Earlier this year I designed a template to introduce teachers to the usefulness of using Google Presentation as a tool for research. The purpose of the template is for use as a starting point to help teachers plan and implement technology driven learning experiences that are fueled by Essential Questions and aligned to Common Core Standards.
Today, the American Library Association’s (ALA) Digital Literacy Task Force (which is led by the Office for Information Technology Policy) releases its recommendations to advance and sustain library engagement in digital literacy initiatives nationwide. These recommendations build on the January 2013 Task Force report Digital Literacy, Libraries, and Public Policy and constitute a call to action on the part of the ALA, library education programs, front-line librarians, various funding bodies, and the diverse stakeholders who use and support library services.
Libraries of all types – school, academic, and public – play a vital role in ensuring all people have the skills and abilities to succeed in the Digital Age. These conclusions and recommendations culminate the Task Force’s work over 18 months and include comments from several public programs held at ALA conferences, as well as two online virtual public programs and task force meetings that included observers from different stakeholder groups.
One over-arching recommendation is that ALA should continue to have a member body that focuses on digital literacy and libraries. This group should consist of members with broad ALA representation. It would provide library leadership in digital literacy initiatives across and beyond the library community and track progress against these recommendations.
Scholars Behaving Badly – Er, I Mean, Citing Wikipedia Patheos (blog) I've been discussing information literacy in general and Wikipedia in particular not only here, but on Facebook, quite a bit in recent days.
Dennis T OConnor's insight:
Thoughtful commentary: would you recommend Wikipedia as a starting place for gathering information on an idea?
The resulting publication, The Future of Creative Commons (2.7 MB PDF), lays out priorities for each area in which we work. These overall priorities are already guiding staff in how they use their time and set targets for each program area. They also give us a good base to measure how well we are doing.
As a companion piece, we offer this annual report, Dispatches from the Commons. In it, we call out some of the big accomplishments of the past year and highlight organizations and people who are doing powerful and innovative things with our licenses.
As the director of the Metropolitan Museum of Art in New York, Thomas P. Campbell thinks deeply about curating—not just selecting art objects, but placing them in a setting where the public can learn their stories.
"linda McCarthy, the former Senior Director of Internet Safety at Symantec, wrote the first edition of Own Your Space. With 20+ years experience in the industry, Linda has been hired to test security on corporate networks around the world. For the 2010 edition, Linda’s expertise is backed up by a full team to provide the best security experience possible for teens and families online. That team includes security experts, design experts, anime artists, and parent reviewers, as well as a dedicated group of teen reviewers, web designers, and test readers."
Here's a free download (pdf) of a book to help students develop digital citizenship awareness. You can download chapters or the whole book.
The book is distributed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license.
The table of contents will help you understand the scope of this book:
Table of Contents Preface. . .. vii Chapter 1: Protect Your Turf Chapter 2: Know Your Villains Chapter 3: Nasty “ware” Chapter 4: Hackers and Crackers Chapter 5: Taking SPAM Off the Menu Chapter 6: Cyberbullies Chapter 7: Phishing for Dollars Chapter 8: Safe Cyber Shopping Chapter 9: Browsers Bite Back Chapter 10: Private Blogs and Public Places Chapter 11: Going Social Chapter 12: Friends, Creeps and Pirates Chapter 13: Any Port in a Storm Chapter 14: Look Pa, No Strings! Chapter 15: Getting Help Appendix A: A Note to Parents Acknowledgments Contributors
The Internet provides us with an abundant amount of educational information, entertainment, and can connect us with people throughout the entire world. As wonderful as the Internet can be, it can also be a dangerous place for children and teens. When using the Internet, one must be careful about sharing any form of personal information because unfortunately the Internet can be a platform for cyber criminals to target kids, teens, and young adults. The most common types of criminals found on the web include (online predators), identity thieves, cyberbullies, and hackers. In order to protect your children and loved to the fullest extent one must take all the necessary precautions when using a computer.
Dennis T OConnor's insight:
Solid advice from writer Emma Kavanagh on Internet safety. Article includes an extensive list of references!!
Fighting plagiarism is serious business. From brainchild-snatching to wholly quotables, plagiarists have plenty of wily ways to pass others' work off as their own -- and all of them are threats to original thinking. Melissa Huseman D’Annunzio imagines what would happen if a Department of Plagiarism Investigation were on the case.
Google Glass is hardly the question. Sure, it's a device. But the truth lurking behind Google Glass isn't a debate about whether it will succeed or fail. Google has had tough luck so far with hardware, as both Google TV and Google Nexus 1 were big bets that didn't quite meet up to the promise. But Google Glass is different. Because, if you look at the challenges and problems we face in our daily lives today, it's abundantly clear that we're moving rapidly toward A World Made of Glass, and the devices will hardly matter.
We currently offer three Citation Styles: APA, CSE, formerly known as CBE, and MLA. All feature specific templates for citing online Journals, Web pages with and without authors, electronic Books and Databases. If you experience problems with any of the Wizards, please let us know.
This self-guided course is designed for students in middle school through college and profession development for teachers and librarians. The three-hour experience includes pre- and post- performance assessments and interactive tutorial challenges.
Dennis T OConnor's insight:
We've been working on our self-paced tutorial / assessments for information fluency for five years. Interested in a Challenging Exeperience?
Say it ain't so, Rudyard. According to a recently discovered letter penned by the author himself, literary legend Kipling plagiarized portions of his iconic short story collection, "The Jungle Book." Yes, the "Jungle Book" that you grew up on. "In fact, it is extremely possible that I have helped myself promiscuously but at present cannot remember from whose stories I have stolen," writes Kipling in the letter, dated 1895
Currently, this first draft version of the Web Literacy standard comprises the competency-level grid and descriptors. Further iterations will include more granular levels of detail at the 'skill' level as well as at the meta-level 'literacies' level.
Dennis T OConnor's insight:
Mozilla is working on something close to our heart: learning objectives and dispositions for web literacy.
A Guide to Citing Images, a new infographic from our friends at NoodleTools, offers a MLA-aligned flow chart to guide researchers through a variety of image citation situations. But it is not just about image documentation.
It asks learners to ask themselves a few important questions before using and documenting images that were born digital.
NoodleTools labels an image born digital if: it was created in digital form, or if you do not know where the image itself is physically stored.
Think-know Tools dives into both the theoretical-historical background of intellect augmentation and the practical skills of personal knowledge management. Now that we have access to powerful mind-amplifying devices and self-evolving collective intelligence networks, we can benefit ourselves and improve the commons by learning how knowledge technologies work and how to work them:
Modules on Roots & Visions of Augmentation and The Extended Mind establish a conceptual-theoretical-empirical basis for understanding and discussing both the origin and future of tools specifically devised to magnify thinking capabilities and group problem-solving capacity.
Modules on Social Bookmarking, Concept Mapping, and Personal Knowledge Management introduce practical tools and practices for finding, storing, refining, sharing, exploring knowledge.
Learning activities include group bookmarking as focused collective intelligence, concept map-making for understanding systems, construction of knowledge-plexes with Personal Brain.