The document introduces the Metronet Information Literacy Initiative (MILI), which aims to help teachers and students improve research skills, identify reliable resources, and promote responsible use of information. MILI will provide guidance on incorporating the three Rs - research process, reliable resources, and responsible use - into classroom teaching and assignments. Librarians are seen as vital partners through their expertise in information access, technology, and research skills. The goals of MILI are to influence how teachers approach research, encourage collaboration between teachers and librarians, and help integrate information literacy into curriculums.
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, which aims to teach skills for finding, evaluating, and using information responsibly. Metronet is a library system serving Minnesota that focuses on continuing education. The initiative promotes 21st century skills like communication, collaboration, and problem solving using both traditional and new technologies. Information literacy is described as the ability to recognize information needs and locate, evaluate, and apply information effectively, which is key to success in academics, careers, and lifelong learning.
Wittig: Creating a Digital Media Space for Today's Teens, Part 1 and Part 2 ALATechSource
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.
Why Should I Care? New Technologies for Libraries & LibrariansNicole C. Engard
This document discusses new technologies that libraries and librarians can use. It begins by noting that library budgets are facing significant cuts, so libraries need ways to provide services with less money. The document then outlines various free and open source social media, web, and office tools that libraries can adopt, such as blogs, videos, file sharing, instant messaging, and social networks. It also discusses how libraries can use these tools to communicate, promote their services, and collaborate. Open source tools for content management and publishing are presented as affordable alternatives. The document encourages libraries to explore mashups and how tools can be combined to create new applications. It emphasizes that libraries should continuously learn about new technologies from colleagues and patrons.
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.
iPads in School Libraries TCEA Presentationtechnolibrary
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.
NAEYC 2013: Real Professional Development OnlineCen Campbell
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.
This document discusses open source software and its relevance for libraries. It begins with an overview of what open source software is, noting that the source code is freely accessible and that development occurs through peer collaboration. Examples are given of common open source programs used by libraries, including operating systems like Ubuntu, email clients like Thunderbird, and web browsers like Firefox. The document argues that open source aligns well with library values of open access to information and notes that commercial software poses risks like vendor lock-in that open source avoids. Overall it promotes open source as a good fit for libraries.
Wittig: Creating a Digital Space for Today's Teens, Part 1 and Part 2ALATechSource
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.
Library 2.011 Free Web Tools for Libraries Cheryl Peltier-DavisCheryl Peltier-Davis
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.
The State of Teaching and Learning in the 21st CenturyLucy Gray
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 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 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.
Creating Learning Networks in School CommunitiesLucy Gray
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.
This document provides an overview of an introductory workshop on digital humanities held at Villanova University. The workshop agenda includes introductions to digital tools like Omeka and mapping as well as discussions around integrating digital humanities in the classroom. The document also summarizes the history and key areas of digital humanities including text analysis, visualization, and online publishing. Guidelines are provided for teaching with digital tools and resources for further learning are listed.
The document discusses the importance of technology in libraries and for careers in libraries. It notes that books and the printing press were once new technologies that faced resistance but became widely adopted. It encourages learning about current technologies like web technologies, open source software, and desktop software. Specific tools are described like Facebook, LinkedIn, Firefox, Zotero, WordPress and others to provide examples. The document emphasizes teaching technologies to students in an enthusiastic way tailored to their needs and allowing time for hands-on learning and exploration.
This document provides a summary of technology resources available for students and parents to assist with homework, projects, and schoolwork. It outlines online tutoring services, databases, citation generators, file sharing and cloud storage options, and safety resources. Key resources mentioned include the public library's online tutoring and homework help through HomeworkLA.org, the EBSCO and Gale databases accessible through the library or schools, citation tools like Citation Machine and EasyBib, and file sharing using Dropbox or Google Docs.
Educating the Net Generation
The Need for Using Facebook
The Need for Using Google Docs
How to Use Facebook for Teaching
How to Use Google Docs for Sharing and Collaborating
Experiences and Results
Conclusion
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 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.
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.
Metronet is a consortium established in 1980 to facilitate cooperation among libraries. It coordinates various programs and activities for libraries, including History Day at Your Library and the Metronet Information Literacy Initiative (MILI). MILI is a professional development program that focuses on incorporating information and technology literacy standards into classroom teaching using tools like blogs, wikis, and other Web 2.0 technologies. Participants attend monthly webinars and meetings to share knowledge and suggestions. School districts provide credits and incentives for teacher participation and help enable classroom use of discussed tools.
