crowdsourcing mutual aid (information)

Mutual aid itself is probably inherently crowdsourced?

This is a mapping project – Hurricane Irene Clean Up Efforts – with the tagline “ordinary people help ordinary people.”

As the site says “disaster responders can’t be everywhere at the same time.”

People can report their projects, or projects they know about, categorize them, map them and generally get the word out.  Need can also be reported. Reports can be categorized as: Clean up efforts; Damage; Information Sources; Media Outlets; Severe Weather; Supplies Needed; Transportation; Water & Sanitation

While using my iPad for article-reading, a blog post about Storify appeared

It has been ages since I talked about a new tool/service like this but Shaun came home talking about Storify the other day and it sounded good so I got myself an invite.

Basically, it lets you pull content from the dynamic web, including all of the social social media suspects plus search results, into a timeline-like interface. You add text (or not) and you have a story.

Reading the “one year out” iPad posts that have been popping up, I have been thinking about how I use mine — especially how I use it differently than I expected.  One thing I didn’t expect was the extent to which I have used it to replace some of the paper in my life.  Not all of it, but some of it.   And one of the most interesting pieces of that story, to me, has been the extent to which some of the papers being replaced are the reams and reams of paper worth of article printouts I used to create.

Those printouts were totally outside my workflow in so many ways – but I had to be able to:

  • Take them places (even my laptop is so much less mobile than a folder of paper and a pen).
  • Read them (which I could technically do, but not really do on my phone).
  • Take notes on them (typing doesn’t count for me.  I wish it did.  But it doesn’t).

With the iPad, some of that started to change.  Here’s a story about how.

 

Screenshot of the top few lines of a story created using the Storify tool

 

There are definitely some glitches – the integration with Flickr wasn’t working at all for me, for example.  But it was quick and intuitive and I like the output a lot.  I have some more interesting ideas for using it than this one.

Zotero group bibliography assignment

I decided before the start of this term, the first term in which I would be teaching a credit class in almost eight years (and I’m teaching 2!) that my Library Skills for English Majors class would collaboratively create an annotated bibliography in Zotero for their main group project.

I want them to develop some facility with Zotero, and this seems like a good way to do this.  The ins and outs of working with metadata on Zotero connects back to a lot of the course themes, making even those that are a little abstract seem more concrete.  At least I hope so.

I’ve barely explored the Zotero group settings for all that I have been there for a while (and for all that I have group libraries and everything) so I was not at all sure how well it would work or even if it would work for students in this class.  I’m still not sure because I’d like them to do a lot of the work in-class, and they don’t have their own computers there.  It should be possible for them to sync what they do on library machines to their online libraries, but until we try it, I just won’t know.

So yeah, that’s the reason why I was so happy to find that I’m not the first person to try this -(Profhacker author) Brian Croxall at Clemson did it before and he did it for English and he wrote about it extensively which is so amazingly awesome.  I drew heavily from it even when it didn’t directly – it’s amazing how working with someone else’s assignment online is like talking it through, having someone to get you thinking about the stuff you’re forgetting.

Anyway, so the theme they’re building this bibliography around is the scholarly and creative output of their own faculty,  This is only a 1-credit class (more on the challenges of doing anything meaningful in a 1 credit class later, I promise) and they don’t have a common research assignment in other classes (or any research assignment, in many cases) so it’s really hard to make it relevant.  I am hoping that this focus will add a note of relevance to a kind of abstract skills-for-skills-sake class.  I am also fascinated by what our faculty are producing and will enjoy what the students find and choose to add in any event.

The full text of the assignment is under the cut.

Continue reading

SEO does = infolit!

Via Clive Thompson’s twitter, and then via the Nieman Journalism Lab

Kelly McBride at Poynter Online looks at the connection(s) between the terms people search for and the terms journalists use. There’s a lot to think about here – the connections are multidimensional (and multidirectional) — about the media driving/defining the terms people use to search and the media using the terms people are using to search so they can get found, about the impact of discourse and the language choices we make.  Plus also about the insidious effects of a slow news day:

Now that we know that August is the month of distorted facts, and now that Google makes it impossible to move beyond our distortions — even when we know better — we should be prepared. We can start ramping up in late July, toning our fact-checking muscles, warning our gullible relatives to be wary. Next year, maybe those who care about the truth will get ahead of the curve.

cream colored ponies and crisp apple strudel

Another essentially no more than bullet points post — I have a lot of formal writing I have to be doing now, so this will end at some point.  So, cool stuff…

via Dave Munger (twitter) Alyssa Milano pushing peer-reviewed research — see, it is relevant after you leave school!

via A Collage of Citations (blog).  Former OSU grad student/ writing instructor turned Penn State PhD candidate Michael Faris’ First-Year Composition assignment using archival sources to spark inquiry and curiosity.  Note especially the research-as-learning-process focus of the learning goals.

via Erin Ellis (facebook) plus then via a bunch of other people — proof that, in the age of social media, an awesome title can boost your impact factor.  But the content stands on its own as well – I’ve been thinking a lot about different information seeking style, and how different people gravitate naturally towards different approaches.  By Karen Janke and Emily Dill: “New shit has come to light”: Information seeking behavior in The Big Lebowski

via @0rb (twitter) Journalism warning labels

via Cool Tools (blog) Longform to InstapaperLong Form by itself is pretty cool, it aggregates some of the best long-form (mostly magazine) writing on all kinds of topics.  But what makes it really cool is that it integrates seamlessly with Instapaper, meaning that I can find something there, push a button and have it available on my iPad to read offline the next time I am stuck somewhere boring.

