Showing posts with label Articles. Show all posts
Showing posts with label Articles. Show all posts

Tuesday, June 07, 2011

Information Overload


Guest columnists Alison J. Head and Michael B. Eisenberg of The Seattle Times push back on the prevailing idea that today's college students are slackers. Rather, these researchers argue that colleges must retool to help young people learn the skills to negotiate the vast amount of information at their disposal.


Read the article here:


Wednesday, April 27, 2011

Five Myths About The Information Age

5 Myths About the 'Information Age' 1



Confusion about the nature of the so-called information age has led to a state of collective false consciousness. It's no one's fault but everyone's problem, because in trying to get our bearings in cyberspace, we often get things wrong, and the misconceptions spread so rapidly that they go unchallenged. Taken together, they constitute a font of proverbial nonwisdom.



Read the full article from the April 27th Chronicle of Higher Education by clicking on the link below:

Thursday, March 03, 2011

Student Research: Can Googling Replace $168 Intro to Psych Textbook?

Student Research: Can Googling Replace $168 Intro to Psych Textbook?

By Dian Schaffhauser 02/16/11 for Campus Technology

"Students are taking the battle against high-priced textbooks into their own hands." This week, 11 University of Cincinnati seniors in the psychology program presented at an Educause event a comparison of the content of traditional college texts, one of which costs $168, to content they found for free on the Web.


Read the rest of the article at:  http://campustechnology.com/articles/2011/02/16/student-research-can-googling-replace-168-intro-to-psych-textbook.aspx

Tuesday, February 08, 2011

Friday, January 28, 2011

Student Support Services Award

Graduating in May? If the Library or the Academic Support Center contributed to your academic success, then apply for the Student Support Services Award:

Click on the link below
Student Support Services Award Application

Wednesday, December 01, 2010

FINAL EXAM SCHEDULE

The final exam schedule is now available.

Click the link below to see the details.
http://www.sunywcc.edu/academics/final_exams/exam_scheds.htm

Tuesday, November 16, 2010

How Google Counted the World's 129 Million Books

Anthropologie
In a blog post published this week, search mammoth Google explained the deep and thoroughly elaborate algorithm used by its literary offshoot, Google Books, to count just how many books exist in the world, right now.
 
Click on the link above to find out more.....

Monday, November 15, 2010

Redefining the Library in the Age of Google



Redefining the Library in the Age of Google



Are libraries - hallowed, dusty halls lined with shelves and shelves of books in popular imagination - going extinct soon?  Click on the link above to find out more!!





Monday, April 27, 2009

Britannica vs Wikipedia




For 241 years, it's been the gold standard of reference books, a premium-priced digest of the world's accumulated knowledge. Now it's being overwhelmed by an eight-year-old online upstart authored by amateurs and available at no charge.

Click on the link below to find out

Tuesday, April 14, 2009

Community Colleges Boom in Recession
Record Numbers of Students, Laid-Off Workers Drawn to Cheap Tuition, Job Training
By Susan Donaldson James
ABCNews.com
03/03/09

California college freshman Stephanie Parks dreamed of attending an expensive, private four-year college with an annual price tag of $50,000, but her parents made her settle for Sonoma State, "a cheaper alternative at one-third the cost," she said.

But when the recession hit colleges hard at the end of last year, Parks was astounded to learn she could only be guaranteed enrollment in one two-credit course for the spring semester.

Tuesday, November 20, 2007

Classroom of the Future is Virtually Anywhere

FROM THE NEW YORK TIMES, OCTOBER 31, 2007
On Education


By JOSEPH BERGER
HERSHEY, Pa.


The university classroom of the future is in Janet Duck’s dining room on East Chocolate Avenue here.

There is no blackboard and no lectern, and, most glaringly, no students. Dr. Duck teaches her classes in Pennsylvania State University’s master’s program in business administration by sitting for several hours each day in jeans and shag-lined slippers at her dining table, which in soccer mom fashion is cluttered with crayon sketches by her 6-year-old Elijah and shoulder pads for her 9-year-old Olivia’s Halloween costume.

