Here’s the thing: when you go looking at comments about different tools, you’ll probably find what I did: lots of people talking about the tools, but not as many talking about the meat and bones of how they set things up. (There are a few, but not, in my opinion, enough!)
So, I wanted to do a detailed overview of exactly how my system’s set up. (It got long, but I think having it all in one place is easier than splitting it up.)
Continue reading My personal set up
Comments to one of the posts I linked to last week (Denise’s post about why LiveJournal has been such a major free speech tool in Russia) brought up a link to another great post, this one from a 2008 speech from Ethan Zuckerman (formerly of Tripod) about how technology use can shift – the Cute Cat Theory of Activism. It’s well worth a read.
The future of libraries:
Several interesting posts this week about the future of libraries.
Other ways to teach:
Michael Stephens posts comments about what’s working and not working for two different MLIS students in online programs, and solicits ideas from others – some interesting stuff!
Gwyneth posts a great series of library orientation exercises using QR codes that were particularly accessible to ESOL students.
And Cat Valente (author and prolific blogger) shares a really great story from her own education, and about how a week of class time had a lifetime impact on her sense of story and narrative.
Copyright resources update:
I’ve added two new links to the copyright video resources page – one from YouTube about copyright (as you might guess, pretty heavily on the side of content creators, not remixers), and one from Rocketboom about how to dispute a takedown challenge (and what kinds of uses might be fair uses.) More on the copyright videos page. I have some more additions planned, but due to other commitments, it may be about two weeks before I get a chance to both watch the new videos and write them up.
There may or may not be links post next week: I have a day-long interview in a totally different city on Thursday, so it’ll depend on things like travel delays and the amount of focus I have after that.
Step two in the task management series: figure out which tools are going to work for you. (Part 1: a summary of theories and approaches is a good place to start.)
There are so many things to consider when picking a tool. If you’re like most people, it may take a couple of rounds of trying different ones out, before you find the one that really clicks. Here’s some things you might think about.
Some people really want a satisfying user experience (whether that’s the scratch of a good pen on good paper, or a beautifully designed user interface for the program.) Some people want the bare bones: a plain piece of paper or the blank possibility of a text file. Likewise, some people have a strong preference for specific features or tools, and other people have no need for those same things. So, in this post, we’re going to look at some general questions you might want to think about, and then a couple of different tools, so you can see a range of differences.
There are a ton of free options out there, so if you have trouble figuring out what you like, you can play around with different tools and see which features matter to you, even if you settle on a paid option eventually.
Continue reading Task management: tools
I’ve been promising a series of posts about task management for a while now. Welcome to the first one, where I’m going to talk about some of my own background, and then some different basic philosophies. I’ll have links to resources as I talk about different approaches. (Next post will be looking at some different tool options, and then I’ll talk about my actual system.) I’ll also touch on some things we as educators are not really teaching students about these topics in various places.
Many task management systems were originally designed for use by business executives – or at least people with offices (and doors that close), appointment calendars, assistants, and who could plan on at least some chunks of focused time. As a librarian and educator, that’s not reliably a part of my work life (and it isn’t for a bunch of other professions, either), so one thing I’m going to particularly focus on is creating a system that works for those of us who are frequently interrupted, regularly have to switch priorities, or who have variable amounts of energy and focus for whatever reason.
As with other posts in this file and information management series, this series on task management is going to be about half general theory and things to think about, and half “here’s what I do, and why”. I promise screenshots when they’re useful, too!
Continue reading Task management: theories and approaches
Welcome to this week’s installment of interesting links! Coming soon, another post on file management – naming conventions (I’m about halfway through a draft.)
Credit where it’s due: Do you use Creative Commons materials? Do you get frustrated figuring out what you need to cite and how? The OpenAttribute project is designed to help: it’s a browser add-on that looks for information on the page to formulate the citation.
What should people know about dinosaurs? Ok, I admit, I never entirely outgrew the “dinosaurs are neat!” phase of my childhood, but I’m actually equally fascinated by the question of “What *should* people know about a particular subject, and how do we figure that out?” So, imagine my delight in getting a pointer to a post that combines the two. Tom Holz (a paleontologist who focuses on the tyrannosaurus rex) has written a guest post about that very topic, with both general and specific things he thinks people ought to know about the field and why they matter.
A follow-up from last week – namely the bit about BitchMedia’s 100 Best Feminist YA list removing some titles. This week, I bring you Scott Westerfeld on the topic (author of many things, including the Uglies/Pretties/Specials series, and more recently Leviathan
On the issue of diversity, there was a fascinating article from a professor, Margaret Price, about the ways that academic hiring processes are particularly challenging for people with particular learning styles, or disabilities. The article also makes some interesting points about how a gruellingly lengthy interview day (of 8+ hours with very limited breaks) is not actually showing you someone at their best – or as they’d be during a regular teaching day. As more and more schools recognise the importance of diversity and pluralism in all directions, I hope that some of these ideas will become more common.
I know that I’ve deeply appreciated interviews that pay attention to these things, including sharing names of the people on a committee in writing before or during the interview (so that I can match the name and the person and their role as we go rather than try to sort out names and their correct spelling afterwards), and that give reasonable breaks to collect my thoughts and remind myself of what I want to focus on for the next conversation.
As a librarian, how I talk about things with faculty is often different than what and how I want to talk about things with technology staff, for example – and both are definitely different than how I interact with kids.) Obviously, I’m good at changing modes on the fly (that’s part of the job, really), but I do better at it with a moment to get a drink of water, gather my thoughts, look at my notes, and take a deep breath (all things that I’d plan into a typical workday on the job.)
Looking for a good guide to Facebook settings? Mashable has just come out with a really nice, new summary of settings to be aware of. I like to keep an up to date (last month or three) in my bookmarks because they do tend to change things, don’t they?
What technology changes: Henry Jenkins has a great post about how open book exams must change in a wired educational setting - all excellent points. Personally, I’m convinced that it’s possible to design exams (and other projects) such that online resources are helpful – but only if you already know the subject pretty well. This does mean moving away from simple identification questions (which are trivial if you have online access to resources), and moving into questions that require you to understand those terms, but which focus mostly on doing something else with them.
Joyce Valenza is also thinking about this general topic, but from a different direction, in her post about creating a new Research Tools resource online (as she’s moving her materials to LibGuide)