School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
3. "Vile and Unspeakable" ďŹickr photo by ewixx https://ďŹickr.com/photos/ewixx/4614078049 shared under a Creative Commons (BY-NC-ND) license
4. The ďŹnal volume in an acclaimed
trilogy (A Gentle Madness and
Patience & Fortitude) focuses on
efforts to preserve books and other
printed matter from the ravages of
deterioration, destruction and
obsolescence.
Even the most ancillary data have
the power to fascinate: who knew,
for example, that the Roman
emperor Claudius was also
probably the last scholar ďŹuent in
the language of the ancient
Etruscans?
9. Eisenstadt (a Gutenberg scholar): the book did not take
on its own form until 50 years after it was invented by
Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]
11. The Web at 28+
Overall verdict:
âThe internet has been a plus for society and
an especially good thing for individual usersâ
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
13. Three challenges for the web,
according to its inventor
http://webfoundation.org/2017/03/web-turns-28-letter/
In an open letter to mark the webâs 28th birthday, Tim Bernerâs
Lee outlined issues he says need to be solved for it to âfulďŹl its
true potential as a tool which serves all of humanity.â
14. 1) Weâve lost control of our personal data
2) Itâs too easy for misinformation to spread on the web
Trends in knowledge
construction
15. 3) Political advertising online needs transparency and
understanding
Trends in participatory
culture
16. Teach children how to spot fake news.
âŚâŚâŚ then get on with the rest!
https://www.theguardian.com/media/2017/mar/18/teach-schoolchildren-spot-fake-news-says-oecd?CMP=oth_b-aplnews_d-2
19. Facebook knows all kinds of stuff about you and your weird
little preferencesâfrom personal details you offer directly to
preferences based on your clicks and likes (which can often
do a better job of describing you than your friends can). And
some of that information is made available to developers.
https://www.technologyreview.com/s/603855/facebook-forbids-the-use-of-user-
data-for-surveillance/
20. What Algorithms Want
We depend onâwe believe in
âalgorithms to help us get a
ride, choose which book to
buy, execute a mathematical
proof. Itâs as if we think of code
as a magic spell, an
incantation to reveal what we
need to know and even what
we want.
21. Voice interaction â the ability to speak to your devices, and
have them understand and act upon whatever youâre asking
them
Weâre ushering in an entirely new era of faceless computing
22. In this globally connected
context school libraries are more
important than ever
"Connected" ďŹickr photo by omran.jamal https://ďŹickr.com/photos/62855773@N08/10757491534 shared under a Creative Commons (BY) license
24. The great challenge of a digital education is meeting
the connected creative needs of students who have
grown up in the digital era, and at the same time
meeting the expectations of teachers and parents
who havenât!
26. Our world changed in April 1993 when the Mosaic 1.0 browser
was released to the general public. We need new forms of
education. We need to reform our learning institutions,
concepts, and modes of assessment for our age.
Now, anyone with access to the World Wide Web can go far
beyond the passive consumer model to contribute content on
the Web.
Remember Anthony and William?
29. â˘Knowing the trends in knowledge
construction and participatory culture.
â˘Knowing how to leverage social media
and new media channels of
communication.
â˘Using a diversity of content materials.
Agile approaches to
connected learning
30. â˘An immediacy in interactions within the
cohort to improve learning and
understanding in the formation of
knowledge.
â˘Always embedded in a multi-disciplinary
meta-literate information ecology
Agile approaches to
connected learning
32. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the
imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
âInformation absorption is a
cultural and social process of
engaging with the constantly
changing world around usâ. p47
35. changing their
real world
opportunities
The Fab Lab Network covers more
than 40 countries in more than 200
labs in the world. Every Fab Lab is a
potential classroom for the Fab
Academy.
http://www.fabacademy.org/
36. The Robots and Dinosaurs Hackerspace meets right
here in Sydney and offers a communal space where
geeks and artists brainstorm ideas, play games, work
on collaborative projects, and share the cost of some
great tools.
http://robodino.org/
38. The digital age student who can think
critically, learn through connections,
create knowledge and understand
concepts should be able to actively
participate in a digitally enhanced
society.
39. Participatory pedagogy
Participatory pedagogies recognise the
popular and cultural meanings of apps, social
media and tools and the ways in which young
people adapt such media in both reďŹexive and
non-reďŹexive ways for their own aims and
purposes.
40. Participatory pedagogy
They include such activities as learning through
social networking, searching and retrieving
information, researching information, using
information, games, collaboration and shared
interests.
41. Participatory pedagogy
Encouraging young people to become
reďŹexive, or more reďŹexive, about their
practices, behaviours and ethics is vital both
in the development of their stance as media
managers and producers and in the
development of voice, agency, personalisation
and an ethical stance to their own practices.
