These slides were created by the twelve presenters at the 2011 American Librarian Association Annual Conference program co-sponsored by the University Libraries Section and College Libraries Section of the Association for College and Research Libraries. For details, see http://connect.ala.org/node/137113
New Models for Credit-Bearing Information Literacy Coursesleederk
This document summarizes a webinar on new models for credit-bearing information literacy courses. The webinar included presentations from librarians at Boise State University and University at Buffalo. At Boise State, the library course evolved from a self-paced online course to include collaborative projects between the library and writing program. A key collaboration was the PoWeR program, which paired the library course with a writing course. Assessment found student research skills improved through this collaboration. At Buffalo, the library course uses case studies and has expanded to include discipline-specific sections to target different academic programs. The webinar discussed factors driving changes in library instruction and different approaches to credit-bearing information literacy courses.
Interactive Online Technology Tools to Enhance Learning for English Compositi...Tiffany Smith
This powerpoint presentation was accepted to the
Society for Information Technology & Teacher Education 2011 Conference. It\'s virtually presented and included in the digital library.
University of Louisville 2012 Celebration of Teaching and Learning WelcomeMichelle Rodems
The 2012 Celebration of Teaching and Learning "Envisioning Teaching and Learning in the Digital Age" was held in February of 2012 at the University of Louisville. This was the welcome presentation I designed for the executive director of the Delphi Center for Teaching and Learning.
Bridging the Gap: Providing Equal Access of Library Resources and Services to...Nancy Crabtree
During the spring of 2016, Spiva Library’s faculty and staff devised a three-year assessment plan. One goal of that plan was to provide the same level of service and access to resources for distance students as offered to those on-campus.
Some of the initiatives the library undertook to accomplish this task included creating a series of streaming instructional videos, developing a library organization within our content management system, Blackboard, and utilizing the newly acquired Blackboard Collaborate feature to provide a virtual, Book a Librarian, consultation service.
Stanford Libraries consists of 13 libraries serving over 7000 undergraduates, 9000 graduate students, and 1900 faculty members. The libraries contain over 8.7 million volumes and 1.5 million e-books across its collections. Public services at Stanford Libraries aims to serve as guides for patrons rather than gatekeepers, and have introduced new tools like Searchworks - a catalog search engine praised by students for "saving lives" - to enhance the research experience and help patrons find relevant materials. Instruction sessions are also popular, with 99% of students reporting the sources recommended by librarians were helpful for their coursework.
Using with Young Learners is a social learning network for teachers and students to interact and collaborate online. It allows teachers to post assignments, grades, polls and events, and students to participate in discussions, submit homework, and communicate with teachers and classmates. The document provides tips for teachers on how to use the platform, such as asking students to customize avatars, promoting discussion with questions and comments, sharing files and links, creating polls and surveys, communicating with parents, and teaching digital citizenship.
Students as Library Advocates, ALA Annual 2011Buffy Hamilton
Boomers, Staff & Students -- Engaging the Many Voices of Advocacy: An Advocacy Institute Workshop during ALA’s 2011 Annual Conference in New Orleans, Louisiana. The program will take place on Friday, June 24, 2011 from 1 to 4 p.m. at the Marriott Convention Center – River Bend 2.
New Models for Credit-Bearing Information Literacy Coursesleederk
This document summarizes a webinar on new models for credit-bearing information literacy courses. The webinar included presentations from librarians at Boise State University and University at Buffalo. At Boise State, the library course evolved from a self-paced online course to include collaborative projects between the library and writing program. A key collaboration was the PoWeR program, which paired the library course with a writing course. Assessment found student research skills improved through this collaboration. At Buffalo, the library course uses case studies and has expanded to include discipline-specific sections to target different academic programs. The webinar discussed factors driving changes in library instruction and different approaches to credit-bearing information literacy courses.
Interactive Online Technology Tools to Enhance Learning for English Compositi...Tiffany Smith
This powerpoint presentation was accepted to the
Society for Information Technology & Teacher Education 2011 Conference. It\'s virtually presented and included in the digital library.
University of Louisville 2012 Celebration of Teaching and Learning WelcomeMichelle Rodems
The 2012 Celebration of Teaching and Learning "Envisioning Teaching and Learning in the Digital Age" was held in February of 2012 at the University of Louisville. This was the welcome presentation I designed for the executive director of the Delphi Center for Teaching and Learning.
Bridging the Gap: Providing Equal Access of Library Resources and Services to...Nancy Crabtree
During the spring of 2016, Spiva Library’s faculty and staff devised a three-year assessment plan. One goal of that plan was to provide the same level of service and access to resources for distance students as offered to those on-campus.
Some of the initiatives the library undertook to accomplish this task included creating a series of streaming instructional videos, developing a library organization within our content management system, Blackboard, and utilizing the newly acquired Blackboard Collaborate feature to provide a virtual, Book a Librarian, consultation service.
Stanford Libraries consists of 13 libraries serving over 7000 undergraduates, 9000 graduate students, and 1900 faculty members. The libraries contain over 8.7 million volumes and 1.5 million e-books across its collections. Public services at Stanford Libraries aims to serve as guides for patrons rather than gatekeepers, and have introduced new tools like Searchworks - a catalog search engine praised by students for "saving lives" - to enhance the research experience and help patrons find relevant materials. Instruction sessions are also popular, with 99% of students reporting the sources recommended by librarians were helpful for their coursework.
Using with Young Learners is a social learning network for teachers and students to interact and collaborate online. It allows teachers to post assignments, grades, polls and events, and students to participate in discussions, submit homework, and communicate with teachers and classmates. The document provides tips for teachers on how to use the platform, such as asking students to customize avatars, promoting discussion with questions and comments, sharing files and links, creating polls and surveys, communicating with parents, and teaching digital citizenship.
Students as Library Advocates, ALA Annual 2011Buffy Hamilton
Boomers, Staff & Students -- Engaging the Many Voices of Advocacy: An Advocacy Institute Workshop during ALA’s 2011 Annual Conference in New Orleans, Louisiana. The program will take place on Friday, June 24, 2011 from 1 to 4 p.m. at the Marriott Convention Center – River Bend 2.
