Check it out
http://www.walkingpaper.org/5958?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+walkingpaper%2Ffull+%28Walking+Paper%29
Have you seen The Usable Library? Aaron Schmidt gave it a refresh last week.
All sorts of straight talk about library usability, and a redesigned postcard that you can print and hang up!
Stephen
How Do You Keep People Engaged?
http://www.chrisbrogan.com/engagement/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+chrisbrogandotcom+%28%5Bchrisbrogan.com%5D%29#
How Do You Keep People Engaged?
Ownership. Give them ownership.
Give People Ownership And They Will Stay Engaged
Engagement For Bosses
Engagement in Selling
Engagement in Content Creation
Engagement Is About Ownership
Stephen
Understanding Slideshare
http://www.thedaringlibrarian.com/2013/05/darling-slideshare-were-stacking-decks.html
I use Slideshare a lot . . .
Stephen
New Research Article From Project Info Literacy: “What Information Competencies Matter in Today’s Workplace?*
“Here’s a new full text article by Project Information Literacy researchers.
It appears in the latest issue (Vol 37, No 114 (2013)) of Library and Information Research.
Title
What information competencies matter in today’s workplace?
Authors
Alison J. Head
Director of Project Information Literacy (PIL,
Fellow at the Harvard University‟s Berkman Center for Internet and Society
Affiliate Associate Professor, University of Washington
Michele Van Hoeck
PIL researcher and the Instruction Coordinator at California Maritime Academy Library
Jordan Eschler
PIL Researcher
Doctoral Student, U. of Washington Information School
Sean Fullerton
PIL Researcher
Doctoral Student, U. of Washington Information School
Abstract
This is a qualitative study about the information competencies that employers seek in university graduates and the skills which graduates demonstrate when they enter the workplace. Included are findings from interviews with 23 US employers and focus groups with a total of 33 recent graduates from four US colleges and universities. Employers said they recruited graduates for their online searching skills but once graduates joined the workplace they rarely used the traditional, low-tech research competencies that their employers also needed. Graduates said that they used skills from university for evaluating and managing published content; yet most graduates still needed to develop adaptive strategies to save time and work more efficiently. A preliminary model compares information problems in the university with those of the workplace. Opportunities are identified for preparing students to succeed beyond the academy in the workplaces of today and tomorrow.
Notes
* This paper is based on a study conducted by Project Information Literacy (PIL) in collaboration with Harvard University‟s Berkman Center for Internet and Society and the University of Washington’s Information School. It was published as Learning curve: how college graduates solve information problems once they join the workplace (2012). For the present paper, the authors have synthesized methods and findings from the original report that appear in Sections 3 and 4. Three additions to the report appear in the present paper: the Literature Review (Section 2), the model of information practices in college compared to those of the workplace (Section 5.1 and Figure 5), and the discussion of opportunities for academic librarians (Section 5.2).
Direct to Full Text Article (31 pages; PDF)”
Stephen
Recommended editorial thought piece:
Twenty-first century educational imperatives
http://jumpleftstepright.wordpress.com/2013/05/12/twenty-first-century-educational-imperatives/
- “Learning to Think Clearly
- Learning to Challenge Information
- Learning to Think Historically, Economically, etc.
- Numeracy
- Organization
- Great Stories
What we don’t need to teach
- We don’t need to teach job skills. Full stop.
- Everything we have been teaching are the foundations for working.
- We don’t need to teach social skills or social behaviour. We get that through the activities undertaken in learning. It doesn’t need a separate program.
- We don’t need to teach career planning, self and society, or any of the other “be a good citizen” programs forced on our schools today. That, too, comes out of having created critical thinkers who can research for themselves and learn all lifetime long.
How long to be in school?
…and what would it cost?”
Stephen
More on misinformation from Salon.com…
Why people believe in conspiracy theories: An expert explains the psychology of conspiratorial thinking
http://www.salon.com/2013/04/24/why_people_believe_in_conspiracy_theories/
Interesting stuff in this article.
“Psychological forces like motivated reasoning have long been associated with conspiracy thinking, but scientists are learning more every year.”
“First of all, why do people believe conspiracy theories?
What are the psychological forces at play in conspiracy thinking?
Are there certain types of people who are more prone to believing in conspiracy theories than others? Does it match any kind of political lines?
Everyone is prone to some degree of bias and motivated reasoning — where do you draw the line, if there is one?
I hear a lot of stories from people who email or from friends who have a brother, or cousin, or friend who they say is normal and smart, but then they’re horrified to find conspiratorial stuff on their Facebook page or whatnot. One was even a medical student at a very prestigious school. How do otherwise smart and reasonable people end up believing this stuff?
How should we think of conspiracy theorists? They’re often dismissed as fringey nuts, but an awful lot of Americans believe in one conspiracy or another.”
Stephen
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