tag:blogger.com,1999:blog-86293457702532079492024-03-05T09:32:15.743-08:00Information Literacy meets Library 2.0This is the blog which updates the books "Information Literacy meets Library 2.0" (2008) and "Information Literacy beyond Library 2.0' (2012)Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.comBlogger435125tag:blogger.com,1999:blog-8629345770253207949.post-8969858438774056282012-05-22T08:13:00.000-07:002012-05-22T08:17:02.777-07:00SpotifyI know it is outside my normal remit but I cannot avoid posting about <a href="http://www.spotify.com/uk/"><b>Spotify</b></a>. I expect that many, or most of you, are already using it....but I have obly beeen using it on my PC and laptop about six months now. Imagine having much of the music of the world available for listening and bookmarking into playlists free.Bear in mind there are adverts occasionally (but there are on Classic FM and they are just as irritating there) and if you want to listen without ads you have to pay and if you want to listen to to your tracks on a mobile device you have to pay more but it is still a great service.<br />
<br />
So what am I listening to while doing this post? This is amazing music by a neglected master of JS Bach's time. <br />
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<a href="http://open.spotify.com/track/04G9YqegJdzbNG3qdVl1hT">Jan Dismas Zelenka – Trio Sonata No. 1 in F major, ZWV 181: II. Allegro</a><br />
<br />
<br />
And I was able to embed this through the useful little article <a href="http://en.blog.wordpress.com/2012/04/18/spotify-rdio-and-github-embeds/"><b>Add Spotify, Rdio and GitHub's Gist embeds to your site</b></a> by Alex Mills which I have just been reading. Magic.Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com2tag:blogger.com,1999:blog-8629345770253207949.post-28439032258881785172012-05-22T07:29:00.000-07:002012-05-22T07:48:34.064-07:00Google+ and the Hangout featureWhen Google+ came out I got quite excited and thought that I might use it instead of Facebook. In particular I thought the Hangout feature might be a really good way of communicating with students - even a group of them at once. Well, I have only a few friends on Google+ and have largely forgotten about it and them..... As for Hangout it's too late now as my students are mostly doing exams. I've missed the boat. Phil Bradley has done several posts <a href="http://philbradley.typepad.com/phil_bradleys_weblog/2012/05/google-hangouts-for-libraries.html"><b>here </b></a> and <b><a href="http://philbradley.typepad.com/phil_bradleys_weblog/2012/05/google-hangouts-on-air-broadcast-your-conversation-to-the-world-official-google-blog.html">here</a> </b> on Google+ Hangout so that has reminded me of my failure. I wonder if anyone out there has used it for Information Literacy in any way?Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com1tag:blogger.com,1999:blog-8629345770253207949.post-6624903236241853302012-05-22T04:01:00.001-07:002012-05-22T04:01:02.071-07:00Mobile apps and resources at Newcastle UniversityI have said on numerous occasions how important the mobile dimension to our services is set to become. Also I have long admired the <a href="http://www.springshare.com/libguides/"><b>LibGuides</b></a> interface. <a href="http://libguides.ncl.ac.uk/mobile"><b>This guide from University of Newcastle Library</b></a> ticks both these boxes so it is a pleasure to feature it as an example of good practice!<br />
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It features the INTO Newcastle University app which gives everything new students need to know about living and studying in Newcastle.(A city which I enjoy and visit regularly to visit my son - not at University but working up there); Library search on a mobile ; encouragement to find the nearest available PC, contact tutors, check timetable on their mobile ; Facebook site ; links to other subject guides accessible by mobile ; links to basic apps ; explanation of wireless access ; explanation of a mobile site ; explanation of an app.Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com2tag:blogger.com,1999:blog-8629345770253207949.post-46608916147903337072012-05-16T09:18:00.000-07:002012-05-16T09:18:14.571-07:00Finding the right moment and many more YouTube tricks<a href="http://blog.schoollibraryjournal.com/neverendingsearch/2012/04/19/finding-the-right-moment-and-many-more-youtube-tricks"><b>This guide</b></a> from Joyce Valenza is a mine of practical information for using YoiuTube better. I love YouTube but can remember more horror stories of its failure to work than I care to admit! (Lining up 5 clips in advance in a huge lectuire theatre at a conference and then having no sound...for instance!)<br />
I need to read this in detail and use the tips. Suggest you do too!Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-52674324400789143042012-05-16T09:09:00.000-07:002012-05-16T09:09:06.143-07:00Information Literacy for ResearchersThere is a leaflet available <a href="http://www.vitae.ac.uk/CMS/files/upload/Vitae_Information_Literacy_Lens_on_the_RDF_Apr_2012.pdf"><b>here </b></a>entitled "Information Literacy framework on the Vitae Researcher Development Framework using the SCONUL Seven Pillars of Information Literacy".<br />
This is a valuable document which uses the new SCONUL Seven Pillars framework and should be a useful aid for demystifying the information maze for researchers.Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-8116442377095627112012-05-16T08:57:00.002-07:002012-05-16T08:57:51.876-07:00100 ways to use Twitter in educationThis post from Jeff Dunn from Edudemic suggests <a href="http://edudemic.com/2012/04/100-ways-to-use-twitter-in-education-by-degree-of-difficulty/">100 ways to use Twitter in education by degree of difficulty.</a><br />
He says<br />
"Twitter is a powerhouse for marketing, communication, business, and
even education, letting people from around the world work together,
share ideas, and gain exposure.