Quick Ideas for Libraries to Help with Retention EffortsCarissa Tomlinson
This document discusses factors that influence student retention and ways libraries can help with retention efforts. It identifies major retention theories and background, bureaucratic, academic, social, environmental, and attitudinal factors. Specific considerations for health professions students are outlined. The document provides many ideas for how libraries can partner with other campus groups to address different retention factors, such as collaborating with high schools, assisting with academic support programs, creating social spaces in the library, and offering services that reduce library anxiety.
Fall 2011 Conference Highlights: Presentation to CCSD Media Specialists, Jan...Buffy Hamilton
This does not include all of my fall conferences, but it highlights 3 major conferences for a 15 minute presentation at the January 2012 meeting of media specialists in my school district
This document discusses how libraries can support learning through participatory practices. It suggests libraries create flexible learning spaces and embed themselves in the instructional design process. The library should focus on cultivating conversations for learning through inquiry and use of multiple literacies and tools. Formative assessments can provide evidence to improve instruction and meet learner needs. Relationships are key, and libraries should frame themselves as learners to illuminate practice and support networked learning communities.
'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Refe...OCLC
Radford, Marie L., Vanessa Kitzie, Lynn Silipigni Connaway, and Diana Floegel. 2017. "'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Reference." Presented at ALA/RUSA’s New Discoveries in Reference: The 23rd Annual Reference Research Forum, ALA Annual Conference, Chicago, Illinois, June 22-27.
'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Refe...Lynn Connaway
Radford, Marie L., Vanessa Kitzie, Lynn Silipigni Connaway, and Diana Floegel. 2017. "'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Reference." Presented at ALA/RUSA’s New Discoveries in Reference: The 23rd Annual Reference Research Forum, ALA Annual Conference, Chicago, Illinois, June 22-27.
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
1) The document summarizes a presentation about celebrating undergraduate research at York University. It discusses assessing undergraduate students' information literacy skills through an IL award program and research fair.
2) The presentation shares results which found students have strengths in critically evaluating sources but gaps in Boolean searching. It was also found that students who received library research help performed better.
3) Future implications for instruction discussed designing tutorials around ACRL's Framework threshold concepts and developing new IL award questions focused on these concepts. The presentation concluded by thanking attendees and soliciting feedback.
Celebrating Undergraduate Research at York University: Insights inot Students' IL Skills & Future Directions for Instruction.
Presented at LILAC Conference March 2016 by Sophie Bury, Dana Craig, and Sarah Shujah.
Beyond the survey: Using qualitative research methods to support evidence-ba...Lynn Connaway
This document discusses various qualitative research methods that can be used to support evidence-based practice, including interviews, diaries, observations, and mapping. It provides examples of how each method has been used in library and user experience research. Semi-structured interviews are described as an effective way to gather detailed data through open-ended questions. Sample interview questions are provided on topics like virtual reference services and communicating library value. The use of diaries to collect self-reported experiences is also outlined. Participant observation methods aim to immerse researchers in the environment of interest. Cognitive and experience sampling maps have participants draw or annotate maps to provide spatial insights.
The document provides strategies for effective small group instruction in social studies. It discusses three key elements: historical thinking, historical literature, and student engagement. Teachers should consider how to differentiate instruction for diverse learners and assess learning. Effective lessons engage students, encourage inquiry, and make historical events real by connecting students to primary sources through books and online resources.
This document discusses marketing strategies for academic libraries. It notes that outreach is important to engage students outside of the library. Some highlighted strategies include giving away promotional items, partnering with student groups, holding contests, and using social media. The document concludes with suggestions for specific library services to promote, such as reference and literacy programs. It emphasizes using social media like Facebook which students regularly use.
This document summarizes Champlain College's efforts to develop an impact assessment program for its information literacy curriculum. It describes embedding information literacy into a new core curriculum, teaching skills incrementally over four years, and using rubric-based assessments. The authors tracked outcomes in a matrix and used results to inform teaching. They encountered challenges but found success collaborating across departments and emphasizing meaning and usefulness in data presentation. The program emphasizes formative assessment, tolerates uncertainty, and sees assessment as an ongoing, inquiry-based process.
Fall 2013 SEMLOL Presentation -- Towards Authentic AssessmentBill Marino
This presentation discusses authentic assessment in online tutorials. It begins by asking what should be assessed and how. Rather than traditional assessments, it advocates for authentic assessments that require students to construct responses, such as simulations, case studies, reflections, and collaborative activities. Examples are given, such as a concept mapping exercise or troubleshooting assignment. The presentation argues this shifts assessment from an add-on to being integrated into the instructional content. It maintains authentic assessments can still capture relevant learning data and are not dependent on specific tools.
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
This document discusses using eBooks and print books to engage diverse groups of students through bibliotherapy. It suggests that books can be customized for individual students to address their academic, emotional, and social needs. The document advocates giving students choice in selecting books and creating an environment where they can make connections, collaborate with others, and curate resources. It provides some examples of how to identify students' interests, such as through surveys, journals, and book reviews, as well as resources for implementing a bibliotherapy approach.
Diving Deep with Participatory Learning: Structures and Strategies for Inqui...Buffy Hamilton
This document appears to be a collection of images, text snippets, and references related to connected learning, participatory culture, new media literacies, and learner-centered teaching. Some key ideas discussed include scaffolding participation, formative assessment strategies like research conferences, and modeling inquiry approaches for students. The document advocates for more diverse pathways for literacy learning and collaborative work between educators.
Digital Advocacy: Tools for (Re)Asserting Library Valueleederk
A presentation as part of the ACRL Conversation Series: Advocacy! and the Academic Library on March 22, 2011. For more, see our chapter in 'Advocacy, Outreach, and the Nation's Academic Libraries: A Call to Action' (2010).
Univ 106: Library Research provides a top 5 list of research facts. The key points are:
1) Not everything is available online, so researchers need to use print and microfilm sources as well. Visiting the physical library can yield additional useful sources.
2) There are two types of online sources - free web sources accessible through search engines, and "invisible web" subscription databases accessible through the library.
3) Effective researchers use a variety of tools including the library catalog, academic databases, encyclopedias, and dictionaries in addition to web searches.