In this homespun setting, the spirited Dr. Duck pecks at a Toshiba laptop and posts lesson content, readings and questions for her two courses on “managing human resources” that touch on topics like performance evaluations and recruitment. The instructional software allows her 54 students to log on from almost anywhere at any time and post remarkably extended responses, the equivalent of a blog about the course. Recently, the class exchanged hard-earned experiences about how managers deal with lackluster workers.

Those students, mostly 30-ish middle managers and professionals trying to enhance their skills, cannot be with her in a Penn State classroom at a set time. One woman is an Air Force pilot flying missions over Afghanistan; other global travelers filed comments last week from Tokyo, Athens, São Paulo and Copenhagen. Dr. Duck cannot regularly be at Penn State, largely because of her three children. Yet she and other instructors will help the students acquire standard M.B.A.’s next August at a total cost of $52,000, with each side having barely stepped into a traditional classroom.

Welcome to the brave burgeoning world of online education. It’s a world most of us, whether we like it or not, will have to grapple with, as students, tuition-paying parents or employees. Nearly 3.5 million college or graduate students, one of every five, took at least one online course last fall, double the figures of five years earlier, according to a survey of 2,500 campuses published last week in a collaboration among the Alfred P. Sloan Foundation, the College Board and a Babson College research group.

Taken at face value, the study was chilling. This writer’s first impulse was to recall a college course taught by Irving Howe, who read Robert Frost’s poems with tenderness and an edge of menace that conveyed the poet’s respect for the sinister beauty of nature. Those poems would not be as richly appreciated online.

Yet for now such fears would be misplaced. The study’s fine print makes clear that growth is not across the board. Selective private four-year colleges that are the subject of so much angst this season are barely dipping their toes, typically providing online courses for students studying abroad or slackers who needed that 8 a.m. math course to graduate. Some, though, have taken note; for example, Columbia for several years has offered online master’s degrees in some engineering fields.

Still, the surge is mostly among community colleges, professional programs like business and education, specialized online schools like the University of Phoenix, and public universities like Penn State and Illinois that feel obligated to accommodate far-flung residents. And the numbers are expected to grow partly because Congress last year dropped a requirement that colleges deliver half their courses on actual campuses in order to qualify for federal aid, a move critics saw as an enticement for diploma mills. Just as newspaper and television professionals are fumbling to figure out how to survive in an Internet world they did not grow up in, professors and students are realizing that they will have to learn, as one wag once said, to play the violin while performing at Carnegie Hall. QUESTIONS persist. What kind of content works best online, and what gets lost in translation? Which instructors and students function best in the virtual classroom? What happens to all those brick-and-mortar dormitories? How do you calculate the price of tuition?

Barmak Nassirian of the American Association of Collegiate Registrars and Admissions Officers wonders what will happen, should campuses go exuberantly online, to the intangibles — the late-night bull sessions, the serendipitous strolls with professors, the chance to feel one’s oats in student government? And what will one more switch to electronic conversation do to our need for intimate human connections, he asks?

Andrew Delbanco, the Columbia humanities professor, said flatly that it would be impossible to put his seminar on war and culture online because “the energy and spontaneity of discussion among people sitting together in a small room cannot be replicated by electronic exchanges.”

His statement, not surprisingly, came in an e-mail message. For we live, for better or worse, in a harried world where people spend a good part of their lives on airplanes, where professionals are obliged to upgrade skills, where friends would rather chat via the screen of e-mail than face to face.

It’s instructive for a skeptic to talk to Dr. Duck’s students — online, of course. They point out that online postings are more reasoned and detailed than off-the-cuff classroom observations. Students learn as much from one another’s postings, informed by the real business world, as they do from instructors, they say. And Kevin Krull, a technology executive, pointed out that introverts reluctant to speak up in class can strut their stuff.

For those who shrug off online courses as watered-down soup, Dr. Duck and her students say courses like theirs at Penn State’s World Campus — the university’s online division, with 300 courses for 7,500 undergraduates and graduate students — require many more hours of work; discussion is not limited by a classroom hour. They confess, however, that they miss the ability to read expressions and body language that confirm that a point has been truly understood.

Online courses may not be suited to subjects like laboratory science or theater, but can work fine for the nut-and-bolts information and analysis required in a history survey or for the editing needed for a basic writing course. Still, even in those fields many professors would feel lost online.

Dr. Duck, a respected instructor who taught conventionally for nine years and online for five, said she “wouldn’t go back to the classroom if they doubled my salary.” Her work, she thinks, is on the frontier of education in a global economy

In her dining room, her children sometimes pause beside her as she teaches, and she does not shoo them away.

“It’s good for them to see this in action,” she said. “It’s going to be their world.”

E-mail: joeberg@nytimes.com

Correction: November 5, 2007

Monday, October 08, 2007

TOP TEN THINGS TO KNOW ABOUT YOUR LIBRARY


1. All of the books, magazines, and DVDs in the Library are FREE! to borrow

2. The Library is wireless!

3. You can chat with a Librarian online.

4. The Library is open 7 days a week.

5. The Library keeps copies of textbooks and other course materials.

6. The Academic Support Center, Writing Center and Computer Lab are on the ground floor.

7. The Library has a great collection of movies!

8. Group Study Rooms are available for use.

9. Our electronic resources are available 24/7.


10.Our Librarians are the best!!



Wednesday, October 11, 2006

MOST RELIABLE SEARCH TOOL COULD BE YOUR LIBRARIAN

The following article by Elinor Mills appeared on C/NET.com on 9/29/06

You want to learn more about Martin Luther King Jr. You might consider consulting a librarian instead of Google, AOL or Microsoft search engines.

