Emotional intelligence and communication levels in information technology professionals

Jane Rollin

IL

Hendon, M, Powell, L. & Wimmer, H. (2017). Emotional intelligence and communication levels in information technology professionals. Computers in Human Behavior, 71, 165-171. Retrieved from: http://www.sciencedirect.com.libaccess.sjlibrary.org/science/article/pii/S0747
563217300626.

http://www.sciencedirect.com.libaccess.sjlibrary.org/science/article/pii/S0747

563217300626

The relationship between emotional intelligence and communication adaptability is the focus of this research. The study found positive correlations between professionals with strong emotional intelligence and effectiveness on teams, maintaining professional relationships and positively affecting the workplace.

Instructional Design Model for Integrating Information Literacy

Stallings, Tayci

IL

Mullins, Kimberly. (2014). Good IDEA: Instructional Design Model for Integrating Information Literacy. The Journal of Academic Librarianship, 40(3-4), 339-349. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS0099-1333(14)00066-4&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US 

The IDEA (interview, design, embed, assess) Model is a library-specific systematic approach to integrating information literacy instruction and resources within academic courses.

Lit Review of Information Literacy and the IDEA Model

Stanford FabLearn's Paulo Blikstein on the Efficacy of Maker Ed: It's about Process Not Products

Paslay, Juliana

IL

Gomes, Patricia. (2016) Stanford FabLearn’s Paulo Blikstein on the Efficacy of Maker Ed: It’s about Process Not Products. Edsurge. Retrieved from https://www.edsurge.com/news/2016-05-26-stanford-fablearn-s-paulo-blikstein-on-the-efficacy-of-maker-ed-it-s-about-process-not-products?mc_uid=24373520d43ce16a4903e62f8bf5a5a5&utm_source=EdsurgeLive&utm_campaign=610b7870f0-2016-06-08-EdSurge+Newsletter+Ver+278&utm_medium=email&utm_term=0_0f1ec25b60-610b7870f0-291804001 I really appreciated this article and its point of view! It’s on how assessment needs to be different when using makerspaces in education. I think it has some good points on both maker education and assessment.

Anna Swenson

IL

Gardner, L. (2016). Teaching Information Literacy Now. School Library Journal. Retrieved March 11, 2017, from http://www.slj.com/2016/11/industry-news/teaching-media-literacy-now/#


In this article from the School Library Journal, Laura Gardner offers practical ideas and lesson resources to improve teaching information literacy in the classroom. 

Lamb, A. (2016). Crowdsourcing and the School Library. Teacher Librarian, 44(2), 56-60.  Retrieved from:

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=120783530&site=ehost-live&scope=sitear

This article discusses the usage of Crowdsourcing in the Library and how this method can be used to teach information literacy skills to students.  Student can participate in activities that can use crowdsourcing in which they can real world information to organize information.  This can be done with interesting activities where students can group information and data in a fun and interesting way.

Information literacy is dead: the role of libraries in a post-truth world

Audrey Kelly
IL

Johnson, Ben. "Information literacy is dead: the role of libraries in a post-truth world."

Computers in Libraries, Mar. 2017, p. 12+. Expanded Academic ASAP,
go.galegroup.com/ps/i.do?p=GPS&sw=w&u=va_s_123_0100&v=2.1&
it=r&id=GALE%7CA485972264&asid=66deeaf745f81bde38356dd0ca3b138b. Accessed
11 Apr. 2017.

A feature/opinion piece calling for librarians to remain true to the principles of providing accurate and factual information.  The author asks “... are our efforts to promote intellectual freedom--a diehard dogma in library science, which resists all forms of censorship--also a cover? Does our total commitment to intellectual freedom stand even if it means sacrificing those other stated values of public good, democracy, and social responsibility?” Johnson cogently describes the high stakes factors involved with ‘fake news’ and ‘information wars’.  

Fontichiaro, Kristin. "The Legend of the Digital Native." UMSI Monthly. USMI, 09 Dec. 2011.
Web. 11 Apr. 2017.
<https://monthly.si.umich.edu/2011/12/09/the-legend-of-the-digital-native/>.

The author hilariously sums up the faulty logic behind the ‘digital native’ theory and what we as immigrants can do about it. I agree with Fontichiaro's recommendation that we "help the inexperienced mature into thoughtful scholars, workers, and citizens."  

Distance Education Trends

Alpers, Jessica

IL-Information Literacy and 21st Century Skills

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.