<br />
It has become a staple at many <a href="http://www.bestcollegesonline.com/">online colleges</a>
and campuses as well, leaving many academics wondering just how and if
they should be using Twitter both in the classroom and in their
professional lives. So we’ve revised our <a href="http://www.bestcollegesonline.com/blog/2009/07/21/100-serious-twitter-tips-for-academics/">our original 2009 list</a> to get you started or up to date.<br />
Whether you’re an academic or just interested in building your
Twitter profile, keep reading to learn some tips and tricks that can
help you take the first steps towards using Twitter for coursework,
research, building a professional network, and beyond."<br />
Some great ideas here. <br />Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com1tag:blogger.com,1999:blog-8629345770253207949.post-64736305174376993982012-05-16T08:33:00.000-07:002012-05-16T08:33:04.483-07:00Smartphone users in the world as an infographicWe cannot doubt the importance of the mobile trend but much will depend on the penetration of smartphones. Here is the latest trend as an infographic.<br />
<br />
<a href="http://www.go-gulf.com/smartphone.jpg"><img alt="Smartphone Users Statistics and Facts" src="http://www.go-gulf.com/smartphone.jpg" width="532" /></a><br />
Infographic by-Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-60816541293810620502012-05-16T08:18:00.003-07:002012-05-16T08:35:10.562-07:00Transformation in Teaching : Social Media strategies in Higher EducationThis looks an important book for those who want to get evidence of how social media is being used in higher education. Here is the contents page :<br />
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<span style="font-family: ARIAL;"><b>Section 1 Introduction</b><br /> <br /> Chapter 1: Understanding Social Media<br /> Nicole A. Buzzetto-More ......................................... 1<br /> <br /> Chapter 2: Theoretical Perspectives of Social Media<br /> Catheryn Cheal .........................................................19<br /> <br /> Chapter 3: Taxonomy of Web 2.0 Applications with Educational Potential<br /> Tihomir Orehovacki, Goran Bubaš, and Andreja Kovacic ........................................................43<br /> <br /> <b>Section 2 Multi-Media</b><br /> <br /> Chapter 4: Flickr: Critique and Collaborative Feedback in a Design Course<br /> Diane Robbie and Lynette Zheng .............................. 73<br /> <br /> Chapter 5: YouTube: Beyond Lectures and Papers in Leadership Education<br /> Kathy L. Guthrie .....................................................93<br /> <br /> Chapter 6: GenerationPulse: Web-based Service Learning in Psychology Courses<br /> Sarah Castricum and Belle Liang .............................115<br /> <br /> <b>Section 3 Virtual Worlds</b><br /> <br /> Chapter 7: Second Life: Reducing Public Speaking Apprehension<br /> Scott L. Crabill, Jeff Youngquist, and Jacob Cayanus ........................................................... 139<br /> <br /> Chapter 8: Second Life: An Online Course about Teaching and Learning in Virtual Worlds<br /> Kathryn Stam ............................................................ 159<br /> <br /> Chapter 9: Second Life: Learner Experience with an Authentic Learning Environment Design of a Game Development Course<br /> Marija Franetovic ...................................................... 185<br /> <br /> Chapter 10: Second Life: Virtual Teams in an Information Technology Course<br /> Jeannie Pridmore ....................................................... 217<br /> <br /> <b>Section 4 Social Networking</b><br /> <br /> Chapter 11: Diigo: Social Bookmarking in a Professional Communication Course<br /> Florence Dujardin, Kirstie Edwards and Sue Beckingham ........................................................ 243<br /> <br /> Chapter 12: GLEAN: Social Learning for Business Students<br /> Susan Gautscsh and Charla Griffy-Brown ................. 275<br /> <br /> Chapter 13: Facebook: Role Play in a Psychology Class<br /> Eileen McBride and Kimberly Hall ........................... 311<br /> <br /> Chapter 14: Facebook vs. Web Courseware: A Comparison<br /> Terri Towner and Caroline Lego Muñoz ................... 343<br /> <br /> Chapter 15: GoogleMaps and Drupal: Walking Ulysses by Mapping Novels in the Digital Humanities<br /> Joseph Nugent and Tim Lindgren .............................. 373<br /> <br /> <b>Section 5 Blogs</b><br /> <br /> Chapter 16: Twitter: Integration into Developmental English and Technology<br /> Alan Reid, Denise Houchen-Clagett, and J. Burton Browning ....................................................391<br /> <br /> Chapter 17: Blogger: Classrooms Without Boundaries in an English Honor’s Course on Literary Self-Narrative<br /> Rachel V. Smydra and Pamela T. Mitzelfeld ............413<br /> <br /> <b>Section 6 Synchronous Tools</b><br /> <br /> Chapter 18: Adobe Acrobat Connect: Global Web-Conferencing in a Visual Communication Course<br /> Karen A. Ritzenhoff ..................................................433<br /> <br /> Chapter 19: Chat: Transforming the Social Work Classroom<br /> Jane Peller, Kaitlyn Beebe, and Gerardo Morales Aldrighetti ......................................451</span><br />
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<span style="font-family: ARIAL;">Remarkably you can get into the full text on Google Books <a href="http://books.google.co.uk/books?id=qvz74iqJn2YC&printsec=frontcover&dq=transformation+in+teaching+social+media+strategies&hl=en&sa=X&ei=UcOzT7GrN-Sh0QWf3bCwCQ&redir_esc=y#v=onepage&q=transformation%20in%20teaching%20social%20media%20strategies&f=false"><b>here</b></a>! </span><br />
<span style="font-family: ARIAL;"><br /></span><br />
