C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
OER Vetting: Cultural Relevance, Accessibiilty, & LicensingUna Daly
Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed.
When: Wed, May 10, at 10am PT/ 1pm ET
Featured Speakers:
Lori Catallozzi, Dean of Humanities and Learning Communities, Bunker Hill Community College, MA will share promising practices for designing digital open educational resources that are culturally relevant and engaging for students.
Paula Michniewicz, Instructional Designer, Salt Lake Community College, UT will share best practices for evaluating digital open educational resources for meeting Section 508/ADA standards and guidelines for Universal Design for Learning (UDL).
Quill West, OER Project Manager, Pierce College District, WA will share best practices for ensuring the proper vetting and attribution of open educational resources.
Curriculum based student assessment in libraries Fiona MacLellan
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
Abstract
This presentation aims to inform stakeholders in Africa so they support instructors by meeting their online basic needs because online instruction cannot be carried out in isolation. The report is based on a piece of research which was carried out from 2010 to 2013 in Rwanda. It will focus on a teacher training institute in Rwanda, Central Africa, where instructors have been trained on how to create, develop, and manage online courses in Moodle.
Firstly, the study will lay down background information which, in addition to literature review, highlights a needs analysis that was carried out by the institution and which found out that there was a great need to raise the effectiveness of instruction through Information and Communication Technology (ICT). Also, the institution wanted to meet the professional development needs of a growing teaching and student population by developing and using online educational materials beyond the classroom. Afterwards, the paper will evaluate the training, based on the project’s expected outcomes i.e. development of training materials and introduction and use of online learning materials. It will draw on instructors’ own Moodle experience, including online courses they have created on the platform and challenges they have faced during the implementation process. It will then recommend Moodle because it’s an open source and is free to customise to any context. Furthermore, though there may be low hosting cost, it has a lot of potential to reach out and educate more people , develop learning and teaching beyond the classroom. Finally, it will make suggestions to stakeholders as to what needs to be done to support instructors and learners with a view to adopt Moodle, a growing online learning environment across the world.
OER Vetting: Cultural Relevance, Accessibiilty, & LicensingUna Daly
Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed.
When: Wed, May 10, at 10am PT/ 1pm ET
Featured Speakers:
Lori Catallozzi, Dean of Humanities and Learning Communities, Bunker Hill Community College, MA will share promising practices for designing digital open educational resources that are culturally relevant and engaging for students.
Paula Michniewicz, Instructional Designer, Salt Lake Community College, UT will share best practices for evaluating digital open educational resources for meeting Section 508/ADA standards and guidelines for Universal Design for Learning (UDL).
Quill West, OER Project Manager, Pierce College District, WA will share best practices for ensuring the proper vetting and attribution of open educational resources.
Curriculum based student assessment in libraries Fiona MacLellan
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
Building OER Sustainability on Your CampusUna Daly
Join us for this webinar to hear how colleges are transitioning from individual faculty OER course adoptions to entire departments and OER degree pathways. OER leaders at colleges who have reached critical mass in their implementation will share best practices for sustaining faculty engagement, student involvement, project funding, and institutional commitment to OER adoption for the enhancement of teaching and learning.
Our featured speakers are both longtime community college leaders in the OER movement at regional and district levels. They will engage each other in discussions on the themes mentioned above and invite questions from webinar attendees.
When: Wed, June 14, at 10am PT/ 1pm ET
Featured Speakers:
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning, College of the Canyons, Co-Director of California’s Zero-Textbook-Cost-Degree Technical Assistance grant.
Dr. Lisa Young, Faculty Director of the Center for Teaching & Learning, Scottsdale Community College, Co-Chair of the Maricopa Millions project.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
OER programs provide an opportunity for students to earn a certificate or associates degree without incurring the cost of textbooks for their courses. This can dramatically reduce the cost of attendance and has been estimated at 25% or more savings*. Most OER programs are developed to serve the neediest students who may otherwise have to defer college or take fewer courses due to prohibitive cost. Reaching the students who could most benefit most from enrolling in OER courses can prove to be a challenge in of itself. We will hear from speakers who have developed successful strategies at their colleges to create awareness and encourage underrepresented students to enroll in OER degree programs targeted at their academic success.
