Tuesday, December 17, 2013

Librarians and the Era of the MOOC


The questions librarians should be thinking about is in what ways can we leverage our skills and build tools to fit the values of personalization, “big data” modeling and analysis, as well as peer socialization and networking for the MOOC environment? Would an embedded librarian work in the future for the commercial MOOC vendor or would this be part of an Emerging Technologies Librarian’s duties at a participating university? Would libraries actually benefit financially from MOOCs when considering the added costs for access to consortial databases with copyrighted material, or would library administration need to make yet more cuts to their budget elsewhere to make room for MOOCs? Price and copyright negations with vendors are another consideration. Libraries are often charged by the number of enrolled students, how would that work if they suddenly had hundreds of thousands of students paying for a single course credit? How willing and what system will scientific journals use, for example, to allow copyright use for a selection of individual articles for a course reserve list?



Libraries, MOOCs and Online Learning > 19 March 2014 > 9:30 AM - 3:30 PM

ALIA, CAUL, OCLC and the State Library of QLD present this event bringing together library stakeholders in the online learning space to talk about:

  • MOOCs (the trends in remote course delivery to large cohorts of students); 
  • the issues for libraries (collections, copyright, information, literacy, citation styles, research, staff skills), 
  • how academic libraries can support online learning; 
  • how other libraries - public, state/territory, TAFE, school are getting involved and 
  • the opportunities for advocacy. 
State Library of Queensland / Stanley Pl, South Brisbane /

Source and Registration Available At:


FREE Canvas MOOC > Teaching Library Research Strategies > January 27 2014 - March 2 2014

The migration of print resources to electronic formats has changed how instructional librarians teach students how to use the library effectively. The library has also changed to learning spaces and zones with less space for print resources. In this course, an experienced academic librarian will share his techniques and strategies for getting students engaged in the art of library research. A balanced approach to information literacy instruction including games, active learning, and using media literacy to get students enjoying their time in the library will be explored.

Source and Enrollment Link Available At:



Module 1: Teaching Library Research Strategies - Overview, what to expect, all about Canvas

Module 2: Understanding Information Literacy - A resourceful module on how to teach students about information literacy in the context of their world

Module 3: Knowing your Audience - Tips and strategies on how you can "get" connected with all students, learn who they are, be proactive and get to know them

Module 4: Designing Engaging Learning Experiences - Understanding the basics of instructional design, plan, plan, plan

Module 5: Developing your Style - Creating a teaching style that fits you!  Get in front of that mirror or empty classroom and teach

Module 6: Creating Your List of Strategies - Creating your own theme to get students engaged.  Answer the question: what is on your list?
Source Keith Rocci, M. Ed, Instructor


Saturday, December 14, 2013

Abstract Only > Who's in the MOOD for M.O.O.C.s ? > Library 2.013 > October 18 - 19 2013

Your Name and Title:

Ana Guthrie, Reference & Instruction Librarian

Library, School, or Organization Name:

Nathan W. Collier Library, Florida Memorial University


Area of the World from Which You Will Present:
Miami, Florida, USA

Language in Which You Will Present:


Target Audience(s):

Academic Librarian


Full Session Description (as long as you would like):

It is hard to imagine that academia would take seriously anything dubbed “MOOC.” Yet, the Massive Open Online Course (hereafter "MOOC") movement is repositioning how college instructors and students alike conceptualize learning. MOOCs are loosely characterized as online, tuition-free university courses made up of students spanning all backgrounds and locales who connect to learn a central topic. Essentially, MOOCs are available to anyone, anywhere; they are refashioning how we approach college instruction and delivery. Though the development of MOOCs is an important milestone for global higher education, the movement has been met with controversy. Much has been written on whether the MOOC is a teaching pandemonium versus an educational breakthrough. This presentation will define the MOOC movement and discuss its implications for academic libraries.


[No Known A/V Available] [12-14-13]

A/V Now Available > Librarians’ Role in Supporting MOOCs > Library 2.013 > October 18 - 19 2013

B.Vijayalakshmi - Sri Sarada College for Women, Tirunelveli, India

Friday, December 13, 2013

A/V Now Available > MOOCs and Constructivist Information Literacy > Library 2.013 > October 18 - 19 2013

Dr. Valerie Hill, Ilene Frank, and Michelle Keba -
Texas Woman's University School of Library and Information Studies, TX, USA


LJ > Opening Up | Next Steps for MOOCs and Libraries

ljx131201webmoocsIan1 Opening Up | Next Steps for MOOCs and Libraries

Since the term was coined five years ago, massive open online courses, or MOOCs, have been a subject of much debate in educational circles. In their brief life span, the courses, in which up to many thousands of students can participate, have demonstrated the promise of new technology to democratize education by some and been declared failed experiments by others. MOOC professors, though, say that it’s too early to judge how MOOCs perform, and that after just a few years, even those in the know are still figuring out what MOOCs really are and what shape—or shapes—they’ll take in the future. Whatever MOOCs look like going forward, though, libraries—in the academic and public sphere alike—will play a key role in helping to determine their design and success. In just the few months since we looked in LJ at the MOOC environment (“Massive Open Opportunity,” LJ 5/1/13), the quickly moving field has evolved significantly.

