools that can be used to build a PLN, such as Facebook, Twitter, blogs and video channels. It also provides examples of people and organizations to connect with and short articles to read about PLNs.
The document discusses the future of libraries. It notes that the pace of technological change is exponential and customer expectations are rising. Libraries must adapt to remain relevant by embracing trends like mobile devices, ebooks, social media, and on-demand access. The future of libraries involves focusing on customer experience, engagement, and convenience through both physical and digital services.
This document summarizes David Seaman's presentation on ebooks and handheld devices in academia given at the Society for Scholarly Publishing in 2009. It discusses the current state of ebooks and handheld devices, impressions from Dartmouth College, and potential accelerants for ebooks in academia including Apple, standards, Google, and students. The presentation provides context on ebooks and highlights lessons learned from experiments at Dartmouth and other universities. It examines recent indicators of ebook acceptance and outlines four factors that could drive further adoption of ebooks in academic settings.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools currently using Web 2.0 tools like podcasts and wikis are also provided.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30s
This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
Why Good LibGuide Design Matters & How You Can Get It Right
Learn how to combine principles of effective web design with Springshare's LibGuides so you can create better research guides for your patrons.
There are notes on a handful of slides, in particular, those which are untitled.
Leadership in a connected age: Change, challenge and productive chaos!
The document discusses the impact of digital technologies and connectivity on leadership. It notes that the internet has changed how information is accessed, shared and used to construct knowledge in just 25 years. True leadership in this age requires embracing change, welcoming innovation, and leveraging social media and online tools to meet the challenges of a globally connected world. Leaders must understand how new technologies impact learning and knowledge sharing to guide their organizations effectively.
Young and Wired: How today's young tech elite will influence the libraries of...
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.
This document provides an overview and introduction to an instructor-led course on organizing and managing content on the internet. It introduces the instructor, David Hite, and provides an outline of topics to be covered including basic networking, content creation techniques, content and information management, and basics of course development for the web. The objective of the course is to teach skills for designing, developing, and organizing instructional website content.
The document introduces Metronet's Information Literacy Initiative, which aims to teach skills for finding, evaluating, and using information effectively. Metronet is a library system serving Minnesota that is committed to information literacy. The initiative focuses on activities like History Day and 21st century skills. It discusses how information literacy, research, classrooms, and libraries have evolved from print-based to incorporating more digital tools and user-generated content for collaboration. The goals are to improve productivity, manage information, and expand reach through communication and creation.
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.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools using Web 2.0 tools like podcasts and wikis are also provided.
Metronet is a consortium established in 1980 to facilitate cooperation among libraries. It coordinates various programs and activities for libraries, including History Day at Your Library and the Metronet Information Literacy Initiative (MILI). MILI is a professional development program that focuses on incorporating information and technology literacy standards into classroom teaching using tools like blogs, wikis, and other Web 2.0 technologies. Participants attend monthly webinars and meetings to share knowledge and suggestions. School districts provide credits and incentives for teacher participation and help enable classroom use of discussed tools.
Embedding librarianship in learning management systems
This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
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.
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensible within their schools.
With hundreds of new libraries and thousands of student laptops currently being rolled out to secondary schools, this is the perfect opportunity for teacher librarians to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
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.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
The 21st Century Educator: Creating a Personal Learning Network
The document discusses the need for teachers to create personal learning networks and adapt their teaching for 21st century students. It notes that students are more tech-savvy than teachers and prefer accessing information online. It defines a personal learning network as an environment teachers create through connecting with others sharing their interests to build communities beyond the classroom. The document recommends teachers participate in social networks, use tools like VoiceThread and RSS, and leverage the internet to bring primary resources and new opportunities to students.
Innovative information literacy & learning the good
This document discusses challenges and opportunities in teaching information literacy to college students in a digital world. It summarizes key findings from the Project Information Literacy study that found research is difficult for students, they use a limited number of sources like Wikipedia, and are risk-averse in their search strategies. The document then outlines near, mid, and long-term technologies that could be used to advance students' information literacy, such as mobile apps, online tutorials, games and gamification, learning analytics, and augmented reality. It provides examples of innovative programs using these technologies at schools like the University of Maryland and Purdue University.