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.
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 21st Century Educator: Creating a Personal Learning NetworkMelissa Lim
The document discusses the need for teachers to create personal learning networks and adapt their teaching for 21st century students. It notes that students are more tech-savvy than teachers and prefer accessing information online. It defines a personal learning network as an environment teachers create through connecting with others sharing their interests to build communities beyond the classroom. The document recommends teachers participate in social networks, use tools like VoiceThread and RSS, and leverage the internet to bring primary resources and new opportunities to students.
This document discusses social media trends and their implications for learning. It outlines current social media usage statistics showing high penetration rates in Canada. Social media allows learning to become more collaborative, personalized and less formal. The document encourages fostering dynamic social learning spaces using social media by moving from one-way content to two-way conversations and connections. Questions from the audience are invited at the end.
Creating a Positive Professional PresenceCathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensible within their schools.
With hundreds of new libraries and thousands of student laptops currently being rolled out to secondary schools, this is the perfect opportunity for teacher librarians to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
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.
Embedding librarianship in learning management systemsALATechSource
This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.
This document discusses 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.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
Everyday advocacy with web 2.0 tools: Region XI keynotetechnolibrary
This document discusses various everyday advocacy and web 2.0 tools that libraries can use to promote their services and value. It outlines how to use social media platforms like blogs, Facebook, Twitter, Flickr, and YouTube to share information and stories. It also provides tips on gathering data and feedback from stakeholders to understand what they value. The resources emphasize creating a consistent online presence and branding across all digital channels to effectively advocate for the library.
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.
From local to global: sharing information literacy teaching as open education...Jane Secker
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.
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
This document discusses transitioning a traditional school library to a dynamic learning commons. It outlines why the transition is needed to better support student and faculty needs in the digital age. Key aspects of the transition include going bookless, providing curated learning resources, and transforming the space into an active learning environment instead of a quiet study space. The transition process at one school took place from 2007 to 2011 and involved changes to staffing, technology, space design, and priorities to make the library a more collaborative and student-centered learning commons.
This document provides guidance on building a strong Friends group to support the local library. It begins with an overview of the different roles Friends can play, including advocacy, fundraising, public relations, recruiting volunteers, and planning events and special projects. It then gives 10 "commandments" for a successful Friends group, such as having support from the library director and staff, clear roles for all partners, and regular evaluation and evolution. The second part focuses on finding new Friends members and provides tips on developing a recruitment plan, targeting different demographic groups, using various marketing strategies including social media, and following up with potential members. It also shares examples from other libraries of innovative ways to engage younger adults. The overall message is that Friends groups need to
Pinterest is a visual bookmarking tool that allows users to curate content by creating virtual cork boards called boards and pinning images, links and videos to the boards to organize around topics. Members can like and re-pin pins from other members and search for new pins to add to their boards from Pinterest. Teachers can use Pinterest for lesson planning, collecting resources for student projects and collaborating with other teachers.
Drafting the Blueprint: Building Friends for Minnesota Association of LIbrary...Ann Walker Smalley
The document provides an agenda and background information for a workshop titled "Building Friends" put on by the Minnesota Association of Library Friends. The morning sessions will cover building and finding Friends groups. The afternoon will include panels on fundraising and keeping Friends groups active. The document also provides information on the Minnesota Association of Library Friends and the resources it offers to library Friends groups. It emphasizes the important roles Friends groups play in advocacy, fundraising, public relations, volunteering, and event planning for libraries.
This document 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.
How to Create Sequence Numbers in Odoo 17Celine George
Sequence numbers are mainly used to identify or differentiate each record in a module. Sequences are customizable and can be configured in a specific pattern such as suffix, prefix or a particular numbering scheme. This slide will show how to create sequence numbers in odoo 17.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
2. www.flickr.com/photos/39735679@N00/420390416
Metronet
• Multicounty multitype library system
• One of 7 in Minnesota
• Serve libraries of all types with continuing
education, networking, and special projects
• Metronet Board is committed to the cause of
Information Literacy & teaching the skills
needed for lifelong learning
5. Information is now as infinite as the
universe, but finding the answers
you need is harder than ever.
http://www.flickr.com/photos/10710442@N08/5608109065
7. What is Information Literacy?
"To be information literate, a person must be able
to recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information."
The American Library Association’s (ALA) Presidential Committee on Information Literacy, Final Report, 1989
www.flickr.com/photos/66606673@N00/2297933452
8. In the real world…
• The ability to solve problems & answer
questions using information & technology
• An understanding of the ethical/legal issues
surrounding the access and use of
information
https://secure.flickr.com/photos/organised/8830572/sizes/m/in/photostream/
9. Information & Communication
Skills
• Interpret text, data, media, &
more for context & meaning
• Communicate concepts, ideas,
conclusions…
www.flickr.com/photos/66208256@N00/2697847277
11. Interpersonal &
self-direction skills
• Lead & follow: collaborative skills
• Manage time & information
• Accountability & adaptability
• Social responsibility
www.flickr.com/photos/elsie/8229790/
12. More 21st Century Skills
• Global awareness
• Financial, economic and business literacy, and
developing entrepreneurial skills to enhance
workplace productivity and career options
• Civic literacy
http://www.21stcenturyskills.org/index.php
23. for the global
society &
economy
they will face.
www.flickr.com/photos/85966598@N00/204252734
24. And, because . . .
We limit students if we do not help them
develop and use information literacy skills
across the curriculum.
25. NEW WORLD: WEB 2.0,
CLASSROOM 2.0, & LIBRARY
2.0
How did we get here?
26. In the beginning of the Web
• Static Web sites
• Source of information/simple answers
• Limited media--photos & illustrations
• One-way communication
• Needed design & coding skills
• Needed proprietary software
• Access to a server
www.flickr.com/photos/51512551@N00/3359491617
27. Web 1.0 Web 2.0
Read only Read/Write/Collaborate
Web as reading platform Web as publishing platform
Developer authorship Public authorship
Software applications Web as software platform
Commercial/Proprietary Open source/shared
Static Dynamic
Impersonal It knows you and your needs
Restricted collaboration Collaborative
Short Tail Long Tail
Official Releases Constantly versioning—Beta
HD as storage platform Web as storage platform
Lecture Conversation
http://web20meetsstandards.wikispaces.com/
28. Web 3.0
• Portable, personal web
• Personalized experiences—Web looks different
to each person?
• Technology driven
• Data driven
• Connected data
http://www.flickr.com/photos/51607907@N03/5371317884
29. Classroom Was the World
• Teacher as authority in
all things
• Standardized curriculum
• Textbooks
• Memorization
• Cursive
• Multiple choice
• “Do your own work”
http://www.flickr.com/photos/51035655711@N01/1374499
30. Classroom 1.0
• Teacher imparting knowledge
• Group work F2F
• Desktop computing—one to many
• $oftware licenses
• Email attachments/Flash drives
• Textbooks
• Poster board
• Little tech integration into
curriculum
• Oregon Trail
• Audience was the teacher & maybe
the class
http://www.flickr.com/photos/13238706@N00/336448575
http://www.flickr.com/photos/9049083@N04/3895614433
http://www.flickr.com/photos/32598846@N07/4311859547
31. Classroom 2.0
• Knowledge everywhere
• Mobile devices
• Online learning
• Collaboration in the
cloud
• Online apps for writing,
presentations
• Multimedia tools
• Global authentic
audiencehttp://www.flickr.com/photos/36719320@N00/4564521012
• Teacher as guide to using
tools & technology
• No longer sole source of
information
33. Library Research
• Quiet!
