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The aim of this paper is to provide a structured collection of case studies organized around the core discussion of how to address the subject of digital media in schools of design in general and architecture in particular. By means of these case studies it will be possible to understand the trajectory that we have followed in the Department of Architecture at Texas A&M University, having as main goal the incorporation of digital media instruction in design curricula and to assess whether our instructional methods and strategies are in tune with our present understanding of the role of digital media in design. The case studies have been organized following three main contextual themes, namely: shaping our understanding of the role of digital media in design, incorporating digital media in the design studio, and adapting to the availability of new technology. The paper includes the identification of critical issues, among them: polarization between traditional and digital media, solutions for continuous learning and update, and pervasive accessibility of digital means. The paper states conclusions and identifies the opportunities and challenges that we foresee in the near future based on the implementation of multidisciplinary integration and the development of multimodal and media-rich design environments.

Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.

This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.

The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.

Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

The purpose of this paper is to highlight trends affecting student writing and studying in the twenty‐first century and, as a consequence, the changing nature of literacy in this digital era.

The paper uses Thomas Friedman's concept of “flattener” technologies that are creating new levels of access and participation around the globe to emphasize changes that learners and schools need to use to become literate. Making use of a vignette followed by discussion of the research relevant to these developments, the features and distinguishing characteristics of these literacies are explored.

Six overarching recommendations for capitalizing on present and future innovations in technology and communication that provide new potential for twenty‐first century learning and future consciousness are made: competence; convergence; curriculum; customization; collaboration; and connectivism.

The paper provides an overview and insight into some of the many changes and challenges impacting on the world of education due to the large‐scale availability and use of digital text and digital media. The exploration of strategies to capitalize on the media rich environments in which our students live is compelling and evidence‐based.

With a team interaction analysis model, the authors sought to identify a varying range of individual and collective intellectual behaviors in a series of communicative intents particularly expressed with multimodal interaction methods. In this paper, the authors aim to present a new construct (i.e. collective intelligence ratio (CIR)) which refers to a numeric indicator representing the degree of intelligence of a team in which each team member demonstrates an individual intelligence ratio (IR) specific to a team goal.

The authors analyzed multimodal team interaction data linked to communicative intents with a Poisson‐hierarchical generalized linear model (HGLM).

The study found evidence of a distinctive IR for each team member in selecting a communicative method for a certain task, ultimately leading to varying degrees of team CIR.

The authors limited the type and nature of human intelligence observed with a very short list of categories. Also, the data were evaluated by only one subject matter expert, leading to reliability issues. Therefore, generalization should be limited to situations in which teams, with pre‐specified team goals and tasks, are collaborating in multimodal interaction environments.

This study presents potential ways to directly or indirectly optimize team performance by identifying and incorporating IRs and CIRs in team composition strategies.

In the literature of team cognition and performance, the authors offer a new insight on team schema by suggesting a new task‐expertise‐person (TEP) unit integrating information on who uses what communicative methods to best tackle on what cognitive task (i.e. optimum cognition with least cognitive burden). Individual and collective intelligence ratios should be considered as new extensions to conventional transactive memory systems in multimodal team interaction scenarios.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Digital libraries (DLs) are currently in place or being developed for a variety of educational applications. These resources offer support for instructional innovation, traditional curricula, and equitable access to learning resources. Yet, the carrot of instructional innovation is often overwhelmed by the stick of conflicting educational policy priorities. This chapter will define and situate the term “educational digital libraries,” and discuss the ways in which sustained use through school libraries and lessons learned from exemplary projects can transform the contemporary educational policy, reform, and learning landscape.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The influence of digital media and information technology on architecture is increasingly evident. Architectural design, practice, fabrication and construction are increasingly aided by and dependent on digital technology. The proliferation of computers and telecomputing in design education and practice has resulted in a major paradigm shift and a reorientation in theoretical and conceptual assumptions considered to be central to traditional design education and practice.