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Vacancy: Impact Research Fellow, Faculty of Humanities, De Montfort University
by Sue Thomas 04 Aug '10

04 Aug '10

<please circulate> Research Fellow http://bit.ly/bcB9Tn Part time 0.5 FTE, Fixed term for 6 months This post is a unique opportunity to analyse the impact of a group of key social media projects in relation to business innovation and the growing field of transliteracy research. It is ideally suited to a scholar wishing to examine the importance of impact in relation to a substantial example of social media practice. The material to be researched includes archives of the NLab business and social network, including CreativeCoffee Club http://www.creativecoffeeleicester.com , and of Amplified Leicester, a city-wide experiment in social media http://amplifiedcity.typepad.com/leicester/ . The Transliteracy Research Group http://www.transliteracy.com originated in the Institute of Creative Technologies at DMU and is led by Professor Sue Thomas and Kate Pullinger. The post is managed by Professor Thomas and situated within the Faculty of Humanities. You will also work closely with the Institute of Creative Technologies. You should already hold a PhD in a related topic and have previous experience of working on research projects including gathering data via interviews and surveys. You should be able to communicate complex information, orally, in writing and electronically, and be able to communicate material of a specialist or highly technical nature. It is essential that you are a regular and experienced user of social media and have practical skills in social media applications in either business or academic contexts Closing date 11 October 2010. The post begins on 10 January 2011. __________ Sue Thomas Professor of New Media IOCT/Faculty of Humanities Clephan 1.01d De Montfort University, The Gateway, Leicester LE1 9BH, UK +44 (0)116 207 8266 sue.thomas(a)dmu.ac.uk <mailto:sue.thomas@dmu.ac.uk> http://www.suethomas.net Twitter: @suethomas <http://www.twitter.com/suethomas>

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Re: [Air-L] Plagiarism Lines Blur for Students in Digital Age
by Julian Hopkins 04 Aug '10

04 Aug '10

I have experienced the issues mentioned by everyone here, and it may be compounded in countries (such as Malaysia) where rote learning is heavily emphasised. For Muslim cultures, I believe that drawing a parallel with the very stringent requirements for tracing and documenting sources in the hadith (the isnad - 'chain of transmission') would be a good way of validating citation practices. I also think that incoming students should be given practical classes as soon as possible in their university life, and in particular they should include: 1. A pledge not to plagiarise - some research showed that this has a positive effect (McCabe, Donald L., and Linda Klebe Trevino, 1993. "Academic dishonesty: honor codes and other contextual influences." Journal of Higher Education. 64.5.) 2. Training in the use of a citation management software such as Zotero (which is free). Proper use of such software takes most of the drudgery out of citations, and I continue to be amazed by how many students, and certified academics, do not use it. From experience, a little demonstration of the integrated word processing feature has an immediate Wow! factor that convinces some students to use it. Unfortunately, too many seem to think it's too much work. I think that one reason is that the moment when one needs such software the most is also a moment of high pressure to meet deadlines, thus people put it off because of the need to learn to use the software. If all students were required to set up an online Zotero account (for example), at the beginning of their studies, then they would be a lot more likely to use it. I wrote something about cyberplagiarism in Malaysia once, in case anyone's interested: http://julianhopkins.net/distribution/JulianHopkins_Cyberplagiarism.pdf Regards, Julian ++++++++++ Blog: www.julianhopkins.net Twitter: @julianhopkins Skype: julhop -----Original Message----- Message: 2 Date: Mon, 2 Aug 2010 18:20:46 -0400 From: Joseph Reagle <joseph.2008(a)reagle.org> To: Matthew Bernius <mbernius(a)gmail.com> Cc: air-l(a)listserv.aoir.org Subject: Re: [Air-L] Plagiarism Lines Blur for Students in Digital Age Message-ID: <201008021820.47122.joseph.2008(a)reagle.org> Content-Type: Text/Plain; charset="windows-1252" On Monday, August 02, 2010, Matthew Bernius wrote: > Of that entire article, I thought the most provocative and interesting > statement (which opens up completely different questions than the majority > of anecdotal evidence brought to bear) was this one: When I read it, I thought to myself either the students are disingenuous, or their education is not serving them well. One of the things one should learn in college is what is appropriate and why. I include the following in all my syllabi [1], but think the issue should also be part of the first year of every student: not necessarily as a task or rule, but understanding how knowledge work is "done." [1]:http://reagle.org/joseph/2007/teaching/bp-bibliography.html ------------------------------

