Qualitative study of six academic librarians embedded in online courses at different academic institutions. Study looks at both activities the librarians performed, and their attitude and reflections regarding the experience.
Research Data Management in Academic Libraries: Meeting the ChallengeSpencer Keralis
TLA Program Committee sponsored Preconference talk from Texas Library Association Conference 2013.
CPE#388: SBEC 1.0; TSLAC 1.0
April 24, 2013; 4:00 -4:50 pm
Managing research data is a hot topic in academic libraries. With increased government oversight of publicly-funded research projects, librarians must strive to meet the demand for innovative solutions for managing research information and training the new eneration of librarians to address this issue.
The document summarizes a guest lecture about the changing landscape of academic librarianship and data curation. It discusses the speaker's background and job responsibilities as a data curation librarian, which include advocating for data management, consulting on data practices, educating researchers, and supporting other librarians. The speaker's job also involves liaison work with a college and engaging in professional service, research, and librarianship. Their graduate program in information sciences prepared them through coursework, internships, and faculty support. Tips are provided for the job search process.
Digital curation a tool for knowledge managementsuesharma
The document discusses using the digital curation framework to effectively manage knowledge. It introduces digital curation as "the intentional process of mindfully mining, organizing, and archiving digital resources." The Five Cs digital curation framework is explained as including conceptualization, collection, curation, circulation, and conservation. Web 2.0 tools can help apply this framework to knowledge management. Both benefits and challenges of digital curation are outlined.
The document discusses digital curation in art museums. It begins by defining digital curation as "the planning and management of digital assets over their full lifetime, from conceptualization through active use and presentation to long-term preservation in a repository for future re-use". It then discusses how curation involves acquisition, exhibition, and preservation of collections. It also notes that as digital curators, people take on roles like making collections available online, providing contextual information and tools to make collections useful, and improving methods for preserving and providing access to born-digital materials. The document emphasizes that digital curation requires both technological skills and an understanding of people and processes.
Presentation slides from a lecture given at the University of the West of England (UWE) as part of the MSc in Library and Library Management, University of the West of England, Frenchay Campus, Bristol, March 24, 2009
Building a Needs-based Curriculum TESOL 2013 Lauren Rein
This document discusses building a needs-based curriculum for an intensive English program at a university. It outlines reviewing syllabi from university courses to determine the tasks and skills students need for academic success. The document summarizes the results of reviewing 30 syllabi across different subject areas. It found that most common writing assignments were essays, summaries, and responses. Speaking tasks included presentations, group work and class participation. Most assessment was through exams and participation grades. Faculty interviews were also conducted to further understand skill needs. The goal is to ensure the curriculum prepares students for the requirements of university classes.
Research Data Management in Academic Libraries: Meeting the ChallengeSpencer Keralis
TLA Program Committee sponsored Preconference talk from Texas Library Association Conference 2013.
CPE#388: SBEC 1.0; TSLAC 1.0
April 24, 2013; 4:00 -4:50 pm
Managing research data is a hot topic in academic libraries. With increased government oversight of publicly-funded research projects, librarians must strive to meet the demand for innovative solutions for managing research information and training the new eneration of librarians to address this issue.
The document summarizes a guest lecture about the changing landscape of academic librarianship and data curation. It discusses the speaker's background and job responsibilities as a data curation librarian, which include advocating for data management, consulting on data practices, educating researchers, and supporting other librarians. The speaker's job also involves liaison work with a college and engaging in professional service, research, and librarianship. Their graduate program in information sciences prepared them through coursework, internships, and faculty support. Tips are provided for the job search process.
Digital curation a tool for knowledge managementsuesharma
The document discusses using the digital curation framework to effectively manage knowledge. It introduces digital curation as "the intentional process of mindfully mining, organizing, and archiving digital resources." The Five Cs digital curation framework is explained as including conceptualization, collection, curation, circulation, and conservation. Web 2.0 tools can help apply this framework to knowledge management. Both benefits and challenges of digital curation are outlined.
The document discusses digital curation in art museums. It begins by defining digital curation as "the planning and management of digital assets over their full lifetime, from conceptualization through active use and presentation to long-term preservation in a repository for future re-use". It then discusses how curation involves acquisition, exhibition, and preservation of collections. It also notes that as digital curators, people take on roles like making collections available online, providing contextual information and tools to make collections useful, and improving methods for preserving and providing access to born-digital materials. The document emphasizes that digital curation requires both technological skills and an understanding of people and processes.
Presentation slides from a lecture given at the University of the West of England (UWE) as part of the MSc in Library and Library Management, University of the West of England, Frenchay Campus, Bristol, March 24, 2009
Building a Needs-based Curriculum TESOL 2013 Lauren Rein
This document discusses building a needs-based curriculum for an intensive English program at a university. It outlines reviewing syllabi from university courses to determine the tasks and skills students need for academic success. The document summarizes the results of reviewing 30 syllabi across different subject areas. It found that most common writing assignments were essays, summaries, and responses. Speaking tasks included presentations, group work and class participation. Most assessment was through exams and participation grades. Faculty interviews were also conducted to further understand skill needs. The goal is to ensure the curriculum prepares students for the requirements of university classes.
The document summarizes Janice Chia's presentation about NTU Libraries' models for library instruction at NTU. It describes a collaborative information literacy program model implemented in 2004 with online and in-person workshops. It also details a Library Instructional Matrix version 1 with 39 modules divided into 4 tracks. Feedback led to developing Matrix version 2 to better meet needs with limited resources and a changing university environment. The presentation reflects on improvements and moving instruction programs forward with clear objectives and support from subject heads.
Beyond the Avatar: Best Practices as Librarians Embedded in Online ClassesDr. Starr Hoffman
Best practices for embedded librarians, based on personal experience as well as research on the experiences of other embedded librarians. Co-presented with Lilly Ramin of UNT Libraries.
This document summarizes an e-portfolio presentation. It includes sections on e-portfolio courses, timeline, and documents. The courses section would demonstrate core and elective courses through interactive links. The timeline shows the presenter's academic life cycle. The documents section includes a matrix mapping courses and projects to responsibilities and indicators, a list of courses taken with instructor and semester, and a reflection letter on the presenter's technology skills development through the program.
This document summarizes an e-portfolio presentation. It includes sections on e-portfolio courses, timeline, and documents. The courses section would demonstrate core and elective courses through interactive links. The timeline shows the presenter's academic life cycle. The documents section includes a matrix mapping responsibilities and indicators to courses/projects and a course list with instructor and semester. It concludes with a reflection letter describing the presenter's growth in technical skills from the educational technology program.
This document discusses how libraries can foster serendipity and moments of encounter in the future. It notes that in the future there will be no fixed boundaries between disciplines and knowledge will be more integrated. It argues that libraries can help enable this future by making knowledge personal, cultivating inquisitiveness through instruction sessions and study groups, and helping enable paths of inquiry and critical reasoning. The document provides examples of how libraries are already fostering moments of encounter through technologies like Facebook, Adobe Connect and QR codes.
Live Usability Lab: See One, Do One & Take One HomeStephanie Brown
Presentation for the Connecticut State Library / Continuing Education, September 11, 2008.
This innovative half-day workshop will provide background on usability and define the user experience (UX). We will offer a "live usability lab" with audience assessment of one library web site and provide time and resources to create usability scenarios for YOUR web resources. Attendees will participate in interactive usability testing to evaluate web-based library resources from the user's perspective. You will also develop questions and methodology to assess usability and the UX @ your library!
The study found that students struggled to find information on the library website due to unclear terminology, buried services, and an overreliance on familiar tools. Students successfully completed tasks when the needed information was clearly labeled and accessible, but had difficulty with renewals, reserves, interlibrary loans, and off-campus access due to poor organization and hidden pages. The library will use results to improve wayfinding, standardize language, and make all services more prominent before conducting another usability test.
Slides from guest presentation at Aron Lindberg's Computational-Qualitative Field Research seminar: http://aronlindberg.github.io/computational_field_research/ Needed readings at https://www.dropbox.com/sh/1gx9s2zlnxvumbz/AAAV9uSAJHsiPeJhSsNnnM9Pa?dl=0
Comparing Apples to Oranges: Community College and University Cooperation in ...Sara Memmott
This document summarizes a study that analyzed 240 questions from community college and university students using a virtual reference service called Research Help Now. The questions were classified based on level of difficulty, whether they required local knowledge, and subject area. The results showed that community college students asked more complex, subject-based questions, while university students asked more procedural questions requiring local knowledge. However, the differences were small, suggesting community college and university librarians can effectively collaborate on virtual reference without concerns about question complexity. Understanding user needs at different institutions helps librarians provide better virtual reference support.
The document discusses various methods for assessing libraries, including surveys, questionnaires, focus groups, observation, usability studies, and ROI calculations. It provides examples of assessment tools like LibQUAL+, which uses surveys to measure user perceptions of service quality across three dimensions: affect of service, information control, and library as place. The document emphasizes that assessment is important for strategic planning, decision-making, program evaluation, advocacy, and regular service improvements in libraries.