42. In talking about the essential paradigm shift that is
taking place, Stanley (2011) highlights three areas
of inďŹuence:
Information ďŹuency â using search engines
effectively; evaluating online information;
collaborating in virtual environments, and
delivering material resources online.
Digital citizenship â understanding responsible
and ethical use of information, and maintaining
safe online practices.
Digital storytelling â reading, writing and
listening to books in many formats; creating,
collaborating and sharing in a range of mediums.
Digital inďŹuences
Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45â47.
43. ⢠âKnowledge assembly,â building a âreliable information hoardâ from diverse
sources.
⢠Retrieval skills, plus âcritical thinkingâ for making informed judgements about
retrieved information, with wariness about the validity and completeness
of internet sources.
⢠Awareness of the value of traditional tools in conjunction with networked
media.
⢠Awareness of âpeople networksâ as sources of advice and help.
⢠Being comfortable with publishing and communicating information as well as
accessing it.
Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17â32). Peter Lang Publishing, Inc.
Digital pedagogies
45. Media literacy
nature and role of subliminal media effects
âThe entire process is fundamentally rhetorical:
it concerns the transformation of an audienceâ
McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang.
ďŹickr photo by Striking Photography by Bo Insogna http://ďŹickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license
46. Digital literacy
âreading and writing in a digital environment, in order
to position where the literacy action is taking place
and that it can be authentic, multimodal, far
reaching, multi-tool, and code interdependentâ
Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital
literacy. Journal of Adolescent & Adult Literacy, 54(7), 535â537
47. transliteracy is not about learning
text literacy and visual literacy
and digital literacy in isolation
from one another but about the
interaction of these literacies
Transliteracy
Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007).
Transliteracy: crossing divides. First Monday, 12(12).
48. Information literacy
âthe evolution of Web 2.0 and the revolution of social
media and social networking requires a fundamental
shift in how we think about information literacyâ
Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information
literacy to empower learners. American Library Association.
49. comprehensive examination
approach to metacognition,
multiple intelligence theory, multi-
literacies, multiple literacies,
transliteracy, convergence and
multimodal literacy.
Metaliteracy
50. âŚ.not intended to invoke yet
another meta- or grand narrative
but rather to acknowledge the
fragmented and centred nature of
information in the post-modern
age
Metaliteracy
52. Each of these has a common purpose to break overall
cognitive development process into parts that can more easily
structure educational processes and goals, and scaffold
learning and individual knowledge development.
54. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
55. Evolving Learning Landscape
Current thinking about 21st century skills, and the learning
experiences that support their development, are essential
starting points for capacity building. A list of the workforce
skills presented by Davies, et al (2011, pp. 8-12) include:
⢠Sense-making
⢠Social intelligence
⢠Novel and adaptive thinking
⢠Cross-cultural competency
⢠Computational thinking
⢠New-media literacy
⢠Transdisciplinarity
⢠Design mindset
⢠Cognitive load management
⢠Virtual collaboration
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
59. Sustainable learning involves
a pedagogic fusion between
environments, tools, formats
and meta-literacy capabilities.
(Mackey & Jacobson 2011)
Mackey, T P and Jacobson, T E 2011, âReframing information literacy as a
metaliteracyâ, College & Research Libraries, vol. 72, no. 1, pp. 62â78.
61. In an age of information abundance
learning to effectively search is one
of the most important skills most
teachers are often NOT teaching
62. Whatâs the
yellow blotch?
A blog about search, search skills, teaching search, learning how to
search, learning how to use Google effectively, learning how to do
research. It also covers a good deal of sense making and
information foraging.
63. For several years people have
been fascinated by small, robot-
like ďŹgures popping up in city
streets and other innocuous
places. These ďŹgures, now
documented in ďŹickr pools and
blog posts from cities arose the
world, can be attributed to
Stikman (sometimes searched for
and referred to as "stickman"), an
anonymous grafďŹti artist,
sometimes perhaps going by the
alias "Bob," who has been putting
these images up since at least
2006.
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
Search for 'painted
yellow man robot'
yielded 'stickman' for a
better explanation.
About 3 minutes
Reply
64. March 17, 2017
Search Challenge
Why are those little images in the bottom of the urinals?
What were the bowl designers thinking? (Just
contemplate that for a moment: Somewhere there is a
designer who designed this. What's their motivation?)
http://searchresearch1.blogspot.com.au/2017/03/answer-theres-ďŹy-in-my.html
65. SearchReSearch
A blog about search, search skills, teaching search,
learning how to search, learning how to use Google
effectively, learning how to do research. It also covers
a good deal of sensemaking and information foraging.
searchresearch1.blogspot.com.au
66. â´ Those who know how to âthinkâ about search,
versus those who donât
â´ Those who know how to validate soft information,
versus those who donât
â´ Those who know how to ďŹnd information in new
âhotâ channels versus those who donât
â´ Those who know how to get information to travel
to them, versus those who still chase it.