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(RSS-Based) Tag Clouds In E-Mail ?
by Gerry McKiernan 04 Aug '10

04 Aug '10

Colleagues/ It Seems That My Head (And Mind) Are Stuck In The (Tag) Cloud [:-)] >>> RSS > TagCloud > 4 > CD : WebFeed-Based TagClouds For Collection Development > i-CD And The Other Way Around > TagCloud Terms To Generate A(n) RSS Feed ? > Vice-Versa Mind In The (Tag) Cloud > Jacek Gwizdka > Rutgers, the State University of New Jersey Is AnyOne Aware Of Any/All Efforts > Inititiatives > Implementations > In Which An E-Mail System (e.g. Outlook ; Google Mail ; HotMail ; Etc.) With/WithOut An Associated RSS Readers Displays Postings/Results In A Tag Cloud? Navigating An e-Mail Corpus Or Select Items within The System Could Be One Solution To E-Mail Overload [?] BTW: Speaking Of E-Mail, I recently started using HotMail In Windows Live And Am Very Impressed With Its Potent Spam Filtering Abilities >>> Your Thoughts ? Please Comment On The Blog Entry At [ http://bit.ly/9H4TKm ] Serious > Google / Microsoft / Etc. Any Possibility of Tag Clouds In Your E-Mail (RSS Or OtherWise) ? Speaking Of Tag Clouds > Please Also See >>> Mind In The (Tag) Cloud > Jacek Gwizdka > Rutgers, the State University of New Jersey <<< [ http://bit.ly/cyDuHO ] Welcome To The Future >>> /Gerry Gerry McKiernan Associate Professor Science And Technology Librarian Iowa State University Ames IA 50011 gerrymck(a)iastate.edu Follow Me On Twitter > http://twitter.com/GMcKBlogs " !!! Our Minds Must Not Be Confined Nor Defined By Our Place Or Time Or Technology !!! " [ http://bit.ly/cQWU8U ]

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Re: [Air-L] Plagiarism Lines Blur for Students in Digital Age
by Margaret Borschke 04 Aug '10

04 Aug '10

What if we question the premise: that is that students plagiarise more than they once did. Is it really true? These charges have a distinct whiff of anxiety about "kids today" and the effects of digital and network technologies about them. Copy and paste capacities might make it easier to lift entire passages but the same technologies also made it easier to find them. Students know this. For one, most know they will be are assumed guilty before being proven innocent by commercial services that universities subscribe to such as Turn it in. Whenever I read these "corrupting influence of the internet" stories, I like to counter them with this beautiful confession by Kevin Kopelson about his own old school adventures in plagiarism and his more recent experiences teaching: http://www.lrb.co.uk/v30/n10/kevin-kopelson/diary

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Recruiting research participants in the Chicago area, $70 compensation
by Ericka Menchen-Trevino 03 Aug '10

03 Aug '10

Hello, I'm recruiting participants for my dissertation research. I'll be doing in-person interviews, so participants need to live in the Chicago area. The research is about information selection and the role of online media, more information about the study is available at: http://www.ericka.cc/btc/ I'd like to get a broad sample of non-academics or PhD students. I realize most people on this list fit in these categories so I'm hoping you may be able to forward this message to friends, relatives, former undergraduate or MA students you may know in the Chicago area. Additional criteria for the study are U.S. citizenship and at least 30 years of age. The study has IRB approval and funding from Northwestern University. Info for potential participants below: Are you a U.S. citizen living in Chicago or surrounding suburbs age 30 or over? You may qualify to participate in a study offering $70 for completing a research involving brief online surveys, web data collection and one in-person interview. Among those who complete the recruitment survey, 46 will be selected to participate. You can help researchers at Northwestern University understand more about how people select information in today’s digital information environment. To find out more and complete a recruitment survey to determine if you are eligible to participate please visit: http://bit.ly/devdYc For more information about the study see: http://www.ericka.cc/btc/ Thanks, Ericka Menchen-Trevino Ph.D. Candidate - Media, Technology & Society program School of Communication, Northwestern University 312-725-3681 http://www.ericka.cc/

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Re: [Air-L] Plagiarism Lines Blur for Students in Digital Age
by Matthew Bernius 03 Aug '10

