Introduction to MILI: District 112, 2009

The document introduces the Metronet Information Literacy Initiative (MILI), which aims to influence how teachers teach the research process and encourage collaboration between teachers and librarians. MILI will focus on the three Rs: research process, reliable resources, and responsible use of information. It will provide guidance on conducting effective research using a defined process, identifying reliable resources in various formats, and promoting the responsible use of information and technology. The goal is to improve student and teacher research skills and incorporate information literacy into curriculums through collaborative projects.

This document provides an introduction to Metronet's Information Literacy Initiative for the 2014-2015 school year in Saint Paul Public Schools. It discusses the changing nature of research, classrooms, and libraries due to advances in technology and the internet. While students are accustomed to new technologies, they still need guidance to effectively find, evaluate, and use information, as well as to understand related ethical and legal issues. The initiative aims to teach these important information literacy skills.

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 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.

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

This document discusses how academic libraries are using various social software tools. It describes social tools like wikis, social bookmarking, media sharing, social networking, blogs, instant messaging, and microblogging. For each tool, it provides examples of how libraries use them, such as using wikis for intranets, training, and subject guides. It also discusses the growth of social media and how mainstream adoption of these tools has increased.

I present the idea of Social Semantic Information Sources (SSIS) and make a review of SSIS. I point out how important role SSIS play in e-Learning (informal sources of knowledge). I present a new idea of Learning Management System that derives from formal and informal sources of information.

This document discusses using Facebook in the classroom to engage students. It notes that Facebook has over 955 million active users and is a popular social networking platform. The document outlines reasons to use Facebook such as keeping up with technology, engaging students, promoting collaboration, and allowing for classroom assessment. It provides examples of how teachers can share materials, get instant feedback from students, and invite student content on Facebook. The document also discusses concerns about using Facebook and notes the importance of administration, privacy settings, and maintaining professionalism. It provides resources for additional information on using Facebook in the classroom.

This document discusses how social media can be used by school librarians to find ideas for library displays, follow the latest library research, find resources to support collections, stay up to date with library events, and access book reviews and tutorials. It recommends using Instagram with hashtags like #schoollibrary and #libraryshelfie, and Pinterest boards tagged with #schoollibrary to find display ideas. Twitter, blogs, and organization websites are suggested to follow leaders in the library field and learn about current research. Hashtags can also be used on Twitter to follow topics like conferences. Tools like Feedly, Pocket, and Scoop.It are presented as ways to collect and curate information from various online sources.

This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.

This document discusses ways for librarians to establish an online presence through social networking. It encourages librarians to blog about library-related topics, engage with others on Twitter and Facebook, participate in online discussions, write articles, speak at online conferences, and develop resources for other librarians. Some specific social media that are mentioned include blogging platforms, Twitter, Facebook, library email lists, online journals, and virtual library organization committees. The document provides tips for an effective online presence, such as sharing interesting information, engaging in conversations, having an authentic personality, and doing things to help other librarians rather than just to gain personal attention.

Used as part of a presentation for NEOASTD called "Avatars, Social Networking & Virtual Worlds for Participant-Centered Learning."

Alicia Smith aliciasmith@gmail.com

It is the presentation at the 'Academic Librarian 2 - singing in the rain' conference held in Hong Kong March 2010.

This document discusses strategies for communicating effectively with various stakeholders as a school librarian. It identifies the main stakeholder groups as students, teachers, administrators, and parents. For each group, it suggests priorities to focus the message on, such as student growth and creativity for students and teachers. It then provides examples of communication tools and strategies for each stakeholder, such as using social media, video, and infographics in tailored ways. The overall message is to keep communications concise, focused on stakeholder priorities, and develop a consistent brand across the tools and platforms used.

This document provides guidance on creating an effective library website for instruction. It recommends having clear goals such as promoting the library and helping students learn. The design should be clean and simple with easy navigation, limited images, and age-appropriate language. Content may include library information, resources for students and teachers, tutorials, and lesson plans that support instruction. Websites should be evaluated for usability and updated regularly to engage users.

This document discusses ways to reuse old technology and reduce waste by connecting modern MP3 players to older stereo equipment using auxiliary cables. It provides examples of connecting a $20 Sansa MP3 player to a boom box or $49 Sansa Clip to a 1970s stereo. Connecting devices in this way allows one to power old equipment for great sound quality while avoiding headphones. The document encourages hosting "bring your own music" events to reconnect listening experiences.

This document discusses a research project that aims to collaboratively program LEGO robots through a virtual world. The tasks given to the robots can be quantified in difficulty and replicated for analysis. The goal is to design an evidence-based learning framework for tasks of measurable complexity in virtual worlds in order to promote science awareness and recovery in Japan. Data from the virtual and real worlds will be captured, coded, and analyzed to further the research.

The document describes a study that developed a framework for designing effective tasks in virtual worlds. Researchers had one group program a LEGO robot to follow a circuit and then teach another group how to do it by communicating through Second Life. Student interactions were video recorded and analyzed using Bloom's Taxonomy to code cognitive processes and knowledge dimensions. The analysis found that conceptual knowledge tasks engaged higher-order cognitive processes over time, and that task design, not just difficulty, impacted learning.

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

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.

Second year undergraduate students in Japan studied alternative energy sources for the country's future. They conducted a SWOT analysis, researched facts and opinions, compared new ideas to existing energy, gathered feedback, and designed 3D representations using Google SketchUp over six weeks. The students presented their ideas through an app developed for the iPad to provide an interactive experience for viewers. Their projects were assessed based on design, justification, exercises, and exceptional work. An evaluation found that students were very positive about the transmedia approach to developing skills in design, communication, and higher-level cognitive processes.

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

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.

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 how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.

Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores: • understand the options available to RTOs to deliver part or all learning online • understand how Moodle is integral to a blended learning strategy • getting courses up and running with implementing Moodle • options for hosting • understand how resources and activities are created and distributed to learners • how to teach and assess using Moodle • implications for RTO resources, staffing and support • reporting • integration with other RTO 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 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.

This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.

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.

The document discusses using Web 2.0 tools to enhance productivity and presentations in classrooms and libraries. It provides an overview of different types of productivity tools like personal learning environments and bookmarking services that allow collaboration and organization. Presentation tools discussed include blogs, wikis, and multimedia tools for creating and sharing presentations. The document encourages educators to start small by using the tools they are familiar with to bring Web 2.0 benefits to learning.

This is my professional development presentation about productivity and presentation tools that can be used in the classroom or school library to increase student achievement.

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.

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.

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 using social software tools for learning and teaching. It provides an overview of wikis, blogs, social bookmarking, and social networking. Wikis allow collaborative editing and recording changes. Blogs enable online journals, comments, and media incorporation. Social bookmarking and curation allow storing, organizing, and sharing web resources. Social networking builds networks through profiles and contacts. Benefits include modernizing education, increasing choice and personalization, improving reflective learning, and supporting collaboration. Things to consider include unfamiliarity among older users and desirability of mixing social and academic spaces.

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 new digital technologies and their implications for learning, teaching, and research. It outlines how technologies are transforming communication and collaboration through tools for finding, creating, managing, and sharing information in networked environments. This shifts education towards more open and participatory practices. However, technologies are not fully exploited and can replicate bad pedagogy without sufficient skills and time. The document advocates for learning design approaches to create explicit courses that encourage reflection and sharing. This changes the nature of education and implies disruptive and complex opportunities through co-evolving social systems.

The document discusses tools and strategies for creating subject guides for 21st century libraries. It covers how the information landscape and concepts of authority have shifted, requiring guides to incorporate diverse sources and help learners evaluate information. The document outlines a process for developing guides, including defining objectives, selecting appropriate resources, collaborating with others, and reflecting on improvements. It also explores specific web 2.0 tools like RSS feeds, podcasts, videos, and social bookmarking that can make guides more dynamic and help cultivate learning networks.

This document summarizes a module on digital literacy that covers topics like evaluating online information, satire, the impact of technology, and developing digital skills for working and living online. It discusses building an online presence through blogs and social media, managing one's digital reputation and online brand, and opportunities for students to get involved through a Digital Champions program.

This document discusses the journey of MICDS, an independent school, towards a 1:1 technology integration model. It outlines some of the key drivers for change, including external pressures, evolving technology use by students, and developments in pedagogical theories. It also shares how the curriculum has become more student-centered, collaborative, and skill-focused. Faculty professional development opportunities are discussed. The transition involved cultural shifts around participatory learning, literacy skills, and a flattened worldview. Internal pressures included demands on hardware and software. Overall, the transformation centered on developing students' capacity for evaluating, constructing and creating knowledge.

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

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

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

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

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

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

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

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