Innovative information literacy___learning_the_good_
This document discusses challenges and opportunities in teaching information literacy to college students in a digital world. It summarizes key findings from the Project Information Literacy study that found research is difficult for students, they use a limited set of sources like Wikipedia, and are risk-averse in their search strategies. The document then outlines near, mid, and long-term technologies that could be used to advance information literacy, such as mobile apps, online tutorials, games and gamification, learning analytics, and augmented reality. It argues these tools can help engage students and leverage their digital lives to improve information literacy.
This document appears to be a slide presentation on how social media is altering communication, education, and learning. Some of the key points made in the slides include:
- Social media allows for communication, collaboration, engagement, and relationship building.
- Learning can now take place anywhere, anytime, with anyone through social media and web-based tools.
- Knowledge is no longer scarce thanks to greater connectivity online. Learners should not see learning as confined just to the classroom.
- Popular social media tools discussed include Twitter, Google+, Diigo for social bookmarking, and Skipes for video/voice chat. The presentation emphasizes building a personal learning network through utilizing these various tools.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
The document discusses various types of online resources including web pages, blogs, forums, wikis, podcasts, e-books, apps, cloud services, and virtual worlds. It also describes how educational technology and mobile learning utilize online resources for educational purposes. Specifically, it outlines how the GDCP NINJAS 24 program in Ireland uses online tools and platforms to provide counseling, training, and support services to young people. Finally, it discusses some of the key features offered on the National Geographic website that provide learning resources on nature, science, culture, and geography.
This document discusses social networking and its impact on libraries. It provides an overview of the speaker's extensive involvement with various social media platforms including Facebook pages for libraries, wiki pages, groups, and social sharing sites. Statistics on social media use in the Philippines are presented, establishing it as a world leader in social networking. Potential uses of social media for libraries are explained, such as communication, marketing, and understanding patrons. Skills needed by librarians to engage with social media are covered. Best practices and tips for using different social media platforms safely and effectively in a library setting are also shared.
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.
Information literacy is key for 21st century librarians. It involves skills like searching, retrieving, evaluating information from various sources and attributing information. It is a process that should be taught from schools through higher education and lifelong learning. With new technologies like mobile devices, libraries must explore tools like QR codes, podcasts and using existing tools in new ways to remain relevant to users. Librarians have an important role in student learning by assisting with information literacy development and embedding these skills in collaboration with academic staff.
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
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.
Drafting the Blueprint: Building Friends for Minnesota Association of LIbrary...
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.
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 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.
Webinar Innovative assessments for SOcial Emotional Skills
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
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.
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.
Delegation Inheritance in Odoo 17 and Its Use Cases
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...
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.
How to Handle the Separate Discount Account on Invoice in Odoo 17
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
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.
Sequence numbers are mainly used to identify or differentiate each record in a module. Sequences are customizable and can be configured in a specific pattern such as suffix, prefix or a particular numbering scheme. This slide will show how to create sequence numbers in odoo 17.
The Metronet Information Literacy Initiative (MILI) aims to influence how teachers teach the research process and encourage collaboration between teachers and librarians on research. MILI focuses on helping students develop skills in the three R's: research process, finding reliable resources, and responsible use of information. MILI will provide guidance to teachers on teaching these skills and incorporating information literacy into the curriculum. The goals are to improve students' research abilities and promote 21st century learning.
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.
The document introduces the Metronet Information Literacy Initiative (MILI), which aims to promote information literacy and the responsible use of resources and technology among teachers and students. MILI provides professional development for teachers on how to integrate information literacy and technology standards into classroom teaching. Its goals are to influence the teaching of research skills, increase awareness and use of Web 2.0 tools, and encourage collaboration between teachers and libraries on research.
Metronet is a consortium of libraries in the Twin Cities metropolitan area that was established in 1980. It facilitates cooperation among different types of libraries and has different regional groups that organize various activities. Metronet maintains a website with information on local library events and resources, and it provides continuing education scholarships and programs for librarians, such as History Day workshops and an Information Literacy Conference.
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.
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.
