From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking

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From Information Literacy to Scholarly Identity
Effective Pedagogical Strategies for Social
Bookmarking
EDUCAUSE 07

• - Deborah Everhart, Adjunct Assistant Professor,
  Georgetown University, and Principal Architect,
  Blackboard - Eric Kunnen, Coordinator of
  Instructional Technologies Learning Academy,
  Grand Rapids Community College- Kaye Shelton,
  Dean of Online Education, and Assistant
  Professor, Adult Education, Dallas Baptist
  University

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Todays Session Will

• Define social bookmarking
• Provide an overview of the Blackboard Scholar
  tool
• Discuss pedagogical implications of social
  bookmarking
• Provide practical examples already in use

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Social Bookmarking

• The practice of saving bookmarks to a public Web
  site and tagging them with keywords.
• ---EDUCAUSE Learning Initiative, 2005

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• Social bookmarking and networking service
• Customized for education
• Integrated directly with Blackboard courses
• Free
• Centrally-hosted

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Enabling

• Save and Tag bookmarks and searches
• Share resources among peers and colleagues
• Find relevant, reliable resources more easily
• Update courses automatically with dynamic
  resource content feeds
• Contribute to course collections, both students
  and instructors

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Why Social Bookmarking is an Important Learning
Tool

• Fostering Student-Centered Learning
• Facilitating Social Networking
• Enabling Lifelong Learning

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Instructor/Teaching Tool

• Providing structure to explore/direct
• Pushing resources out to students
• Setting activities to engage with resources e.g

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• Students evaluate, summarize, and build resources
• Students locate informative and high quality
  resources to cover a topic
• Each saved as bookmark with appropriate tags
• For each bookmark, students summarize the
  resource and explain why it is high quality
  (Description field)
• Assessment tags cover resources, summary is
  comprehensive and clear, good quality
  justification
• Extension support for a student paper

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Learner Centered Tool

• Student activities to engage with resources
• find resources which best summarize a topic
• find resources for and against an argument
• find a biased or misleading resource on a topic
• questions which require examination of resources

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Benefits of a Social Bookmarking Network

• Ease of updating, ease of sharing with students
• Getting resources from others in your discipline
• Making students co-builders, active learners

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Practical Examples

• Kaye Shelton, Dallas Baptist University
• Deborah Everhart, Georgetown University
• Eric Kunnen, Grand Rapids Community College

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Undergraduate Adult (Hybrid) Class

• Two assignments
• Find 5 college websites with course catalog
  descriptions
• Find 1 good article in your experiential
  discipline and annotate
• Provided clearly written instructions with
  screenshots
• Easy with Course tool

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Adult Hybrid Class

• In spite of being good computer users, the adult
  students were slower to adopt it than graduate
  students
• First assignment was slow, several questions, and
  they were pretty unsure of themselves
• The second assignment was much better and was
  even turned in early.

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Graduate Online Class

• Find qualified resources that could be used as an
  online education administrator and annotate
• Provided same handout
• Students caught on quickly and are really
  enjoying sharing resources
• Use resources for final project support

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Scholar Course Home Page
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Bookmark Stream in Syllabus
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Bookmark Link in Syllabus
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Scholar _at_ GRCC
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GRCC Survey on Social Bookmarking

• I think we are going to need some help
  marketing the idea of social bookmarking for
  sure. - Eric Kunnen

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GRCC Practical Examples Ideas

• Personal Productivity
• Track, Watch, Discover, Store, Classify, and
  Share
• Course Content
• Student Assignments, Contributions, and Sharing
• Course Tags
• Dynamic Course Streams
• Direct Library Resources
• Teamwork and Projects
• AQIP, Quality, and NCA
• Professional Development
• Online and Hybrid Certification Course
• Learning Objects
• Discovery, Tracking and Networking
• Academic Social Networking
• Profiles, Friends, Favorites, and Fans
• Discipline Tags
• Cross Institutional Sharing

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GRCC Practical Examples

• Personal Productivity
• Track, Watch, Discover, Store, Classify, and Share

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GRCC Practical Examples

• Course Content
• Student Assignments and Sharing
• Bookmark Streams RSS
• Library Resources
• Course Tags

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GRCC Practical Examples

• Teamwork and Projects
• AQIP, Quality, and NCA

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GRCC Practical Examples

• Professional Development
• Online and Hybrid Certification Course Learning
  Objects

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GRCC Practical Examples

• Discovery, Sharing, and Networking
• Profiles, Friends, Favorites, and Fans
• Discipline Tags Cross Institutional Sharing
• Academic Social Networking

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GRCC Plans for the future

• Leverage the power of Scholar to
• 1) Provide our Librarians with an easy way to
  bring in some valuable resources directly into
  courses to share with students and faculty.
• 2) Encourage students to "add to" the body of
  knowledge in a course and share with each other.
• 3) Share resources and content collections with
  other universities and colleges on Scholar.
• 4) Provide students, faculty, and staff with the
  skills of academic social networking,
  bookmarking, and online tool usage with a key
  quality of the discernment of online resources.
• 5) Enhance faculty productivity, discipline
  searching/sharing, and course resource
  integration.
• 6) Improve collaboration for groups, teams,
  research groups, committees to share and
  categorize resources.
• 7) Increase awareness for individuals in using
  Scholar to easily store, access, collect, share,
  discover, tag, classify, and sort resources

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Thank you.

• http//www.scholar.com
• beyond_at_blackboard.com
• Deborah Everhart, everhart_at_georgetown.edu
• Adjunct Assistant Professor, Georgetown
  University, and Principal Architect, Blackboard
• Eric Kunnen, Ekunnen_at_grcc.edu
• Coordinator of Instructional Technologies
  Learning Academy, Grand Rapids Community
  CollegeKaye Shelton, kaye_at_dbu.edu
• Dean of Online Education, and Assistant
  Professor, Adult Education, Dallas Baptist
  University