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Quick Ideas for Libraries to Help with Retention EffortsCarissa Tomlinson
This document discusses factors that influence student retention and ways libraries can help with retention efforts. It identifies major retention theories and background, bureaucratic, academic, social, environmental, and attitudinal factors. Specific considerations for health professions students are outlined. The document provides many ideas for how libraries can partner with other campus groups to address different retention factors, such as collaborating with high schools, assisting with academic support programs, creating social spaces in the library, and offering services that reduce library anxiety.
Fall 2011 Conference Highlights: Presentation to CCSD Media Specialists, Jan...Buffy Hamilton
This does not include all of my fall conferences, but it highlights 3 major conferences for a 15 minute presentation at the January 2012 meeting of media specialists in my school district
This document discusses how libraries can support learning through participatory practices. It suggests libraries create flexible learning spaces and embed themselves in the instructional design process. The library should focus on cultivating conversations for learning through inquiry and use of multiple literacies and tools. Formative assessments can provide evidence to improve instruction and meet learner needs. Relationships are key, and libraries should frame themselves as learners to illuminate practice and support networked learning communities.
'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Refe...OCLC
Radford, Marie L., Vanessa Kitzie, Lynn Silipigni Connaway, and Diana Floegel. 2017. "'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Reference." Presented at ALA/RUSA’s New Discoveries in Reference: The 23rd Annual Reference Research Forum, ALA Annual Conference, Chicago, Illinois, June 22-27.
'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Refe...Lynn Connaway
Radford, Marie L., Vanessa Kitzie, Lynn Silipigni Connaway, and Diana Floegel. 2017. "'Is it a journal title, or what?' Mitigating Microaggressions in Virtual Reference." Presented at ALA/RUSA’s New Discoveries in Reference: The 23rd Annual Reference Research Forum, ALA Annual Conference, Chicago, Illinois, June 22-27.
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
1) The document summarizes a presentation about celebrating undergraduate research at York University. It discusses assessing undergraduate students' information literacy skills through an IL award program and research fair.
2) The presentation shares results which found students have strengths in critically evaluating sources but gaps in Boolean searching. It was also found that students who received library research help performed better.
3) Future implications for instruction discussed designing tutorials around ACRL's Framework threshold concepts and developing new IL award questions focused on these concepts. The presentation concluded by thanking attendees and soliciting feedback.
Celebrating Undergraduate Research at York University: Insights inot Students' IL Skills & Future Directions for Instruction.
Presented at LILAC Conference March 2016 by Sophie Bury, Dana Craig, and Sarah Shujah.
Beyond the survey: Using qualitative research methods to support evidence-ba...Lynn Connaway
This document discusses various qualitative research methods that can be used to support evidence-based practice, including interviews, diaries, observations, and mapping. It provides examples of how each method has been used in library and user experience research. Semi-structured interviews are described as an effective way to gather detailed data through open-ended questions. Sample interview questions are provided on topics like virtual reference services and communicating library value. The use of diaries to collect self-reported experiences is also outlined. Participant observation methods aim to immerse researchers in the environment of interest. Cognitive and experience sampling maps have participants draw or annotate maps to provide spatial insights.
The document provides strategies for effective small group instruction in social studies. It discusses three key elements: historical thinking, historical literature, and student engagement. Teachers should consider how to differentiate instruction for diverse learners and assess learning. Effective lessons engage students, encourage inquiry, and make historical events real by connecting students to primary sources through books and online resources.
This document discusses marketing strategies for academic libraries. It notes that outreach is important to engage students outside of the library. Some highlighted strategies include giving away promotional items, partnering with student groups, holding contests, and using social media. The document concludes with suggestions for specific library services to promote, such as reference and literacy programs. It emphasizes using social media like Facebook which students regularly use.
This document summarizes Champlain College's efforts to develop an impact assessment program for its information literacy curriculum. It describes embedding information literacy into a new core curriculum, teaching skills incrementally over four years, and using rubric-based assessments. The authors tracked outcomes in a matrix and used results to inform teaching. They encountered challenges but found success collaborating across departments and emphasizing meaning and usefulness in data presentation. The program emphasizes formative assessment, tolerates uncertainty, and sees assessment as an ongoing, inquiry-based process.
Fall 2013 SEMLOL Presentation -- Towards Authentic AssessmentBill Marino
This presentation discusses authentic assessment in online tutorials. It begins by asking what should be assessed and how. Rather than traditional assessments, it advocates for authentic assessments that require students to construct responses, such as simulations, case studies, reflections, and collaborative activities. Examples are given, such as a concept mapping exercise or troubleshooting assignment. The presentation argues this shifts assessment from an add-on to being integrated into the instructional content. It maintains authentic assessments can still capture relevant learning data and are not dependent on specific tools.
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
This document discusses using eBooks and print books to engage diverse groups of students through bibliotherapy. It suggests that books can be customized for individual students to address their academic, emotional, and social needs. The document advocates giving students choice in selecting books and creating an environment where they can make connections, collaborate with others, and curate resources. It provides some examples of how to identify students' interests, such as through surveys, journals, and book reviews, as well as resources for implementing a bibliotherapy approach.
Diving Deep with Participatory Learning: Structures and Strategies for Inqui...Buffy Hamilton
This document appears to be a collection of images, text snippets, and references related to connected learning, participatory culture, new media literacies, and learner-centered teaching. Some key ideas discussed include scaffolding participation, formative assessment strategies like research conferences, and modeling inquiry approaches for students. The document advocates for more diverse pathways for literacy learning and collaborative work between educators.
Digital Advocacy: Tools for (Re)Asserting Library Valueleederk
A presentation as part of the ACRL Conversation Series: Advocacy! and the Academic Library on March 22, 2011. For more, see our chapter in 'Advocacy, Outreach, and the Nation's Academic Libraries: A Call to Action' (2010).
Univ 106: Library Research provides a top 5 list of research facts. The key points are:
1) Not everything is available online, so researchers need to use print and microfilm sources as well. Visiting the physical library can yield additional useful sources.
2) There are two types of online sources - free web sources accessible through search engines, and "invisible web" subscription databases accessible through the library.
3) Effective researchers use a variety of tools including the library catalog, academic databases, encyclopedias, and dictionaries in addition to web searches.
The document provides instructions for distance faculty, staff, and students at Boise State University to request articles through interlibrary loan, including logging into their interlibrary loan account, entering complete citation information for requested articles, and tracking requests as articles are received electronically and posted to their account. Distance users are asked to specify their status in the request notes to expedite processing.
