January 7, 2013
Last week, the news media, including Education Week , wrote about a new study from the Pew Research Center surveying 2,000 teachers on how their students do research in the digital world. Many of those teachers, 77 percent, believed digital tools have an overall positive impact on research, but 87 percent said the tools were a distraction causing short attention spans.
I recently mentioned in passing in this blog, in relation to writing book reviews in fact, the book by Pierre Bayard provocatively entitled How to talk about books you haven’t read (2007). I want to suggest now that this is actually a book worth reading – not so that you can literally do what the title suggests, although you might feel this is very acceptable after you’ve read it – but rather worth reading for the key points that Bayard makes. I contend that these are as relevant to academic reading – and the dreaded ‘literature review’ in particular – as any of the how-to-do it texts, including my own.
It’s always revealing to watch learners research. When trying to understand complex questions often as part of multi-step projects, they often simply “Google it.” Why do people migrate?
You have something in common with the smartest people in the world.
Who Is Entitled to Do SoTL? Marilla Svinicki (University of Texas at Austin)
T his is a bilingual post – please scroll down for English transaltion This month’s guest blog post is from Public Library IL Champion Toby Philpott – Cynyddu Deallusrwydd
Knowing how to organise, filter, research, evaluate and bookmark resources online is a valuable skill for students to gain. However, we can’t assume giving students access to a social bookmark tool means they’ll know what’s expected or will gain the necessary skills.
A number of studies have demonstrated the problems with insufficient information literacy in the workplace. Bill Boyd (2005) estimates that in a 1,000 person organisation, if you eliminate five minutes of wasted time, such as deleting and organising emails, looking for information that you can't find, or recreating information that already exists, you will save $4,167; if you do that everyday for a year, the organisation will have saved more than $1 million.
The Welsh Information Literacy Project was initiated at the all Wales, cross sectoral Gregynog conference in 2009.
Aims & Scope Research in Learning Technology is the journal of the Association for Learning Technology . It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry.