Imperative Social Networking

This document discusses the potential for using virtual reality in libraries and education. It describes how students have used Minecraft to build a virtual library and learn digital citizenship skills. The document also outlines some of the history of virtual reality technologies, from early viewing devices to their use in virtual worlds like Second Life. Researchers examined over 75 virtual libraries created in Second Life and believe new virtual environments will also be used to create virtual libraries and information spaces. The document promotes trying virtual reality and lists several references on topics like using games to teach design, exploring virtual reality for science learning, and how the Oculus Rift could be used in libraries.

The document discusses the impacts of social media and technology on society. It notes that while technology provides access to information and allows for participation, it may also negatively impact focus, learning, and relationships. Deep reading and thinking are replaced with cursory consumption of many links and distractions. Social media also raises questions around privacy, addiction, and the authenticity of online relationships. Critical thinking is important to understand technology's influence and how people actively construct their social worlds through media instead of just passively receiving messages.

This document discusses the impact of social media and technology on society. It explores how television and social media differ as passive versus active media. It raises questions about the authenticity of online relationships and how social media may influence behaviors like smoking, drinking and happiness. Concerns addressed include attention span, critical thinking, privacy and addiction. The importance of developing healthy skepticism and viewing media through an ethnographic lens that considers social contexts is emphasized.

Lisa Carlucci Thomas gave a guest lecture on social networking in libraries at Syracuse University on July 29, 2011. She discussed how social media allows mobile workers and communities to stay connected. She also highlighted 7 habits that can help people take advantage of opportunities, such as paying attention, thinking of your work as important, and imagining opportunities everywhere. Additionally, she provided examples of how social media can be used for community participation, reaching audiences, and fostering innovation.

This document discusses the concept of "dynamic duos" and how they can foster innovation. It defines dynamic duos as pairs of individuals or entities that are energetic, active, and constantly changing and developing. The document examines different types of duos, including service duos where one partner provides expertise to another, collaborative duos where both partners contribute equally, and mentor/mentee relationships. It also discusses how small, close-knit duos can expand into larger networks that facilitate the spread of new ideas on both micro and macro levels. The key point is that duos, when dynamic and connected to broader networks, have the potential to be far more innovative than individuals working alone.

This document discusses the potential of mobile devices as tools for research, communication, and teaching. It contrasts Web 1.0, which was top-down and centralized, with Web 2.0, which is more decentralized and allows for collaboration. Mobile devices are changing how people access and share information, and how they learn. Examples are given of how smartphones are being used for educational purposes in developing countries and how social media was used to share information about protests in Iran.

This document discusses the use of virtual worlds for education. It provides a brief history of virtual worlds and shows their growth in popularity. It then discusses specific ways that educators and librarians are utilizing virtual worlds, such as for professional development, networking, and classroom instruction. Examples are given of virtual libraries and simulations that have been created for educational purposes. Overall trends in the use of virtual worlds in education are presented.

The document summarizes the past, present, and future of virtual world education based on presentations given at the 2012 Virtual Worlds Best Practices in Education conference. It highlights four graduating classes from the University of Washington Certificate in Virtual Worlds program between 2009-2012. It then discusses the transition of libraries from physical spaces to virtual spaces and learning commons, how internet users now expect all information to be online, and the need to develop skills in digital citizenship, transliteracy, and navigating an online environment described as "a book made of sand." The document advocates that libraries remain important spaces, whether physical, virtual, or augmented, to support learners in finding needed resources.

This document discusses how libraries can transform by embracing open spaces, open data, and open access. It introduces these "open" themes and how they relate to perceptions, expectations, value, programs, services and collections. Examples are provided of libraries creating open spaces through creative programming. The importance of open data is discussed through examples like making regional data freely available. Finally, the concept of open access is covered in regards to evolving library collections and barriers presented by technologies. The document advocates for a transformative culture in libraries based on learning and outlines entrepreneurial methods libraries can use.

Libraries need to focus on community relevance in a time of digital disruption. To transform, libraries must understand community values and share stories that demonstrate their value through cultural context and meaning. By activating community networks through shared stories on social media, libraries can build trust and become a hub for local culture, small business development, thought leadership and more. Measuring community engagement will show libraries' impact on cultural vibrancy and prosperity.

This was presented on the introductory workshop strand of the Digital Humanities at Oxford Summer School 2016. It introduces the practice and practicalities of public engagement, drawing on personal experience to explore means and methods of widening access to the humanities, to foster dialogue and participation.

The document discusses the need for school libraries to shift from a focus on information management and literacy to knowledge construction and understanding. It argues that the key role of school libraries in the 21st century is to make a real difference in student learning by meaning making and constructing knowledge through empowerment, connectivity, engagement and interactivity. The outcome should be evidence of how the library contributes significantly to developing human understanding.

The document summarizes key insights from a presentation about the future of libraries. It discusses how libraries need to adapt to changing needs and technologies by (1) focusing more on personal enrichment and entertainment, knowledge expertise, and community access to technology; (2) embracing their role as social learning institutions; and (3) reconfiguring spaces to serve as community hubs, technology test beds, and advocates for open information.

This document summarizes the key findings and recommendations from a working group convened by the Aspen Institute Dialogue on Public Libraries to develop a shared vision for the future of public libraries. The working group included leaders from libraries, businesses, government, and education. They identified three key roles for public libraries going forward: as a place for community and learning, as a platform to facilitate learning and civic participation, and as focused on building human capital rather than just collections. The document outlines strategies and action steps libraries, policymakers, and community partners can take to ensure libraries remain relevant and sustainable in this new vision, such as aligning with community goals, providing access to content, developing partnerships, and leveraging libraries as community hubs

This document discusses personal learning environments (PLEs) and the shift away from formal institution-based learning systems. It argues that PLEs recognize learning as a continual process centered around the individual learner. PLEs provide tools to support self-organized lifelong learning through social networks, blogs, and aggregators, rather than trying to manage learning. They connect the individual's identity and network of connections. While education systems have talked of lifelong learning, few have changed to facilitate it in practice. PLEs may help by developing new pedagogies centered on engagement and conversation rather than formal course materials.