Stephen's Lighthouse

The 5 Books That Inspire the Most Tattoos

admin — Fri, 03 Feb 2012 11:56:53 +0000

From LISNews

The 5 Books That Inspire the Most Tattoos

http://www.lisnews.org/the_5_books_that_inspire_the_most_tattoos

January 24, 2012 – 1:35pm — Bibliofuture

The 5 Books That Inspire the Most Tattoos http://blogs.publishersweekly.com/blogs/PWxyz/?p=9288

“What’s just as interesting as a tattoo is the story behind the tattoo, and that’s certainly true for the subcategory of tattoos that are inspired by famous literary works. We spent an untold number of hours combing the Internet’s two most extensive literary tattoo sites: Contrariwise: Literary Tattoos and The Word Made Flesh, then cross-checking the most frequently occurring tattoos with Google searches and Google image searches, all to get to the bottom of what books inspire the most tattoos and why. And though this isn’t a scientific ranking, it’s the closest anyone’s come to tabulating which books inspire the most tattoos, given the Internet’s evidence. What you’ll find below shows a fascinating effect: as you look past the superficial design, you’ll find a wholly specific reason, wholly specific to the individual. It’s why one person can have an “I am nobody” tattoo from Sylvia Plath and someone else can have an “I am I am I am” tattoo from Sylvia Plath–it shows how we all treat stories and writing differently.”

http://blogs.publishersweekly.com/blogs/PWxyz/?p=9288

Stephen

How College Students Manage Technology While in the Library during Crunch Time

admin — Thu, 02 Feb 2012 12:52:54 +0000

From BeSpacific:

How College Students Manage Technology While in the Library during Crunch Time,

Alison J. Head and Michael B. Eisenberg, Project Information Literacy Research Report, University of Washington’s Information School, October 12, 2011

http://www.bespacific.com/mt/archives/029346.html

“The paper presents findings from 560 interviews with undergraduates on 10 campuses distributed across the US, as part of Project Information Literacy (PIL). Overall, the findings suggest that students use a “less is more” approach to manage and control all of the IT devices and information systems available to them while they are in the library during the final weeks of the term. In the hour before we approached them for an interview, more respondents had checked for messages (e.g., Facebook, email, texts, IMs) more than any other task while they were in the library. A majority of respondents who had checked for messages during the previous hour had also prepared assignments and/or studied for courses. More respondents reported using library equipment, such as computers and printers, more than they had used any other library resource or service. Over half the sample considered their laptop their most essential IT device and most had a Web browser and, to a lesser extent, a word processing application running at the time of the interviews. Most students were using one or two Web sites at the time of the interviews, but there was little overlap among the Web sites they were using. A large majority of the respondents could be classified as “light” technology users, i.e., students who use one or two IT devices to support one or two primary activities (at the time of the interviews). A preliminary theory is introduced that describes how studentsʼ technology usage may be influenced by locale (i.e., the campus library) and circumstance (i.e., crunch time). Recommendations are made for how campus-wide stakeholders—faculty, librarians, higher education administrators, and commercial publishers—can work together to improve pedagogies for 21st century undergraduates.”

http://projectinfolit.org/pdfs/PIL_Fall2011_TechStudy_FullReport1.2.pdf

Stephen