MILI Introduction 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 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 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 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.

Alicia Smith aliciasmith@gmail.com

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

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

Technology offers incredible opportunities to transform the way the library sector skills itself and the learning for the community. Technology often defines our comfort with change and our ability to adapt. This session will explore the ways in technology has shifted the balance of the expert, but not the role of wisdom. To foster new opportunities for engagement and communication, libraries must grapple with a legacy and empower people to find where innovation and risk meet.

Willowbank School is proposing to develop an online strategy using social media like Facebook and Twitter to improve communication with its multi-cultural parent community. Currently, communication is perceived as erratic and the website is often out of date. The proposal notes opportunities like informing parents continuously of events, marketing in multiple languages, and utilizing surveys. It outlines creating accounts, monitoring content, and providing training for teachers and parents on appropriate online etiquette. The goal is to work towards becoming a paperless school through an engaged online community.

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 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 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.

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.

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.

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.

The document discusses information literacy and 21st century skills. It defines information literacy as the ability to locate, organize, and evaluate information to create knowledge. It also lists several organizations that endorse information literacy standards. The document then lists and describes various skills related to information literacy, such as finding and evaluating information from different sources, and using technology to access information. It also discusses responsibilities around respecting copyright and evaluating information.

1) The document discusses information literacy and defines it as the ability to locate, organize, and evaluate information to create knowledge. 2) It notes that several educational organizations endorse information literacy standards including the American Association of School Librarians. 3) The document outlines several 21st century skills that students need, including problem solving, critical thinking, collaboration, and the ability to evaluate information from various sources.

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 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 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.

The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.

The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.

This document discusses the relationship between information literacy and Web 2.0 technologies. It argues that Web 2.0 is a social phenomenon enabled by technology that has impacted how users, especially the web generation, interact with and create information. Information literacy, defined as appropriate information behavior and ethical use of information, is key to helping users effectively leverage Web 2.0 tools. The document outlines strategies like active learning, collaboration, visual learning and reflective learning that leverage Web 2.0 technologies to develop students' information literacy skills.

This document discusses the relationship between information literacy and Web 2.0 technologies. It argues that Web 2.0 is a social phenomenon enabled by technology that has impacted how users, especially younger generations, interact with and create information online. Information literacy is presented as a key skill for users to effectively engage with these new technologies and develop important literacies like media literacy. The document suggests libraries and instructors should use Web 2.0 tools like wikis and blogs to actively involve users in learning and knowledge creation in order to counter disengagement and develop strong information skills for the future.

This document discusses developing 21st century literacy skills in students. It defines 21st century literacy as developing students who are effective learners, collaborators, and creators. It encourages teachers to infuse global collaboration and networking into the classroom using various technology tools like blogs, wikis, social media and video chat. The goal is to help students learn anytime, anywhere by developing personal learning networks that allow them to communicate, connect and collaborate globally.

The document provides an overview of social media tools for educational use. It discusses what social media is, why educators should use it, and how students are digital natives accustomed to technology. The document then examines popular social networking platforms like Facebook, Twitter, blogs and their educational applications. It emphasizes selecting tools based on pedagogy over technology. The document concludes by introducing 13 social media tools for educational use, including Google Apps, Twitter, Flickr and discussing best practices for integrating social media into teaching.

This document discusses how educators can stay connected to new trends and skills for 21st century learning. It provides examples of social media tools like blogs, Twitter, Facebook, and wikis that teachers can use to build their professional learning networks. Resources are shared on digital citizenship, recommendations for using social media in schools' communications, and how teachers can learn new skills by connecting with others for just 15 minutes a day.

The document discusses the transition from Web 1.0 to Web 2.0 and the importance of embracing new technologies and approaches to learning. It encourages becoming a "knowledge player" by spending 15 minutes a day exploring new information and becoming a "discovery guide" who helps others learn through collaborative and fun approaches. The key is focusing on concepts like curiosity, creativity, collaboration and empowering users.

Keynote speaker presentation delivered at the 2007 BBSLG Conference hosted by the University of Northampton, 27-29 June

presentation given to University of Maryland graduate students in the iSchool (working on their MLS with a certification in school libraries)P

Presentation to the Educational Technology Committee of Murdoch University, Perth, Western Australia. 2 July 2009

Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.

The document discusses how libraries and librarians can use Web 2.0 tools to help engage and teach information literacy skills to Millennial students. It outlines various Web 2.0 tools like blogs, wikis, Flickr, YouTube, delicious, and their benefits for being collaborative, visual, active learning tools that appeal to Millennials. The goal is to counter low engagement and help students develop important research skills for an information-rich world.

A review of some recent research and trends for 21st Century learning and technology for school/organization leaders

This document discusses the curriculum for excellence in Scotland which challenges educators to think differently about curriculum design. It emphasizes principles like challenge and enjoyment, personalization and choice, progression and depth, and relevance. Technologies can help provide a range of learning opportunities and environments to support interdisciplinary learning. The curriculum aims to develop successful learners, confident individuals, responsible citizens, and effective contributors through four key capacities. It focuses on learning and teaching, curriculum breadth and coherence, and using experiences and outcomes to place learning in practical contexts. Technologies can help provide evidence of learning, promote creative and critical thinking, and support discussion, validation, recognition, information creation, questioning, empowerment and collaboration. Educators must consider what they want learners 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 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.

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 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.

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.

Curricuum Map in Grade 7 English aligned with matatag

BRIGADA ESKWELA OPENING PROGRAM