There will be an opportunity for webinar attendees to ask questions and also share strategies that they are developing at their colleges to market OER programs to their students.
*Tidewater Community College Z-degree https://www.tcc.edu/academics/degrees/textbook-free
When: Wed, March 1st, 10amPST/1pmEST
Featured Speakers:
Lyda Kiser, Director, Office of Transition Programs and Title IX Coordinator, Lord Fairfax Community College, Virginia
Mark Haskins, Executive Director of Pierce College at JBLM, Washington
James Glapa-Grossklag, Dean, College of the Canyons, CA
Preston Davis, Director of Instruction, Extended Learning Institute, Northern Virginia Community College
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
CCCOER: Faculty and Librarians Selecting High Quality OER TogetherUna Daly
Join us for this webinar to hear from librarians and faculty who are working together to support the selection and adoption of high-quality open educational resources to enhance teaching and learning. Leveraging the key role and skill set of librarians for curating high-quality and openly licensed resources can give faculty time to focus on the pedagogical enhancements available through OER adoption in their courses.
When: Wed, Sept 27, at 11am PT/ 2pm ET
Featured Speakers:
Tina Ulrich, Library Director, Northwestern Michigan College
Elizabeth Sonnabend, Adjunct Business Instructor, Northwestern Michigan College.
Dr. Sharon Hughes, Professor of Psychology, Lansing Community College
Regina Gong, Librarian and OER Project Manager, Lansing Community College
SmarterMeasure Best Practices and Case Studies Webinar 4 2013SmarterServices Owen
Best practices of using SmarterMeasure and client school panelists from Miami Dade College and Florida State College at Jacksonville describe their usage, research, and correlations.
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Building OER Sustainability on Your CampusUna Daly
Join us for this webinar to hear how colleges are transitioning from individual faculty OER course adoptions to entire departments and OER degree pathways. OER leaders at colleges who have reached critical mass in their implementation will share best practices for sustaining faculty engagement, student involvement, project funding, and institutional commitment to OER adoption for the enhancement of teaching and learning.
Our featured speakers are both longtime community college leaders in the OER movement at regional and district levels. They will engage each other in discussions on the themes mentioned above and invite questions from webinar attendees.
When: Wed, June 14, at 10am PT/ 1pm ET
Featured Speakers:
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning, College of the Canyons, Co-Director of California’s Zero-Textbook-Cost-Degree Technical Assistance grant.
Dr. Lisa Young, Faculty Director of the Center for Teaching & Learning, Scottsdale Community College, Co-Chair of the Maricopa Millions project.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
CCCOER Webinar: Marketing OER Degrees to StudentsUna Daly
OER programs provide an opportunity for students to earn a certificate or associates degree without incurring the cost of textbooks for their courses. This can dramatically reduce the cost of attendance and has been estimated at 25% or more savings*. Most OER programs are developed to serve the neediest students who may otherwise have to defer college or take fewer courses due to prohibitive cost. Reaching the students who could most benefit most from enrolling in OER courses can prove to be a challenge in of itself. We will hear from speakers who have developed successful strategies at their colleges to create awareness and encourage underrepresented students to enroll in OER degree programs targeted at their academic success.
There will be an opportunity for webinar attendees to ask questions and also share strategies that they are developing at their colleges to market OER programs to their students.
*Tidewater Community College Z-degree https://www.tcc.edu/academics/degrees/textbook-free
When: Wed, March 1st, 10amPST/1pmEST
Featured Speakers:
Lyda Kiser, Director, Office of Transition Programs and Title IX Coordinator, Lord Fairfax Community College, Virginia
Mark Haskins, Executive Director of Pierce College at JBLM, Washington
James Glapa-Grossklag, Dean, College of the Canyons, CA
Preston Davis, Director of Instruction, Extended Learning Institute, Northern Virginia Community College
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
CCCOER: Faculty and Librarians Selecting High Quality OER TogetherUna Daly
Join us for this webinar to hear from librarians and faculty who are working together to support the selection and adoption of high-quality open educational resources to enhance teaching and learning. Leveraging the key role and skill set of librarians for curating high-quality and openly licensed resources can give faculty time to focus on the pedagogical enhancements available through OER adoption in their courses.
When: Wed, Sept 27, at 11am PT/ 2pm ET
Featured Speakers:
Tina Ulrich, Library Director, Northwestern Michigan College
Elizabeth Sonnabend, Adjunct Business Instructor, Northwestern Michigan College.
Dr. Sharon Hughes, Professor of Psychology, Lansing Community College
Regina Gong, Librarian and OER Project Manager, Lansing Community College
SmarterMeasure Best Practices and Case Studies Webinar 4 2013SmarterServices Owen
Best practices of using SmarterMeasure and client school panelists from Miami Dade College and Florida State College at Jacksonville describe their usage, research, and correlations.
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
The Kids Are Alright: Developing a Comprehensive Training Program for Robin O'Hanlon
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Utilizing resources such as the Maryland study called “The future of the MLS”, the presenters will make the case for incorporation of skills related to taking risks and embracing innovation into the education process, both inside and outside the classroom.
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
This presentation introduces elements of talent management and their valuable relationship to organizational strategies. It examines current research on the adoption of talent management in higher education including the results of an ARL study which assessed the utilization of talent management practices in academic libraries. Learn tangible ideas for participants on adopting a talent management mindset.
Discusses roadblocks to consider when undertaking a new project and how to prepare for barriers that might jeopardize the success, and engage the audience in discussion of challenges they have faced in trying to innovate and creative solutions to work around them.
Imagine the next generation of libraries by applying Design Thinking to your own libraries’ program development. Lisa Becksford & Stephanie Metko, Virginia Tech
At NCSU, librarians have developed a curriculum which is being offered to the library community as the Data and Visualization Institute for Librarians, enabling participants to develop knowledge, skills, and confidence to communicate effectively with researchers.This presentation will discuss the skills liaison librarians must now learn to support faculty and students in these new areas.
Partnerships with non-academic departments can be instrumental in reaching college students who do not seek library assistance but need it. Find out how.
Transforming Instructional Design: Using Professional Learning Communities (PLCs) to invoke change and to incorporate the Framework into instructional practice. The creation of a Professional Learning Community, through meetings with structured reading and interactive discussions, our faculty were able to establish norms, build trust within the group, foster collective ownership over instructional design practices, revolutionize our student learning outcomes, create effective and more navigatable LibGuides, and develop a shared philosophy of teaching, learning, and assessment. Natalie Bishop, and Dr Pam Dennis, Gardner-Webb University
Contributing an Open Source Solution to the Library Community
Benjamin Heet, Senior Technical Consultant/Administrator, Hesburgh Libraries, University of Notre Dame
The University of Notre Dame’s Hesburgh Libraries designed and implemented an open source electronic resources management system (ERMS) after finding the existing systems available on the market to be insufficient and overly complex. The Hesburgh Libraries set out to create a simple and easy to use web-based ERMS that was directly designed by the library staff who would use the system. The Hesburgh Libraries are now attempting to build a community of adopters that will shepherd the ERMS, called CORAL, into the future as a marketable and successful open source ERMS for the library community.
Katina Strauch, College of Charleston
Katina Strauch began the Charleston Conference back in 1980 and The Conference has grown to be an international meeting attended by hundreds of librarians, publishers, vendors, and aggregators. She talked about why and how this happened (she thinks) and how, in 1989 (just prior to Hurricane Hugo) she decided to begin publication of Against the Grain, linking publishers, vendors,and librarians. Katina is Assistant Dean for Technical Services and Collection Development at the College of Charleston Libraries. The Charleston Conference and Against the Grain are private independently-operated entities.