How to request books from Albertsons Library if you live outside the Treasure Valley. Books will be mailed to you, and you'll just have to mail them back when you're finished.
2.0 Research Toolbox: Tools for organizing and sharing resources with studentsleederk
This document summarizes various tools for organizing and sharing research resources with students. It discusses RSS feeds and recommends not using them. It also discusses academic blogs, Google Reader, Delicious for social bookmarking, Zotero for reference management, EndNote Web, and BibMe.org for citations. Finally, it discusses Jing, a screen capture tool, how to use it, considerations, ways the author has used it, alternatives, and asks how others may use it.
This document provides resources for building campus advocacy in tough economic times, including an ACRL toolkit on campus outreach, an ALA toolkit on advocacy in a tough economy, the ALA issues and advocacy website, and an OCLC advocacy website. It also lists an article on university administrators' attitudes toward libraries, a book on nonprofit lobbying and advocacy, and an upcoming panel discussion on the importance of coalition building during difficult financial times. The resources offer tools and strategies for library advocacy to administrators and budget decision-makers.
The Next Generation of Managers – Home Grown or New Blood?leederk
This document discusses succession planning and management (SP&M) in libraries. SP&M aims to ensure leadership continuity, retain intellectual capital, and encourage advancement. It identifies implementing SP&M through competency identification, management training, mentoring programs, and providing management opportunities. Barriers to SP&M and steps to address them are examined, such as hiring early career librarians interested in management and identifying positions to guide librarians into management roles. Examples of SP&M programs at NCSU Libraries are provided.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
3. ADifferent Kind of Liaison Experience: Career Research in the Academic Library Setting Allison Leaming Business Liaison LibrarianArizona State University Libraries
22. Sources Brown, C., George-Curran, R. & Smith, M.L. (2003). The role of emotional intelligence in the career commitment and decision-making process. Journal of Career Assessment, 11 (4), 379-392. Emmerling, R. & Cherniss, C. (2003). Emotional Intelligence and the Career Choice Process. Journal of Career Assessment, 11 (2), 153-167. Mayer & Salovey (1997) What is Emotional Intelligence? In P. Salovey and D. Sluyter (Eds.), Emotional Development and Emotional Intelligence; Implications for Educators (pp. 3-34) New York: Basic Books. Puffer, K. (2009) Emotional Intelligence as a Salient Predictor for Collegians’ Career Decision Making. Journal of Career Assessment, 19 (2), 130-150.
24. Angiah L. Davis, Reference Librarian Information & Research Services Department Yes, We Deliver!: Library Outreach Services Across the Atlanta University Center
31. Why Outreach Services? Not every student will come to the library Location unknown No time Promote Library Services To build relationships with faculty staff and students
44. Cummings, L. U. (2007). Bursting out of the box: Outreach to the millennial generation through student services programs. Reference Services Review, 35, 2, 285-295.
45.
46. Smallwood, C. (2010). Librarians as community partners: An outreach handbook. Chicago: American Library Association.
55. Westminster & Wai: a library and literacy project G.G. Jadhav Library With the staff of the G.G. Jadhav Library
56. G.G. Jadhav Library Children’s area The Library building is the former home of the founder- donated to the community.
57. Dr. Ashokrao Joshi is the CEO of a Salt Lake City tech firm with family from the village of Wai. He’s so well thought of in the village that a local school had billboards made to honor him on his birthday.
59. The village is full of examples of both richness and poverty. There is no state financial support for public or school libraries.
60.
61.
62.
63. The staff and volunteers at the Jadhav Library & their families have become great friends.
64.
65. Harry Potter in Marathi The G.G. Jadhav Library has about 2000 children’s books- we’re helping to build that collection.
66. Students held a benefit dinner with silent auction, a bake sale and a used book sale in the library with donated items that were not a good fit for our collection.
67. Roles Professional Consultant on libraries Teacher & Course developer Travel agent/ logistics coordinator Info & Communication Tech Support Experienced Campus Administrator Fundraiser Resource procurer Campus connector Pharmacist Storyteller Friend Mom Researcher Publicist Master of Ceremonies
75. Hey, I can do this! Image Source: raleighwoman (Twanda Baker). DSC_0224 Superhero Pose. Flickr. http://www.flickr.com/photos/ryteclick/3575282100/sizes/m/in/photostream/ Photograph. [Accessed June 17, 2011.] Used through Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0) Creative Commons License
76. Have you tried this? Tell me more about… This feels familiar…
77. Librarian Advising Strength: Service Philosophy Image Source: Sue Peacock. “Need help? Ask a Librarian Mobile Reference”.Flickr. Photograph. http://www.flickr.com/photos/soo/5508023259/sizes/z/in/photostream/ Accessed June 17, 2011. Used through Attribution 2.0 Generic (CC BY 2.0) Creative Commons License.
78. Librarian Advising Strength: Schedule Flexibility Image Source: caryatidxx (Emilie). DSC_0697.Flickr. Photograph. http://www.flickr.com/photos/dearlydeparted/3834132754/sizes/l/in/photostream/ [Accessed June 17, 2011.] Used through Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0) Creative Commons License.
79. Librarian Advising Strength: Lack of Turf Image Source: U.S. Central Intelligence Agency. Azimuthal equidistant projection centered on Kinshasa, 4018'S., 15018'E. 7-69. Washington, 1969. Map. http://hdl.loc.gov/loc.gmd/g3201b.ct002666 [accessed June 17, 2011].
80. Librarian Advising Strength: Connecting Students with Resources Image Source: Manchester-Monkey. “Connection.” Flickr. Photograph. http://www.flickr.com/photos/manchester-monkey/4879930891/sizes/l/in/photostream/ [Accessed June 17, 2011]. Used through Attribution-ShareAlike 2.0 Generic Creative Commons license
81. Advising Challenges: Learning Curricular Requirements & Process Image Source: redjar. “file cabinets” Flickr. Photograph. http://www.flickr.com/photos/redjar/113152393/sizes/z/in/photostream/ [Accessed June 17, 2011]. Used through Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0) Creative Commons License.