This document describes a collaboration between Metronet, MELSA, and Minnesota History Day to hold an event called "History Day @ your library" that aims to:
1) Introduce teachers, librarians, and students participating in History Day to library resources in the Twin Cities area.
2) Help teachers teach research skills and help librarians understand History Day.
3) The all-day event includes keynote speakers and breakout sessions on researching, finding reliable sources, and responsible use of information. The goal is to improve connections between libraries and History Day students.
The document introduces the Metronet Information Literacy Initiative, which aims to teach skills for finding, evaluating, and using information responsibly. Metronet is a library system serving Minnesota that focuses on continuing education. The initiative promotes 21st century skills like communication, collaboration, and problem solving using both traditional and new technologies. Information literacy is described as the ability to recognize information needs and locate, evaluate, and apply information effectively, which is key to success in academics, careers, and lifelong learning.
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
Presentation to Northern Sydney District Teacher Librarian Association Roxanne Missingham
This document discusses the changing role of libraries and information in the digital age. It notes that libraries now provide access to both print and digital information and must help users develop digital literacy skills. There is debate around whether digital formats can fully replace print and the role of libraries in providing long-term access to reliable information. New technologies like mobile devices and open data present opportunities but also challenges around issues like copyright and the risk of information being lost. The future of libraries may involve roles in areas like data management and supporting rights in the evolving information environment.
This document discusses building a personal learning network (PLN) and provides tools and resources for librarians to develop their own PLN. It notes that librarians often work in isolation and may lack opportunities for professional development. Developing a PLN allows librarians to connect with others online to stay up to date, get support, and share information. The document lists various social media and collaboration tools that can be used to build a PLN, such as Facebook, Twitter, blogs and video channels. It also provides examples of people and organizations to connect with and short articles to read about PLNs.
The document discusses the future of libraries. It notes that the pace of technological change is exponential and customer expectations are rising. Libraries must adapt to remain relevant by embracing trends like mobile devices, ebooks, social media, and on-demand access. The future of libraries involves focusing on customer experience, engagement, and convenience through both physical and digital services.
This document summarizes David Seaman's presentation on ebooks and handheld devices in academia given at the Society for Scholarly Publishing in 2009. It discusses the current state of ebooks and handheld devices, impressions from Dartmouth College, and potential accelerants for ebooks in academia including Apple, standards, Google, and students. The presentation provides context on ebooks and highlights lessons learned from experiments at Dartmouth and other universities. It examines recent indicators of ebook acceptance and outlines four factors that could drive further adoption of ebooks in academic settings.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools currently using Web 2.0 tools like podcasts and wikis are also provided.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30sMelanie Parlette-Stewart
This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
Learn how to combine principles of effective web design with Springshare's LibGuides so you can create better research guides for your patrons.
There are notes on a handful of slides, in particular, those which are untitled.
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
The document discusses the impact of digital technologies and connectivity on leadership. It notes that the internet has changed how information is accessed, shared and used to construct knowledge in just 25 years. True leadership in this age requires embracing change, welcoming innovation, and leveraging social media and online tools to meet the challenges of a globally connected world. Leaders must understand how new technologies impact learning and knowledge sharing to guide their organizations effectively.
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.
This document provides an overview and introduction to an instructor-led course on organizing and managing content on the internet. It introduces the instructor, David Hite, and provides an outline of topics to be covered including basic networking, content creation techniques, content and information management, and basics of course development for the web. The objective of the course is to teach skills for designing, developing, and organizing instructional website content.
The document introduces Metronet's Information Literacy Initiative, which aims to teach skills for finding, evaluating, and using information effectively. Metronet is a library system serving Minnesota that is committed to information literacy. The initiative focuses on activities like History Day and 21st century skills. It discusses how information literacy, research, classrooms, and libraries have evolved from print-based to incorporating more digital tools and user-generated content for collaboration. The goals are to improve productivity, manage information, and expand reach through communication and creation.
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.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools using Web 2.0 tools like podcasts and wikis are also provided.
Metronet is a consortium established in 1980 to facilitate cooperation among libraries. It coordinates various programs and activities for libraries, including History Day at Your Library and the Metronet Information Literacy Initiative (MILI). MILI is a professional development program that focuses on incorporating information and technology literacy standards into classroom teaching using tools like blogs, wikis, and other Web 2.0 technologies. Participants attend monthly webinars and meetings to share knowledge and suggestions. School districts provide credits and incentives for teacher participation and help enable classroom use of discussed tools.
