Fabulous, engaging presentation by mobile analyst Judy Brown about the future of mobile technology and education. I’m excited to see what lies ahead and am glad ECC Library is already exploring this area.

My Notes:

Personal devices
Rate of change
Uncomfortable high rate of change – so fast
FB not ready for mobile
Strictly On mobile FB change 23%
Tablets changing even faster
IPad uses majority Internet
Hard copy replacement
62% doctors use tablets
70+ % nurse use smart phone
iPads for NFL players for security
More primary use
Usage chAnge on web access – small piece
Small digestible pieces
No standard def for mobile learning
You don’t have to be mobile to use mobile
Knowledgable to knowledge-able
Ambien insight – knowledge and Learning, executive summary
2nd generation of mobile technology
Invert learning pyramid – do rather than teach
Mobile is a fundamental shift
To think outside the course
Test e-learning with mobile device
Perishable info should not be taught in the classroom – make it an app!
Spacing effect – long term memory must have repetition
Snapguide – how to create little course
Coach’s Eye – how to do it, draw arrows
Abilene Christian University – iPad and iPod research
Font determines credibility to reader NYT?
Getting students involved in creation
EmpowerED -UCLA, each student gets iPad, $9800
Purdue – tools, Twitter background
ARIS – interactive storytelling
MASLO – access content, online and offline
Hyundai Equus – comes with iPad manual
Gamification with mobile
Distance Learning to Proximity Learning
Ford Taurus -drive well, plants grow
GPS, education at point of need and self correcting
Bendable screens and batteries, sensors, anticipation (MEMs)


LOEX Conference 2010 Pre-conference

Perspectives Beyond the Library: A Teacher’s Method for Advancing Information Literacy Programs and Initiatives

Presenter: Dr. Caroline M. Stern, Ferris State University

Session 1: Information literacy resources and strategies

Recommends Made to Stick by Heath and Heath

One of the challenges of teaching info literacy is the discrepancy between the understanding of the librarian and other stakeholders, otherwise know as the curse of knowledge – it’s difficult to understand how others might not understand what is so clear to you

Strategies for promoting info literacy to those without the same understanding/appreciation:

  • Think of info lit as a sales pitch – keep it simple
  • Clarify the vocab you use and be consistent
  • Emphasize that IL is not something new – you’re just re-framing and repackaging what faculty have been invested in for a long time
  • Show that it works to faculty’s advantage to recognize what they’ve already been teaching
  • Show that it has value to them as stakeholders

For administration:

  • Demonstrate the need – we are saturated with info and students can and are tricked, also people do not regularly use reliable sources any more (many get news from blogs, comedians, social media, etc.)
  • Librarians are not gatekeepers but guides
  • Not just books – Libraries provide info management, digital pathways to web, access to subscription databases, and professional guides and teachers (every chance you get, emphasize that librarians are faculty and teachers)
  • Promotion of lifelong learning – when other faculty say they do this, ask them what tools they give their students, just theory is not enough – must have research tools (today’s grads change careers 5 to 7 times and must have lifelong learning tools to adapt and learn new information)
  • Information literacy is common to all disciplines, learning environments, and levels of education

Teaching model is changing – more process oriented, collaborative work – IL needs to be infused, cummulative, and systematic

Addressing faculty’s concerns and obstacles:

  • overloaded – implied message: what I have to teach is more relevant and important than what you have to offer
  • requires new skills
  • more work
  • not relevant

Session 2: Instructional Design

  • create cummulative objectives
  • decide on basic IL outcomes and advanced outcomes and work on getting students from one to the other
  • contextualize for students and use real world applications
  • include students’ responses to the info gathering process
  • place as much weight (grade points) on process as on product – research log with transparent process
  • give students rubics and check sheet so they know what good research should look like
  • make your lesson visuals – people can store more info in a picture

Session 3: Assessment

  • Must illustrate IL as value added
  • rubrics for IL are available – community colleges have taken leadership role
  • model an attitude toward learning – willingness to throw away unhelpful sources, realistic goal setting
  • teach them to go to authority for help – librarian over peer

Ideas for website evaluation:

  • Give sites with names and logo stripped out, ask if authoritative, ask what bias is
  • Ask students how they would build a credible website

Presenter: Molly Baker, Black Hawk College

Things to tweet about

  • Research/creative activity processs
  • Encourage twitter topics/questions at the beginning/end of class
  • Have students follow an expert in field
  • Post to hashtag to organize by particular topic
  • Have students use phones to tweet during class
  • Search Twitter using Google’s advanced search feature

Using Twitter for Faculty Development

  • Announcements and reminders
  • Themed topics using hashtags
  • Post a Twitter feed to rehash old ideas
  • Tweet tech tips, tutorials, or troubleshooting

Facebook and Education

Presenter: Mary Smith, Educational Technologist at Illinois Valley Community College

  • 400 million active users
  • 50% of active users login daily
  • causes bandwidth issues at colleges
  • 5 billion peices of content each week
  • Example: Northern Illinois University – Teaching and Learning
  • Facebook – doesn’t have a big learning curve like Blackboard – many students already skilled

Why use it

  • Students are already there every day
  • Students are bad at checking course management system for messages
  • 59 % of students at IVCC login to facebook daily
  • Students can access materials from Blackberries and iphones through Facebook, even if they can’t from their course management system
  • Meeting students on their turf
  • A way to provide virtual office hours via instant message


  •  Being friends with students
  • Anything you post to Facebook including instructional materials becomes property of Facebook
  • Some students MySpace or other social network users


  • Creating limited profile
  • Group pages (invitation only)
  • Trillian – can monitor MySpace, Facebook, Gmail, Yahoo, Windows Live, and Twitter accounts from one interface

Academic Impressions Webcast 4/12/10

Presenters: Kevin Smith, Scholarly Communications, Duke University Library, and Steven ?, General Counsel, RISD

Copyright Essentials for Faculty – 4/12/10

Copyright is the exclusive right to:
 – Copy
 – Modify
 – Distribute
 – Perform Publicly
 – Display Publicly

Emphasis is on perform and display in classroom

As of 1992, copyright is automatic and Internet material is protected

There are limitations
Fair Game

– After the 1st sale
– Public display to viewers present where copy is located
– Can make a copy of something that’s been photograph
– One you have purchased, no one can tell you what you can use the copy for – can’t restrict to one reading, etc.
 – exception, when the item is liscensed not bought

Not infrigement if:
 – you own copy
 – no copyright owner: public domain (published before 1923)
 – if there is an exception
 – if you have permission
 – fair use

Copyright in the Live Classroom (Face-to-Face)

Classroom Use (110(1)) – not an infringement to perform or display a work by instructor or student
 – must be face-to-face teaching activities (includes things outside classroom ex. speaker presentation but not
 – must be non-profit educational institution
 – classroom or place devoted to instruction
 – exception: motion pictures and audiovisual work – you can’t do it if copy was not lawfully made or believe
          that it is not legally made

Can you rent a film from Netflix and show in classroom – as long it does not violate Netflix restrictions

Copyright in the Virtual Classroom:

Distance Education (Old 110(2)):
 – limited – only display performance of nondramatic literary or musical work (can’t show movie or opera)
 – must be a regular part of instructional activities
 – must be non-profit
 – must be have to do with course content
 – Internet doesn’t work!!! for this exception, only satellite transmissions

This old law froze progression, didn’t anticipate new technology
TEACH Act 2002 modified act to make it tech neutral

TEACH Act provisions
– Limited to accredited nonprofit educational institutions
– can still perforn nondramatic and musical work
– Performance of other works permitted BUT only in reasonable and limited portions (still limits showing entire film)
– Permits the display of almost any work comporable in face-to-face classroom
– you cannot use materials specifically created for distance education and use them without paying
– can’t perform or display material not legally acquired including if the institution has reason to believe not legally
– performance or display must be under direction of/supervision of instructor
– must relate to course content
– institution must have copyright policy
– must only be accessible to students enrolled in the class
– can’t be downloaded – must be available only when logged in
– can’t interfere with tech measures used to prevent copyright
Streaming is fine, downloading no
Static images – prevent right click copies (Adobe allows you to place restrictions)
Can convert analog materials into digital format if no digital work available or digital version has tech copyright

TEACH Act is platform neutral – you can use LMS, Facebook, blog – however must restrict to only students

Teach Act Tool Kit – NC State University

Catch-22 – DMCA prevents circumventing to stream – maybe media studies instructors might be okay

Live video conference classroom – which set of restrictions apply?
 – Presenter guesses covered under TEACH

TEACH is for asynchronous and synchronous – anything transmitted

Exception – media and film studies profs can circumvent in order to make compilation of clips – now permitted,
if you must make full copy don’t hold on to full copy

Powerpoint – make sure instructor is okay with sharing

Copies in the Live Classroom

TEACH Act recognizes Fair Use as important in the education landscape

Fair Use may work at edges of some restrictions

Fair Use:
– Purpose and character
– Nature of original work
– Amount used
– Impact on market for original

Guidelines (minimal standards)
– Fair Use is Not the law
– Origins
– Different authority

Classroom Copying – 10% or 1000 words, whichever is less, and only when no time to get permission
Off-air recording
ILL guidelines
Multimedia – specific limitations for fair use, never adopted

1. In face-to-face, you can perform/display any work – it is NOT fair use, it is a statutory right.
2. You can do much of same in virtual classroom but must use tech restrictions.
3. Same rights in CMS as social media but must create restrictions.
4. Stat rights do not extend to copies, assigned readings, or other out of class materials.

Inside Higher Education has an interesting article about the termination of the University of Illinois Global Campus online education project. I am very sad to hear that it didn’t work out. It sounds like the model they embraced – to take course content crafted by experienced on campus faculty and have less experienced and much cheaper adjunct faculty teach that content – was one of the core problems. Nicholas C. Burbules, Urbana-Champaign educational policy professor whom I wrote about in a previous post was quoted quite a bit in the piece. It seems like the model they were trying to create was in direct contrast to the ideas Burbules presented when I heard him speak at the Faculty Summer Institute this summer in which he spoke about how online education is not just a different mode of delivery of on-campus course content. It sounds like they are now moving in the direction of examining current successful online programs at U of I and building that up into something bigger. Sounds like a good idea – I was very happy with my online library degree at UIUC and would love to see more online education built based on models that are already really sucessful.

In library realm of distance education, I really think we need to start thinking along these terms. It’s not a question of how do we take on-campus information literacy instruction and deliver it via the Internet, but instead how do we create instruction models that work particularly well online and build up from those models to create strong programs.

LibAnswers is a new question-and-answer service built specifically for libraries.  Using LibAnswers, librarians will be able to answer questions in a public forum and point visitors to library resources that are related to the question/topic at hand.  Answers can contain document attachments and embedded videos as well as links to applicable resources within LibGuides.  Visitors will be able to comment on and improve the answers, so there will be a strong social component to the system.

– from Springshare Support Blog

I’m very excited to see what we can do with LibAnswers. This reminds me a lot of the ideas shared in the ACRL presentation  We’re Not Playing Around: Gaming Literate Librarians = Information Literate Students, where the presenters stated that gaming generation of students enjoy displaying knowledge and assisting others and suggested creating resources that students c ancontribute to that are moderated be librarians (see my post about it here). 

This is my blog to document information I’ve obtained from conferences, workshops, articles, meetings, and my own ideas.