83. Benefit to Librarian: Community Integration Image Source: fauxto_digit. Bob and Weave: Weaving Friendship Bracelets.Flickr. Photograph. http://www.flickr.com/photos/fauxto_dkp/2915425151/sizes/z/in/photostream/ [Accessed June 17, 2011.] Used through Attribution 2.0 Generic (CC BY 2.0) Creative Commons License.
84. Benefit to Library: Advising reference point Image Source: Wikimania2009. Answering the questions. (taken by Damián Buonamico). Flickr. Photograph. http://www.flickr.com/photos/wikimania2009/3857765466/sizes/z/in/photostream/ [Accessed June 17, 2011.] Used through Attribution 2.0 Generic (CC BY 2.0) Creative Commons License.
85. Benefit to Students:Individual Support Image Source:Tobyotter (Tony Alter). Flickr. Photograph. http://www.flickr.com/photos/78428166@N00/3983153056/sizes/l/in/photostream/ [Accessed June 17, 2011.] Used through Attribution 2.0 Generic (CC BY 2.0) Creative Commons License
86. Overall a positive experience Image Source:.reid.(Sarah). “thumbs up.” Flickr. Photograph. http://www.flickr.com/photos/sarahreido/3120872862/sizes/l/in/photostream/ [Accessed June 17, 2011.] Used through Attribution 2.0 Generic (CC BY 2.0) Creative Commons License.
87. References Studdard, Paul. 2000. Academic librarians as advisors: working with students to plan their futures. College & Research Libraries News 61, no. 9 [October]: 781-2, 792. Young, Courtney L. 2008. Incorporating Undergraduate Advising in Teaching Information Literacy: Case Study for Academic Librarians as Advisors. The Journal of Academic Librarianship 34, no. 2 [March]: 139-144.
131. From Department Director to Race Director Susan Sharpless Smith Z. Smith Reynolds Library/Wake Forest University ULS/CLS Program, ALA Annual New Orleans June 25, 2011
157. Course Objectives “efficiently locate resources” “Information literacy skills “ “evaluate sources and search processes “ “determine which sources are most credible and relevant for the information need” “use information in an ethical and legal manner” “effectively use information “
164. What did we really give our students? What they needed ≠ What we thought they needed
165. When we asked our students to demonstrate what they learned…
166. Time to take another look at the course objectives
167. Biggest impact? “Time management assignment helped because I never really thought about my day before I wrote it down” “Organization has kept me up with my other classes” “I TRIED to start studying 3 hours a day” “The research part helped in Writing Composition a lot.” “The research! The time management! And the library resources. So many!” “Stuff on personality/learning styles”
173. I Am Librarian, Hear Me Roar Eric A. Kidwell Director of the Library & Professor Huntingdon College 2011 American Library Association Annual Conference/ New Orleans ACRL CLS/ULS Academic Librarian Lightning Round! Innovative New Roles
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191. I am LIBRARIAN, hear me roarIn numbers too big to ignoreAnd I know too much to go back an' pretend'cause I've heard it all beforeAnd I've been down there on the floorNo one's ever gonna keep me down again Oh yes I am wise …
193. Librarian As Writing Ambassador: Finding the Path from the Library to Knowledge Caitlin A. Bagley Murray State University
194. Waterfield Library Murray State University is located in Murray, KY. We are a midsize university with just above 10,000 FTE students.
195. Writing Across the Curriculum Goal is to help students raise their writing skills, university wide across departments. A Math Major should have the same writing skills as an English Major.
196. Library as Central Location Waterfield Library hosts two main places for students to get help: Racer Writing Center Reference Desk
197. Racer Writing Center The Writing Center is designed for one-on-one consultation. Only 3-4 consultants at any time.
198. Reference Desk Traditional roles also apply, but when students bring their papers to the desk, we encourage and help them with what we can before we pass them on to the Writing Center.
199. Mission The library’s mission is to serve as the Intellectual Commons of the University. WAC’s mission is to “believe that writing and writing instruction should occur across the university curriculum and throughout a student’s education.” The two concepts work together seamlessly.
200. WAC Website The library helped design the WAC website, and how they didn’t want to be reliant on Purdue OWL. We first had initial debate over whether the site should be for students or faculty.
201. The Internet – The Great Equalizer? We try to teach students to learn how to swim through the good & bad, taking only the good with them. WAC is in the beginning stages of creating their own website. Currently exists as a help link of style guides and writing examples.
202. First Semester Results Number of clients: 154 Number of sessions: 377 Most students fell into one of the following three colleges: Business Humanities & Fine Arts Science/Engineering/Technology
203. Second Semester Results Number of clients: 170 Number of sessions: 412 Again, most students came from the Business school, and the College of Humanities & Fine Arts. Gains in all areas though.
204. Outreach Spreading the word. Physically, the RWC is a removed area of the library. We have to find ways of making it accessible and noticeable. Mention in all Instruction Sessions Handout bookmarks, pamphlets, etc. Do your own publicity!
205. Embedded Librarianship Publicity only works for so long. Become close w/professors and be added into classes to become go to stops for help. ENG 105 and HIS 400
206. ENG 105 Introductory writing course, mandatory for all students. I try to speak to every section at least once. Some sections I work with in-depth over the semester.
207. HIS 400 This is a combination undergraduate/graduate level course, and so the writing they are expected to turn in is at a higher level. Traditionally, I would teach them research methods. Now I often combine writing techniques in with this.
208. LOR 101 Alongside, regular duties I teach a 3 CR research class with a heavy writing component. This enables me to see the tangible proof of students who actually use the service.
209. One on One Instruction When a student comes to my office looking for help with a paper, we both read the paper together. It is usually helpful to have the student read their paper out loud, word for word, omitting no typos or mistakes.
210. Oral Communication Center Currently we are building an Oral Communication Center that we hope to pair with the RWC, in bringing students a better rounded out experience.
211. In Summary Photo Courtesy U.S. National Archives Flickr stream, circa 1975 http://www.flickr.com/photos/usnationalarchives/4727525216/in/photostream/
212. Questions? Comments?Caitlin A. Bagley: cbagley1@murraystate Photo Courtesy of U.S. National Archives Flickr Stream, circa 1975 http://www.flickr.com/photos/usnationalarchives/4727537268/in/photostream/
214. incorporating instructional design approaches into our work Redefining Librarianship Dominique Turnbow dturnbow@ucsd.eduUC San Diego LibrariesMLIS & MA Educational Technology Candidate
217. ANALYSIS Reflect What worked well? What activities did students enjoy? Where did students seem lost or confused? Moving instruction online
218. ANALYSIS Consider you audience What do they want to learn? Consider: familiarity with libraries and research comfort with technology access to a computer English language skills Moving instruction online
219. ANALYSIS Revisit or create an instruction goal Goals are broad, but specific; should encompass all outcomes in the tutorial Moving instruction online EXAMPLE INSTRUCTION GOAL: The learner will be able to use library resources to find three articles about a topic for a lab report.
