Springer Educational Media and Technology Yearbook: Volume 36, 2011

Product Description Continuing a 35-year tradition, the 2011 Yearbook reviews innovative trends and issues in Learning Design and Information and Library Science, and assembles resources including allied fields, North American associations and organizations and relevant journals. From the Back Cover As digital devices play a more critical role in daily life than ever, more opportunities arise for innovative learning technologies―a trend on full display in the Educational Media and Technology Yearbook for 2011. This latest edition notes the relationship between the ubiquity of digital devices and cost-effectiveness in a chapter exploring the lasting value of net-based media during fiscal crisis. Other articles train their focus on graduate and professional goals, including an analysis of doctoral programs in educational technology and new collaborative learning platforms. And, as always, there are fresh possibilities for student involvement, from tech-based scaffolding to enhanced online discussions.  Featured in the 2011 Yearbook: New developments in learning, design and technology, including the evolving role of school librarians in literacy learning, an instructional design approach to educational games, and mobile education toward peace-building. Emerging trends in library science, with special emphasis on access issues, cultural awareness, and professional standards. Biographical sketches of four outstanding leaders in learning technology. An up-to-date worldwide directory of professional associations and organizations in learning design, technology, information, and library science. A worldwide listing of current graduate programs in these fields. An annotated mediagraphy section featuring print and non-print resources in a variety of specialties, including instructional design and training, computer-assisted instruction, interactive multimedia, and libraries/media centers.   Researchers in information and education technology as well as professors and teacher educators in these fields will hail the 2011 edition of the Educational Media and Technology Yearbook as a double-edged resource―the current state of the field and a springboard for its future. About the Author Michael Orey received both the M.A.Ed. and an Ed.D. in Curriculum and Instruction from Virginia Polytechnic Institute and State University. Prior to coming to The University of Georgia in 1989, he taught mathematics and computer science in public schools and in a private international school in Venezuela. He is one of the founders of the LPSL at UGA He has had funded projects related to intelligent tutoring with the U.S. Army Research Institute, project-based learning with at-risk middle school age children, online learning with EpicLearning, and forming partnerships with Universidade Federal do Ceará through a FIPSE-CAPES grant. His current research interests are focused on cognitive applications of technology in the classroom, learning theory, motivation theory, and instructional theory. Stephanie A. Jones joined the faculty at Georgia Southern University in the fall of 2009 after receiving her Ph.D. in Instructional Technology from the University of Georgia. Her previous work experience included one year as a youth librarian in a public library and 14 years as a school library media specialist and a staff-development instructor. Dr. Jones’ current research interests include the career development, recruitment and retention of school library media specialists, the 21st century school library media profession, and storytelling pedagogy. Robert Branch is Professor and Head of the Department of Educational Psychology and Instructional Technology at the University of Georgia. He earned an Associate of Science degree from New York City Technical College, a Bachelor of Science degree from Elizabeth City State University, and a Masters degree from Ball State University. Dr. Branch later went on to complete his Doctor of Education