Embedding librarianship in learning management systemsALATechSource
This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
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.
Creating a Positive Professional PresenceCathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensible within their schools.
With hundreds of new libraries and thousands of student laptops currently being rolled out to secondary schools, this is the perfect opportunity for teacher librarians to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
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.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
The 21st Century Educator: Creating a Personal Learning NetworkMelissa Lim
The document discusses the need for teachers to create personal learning networks and adapt their teaching for 21st century students. It notes that students are more tech-savvy than teachers and prefer accessing information online. It defines a personal learning network as an environment teachers create through connecting with others sharing their interests to build communities beyond the classroom. The document recommends teachers participate in social networks, use tools like VoiceThread and RSS, and leverage the internet to bring primary resources and new opportunities to students.
This document discusses challenges and opportunities in teaching information literacy to college students in a digital world. It summarizes key findings from the Project Information Literacy study that found research is difficult for students, they use a limited number of sources like Wikipedia, and are risk-averse in their search strategies. The document then outlines near, mid, and long-term technologies that could be used to advance students' information literacy, such as mobile apps, online tutorials, games and gamification, learning analytics, and augmented reality. It provides examples of innovative programs using these technologies at schools like the University of Maryland and Purdue University.
This document discusses challenges and opportunities in teaching information literacy to college students in a digital world. It summarizes key findings from the Project Information Literacy study that found research is difficult for students, they use a limited set of sources like Wikipedia, and are risk-averse in their search strategies. The document then outlines near, mid, and long-term technologies that could be used to advance information literacy, such as mobile apps, online tutorials, games and gamification, learning analytics, and augmented reality. It argues these tools can help engage students and leverage their digital lives to improve information literacy.
This document appears to be a slide presentation on how social media is altering communication, education, and learning. Some of the key points made in the slides include:
- Social media allows for communication, collaboration, engagement, and relationship building.
- Learning can now take place anywhere, anytime, with anyone through social media and web-based tools.
- Knowledge is no longer scarce thanks to greater connectivity online. Learners should not see learning as confined just to the classroom.
- Popular social media tools discussed include Twitter, Google+, Diigo for social bookmarking, and Skipes for video/voice chat. The presentation emphasizes building a personal learning network through utilizing these various tools.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
The document discusses various types of online resources including web pages, blogs, forums, wikis, podcasts, e-books, apps, cloud services, and virtual worlds. It also describes how educational technology and mobile learning utilize online resources for educational purposes. Specifically, it outlines how the GDCP NINJAS 24 program in Ireland uses online tools and platforms to provide counseling, training, and support services to young people. Finally, it discusses some of the key features offered on the National Geographic website that provide learning resources on nature, science, culture, and geography.
This document discusses social networking and its impact on libraries. It provides an overview of the speaker's extensive involvement with various social media platforms including Facebook pages for libraries, wiki pages, groups, and social sharing sites. Statistics on social media use in the Philippines are presented, establishing it as a world leader in social networking. Potential uses of social media for libraries are explained, such as communication, marketing, and understanding patrons. Skills needed by librarians to engage with social media are covered. Best practices and tips for using different social media platforms safely and effectively in a library setting are also shared.
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.
Information literacy is key for 21st century librarians. It involves skills like searching, retrieving, evaluating information from various sources and attributing information. It is a process that should be taught from schools through higher education and lifelong learning. With new technologies like mobile devices, libraries must explore tools like QR codes, podcasts and using existing tools in new ways to remain relevant to users. Librarians have an important role in student learning by assisting with information literacy development and embedding these skills in collaboration with academic staff.
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
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.
Drafting the Blueprint: Building Friends for Minnesota Association of LIbrary...Ann Walker Smalley
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.
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 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.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Configure Time Off Types in Odoo 17Celine George
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.
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.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
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.
How to Handle the Separate Discount Account on Invoice in Odoo 17Celine George
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
Split Shifts From Gantt View in the Odoo 17Celine George
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.