Summary: The beginning of this article discusses technologies that are used in distance education, such a blogs and podcasts. Seven principles are given to describe how technology should be used in distance education. It should “encourage contact between students and faculty, develop reciprocity and cooperation among students, use active learning techniques, give prompt feedback, emphasize time on task, communicate high expectations, [and] respect diverse talents and ways of learning.” After discussing these seven principles, the article discusses how distance learning is changing.

Evaluation: I found this article very appropriate as we are all distance learners. We are very involved in technology as part of this class. The article was interesting to read to evaluate how this class and others use technology. For those who may run online classes as educators, this article would be a very valuable resource.

CARS may not be enough anymore

1.   GARDNER, L. (2017). Information Literacy, a Revised Plan. School Library Journal, 63(1), 20.

IIn this article, Laura Gardner discusses the ways in which she has traditionally taught her students about website reliability, and how she is altering her plans this year due to the proliferation of "fake news."  She has noted an inability in her middle-school aged students to discern the difference between fact and opinion especially when reading information online, and she is thus spending more time helping them learn to cross-check and verify information before accepting its authenticity.  She is also instructing them about the pitfalls of posting to social media before verifying the truth of news stories, since that is a common way in which fake news is shared and spread.  

This is a very helpful article for anyone who works with adolescents or tweens, and Gardner's recommendations are useful.  I have used the CARS method myself, and I agree that kids probably need help to know whether information meets some of the standards.  For example, they need to check not just whether that information seems reasonable - because some very dubious things can seem reasonable to middle schoolers!  They need to verify it in other independent sources.  I also appreciate Gardner's focus on social media awareness, because that is where students get most of their news, and they need to be aware that it may not be accurate.  Students can be taught ways to verify news they read on social media and to avoid reposting erroneous information.

Teaching Information Literacy Now by Laura Gardner

Alicia Morales

IL

Gardner, L. (2016). Teaching Information Literacy Now. School Library Journal. Retrieved on November 29, 2016 from http://www.slj.com/2016/11/industry-news/teaching-media-literacy-now/#_

Summary:  This article discusses a study from Stanford University whose results indicate that students are not properly prepared to differentiate between fact or fiction while using online resources. This election cycle has taught everyone the value of pointing out "fake news". The author also reflects on her own teaching strategies/lessons and realizes that in a world that is saturated in online news, her methods of teaching students to approach news sources is outdated.

Evaluation:  This article is very timely not just to what everyone is discussion (election news) but also is timely with regards to the relevance of librarians. What I enjoyed about this article was not just the discussion on the terrible consequences "fake news", but I appreciated the strategies that were shared - this article has helped me evaluate my approach to teaching the review of resources. I have found a useful lesson plan in this article.

In the war on fake news, school librarians have a huge role to play

Campbell, Renee

Tiffany, Kaitlyn. (2016). In the war on fake news, school librarians have a huge role to play: Talking to an information sciences professor about the challenges ahead. The Verge. Retrieved from http://www.theverge.com/2016/11/16/13637294/school-libraries-information-literacy-fake-news-election-2016.

Summary:

Interview with Professor Nicole A. Cooke of the University of Illinois School of Information Studies on how, as information specialists, to teach how to identify “fake news”. Cooke discusses the “all or nothing” approach people today have towards news. That “a lot of people say that they ‘distrust’ something not because it’s not trustworthy but because they actually just don’t agree with it.” And, how our students, who are the most technologically savvy, may also be the least informed because the speed of the internet and social media allows little time to adequately test credibility.

Evaluation:

This is a very timely article with useful tools for librarians, teachers, and students. In these past two weeks, I have had numerous discussions with all three groups and am thankful for the insight and applicable tools. I especially like her advice to “meet students where the are” on Wikipedia, Facebook, and Twitter, and being a guide through the wilderness of information and misinformation.

Choosing Web 2.0 Tools for Instruction

Gupta, S. (2014). Choosing Web 2.0 Tools for Instruction: An Extension of Task-Technology Fit. International Journal of Information and Communication Technology Education, 10(2), 25–35.

In this article, the author explores how the Web 2.0 tools such as blogs, wikis, and discussion boards have become common practice in K-12 education, but how there are not really clear guidelines as to when the use of Web 2.0 tools is appropriate or how to select them. The author proposes a model based on "Task-Technology Fit" theory. 

The author tackles the problem of balancing process instruction with content instruction when using Web 2.0 tools. "Underfit" is the term used to describe scenarios in which the technology tool doesn't adequately allow students to explore/express content, while "overfit" is used to describe scenarios in which the technology tool is so complex to learn that content instruction is sacrificed. 

Task-Technology Fit is optimal when pedagogical tasks are complemented by a technology's characteristics, and result in positive impact in performance