• Librarians as keepers
• Print
• Resources limited to
what was on hand
• Borrowing limits, often by
age
• Stand alone—few
systems
http://www.flickr.com/photos/48321464@N05/486875281
0
35. Library Research 2.0
• Librarian as guide
• eBooks
• Multimedia presentation
• Wikipedia
• WorldCat
• Google
• ELM subscription
databases
• Document delivery
• Skype, Twitter,
Facebook
• Citation tools
• Delicious, Diigo,
Evernote …
• Google Book/Scholar
• Mobile apps
http://www.flickr.com/photos/26406919@N00/2217375343
36. Library Research 3.0
• Librarian as teacher
• Be proactive in adapting
technology
• Teaching consumers
• Content creation
• eBooks/electronic
resources
• Huge range of devices
• 24/7 access to
information/live help
• Maker spaces
http://www.flickr.com/photos/74105777@N00/6153522068
37. Characteristics of Web 2.0 Tools
• Not tied to a device--
Internet access needed
• Portability--available
from any device
• No software--but Web
plug-ins
• Low-cost/free and/or
Premium
• No programming
• User-generated content
• Sharing--content,
expertise
• Global connections
• Perpetual Beta
• OS not an issue usually
(although browser may
matter)
www.flickr.com/photos/11979533@N00/441921094
38. iPad Tools
• Personalized device
• Apps are device specific
• Often tied to the device—not so much in the
cloud
• Low-cost/free and/or Premium
• Apps generally do one thing
Image: 'The future of books'
http://www.flickr.com/photos/38305415@N00/6966883093
39. Well-managed change
• Encourages collaboration and engagement to
involve every student in something that is
personally engaging
• Offers opportunities for content creation on a
broader stage
• Involves the students in a very proactive learning
environment
• Readies students for their future—school, work,
life
www.flickr.com/photos/59089413@N00/1516930505
40. • Improve productivity
• Manage information
• Collaborate
• Expand our reach
Classroom/Library/Web 2.0
tools help us
www.flickr.com/photos/17258892@N05/2588347668
41. But we know. . .
It is not the technology or the tool; it is how they
are used to enhance teaching and engage
students that makes successful integration into
schools, libraries, & classrooms.
https://secure.flickr.com/photos/aeneastudio/3039829121/in/pool-
whats_in_your_bag
45. Technology
• Profoundly affects the way we work, collaborate,
communicate, and succeed
• Changes how people work, play, learn, socialize,
and collaborate
• Explosive growth of mobile devices and
applications drives more—daily—change
http://www.flickr.com/photos/44124348109@N01/227904949
46. Business & Society
and maybe school
• User-created content
• Social networking
• Collaborative work
• Collective intelligence to solve problems
• Participatory Leadership
• Online civic engagement
• Global reach and influence
http://www.flickr.com/photos/21936447@N04/2744217176
47. Moving (fast) Towards . . .
• 1-to-1 Tablet Computing
• BYOD Mobile Devices
• Apps
• Cloud storage, collaboration
• Collaborative Environments
• Game-based learning
• Personal Learning Environments
The Horizon Report K-12 http://www.nmc.org/publications/2012-horizon-report-k12
http://www.flickr.com/photos/38305415@N00/2968794599
48. Students are changing
• Technology is how they communicate &
socialize
• Ubiquitous, transparent part of their lives
• Empowered by being connected to information
& each other 24/7
• Globally connected
• Expect guides not experts
http://www.flickr.com/photos/8166472@N03/3866208804
49. If this is what they are used
to…
Image: 'Jan 27 12 ipad Carson 27/366'
http://www.flickr.com/photos/25308073@N02/6774634275
Image: 'Start 'em Young'
http://www.flickr.com/photos/23312388@N00/1384121895
51. Students’Expectations are changing
• Want interactive communication
• Expect teachers & LMS to know what they use
• Use tools in the classroom that they use in the
real world
• 24/7 assignments
• Creativity in assignments
• Hands-on learning
• Real life experience/application
http://www.flickr.com/photos/51135741@N00/277563047
52. Learning Environments are changing
• No longer tied to a physical space
• “Spaces” are becoming more community-driven,
interdisciplinary
• Spaces & technologies that allow virtual
communication and collaboration
• World comes into the classroom
• Flipped classrooms/MOOCs
http://www.flickr.com/photos/84142366@N00/4390842406
53. Access beyond the walls
• Online learning
• ELM and other database access
• Public/academic libraries online resources
• Virtual collaboration
• Creates the need for organization, self-discipline,
self-direction
Image: 'Chairs'
http://www.flickr.com/photos/89898604@N00/6550520
54. THE MYTH OF THE DIGITAL
NATIVE https://secure.flickr.com/photos/venosdale/7051066737/
sizes/z/
55. Technology & “Digital
Natives”
• It is how they communicate & socialize
• Ubiquitous, transparent part of their lives
• Empowered by being connected to information
& each other 24/7
• Globally connected
• Often balk at being “taught” technology
• Expect guides not experts
http://www.flickr.com/photos/36266791@N00/2986303105
56. They are proficient
with the (commercial) tools they know
Communication
• Facebook
• Twitter
• Tumblr
• Text
Google
• Quick answers
• Maps
• Gmail
• Docs
Image: 'A Conversation'