<span style="font-family: ARIAL;">Thanks to Sheila Webber in her <a href="http://information-literacy.blogspot.co.uk/2012/03/social-media-strategies-in-higher.html"><b>Information Literacy blog </b></a>for alerting me to this!</span>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com1tag:blogger.com,1999:blog-8629345770253207949.post-29883441501785740172012-05-14T04:57:00.000-07:002012-05-16T08:35:51.850-07:00Web 2.0 to enrich Information Literacy skillsThis presentation was given by Lori Cooney back in March 2012 at Mass Schools and Libraries and contains a wealth of suggested tools. If you are a school librarian and have missed this Prezi presentation then do take a look <a href="http://prezi.com/ansn801bpwgk/web-20-to-enrich-information-literacy-skills/">here.</a><b> </b>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-24796377713385278302012-05-10T04:48:00.002-07:002012-05-16T08:36:49.913-07:00LILAC 2012 part 3 Our Symposium "Information Literacy - just an outdated buzzword".<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNPrgWSx0L1HilsuvzL1Ae2yTVssnqfaVBuhm7uT_6Ef6zCB6zxGQzxY23XNMcQbrMO7SRTnGLWey52KHOYUq9O3MF2YZcn22M1yPv42jN49yqxFaey5nR9c_h4Y_zv_9FM0-ltSzi8KY/s1600/elephant.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNPrgWSx0L1HilsuvzL1Ae2yTVssnqfaVBuhm7uT_6Ef6zCB6zxGQzxY23XNMcQbrMO7SRTnGLWey52KHOYUq9O3MF2YZcn22M1yPv42jN49yqxFaey5nR9c_h4Y_zv_9FM0-ltSzi8KY/s1600/elephant.jpg" /></a></div>
I have saved the best part til now! Jo Parker, Jane Secker and myself put on a fun Symposium " Information Literacy - just an outdated buzzword?" on the Thursday afternoon immediately after lunch.<br />
I was worried that we were competing against 4 other events including a Teachmeet. Also immediately after lunch would anyone want to argue about the merits of Information Literacy?<br />
We were very pleasantly surprised to see upwards of 50 delegates crowding into the room. But would they discuss the topics using the prompts we had devised? Also the room was in rows of immovable seats and we could not split them into groups.<br />
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No problem : the discussions when prompted were almost deafening!<br />
<br />
We then each spoke for about 5 minutes : <br />
<br />
Jo Parker gave a short summary of how librarians have changed their approach to user education, moving on to information literacy and the web, but was this enough? Information literacy hadn't been very showy in the past, more like a female peacock rather than the full flowering male peacock. (slide).<br />
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I then took over and, disdaining Powerpoint, used 3 props. First the new edited book "Information Literacy beyond Library 2.0" which had been the starting point for the symposium (held up briefly and then thrown down on the floor...)but how to sum up some of the arguments?<br />
Is there an elephant in the room now? Enter prop number 2 (Toy elephant) : there was an elephant in the room but it was not a single one. A better way to look at the problem of IL was to acknowledge that there was something very important around everyone's management of informatiuon : but it kept changing in its nature and no-one saw the whole elephant : some saw the ears, some the tail, some the head.... There have been many attempts at a comprehensive term (multiliteracy, digital literacy etc etc) but perhaps the most useful way was to take a transliterate approach, which meant acknowledging overlap of literacies and that these would keep changing. Then when we came to talking to others about IL we would need to adapt our language and approach according to the discipline, level, and subject discourse and we would do well to put on a large pair of spectacles (<a href="http://twitter.com/#%21/jsecker/status/190431639002808320/photo/1"><b>put on a ridiculously large pair of glasses</b></a>). The existing IL frameworks had been too rigid but the new SCONUL framework promised more flexibility and the New Curriculum for Information Literacy research by Jane Secker and Emma Coonan offered the kind of picture that that could fit the future.<br />
<br />
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Jane Secker<span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="color: black; font-family: Times,"Times New Roman",serif;">then suggested that information literacy should be viewed holistically as part of
the learning process, and drawing on her work with Emma Coonan and the ANCIL
‘pizza’, Information Literacy should be customised and different ‘toppings’
might be more appropriate in different disciplines. However information literacy
needed to be delivered embedded in the curriculum and at the point of need. She
also saw information literacy as being part of helping students understand ‘the
rules of the game’ and used the metaphor of chess, that by having the rules of
the game explained it would not make them a grand chess master.
</span></span></div>
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(For more about Jane's research see her <b><a href="http://www.slideshare.net/infolit_group/coonan-secker-wrathall">other session</a></b> at LILAC 2012.)</div>
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These little presentation created buzz so we set the participants to form informal groups off with the first discussion point :<br />
<br />
"<i>If IL at your workplace was a ‘thing’ (like oup peacock or pizza) what would it be like for them?"</i><br />
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Then after a few minutes we asked :<br />
<br />
<i>"What do you do?Share your knowledge of the frameworks you use with your group (and if you don’t use any –why not?) "</i><br />
<br />
Then after a few more minutes :<br />
<br />
"<i>How far do the existingframeworks/statements you’vediscussed go in
terms of expressing what is happening at your workplace?Any pitfalls?
