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“Big data,” as it has become known in business and information technology circles, has the potential to improve our knowledge about human behavior, and to help us gain insight into the ways in which we organize ourselves, our cultures, and our external and internal lives. Libraries stand at the center of the information world, both facilitating and contributing to this flood as well as helping to shape and channel it to specific purposes. But all technologies come with a price. Where the tool can serve a purpose, it can also change the user’s behavior to fit the purposes of the tool. Big Data Shocks: An Introduction to Big Data for Librarians and Information Professionals examines the roots of big data, the current climate and rising stars in this world. The book explores the issues raised by big data and discusses theoretical as well as practical approaches to managing information whose scope exists beyond the human scale. What’s at stake ultimately is the privacy of the people who support and use our libraries and the temptation for us to examine their behaviors. Such tension lies deep in the heart of our great library institutions. This book addresses these issues and many of the questions that arise from them, including: -What is our role as librarians within this new era of big data? -What are the impacts of new powerful technologies that track and analyze our behavior? -Do data aggregators know more about us and our patrons than we do? -How can librarians ethically balance the need to demonstrate learning and knowledge creation and privacy? -Do we become less private merely because we use a tool or is it because the tool has changed us? -What’s in store for us with the internet of things combining with data mining techniques? All of these questions and more are explored in this book
Activating the Learner’s Brain promotes a “Learner’s Brain Model,” using brain research to understand the nature to the learner. This book goes beyond lesson planning as it addresses instructional delivery, use of assessments, Consolidation for Closure, reflection and includes rubrics for professional growth. The first chapter is devoted to addressing planning and executing instructional delivery answering the question: do I teach for competency or performance? Following lesson execution, the subsequent chapter discusses assessments. Are assessments of learning or for learning, or both? Assessments are used to collect data as well as a strategy called “Consolidation for Closure” Once the data is collected, the data is analyzed and used for subsequent lessons. A critical component for success is reflection and the last chapter provides reflective questions teachers and students can use.
The basic purpose of this book is to help policy makers at all levels of government understand that (1) widespread adolescent under-achievement is not susceptible to solution by educational interventions no matter how much money is allocated to public education; and (2) there are unidentified educational and civic costs to focusing on low achievement and to expecting public institutions of education (for K-12 and college) to solve a growing social problem. Many policy makers seem to think (1) that all Hispanic and African American students are low achievers even though only 25 percent of this country’s 15 year-olds are designated by tests as low achievers and Hispanic and African American children constitute 41% of our public school population; (2) that most children in low-income families are Hispanic or African American even though more “white” children are; or (3) that teachers/schools are the cause of low achievement. Educational institutions still cannot solve a non-education-caused problem and haven’t done so for over 50 years despite all the public and private money that has been allocated.
In today’s education climate, parents, teachers and school leaders are often confused about the direction of education and what and how children are learning. For anyone interested in the minefields that young people navigate in schools today, this book exposes the ills, questions the status quo, engages the reader in a common-sense way, and provides solutions to the confusion created in schools. The culmination of over exposure of young children to Lesbian, Gay, Transgender, Queer/Questioning, Intersex, and Asexual (LGBTQIA) topics, the banning of religion in schools, and the runaway train of illegal immigration creates confusion that won’t soon pass. In addition, the trend for politicians to appoint superintendents of schools, commissioners of education (at state and federal levels), and other education leaders who do not have experience or formal training in education is confusing and disturbing. Would anyone visit a doctor who was not experienced in medicine? It’s not likely. There are gray areas in schools that are becoming standard practice. This top–down confusion leads everyone to ask the question: Is Gray the New Pink in Education?
Technology and multimodal texts must be included as part of the literacies we teach in 21st century schools. Implementing multiple modes of literacy requires that teachers shift their focus toward multiple genres and modes of text. This shift to the visual requires that teachers consider how students read images in the classroom, address visual literacy, and engage students in constructing visual texts. Students already live and communicate in a virtual world connected by expansive networks, and many also read young adult literature. Given this, researchers and practitioners in the field examine ways texts written for students can be combined with digital tools to craft more critical conversations around literary response and digital media consumption and production. This book explores ways adolescents read, engage, and construct meaning within the world around them and examines how teachers can leverage the use of young adult literature with digital practices within their classrooms.
Since his television debut in the mid-1950s, James Garner entertained millions of fans on screens both big and small. From supporting roles in memorable films like Sayonara and The Notebook to leading roles in box office hits including The Great Escape, Victor / Victoria, and the feature film version of Maverick, the actor appeared in some of the most entertaining movies of all time. In The Essential James Garner, Stephen H. Ryan and Paul J. Ryan consider the prolific output of one of America’s most beloved actors. This book looks at the key feature films, made-for-television movies, and television episodes of Garner’s career. The authors discuss each of the actor’s most well-known films–The Great Escape, The Americanization of Emily, Support Your Local Sheriff! and Murphy’s Romance, among others–as well as critically acclaimed television movies including Barbarians at the Gate, Breathing Lessons, Decoration Day, Heartsounds, My Names Is Bill W., and Promise. Each entry provides details about the film’s production, critical reception, and commercial success. The best episodes of Garner’s two iconic television, Maverick and The Rockford Files–as well as his highly regarded but little seen series Nichols–are also identified. The authors make clear why these choices are indispensable viewings, not only for those already familiar with Garner, but also for those who have yet to enjoy the work of this Oscar nominee and multiple Emmy winner. A tribute to the career of a Hollywood legend, The Essential James Garner will appeal to anyone wanting to know more about the actor’s best films and programs.
Families as Partners: The Essential Link in Children’s Education is a useful guide for families and a resource for education professionals who want to promote increased parental involvement at home and school. The book examines research and includes examples, illustrations, case studies, practices, policy issues, and successful projects that schools have accomplished with a community of families and students. These situations provide information to develop productive family-school partnerships with families, schools, and communities, to advance student achievement.
Most of us struggle with the “time famine”–the pervasive feeling of never having enough time. Whether we work three jobs or none, have many children or none, or live in a huge city or a small town, most of us have the feeling there is always more to do than we’re able, more time required than we can give. In Never Enough Time, Rev. Donna Schaper helps us think through the practical and spiritual elements of the time famine and helps us instead aim for a feast. Schaper’s advice centers around our mind-set–understanding both the structural and personal reasons we feel so pressed, clarifying what’s important to us or not, and setting realistic expectations, while enriching the time we have. The book goes beyond the idea of “Sabbath keeping” to offer suggestions for all parts of life–particularly the busy moments. Schaper draws on her years ministering to people across all walks of life to show that the time famine cuts across race, class, and gender lines to touch almost everyone. She offers practical and spiritual suggestions that won’t magically give us more time, but can help us live better with the time we have.