Related – Cool Tools’ post on the best magazine articles ever.

via Cliopatria (blog).  Obligatory history-related resource — London Lives: 1690-1800.  Pulling together documents from 8 archives & 15 datasets, this online archive asks “What was it like to live in the world’s first million person city?”

snowflakes that stay on my nose and eyelashes

Because the work I have to do is stressful  — it’s a dogs biting (not really) bees stinging (not really) feeling sad (not really either) type of time

Tom and Lorenzo’s analysis of the costumes on Mad Men (the season premiere of which I finally got to see late last night) –

It became quickly obvious to us that there was no way we could examine the female fashion on Mad Men without looking at ALL the females. Costume Designer Janie Bryant deserves every bit of acclaim and applause that has come her way since she started work on the show. Think of this series of posts as a mini-retrospective. We’ll work our way up to Joan and Betty by looking at each of the other characters first.

Here’s the thing – I love the posts for the big 3 characters – Joan, Betty, and Peggy – but in some ways, I love the posts about the secondary characters more.  In the first group, the conversation is very character-driven, what different costuming choices say about different characters, which is fun and interesting.  In the second group, though, there’s just as much about what the costumes AND characters say about the time and place in which they’re set – which is right in my analytical sweet spot.

This digital history project at StanfordThe Republic of Letters.

Using social networking visualization tools to visualize the letters that scholars wrote to each other way back in the early days of scholarly communication.

Forged in the humanist culture of learning that promoted the ancient ideal of the republic as the place for free and continuous exchange of knowledge, the Republic of Letters was simultaneously an imagined community (a scholar’s utopia where differences, in theory, would not matter), an information network, and a dynamic platform from which a wide variety of intellectual projects – many of them with important ramifications for society, politics, and religion – were proposed, vetted, and executed.

You can check out their case studies, or do a little bit of playing with their tools.

Cryptogram for iPad.

This game is very easy (if you let it tell you when you guess a letter wrong) or less easy (when you don’t), and so, so pretty.

New blog to follow

And last, but only because I can’t believe anyone who reads this blog doesn’t already know this - Barbara Fister is blogging at Inside Higher Ed.

Emerging Technology and IL Teaching Workshop, part 1

In the next two days, I’ll be giving a series of talks as part of this workshop in Seattle.  Here are the supporting materials for one of them – a short technology demonstration about our Flip video project…

For an example of how we used the Flip video camera we bought — we didn’t use it to demonstrate research processes or to show things in the library.  Or, I should say, we did do some of those things but not in the project I am describing.

But we did use the videos in tutorials.  Basically, my colleague Hannah and I had to do some work revising a set of tutorials.  And as is the case with all tutorials, we had these context-setting pieces that had to go in, pieces where the tutorial explains why the student should take an interest in the process or tool the tutorial will teach them to use.  We didn’t want to write up a set of “here’s why you should care” pages to include in the tutorial, but we weren’t sure where to go from there.

And then one of us – I don’t remember who – had the idea to ask our OSU students to talk about research, with the hope that we could then pull out “clips” that would illustrate what it was we were going to talk about.

It turned out to be a fantastic project – so much fun to work on.  We worked with our office of Student Leadership and Involvement to identify students who were here in the summer and willing to participate.  Then we did a quick 15-30 minute interview with each one.  We recorded the whole thing with a Flip camera, and then used iMovie to pull out useful clips.  The clips are stored on YouTube, so all of our librarians can use them in tutorials, course pages and elsewhere.

This one is one of my favorites – Emmanuel on how librarians are helpful!

See the videos in action

OSU Libraries YouTube channel.  http://www.youtube.com/user/osulibraries

OSU Libraries tutorials pages. http://ica.library.oregonstate.edu/tutorials/ (look at the tutorials for Written English courses)

Our Campus Partners

Student Leadership and Involvement, OSU
http://oregonstate.edu/sli

Associated Students of Oregon State University (ASOSU).
http://asosu.oregonstate.edu/

International Students of Oregon State University (ISOSU)
http://oregonstate.edu/groups/isosu/

Legal Stuff

Model Release Forms (ours were adapted from these at the OSU Extension Office).  http://extension.oregonstate.edu/eesc/how-to/permission-people-pictures-model-release

Using the Flip Camera

EDUCAUSE: 7 Things You Should Know About Flip Cameras
http://net.educause.edu/ir/library/pdf/ELI7043.pdf

Flip Video Camera User Guide (New Mexico State University)
http://brand.nmsu.edu/webnation/flip-video-camera-user-g.html

How to Use a Flip Video Camera
http://www.youtube.com/watch?v=mh6s9gNoFro