Gaps?"</i><br />
<br />
Another few minutes and then :<br />
<br />
<i>"What’s our action plan?What should we be doing differently (if anything?)" </i><br />
We encouraged participants to tweet to #!Lbuzz<br />
This took the place of reporting back from groups. As the groups which were formed varied in size, and there were so many of them, the normal report back just would not have worked. In stead we were able to go through the twitter stream.<br />
Here is a selection of the tweets :<br />
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.....................................................................................................................................<br />
<br />
<span id="internal-source-marker_0.2313558993109387" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">IL is for life, not just assessment time</span><br />
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<br /></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Info centric instruction should mean success lives on, and is not just about one off assignment success</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Look thro the eyes of the learner to build ur IL framework. What’s in it 4 them?U can take a learner to the </span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">IL fountain but can you make them drink?</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Information Literacy as a bargain-basement – the TKMaxx
of education</span></div>
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<br /></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">@touchthecloud Great use of crowdsourcing IL thoughts on Twitter – thanks for making it such fun!</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<br />
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Librarian as personal shopper – taking the punters to the good stuff
and telling them what would look nice</span><br />
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">on them. </span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><br />
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">My action plan for IL. 1)Think. 2) Act. 3)Reflect. 4) Refine. 5) Repeat. 6) Retire</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<br /></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">If it’s going to be pizza it should be a calzone – all the good stuff inside</span></div>
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<br /></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The elephant has the glasses on – but can it see? </span></div>
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<br /></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Can I be first to posit the idea of the Digital Literacy Spaghetti Bolognese framework? It’s basically just a mess…</span></div>
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<br /></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I don’t need IL, I just need literacy, I can’t spell Duck Billed platypus! Help me….</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Different experiences, different institutions. Shared resources, know
more about pre-he IL, less silo-ized idea of IL</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Hearing a real need for librarians to have a database of shared
resources. Pointing them to your survey @jsecker [think that’s the OER
stuff]</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">It’s a cocktail cabinet containing a Swiss army penknife to open the wine</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Don’t be mechanistic encourage enquiring minds</span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Do you want a dutch one? @AnnekeDirkx Grappige sessie waarin we de resultaten van onze discussies moeten tweeten</span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">She also said: and we think the frameworks are a little but old fashioned</span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> We are using acrl or sconul frameworks</span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Our IL is a small and spotty ladybug, a dutch cow and a restaurant menu</span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<br /></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">It is messy. It’s a dinosaur. It should be joined up. It should be
holistic, not in isolation, engaging and campus wide. </span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<br /></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Our action plan: create clearer smorgasbord of tasty options to communicate what I can teach</span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<br /></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> It’s like Mr Potato Head</span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<br /></div>
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">............................................................................................................................. </span><br />
<br />
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">So what did we conclude?</span><br />
<br />
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Information Literacy will continue to evolve. It should not be looked at too prescriptively. It moves about and is messy.</span><br />
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The term IL is still the best label we have, </span>we will need to adapt our language and approach according to the discipline, level, and subject discourse<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">.</span><br />
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Librarians can get excited about it even just after lunch and we have a bright future helping our everyone to construct their information universe.</span><br />
<br />
<b><a href="http://www.slideshare.net/infolit_group/godwin-parker">Here are the slides</a></b>. <br />
<br />
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-34356456789543240742012-04-27T05:03:00.004-07:002012-05-16T08:38:01.786-07:00LILAC 2012 part 2<b>For the full list of sessions at LILAC 2012 complete with most of the Powerpoints click</b><b> <a href="http://lilacconference.com/WP/past-conferences/lilac-2012/">here</a>. </b><br />
<br />
I would like to draw your attention to a few of the sessions I attended which I found particularly interesting so here goes :<br />
<br />
<b> </b><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>Mary
Antonesa and Claire McAvinia</b> (National University of Ireland Maynooth)</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Information
Literacy and the case of the “natives”</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The
concept of the Digital Native started with Marc Prensky et al and encouraged
librarians to do new things in order to connect with them. There has been a lot
of cold water poured on this over recent years and the general consensus is
that it is much more complex than this!</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This presentation
based on research being done for a PhD at University of Sheffield is looking at
IL and its evolving relationship with literacy, the learning environment and
the creation of knowledge by students. This is very much the same ground that I
was looking at it </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">our new
book so I was eager to see if her findings based on focus groups of all
concerned, student observation and interviews were going to chime with what I
have written. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Emerging
findings emphasised :</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-the
importance of the transition from school to HE and the intimidating nature of
online material after the transition; </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-the
challenge of referencing and the lack of understanding of its value ; </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-in terms
of teaching : dont tell us <i>show</i> us; </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-they may
think they should know and therefore do not ask.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-Library
instruction is more about knowledge
construction.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-Literacy
development is progressive not sequential.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-It is
socially negotiated.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-It depends
on context.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-Need to
focus on the person’s interest.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-Cannot
be learned once for all time.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Amen to
all these!</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The second
study is on the use of vles by students.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This has
begun with a survey of use of undergraduate language students. The kind of use was
disappointing to me (but not surprising!) L they saw it as a place to get lecture
notes, the place to keep up to date with room changes etc. Lecturers were
enthusiastic and later beginning to use
e-lng tools, aaaand also giving tasters of secondary sources that opened up reading
lists.</span></div>
<div style="border: medium none; padding: 0cm 0cm 1pt;">
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This was one of the most interesting sessions and more time was needed to follow up these
interim conclusions.</span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> </span>
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>Maria Savova (Claremont Colleges Library)
Robin Canuel (McGill University)and Chad Crichton (University of Toronto)</b></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Mobile
Technology and Information Literacy instruction ; the McGill Library
experience.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This was
one of the most useful sessions I attended and is the kind of thing that all HE
institutions should be tackling if not now, then soon!!</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The
workshop “McGill Library from the palm of your hand” was given to library staff
first.It covered E- content issues ; whether to download or use online ; Issues
of direct online ; direct download and can be used offline ; download to pc and
transfer. Current catalogue records do not clarify which type it is and therefore
users need to be aware of these format issues. Html versus pdf has issues for 6
inch screen. Digital rights management and the problems this raises. Full
versus mobile library web sites.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How to manage
e content on mobiles and on ipads</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">What application
will students use to download their stuff onto?
