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Information Literacy & Geospatial Data

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This presentation was delivered by Carol Perry and Jenny Marvin (I was unable to attend) @ the CARTO 2008 conference in Vancouver. Here's the description from the program: …

This presentation was delivered by Carol Perry and Jenny Marvin (I was unable to attend) @ the CARTO 2008 conference in Vancouver. Here's the description from the program:

An unprecedented wealth of valuable numerical and geospatial government information is now available in electronic format to academic institutions. Historically, many faculty and students have been reluctant to utilize these resources due to their complexity. Librarians have the capacity to develop dynamic Information Literacy programs which embed these information resources directly into the curriculum.

Published in: Education, Technology

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  • 1. CARTO 2008 Jennifer Marvin, GIS Librarian Carol Perry, Government Publications Librarian (M.J. D’Elia, Marketing & Consumer Studies Librarian) 1
  • 2. 1. Context 2. Scenario / problem based teaching 3. Working within an existing structure 4. Scalability and randomization 5. Resource needs  Human and technical 6. Assessment 7. Next steps CARTO 2008 2
  • 3. Course description  MCS 2020 Information Management  140+ students  2nd year Bachelor of Commerce core course  8 different programmes  Marketing Management  Hotel and Food Administration  Tourism Management CARTO 2008 3
  • 4.  Semester-long metaphor used to explore concepts of information management  Students as employees of fictional high-tech retailer (i.e. Future Shop) CARTO 2008 4
  • 5.  Mock corporation allows for flexibility in creating assignments  Debate scenarios facing company (corporate espionage, reputation management, selling customer data)  Business reports examining new technologies or issues of company policies (implementing biometrics for security, employee monitoring, etc.)  Using GIS & data to help the company identify potential cities for expansion 10 % final mark
  • 6.  Match project outcomes to course requirements  Match data & geoprocessing to the scenario  Demographic data: age & sex, income, and family / household  Spatial data: Census Tracts, roads, addresses  Address geocoding  Table joins to create thematic maps CARTO 2008 6
  • 7. Challenge: Create a single assignment taking into account:  Meaningful data & tasks assigned  Projects can’t be copied  Multiple sections of course  140 + students  Minimal impact on staff CARTO 2008 7
  • 8. Solution:  Pre-tested step-by-step instructions  Skeleton of assignment standardized  Limited cities and variables  Random group selection using course software  Pre-clipped and prepared data CARTO 2008 8
  • 9. CARTO 2008 9
  • 10. Challenge: Human Resources  Development & design of assignment not too onerous for instructors, specialized & reference staff  Implementation support Technological Resources  Access to software by large user group  Saving projects in formats unfamiliar to students CARTO 2008 10
  • 11. Solution: Human Resources  Initial front-end time commitment mitigates later investment  Testing prior to implementation  Lectures & drop-in sessions Technological Resources  Software on all computers in Library (ArcGIS, B2020)  Portable storage devices (student requirement) CARTO 2008 11
  • 12. Student assignments  Brief report including map & selected data Project development and Implementation  Marking of assignment  Faculty member feedback (office hours, emails)  End of semester survey  Informal face-to-face feedback sessions CARTO 2008 12
  • 13.  Example of student project map
  • 14.  Fall 2008  Extra section ( 200+ students)  Adjustment of scenario ▪ Grocery stores (specialty, regular, low cost)  Adjustment of data, clarification of information & steps  Changes in lecture content  Post-assignment feedback to class CARTO 2008 14