67. Learn about the latest
additions to search so as to
get the most out of Google.
http://www.google.com/insidesearch/howsearchworks/
thestory/index.html
68. 68
cc licensed ( BY NC ) ďŹickr photo by Cayusa: http://ďŹickr.com/photos/cayusa/1444806159/
âthe ďŹrst search result is clicked on twice as
much as the second, and the second twice
as much as the thirdâ. Dan Russell, Googleâs usability chief
69. Rather than simply identifying a useful page, these
systems try to pull the information from those pages
that might be what a user is looking for, and to make
this immediately apparent.
More informative results?
70. Google is undertaking a new effort to better identify content
that is potentially upsetting or offensive to searchers.
Search Engine Land on March 14, 2017
http://searchengineland.com/google-ďŹag-upsetting-offensive-content-271119
71. The effort revolves around Googleâs quality raters, over 10,000
contractors that Google uses worldwide to evaluate search results.
These raters are given actual searches to conduct, drawn from real
searches that Google sees. They then rate pages that appear in the top
results as to how good those seem as answers.
Quality raters do not have the power to alter Googleâs results directly. A
rater marking a particular result as low quality will not cause that page to
plunge in rankings. Instead, the data produced by quality raters is used
to improve Googleâs search algorithms generally.
73. FutureLab (2010) propose that being âdigitally literate is to
have access to a broad range of practices
and cultural resources that you are able to
apply to digital tools. It is the ability to make and share
meaning in different modes and formats; to create, collaborate
and communicate effectively and to understand how and when
digital technologies can best be used to support these
processes.â
http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
78. Global Images
The key goal of The Commons is to share
hidden treasures from the world's public
photography archives.
https://www.ďŹickr.com/commons
80. Europeana enables people to explore the
digital resources of Europe's museums, libraries,
archives and audio-visual collections.
http://www.europeana.eu/portal/index.html
Linked Open Data on the Web. The site currently contains
metadata on 3.5 million texts, images, videos and sounds.
81. The Scout Report is the ďŹagship publication
of the Internet Scout Research Group.
Published every Friday both on the Web and
by email subscription, it provides a fast,
convenient way to stay informed.
https://scout.wisc.edu/
83. Digital practices
OneNote Class Notebooks have a personal workspace for
every student, a content library for handouts, and a
collaboration space for lessons and creative activities.
90. PhotoPin â My ďŹrst stop for photo searching. Very easy to use
and searches a number of sources for CC licensed photos.
CC search â search for images, video and music from one
search page. Handy!
CC Search Beta - list-making features, and simple, one-click
attribution to make it easier to credit the source of any image
you discover.
Flickr advanced search â Scroll to the botton of the screen
and select the Creative Commons setting & âFind content to
modify, adapt, or build uponâ
Model the future!
Create | Collate | Contribute
91. Creative Commons
Creative Commons licensing allows for reuse of a image
(and other intellectual content) under certain conditions.
The licensing is easy to understand and having students
select how they want to license their own work is a great
way to get students thinking about copyright, reuse and
attribution.
Model the future!
92. Creative commons
licenses work as âsome
rights reserved rule
instead of âall rights
reservedâ rule.
Diverse set of license
conditions with a range
of freedoms and
limitations.
http://creativecommons.org/
93.
94. Feedly is a great RSS feed reader to help you monitor lots of resources quickly.
Smore or Tackk works well to create newsletter types of pages where you can add new
resources and news.
Flipboard Magazines allow you to create collections of articles, links to resources,
images, news and more. Users can subscribe and get updates in a variety of ways,
depending on the source.
Tumblr blog â itâs easy to add notes, photos, links to articles to a tumblr. Your audience
can subscribe to update through their own tumblr account, visit it via itâs URL or via an
RSS feed
Diigo Groups â Bookmark items in Diigo and add items to a diigo group that your
audience can subscribe to updates via email or RSS.
RSS magic â Anything with an RSS feed gives you lots more options. Readers can
subscribe via their own feed reader or email. And you can display updates in a widget on
your web/wiki pages.
Create | Collate | Contribute
https://cooltoolsforschool.wordpress.com/
96. ⢠Communication
âsharing thoughts, questions, ideas and solutions
⢠Curation
âcollecting and reflecting on what we encounter
⢠Collaboration
âworking together to reach a goal
âputting talent, expertise and âsmartsâ to work
⢠Critical thinking
âlooking at problems in a new way
âlinking learning across subjects and disciplines
⢠Creativity
âtrying new approaches to get things done
âinnovation and invention