How to Create Sequence Numbers in Odoo 17Celine George
Sequence numbers are mainly used to identify or differentiate each record in a module. Sequences are customizable and can be configured in a specific pattern such as suffix, prefix or a particular numbering scheme. This slide will show how to create sequence numbers in odoo 17.
1. Metronet Information Literacy
Initiative
An Introduction to a Year Devoted to
Research, Reliable Resources, &
Responsible Use
Elk River & Minneapolis Public Schools
2018-2019
2. www.flickr.com/photos/39735679@N00/420390416
Metronet
• Multicounty multitype library system
• One of 7 in Minnesota
• Serve libraries of all types with continuing
education, networking, and special projects
• Metronet Board is committed to the cause of
Information Literacy & teaching the skills
needed for lifelong learning
5. Information is now as infinite as the
universe, but finding the answers
you need is harder than ever.
http://www.flickr.com/photos/10710442@N08/5608109065
7. What is Information Literacy?
"To be information literate, a person must be able
to recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information."
The American Library Association’s (ALA) Presidential Committee on Information Literacy, Final Report, 1989
www.flickr.com/photos/66606673@N00/2297933452
8. In the real world…
• The ability to solve problems & answer
questions using information & technology
• An understanding of the ethical/legal issues
surrounding the access and use of
information
https://secure.flickr.com/photos/organised/8830572/sizes/m/in/photostream/
9. Information & Communication
Skills
• Interpret text, data, media, &
more for context & meaning
• Communicate concepts, ideas,
conclusions…
www.flickr.com/photos/66208256@N00/2697847277
11. Interpersonal &
self-direction skills
• Lead & follow: collaborative skills
• Manage time & information
• Accountability & adaptability
• Social responsibility
www.flickr.com/photos/elsie/8229790/
12. More 21st Century Skills
• Global awareness
• Financial, economic and business literacy, and
developing entrepreneurial skills to enhance
workplace productivity and career options
• Civic literacy
http://www.21stcenturyskills.org/index.php
27. In the beginning of the Web
• Static Web sites
• Source of information/simple answers
• Limited media--photos & illustrations
• One-way communication
• Needed design & coding skills
• Needed proprietary software
• Access to a server
www.flickr.com/photos/51512551@N00/3359491617
28. Web 1.0 Web 2.0
Read only Read/Write/Collaborate
Web as reading platform Web as publishing platform
Developer authorship Public authorship
Software applications Web as software platform
Commercial/Proprietary Open source/shared
Static Dynamic
Impersonal It knows you and your needs
Restricted collaboration Collaborative
Short Tail Long Tail
Official Releases Constantly versioning—Beta
HD as storage platform Web as storage platform
Lecture Conversation
http://web20meetsstandards.wikispaces.com/
29. Web 3.0
• Portable, personal web
• Personalized experiences—Web looks different
to each person
• Technology driven
• Data driven
• Connected data
30. Classroom Was the World
• Teacher as authority in
all things
• Discipline-focused
• Standardized curriculum
• Textbooks
• Technology—pencils,
fountain pens?
• Typewriters
http://www.flickr.com/photos/51035655711@N01/1374499
31. Students
• Memorization
• Reading-focused
instruction
• Cursive
• HS had typing class
• Multiple choice
• “Do your own work”
http://www.flickriver.com/photos/photo-tractatus/5936010986/
What happened in the classroom stayed in the
classroom
(unless the teacher called your mom about
discipline).
