On October 15 and 16, 2009, the National Forum on Information Literacy begins celebrating 20 years of promoting information literacy at the Carnegie Endowment for International Peace Conference Center in Washington, D.C. Information literacy is a critical skill set essential today for academic achievement, workplace success, and engaged civic participation in our dynamically evolving information and communication technology universe. It provides the worldview template needed by all Americans for successful pursuits in areas of competitive advantage, personal responsibility, and lifelong learning in the 21st century.
The anniversary theme for the two day affair is Empowering Future Generations: Information Literacy. Arthur J. Rothkopf, Senior Vice President and Counselor to the President of the U.S. Chamber of Commerce, will keynote the dinner celebration on Thursday, October 15th. Friday's Annual Meeting will offer an interactive town hall format focusing on the theme and is open to the public. Seating is limited.
The Anniversary's honorary chair, Congressman Major R. Owens, Ret. has said, "Information literacy is needed to guarantee the survival of democratic institutions. All men are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity."
The two day affair will celebrate the achievements of the National Forum including acknowledgement of the steadfast dedication and leadership of its first chair, Dr. Patricia Senn Breivik, currently Vice President of Nehemiah Communications in Columbia, South Carolina. The National Education Association is one of the event's key sponsors.
As we move further into the 21st century, it is quite clear that information literacy will become the standard-bearer for academic achievement, workforce productivity, and competitive advantage.
For more information on the 20th anniversary celebration, visit www.infolit.org
National Forum On Information Literacy Celebrates 20th Anniversary
More Than 30 Percent Of Faculty Say They Tweet
Faculty Focus, a website for higher education professionals, today announced results of a survey on Twitter usage and trends among college faculty. The survey of approximately 2,000 higher education professionals found that nearly one-third (30.7 percent) of the 1,958 respondents say they use Twitter in some capacity. More than half, (56.4 percent) say they've never used Twitter.
The findings, available in the downloadable report Twitter in Higher Education: Usage Habits and Trends of Today's College Faculty, show relatively strong adoption rates among higher education professionals. On the other end of the spectrum, the results also reveal a large number of faculty question the value of using the micro-blogging service in an academic setting.
Key findings of Twitter in Higher Education: Usage Habits and Trends of Today's College Faculty include:
-- 21.9 percent of respondents say they are "familiar" or "very familiar"
with Twitter.
-- Of those who use Twitter, 21 percent say they "frequently" use it to
collaborate with colleagues; 15.6 percent do so "occasionally."
-- Of those who use Twitter, 7.2 percent "frequently" use it as a
learning tool in the classroom; 9.4 percent do so "occasionally."
-- 71.8 percent of current Twitterers expect their usage to increase this
school year.
-- 20.6 percent of current non-Twitter users say there is a "50/50
chance" they will use Twitter as a learning tool in the classroom in
the next two years.
-- 12.9 percent of respondents say they tried Twitter, but stopped using
it because it took too much time, they did not find it valuable, or a
combination of reasons.
Depending on how they answered the question "Do you use Twitter?" respondents were asked a unique set of follow-up questions. The 20-page report released today provides a breakdown of the survey results by question, including comments provided by survey respondents when available. The comments further explain how they are using Twitter, why they stopped, or why they have no interest in using it at all.
Although the majority of faculty do not currently use Twitter, their reasons are varied. Many questioned its educational relevance and expressed concerns that it creates poor writing skills. For others the reasons boiled down to the simple fact that they either don't know how to use Twitter, or don't have time to use it.
"One of the more interesting findings from the survey is the high percentage of faculty who use Twitter, even if they're still experimenting with the best ways to incorporate it into their courses," says Mary Bart, content manager for Faculty Focus. "What also became quite apparent was how strongly Twitterers and non-Twitterers feel about the technology."
The majority (55.9 percent) of people who took the survey are professors or instructors, with another 4.3 percent who designated themselves as online instructors specifically. Nearly one-fourth (23.6 percent) are academic leaders, such as department chairs and deans. Sixteen percent selected their role as "other" and this included individuals in faculty development, academic advisement, instructional design, marketing, admissions, assessment, and library services.