Tim Spalding, LibraryThing
This presenter will be discussing how LibraryThing came about and how he turned his “cataloging and social networking site for book lovers” into an entrepreneurial business idea.
China’s Top 500 Enterprises Electronic Platform Development and Users’ Service
Dr. Xiaoye Li, Director of the Shanghai University of Finance and Economics Library
In responding to rapid economic development in China and increasingly global interconnection, the Shanghai University of Finance and Economics (SUFE) launched China’s top 500 Enterprises Research Program which consists of a research center and special collections focusing on the top 500 enterprises in China. The Program uses the integrated information/data and the wisdom of subject experts in constructing a research and service platform. The Library has played an important role in expanding services from the Program through a specialized information commons of 3,000 square meters, with online databases of which the total data reached almost 400,000 units and editing collections over 3,000 volumes. Through the special collections, the library provides all-dimensional service for researchers both inside and outside of SUFE, government officials and senior managers of companies. The special collections also provided over 600 display boards with the historically financial data and strategy ideas of the China’s top 500 enterprises. This presentation focused on the concept formulations, implementation, and services of the information commons, special collections, and the platform on the China’s top 500 enterprises.
Providing LibraryH3lp
Pam Sessoms, Undergraduate Librarian, University of North Carolina–Chapel Hill, LibraryH3lp
Libraryh3lp was created three years ago to solve technical problems associated with offering night-time collaborative chat and IM reference services between Duke, NCSU, and UNC-Chapel Hill. It is now a popular, low-cost virtual reference platform used by over 300 libraries around the world. Behind the scenes, Libraryh3lp was conceived of and continues to be provided by Eric Sessoms, President of Nub Games, Inc., with assistance from Pam Sessoms, a working librarian at UNC-Chapel Hill. Come learn more about the business and operational sides of Libraryh3lp, including the benefits and challenges involved with this unique model.
Running an Information-Services Business Within a Large Global Corporation
Mark Pandick, Manager, Knowledge Services, IBM Market Insights
The focus of this session was on how IBM’s Knowledge Services team operates an information-services business internally within a large global corporation. The session started from the premise that the organization does not have a budget per se, but is rather a self-funding model. This session discussed how to determine what types of services to offer; what kinds of IBM colleagues to serve; what value measurements to use; what funding mechanisms to use for content, people and IT resources. The session finished with key considerations and lessons learned for those who might try to implement something similar.
Fostering Entrepreneurship Through Cooperative Data and Services
Panel Discussion
Moderator: Karen Coombs, Product Manager, OCLC Developer Network, OCLC; Cyril Oberlander, Interim Director, Milne Library, SUNY College at Geneseo; Annette Bailey, Digital Assets Librarian, Virginia Tech and LibX
How do you take something you don’t own and improve something you do? Find out from four library technologists. This panel discussion presented how they’ve drawn cooperative library data from the cloud to inexpensively innovate and better meet their users’ needs through OCLC Web Services and created LibX. OCLC Web services makes data on libraries and collections available for additional application development. It’s all made possible through library cooperation and the OCLC Developer Network community.
Business Librarians and Entrepreneurship: Innovative Trends and Characteristics
Elisabeth Leonard, Associate Dean of Library Services, Hunter Library, Western Carolina University; Betsy Clementson, Research and Instruction Librarian/Liaison to the College of Business, Hunter Library, Western Carolina University
Innovation and entrepreneurship are seen as foundations for a healthy and vibrant national economy (and helpful to a university budget), yet we know little about how innovation occurs within academic libraries. We examined the innovative characteristics of the business librarians associated with the ten schools listed in America’s Best Graduate Schools as having the top entrepreneurship programs. We reported on the characteristics of innovation and organizational culture uncovered in the study, discussed these characteristics as they might relate to all types of libraries and librarians, and how administrators can develop best practices for innovation friendly cultures.
Creating an Open-Access Journal: A Case Study.