http://www.flickr.com/photos/47130629@N04/5653817859
Entertainment
• YouTube
• GarageBand
• Music
57. In-depth use of technology?
Not so much
• Not efficient or effective searchers
• Little evaluation of what they find—don’t know
how to evaluate
• Application of technology limited to product
creation
• Not really using technology to solve/answer
problems
Image: 'Open access overview: Focusing on open access+to+peer-reviewed+research+articles+and+their+preprints'
http://www.flickr.com/photos/47691521@N07/5188228228
http://www.tubechop.com/watch/453489
58. Research Report
Truth Be Told:
How College Students Evaluate and
Use Information in the Digital Age
Project Information Literacy: A large-scale study about
early adults and their research habits
University of Washington Information School
http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf
62. MILI’s Purpose
• Influence how you teach the research process
• Encourage more collaboration between LMS &
teachers around the research process
• Encourage teachers/LMS to incorporate the 3
Rs into teaching
• Help you integrate information literacy skills into
your curriculum
www.flickr.com/photos/34017702@N00/74907741
63. Libraries & Librarians
Vital for research at all levels
• Information experts
• Access to resources
• Ability to connect people & resources
• Ability to connect information &
technology
• On the front lines in the info search
www.flickr.com/photos/99051133@N00/3550839523
64. MILI will be your guide
• To the research
process
• Finding reliable
resources
• Identifying new tools
• Information literacy
• 21st century skills
65. MILI Focus
• On the research process
• On the resources
• On the tools that make it happen
www.flickr.com/photos/26887305@N00/79952661
66. The MILI 3 Rs
•Research Process
•Reliable Resources
•Responsible Use
www.flickr.com/photos/49968232@N00/101563312
67. Research
Improve the ability of students & teachers to conduct effective research
by using a process that includes 5 steps
• Question
• Gather & Evaluate information
• Conclude
• Communicate information & conclusion
• Evaluate process & product
www.flickr.com/photos/47643206@N00/185651630
68. Reliable Resources
Identify & use available, reliable resources
• “Format agnostic”--the format of the
information is not the point
• Evaluate all print, electronic, online, &
human resources for authenticity &
accuracy
• Resource is appropriate in the context of
this research
www.flickr.com/photos/96586445@N00/816524
69. Responsible Use
Promote the understanding & practice of the responsible use of
information & technology
• Advise & assist teachers in the creation of
plagiarism-proof assignments
• Provide resources for teaching responsible
use including copyright, Creative
Commons, technology use
www.flickr.com/photos/34427470616@N01/1141305603
70. By developing research projects that
encourage 21st Century Learning skills
& promote Information Literacy
Creating assignments that encourage
building knowledge, not just repeating
information
www.flickr.com/photos/85966598@N00/98179665
71. Together, we can
• Improve your research project to
incorporate the 5 steps
• Learn Web 2.0 tools that work in
classrooms and school buildings for
collaboration, communication, & creation
• Share what we know & what we learn
www.flic kr.com/photos/41 894194320@N01/83992798
74. 1. Inquire, think critically, and
gain knowledge.
2. Draw conclusions, make
informed decisions, apply
knowledge to new
situations, and create new
knowledge.
3. Share knowledge and
participate ethically and
productively as members
of our democratic society.
4. Pursue personal and
aesthetic growth.
