Hybrid courses provide flexibility, increased access, and higher retention rates for students according to a study of 250,000 community college students. Hybrid courses blend online and in-person learning, allowing students to access course material on their own schedule. This flexibility allows students to better manage life interruptions like work or family issues that could otherwise cause them to drop a course. Studies found retention rates were 7-29 percentage points higher for hybrid and flexible format courses compared to traditional fixed schedule courses. Hybrid courses also promote engagement for introverted students through significant online components.
Dr. Sandra Hirsh, professor and director at the San Jose State University School of Library and Information Science, delivered the opening keynote presentation at the Library 2.013 Worldwide Virtual Conference on October 18, 2013.
In this keynote presentation, Hirsh summarizes the global and technical trends impacting all sectors of the library and information field, highlights the role libraries can serve as the technological and educational hub for their communities, and defines the new roles and skills that will be required of information professionals to help their organizations thrive in today’s global information market.
A recording of the presentation is available here: http://www.library20.com/page/2-013-recordings
This document discusses pedagogical strategies for virtual communities and materials design for virtual environments. It defines a virtual community as a group that interacts using electronic communication like email rather than in person. These communities can be for social, professional, educational or other purposes. The document lists several examples of online education resources and virtual learning communities. It stresses that when designing materials for lessons, the skills and needs of participants should be considered, as skills can vary depending on context and opportunities rather than just age alone. Materials development must therefore be adapted to the specific situation.
This document discusses various tools and strategies for library instruction. It begins by defining library instruction and noting that it can take many forms such as orientations, literacy programs, research planning assistance, and more. It then discusses how instruction can be tailored for different communities from young children to professionals. Various instruction methods are outlined such as explaining library organization, finding resources, and research techniques. The document also discusses online tutorials, embedded librarians, and subject guides as instruction tools. It emphasizes the importance of collaboration between libraries and other groups.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
This document discusses a case study on using academic portals for knowledge management at IIT Madras in India. It provides background on knowledge management and the benefits of academic portals. A survey was conducted of 100 IIT Madras students to understand their awareness and use of the institution's academic portals. IIT Madras has several portals including ones for general information, the library, faculty/staff, students, and e-learning. The portals provide functions like sharing resources, collaboration tools, and access to databases. However, the study found students' awareness of using the portals for knowledge management was low. The institution needs to increase education on fully utilizing the portals' knowledge management capabilities.
The Evolution of Faculty and Expertise in Higher EducationLisa Johnson, PhD
Lisa Johnson presented on the evolution of faculty roles and expertise in higher education from 1956 to 2016. Technological advances have led to the unbundling of traditional faculty responsibilities and the increased distribution of expertise. Faculty were once scarce and highly esteemed, but now expertise is more widely available through online resources and adjunct faculty are more common. Discussions are needed on how these changes impact quality of learning and satisfaction for all involved in higher education.
This document summarizes challenges with MOOCs and LMS usage in higher education. It discusses how MOOCs failed to gain widespread user adoption due to losing community trust and slow growth of educational applications. It also notes that most faculty only utilize basic functions of learning management systems and do not take advantage of advanced analytics and communication tools. The document proposes that MOOCs could be used as textbooks, targeted training materials, or microclasses going forward. It references several external sources on the limited usage of LMS capabilities by faculty and differences in student experiences and outcomes based on socioeconomic status.
Hybrid courses provide flexibility, increased access, and higher retention rates for students according to a study of 250,000 community college students. Hybrid courses blend online and in-person learning, allowing students to access course material on their own schedule. This flexibility allows students to better manage life interruptions like work or family issues that could otherwise cause them to drop a course. Studies found retention rates were 7-29 percentage points higher for hybrid and flexible format courses compared to traditional fixed schedule courses. Hybrid courses also promote engagement for introverted students through significant online components.
Dr. Sandra Hirsh, professor and director at the San Jose State University School of Library and Information Science, delivered the opening keynote presentation at the Library 2.013 Worldwide Virtual Conference on October 18, 2013.
In this keynote presentation, Hirsh summarizes the global and technical trends impacting all sectors of the library and information field, highlights the role libraries can serve as the technological and educational hub for their communities, and defines the new roles and skills that will be required of information professionals to help their organizations thrive in today’s global information market.
A recording of the presentation is available here: http://www.library20.com/page/2-013-recordings
This document discusses pedagogical strategies for virtual communities and materials design for virtual environments. It defines a virtual community as a group that interacts using electronic communication like email rather than in person. These communities can be for social, professional, educational or other purposes. The document lists several examples of online education resources and virtual learning communities. It stresses that when designing materials for lessons, the skills and needs of participants should be considered, as skills can vary depending on context and opportunities rather than just age alone. Materials development must therefore be adapted to the specific situation.