220. DESIGN Create ABCD learning objectives A=audience B=behavior C=condition D=degree Moving Instruction Online EXAMPLE OBJECTIVE: Given access to PubMed and a topic, the learner will be able to find at least three articles for their lab report.
221. DESIGN Clark’s Content-Performance Matrix (CPM) Moving INSTRUCTION OnLINE LEARN ABOUT CPM Clark, Ruth C. (2009). Developing Technical Training: A Structured Approach for Developing Classroom and Computer-Based Instructional Materials (3rd ed.). Hoboken, NJ : John Wiley & Sons, Inc.
222. DESIGN How will learners stay motivated? Consult the ARCS model. Attention Retention Confidence Satisfaction MOVING Instruction online LEARN ABOUT ARCS Keller, J. M. (1987a). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10. Keller, J. M. (1987b). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(8), 1-7. Keller, J. M. (1999). Motivation in cyber learning environments. Educational Technology International, 1(1), 7 – 30.
223. DEVELOPMENT How will the instruction be delivered? What platform(s) will you use to deliver content? What kinds of activities do you want to build into the instruction? Will you need to track student progress or completion? Incorporate Richard Mayer’s Multimedia Learning Principles. Moving Instruction Online LEARN ABOUT MULIMEDIA LEARNING PRINCIPLES Mayer, Richard E. (2009). Multimedia Learning (2nd ed.). New York, NY: Cambridge University Press.
224. IMPLEMENTATION Prototype and Testing Content Functionality – especially activities and assessments Affective feedback Support How will you provide technical help to learners? How can learners ask questions? Moving Instruction Online
225. EVALUTATION: Kirkpatrick’s 4 Levels of Evaluation Moving Instruction Online LEARN ABOUT KIRKPATRICK’S 4 LEVELS OF EVALUATION Kirkpatrick, Donald L. and James D. Kirkpatrick (2005). Transferring learning to behavior: Using the four levels to improve performance. San Francisco: Berrett-Koehler Publishers..
226. Revise or create new instruction Example: If faculty provide students with an article to read about a topic, recommend that they also ask students to find and summarize an article with an opposing point of view. Example: Recommend students include 3-5 sentences about how each source helped them understand the topic of their paperwith the bibliography. Grade IL part of assignments or provide a rubric for TAs to use Consider blended instruction Teach low-level outcomes via video or tutorial (e.g. how to find a journal article using the catalog) and high-level ones in-person (e.g. search strategies). Faculty Collaborations
228. CREATE AN EVALUATION PLAN Description Purpose of the Evaluation Stakeholders Limitations Evaluation Questions & Issues Questions & Procedures Management Plan (aka Timeline) Program evaluations Description of Evaluation Plan sections: http://bit.ly/evaluationtemplate-acrluls2011 Example of an evaluation plan used at my institution:http://bit.ly/evaluationplan-acrluls2011
229. Moving instruction online Faculty collaborations Program Evaluations Dominique Turnbow, UC San Diego Libraries dturnbow@ucsd.edu http://www.linkedin.com/in/dturnbow
231. Local History Research and Landscape Architecture Instruction: the Role of Special Collections and Archives American Library Association - Annual Meeting 2011 Greg Schmidt, Special Collections and Archives Librarian Jocelyn Zanzot, Assistant Professor of Landscape Architecture Auburn University, Alabama
236. Special Collections and Archives Instruction Archives Instruction Discovering collections through the use of finding aids Accessing and using rare materials Incorporating special collections and archives use into research projects and assignments Goal: Expand archival and special collections instruction beyond the traditional user groups
237. The future of any community is connected to its past. Community-based design practices benefit from research into their unique landscape history.
238. Shiloh Community and Auburn University Partnership Collaborative Outreach & Scholarship Model Community Church Universities Businesses Government Shiloh Community Restoration Foundation, Inc.
239. Shiloh Rosenwald School in Notasulga AL is one of the original six schools in Macon County built in collaboration between Tuskegee University, the Rosenwald Fund and local community members
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241. Archival Research + Field Studies A crash course in Black Belt history and culture
242. Special Collections Instruction As envisioned by the Librarian Archival discovery & access Reference and technology Collections highlights
243. Special Collections Instruction As driven by students General library instruction Discovering published works Access and Services Assignment-oriented instruction Maps Building Plans
244. Post-Instruction feedback Graduate Classes and Seminar-style Instruction Student-driven Project-oriented Special Collections and Archives Materials Ease of Access is critical Technology Demands Scanning GIS
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246. Historic and Rare Maps Supporting the goals of comprehensive Landscape Design
252. Tell Us What you Think! http://www.surveymonkey.com/s/ULS_CLS
Editor's Notes
Taking on the career researchers has exposed me to a whole new style of librarianship. Career decision-making is a personal journey, and is sometimes a very difficult process for students. Joining my students on their journey has been a unique professional experience for me.
It’s true that some students have this research project totally under control. They are in-tune with their education, professional interests and values, and are able to connect these to their career path. These students research decisively and can easily communicate to me what they need from the library.
Other students present more of a challenge. After completing the career assessment tools and surveys that are part of their coursework, they admit to me that are more confused than ever. They doubt their career choice, and are frustrated by the research assignment. As the librarian assigned to help them find resources, I become a casualty of this frustration.
After years of success with my business students it was difficult for me to process why I struggled to connect with some of my Career Researchers. Obviously, the topic is much less linear than a typical business query, but I felt like there was more the issue.
My reading uncovered something I had not considered – it turns out that emotions play an important role in the career decision-making process.
Historically we’ve all been warned against making major decisions based on our emotions. However, Theories of Emotional Intelligence suggest that emotions are essentially linked with many of the cognitive systems used in decision making. If managed correctly, emotions actually can produce better, not worse, decisions.