03 Aug '10

Gerry, Of that entire article, I thought the most provocative and interesting statement (which opens up completely different questions than the majority of anecdotal evidence brought to bear) was this one: "And at the University of Maryland<http://topics.nytimes.com/top/reference/timestopics/organizations/u/univers…>, a student reprimanded for copying from Wikipedia <http://www.wikipedia.org/>in a paper on the Great Depression<http://topics.nytimes.com/top/reference/timestopics/subjects/g/great_depres…>said he thought its entries — unsigned and collectively written — did not need to be credited since they counted, essentially, as *common knowledge*." [http://www.nytimes.com/2010/08/02/education/02cheat.html?_r=1&src=tptwempah… mine] Granted, the outright copying and pasting of texts is problematic. That said, the argument that posts on Wikipedia constitute "common" knowledge is an claim worth seriously considering. What is the relationship of crowd-sourced information to "common" knowledge? What if the situations was changed a bit and the student was reproducing dates and facts, not whole text passages, out of wikipedia and supported their lack of sourcing with this claim. - Matt ps. I write this as someone who hasn't had a problem with students sourcing facts from Wikipedia. ----------------------------- Matthew Bernius PhD Student | Cultural Anthropology | Cornell University | http://www.arts.cornell.edu/anthro/ Researcher At Large | Open Publishing Lab @ the Rochester Institute of Technology | http://opl.cias.rit.edu | @ritopl mBernius(a)gMail.com | http://www.waking-dream.com | @mattBernius

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Seeking web survey apps that save data incrementally
by Monica Barratt 03 Aug '10

03 Aug '10

Hi AoIRers In my readings of methods papers on web survey design, I have noticed that some researchers are able to determine when people drop out of a survey. Obviously their survey software enables them to save data incrementally as the person completes the survey, rather than just at the end if they choose to hit the submit button. Survey apps I have used - including Survey Monkey, Survey Gizmo and Lime Survey - don't appear to allow this (correct me if I'm wrong!). So, can anyone tell me how I can create a research survey which saves data incrementally without being a computer programmer? Thanks in advance for your collective wisdom :) Monica Monica Barratt http://monicabarratt.net PS. I am also interested in collecting 'paradata' (data about how the person completes the survey). I just read a great article on this topic by Stieger and Reips - http://tinyurl.com/2al9ry4 - where they describe use of a User Action Tracker tool which I'm excited about looking into further as well.

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Library Mobile > _Seacher_ Column > Two / Three / Four > For You !
by Gerry McKiernan 03 Aug '10

03 Aug '10

Colleagues/ I am pleased to inform you about the publication and availability of my First And Two Published Articles From My > Library Mobile < column for _Searcher: The Magazine for Database Professionals_ > > Library Mobile > 1 > Worldwide Mobile Phone Adoption and Libraries [ http://bit.ly/bBqjZz ] >> Library Mobile > 2 > 'A' Is For 'Apple' And 'App' [ http://bit.ly/d7WXXC ] >>> The Third > “A” IS FOR ‘ANDROID’ < Is Scheduled To Be Published Publsihed Published In The September Issue >>> >>>> Number Four Is Currently In Prep And Will Focus On Blackberry Apps And Is Tentatively Titled " 'B' As In BlackBerry" [:-) BTW-1 > I Would Most Appreciate Your Input To Guide Me On Preferred Future Column Themes/Topics By Respondingt To My.My Very.Very Brief WebMonkey Survey At [ http://www.surveymonkey.com/s/GYXQWXY ] It's Totally Anonymous >>> Thanks A Million ! BTW-2 > Thanks To bq for her Kind Invitation For The Column Opportunities !!! Thanks A Billion !!!! BTW-3 > Please Do Visit the _Searcher_ Site ; I Am Most Impressed With The Content !!! ... [But Enough About Me [:-)] e-JOY ! /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 Follow Me On Twitter > http://twitter.com/GMcKBlogs " !!! Our Minds Must Not Be Confined Nor Defined By Our Place Or Time Or Technology !!! " [ http://bit.ly/cQWU8U ]

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Re: [Air-L] How best to teach hyperconnected students?
by Murray Turoff 03 Aug '10