This is a big area for development and becoming part of what it will mean to be
information literate.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>Andrew Walsh </b>(University of Huddersfield)</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Playing games and growing trees...not sucking lemons</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How Lemon
Tree, a social online game based on use of library resources has been developed at Huddersfield. Works rather like Foursquare.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Here is a link to<a href="https://library.hud.ac.uk/lemontree/"><b> Lemon Tree</b></a></span></div>
Students register with Lemon Tree and are<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> awarded points for use of library and comments.</span> </div>
<div style="-moz-border-bottom-colors: none; -moz-border-image: none; -moz-border-left-colors: none; -moz-border-right-colors: none; -moz-border-top-colors: none; border-color: -moz-use-text-color -moz-use-text-color windowtext; border-style: none none solid; border-width: medium medium 1pt; padding: 0cm 0cm 1pt;">
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Started in Nov 2011 and already 500-600
signed up exceeding expectations!</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">For further details strongly recommend you look at <a href="http://eprints.hud.ac.uk/13125/2/WalshPlaying.pdf"><b>this article</b></a> in the University repository. </span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><br /></span><br />
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><b>Gwnneth Price</b> (Institute of Education)</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Digital literacies as a postgraduate attribute</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This very interesting project is part of the JISC "Developing digital literacies" band. see<a href="http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/DigLitPGAttribute.aspx"> <b>here.</b></a></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Staring in July 2011 it runs for 2 years. It will describe what pg students think about use of digital tool.Different groups will have different experiences.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The next
stage is to give all students an ipod touch to use for
making journal of how they study.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This sounds fascinating as I believe librarians should be assisting students to gather, manipulate, synthesise digitally across platforms and devices. This project will help us to understand what is already happening and how we can tackle this in the future.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><br /></span></div>
</div>
<div style="border: medium none; padding: 0cm 0cm 1pt;">
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"></span></div>
</div>
</div>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-88702085078474951712012-04-27T03:55:00.003-07:002012-05-16T08:38:53.652-07:00LILAC 2012 part 1This year our annual UK Information Literacy Conference LILAC was in Glasgow. Having been to Glasgow (the former 2nd city of the Empire) twice for conferences already, I knew that this would be a cracker and so it proved. Over 120 of the 350 delegates were international : a great sign of the success of this Conference.<br />
The keynotes Megan Oakleaf (Syracuse University), Lord Puttnam, and Tara Brabazon (University of Ontario, Institute of Technolgy) were all inspiring and so all totally different in style. I shall not attempt to summarise in deatil, but just offer a few comments and try to give the flavour.<br />
<br />
<b>Megan Oakleaf </b><br />
believes that we can show evidence of our library impact on studemt learning., correlate library interactions with other student success measures, and define the library's role in achieving strategic institutional goals.
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How do we
show our value?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">What can
we do differently?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Could we
impact with students before they start?</span></div>
Here is link to a free version of an article by Megan Oakleaf: "Are They
Learning? Are We? Learning Outcomes and the Academic Library." <span style="font-style: italic;">The Library Quarterly</span>, 81 (1), 61-82. <a href="http://www.meganoakleaf.info/aretheylearningoakleaf.pdf" target="_blank">http://www.meganoakleaf.info/aretheylearningoakleaf.pdf</a><br />
<br />
<b>Lord David Puttnam</b><br />
spoke brilliantly (no powerpoints). I remember particularly :<br />
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The Far East are well ahead.streaming of video. This can be done easily seamlessly in education and
distance learning.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Voice
recognition is going to big.The iPad 3 has voice recognition instilled.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Keyboards will be less important in
future. T</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Oracy
needs to be in the teachers ' curriculum.This means kids will need to be better
speakers, orators. </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Importance
of social skills.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Compare a
surgeon and teacher of 1912 operating now....The surgeon could not begin to cope but the teacher would ......</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">If we are
just using digital technologies to deliver the same curriculum then its a waste of
possibilities which are there.</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">We need to
learn about student ways of operating.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Librarians
are part of this imaginative change.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teachers
and librarians are the infantry for change!</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Education
can provide the means to survive, and provide social security and health systems
required.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">But our
assessment processes are way way behind.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Librarians
have a brand issue. It is like a millstone round our neck. The public doesn't
understand our role. We are seen as custodians.....treasure keepers.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Companies