Joe M. Williams, Head of Access Services, University Libraries, University of North Carolina at Greensboro; Stephen Dew, Collections & Scholarly Resources Coordinator, University Libraries, University of North Carolina at Greensboro
UNC Greensboro faculty and staff are collaborating to launch a new, peer-reviewed open-access journal hosted by the University Libraries: the Journal of Learning Spaces. This session described the project from conception through its current state, covering topics such as publication model, roles and organizational structure, and marketing, and it will highlight benefits, such as filling a void in the current literature, increasing opportunities for interdisciplinary collaboration, supporting University goals, and marketing the library. Tips and lessons learned were shared. Open Journal Systems, the software used, was demonstrated, using the Journal of Learning Spaces as the primary example.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
4. O’K Scholars
• Title III grant for 2008-2012
– Stipend for 40 faculty members to participate
($900)
– Consultants to offer instruction services
• Faculty
• Librarians
5. Mission statement
• O’Kelly Fellow Institute will provide faculty
members relevant information about
combining effective teaching
strategies, library resources and services
to accomplish the goal of producing
information literate graduates
6. Objectives
• At least one-third of the full-time faculty will
participate in the institute by 2012
• All instructional disciplines will be represented in
the institute
• Sufficient disciplines will be represented to
ensure that students will have information
literacy learning experiences across the
curriculum which will help the university produce
information literate graduates
• Document the impact of the experience on the
library, faculty and students
7. Components of the program
• Overview of the Institute things faculty should do and know: fill out
papers, assessment forms; O’K Fellows Libguides, develop library assignment
• Redesigning library assignments experience
(consultant)
• Modifying class assignments: one on one session
• Reviewing collections, resources and services
looking at the collection with the assignment in mind - online catalog, electronic
resources, Libguides
• Building librarian and faculty collaboration librarians
work with faculty to select the best databases and offer suggestions to improve assignments
that lead to students using library resources
• Developing assignment strategies librarians continue to
offer suggestions about what works, having stages, chunks in the assignments
8. Additional segments
• Attacking plagiarism - lively discussion
• Reviewing information literacy sessions (new
perspective on instruction as it relates to new assignment)
• Introducing media production services - new
types of assignments using media and research
• Reflections from previous participants -
experience working with librarians, quality of assignments, revisions are part of the process and
students reactions
9. Additional learning experiences
• Readings about information literacy
• Web site on Plagiarism ( strategies for combating,Turnitin.com)
10. • Introduction to
Libguides
• Readings about
librarian and faculty
collaboration
11. Participants
• New full-time faculty members
• Full time faculty members all disciplines
• Full time faculty who teach research and
writing
• Faculty members involved in the SACS
QEP – writing across the curriculum effort
• 25% of QEP cohort have graduated from the institute
12. Recruitment/marketing strategies
• Send invitations to faculty members
• Ask department chair persons to recommend
potential participants
• Request library liaisons to recommend
participants
• Make presentations to academic council
• Identify faculty members who teach writing/
research courses – invitations
• Recommendations by past participants
• Post information on LCD panels & library
website
15. Admission to the Program
• Faculty members are invited to participate
– New faculty members
– Faculty members who teach research/writing
courses
– English Composition Coordinator
16. Requirements of the Program
• Must attend a two day workshop
• Select an information literacy skill
students should develop (locate, evaluate
and use information)
• Modify a library assignment to include:
– Consultation with a librarian
– Library instruction session (s)
– Students have interventions with a librarian
– Students use electronic resources
22. Consultation With Librarian
(Faculty)
• Faculty members can receive suggestions
from librarians regarding what aspect of
the assignment will work
• What requirements should be modified
because of resources or the number of
persons within a class
26. After the instruction session
• Librarians begin
working with the
students
• Make an appointment
• Keep the appointment
27. Intervention (Student)
• Librarians assist students with
– Understanding the
assignment