The most interesting thing I learned about Emotional Intelligence and career decision making is that they are positively related. Those with a higher level of Emotional Intelligence were more likely to report greater confidence in their career decision-making abilities.
So what about my Career Researchers that are struggling? Poor research skills may not be the root problem. Career choice involves serious self-exploration, including uncovering ideas of identity, autonomy and the extent of control over one’s environment.
Students who are less attuned to understanding, analyzing and regulating emotions experience difficulty committing to a career decision. They are less aware of how to use their emotions to guide their thoughts and actions.
The bottom line from EI scholars is that tackling the issues of career decision-making requires a understanding of one’s own emotions and an understanding of the complex feelings that naturally accompany major decisions..
So what does all this mean for me, librarian charged with helping Career researchers? I knew upon learning more about the connection between Emotional intelligence and effective career decision-making that my approach to helping these students with their research needed to change.
I re-examined my encounters and interactions with students who came to me for help, keeping in mind the effect Emotional Intelligence levels might have on a student’s ability to choose a career path..
In career research the terms of a successful search can’t be dictated. it is vital that information be shared, not imposed. Possibilities for the career researcher need to be created jointly through open and equal dialogue.
Working with these students has really forced me to reflect on my skills and beliefs as an information professional. It has been a satisfying and rewarding experience.
I have really enjoyed learning about this topic. Please don’t hesitate to let me know if I can share any of the research this presentation is based on. Thank you!
Hi I’m Diane VanderPol, I’m the Director of the Library at Westminster College in Salt Lake City, UT. I’ve had the opportunity to take on new roles at Westminster. Roles which have taken me to new places, mostly to a small library in village of Wai in Maharashtra, India. In the next 4 minutes and a half min or so, I’d like to tell you about how I fell into this new work and how my being a librarian helped me succeed. 15s
At Westminster, we have five campus-wide learning goals that are clearly articulated and deeply infused into each academic program. The goals may well look a bit like the general education requirements on your campus. 30s
We endeavor to graduate students proficient in writing and other communication skills, students who demonstrate their abilities in the areas of leadership and teamwork, students capable of expressing creativity and with reflective capabilities… 44s
Students who are critical, analytical and integrative thinkers- and let me pause briefly here before going on to our 5th campus-wide learning goal to say that this is where we have concentrated our library efforts in the past. This is an “old” role for us- we’ve established our ability to help students think critically about information. 57s
So we’ve gone in a new direction, taking a far more active and direct role in helping students to achieve our 5th campus wide learning goal, to develop global consciousness, social responsibility and ethical awareness 1m10s
I’ve been involved from the start with a campus project that partners with the staff of the G.G. Jadhav Library in the village of Wai in Maharashtra India- about a 5 hour drive from Mumbai. 1m22s
I’d love to say my involvement was the result of a thoughtfully planned expansion into helping students to meet this learning goal, but I’d be lying if I did. I was in the right place at the right time and the word library was being tossed around. 1m35s
But both the project and my roles have evolved (much more thoughtfully and intentionally) in the last two years. Initially, a group of faculty, staff and students were charged by our college President together with a local area donor (gesture slide) to create a project that would improve educational and economic opportunities in Wai and promote cross cultural awareness. 1m50s
A small group of us went to India in 2009 to do planning work on our project. We metteachers and professional librarians excited about furthering the English language skills of children in Wai and about developing a love of reading and books in their students. 2m5s
My role at this point was that of a consultant to both the partners in India who were hungry to learn as much as possible about public and school libraries in the US and also to my project teammates at Westminster who looked to me for a sense of how we might proceed working with the local library resources. 2m20s
We lit upon the idea of co-hosting a reading camp at the library during Indian summer break which conveniently fell during our one month May Term- we could turn this into a credit bearing class, students could travel to India and have an incredible immersive cross cultural experience and do important service work and reflection. And so in May of 2010 we took 16 students to India (and brought them all back too!) 2m40s
I was one of two instructors for the credit bearing short course- course development & teaching is by no means a new role for librarians- however, given the nature of this course, some non-traditional responsibilities surfaced that I was well prepared to take on thanks to my skills and experiences in libraries: 2m58s
I researched travel logistics and options, I employed communication technology tools both in planning with partners in India and also in collecting and “publishing” students’ reflections as part of the course assessment, and I had invaluable familiarity with campus processes and procedures connected to budget, purchasing & risk management. 3m18s
As a change manager in libraries, I had some preparation for taking on light counseling and mentorship roles with students, some of whom were overwhelmed by India. Frankly, nothing in libraries prepared me for the role of pharmacist/mom to the kids who were hit with violent cases of Delhi belly- maybe if I’d done some time in public libraries… 3m38s
With lessons learned about what worked and where we struggled, we reconfigured the experience for 2011. This August I’ll return to India with 13 students (and a lot of antidiarrheal meds) who will do projects in the library such as shelf building & painting. Additionally, students will develop readaloud programs to take into classrooms that allow school kids in Wai to practice their English language skills with native speakers. 3m58s
This trip, however, is not connected to a credit bearing class. The model most closely resembles an Alternative Spring Break trip or a Habitat for Humanity style volunteer trip where students self select, self fund and make a personal commitment to service without meeting any general education or major requirements. 4m16s
Without credit, tuition and financial aid in play, the issue of costs and fundraising has taken on a greater importance and I’ve again found that my library experiences and skills help me to successfully contribute to the project in new ways. I brought rich connections to both the curricular and co-curricular units on campus which helped us to find partners and resources such as the donated gift books for our used book sale. 4m35s
As the project shifted from the planning stages, to a credit bearing short-course, to a co-curricular experience, my involvement has been consistent and my librarian-ness has made me an integral part of the process and has opened doors for other librarians interested in helping students develop global consciousness, social responsibility and ethical awareness. 5m
In the Fall of 2009, three librarians were selected to act as advisors to incoming undeclared freshmen. All of us had prior experience working with some variety of freshmen focused groups, be it a first year course, an honors society or even a mentoring program.
First Reaction: Sheer terror of course.
