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

Today’s 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

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

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

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

Why Social Bookmarking is an Important Learning Tool Fostering Student-Centered Learning Facilitating Social Networking Enabling Lifelong Learning

Instructor/Teaching Tool Providing structure to explore/direct Pushing resources out to students Setting activities to engage with resources e.g…

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

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

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

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

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

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.

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

Scholar Course Home Page

Bookmark Stream in Syllabus

Bookmark Link in Syllabus

GRCC

GRCC – Survey on Social Bookmarking … I think we are going to need some help marketing the idea of social bookmarking for sure. - Eric Kunnen

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

GRCC – Practical Examples Personal Productivity Track, Watch, Discover, Store, Classify, and Share

GRCC – Practical Examples Course Content Student Assignments and Sharing Bookmark Streams & RSS Library Resources Course Tags

GRCC – Practical Examples Teamwork and Projects AQIP, Quality, and NCA

GRCC – Practical Examples Professional Development Online and Hybrid Certification Course & Learning Objects

GRCC – Practical Examples Discovery, Sharing, and Networking Profiles, Friends, Favorites, and Fans Discipline Tags & Cross Institutional Sharing Academic Social Networking

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…

Thank you. 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