President Obama has declared October 2009 to be National Information Literacy Awareness Month. His official proclamation states:
“An informed and educated citizenry is essential to the functioning of our modern democratic society, and I encourage educational and community institutions across the country to help Americans find and evaluate the information they seek, in all its forms.”
read more
Saturday, October 10, 2009
Monday, September 21, 2009
A partneship possible to come:
Hybrid Libraries: Advanced Systems and Services for accessing virtual and physical information space
Read more about the project
from the Ionian University
Read more about the project
from the Ionian University
Wednesday, September 16, 2009
I samarbeid med Kalvskinnet skole planlegger vi en historisk dag ved skolen med utstillingen som inspirasjonskilde for elevene! Se på nettutstillingen.
Wednesday, August 19, 2009
Have you heard about handheld books? This resource guides educators through the process of selecting the hardware and software for students to use handheld computers necessary to listen to eBooks, to research Websites, and to use videos and audio books. ... for students (NETS- S) -- The national educational technology standards for teachers (NETS-T) -- The educational technology standards for administrators -- Information literacy standards -- Summary and challenge -- Selecting hardware for ebooks, eaudio, ...
Wednesday, August 5, 2009
Wednesday, July 29, 2009
Current Issues
Google Book Search: search across books like you search across the internet. We’ve scanned 10 million books and are just getting started. We have books in most of the languages Google is in; work directly with publishers. 1.5 million are public domain books. Old but valuable. The Library Project: a couple partner libraries include in-copyright books: scanned and indexed, but only show snippet. About 20% of books in these libraries are public domain, 75% out of print, and 5% in-copyright and in-print.read more in rebeccas blogg
“What Do I Do with the Data Now?”: read more in pdf here
Analyzing Assessment Information for Accountability and Improvement
Suzanne L. Pieper
Northern Arizona University
Keston H. Fulcher
Christopher Newport University
Donna L. Sundre and T. Dary Erwin
James Madison University
Abstract
Most colleges and universities have implemented an assessment program of some
kind in an effort to respond to calls for accountability from stakeholders as well as to continuously improve student learning on their campuses. While institutions administer assessment instruments to students and receive reports, many campuses do not reap the maximum benefits from their assessment efforts. Oftentimes, this is because the data have not been analyzed in a way that answers questions that are important to the institution or other stakeholders. This paper describes four useful analytical strategies that focus on the following key educational research questions: 1) Differences: Do students learn or develop more if they participate in a course or program compared to other students who did not participate?; 2) Relationships: What is the relationship between student assessment outcomes
and relevant program indicators (e.g., course grades, peer ratings)?; 3) Change: Do students change over time?; and 4) Competency: Do students meet our expectations? Each of these strategies is described, followed by a discussion of the advantages and disadvantages of each method. These strategies can be effectively adapted to the needs of most institutions.
“What Do I Do with the Data Now?”: read more in pdf here
Analyzing Assessment Information for Accountability and Improvement
Suzanne L. Pieper
Northern Arizona University
Keston H. Fulcher
Christopher Newport University
Donna L. Sundre and T. Dary Erwin
James Madison University
Abstract
Most colleges and universities have implemented an assessment program of some
kind in an effort to respond to calls for accountability from stakeholders as well as to continuously improve student learning on their campuses. While institutions administer assessment instruments to students and receive reports, many campuses do not reap the maximum benefits from their assessment efforts. Oftentimes, this is because the data have not been analyzed in a way that answers questions that are important to the institution or other stakeholders. This paper describes four useful analytical strategies that focus on the following key educational research questions: 1) Differences: Do students learn or develop more if they participate in a course or program compared to other students who did not participate?; 2) Relationships: What is the relationship between student assessment outcomes
and relevant program indicators (e.g., course grades, peer ratings)?; 3) Change: Do students change over time?; and 4) Competency: Do students meet our expectations? Each of these strategies is described, followed by a discussion of the advantages and disadvantages of each method. These strategies can be effectively adapted to the needs of most institutions.
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