Mili intro 2010 mps

The document discusses the creation of The Labs, a digital media space for teens at the Carnegie Library of Pittsburgh. It provides background on why such a space is needed given trends in teen library usage. It then details how The Labs was planned and implemented, including research that informed its approach, partnerships developed, the types of workshops and programs offered, and resources and equipment provided. Tips are also offered on funding, design, and best practices for other libraries looking to create similar digital learning spaces.

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

The document discusses designing technology-friendly and student-centered libraries and learning spaces. It provides tips for rethinking current spaces, such as becoming an anthropologist to identify obstacle points and engaging students. Technology should be ubiquitous but invisible. Empowering student voices and amplifying what already works are important. The document lists various resources for redesigning spaces using design thinking techniques like role playing, brainstorming, and creating analogies. Crowdsourcing and surveying users are also recommended.

This document discusses essential elements of effective online professional development. It notes some digital obstacles like digital resistance from educators born in an analog time. However, it argues that personal technology tools can and should be used for professional purposes as well. The document advocates for blending technology trends with best practices in early childhood teacher education and professional development. It also discusses the many flavors of modern learning, including blended, flipped, mobile, distributed, social, and connected learning.

The document outlines Corey Wittig's work developing digital media labs called "The Labs" at the Carnegie Library of Pittsburgh to provide spaces and programming for teens to explore creative and technical skills. It discusses the philosophy and research behind the initiative, how to get started, resources for workshops and equipment, strategies for promotion and volunteer opportunities, and plans for expanding the program.

This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' increasing use of technology and how this impacts library spaces. It also outlines learning objectives around observing student behaviors, technology's impact on libraries, and changing expectations for student learning. The presentation then shares a case study of the renovation of a high school library to feature more natural light, flexible spaces, and technology access to better serve modern student needs. The goal is to create a learning commons that fosters collaboration and acts as the school's hub.

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

This document provides information about various Web 2.0 tools and how they can be used in libraries. It begins with defining Web 2.0 and listing some common Web 2.0 tools. Each tool is then described in more detail with examples of how it can be used by libraries. The document concludes with resources for staying up to date with new Web 2.0 tools.

This presentation provides an overview of free technology and Web 2.0 tools that libraries can use. It discusses tips for using social media effectively and lists various tools for creating websites, multimedia, tutorials, presentations, homework help, marketing libraries, and cloud applications. Examples of library websites integrating social media are also presented. The presentation aims to showcase the many free resources available to libraries for engaging patrons online.

The document discusses the use of various social media and Web 2.0 tools at the University of Leicester library. It provides an overview of the university and library, then describes how the library uses blogs, Facebook, Twitter, wikis, and other tools to engage with users. It also addresses some concerns about using these channels, such as managing professional and personal identities online and justifying the efforts to management. Overall, the library has found that having a presence where users are online helps to promote services, but it requires experimentation to see what works best.

The document discusses the state of teaching and learning in the 21st century. It notes that while schools are making efforts to cultivate 21st century skills and implement robust technology programs, the success of any program depends on visionary leadership, strategic planning, and commitment to continuous improvement. The document also emphasizes that schools must be prepared to evolve as technology and student needs change in order to ensure students are ready to face a changing world.

This document provides an overview of Web 2.0 and learning 2.0. Some key points made include: - Web 2.0 focuses on online applications accessed through a browser that enable social interactions and sharing. Social aspects are important to both the business model and user appeal. - Learning 2.0 recognizes the use of social software by learners and aims to incorporate Web 2.0 tools and a participatory pedagogy into education. - Both teachers and learners need to develop digital literacy skills to take advantage of Learning 2.0 approaches. Web 2.0 offers opportunities for collaboration, networking, and sharing content but also poses some risks around the digital divide and reliance on specific service providers.

A talk given at Internet Librarian 2013 in Monterey, CA. Oct. 29, 2013. It's a look at various multi-touch, multimedia ebooks that create learning experiences for all types of readers, including people with disabilities. Included are ideas for library programs and services using interactive ebooks.

The document discusses ideas for designing an ideal library space, drawing from interviews where participants described wanting a space that is quiet but not too quiet, with a "coffeeshop feel" where one can work alone or socially. It provides examples of design patterns and library spaces that create varied and flexible areas for different types of work, learning, and collaboration through strategic placement of furniture, lighting, and other features. The document advocates for intentional library design that removes obstacles and invites students in.

Lucy Gray gave a presentation on creating learning networks in school communities. She discussed defining personal learning networks and the idea of the "highly connected teacher" from the National Educational Technology Plan. Gray outlined social media tools that can be used to start personal learning networks for educators and students, including Flickr, Diigo and Edmodo. She stressed that teachers should take charge of their own professional development by developing personal learning networks to investigate best practices. Schools should provide safe, networked learning opportunities for students and teachers and focus more on teaching, learning and strategic planning around technology use.

The document discusses how libraries can embrace new technologies and human-centered design principles to better serve their communities. It describes trends like touch interfaces, natural user interfaces, visual and voice search tools, and accessibility features that are facilitating learning. The talk urges libraries to get "app-literate" by recommending educational apps, offering app-related workshops and courses, and possibly collaborating to create their own apps. It acknowledges challenges around the digital divide but suggests ways technology is being used to address that such as donations of devices and grants for schools.

This document discusses using Web 2.0 tools in an educational environment. It begins by comparing Web 1.0 and Web 2.0, noting that Web 2.0 encourages sharing, user-generated content, and mobile access over desktop applications. The document then provides many examples of how schools and libraries can use Web 2.0 tools, including blogs, wikis, social networking, photo sharing, and more. It acknowledges challenges but emphasizes that websites should be flexible and encourage collaboration.

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

The document 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.

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

This document discusses various Web 2.0 tools that can be used in the classroom, including their educational uses and advantages. It describes applications like Wordle, Visuword, Quizlet, Animoto, and Photo Story 3 that allow students to collaborate, share information, and engage with course content in new ways. Overall, the document promotes Web 2.0 tools for making learning more interactive, accessible from any device, and tailored to individual students' needs.

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 outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.

This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.

This is a ppt about Web 2.0 tools that must be embedded into my blog entitled - Technology Abounds in the Library.

The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.

This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.

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

This document discusses personal learning networks (PLNs) and how they can help improve professional learning. It begins by defining a PLN and explaining how PLNs allow learners to set their own learning goals, manage their learning process, and communicate with others. The document then outlines various tools that can be used to build a PLN, including social networks, blogs, wikis, and collaborative documents. It also discusses different stages of adopting a PLN, from initial immersion to finding a sustainable balance. Finally, the document proposes a PLN implementation plan and addresses potential barriers to building an effective personal learning network.

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

This document discusses using Web 2.0 tools for collaborative learning. It describes how Web 2.0 allows users to share information, collaborate on content, and converse worldwide via tools like blogs, wikis, social networking, bookmarks, photos, podcasts, and microblogging. Examples of each tool are provided. The document discusses why Web 2.0 tools are useful for education as they facilitate critical analysis, participation, communities of knowledge, reflection, motivation, and communication. It argues that wikis in particular support social constructivism and are appropriate for educational delivery.

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.

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.

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.

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.

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 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 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 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 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 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.