The survey was conducted in July and August 2009. An email invitation to participate in the online survey was distributed to Faculty Focus subscribers, as well as to select in-house lists of higher education faculty and administrators. Faculty Focus also notified its Twitter followers of the survey via http://twitter.com/facultyfocus.
To access the full report: Twitter in Higher Education: Usage Habits and Trends of Today's College Faculty visit http://bit.ly/4cjCh0 or http://www.facultyfocus.com/.
Stimulus Helps Schools, but Not as Much as Hoped
Federal stimulus funds for education are flowing to states and local school districts, but many of the dollars are simply backfilling budget holes, limiting the ability of districts to implement innovative reforms, according to a study released today by the American Association of School Administrators. "Schools and the Stimulus: How America’s Public School Districts Are Using ARRA Funds," is based on a survey of 160 school administrators from 37 states conducted in July and August 2009. The study finds that while school leaders appreciate the opportunity the federal stimulus funding represents, a lack of flexibility in the funding and a need to fill federal, state and local budget shortfalls are sizeable obstacles that many districts have been unable to overcome in their efforts to save jobs and effect change.
"AASA members have voiced both appreciation for and concerns with the American Recovery and Reinvestment Act," said AASA Executive Director Daniel A. Domenech. "While they remain committed to their daily efforts to advance education reform and innovation, the current economic realities have severely limited their ability to use stimulus dollars for anything beyond filling budget holes."
Survey Highlights
A majority of districts have received or anticipate receiving soon their ARRA Title I, IDEA and State Fiscal Stabilization Fund dollars.
When asked how their districts are using ARRA funds to bring about education innovation and reform, more than two-thirds of respondents replied that the stimulus dollars are either filling funding gaps or represent only marginal growth in funding levels.
School districts are using the one-time funds to save teaching and staff positions. However, less than half of respondents reported being able to save core subject teaching positions with ARRA dollars.
The top five reported uses for ARRA Title I and IDEA monies are: professional development; saving personnel positions; classroom technology; classroom equipment/supplies; and software.
AASA members said a heightened level of bureaucracy and reporting tied to the stimulus funds limits their time and ability to implement education reform and innovation.
AASA President Mark Bielang, superintendent in Paw Paw, Mich., said: "The survey results echo a frustration my colleagues and I have long articulated: limited flexibility for the existing federal education funds cuts down on our ability to innovate, and the stimulus dollars come with limitations. In light of the tight economic situation at the federal, state and local levels, a little flexibility goes a long way toward supporting educator efforts to innovate and reform America’s public schools. AASA will continue to monitor ARRA and advocate for the greatest flexibility possible, so that school administrators across the country can maximize ARRA’s investment in America’s public schools."
Survey results: http://www.aasa.org/content.aspx?id=5452.
Children’s Creativity with "Curious Corner," a New Interactive Web Site
The Art Institute of Chicago's Department of Museum Education has just launched Curious Corner, a vibrant children's interactive game that brings the museum's collection of art to life. Packed with lively animation and fun features, the dynamic program encourages young Web users and their families to explore more than 30 works of art from around the world through playful and creative activities.
Developed by the Art Institute in collaboration with Sandbox Studio, Inc., a design company dedicated to educational programs and technology, Curious Corner is now accessible on the Web as well as on dedicated computers inside the museum.
"Opening the new Ryan Education Center in the Modern Wing has really been a catalyst for us to bring the world of museum education into the twenty-first century," said Robert Eskridge, the Woman's Board Endowed Executive Director of the Department of Museum Education. "The education center is now fully equipped with state-of-the-art computer terminals, wireless laptops and interactive whiteboard technology, and, in the classrooms and studios, multimedia projection and display systems. With Curious Corner on the Web, we're now able to bring all the advances of the Ryan Education Center into the homes of families and visitors."
