Infographic: Decoding Google Analytics
How Do You Keep People Engaged?
Ownership. Give them ownership.
I use Slideshare a lot . . .
“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.
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
Doctoral Student, U. of Washington Information School
Doctoral Student, U. of Washington Information School
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.
* 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)”
Recommended editorial thought piece:
What we don’t need to teach
How long to be in school?
…and what would it cost?”
More on misinformation from Salon.com…
Why people believe in conspiracy theories: An expert explains the psychology of conspiratorial thinking
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.”
Useful stuff to think about personalizing notes to your users using the patron database . . .
“Often mistaken, never in doubt.”
“That wry phrase describes us all more than we’d like to admit. The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong—and also that we cling to these fallacies with remarkable tenacity. Although much of this research concerns misguided notions of how the physical world works, the techniques it has produced can be used to correct any sort of deficient understanding.
The most important thing to realize is that just telling isn’t enough.
Highlight the mistaken notion.
Issue an advance alert.
Create a confrontation. ”
Check it out.
“The following case study was written by Michael Groenendyk, a School of Information student at Dahlhousie University in Halifax, Nova Scotia.
via Canadian Association of Research Libraries (April 2013)
From the Introduction:
This paper will describe the author’s own process in building and cataloging a collection of 3D models on the DalSpace servers at the Dalhousie University Libraries. This paper will then explore other methods for delivering 3D model content to library patrons, including 3D holograph and WebGL technologies.
Following this 3D model repository discussion, this paper will describe how 3D printing technology, implemented as a service at the Dalhousie University Libraries in March of 2012, was used to deliver 3D model content to library patrons; the challenges faced in delivering this service; how this service was used; and finally how successful, overall, this service was.\
Direct to Full Text Paper (15 pages; PDF)”