MOOCs in the Public Library

Among the biggest contributions libraries can make to the MOOC ecosystem is also one of the simplest—they can provide the Internet connection and resource access that students need to succeed in a MOOC. Chicago Public Library (CPL), where public libraries are looking for ways to increase their worth to the local learning environment by bringing more, tech librarian Michelle Frisque points out that for MOOC students who may have limited access to the Internet at home, public library resources make online learning a viable option. “We are the biggest provider of public technology and wireless access,” says Frisque. “And we have the resources people can use to do the homework in these courses.”


Making Their Own MOOCs

Some library systems, such as the New York Public Library (NYPL), have dipped their toes into creating original MOOC content, like the Sinology 101 MOOC developed for NYPL by former reference librarian Raymond Pun (a 2012 LJ Mover & Shaker). NYPL’s Stephen A. Schwarzman building houses a huge collection of research and scholarship on the history of China, one that Pun wanted to see promoted more effectively to lifelong learners. Presenting at LJ’s The Digital Shift virtual event on October 16, Pun said that he created the Sinology 101 MOOC as a way to “create a bridge between the program and the ­collection.”


Learning from Library MOOCs

David Lankes, a professor at Syracuse University’s School of Information Studies (SU iSchool), NY, helped to develop and teach a MOOC titled New Librarianship Master Class. As an experiment in learning how MOOCs could supplement or even replace standard online courses, Lankes’s course was split into two sections. Students could take the MOOC more casually, on their own schedule and at their own pace, viewing lectures and completing assignments as suited them from materials that are still available online. But Lankes and his colleagues also offered students the option to take the course for academic credit at Syracuse through a so-called “guided” section of the class that took place this past summer.


Making MOOCs Meaningful

According to Philipp Schmidt, the cofounder of online education platform Peer 2 Peer University, that sort of learning may be where MOOCs can make the most impact—by helping people learn from one another in a connected environment without worrying about whether that learning is officially recognized by universities. That recognition, Schmidt says, can actually get in the way of education. “Accreditation is the single biggest obstacle to real learning,” Schmidt says. “There’s this idea that learning is only important to get college credit and college degrees. A lot of learning happens after you leave school, by working with other people and starting projects.” Whether accreditation is good or bad, though, experiments in offering credit for MOOC participation are just beginning and are unlikely to scale up soon. And without that boost to the perceived validity of the education they provide, it’s going to be hard for MOOCs to live up to the promise of leveling the playing field for higher education. In the meantime, that may leave scholars and academic libraries in the facilitator role Todd is trying to introduce in Los Angeles County.

Source and Full Text Available At:


Thursday, December 12, 2013

Free > The Hype and Hope of MOOCs > OCLC Americas Member Meeting and Symposium > ALA Mid-Winter > January 24 2014 > 1:00 PM - 3:30 PM (ET) > In-person Or Virtual >

January 24 2014 / 1:00 PM - 3:30 PM (ET)

Description: Accessibility and cost of education is on everyone’s mind—administrators, faculty and librarians politicians and parents. MOOCs seem to offer a lifeline to schools and communities seeking to reinvent education and lifelong learning. But the conversation about MOOCs is complex and evolving. New partnerships are being formed to deliver tools and curriculum. New business models are emerging. Questions about accreditation and measurement abound. Do MOOCs represent a sea change for both public and academic libraries? Or just a new twist on distance learning? Join OCLC at the ALA Midwinter symposium for a debate among MOOC practitioners, promoters and skeptics.

This debate will be moderated by Skip Prichard and the symposium speakers will include:
  • Bryan Alexander, author of The New Digital Storytelling, an editor of the Horizon Report and a frequent writer/speaker on digital technology in education
  • Anya Kamenetz, a contributing writer for Fast Company, the Digital/Edu blogger for the Hechinger Report, and author of Generation Debt (2006), DIY U (2010) and the forthcoming The Test (2015) 
  • Ray Schroeder, Professor Emeritus and Associate Vice Chancellor for Online Learning at the University of Illinois at Springfield, and Director of the Center for Online Leadership and Strategy at the University Professional and Continuing Education Association (UPCEA)
  • Audrey Watters, a technology journalist and founder of Hack Education
  • Cathy De Rosa, OCLC Vice President for the Americas and Global Vice President of Marketing
Video Now Available At:

!!! Thanks, Gary Price !!!

Source and Registration Link Available At: