Information: Transforming the World through Better Communications iConference 2008 iFutures: Systems, Selves, Society February 29, 2008

What We’ll Do Top Ten Tips One-on-One Counseling

Experts Panel Ron Dietel, UCLA Kelly Shaffer, University of Pittsburgh Marlo Welshons, University of Illinois

Why? Effectiveness Clarity Impact

Where We Are Identity Development Communications Plan

Identity

We Make a Difference i-Field i-Professionals

What’s In It for Us?

Presentation Tips Ronald Dietel National Center for Research on Evaluation, Standards, and Student Testing (CRESST) UCLA Graduate School of Education & Information Studies

Overview Design Delivery Environment

Design - Content Research Questions Are the district’s formative assessments aligned to state and school district content standards? Do the district formative assessments improve learning in mathematics? What is the correlation between performance on the district assessments and performance on the state test? Formative assessments that are not aligned to standards are not useful in guiding and informing instruction, Harker and James, 1998 Analysis of mathematics content standards that had been used to design third-grade assessments, was then used to design instruction-- with learning experts Random selection of 400 students who received different types of math instruction (ten lessons each) before taking the district mathematics assessment: Data on mathematics alignment Evidence collected in mathematics formative assessment using different mathematics curricula and instruction Learning experts analysis of data Triangulation of data Study Results

Focused Content Our research question examined: Formative assessments relationship to learning

Focused Key Point Our study found that… District formative assessments had little influence on learning

Design - Visuals Cover too much content Too much content on one slide Difficult to read

Fewer Information Points

Better Visuals Follow the 666 rule… 6 or less bullets per slide 6 or less words per bullet 6 or < information points on graphics

Delivery Reading paper or slides Nervousness Poor eye contact Difficult to understand Lack of self-confidence

Improving Delivery No excuses Learn from others Eye contact; gestures Time-keeping Hold the handouts Carnegie Hall

Environment Arrive early Sound Lighting Temperature

10 Tips for Great Presentations 1. Practice 2. Reduce content 3. Own the room 4. Learn from others 5. Eye contact

10 Tips for Great Presentations 6. Arrive early 7. Avoid being last rule 9. Hold handouts 10. Practice some more

Writing Tips for Academics Kelly Shaffer Director of External Relations University of Pittsburgh School of Information Sciences Thanks to Ron Dietel, Marlo Welshons, and Charles DuBois for their help in producing this presentation.

General Guidelines Carefully define your question/argument first Consider your audience – journal, grant, conference Assess the knowledge level of your audience Draft an outline -- and write to it! Proofread your work 24 hours later! Use a professional – if there’s time.

What is the question or problem? Identify – what is it? Justify – why is it important? Develop a thesis statement that outlines your approach

Your audience determines your tone and your language. Who is the Audience? What is Their Knowledge Level? Journal – very knowledgeable about field Conference – less familiar with your field Grant – initial reviewer might have passing familiarity with field Media – assume no knowledge of the field

Draft an Outline Start with thesis statement or statement of problem Carefully note critical points to make Write your conclusion statement Track your references as you write (you won’t be able to find them later)

Proofread Your Work Did you… Clearly define a problem or statement? Follow your outline? Maintain a style in terms of verb tense and language usage? Cite appropriately?

Use a Professional If you need it, hire a proof reader or editor to review your work Often, your university or iSchool has such a resource for you!

Tips from an Academic Editor Don’t cut and paste without careful review. Don’t wait to start. Save copies of reference materials. Talk to your iSchool communications liaison to see what resources are available. Let your audience dictate your style.

Media Relations for Academics Marlo Welshons Assistant Dean for Publications & Communications University of Illinois Graduate School of Library and Information Science Thanks to the University of Illinois Office of Public Affairs and Ron Dietel for their help in producing this presentation.

General Guidelines Identify your communications liaison. Identify your areas of expertise. Keep your liaison informed—as early as possible. Identify specialized publications in your field. Prepare to justify newsworthiness of your story.

Preparing for an Interview Respond promptly to media requests Ask about: the type of story the reporter is pursuing the context in which you might be quoted the reporter’s and publication’s background

Preparing for an Interview Consider these questions: Why is your work important? What makes your contribution unusual? Who will benefit and how? What is the most important point to make? Write out answers in advance.

During the Interview Assume everything you say will be quoted. Avoid “no comment.” Don’t speak beyond your expertise. Provide support where possible; offer to promptly send background material.

During the Interview Listen carefully to questions, ask for clarification. Don't just respond to questions; emphasize important points. Remember audience: use plain-language interpretations and metaphors.

After the Interview Don’t ask to review or approve the article. Do ask when the article will appear. Follow up with additional information/clarification. Notify your communications liaison. Know that not every interview will result in a quote.

Next Steps Pick Up Ten Tips Develop a Self-Communications Plan at Roundtables Final Q&A