Curious Corner introduces families, children, and educators to the Art Institute's diverse collection, teaches basic visual skills, and promotes the museum in a stimulating, intuitive, and appealing way. The activities allow children to "learn by doing": children can interact with works of art through both words and pictures, experiment with visual elements and principles, and use different styles of design to create something new. The broad selection of artworks featured in the program include American and European paintings, African masks, Indian artifacts, and contemporary works-offering children of all ages ample opportunity to encounter and discover a diverse array of styles, media, and cultures.
On the homepage of Curious Corner, users can choose from three different activities: "Story Time," "Match Up," and "Play with Art." "Story Time" enables children to explore the background behind three different art objects with animated tales that allow web visitors to click on components throughout. "Match Up" teaches careful looking skills to children through the act of combining textures, shapes, and sounds with details in famous artworks. The third section, "Play with Art," encourages kids to create their own mask or Joseph Cornell box and match faces to famous portraits–all while teaching them about the art that inspired the game.
Curious Corner is one of many ongoing technology initiatives that the Art Institute's Museum Education department has developed in recent years for its audiences, both online and inside the museum. It continues the museum's award-winning tradition of innovation in education that can be found in previous interactive exhibitions such as Telling Images and Faces, Places, and Inner Spaces.
Curious Corner can be accessed through one of the computer terminals found in the Vitale Family Room of the Ryan Education Center in the Modern Wing or online at artic.edu/aic/education/CC. This program is one of many that support the Art Institute's goals to serve families and enhance the appreciation and enjoyment of art.
Arizona Science Center launches 'Young Science Correspondents' program
Arizona Science Center is exploring new opportunities for science learning and inspiration with the creation of a new and innovative program – Young Science Correspondents -- that is training eight Valley students to be science correspondents with the help of local journalists and science experts. These eight students, four from the Bioscience High School and four from Carl Hayden High School, are making the My Digital World Gallery and the azcentral.com CyberLab at Arizona Science Center their home this summer.
The Young Science Correspondents program introduces youth to science journalism through organized experiences and mentorship in science, journalism and media. Program goals are to inspire teenage youth – including the participating correspondents and those that they reach – and to introduce science into teen awareness throughout Arizona.
Supported by a grant from the Nina Mason Pulliam Charitable Trust, Arizona Science Center’s Young Science Correspondents program begins with a month long summer program this July plus monthly 3-hour workshops during the 10-month school year. Students are learning and using multi-media journalism to report the sciences and are responsible for researching, interviewing and producing at least one project per week during the month of July.
An impressive interview schedule has been set for this program that includes individuals from Wired magazine, the Arizona Department of Health Services, and ASU Biodesign Institute just to name a few. The students will also be taking trips to some of the top media and science locations throughout the valley such as The Arizona Republic, Know99 TV and the Translational Genomics Research Institute (TGen).
Now more than ever, Arizona’s young people need opportunities in which they can become actively engaged in the science around them, explore new ways that scientific discovery affects their world and discover new career opportunities. To create interest in young people, they need non-school environments where they can have authentic experiences and see real-world applications.
Arizona Science Center developed the Young Science Correspondents program to address concerns of leaders in Arizona who are committed to preparing a strong workforce. It addresses the need for a new generation of scientifically literate residents by experimenting with a new kind of science learning environment for English- and Spanish-speaking adolescents and young adults in our community.
Other youth journalism projects targeting teens in Arizona do exist but the Young Science Correspondents project is the first journalism program for teens that focuses on science topics and is led by a science center. This pilot project will create an innovative pedagogical, collaborative approach utilizing scientists, journalists, and informal educators teaching together that may be replicated at other informal learning centers.
Students Seek Quality Higher Education in the Face of California Budget Cuts
As the effects of vast state budget cuts at California's public higher education institutions are felt, more students may rely on the stability of private schools like Academy of Art University for a quality education. Academy of Art University's student population has grown continuously in recent years, a trend that the school plans to support as public institutions face budget cuts that could significantly stall enrollment.