32. Classroom 1.0
• Teacher still the imparting
knowledge
• Desktop computing—one to many
• $oftware licenses
• Email attachments/Flash drives
• Little tech integration into
curriculum
• Focus on the mechanics of the
tools/programs—Word, PPT,
similar
• Keyboarding
• No internet access
http://www.flickr.com/photos/13238706@N00/336448575
https://www.pcworld.com/article/2972895/computers/9-
awesome-photos-of-school-computer-labs-from-the-
1980s.html#slide4http://www.flickr.com/photos/32598846@
N07/4311859547
33. Students 1.0
• Group work F2F
• Desktop computing—one to many
• Textbooks
• Notebooks
• Poster board
• Little tech integration into
curriculum
• Oregon Trail
• Audience was the teacher & maybe
the class
You can play on the computer when your
work is done-
34. Classroom 2.0
• CD-ROM resources
• Computer labs
• Desktop applications for
writing++
• Keyboarding
• Collaboration via flash
drive
• Maybe create online, but
still shared locally
• Limited internet access
• Teacher instruction on
tools & technology
35. Student 2.0
• Rules for computer use
• More rules for internet
access
• Focus on prevention of
misuse, not proactive
positive use
• Control over the machines
• Shared machines
• Some home computers, but
not access for all
• Home internet connections
not universal
36. Classroom 3.0
• Knowledge everywhere
• Collaboration via online tools in
the cloud
• Online apps for writing,
presentations
• Global authentic audience for their
creations
• Personalized learning for all
• Independent learning
• 24/7
• High speed internet in classrooms
• Cell phones/Smartphone add
value & complications student_ipad_school — 124 by Brad Flickinger under Attribution 2.0
Generic (CC BY 2.0)
37. Student 3.0
• Mobile devices
• Technology is how they
communicate & socialize
• Ubiquitous, transparent part of their
lives
• Empowered by being connected to
information & each other 24/7
• Globally connected
• Expect guides not experts
• Home internet access
• Online classes
38. Student 3.0 Expectations
• Interactive communication
• Expect teachers & LMS to know what media they use
• Use tools in the classroom that they use in the real
world
• 24/7 assignments
• Creativity in assignments
• Hands-on learning
• Real life experience/application
39. Learning Environments are changing
• No longer tied to a physical space
• “Spaces” are becoming more community-driven,
interdisciplinary
• Spaces & technologies that allow virtual
communication and collaboration
• World comes into the classroom
• Flipped classrooms/MOOCs
40. For teachers & media specialists it
is no longer possible to only now
be experts in their disciplines. They
must be experts in true integration
of technology into the classroom,
content creation, information
literacy, & whatever the next big
thing is. All while addressing the
individual needs of students to
prepare them for future success.
42. Library Research
• Quiet!
• Librarians as keepers
• Print
• Resources limited to
what was on hand
• Borrowing limits, often by
age
• Stand alone—few
systems
http://www.flickr.com/photos/48321464@N05/486875281
0
44. Library Research 2.0
• Librarian as guide
• eBooks
• Multimedia presentation
• Wikipedia
• WorldCat
• Google
• ELM subscription
databases
• Document delivery
• Skype, Twitter,
Facebook
• Citation tools
• Delicious, Diigo,
Evernote …
• Google Book/Scholar
• Mobile apps
http://www.flickr.com/photos/26406919@N00/2217375343
45. Library Research 3.0
• Librarian as teacher
• Proactive in adapting
technology
• Teaching information
evaluation
• Content creation
• eBooks/electronic
resources
• WiFi access for all
• Huge range of devices
• 24/7 access to
information/live help
• Maker spaces
http://www.flickr.com/photos/74105777@N00/6153522068
46. Library Access Beyond the Walls
• 24/7 Online Reference
• eBooks
• ELM and other database access
• Public/academic libraries’ online resources
• Virtual collaboration
• Creates the need for organization, self-discipline,
self-direction
47. A librarian’s job used
to be to give you the
information, now the
job is to teach you
how to find the
information.
52. Digital Natives
• It is how they communicate & socialize
• How they research—or look stuff up
• Ubiquitous, transparent part of their lives
• Empowered by being connected to information &
each other 24/7
• Globally connected
• Often balk at being “taught” technology
• Expect guides not experts Via Pixabay
53. They are proficient
with the (commercial) tools they know
Communication
• Facebook
• Twitter
• Tumblr
• Text
Google
• Quick answers
• Maps
• Gmail
• Docs
Entertainment
• YouTube
• GarageBand
• Music
• Photo apps
54. In-depth use of technology?
Not so much
• Not efficient or effective searchers
• Not a lot of awareness/use beyond commercial
search engines
• Little evaluation of what they find—don’t know
how to evaluate
• Application of technology limited to product
creation
• Not really using technology to solve/answer
problems
55. Students Don’t Know
• When, how, or why to ask for research help
• Why certain things end up at the top of a Google
search
• The quantity of misleading or false information
they can be exposed to
• How to conduct advanced searches on the web
to minimize these risks
Via Pixabay
56. Does Not Compute: The High Cost of Low Technology Skills in the U.S. — and What We Can Do About It from Change the Equation.
No longer online. Similar study: Falling Short? College Learning and Career Success from American Association of Colleges &
Universities. https://www.aacu.org/leap/public-opinion-research/2015-survey-results
59. MILI’s Purpose
• Influence how you teach the research process
• Encourage more collaboration between LMS &
teachers around the research process
• Encourage teachers/LMS to incorporate the 3
Rs into teaching
• Help you integrate information literacy skills into
your curriculum
www.flickr.com/photos/34017702@N00/74907741
60. Libraries & Librarians
Vital for research at all levels
• Information experts
• Access to resources
• Ability to connect people & resources
• Ability to connect information &
technology
• On the front lines in the info search
www.flickr.com/photos/99051133@N00/3550839523
61. MILI Focus
• On the research process
• On the resources
• On the tools that make it happen
www.flickr.com/photos/26887305@N00/79952661
62. The MILI 3 Rs
•Research Process
•Reliable Resources
•Responsible Use
www.flickr.com/photos/49968232@N00/101563312
64. Research
Improve the ability of students & teachers to conduct effective research
by using a process that includes 5 steps
• Question
• Gather & Evaluate information
• Conclude
• Communicate information & conclusion
• Evaluate process & product
www.flickr.com/photos/47643206@N00/185651630
65. Challenge to Create
Assignments
• Encourage collaboration and engagement to
involve every student in something that is
personally engaging
• Offer opportunities for content creation on a
broader stage
• Involve the students in a very proactive learning
environment
• Ready students for their future—school, work, life
www.flickr.com/photos/59089413@N00/1516930505
68. Reliable Resources
Identify & use available, reliable resources
• “Format agnostic”--the format of the
information is not the point
• Evaluate all print, electronic, online, &
human resources for authenticity &
accuracy
• Resource is appropriate in the context of
this research
www.flickr.com/photos/96586445@N00/816524
69. Evaluation of Sources
• Purpose
• Currency
• Reliability
• Coverage
• Authority
• Sources
• Purpose/Point of View
70. Before the internet, the focus
was on teaching content and
skills.
Now the most important skill
students need is how to find
and evaluate truly authentic,
accurate information using a
variety of resources—websites,
newspapers, journals, books,
people, archives, and more. And
to apply that info to answer a
https://chroniclevitae.com/news/2083-how-to-teach-information-literacy-in-an-era-of-lies
72. Responsible Use
Promote the understanding & practice of the responsible use of
information & technology
• Advise & assist teachers in the creation of
plagiarism-proof assignments
• Provide resources for teaching responsible use
including copyright, Creative Commons,
technology use
• Incorporate some elements of digital citizenship
www.flickr.com/photos/34427470616@N01/1141305603
73. Characteristics of a Good
Digital Citizen
• Uses technology to participate in educational, cultural, and
economic activities.
• Develops and uses critical thinking skills online.
• Respects copyright & provides proper citations.
• Uses technology to relate to others in positive, meaningful ways.
• Respect the concepts of privacy and freedom of speech in the
digital world.
• Contributes to and actively promotes the values of digital
citizenship.
