Journals

Journals
(includes examples of potentially useful articles and abstracts)

//Information Society// //Information World Review// //Interactive Learning Environments// //Leadership// //Learning & Leading with Technology// //The Journal (online journal)// //Teacher Librarian//

//The Journal (online journal)// Such as: >
 * Ed Tech Experts Choose Top Tools

//Teacher Librarian// Such as:
 * Lamb, A., & Johnson, L. (2010). Beyond Googling: Applying Google Tools to Inquiry-based Learning. Teacher Librarian, 37(4), 83-86. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

//Information Society// Such as: > "Based on literature from the domains of organization science, marketing, accounting, and management information systems, this review article examines the theoretical basis of the information overload discourse and presents an overview of the main definitions, situations, causes, effects, and countermeasures. It analyzes the contributions from the last 30 years to consolidate the existing research in a conceptual framework and to identify future research directions." [ABSTRACT FROM AUTHOR]
 * Eppler, M., & Mengis, J. (2004). The Concept of Information Overload: A Review of Literature from Organization Science, Accounting, Marketing, MIS, and Related Disciplines. Information Society, 20(5), 325-344. doi:10. 1080/01972240490507974.

//Information World Review// Such as:

"The article suggests steps to consider in order to tackle the issue of information overload."
 * Venkatraman, A. (2010). Are you drowning in a tide of digital data? //Information World Review,// (264), 08.

//Learning & Leading with Technology// Such as: > The article provides information on the concept of personal learning networks (PLNs). According to the author, PLNs open up doors to sources of information that were not available a few years ago through information and communication technologies (ICT). It highlights three main types of PLNs, which include personally maintained synchronous connections, dynamically maintained asynchronous connections and personally and socially maintained semisynchronous connections. It explains that PLNs enable to reshape an individual's information experiences to suit on learning needs.
 * Warlick, D. (2009). Grow your personal learning network. //Learning & Leading with Technology,// //36//(6), 12-16.

//Journal of Computer Assisted Learning// Such as: > "This paper reports on research to investigate design features of asynchronous discussion systems for higher education. The research aims to identify features that increase the benefits of discussion systems and reduce the problems. The paper focuses on a major theme that emerged from interviews with learners and teachers: information overload. Interview findings, together with literature and system reviews, were used to identify four areas of possible system enhancement aimed at alleviating overload: branched message threading; user recommendations of messages; message filtering; and a personal ‘clippings’ area for useful messages." [ABSTRACT FROM AUTHOR]
 * Kear, K. L., & Heap, N. W. (2007). ‘Sorting the wheat from the chaff’: Investigating overload in educational discussion systems. //Journal of Computer Assisted Learning,// //23//(3), 235-247. doi:10.1111/j.1365-2729.2006.00212.x

//Behaviour & Information Technology// Such as: > "The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course." [ABSTRACT FROM AUTHOR]
 * Lakkala, M., Ilomäki, L., & Palonen, T. (2007). Implementing virtual collaborative inquiry practises in a middle-school context. //Behaviour & Information Technology,// //26//(1), 37-53. doi:10.1080/01449290600811529

//Techniques: Connecting Education & Careers// Such as: > "The article discusses the impact of social networks and net communities in increasing the output productivity and workforce efficiency in the 21st century workplace. It notes that the 21st century workplace is driven by technology, and its success is noted by employment rates of its citizenry and productivity growth. It mentions that social communities and social networking sites such as Facebook, and Twitter are affecting the scope and nature of doing business on a global level."
 * Asunda, P. (2010). Productivity, social networks and net communities: IN THE WORKPLACE. //Techniques: Connecting Education & Careers,// //85//(5), 38-41.

//Leadership// Such as: > "The article discusses Internet tools that are free, useful and help connect networks within education, connect with peers and enhance productivity of educators. Personal Learning Networks (PLN) category is a customized, user-created networks that evolve based on the changing needs among users including Twitter, Facebook and Blogger. The collaboration tools, on the other hand, enable live communication and information sharing including YouTube, TokBox and Flickr." > //Interactive Learning Environments// Such as: > "The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions." [ABSTRACT FROM AUTHOR] > > > __**Comments and To Dos**__
 * Gonzales, L., & Vodicka, D. (2010). Top ten internet resources for educators. //Leadership,// //39//(3), 8-37.
 * Koper, R., Giesbers, B., Van Rosmalen, P., Sloep, P., Van Bruggen, J., Tattersall, C., Vogten, H., & Brouns, F. (2005). A design model for lifelong learning networks. //Interactive Learning Environments,// //13//(1), 71-92. doi:10.1080/10494820500173656

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