This document discusses various tools and strategies for library instruction. It begins by defining library instruction and noting that it can take many forms such as orientations, literacy programs, research planning assistance, and more. It then discusses how instruction can be tailored for different communities from young children to professionals. Various instruction methods are outlined such as explaining library organization, finding resources, and research techniques. The document also discusses online tutorials, embedded librarians, and subject guides as instruction tools. It emphasizes the importance of collaboration between libraries and other groups.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
This document discusses a case study on using academic portals for knowledge management at IIT Madras in India. It provides background on knowledge management and the benefits of academic portals. A survey was conducted of 100 IIT Madras students to understand their awareness and use of the institution's academic portals. IIT Madras has several portals including ones for general information, the library, faculty/staff, students, and e-learning. The portals provide functions like sharing resources, collaboration tools, and access to databases. However, the study found students' awareness of using the portals for knowledge management was low. The institution needs to increase education on fully utilizing the portals' knowledge management capabilities.
The Evolution of Faculty and Expertise in Higher EducationLisa Johnson, PhD
Lisa Johnson presented on the evolution of faculty roles and expertise in higher education from 1956 to 2016. Technological advances have led to the unbundling of traditional faculty responsibilities and the increased distribution of expertise. Faculty were once scarce and highly esteemed, but now expertise is more widely available through online resources and adjunct faculty are more common. Discussions are needed on how these changes impact quality of learning and satisfaction for all involved in higher education.
This document summarizes challenges with MOOCs and LMS usage in higher education. It discusses how MOOCs failed to gain widespread user adoption due to losing community trust and slow growth of educational applications. It also notes that most faculty only utilize basic functions of learning management systems and do not take advantage of advanced analytics and communication tools. The document proposes that MOOCs could be used as textbooks, targeted training materials, or microclasses going forward. It references several external sources on the limited usage of LMS capabilities by faculty and differences in student experiences and outcomes based on socioeconomic status.
Macon summary for JISC mobile collections workshopKeren Mills
Presentation given as part of the introduction to a workshop hosted by JISC collections to discuss how to address some of the issues libraries are experiencing with the mobile apps and websites offered by publishers.
The document summarizes the evolution and offerings of the Frontier Learning Network (FLN), a consortium that provides distance learning opportunities for rural students. It discusses how FLN started by addressing needs in three Oregon counties and expanded its telecommunications infrastructure and multi-platform delivery options over time. FLN now offers a range of core, career, and dual-credit courses delivered synchronously via video conferences or asynchronously online. Students interact using tools like mobile devices, online programs, and immersive virtual environments. Schools that join the consortium partner through dedicated teachers, collaborative technology, adventurous students, project-based learning, and visionary leadership.
Challenges facing Academic Librarians with Examples from LebanonHoueida Kammourié
This is a presentation given during Elsevier LibraryConnect Seminar held on April 17, 2012 at Riyad Nassar Library, Lebanese American University, Beirut - Lebanon
This document discusses Emory University's efforts to implement a new faculty information system called Emory FIRST. Emory FIRST will centralize faculty data, link to an institutional repository, and make select faculty information and works publicly available. It is a collaboration between Emory Libraries and Information Technology Services to better manage and promote faculty research profiles. The implementation involved integrating multiple systems, including Symplectic Elements as a central knowledge base and the university's open access repository OpenEmory. Lessons learned included engaging data stewards early, planning implementation in phases, and ensuring full engagement of the library to enhance credibility with faculty.
The document defends the use of technology in educational institutions. It argues that technology provides competitive advantages by allowing for more detailed monitoring of student needs and access to greater resources. When used properly, technology can motivate students and accommodate different learning styles.
The document discusses features that would be useful for a college student iPhone application. It suggests including note taking, note sharing, secure cloud storage, utilities like a calculator and scheduler, access to library resources, an events calendar of campus and local activities, and customization for a particular university. The application would serve as a one-stop-shop to help students with their college activities and studies.
1) The UWI Library aims to play a more active role in Jamaica's national information network by strengthening its own university library network.
2) Key roles for the UWI Library include providing resources and expertise to other libraries, engaging in digital preservation projects, increasing resource sharing, and disseminating research outputs.
3) Areas for improvement in the national network include increasing resources, encouraging participation and buy-in from all libraries, and developing consistent standards for activities like cataloging.
Intelligent Utilization of WWW by LIS Professionals to the meet information n...kkavitarao5
Paper presented at ICIDL 2010 International Conference on Innovation Driven Librarianship: Expectations of Librarians and Library Users SRM University, Kancheepuram, Tamilnadu, INDIA, June 17-19, 2010
Innovative Librarianship - Lib 3.0: The need, opportunity and trendsAnil67
This document discusses the changing role of libraries and opportunities for libraries in India. It notes that libraries need to go beyond just formal education and provide non-formal learning opportunities through open educational resources, MOOCs, digital collections, and makerspaces. Technologies are transforming libraries to provide anytime, anywhere access and discovery of resources. Libraries are becoming more user-focused and emphasizing access over ownership through resources like institutional repositories and discovery services. Staffing is a key issue and libraries require professional managers and staff skilled in research assistance, information literacy, and managing digital collections and technologies.
The document discusses the eGranary Digital Library Project, which stores educational resources on hard drives and distributes them to institutions lacking adequate internet access. It is run by the Widernet Project and provides millions of internet resources through a fully searchable digital library. Some key points:
- The eGranary now has installations at over 350 institutions worldwide, delivering educational materials like videos, books and journals.
- Content is identified from websites and publishers are requested for permission to copy materials. It covers many subject areas.
- Users have provided positive feedback on accessing information otherwise not available due to limited bandwidth.
- The Sparkman Center has expanded health resources and supported installations across Zambia to increase access to materials.
I’m Nobody! Who are You? Electronic Access for Special User Categoriessommerbrowning1
Dual enrollment students, alumni, distance learners, visiting scholars--eveyone needs acccess to electronic resources, however, for these special users who oftentimes circumvent the traditional registrar process getting access is complicated. This presentation will present ways to identify, understand, and track these users, as well as, create fruitful, enduring connections with them.
This document discusses ePortfolios and their relationship to information literacy and Web 2.0 skills. It notes that ePortfolios are being introduced for senior secondary students in South Australia and are increasingly discussed in Australia and worldwide. EPortfolios allow students to curate digital evidence of their learning, reflect on their progress, and take responsibility for assessing their own learning. They provide benefits over traditional paper portfolios by being easier to maintain and share. However, creating ePortfolios also presents challenges for students, teachers, and schools around file formats, storage, and privacy.
Rebecca Johnson has over 10 years of experience in library and information science. She holds a Master of Library Science degree from Indiana University and currently works as the Campus Librarian at Harrison College in Fort Wayne, Indiana where she oversees library operations and provides reference and instruction services. Prior to her current role, she held positions at various libraries including the North Madison County Public Library and Muncie Public Library.
Dealing with the Challenges Remote Communities Face with Online LearningSylvia Currie
Remote First Nations communities in rural BC face several challenges with online learning including lack of broadband internet access, lack of trained instructors and support staff, cultural barriers, and isolation. NVIT is using Moodle to help address these challenges by providing equal online services for students, making students feel part of the community, facilitating collaboration, ensuring course design is accessible, and providing ongoing technical support.
Brightspace as an Intranet, California Connection PresentationD2L Barry
Maury Hillstrom is the Director of Educational Technology at Marymount California University, located in Palos Verdes, California. The document provides resources for faculty, staff, and students at Marymount including links to academic affairs, online training, the learning management system, intranet, and more. It also discusses ensuring access, single sign-on, training, and maintenance of the university's educational technology systems.
The document discusses virtual learning or online schooling. It notes that 32 states have full-time virtual schools and all 50 states offer some online or blended course opportunities. The document outlines benefits of virtual learning like increased access to education and opportunities for collaboration. Challenges mentioned include plagiarism, costs of starting virtual schools, and needing self-motivated students. It provides tips for creating effective virtual learning programs.
This presentation as part of iMoot2010 online conference provides an overview of the Moodle-related services offered through Education Network Australia (edna). It takes a tour through adult learning courses, and professional association communities in edna Groups, plus online projects for K-12 teachers and students in OzProjects. It shares what we have learned about Moodle and users in 5 years of supporting Moodle courses and communities.
This document discusses intellectual property issues related to MOOCs. It provides an overview of the MOOC landscape, issues around ownership of online course content and intellectual property, basics of copyright law, examples of relevant bills and lawsuits, and guidelines for faculty developing MOOCs. Key points covered include the rapid growth of MOOCs, debates around who owns online course content and intellectual property, and how copyright law and institutional policies apply to MOOCs.
Presentation given at the online conference in June 2009 (yourschoollibrary.org)
Abstract: In the last decade the way knowledge is organized and made available has been radically altered. Users are witnessing the emergence of the new services, tools and technologies known as Web 2.0 environment. The significant attributes and features of these new tools relate to knowledge creation, management, sharing and dissemination causing the appearance of anomalies in the information literacy paradigm. Fact is that many of the aspects of current information literacy practices originate from a print-based culture which is incongruent with the transient and hybrid nature of digital environments. The authors examine the grounds for the possible re-conceptualizations in the field of information literacy and identify the current developments in the information universe.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs through connecting with others, and eventually into PfLNs through connecting with professionals. A model is presented showing the progression from PLE building to forming a professional learning network. The roles of social networks in supporting these learning networks is also discussed.
Macon summary for JISC mobile collections workshopKeren Mills
Presentation given as part of the introduction to a workshop hosted by JISC collections to discuss how to address some of the issues libraries are experiencing with the mobile apps and websites offered by publishers.
The document summarizes the evolution and offerings of the Frontier Learning Network (FLN), a consortium that provides distance learning opportunities for rural students. It discusses how FLN started by addressing needs in three Oregon counties and expanded its telecommunications infrastructure and multi-platform delivery options over time. FLN now offers a range of core, career, and dual-credit courses delivered synchronously via video conferences or asynchronously online. Students interact using tools like mobile devices, online programs, and immersive virtual environments. Schools that join the consortium partner through dedicated teachers, collaborative technology, adventurous students, project-based learning, and visionary leadership.
Challenges facing Academic Librarians with Examples from LebanonHoueida Kammourié
This is a presentation given during Elsevier LibraryConnect Seminar held on April 17, 2012 at Riyad Nassar Library, Lebanese American University, Beirut - Lebanon
This document discusses Emory University's efforts to implement a new faculty information system called Emory FIRST. Emory FIRST will centralize faculty data, link to an institutional repository, and make select faculty information and works publicly available. It is a collaboration between Emory Libraries and Information Technology Services to better manage and promote faculty research profiles. The implementation involved integrating multiple systems, including Symplectic Elements as a central knowledge base and the university's open access repository OpenEmory. Lessons learned included engaging data stewards early, planning implementation in phases, and ensuring full engagement of the library to enhance credibility with faculty.
The document defends the use of technology in educational institutions. It argues that technology provides competitive advantages by allowing for more detailed monitoring of student needs and access to greater resources. When used properly, technology can motivate students and accommodate different learning styles.
The document discusses features that would be useful for a college student iPhone application. It suggests including note taking, note sharing, secure cloud storage, utilities like a calculator and scheduler, access to library resources, an events calendar of campus and local activities, and customization for a particular university. The application would serve as a one-stop-shop to help students with their college activities and studies.
1) The UWI Library aims to play a more active role in Jamaica's national information network by strengthening its own university library network.
2) Key roles for the UWI Library include providing resources and expertise to other libraries, engaging in digital preservation projects, increasing resource sharing, and disseminating research outputs.
3) Areas for improvement in the national network include increasing resources, encouraging participation and buy-in from all libraries, and developing consistent standards for activities like cataloging.
Intelligent Utilization of WWW by LIS Professionals to the meet information n...kkavitarao5
Paper presented at ICIDL 2010 International Conference on Innovation Driven Librarianship: Expectations of Librarians and Library Users SRM University, Kancheepuram, Tamilnadu, INDIA, June 17-19, 2010
Innovative Librarianship - Lib 3.0: The need, opportunity and trendsAnil67
This document discusses the changing role of libraries and opportunities for libraries in India. It notes that libraries need to go beyond just formal education and provide non-formal learning opportunities through open educational resources, MOOCs, digital collections, and makerspaces. Technologies are transforming libraries to provide anytime, anywhere access and discovery of resources. Libraries are becoming more user-focused and emphasizing access over ownership through resources like institutional repositories and discovery services. Staffing is a key issue and libraries require professional managers and staff skilled in research assistance, information literacy, and managing digital collections and technologies.
The document discusses the eGranary Digital Library Project, which stores educational resources on hard drives and distributes them to institutions lacking adequate internet access. It is run by the Widernet Project and provides millions of internet resources through a fully searchable digital library. Some key points:
- The eGranary now has installations at over 350 institutions worldwide, delivering educational materials like videos, books and journals.
- Content is identified from websites and publishers are requested for permission to copy materials. It covers many subject areas.
- Users have provided positive feedback on accessing information otherwise not available due to limited bandwidth.
- The Sparkman Center has expanded health resources and supported installations across Zambia to increase access to materials.
I’m Nobody! Who are You? Electronic Access for Special User Categoriessommerbrowning1
Dual enrollment students, alumni, distance learners, visiting scholars--eveyone needs acccess to electronic resources, however, for these special users who oftentimes circumvent the traditional registrar process getting access is complicated. This presentation will present ways to identify, understand, and track these users, as well as, create fruitful, enduring connections with them.
This document discusses ePortfolios and their relationship to information literacy and Web 2.0 skills. It notes that ePortfolios are being introduced for senior secondary students in South Australia and are increasingly discussed in Australia and worldwide. EPortfolios allow students to curate digital evidence of their learning, reflect on their progress, and take responsibility for assessing their own learning. They provide benefits over traditional paper portfolios by being easier to maintain and share. However, creating ePortfolios also presents challenges for students, teachers, and schools around file formats, storage, and privacy.
Rebecca Johnson has over 10 years of experience in library and information science. She holds a Master of Library Science degree from Indiana University and currently works as the Campus Librarian at Harrison College in Fort Wayne, Indiana where she oversees library operations and provides reference and instruction services. Prior to her current role, she held positions at various libraries including the North Madison County Public Library and Muncie Public Library.
Dealing with the Challenges Remote Communities Face with Online LearningSylvia Currie
Remote First Nations communities in rural BC face several challenges with online learning including lack of broadband internet access, lack of trained instructors and support staff, cultural barriers, and isolation. NVIT is using Moodle to help address these challenges by providing equal online services for students, making students feel part of the community, facilitating collaboration, ensuring course design is accessible, and providing ongoing technical support.
Brightspace as an Intranet, California Connection PresentationD2L Barry
Maury Hillstrom is the Director of Educational Technology at Marymount California University, located in Palos Verdes, California. The document provides resources for faculty, staff, and students at Marymount including links to academic affairs, online training, the learning management system, intranet, and more. It also discusses ensuring access, single sign-on, training, and maintenance of the university's educational technology systems.
The document discusses virtual learning or online schooling. It notes that 32 states have full-time virtual schools and all 50 states offer some online or blended course opportunities. The document outlines benefits of virtual learning like increased access to education and opportunities for collaboration. Challenges mentioned include plagiarism, costs of starting virtual schools, and needing self-motivated students. It provides tips for creating effective virtual learning programs.
This presentation as part of iMoot2010 online conference provides an overview of the Moodle-related services offered through Education Network Australia (edna). It takes a tour through adult learning courses, and professional association communities in edna Groups, plus online projects for K-12 teachers and students in OzProjects. It shares what we have learned about Moodle and users in 5 years of supporting Moodle courses and communities.
This document discusses intellectual property issues related to MOOCs. It provides an overview of the MOOC landscape, issues around ownership of online course content and intellectual property, basics of copyright law, examples of relevant bills and lawsuits, and guidelines for faculty developing MOOCs. Key points covered include the rapid growth of MOOCs, debates around who owns online course content and intellectual property, and how copyright law and institutional policies apply to MOOCs.
Presentation given at the online conference in June 2009 (yourschoollibrary.org)
Abstract: In the last decade the way knowledge is organized and made available has been radically altered. Users are witnessing the emergence of the new services, tools and technologies known as Web 2.0 environment. The significant attributes and features of these new tools relate to knowledge creation, management, sharing and dissemination causing the appearance of anomalies in the information literacy paradigm. Fact is that many of the aspects of current information literacy practices originate from a print-based culture which is incongruent with the transient and hybrid nature of digital environments. The authors examine the grounds for the possible re-conceptualizations in the field of information literacy and identify the current developments in the information universe.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs through connecting with others, and eventually into PfLNs through connecting with professionals. A model is presented showing the progression from PLE building to forming a professional learning network. The roles of social networks in supporting these learning networks is also discussed.
Ifla president forum hirsh april2016_v2 (1)Stephen Abram
This document discusses online education and professional development opportunities for information professionals. It notes that over 25% of higher education students now take at least one online course. Benefits of online learning include increased access regardless of geography and flexibility. Considerations for effective online education include interactivity, program review, onboarding faculty and students, accessibility standards, and costs. Essential skills for information professionals include technology skills, instruction, customer service, content management, and critical thinking. The document outlines certificate programs, continuing education, global networking, and free professional development options for ongoing learning. It closes with open questions about the future of online education models and professional development.
Promoting Information Literacy in Digital EnvironmentKavita Rao
Dr.P.V.Konnur and K Kavita Rao
"Promoting Information literacy in the
Digital Library Environment: The Collaborative Role of the Library and
Information Science Professionals"
Paper presented at Seminar on Library
and Information Management in the Digital Era, Kanchi Krishna College of Arts &
Science, Kancheepuram, October 2009
The document discusses the potential benefits of information and communication technologies (ICT) in education, including improving access to information, supporting lifelong learning, and redressing inequalities. It outlines six pillars that form the foundation of South Africa's White Paper on e-Education, which are infrastructure, connectivity, ongoing professional development, educational portal and content development, research and evaluation, and human resources. The Thutong Education Portal was created to provide teachers and education officials access to curriculum-aligned resources and enable sharing of ideas through online communities.
This document discusses virtual communities of practice (VCoPs) as a means to engage faculty in the scholarship of teaching. It aims to understand what factors encourage faculty participation in VCoPs and address sustainability issues. The document outlines the benefits of VCoPs for collaboration, professional development, and building relationships. Key factors for successful VCoPs include motivated faculty champions, appropriate technology infrastructure, and a supportive academic culture. Examples of existing VCoPs are provided.
This Talk was given by Dr. Sangeeta Dhamdhere, Librarian, PES Modern College of Arts, Science and Commerce, Ganeshkhind, Pune at the State Level Webinar Conducted by the VSPM Academy of Higher Education's Arvindbabu Deshmukh College, Nagpur and Cluster of Thirteen Institutions (CoTI) on 22nd April 2022.
Information literacy, e learning and the role of the librarianJane Secker
This document outlines a presentation given by Dr. Jane Secker on the changing roles of librarians. She discusses how information literacy and e-learning are impacting librarians. Specifically, she notes that librarians are taking on more teaching roles to help students develop information literacy skills. They are also collaborating more with e-learning specialists to support digital literacy and address copyright issues related to online learning. Dr. Secker advocates for librarians to obtain teaching qualifications and to make use of technologies like MOOCs and open educational resources.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
วันที่ 10 กันยายน 2558
The Future of Library and Information Science Education: A Global Perspective
By Clara M. Chu 曹惠萍 (Director and Mortenson Distingished Professor Mortenson Center for International Library Programs University of Illinois at Urbana-Champaign)
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
The document discusses the need to update school libraries for 21st century learners. It notes that learning has become more integrated, connected, and self-directed. The traditional roles of libraries and librarians must also evolve to support new pedagogical approaches like collaborative and exploratory learning. It proposes a Libraries Support Unit to centralize administrative functions and free up librarian time for learner-centered activities like developing information fluency and digital skills. The benefits would include an improved learning experience, better integration of libraries into the curriculum, and preparing students for future success.
This document summarizes a presentation about inspiring innovation in library instruction through the use of mobile devices and apps. The presentation discusses moving beyond an initial enthusiasm for technology ("technolust") to adopting mobile devices intentionally based on learner needs. It provides examples of how to integrate mobile apps and devices into instruction to meet objectives like organizing information, evaluating sources, and searching effectively. The presentation also covers strategies for instructional design, like chunking content and recognizing the cognitive limits of working memory. It aims to help libraries ask the right questions and apply best practices for meaningful mobile integration into their instruction programs.
The document discusses integrating mobile devices and apps into teaching. It begins by noting the need for educators to innovate and experiment with mobile learning rather than imposing traditional pedagogical models. The goals are to help educators ask the right questions about integrating mobile devices, apply best practices, and be inspired to lead conversations around learning environments and technologies. The document then covers observing students' existing mobile behaviors, intentionally designing mobile integration, evaluating resources, and considering cognitive limitations to ensure effective instructional design.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Social media as a facilitator of financial literacy competencies in eLearning...Anabela Mesquita
A lot has already been written and said about social media and its use in education. Nevertheless, there are still some gaps concerning the interoperability and integration of these tools with learning management systems. This article presents some conceptual ideas about this integration as well as a European project where there is an attempt to integrate both and so contribute to this discussion.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
The document discusses emerging trends in librarianship and higher education. It notes that the abundance of online resources is challenging traditional roles of educators and libraries. Libraries must consider their unique value in providing sense-making and credibility assessment of information. Emerging technologies like MOOCs, learning analytics, and 3D printing will continue to impact higher education. Libraries need to focus on user needs, manage both physical and digital collections, and leverage technologies like the cloud to remain relevant gateways for managing information.
eLearning Summer School: Exploring assumptions about online assessmentEloise Tan
1. The document discusses online assessment and the need for careful consideration of pedagogy when implementing online tools.
2. It notes that effective online assessment requires alignment between objectives, methods, tasks and tools, as well as sustainable investment, robust infrastructure, support and training.
3. The document questions assumptions about students' technical skills and advocates a learner-centered rather than tech-driven approach to assessment.
From user education to information literacy : changing role of university lib...Tharanga Ranasinghe
A paper presented on 21st March 2008 at National Institute of Library and Information Sciences (NILIS), University of Colombo, Sri Lanka in its' annual research symposium.
PRC Resolution No. 1032 series of 2017 - Implementing Rules and Regulations (IRR) of RA 10912 known as the "Continuing Professional Development Act of 2016"
2nd Marina G. Dayrit Lecture Series 2017 with the topic “Libraries and the Internet of Things” on 30 March 2017, 9:00 am to 12:00 pm, at the Asian Institute of Management, 123 Paseo de Roxas, Legazpi Village, Makati City.
The document announces the 2017 Summer Conference of the Philippine Association of Academic/Research Librarians (PAARL) to be held from April 24-26, 2017 in Naga City, Camarines Sur. The conference theme is "Philippine Libraries in Transformation" and aims to support the Libraries Transform initiative of the American Library Association. It provides details on conference fees, registration deadlines for discounted rates, payment procedures, accommodation costs, and contact information for inquiries. Pre-registration through the online form is required to help facilitate hotel arrangements.
PAARL's 1st Marina G. Dayrit Lecture Series held at UP's Melchor Hall, 5F, Proctor & Gamble Audiovisual Hall, College of Engineering, on 3 March 2017, with Albert Anthony D. Gavino of Smart Communications Inc. as resource speaker on the topic "Using Big Data to Enhance Library Services"
Lecture presented by Joseph Marmol Yap at PAARL's forum held before the 44th General Assembly on 27 January 2017 at De La Salle University Libraries, Henry Sy. Sr. Hall, Taft Avenue, Manila
This document summarizes the Philippine Association of Academic/Research Librarians' library tour of Tokyo, Japan. It describes visits to several notable libraries, including the National Diet Library, Meiji University Library, and Musashino Art University Museum and Library. It also discusses touring other landmarks like Tokyo Tower, Imperial Palace, Hamarikyu Gardens, and Asakusa Temple. The tour exposed participants to Japanese culture and innovation as well as best practices from leading academic libraries in Tokyo.
The document summarizes the proceedings of the 43rd General Assembly of the Philippine Association of Academic/Research Librarians, Inc. (PAARL). It provides welcoming remarks, messages from FEU administrators, an inspirational message from Dr. Maria Teresa Trinidad Tinio, and a summary of the President's annual report which highlights the Marina G. Dayrit Lecture Series and roster of PAARL members. The induction of new officers and awarding of ceremonies are also noted.
The document outlines the award and scholarship program of the Philippine Association of Academic and Research Librarians (PAARL) which aims to promote academic and research librarianship. It describes several awards including the Marina G. Dayrit Award for master's degree scholarships, Master's Thesis Fellowships, sponsorship awards to attend conferences, and awards for Academic Librarian of the Year, Outstanding Library of the Year, Outstanding Library Program of the Year, and Lifetime Achievement. Eligibility requirements and selection criteria are provided for each award.
The Philippine Association of Academic/Research Librarians (PAARL) will hold its 5th Marina G. Dayrit Lecture Series on November 29, 2016 at the National University in Manila. The lecture series aims to provide a platform for discussions among library professionals. This year's concluding lecture will highlight the top research papers accepted for publication in PAARL's 2016 research journal. Authors will present the results of their works which further the library and information science profession in the Philippines. Free registration is provided to PAARL members who have paid dues from 2013 to 2016, with advanced registration required due to limited space.
The Philippine Association of Academic/Research Librarians, Inc. (PAARL) is pleased to announce its call for papers for the 2017 Summer Conference with the theme Philippine Libraries in Transformation, to be held on April 24-26, 2016 in Camarines Sur. The call is open to librarians/information professionals, researchers, faculty and graduate students of LIS.
Lecture presented by Christine M. Abrigo at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
This document outlines the stages of developing a disaster preparedness plan for a university library. It begins with forming a committee to oversee the project. A risk analysis survey and capability assessment are then conducted. A revised action plan is created along with a disaster preparedness manual covering protocols. A training program is developed and a budget proposed. The plan is presented for final defense before implementation. The goal is to enhance the library's preparedness through strategic planning and community involvement.
Lecture presented by Nap Apolinario at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Lecture presented by Marian Ramos Eclevia at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Lecture presented by Michelle A. Esteban at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Lecture presented by Michael A. Pinto at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Lecture presented by Ana Maria B. Fresnido at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Lecture presented by Juan Martin Guasch at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
lecture presented by Elizabeth B. Padilla at the 4th Marina G. Dayrit Lecture Series with the theme "Collection Assessment for Academic Libraries: Case Studies" on September 16, 2016, held at SMX Convention Center, Mall of Asia on the occasion of the 37th Manila International Book Fair
The document summarizes the results of a use analysis conducted on the business and economics collection at De La Salle University Library. Some key findings include:
- 55% of the collection was checked out at least once, with an average of 5 checkouts per item.
- The highest circulating subjects were industries, commerce, and economic theory.
- 75.5% of items circulated between 1-10 times, with an average circulation per item of 4-9 times depending on the subject.
- Usage of the collection was found to be at an acceptable level overall. The summary recommends reviewing the selection of materials and weeding items that have not circulated.