• Examines what information is shared, how, & with whom
74. Responsible use
means knowing
what is right and
wrong, exhibiting
intelligent
technology
behavior, and
making good
choices when
http://www.librarygirl.net/2018/07/learner-centered-digital-
literacy.html
76. Standards
• AASL’s National School Library
Standards
• ISTE Standards for STUDENTS
• MEMO-Information & Technology
Literacy Standards
77. ISTE Standards for Students https://www.iste.org/standards/for-
students
78. AASL National School Library Standards https://standards.aasl.org/wp-
content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf
79. MEMO Standards for
Information & Technology Literacy
1. The Research Process
2. Technology Use
3. Reading and Media
Literacy
4. Responsible Use of
Information and
Technology
http://mnitem.org/Standards
83. Research Report
Truth Be Told:
How College Students Evaluate and
Use Information in the Digital Age
Project Information Literacy: A large-scale study about
early adults and their research habits
University of Washington Information School
http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf
87. NUTS & BOLTS
Image: 'Stand up stand out'
http://www.flickr.com/photos/14821912@N00/80080250
88. MILI will help you
Image: '2007 ... a good time was had by all'
www.flic kr.com/photos/73 645804@N00/2102790208
89. The Gift of Time
www.flickr.com/photos/21046489@N06/3387189144
90. The Gift of Our Time
http://www.flickr.com/photos/24183489@N00/284995199
91. MILI will be your guide
• To the research
process
• Finding reliable
resources
• Identifying new tools
• Information literacy
• 21st century skills
93. A RESEARCH PROJECT
You teach
Image: 'chemistry bottles with liquid inside'
http://www.flickr.com/photos/53921113@N02/5
645102295
Image: '2008-01-26 (Editing a paper) - 27'
http://www.flickr.com/photos/68457656@N00/2349631689
Image: 'What's the worry? Ecosystems are for+kids.'
http://www.flickr.com/photos/73645804@N00/321737
3290
94. BRING YOUR DEVICE TO
SESSIONS CHARGED &
READY! Image: 'iPad Education in Use'
http://www.flickr.com/photos/43407162@N07/51949
89015
95. LEARN NEW THINGS
You want to
Image: 'Teach/Learn'
http://www.flickr.com/photos/32127264@N08/4530185934
96. CONSULT
LIBRARIES &
LIBRARIANS IN
THEIR RESEARCH
You encourage students to
http://www.flickr.com/photos/vblibrary/4480094816/sizes/m/in/set-72157623618957199/
RetroLibrary Poster
98. IN THE CLASSROOM & IN
YOUR PERSONAL LIFE
You are open to sharing how you use technology tools
Image: 'iPad & Friends'
http://www.flickr.com/photos/23208360@N07/4
486938721
100. WATCH ALL THE VIDEOS *BEFORE*
THE IN-PERSON MEETING
You must
Image: '1950's - MODERN ADDICTION'
http://www.flickr.com/photos/13458157@N07/4464938781
101. ATTEND MONTHLY F2F
MEETINGS
Arrive on time & stay throughout
Image: 'Lego old skool desktop wallpaper'
http://www.flickr.com/photos/39186906@N02/4284883477
102. BLOG, BLOG, BLOG, BLOG
Share what you are learning & thinking
Reflection on using new tool
New tool discovery
Philosophical question
103. BE RESPONSIBLE FOR YOUR
LEARNING Image: 'Game Over'
http://www.flickr.com/photos/284304
74@N05/6904976502
104. MAKE SUGGESTIONS—APPS
& THEIR USES, LESSONS,
TOPICS…
Image: 'This box, it suggests?'
http://www.flickr.com/photos/18095953@N00/
84107787
105. ON WHAT YOU LEARNED &
HOW IT CHANGED HOW YOU
TEACH RESEARCH
Final Presentation & Report
Image: 'An explosion of assistance'
http://www.flickr.com/photos/53326337@N00/5797565681I
106. • Manage credits for CE, Board Credits,
other incentive, etc.
• Monitor attendance & compliance for
participation using rubric
• Make it possible for teachers/LMS to use
tools in class
www.flickr.com/photos/9223655@N07/765323437
School District
107. Metronet will
• Design & conduct orientation
• Create videos & F2Fafter school meetings
• Work with district on the rubric for credit
• Maintain the MILI Ning
• Provide support via the website, email, at
the meetings…
• Food! (You provide beverage)
www.flic kr.com/photos/85 966598@N00/210586449
108. But we know. . .
It is not the technology or the tool; it is how they
are used to enhance teaching and engage
students that makes successful integration into
schools, libraries, & classrooms.
https://secure.flickr.com/photos/aeneastudio/3039829121/in/pool-
whats_in_your_bag
109. MILI will help you help
students…
www.flickr.com/photos/13597901@N00/254102459
112. Answer their research questions using
the information
Image: 'student_ipad_school - 092'
http://www.flickr.com/photos/56155476@N08/6660040139
To solve problems using the information &