Using the keywords "Martin Luther King," the first result on Google and AOL--whose search is powered by Google--and the second result on Microsoft Windows Live search is a Web site created by a white supremacists group that purports to provide "a true historical examination" of the civil rights leader.
Granted, there are sponsored links above the result on all three sites and a "snapshot" of links to related content on AOL above the link on that Web site. But given that many people rely on the information they get in the top few results, someone could come away with a skewed perception of the man.
That's where librarians come in. While the Web is good for offering quick results from a broad range of sources, which may or may not be trustworthy, librarians can help people get access to more authoritative information and go deeper with their research.
"There's a problem with information illiteracy among people. People find information online and don't question whether it's valid or not."
--Chris Sherman, executive editor of SearchEngineWatch.com
"There are limitations with the search engines," said Marilyn Parr, public service and collections access officer at the Library of Congress. "You can type in 'Thomas Jefferson' in any search engine and you will get thousands of hits. How do you then sort through those to find the ones that are verifiable information, authentic and not someone's personal opinion?"
Most people don't bother to look at results past the first page or spend much time evaluating the source of the material, experts say.
"There's a problem with information illiteracy among people. People find information online and don't question whether it's valid or not," said Chris Sherman, executive editor of industry blog site SearchEngineWatch.com. "I think that's where librarians are extremely important. They are trained to evaluate the quality of the information."
AOL spokesman Andrew Weinstein said the company has contacted Google about the Martin Luther King search results.
"We get all of our organic search results from Google, as you know, so we don't set the algorithms by which they are ranked," Weinstein wrote in an e-mail. "Although we can't micro-manage billions of search results, our users would not expect this to be the first result for that common search, and we do not want to promote the Web sites of hate organizations, so we have asked Google to remove this particular site from the results it provides to us."
At Google, a Web site's ranking is determined by computer algorithms using thousands of factors to calculate a page's relevance to any given query, a company representative said. The company can't tweak the results because of that automation and the need to maintain the integrity of the results, she said.
"In this particular example, the page is relevant to the query and many people have linked to it, giving it more PageRank than some of the other pages. These two factors contribute to its ranking," the representative wrote in an e-mail.
The results on Microsoft's search engine are "not an endorsement, in any way, of the viewpoints held by the owners of that content, said Justin Osmer, senior product manager for Windows Live Search.
"The ranking of our results is done in an automated manner through our algorithm which can sometimes lead to unexpected results," he said. "We always work to maintain the integrity of our results to ensure that they are not editorialized."
Search engines have added tools, like the ability to refine the search by date and source, and some offer suggestions for narrowing the search or offer shortcuts to more popular content. Some even offer academic vertical search sites, as Google Scholar and Windows Live Search do. Windows Live Search also allows users to create macros to do automated searches on their favorite Web sites. But many people either don't know about those tools or know how to use them to improve their queries.
"For some people, if the answer isn't in the first few results it might as well not be there," said Gary Price, founder and editor of the ResourceShelf blog and director of online resources at Ask.com. "No matter how smart and helpful search engines get, they're never going to replace librarians."
Search engines say the situation isn't so dire. The general public is getting more sophisticated in its search skills, said Tim Mayer, senior director of product management on Yahoo's search team.
"The amount of keywords people are entering is growing" to between two and three words, he said. "Search engine quality is improving and people are generally finding what they're looking for more often."
However, without some universal agreement on categorizing content, Web searches will always be lacking, some experts say.
"On the Web, every word is a keyword. It's such a mess," said Jason Strauss, head librarian at the Wright Institute, a graduate school of psychology in Berkeley, Calif. "When I use Google Search I almost always limit my search to the top-level domains dot-edu or dot-org. They usually have higher-quality information."
In addition, search engines also are only offering up a fraction of all the information out there. There is still the relatively untapped so-called "deep Web" of information behind corporate firewalls and password-protected Web sites. To get to the information, people have to know where the sites are and often have to pay to subscribe.
One such popular site is LexisNexis, which lets users search more than 36,000 news and public record sites, and other sources. Another is WestLaw, which provides access to legal records.
The definitive index and abstract database for psychology academics is PsycInfo, which provides access to journals, conference proceedings and other relevant information and allows users to search specific fields like "author" and "title," Strauss said. Keywords are selected by editors from a set list of terms.
"You end up with the ability to do a 'perfect search.' You get everything about the subject and nothing that is not related to it," Strauss said. "Using the Web, you are trying to think of how other people are phrasing things" to come up with keywords, which leads to mixed results, he added.
Even the federal government is addressing the Web search problem; it is trying to make it easier for citizens to track government spending. President Bush signed a bill into law this week that calls for the creation of an online database that will let people type in names of companies and states, for example, to search for government grants and contracts. The information is already on the Web, but people don't know where to find it.
A lot of people don't know that they can get access to much of the walled-off information in specialized databases for free if they have a public library card, said Price, of Ask.com and ResourceShelf.
Other helpful sites are the Librarians Internet Index, which offers quick lists of carefully vetted, reliable Web sites, the Internet Public Library and Infomine, a collection of scholarly resources on the Internet, according to Price.
With the advent of the Web and search engines, people's interaction with libraries has changed. While the number of reference questions at California public libraries has been declining, the difficulty of the questions has increased, said Ira Bray, a technology consultant at the California State Library.
Gone are the days of calling or visiting the library to find out a famous person's birthplace or the gross national product for the U.S. in 1972--you can get that in two seconds on Google. But you'll need more than a search engine to figure out, for example, what factors were at play in the growth of the U.S. economy that year, said Lee Rainie, director of the Pew Internet & American Life Project, which conducts research on the impact of the Internet on Americans.
"The idea of the 1950s librarian, that's outdated," said Sarah Houghton-Jan, information Web services manager at the San Mateo County Library in Northern California. "You find people who are expert at searching the Web and using online tools; high-level information experts instead of someone who just stamps books at the checkout desk."