We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students.

The terrorist attacks of September 11th on the World Trade Center and the Pentagon have had profound implications for many aspects of American and global society. This essay explores the many implications for library and information science schools educating the next generation of information professionals. The essay considers an array of opinions by the faculty located in one such school regarding how to reflect on the aftermath of the attacks for basic aspects of teaching, research, and curriculum design in library and information science schools. Topics examined include disaster preparedness and recovery, knowledge management, workplace design and location, technology and the human dimension, ethics and information policy, information security, information economics, memorializing and documenting the terrorist attacks, the role of the Internet, and preservation.

award winner of the best oral presentation, European Association for Health Information & Libraries Workshop 2007, Kraków, Poland, 12-15 September 2007 / Since 2006, the Campus Library of Biomedical Sciences of K.U.Leuven University is reconsidering its role in education and research. Giving access to scientific information is still our libraryâ s most important mission. However, teaching our students and academic staff the skills for efficient retrieval and use of scientific information is increasingly becoming an important task too. In the past, instruction was limited to guided tours and short library instruction sessions, organized on an individual and unsystematic basis. This changed in 2006, when we were asked by the Faculty of Medicine to reconsider part of the medical curriculum in the light of integrating information literacy in it. The following considerations were made: 1. information literacy should be integrated in a systematic way in the curriculum 2. minimal skills of information literacy should be determined for each level 3. instruction in information literacy should be a continuous line starting in the first and ending in the last year (vertical line) 4. information literacy should be acquired in an active way in as many courses as possible (horizontal line) 5. instruction in information literacy is a shared responsibility of library and academic staff As a result, the biomedical library was given the responsibility of information literacy in the beginning of the curriculum of medical students, while academic staff took the responsibility of the rest. At the same time, the library was investing a lot in providing our academic staff with tools, formats and learning objects for integrating information literacy in their lessons. We also started planning systematic trainings for keeping our academic staff up to date with major changes in scientific information. The new curriculum of the Faculty of Medicine was put into practice in October 2006. It was soon followed by similar projects in all other biomedical faculties of our university.

This is a preliminary digitization of S.R. Ranganathan's Documentation Genesis and Development. Published by Vikas Publishing House, Delhi in 1973. First Edition. Copyright permissions granted from the copyright holder: © Sarada Ranganathan Endowment for Library Science (SRELS). To purchase reprints of this work, please visit Ess Ess Publications at http://www.essessreference.com/. Table of Contents: a. Conspectus. b. Address to the Iaslic members. c. Indian tradition of conspectus. d. Documentalist, research worker, and business man. e. Technical terminology. f. Havoc by an undefined technical term 'document'. g. What of documentation. h. Stages in the evolution of documentation service. j. 'Why' of documentation: social necessity. k. 'Why' of documentation: growth of technological research. m. Research as churn and documentation as a steadying tool. n. Quarrel about the agency for documentation. p. Documentation service: summum bonum of all library work. q. Documentation service: hub of all library work. r. Indian techniques of documentation. s. How of documentation: documentalist-reader relation. t. Analogues from traditions. u. Salary scale for librarians. v. Status vs salary. w. Library staff of government of India. x. Report of the pay commission and aftermath. y. False pretences: development. z. Library staff of non-governmental libraries. A. International organisation for documentation. B. National organisation for documentation. C. Beginning of documentation service in India. D. Beginnings of documentation work in India. E. Present day organisation for documentation in India. F. Documentation research and training centre. G. Indian standards institution: documentation section. H. Service library in India. J. Indian National Scientific Documentation Centre. K. Indian National Social Science Documentation Centre. M. Indian association of special libraries and information centres. Index.

Mémoire de Master Sciences de l'Information et des Bibliothèques Option Systèmes Documentaires Numériques. Sous la direction d’Elisabeth Noël Conservateur de bibliothèque, Co-responsable de FORMIST, Ecole Nationale Supérieur des Sciences de l’Information et des Bibliothèques Et de Geneviève Lallich-Boidin Professeur en Science de l’information Université Claude Bernard – Lyon 1 / [EN]: In the higher education, the information literacy knows an unquestionable popularity. However, few quantitative and qualitative elements make it possible to draw up an assessment of it. In view of this report, FORMIST and the ADBU wished the creation of a repertory which would make it possible to count the data of academic libraries on the formation, to update them and to draw some elements for statistical analysis. The purpose of this report is to expose the approach taken by the author to conceive and carry out this program. -------- [FR]: Dans l'enseignement supérieur, la formation à la maîtrise de l'information connaît un engouement certain. Toutefois, peu d'éléments quantitatifs et qualitatifs permettent d'en dresser un bilan. Face à  ce constat, FORMIST et l'ADBU ont souhaité la création d'un répertoire qui permettrait de recenser les données des Services Commun de Documentation sur la formation, de les mettre à  jour et d'en tirer des éléments pour analyse statistique. Ce mémoire a pour but de communiquer la démarche entreprise par l'auteur pour concevoir et réaliser cette application.