AASL Standards for 21st Century Learners
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm
75. ISTE
National Educational Technology
Standards (NETS)
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and
Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
http://www.iste.org/AM/Template.cfm?Section=NETS
www.flickr.com/photos/77265262@N00/2938074434
76. MEMO Standards for
Information & Technology Literacy
1. The Research Process
2. Technology Use
3. Reading and Media
Literacy
4. Responsible Use of
Information and
Technology
http://www.memoweb.org/links/infolitbrochure.pdf
83. MILI will help you
Image: '2007 ... a good time was had by all'
www.flic kr.com/photos/73 645804@N00/2102790208
84. • Emphasize the lifelong learning skills embodied
in information literacy to help students be ready
for their next step
Image: 'Upwards Spiral'
http://www.flickr.com/photos/40646519@N00/242075733
85. • Weave these new tools & concepts into the
fabric of what you teach
Image: 'basket-weaving'
http://www.flickr.com/photos/7941044@N06/2697286103
86. Two Goals for Every Session
1. Focus on learning, not tools
– Your learning & student learning
2. Active, hands-on with tools &
concepts
http://www.flickr.com/photos/17842909@N00/7907494808
87. The Gift of Time
www.flickr.com/photos/21046489@N06/3387189144
88. The Gift of Our Time
http://www.flickr.com/photos/24183489@N00/284995199
89. NUTS & BOLTS
Image: 'Stand up stand out'
http://www.flickr.com/photos/14821912@N00/80080250
91. A RESEARCH PROJECT
You teach
Image: 'chemistry bottles with liquid inside'
http://www.flickr.com/photos/53921113@N02/5
645102295
Image: '2008-01-26 (Editing a paper) - 27'
http://www.flickr.com/photos/68457656@N00/2349631689
Image: 'What's the worry? Ecosystems are for+kids.'
http://www.flickr.com/photos/73645804@N00/321737
3290
92. YOU KNOW HOW TO USE THE
IPAD!
You are not a beginner computer user
Image: 'iPad Education in Use'
http://www.flickr.com/photos/43407162@N07/51949
89015
93. LEARN NEW THINGS
You want to
Image: 'Teach/Learn'
http://www.flickr.com/photos/32127264@N08/4530185934
94. CONSULT
LIBRARIES &
LIBRARIANS IN
THEIR RESEARCH
You encourage students to
http://www.flickr.com/photos/vblibrary/4480094816/sizes/m/in/set-72157623618957199/
RetroLibrary Poster
96. IN THE CLASSROOM & IN
YOUR PERSONAL LIFE
You are open to using technology & tools
Image: 'iPad & Friends'
http://www.flickr.com/photos/23208360@N07/4
486938721
98. WATCH ALL THE VIDEOS *BEFORE*
THE IN-PERSON MEETING
You must
Image: '1950's - MODERN ADDICTION'
http://www.flickr.com/photos/13458157@N07/4464938781
99. ATTEND MONTHLY F2F
MEETINGS
Arrive on time & stay throughout
Image: 'Lego old skool desktop wallpaper'
http://www.flickr.com/photos/39186906@N02/4284883477
100. BLOG, BLOG, BLOG, BLOG
Share what you are learning & thinking
Reflection on using new tool
New tool discovery
Philosophical question
101. BE RESPONSIBLE FOR YOUR
LEARNING Image: 'Game Over'
http://www.flickr.com/photos/284304
74@N05/6904976502
102. MAKE SUGGESTIONS—APPS
& THEIR USES, LESSONS,
TOPICS…
Image: 'This box, it suggests?'
http://www.flickr.com/photos/18095953@N00/
84107787
103. ON WHAT YOU LEARNED &
HOW IT CHANGED HOW YOU
TEACH RESEARCH
Final Presentation & Report
Image: 'An explosion of assistance'
http://www.flickr.com/photos/53326337@N00/5797565681I
104. • Manage credits for CE, Board Credits,
other incentive, etc.
• Monitor attendance & compliance for
participation using rubric
• Make it possible for teachers/LMS to use
tools in class
www.flickr.com/photos/9223655@N07/765323437
School District
105. Metronet will
• Design & conduct orientation
• Create videos & F2Fafter school meetings
• Work with district on the rubric for credit
• Maintain the MILI Ning
• Provide support via the Wiki, email, at the
meetings…
• Food! (You provide beverage)
www.flic kr.com/photos/85 966598@N00/210586449
106. Metronet will
• Design & conduct orientation + monthly
Webinars and F2Fafter school meetings
• Work with district on the rubric for credit
• Maintain the MILI Ning
• Provide support via the Wiki, email,
newsletter…
• Food! (You provide beverage)
www.flic kr.com/photos/85 966598@N00/210586449
107. MILI will help you help
students…
www.flickr.com/photos/13597901@N00/254102459
110. Answer their research questions using
the information
Image: 'student_ipad_school - 092'
http://www.flickr.com/photos/56155476@N08/6660040139
To solve problems using the information &