– Selecting the best
database to use
– Refining search strategies
– Choosing the best
keywords
– Occasionally reviewing
topic outlines
– Using style guides
35. Outcomes -direct
• Faculty members acquire a better appreciation
of library services and resources
• Students will be information literate
• Library resources and services are utilized to
complete assignments
• Students correctly use citation style guides in
their written assignments in progress
• Plagiarism is reduced in written assignments
in progress
37. Outcomes
• Faculty member who have not
participated in the program are requesting
library instruction sessions
• More respect for individuals’
responsibilities in instruction
• Hire a Coordinator for the Institute
38. Indirect outcome
• Master Teacher Librarian certification
program
• Workshop for Writing Center Tutors
39. Other outcomes
• Some faculty members saw a decline in
plagiarism
• Some faculty members offered sufficient library
experiences and interventions within their
classes that students’ writing did improve
• The Writing Center plays an integral role in the
writing experience
• Faculty members learned more about library and
campus services available to help students
40. Other outcomes
• Master librarian/teacher program
– Presentation skills
– Electronic resources
– Active learning presentation
• Apprentice reference librarian
• Seeking ways to incorporate the
requirements in all English composition
classes
• Developing assessment tool for students
41. Other outcomes
• Students feel they are now ready for
graduate school
• Students become aware of services
librarians provide
• Students and faculty members know
librarians’ names
• Faculty are saying to librarians let’s write
an article
43. Master teacher librarian
• Quality researcher (look and look so more)
• Knowledgeable researcher (databases)
• Excellent communicator
• Skills to organize and present information
• Know the exact information needed for the
class
• Customer friendly
46. Impact on written assignments
• Faculty members are modifying their
assignments
• Clearer directions and specific
expectations are being provided
• Faculty are beginning to understand
students’ writing issues and assignments
are being made to counter those problems
49. Relation to QEP
• QEP • O’K Scholars
• Develop writing skills • faculty develop quality
• Writing assignments writing assignments
in all courses • Identify steps and
achievement levels
• Include bench marks
– Seeking assistance
– Type of information
required
50. Points Learned
• Keep institute class size small (human touch students and
faculty)
– Number of faculty members requesting library
instruction and the number of sessions
requested
– The time required to consult with faculty
members
– The interventions required by students
51. Points Learned
• Keep librarians’ knowledge and
techniques fresh
– Electronic resources
– Teaching and presentation skills
– Research skills
• Communication among the team is
imperative
• Expect librarians to be friendly
52. O’K Scholars is our future!
• We must create a place for the library
within students’ learning process
• Our competition is winning! my
space, Internet
• Faculty members need assistance!
• Students need assistance!
53. Learning and Teaching is Hard
Work
• Repetition
• Repetition is imperative
• Start quality library assignments early in
the curriculum
• Students must consistently be required to
use library resources in all disciplines
• No one can allow Wikipedia into their
written assignments
54. Research opportunities
• Compare students performance
– Students who followed the guidelines
– Individuals who did not
– Students who did not receive instruction and
interventions
– Impact of student perceptions of libraries and
the actual use of library services
– Librarian faculty collaboration and students’
response to library assignments
55. Challenges
• Finding a time to offer the institute
• Finding a way to pay the faculty.
• Dealing with the large number of classes being
requested in September & October
• Rising need for larger and more instructional
sites
• Getting faculty and students to schedule
consultations throughout semester vs last
minute
• Reaching groups that really need the experience
56. Bibliography - Readings
Walter, Scott, et al. "Case Studies in Collaboration: Lessons from five
exemplary programs." Raspa, Dick and Dane Ward. The Collaborative
imperative: librarians and faculty working together in the information
universe. Chicago: Association of College and Research Libraries, 2000.
39-60, 64-71.
Dewey, Barbara I. "The Embedded Librarian: Strategic Campus
Collaborations." Resource Sharing & Information Networks 17.1/2 (Mar.
2004): 5-17.
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61. Questions
• Will faculty members stop coming if we do
not provide the stipend?
• How many classes are offered during the
busiest period of the semester?
• How many persons are on the instruction
team?