California State University (CSU) recently announced measures to address an unprecedented budget reduction of $584 million for 2009-10. CSU has stopped accepting student applications for the 2010 spring term. CSU has typically enrolled more than 35,000 freshmen, undergraduate transfer and graduate students during the spring term.
State budget cuts do not affect privately funded schools like Academy of Art University. "The Academy continues to offer a world-class educational experience in art and design. We welcome all students interested in pursuing a creative career," said Dr. Elisa Stephens, Academy of Art University president.
CSU has been working to finalize a plan to address the unprecedented budget cuts, which will include measures to reduce enrollment, employee furloughs, possible student fee increases, salary and hiring freezes, and restrictions on travel and purchases. Overall, CSU is looking to reduce its enrollment by 40,000 students system wide for 2010-2011.
While budget cuts force state-funded schools to consider cutting degree programs, Academy of Art University recently announced the addition of two new majors to meet the increasing demand for quality art school programs. The School of Game Design offers AA, BFA, and MFA degrees in a variety of specializations. Students can pursue their love for music for film, TV, and on the Web in the new School of Music for Visual Media.
In addition to limiting enrollment and cutting programs, state budget cuts could lead to a less qualified faculty and a diminished classroom experience for state-funded schools. Higher salaries will draw the best teachers to more competitive schools, and fewer instructors mean fuller classrooms.
The enrollment reductions and service cuts at state-funded schools are prompting many students to transfer to private schools like Academy of Art University. The Academy accepts transfer credits from many institutions and welcomes students seeking quality higher education.
With small class sizes and a high graduate job placement rate, Academy of Art University is committed to its exceptional standard of art school education. The Academy will continue to prepare the creative work force of California, the nation and beyond, regardless of state budget cuts.
Reading Is Fundamental Launches "Read for Change"
Reading Is Fundamental (RIF) has launched Read for Change, a campaign to encourage all Americans to read with young children. This initiative is part of United We Serve, the national effort launched by President Obama on June 22 to engage more Americans in serving their communities this summer.
"One of the greatest services we can provide our communities is to ensure that all children obtain access to books and discover the joy and value of reading," said RIF President and CEO, Carol H. Rasco. "Today RIF is pleased to launch 'Read for Change' and we challenge Americans across the country to collectively log 3 million minutes of reading with children by September 11, 2009."
Participants can log their time at http://www.RIF.org/readforchange. At the end of the campaign, RIF will randomly select five participants to receive a children's multicultural book collection as well as the opportunity to select a school in their community to also receive a book collection.
This effort by RIF, the nation's oldest and largest children and families' literacy nonprofit organization, projects to raise awareness about the impact of children's literacy on the long-term economic health of the country.
In addition to raising awareness of the issue of literacy, RIF is partnering with the Verizon Foundation to encourage participants to supplement these reading activities by visiting Verizon's Thinkfinity.org web site (www.thinkfinity.org). The site contains thousands of free, educational resources for teachers, parents and students, including K-12 lesson plans, online educational activities, videos and other materials designed to strengthen literacy development, creativity and develop the critical thinking skills needed for success in the classroom and the workplace.
Reading to children becomes particularly important during the summer months, when children lose knowledge gained during the school year. The magnitude of this phenomenon, known as the "summer slide" or the "summer slump," is strongly affected by family income -- students from low-income families experience over two months summer learning loss in reading achievement, according to the Johns Hopkins Center for Summer Learning.
To help meet growing social needs resulting from the economic downturn, the Summer Service Initiative, launched by the White House, aims to both engage new volunteers in expanding the impact of existing organizations and to encourage "do-it-yourself" projects. The focus of the initiative is economic recovery, with the support of education and literacy for all Americans as a main component. Within the literacy component there are three specific focus areas: reading with kids, book drives and distributions, and library card registration drives.
"RIF is pleased to join with our partners to participate in United We Serve, and thanks the President for making this call to service this summer and beyond," added Rasco.
To participate in Read for Change, people can log their minutes read with a child at http://www.RIF.org/readforchange. To learn more about this and other local volunteer opportunities in your community, visit www.Serve.gov.