03 Aug '10

Learning to play a violin or piano extremely well will not teach one how to be a great and creative composer. This emphasis on hyperconnection and use of web especially things like gaming and an over emphasis on multitasking will not necessarily teach people to be creative and imaginative thinkers. Teaching how to think is requires interaction and even disagreements with peers and those who know more than the subject than the student. Our many years of study of online learning. Roxanne has a recent book on the subject and papers on her website and i have a few on the basic philosophy. http://is.njit.edu/turoff http://is.njit.edu/hiltz our early experiments with online learning area also now on the njit library website http://library.njit.edu/archives/cccc-materials/index.php (virtual classroom reports) The general finding is that online learning can be better than face to face when it emhasises collaborative learning among the students both as a total class and as small teams that really collaborate on difficult topics. Also an instructor (that knows the subject matter better than any of the students) that knows when to step in to correct something going wrong. Even in public schools trying to use education majors without a deep understanding of the subject being taught is a farce. With out that guidance what happens on the web is going to be versions of "group think" and "group stupidity" Also face to face can be improved when this type of collaboration is done in an online mode. When a knowledge structure is provided by the instructor for the students to categorize their viewpoints and a large class is involved there is a lot more chance of real knowledge emerging and being understood by the whole group. There is a much greater human pool from which to draw out insights and consider them with out the well studied dominance of fast talkers in small face to face groups. I have related examples in this paper. It includes a summary result and reference to an experimental thesis showing strong results on creativity for open ended problems by student groups. (thesis on the njit library website) Turoff, Murray, Starr Roxanne Hiltz, Xiang Yao, Zheng Li, Yuanqiong Wang, and Hee-Kyung Cho, Online Collaborative Learning Enhancement Through the Delphi Method, Turkish Online Journal of Distance Education-TOJDE April 2006 ISSN 1302-6488 Volume: 7 Number: 2 Article: 6, Publisher: Anadolu University, Eskisehir, Turkey, http://tojde.anadolu.edu.tr/index.htm From: Janna Anderson <andersj(a)elon.edu> > To: Aoir AoIR-L <air-l(a)listserv.aoir.org> > Subject: Re: [Air-L] How best to teach hyperconnected students? > Message-ID: <C87C926C.2080B%andersj(a)elon.edu<C87C926C.2080B%25andersj(a)elon.edu> > > > Content-Type: text/plain; charset="US-ASCII" > > I will be speaking at a teaching and learning conference later in the > month, > and I would like to hear your take on teaching effectively in the near > future when university students will be even more hyperconnected than they > are today. The lack of long-lasting battery power in laptops has been > stopping many from being online all the time in most classes, but that's > changing with the new wave of Internet appliances like iPad, netbooks, etc. > > Our students will enter classrooms armed with their complete gaming > systems, > collections of graphic novels and music, television and film entertainment, > social networks...and - oh, yeah - also access to most of the cumulative > knowledge of humankind at their fingertips. They'll be multitasking - > working on this stuff or on assignments due for other courses the same day > - > while we're trying to command attention for the ideas we're trying to get > across. People say you get their attention by having them implement their > devices for class, rather than their other tasks, but I have found that > they > prefer to continue to multitask during class and they even actually prefer > that I lecture instead of making them actively involved because that way > they CAN multitask instead of having to give their full attention to one > thing. Some are even hypercritical on course evaluations because they lost > out on multitasking time because I mostly implemented an "engaged learning" > setting where they were required to be present in one plane instead of > multiples. > > Are the approaches and goals of teaching that have been emphasized in > higher > education in the 20th century still relevant in the 21st? How do we > optimize > on the opportunities we are experiencing today? How do we address the > challenges we will find in students in our near future? > > Thanks for any comments you would like to share. All will be credited > during > my talk at the Elon University Teaching and Learning Conference. > > Janna > > -- > Janna Quitney Anderson > Director of Imagining the Internet > www.imaginingtheinternet.org > Associate Professor > School of Communications > Elon University > > Distinguished Professor Emeritus > Information Systems, NJIT homepage: http://is.njit.edu/turoff

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l'Enquête canadienne sur l'utilisation d'Internet de 2009/Canadian Internet Use Survey 2009
by Peter Timusk 02 Aug '10

02 Aug '10

In English http://www.statcan.gc.ca/daily-quotidien/100705/dq100705c-eng.htm Custom tabulations for the Canadian Internet Use Survey are now available for 2009. In French http://www.statcan.gc.ca/daily-quotidien/100705/dq100705c-fra.htm Il est maintenant possible d'obtenir des totalisations personnalisées sur l'Enquête canadienne sur l'utilisation d'Internet de 2009.

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