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This is where the authors are introduced and the Title is read aloud (I know reading from slides is LAME-O, but for the title, I think it is acceptable)
15 seconds about the Landscape Architecture program:*graduate programA strong emphasis on contemporary landscape design, with significant studio timeA Diverse student body with a significant international student populationThey come with a limited knowledge of local area history and landscapeEmphasis on outreach to regional communities can be problematic for students not familiar with the areas history and culture. How do you do community-based design with a limited picture of the community?ENTER THE LIBRARY!
15 seconds about AUL and Special Collections and Archives: One of our strongest collection strengths: relates to local and regional history: from pre-columbian through the presentOur core user groups: Our instruction efforts have largely been used by History Courses (Historians Craft) Courses that need access to rare books: Graphic Design and Literature Courses.
SC&AInstruction style has in the past largely been oriented toward our traditional user groups: Historians and Literature studentsWhile these courses are satisfying, and we’ve developed a strong relationship with these departments, my goal has been to reach out to underserved colleges and programs, to make teaching faculty aware of our resources relevant to their endeavors. (segue to Shiloh background section): New faculty in the CADC, particularly Historic Preservation and Landscape Architecture were receptive to my efforts! This has much to do with the CADC engagement with local communities across alabama, in particular the struggling Black Belt region.So, before the Semester began, Professor Zanzot and I met to discuss an upcoming project on the Shiloh School and what her students needed from SC&A. We then set a “library day” instruction/research session for early in the Semester (but after the class had a chance to understand their project)
15 seconds on Jossie’s course:A Field Studies Course with the charge to develop a landscape design for a historic site in Notasulga (Macon county) Alabama, in this case the Shiloh School, Church, and Cemetery: each having profound historic significance to the community.Students in this course are required to develop a community-based landscape design incorporating the history of the site, input from the community, and an understanding of the ecology of the site.Landscape Architecture Studio Goals: to make the site accessible to visitorsProvide opportunities to tell history in the landscapeenable a next generation of community programs.
15 seconds on the Shiloh-AU partnership: Professor Zanzot’s Class was not the first University group to work with the Shiloh Community. Far From it.* Shiloh Rosenwald School originally built in partnership with Tuskegee University. 1921.Restoration in partnership with Auburn University Master of Design Build Program (Home Depot – provided restoration money)Board Members of the Foundation included AU and Tuskegee people, along with community and governmental representatives.National Register of Historic Places
15 Seconds on the Rosenwald schools in general, and the Notasulga school in particular. Julius Rosenwald (CEO of the Sears Corporation) in the early part of the 20th Century set up a fund to assist black communities build school houses. These often became the center of educational and social a activities for their communities; schoolhouse, farm plots, athletic fields.The Fund expired during the great depression, but the schools existed largely until integration. .The Shiloh Community school and grounds is the closest existing Rosenwald school to AU. The only Rosenwald School remaining in Macon county.
15 seconds on just the Shiloh site:The community dates back to the 1860s when they moved the Shiloh Missionary Baptist Church to Notasulga from Tuskegee. There are unmarked graves dating back to the 1860s, The school was first built in 1921. Site traverses several significant time periods and historical events. Pre-Columbian era: nearby native american sitesAntebellum and postbellum agricultural heartland (massive changes to natural landscape)Civil Rights era.School integration (which led to closure of school)The infamous Tuskegee Syphilis Study: Shiloh Baptist Church and Cemetery.
15 seconds on what the class did prior to the library visit: Before the students began their library research and design planning, they received a crash course in Alabama Black Belt history and cultureStudents were oriented by a visit to the Shiloh grounds to observe work and to meet with community members. On the weekend preceding our Library Instruction Date: they also visited historic sites across Alabama; Civil Rights landmarks & museums, early American forts and roadways, Native american sites.
What I planned to get across in 1.5 hours: how to discover materials (operated on assumption that few had ever done archival research)how to access materials (research in a closed stacks situation)archives services (Reference, duplication, digitization)broad scope of SC&A collections and how they can be used in the Shiloh project.
What the class turned the session into: Students used catalog to find mostly published histories of the Shiloh area. Little interest in paper finding aids / analog archival collections)Through a seminar-style setting, the empowered students steered instruction toward an emphasis on upcoming graded course assignment using mapsAccessDigitizationOverlays
Next Time:A seminar-style instruction session worked well: Graduate Students, even when unfamiliar with SC&A, had an agenda neither I nor Professor Zanzot expected. The longer time allotted allowed for the session allowed for a less-rigid style.If this course happens again, I will likely involve our GIS specialist. This was a far cry from historian and English scholar driven instruction.
This could be a slide for a “what did and what didn’t” work in the library instruction session” slide. Your thoughts?
Looking to the archives for landscape cues useful to the work of restoration…Some of the materials found to be important to the students’ final projects includedPamphlets and writings on Rosenwald and the schoolsScholarly histories on Tuskegee’s role in the Rosenwald Schools, The Tuskegee Syphilis Study, Local historical society publications(SEGUE TO NEXT SLIDE): and of course maps
Historic ecologiesHuman settlement The American Southwest
Design Proposal to restore prairie- (this could be presented in the context of an example of student output and how historic ecologies was a component that the student group was able to extract from their library research)
(Segue to Old Federal Road Slides)History of Creek Indian settlements and culture was of interest to students during the instruction session.I have found that the more engaged a Program is with the local/regional community, the more important it is to engage their students in instruction related to discovering and accessing materials in the Special Collections and Archives.Collaboration with one unit can naturally lead to other opportunities that would have not been recognized. The above image is that of the Old Federal Road. Landscape Architecture’s awareness of these historic sketches and maps eventually involved the SC&A in a collaboration with other underserved campus departments.
15 seconds on the OFR project:Special Collections/Archives + Landscape Arch + Jule Collins Smith Museum + Art Dept awarded AU Intramural Grant
InstructionPaid off not only in a broader base of knowledgeable archives users at Auburn Univ, but also paid off in the growth of a new collection to be added to the archives and made available online.Guides to researching location of old federal roadIdentifying events and landscapes along the OFR worthy of interpretation by artistsFuture proposals that introduce people to AL history and landscapes through art.
ConclusionsBringing Special Collections Instruction into a course with a high degree of creative work posed challenges and required some flexibility in carrying out.While the Role of SC&A as envisioned by me changed over the course of the semester, the value I was certain we could add to Landscape Architecture Instruction was never in question.The collections that may come to SC&A through this engagement are an unexpected but welcome result.