ANU Library: responding to new needs
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ANU Library: responding to new needs

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Presentation to ACT Teacher Librarians moderation Day

Presentation to ACT Teacher Librarians moderation Day

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ANU Library: responding to new needs ANU Library: responding to new needs Presentation Transcript

  • ANU Library: responding to new needs Roxanne Missingham, University Librarian, ANU
  • • MOOCS – reaching out • Search and finding • Cognition and literacy • Open access – resources at your fingertips (or almost) 2
  • 3 MOOCs Arbyreed Shake, rattle and roll http://www.flickr.com/photos/19779889@N00/3010403895/
  • “That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.” ― Plato, The Republic 4
  • Student expectations 5
  • Libraries looking outside the box (or slipper) 6 Bazely2356 Camoflage http://bazely2356.deviantart.com/art/Camouflage-60301697 support copyright Open access educational resources Online guides – Libguides etc
  • 7
  • Collections and searching 8 Café press Neil Gaiman quote http://www.cafepress.com.au/mf/68 351917/libraryfrontwhite_tshirt?pro ductId=651339039
  • Finding Jan_June 2014 Jan_June 2013 Change Average searches of Library Catalogue per day 38,005 20,901 +%81.82 Average search of Supersearch per day 8,824 8,099 +%8.95 9
  • Content 10 E-Resources Jan_June 2014 Jan_June 2013 Size of collection number of e- titles available 545,895 449,404 +%21.47 Number of uses (downloads/s earches) 1,808,305 1,486,374 +%21.65
  • Information literacy: Cognition and learning • Mayer’s theory of multimedia learning • Anderson’s theory of ACT-R cognitive architecture • Cognitive load 11
  • Cognitive Load Theory • instructional guidance that promotes efficient learning is most successful • the learner’s “working memory” correlates to their ability to sensually process information • Vs Constructivism – which emphasises deep learning – a conceptual understanding of the learning material 12 Vogel-Walcutt, J.J., Gebrim, J.B., Bowers, C., Carper, T.M. and Nicholson, D. (2011), Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?. Journal of Computer Assisted Learning, 27: 133–145. doi: 10.1111/j.1365-2729.2010.00381.x
  • Anderson’s theory of ACT-R cognitive architecture • To analyse knowledge processing • A framework for tasks for learning • Programmatic approach 13 http://act-r.psy.cmu.edu/
  • Cognitive load • Building knowledge using schemas • “encourages learner activities that optimize intellectual performance” • worked-examples and goal-free problems. 14 Paas, F., Renkel, A., & Sweller, J. (2004). "Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture". Instructional Science 32: 1–8. doi:10.1023/B:TRUC.0000021806.17516.d0.
  • Redesigning • Beyond the eye tracking test • Incorporating narrative • Taking account of research that supports MOOC developments 15
  • Open access 16
  • Looking to the future 17 Another Dimension by Felix-L-Gato http://felix-l-gato.deviantart.com/art/Another-Dimension-94929606
  • Changing pace • Scholarly publishing – taking the bull by the horns – ANU’s first eText • Digitisation – Copyright • Collaboration – Across nations 18
  • Librarians confess their darkest secrets 19 http://www.boredpanda.org/librarian-shaming-confessions/