<p> Native American women's leadership, information communication technologies (ICTs), work-life balance (WLB) and human capacity building (HCB) are grounded in social justice issues due to their long history of overall cultural decimation, inequitable access to technology, monetary resources, and social power (agency), and influence. Currently, there is a lack of research regarding Native American women leaders' use of ICTs for WLB and HCB. Thus, the purpose of this qualitative, phenomenological study is to explore ways in which ICTs can enrich Native American women's leadership aptitude, work-life balance, and overall capabilities. Grounded in Giele's (2008) life course research and President Obama's (U.S. White House, 2011) recently signed, "The Executive Order (13592) on Improving American Indian and Alaska Native Educational Opportunities and Strengthening Tribal Colleges and Universities". This order reasserts his <i>cradle to career</i> (Galbraith, 2012) commitment to all Native Americans and Alaskan Indians, this study seeks to answer the following research questions: How are Native American women leaders utilizing ICTs for WLB and capacity building. To answer these questions, narrative life-story framework (Giele 2008; Weber, 2010) based interviews were be conducted and coded for the following themes: Identity, adaptive style, and ICT use. The researcher's intent is to help bridge the existing literature gap and potentially inform culturally ICT use for Native American and global Indigenous women's WLB and capacity-building to empower their efforts for preserving and revitalizing their culture. </p><p> <i>Keywords</i>: Native American, global, Indigenous, women, leaders, information communication technology, education technologies, learning technologies, ICTs, work-life balance, WLB, capacity building, cultural preservation and revitalization</p>

<p> This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.</p>

<p> Monarch Academy is an Expeditionary Learning (EL) institution, which utilizes a non-traditional educational model that combines all subjects into semester-long projects known as expeditions. In order to properly track the progress of students and to ensure the school is meeting its educational goals, including alignment with Common Core, a process called curriculum mapping has been implemented informally; however, the process has not been centralized nor is it easily accessible by staff and administrators. Commercial curriculum mapping software was researched by administrators, but none met the unique requirements of EL. This study explores and defines a curriculum mapping solution that meets Monarch Academy's needs by providing a centralized, accessible, manageable, and user-centered framework.</p>

<p> Computing ethics is a complex area of study that is of significant importance to the computing community and global society. Such concerns as surveillance and automation underscore the need for increased ethical understanding and training in computing. However, education and research in computing ethics are difficult due to the diverse meanings of ethics. This content analysis study analyzed definitions of computer ethics, the subject matter of computer ethics, and the relationship between the definition and subject matter. The purpose of this study was to educe and present the meaning of computing ethics, resulting in a thematic definition of computing ethics for use in education and research. This analysis also provides a coherent concept of the subject matter of computing ethics in relation to the synthesized definition. This study discusses definition and subject matter themes that emerged such as interdisciplinarity, collaboration, scholars and professionals, contributions and costs, computing artifacts, global society, privacy, design and development, and use. The results of this study can assist computing ethicists with research, aid computing educators with curriculum development, and provide a theoretical frame for relating ethics to computing. This exploration demonstrates that groups within the computing community can find common ground, even on such a difficult and complex matter as ethics.</p>

<p> This quantitative study investigates cyber-plagiarism among undergraduate college students, particularly the prevalence and motives for copying and pasting unattributed sources on written assignments within the theoretically rich and broader context of self-efficacy theory. </p><p> Four-hundred-thirty-seven students from three universities completed an online survey designed to examine the relationship between cyber-plagiarism and measures of self-efficacy. A Pearson Correlation revealed no empirical evidence to support the hypothesis that students cyber-plagiarize because they lack an ability to synthesize. The results also indicated that students do not perceive cyber-plagiarism as a socially acceptable practice at their universities, and that they strongly believe in an author's ownership in the digital age. Respondents reported that they almost never participate in cyber-plagiarism, yet perceive cyber-plagiarism as a prevalent practice among their peers.</p>