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1. STAYING RELEAVANT
Understanding Self-Directed Learning
for Library and Information Professionals
MANILA INTERNATIONAL BOOKFAIR | September 17, 2014
Carina C. Samaniego
Ateneode Manila University Archives
2. Librarians as Learners
›Competencies of the 21stCentury Librarians
›Continuing Professional Education/Development
Self-Directed Learning (SDL)
›Techniques, Tools and Resources
›Personal Experience
Summary/Recommendations
4. The Need to Stay Relevant
The librarian is an active intermediary between users and resources. Professional and continuing education of the librarian is indispensable to ensure adequate services.
(IFLA-UNESCO PUBLIC LIBRARY MANIFESTO, 1994)
5. Challenges and Changes
“The Library is a growing organism”
Changing needs ofusers
Demandsfor and from Librarians
Lack of resources
6. Competency Index for Librarians*
I.Essential Library Competencies
1)Core Technology Competencies
Email, hardware, Internet, Operating systems, Software applications, Web technologies
2)Personal/Interpersonal Competencies
Collaboration, Customer service, Ethics and values, Leadership, Leaning and innovation
*OCLC-Webjunction(2014)
7. Competency Index for Librarians*
II.Library Collection Competencies
Acquisition and processing
Cataloging, collection development and management
Digital resources technology
E-Resources management
Preservation
*OCLC-Webjunction(2014)
8. Competency Index for Librarians*
III.Library Management Competencies
Community relations
Facilities
Financial management
Laws, policies, and procedures
Marketing and public relations
Organizational leadership
Personnel management
Project management
*OCLC-Webjunction(2014)
9. Competency Index for Librarians*
IV.Public Services Competencies
Adult and older adult services
Children’s services
Circulation services
Public access technology
Young adult services
*OCLC-Webjunction(2014)
10. Competency Index for Librarians
V.Technology Competencies: Systems and IT
Automation systems
Hardware
Networking and security
Operating systems
Software applications
Technology planning
Web design and development
Server administration
*OCLC-Webjunction(2014)
11. Continuing Professional Education/Development
“Continuing education is a learning process which builds on and updatespreviously acquired knowledge, skills, and attitudesof the individual. Continuing education comes after the preparatory education necessary for involvement in or with information, library, media services. It is usually self-initiated learning in which individuals assume responsibility for their own development and for fulfilling their need to learn.”
(Guidelines for Quality in Continuing Education for Information, Library and Media Personnel /ALA)
12. Continuing Professional Education/Development
Responsibility of the individual
Responsibility of employing institutions
Responsibility of professionalassociations
Responsibility of library education programs/schools
(Guidelines for Quality in Continuing Education for Information, Library and Media Personnel /ALA)
13. Factors that affect choice CPE
Current tasks and responsibilities/ job status
Educationalbackground
Careerplans
Level and area/sof expertise
Availability of learningopportunities and resources
14. Best Practices
Employing institutions should develop a culture of learning
Conduct regular learning needs assessment
Availability of broad range learning opportunities, both formal and informal
15. Self-Directed Learning (SDL)
“informal, self-initiated, independently conducted, and integrated into individuals’ daily work.”
(Varlejs, J. (1996). Librarians' self-directed continuing professional learning. Ph.D. dissertation, The University
of Wisconsin -Madison, Wisconsin. In: )
16. SDL Process
1.Determine learning capacity and needs
-Learning styles based on perception: sensory, intuitive, visual, verbal
2.Determine objectivesand targets
33. Advantage of Online SDL
Choice of area to study based on professional/personal needs
Unstructured/informal
Develop sense of discipline, independence, and personal development
Accessibility and availability of sources
34. Disadvantage of Online SDL
Time-consuming, if unstructured
Lack of monitoring/evaluation/ certification process
Level of learning and interaction is limited, depending on the learning capacity of an individual
35. SDL in the Workplace
Library should be learning space not only for its regular clients/users
An opportunity for personaldevelopment programs for librarians and staff
Filling gaps to achieve a cohesive library environment through SDL
39. Traditional learning opportunities
On the job training/internship
Seminars/trainings/conferences, etc.
Benchmarking/studytour
Association/org membership
Volunteerism/outreach
46. Summary
Learning should be a lifelong endeavor
Challengesand changes should fuel desire to learn
Stay relevant by improving knowledge, skills and behaviour
48. Cooke, Nicole A. (2011). Professional development 2.0 librarians: developing online personal learning network (PLN)
http://conference.ifla.org/past-wlic/2011/200-cooke-en.pdf
OCLC/Webjunction. (2014). Competency index for the library field
http://webjunction.org/content/dam/WebJunction/Documents/webJunction/2014-03/Competency-Index-2014.pdf
Techniques, tools, and resources for the self-directed learner
http://www-distance.syr.edu/sdltools.htmlAdditional Resources