have the same problems. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">But Dame Lynne Brindley has succeeded brilliantly with the British Library.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tara Brabazon</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Using some Powerpoints, sound and her usual flambouyant acting style...</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">She spoke of the need for a Digital Detox. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Google is like the McDonalds of information management.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">We dont put words into Google that we dont know and we are too easily satisfied.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">(As I have said so many times : they dont know what they dont know : or with incoming students they often think they do know how to search)</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">She suggests digital dieting which in practical terms could mean :</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pushing students away from Google toward Google Scholar (YES!!!!)</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Reduce their speed pf search by putting in intellectua; obstacles like asking for annotated bibilograhphies.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Reduce use of textbooks.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Improve and widen their vocabulary.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Help them to know what they dont know by using the curriculum. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">More about LILAC in next post.</span></div>
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<br />Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-26439986618983611532012-03-29T01:36:00.007-07:002012-03-29T04:29:21.122-07:00Information Literacy BEYOND Library 2.0<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCPDILzWe7j5HI9Q2N0tm4R06xwTZ62Euw9SKFzbd5qVVL77sEnZVutKBtQ8lHbE8yPOKdkUahDYvaMyUG8xXusrWYMk0XbK0gQTYi7Hruj-rx2uDlMMrhyphenhyphen536jwRicnM3nnN_OL5xhF8/s1600/Social+Learning+Space.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCPDILzWe7j5HI9Q2N0tm4R06xwTZ62Euw9SKFzbd5qVVL77sEnZVutKBtQ8lHbE8yPOKdkUahDYvaMyUG8xXusrWYMk0XbK0gQTYi7Hruj-rx2uDlMMrhyphenhyphen536jwRicnM3nnN_OL5xhF8/s400/Social+Learning+Space.jpg" alt="" id="BLOGGER_PHOTO_ID_5725278312938413458" border="0" /></a><br />This blog has gone rather quiet! The main reason has been that a sequel to the book has been under development : called "Information Literacy beyond Library 2.0".<br />Jo Parker and I have been hatching this for well over a year so here it is at last!<br />This blog has been trying to keep you up to date so now we have another book!<br /><br />Here is the blurb from our publishers :<br /><br />Information Literacy Beyond Library 2.0<br />Peter Godwin and Jo Parker<br /><br />This new book picks up where the best-selling Information Literacy meets Library 2.0 left off. In the last three years the information environment has changed dramatically, becoming increasingly dominated by the social and the mobile. This new book asks where we are now, what is the same and what has changed, and, most crucially, how do we as information professionals respond to the new information literacy and become a central part of the revolution itself?<br /><br />The book is divided into three distinct sections. Part 1 explores the most recent trends in technology, consumption and literacy, while Part 2 is a resource bank of international case studies that demonstrate the key trends and their effect on information literacy and offer innovative ideas to put into practice. Part 3 assesses the impact of these changes on librarians and what skills and knowledge they must acquire to evolve alongside their users.<br /><br />More information: <a style="font-weight: bold;" href="http://www.facetpublishing.co.uk/title.php?id=7623">http://www.facetpublishing.co.uk/title.php?id=7623 </a><br /><br />Table of contents: <a style="font-weight: bold;" href="http://www.facetpublishing.co.uk/downloads/file/godwin&p-toc.pdf">http://www.facetpublishing.co.uk/downloads/file/godwin&p-toc.pdf </a><br /><br />Free sample chapter: <a style="font-weight: bold;" href="http://www.facetpublishing.co.uk/downloads/file/godwin&p-ch1.pdf">http://www.facetpublishing.co.uk/downloads/file/godwin&p-ch1.pdf</a><br /><br />Photo : Social networking in the library at Luton in former years.Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com1tag:blogger.com,1999:blog-8629345770253207949.post-17763314834742812982012-03-21T09:08:00.002-07:002012-03-21T09:27:13.696-07:00Geographies of the World's KnowledgeWant to see some visualisations of internet penetration worldwide with total numbers together with % of population? Or the world's largest newspapers, mapping Flickr, distribution of articles on Wikipedia? The Convoco Foundation and Oxford Internet Institute have given us a fascinating collecxtion of data and visualisations <a style="font-weight: bold;" href="http://www.zerogeography.net/2011/09/geographies-of-worlds-knowledge.html">here</a>.Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-67302221734673436932012-02-15T08:56:00.004-08:002012-02-15T09:04:39.446-08:00Library Day in the Life 8 February 2012I have been meaning to do the Library Day in the Life wiki for several days. I just fall outside the Feb 5 deadline...but... It always amazes me that colleagues have (or make) the time! 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font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p style="font-weight: bold;" class="MsoNormal">Wednesday 8<sup>th</sup> February 2012</p> <p class="MsoNormal"> Today I must <span style=""> </span>get to work <span style=""> </span>on time – even early – have to deliver a session for new Master’s<span style=""> </span>level students - in a hostile environment. So it’s goodbye to the free leisurely <span style=""> </span>bus journey and hello to <span style=""> </span>a quick drive with £7 parking ticket next to the University. It’s <b style="">so</b> cold, but the new Student Centre is warm and inviting. I pass by the cafe and notice it’s open and there’s a friend eating FEB (full English breakfast). What torture! I am slimming at the moment. .. Up in my office we are all set to go to the nearby Business suite which we are having to use.</p> <p class="MsoNormal">It is 9.00 and the student group are beginning to arrive. I do some introductions as three colleagues<span style=""> </span>wrestle with uncooperative equipment. We have lift off ; <span style=""> </span>with full functioning Powerpoint and YouTube clips. <span style=""> </span>These are new international students and I have up to 90 minutes with them. I refused to do the suggested “Introduction to the Library” and “ plagiarism” and instead am going to tackle Social Media and Google. Having just been writing about Information Literacy, Library 2.0 and Transliteracy it’s time to do something different! Taking an openly <span style=""> </span>Transliterate approach for the first time was fun. Comparing Amazon with Google Books and the Library catalogue ; setting the number of books in the world, against the number Google have digitised and the number we have in our library and so on ; encouraging them to consider accessing material online, save results, make notes and use and save them across platforms (mobile, laptop, PC). We have a truly international bunch of about 50 and I go round individually finding out country of origin. When I talk about the power of Facebook and Twitter it is really humbling to hear how students from Libya have used these social media. Also a student <span style=""> </span>from Cairo. The first session went well, but no time for tea. Straight into repeat session at 11.00 and out part way through at 12.00 to prepare for returning international students in the largest lecture theatre on the University site. </p> <p class="MsoNormal">I collect some guides. We are going to do a special one hour session on skills they may have (or not learned) so far in the course. We expected 180 of them : I expected only half would turn up. Peering through the door it was full : back I race for more guides.