In October 2015, MIT Provost Martin A. Schmidt asked Chris Bourg, Director of Libraries, to convene and lead an Ad Hoc Task Force on the Future of Libraries. The Task Force was charged with seeking broad input from the MIT community and from domain experts on how the MIT Libraries ought to evolve to best advance the creation, dissemination, and preservation of knowledge, and to serve as a leader in the reinvention of research libraries (Appendix 1). Our Task Force, 30 members strong, included faculty, graduate and undergraduate students, and staff (Appendix 2). We ranged from scholars who rarely enter the physical libraries but rely on library access to journal literature daily to faculty whose research and teaching is centered in print materials. We were united in our belief that access to information is essential to research and teaching, and that the role of the Libraries in providing that access must continue to evolve in support of the Institute’s mission of advancing knowledge, educating students, and serving the world. As MIT embarks on a Campaign for a Better World, we are reminded of the importance of ensuring that the fruits of research and teaching—at MIT and beyond—are radically more available to all those who might benefit from and contribute to them. A world in which anyone might consume and create new ideas, knowledge, and understandings is one that will lead us to solutions to the world’s great challenges. For the MIT Libraries, the better world we seek is one in which there is abundant, equitable, meaningful access to knowledge and to the products of the full life cycle of research. Enduring global access to knowledge requires sustainable models for ensuring that past and present knowledge is available long into the future. Moreover, access to knowledge must be fluid, interactive, contextualized, participatory, programmable, and comprehensive in order to fully enable citizens and scholars to integrate across disciplines, timescales, geographies, languages, and cultures.
Media and information literacy is a hot topic in media development today. And for those who don't know exactly what the term means and why it's so vitally important, we've put together this overview for you.
Via Karen Bonanno
This article shows the important connection between media and information literacy. They're really inseparable but often folks describe about them like they are different things, inhabiting separate domains.
"Remember the school days? They were not only about making new friends, sharing lunches, having crushes, and dreaming of making it to the basketball team. There were some trying times too. For some, the Algebra class was a nightmare while for others, History lessons brought out the tears. Yet, the demons are not inside the formulae, dates, or maps. How a subject is taught has a lot to do with how well we learn it."
Creating cognitive disequilibrium in your students by pointing out gaps in their knowledge through focused questioning sounds like a good strategy to me! The article suggests this will spur them to learn more, that is get to a state of equilibrium.
With this in mind, Haycock has been researching different ways to advocate. If we are going to use the studies, we need to stress that the important component is not the library facility or collection. We need to impress that a certified and committed LIBRARIAN is what is invaluable. He went on to share some other ways to approach advocacy.
Though geared more for an academic audience, this new discussion of ACRL's Framework for information Literacy should at least be familiar to and acknowledged by high school librarians. The frames can form a good basis for rigorous, critical discussion about research and information use for sophisticated secondary school researchers and those wanting to take a metaliterate approach to research and information use.
A well-designed syllabus is an essential tool for effectively managing a course. It gives students a clear understanding of your expectations and a road map for how the course will be conducted. When done right, a syllabus can prevent a lot of misunderstandings as the semester progresses.
This is a good reminder of what should be in a syllabus. At best these provide the instructor with protection from accusations from students of "I didn't know," plus they force us to organize the class and layout its objectives for ourselves and our students.
We continue to hear about the lack of trained library staff in schools, despite ongoing research indicating that the presences of teacher librarians lead to improved learning outcomes and NAPLAN Reading Literacy results. Kay Oddone highlights the many benefits teacher librarians bring to their schools, and why their role is integral to both student and staff learning.
Excellent article full of ideas on multiples ways to use rubrics including helping students generate ideas initially, for peer review and self- assessment, and for students to grade themselves as well as the teacher.
During librarian Dawn K. Wing's time as a high school ESL teacher years ago, she developed curricula that enabled English language learners to practice their English language skills across all modalities by reading and creating visual narratives.
"It’s easy for an eLearner to “zone out” when faced with complex course content, especially with limited existing knowledge of a topic. The instructional design challenge is how to explain complex content easily. Start by considering some premises fundamental to eLearning design."
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