<span style=""> </span>The theatre is bursting with students : my colleague runs through a list of skills and then turns to me to see what I have done. In a flash<span style=""> </span>I <span style=""> </span>become “Francis Maxwell-Smith” and boast about all the <span style=""> </span>things I have not done and how I will still get a degree. They love my posh Oxford accent! Anyway the role play goes well and we get the message across that there is help available and that they should start to take heed. </p> <p class="MsoNormal">It’s 1.30 and I must get back to the third iteration (why do we all use that trendy word nowadays?) of the Social Media and Google session that began at 1.00. I help to round this off. Great to meet all these international students and demonstrate the world they live in by using YouTube “<a href="http://www.youtube.com/watch?v=0eUeL3n7fDs">Social Media Revolution 2012</a>” and “<a href="http://www.youtube.com/watch?v=rvad4B0lCdk">Next is Now</a>!”</p> <p class="MsoNormal">It is 3.00 p.m. but when was lunch? Fortunately not all days are like this!</p> <p class="MsoNormal"> </p>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-32071407214638093542012-01-10T06:33:00.000-08:002012-01-10T06:56:17.045-08:00Mobile delivery of Information ServicesChar Booth has posted <span style="font-weight: bold;">here</span> about her recent survey for Council of Chief Librarians of California Community Colleges, which was partly about use of mobile technologies.<br />It showed most users were very or fairly likely to use mobile content, resarch and support.<br />She also linked mobile service to the kind of mobile support which can be offered by a no-frills vendor pushcart which can go between sites and be among our users. This is a fascinating post and the report below is important.<br /><br /><div style="width: 477px;" id="__ss_9414428"> <strong style="display: block; margin: 12px 0pt 4px;"><a href="http://www.slideshare.net/charbooth/california-community-college-student-library-technology-engagement-survey-2011-pilot-final-report" title="California Community College Student Library & Technology Engagement Survey: 2011 Pilot, Final Report" target="_blank">California Community College Student Library & Technology Engagement Survey: 2011 Pilot, Final Report</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/9414428?rel=0" marginwidth="0" marginheight="0" frameborder="0" height="510" scrolling="no" width="477"></iframe> <div style="padding: 5px 0pt 12px;"> View more documents from <a href="http://www.slideshare.net/charbooth" target="_blank">char booth</a> </div> </div>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-39004000297858890742012-01-10T06:24:00.000-08:002012-01-10T06:33:38.214-08:00Skills that travel : Transliteracy and the Global LibrarianMust recommend this presentation by Lane Wilkinson at ACRL/NY Annual Symposium on 2 Dec. 2011. If you have not come up against the concept of Transliteracy, this presentation is an excellent advocate for showing how it can illuminate the role of the modern librarian. Highly recommended.<br /><br /><div style="width: 425px;" id="__ss_10461568"> <strong style="display: block; margin: 12px 0pt 4px;"><a href="http://www.slideshare.net/lanewilkinson/skills-that-transfer-translitercy-and-the-global-librarian-acrlny-2011-symposium" title="Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Symposium) " target="_blank">Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Symposium) </a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/10461568" marginwidth="0" marginheight="0" frameborder="0" height="355" scrolling="no" width="425"></iframe> <div style="padding: 5px 0pt 12px;"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/lanewilkinson" target="_blank">Lane Wilkinson</a> </div> </div>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-58678902773296968662011-12-22T23:25:00.000-08:002011-12-22T23:26:11.106-08:00Merry Christmas!<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNWI8p4yan1SH4u96DShjzdzEN3HdOwnB32Y42GZnzwDWJUfI42Un96zOYkhxz899N8yfsZCUTs_6g8rw4K3afZ_dFHExqucNV6hngXoTcCmYwDou5xbsCSrzH9AOUsWZ-CkSecHd2p9Y/s1600/IMG_0186.jpg"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNWI8p4yan1SH4u96DShjzdzEN3HdOwnB32Y42GZnzwDWJUfI42Un96zOYkhxz899N8yfsZCUTs_6g8rw4K3afZ_dFHExqucNV6hngXoTcCmYwDou5xbsCSrzH9AOUsWZ-CkSecHd2p9Y/s400/IMG_0186.jpg" alt="" id="BLOGGER_PHOTO_ID_5689218456517734002" border="0" /></a><br />Advent has been full of music making and end of term so that's why no posts!<br />It's time to say Happy Christmas to all those who read my site! Watch out for 2012 there will be some news!<br />The pic below is of an old building in the centre of St. Albans : it was all snowy that year : reckon it will be quite warm and no snow this year!Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-14267288546944094702011-12-01T07:23:00.000-08:002011-12-01T07:34:30.258-08:00Framing transliterate learning through inquiry and participatory cultureThis inspiring presentation by Buffy Hamilton, whom I much admire, at AASL 2011 asks how we are helping students create conversations about multiple ways of reading and writing today’s world?<br />It includes a number of definitions of transliteracy from various experts and proponents of the term. Having just done a good deal of research around this area myself I can recommend this presentation as a good indication of where librarians should be positiooining themselves to help our students in schools and beyond. Regret no time now to view say more : I shall return to this. I do admire such a great presentation but 148 slides may put you off...It wears me out to imagine how long this lot took to prepare! Some great images and captions though!<br /><br /><div style="width: 425px;" id="__ss_9860733"> <strong style="display: block; margin: 12px 0pt 4px;"><a href="http://www.slideshare.net/buffyjhamilton/framing-transliterate-learning-through-inquiry-and" title="Framing Transliterate Learning Through Inquiry and Participatory Culture " target="_blank">Framing Transliterate Learning Through Inquiry and Participatory Culture </a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/9860733" marginwidth="0" marginheight="0" width="425" frameborder="0" height="355" scrolling="no"></iframe> <div style="padding: 5px 0pt 12px;"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/buffyjhamilton" target="_blank">Buffy Hamilton</a> </div> </div>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-54520950164021036662011-12-01T06:26:00.000-08:002011-12-01T06:31:14.011-08:00Libraries to go : mobile tech in librariesEllyssa Kroski has done it again! A great summary of how libraries are engaging with mobiles.Last year at the Online conference in London I was able to see her present and this latest update is really worth looking at.<br /><div style="width:425px" id="__ss_10388274"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/ellyssa/mobile-tech-in-libraries" title="Mobile Tech in Libraries" target="_blank">Mobile Tech in Libraries</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/10388274" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/ellyssa" target="_blank">Ellyssa Kroski</a> </div> </div>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-3342296574383014792011-12-01T04:52:00.001-08:002011-12-01T04:58:56.665-08:00Truth, lies and the internetThis Demos report <a href="http://www.demos.co.uk/publications/truth-lies-and-the-internet"><span style="font-weight: bold;">here</span></a> looks at the ability of young people in Britain to critically evaluate online information. We librarians may have a view on this already (!) This report reviews current literacture and the views of 500 teachers.<br />The report calls for scepticism online to ba the heart of learning. Censorship of the web is neither needed nor desirable. This will be a useful report to be able to use and cite.<br />Great stuff!<a id="publishButton" class="cssButton" href="javascript:void(0)" target="" onclick="if (this.className.indexOf("ubtn-disabled") == -1) {var e = document['stuffform'].publish;(e.length) ? e[0].click() : e.click(); if (window.event) window.event.cancelBubble = true; return false;}"><div class="cssButtonOuter"><div class="cssButtonMiddle"><div class="cssButtonInner"><br /></div></div></div></a>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-55462795714516029772011-12-01T04:36:00.000-08:002011-12-01T04:49:21.876-08:00Web 2.0 tools in education : a quick guideCame across <a href="http://www.flipsnack.com/flips/07a0e734cb005effc2467a0b9q223583"><span style="font-weight: bold;">this guide </span></a>by Mohamed Amin Embi from Centre of Academic Advancement, University Kebangsaan Malaysia. It is a remarkable guide available for us all to consult on the web using FlipSnack. The experience is therefore like reading an orginal book and flipping over the pages. Coverage includes blogs, Diigo, Evernote, Facebook, Flickr, Glogster, Jing, Prezi, Sype, Slideshare, Twitter, YouTube and Wordle.<br />Each is explained with visual diagrams. Great and useful resource.Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-47590905634439628012011-12-01T04:18:00.001-08:002011-12-01T04:36:11.519-08:00Research Supervisors and Information LiteracyJust in case you haven't come across the recent RIN report "The role of research supervisors in information literacy" -<a href="http://www.rin.ac.uk/our-work/researcher-development-and-skills/information-handling-training-researchers/research-superv"> </a><span style="font-weight: bold;"><a href="http://www.rin.ac.uk/our-work/researcher-development-and-skills/information-handling-training-researchers/research-superv">here is the link</a>. </span>It looks at the role of PhD supervisors in ensuring research students have the appropriate level of IL ability to manage their work and later career. Two online surveys were done (one for supervisors and one for research students)plus 5 case studies. A complex and variable picture emerges (doesnt surprise me..) Supervisors are an influence, even if they dont real;ly recognise the IL concept.A minority do not engage their students in IL. There is emphasis on academic writing and importance of critical thinking which I finbd encouraging. Supervisors are not always aware of the training and help available (surprise surprise). Many admit to being out of date or not fully up to date.<br />We have an opening here and the recommendations will help this. See <a href="http://www.rin.ac.uk/our-work/researcher-development-and-skills/information-handling-training-researchers/research-superv"><span style="font-weight: bold;">here</span></a>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-47115230729721050562011-11-09T08:30:00.000-08:002011-11-09T08:42:52.988-08:00Information Literacy 2.0I agree with so much of an<a style="font-weight: bold;" href="http://americanlibrariesmagazine.org/columns/practice/information-literacy-20"> article by Meredith Farkas </a>on Information Literacy 2.0 when she says :<br />"The birth of the web made it necessary for librarians to shift more towards teaching search strategies and evaluation of sources. The tool-focused “bibliographic instruction” approach was later replaced by the skill-focused “information literacy” approach. Now, with the growth of Web 2.0 technologies, we need to start shifting towards providing instruction that will enable our patrons to be successful information seekers in the Web 2.0 environment, where the process of evaluation is quite a bit more nuanced."<br />She goes on to emphasise the importance of critical evaluation. This has always been important : it is simply that it is now the most important factor - in my opinion.Search is significant but its what you do with the results - how you interpret them and make them into an argument. That's what my students can't do and need help with. And of course being able to use the wonderful collaborative tools that Judy O'Connell was speaking about <a href="http://heyjude.wordpress.com/2011/10/27/teacher-librarians-are-important/">here.</a>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com0tag:blogger.com,1999:blog-8629345770253207949.post-41871655526278372632011-11-09T07:53:00.000-08:002011-11-09T08:28:15.167-08:00Teacher Librarians are importantBrilliant post from Judy O'Connell about the importance of teacher librarians.<br />"The importance of the teacher librarian is intrinsically linked to effective and responsive information curation and dissemination in distributed environments within and beyond the school. Use of Web 2.0 tools has become embedded in good practice, and information curation has extended beyond the library catalogue to library and school information management systems for bibliographic and media resources, and various organizational tools that reside beyond the school in web environments, such as Libguides, Diigo, Live Binders, wiki, Delicious, Google tools, RSS, media tools, netvibes, iGoogle, and many more."<br /><a href="p://heyjude.wordpress.com/2011/10/27/teacher-librarians-are-important/"><span style="font-weight: bold;">Read this clarion call!</span></a>Peter Godwinhttp://www.blogger.com/profile/14407369904412497192noreply@blogger.com1