1. The document provides resources and guidance for teaching a unit on dichotomous keys using the state science standards.
2. It outlines the relevant TEKS and breaks down the verbs and nouns.
3. Sample lesson plans are suggested that engage students, directly relate to the TEKS, and provide activities, assessments and differentiation.
The document summarizes two models of second language acquisition: the competition model and connectionist approaches. The competition model assumes language learning involves mapping between forms and functions. Connectionist approaches model mental phenomena as interconnected networks, focusing on strengthening associations between stimuli and responses through repeated exposure. Specifically, parallel distributed processing posits that language learning occurs through the simultaneous, parallel processing of multiple linguistic units in the brain, with connection strengths changing based on input frequency and feedback.
Preparing Health Sciences Students for Real World Information Gathering Using...Margaret Henderson
Paper presented at the Medical Library Association annual meeting in Chicago, 2019. Focuses on using critical pedagogy to help students learn how to find real world information to help with their work or assignments.
The document discusses the characteristics of an effective research assignment and provides a suggested assignment template. It emphasizes that assignments should be clear, relevant to course goals, specify required resources, and have a clear timeline. The template includes sections for the course information, assignment description and instructions, required resources, timeline, format requirements, length, and penalties. It also provides a grading rubric with criteria for different performance levels and identifies online writing help resources.
Usability Testing a Public ERM: Worth the Effort?Stephanie Brown
Reviews the overall usability testing process, then discusses the usability testing UConn Libraries completed in academic year 2006-07 and rolled out in March 2007. Presentation for Eastern Connecticut State Libraries, January 2008.
This document provides guidance and options for the stage-mémoire tutorat mixte project. Students can choose from several project options, including conducting an action research study by replicating a journal article, applying CLIL principles to design a teaching unit, collaborating on a politeness research study, or participating in a videoconferencing project. The document also outlines course activities for journal article analysis, classroom activity analysis, learner language analysis, and participation in professional networks.
LCLC examples of wikis implemented in introductory, intermediate, and advanced language courses. Examples also provided for non-language&culture contexts.
Life happens: Experiences of First-time Distance LearnersMark Brown
This document summarizes research on the experiences of first-time distance learners. The research aims to understand students' experiences in their own words and develop principles and frameworks to enhance engagement and success. 20 students were interviewed through weekly video diaries. Preliminary lessons found stories add context to complex factors impacting distance learners. While distance learning enables study, balancing it with life demands high resilience. Variable digital skills pose barriers. Self-reflection is important as support services are not always accessible. Next steps include a full report, student guide, and conference to discuss findings.
This document describes the process of automatically generating topic pages from scientific documents at Elsevier. It involves tagging documents with concepts from a taxonomy, selecting relevant candidate sentences, training a machine learning model on human-labeled data using active learning, and classifying sentences as definitions or snippets. The resulting topic pages provide freely available information to readers and drive traffic and conversions. An evaluation on a public dataset showed promising results for the definition classification model. The system aims to continuously improve topic page quality through machine learning.
This document discusses how various knowledge organization systems work together, including records, codes, encoding, authority control, structure, subject headings, classification, and models. It then covers core concepts of controlled vocabularies like organizing terms to label and find content. Different approaches to controlled vocabularies are described like pre-coordinate versus post-coordinate systems. The document outlines various types of controlled vocabularies and how they are arranged. It also discusses issues in constructing controlled vocabularies and provides examples of terminology used in thesauri and concept maps.
This document discusses data management practices for researchers. It defines what constitutes data, such as observations, experiments, simulations, and documents. It outlines the roles of librarians in advising on data management plans, metadata practices, and archiving data. It also discusses why data management is important for validation, replication of research, and compliance with funder requirements. The document provides examples of file structures, naming conventions, metadata, codebooks, and archiving data in institutional repositories to facilitate long-term access and reuse of research data.
More Related Content
Similar to Activities and Experiences of Academic Librarians Embedded in Online Courses
The document summarizes Janice Chia's presentation about NTU Libraries' models for library instruction at NTU. It describes a collaborative information literacy program model implemented in 2004 with online and in-person workshops. It also details a Library Instructional Matrix version 1 with 39 modules divided into 4 tracks. Feedback led to developing Matrix version 2 to better meet needs with limited resources and a changing university environment. The presentation reflects on improvements and moving instruction programs forward with clear objectives and support from subject heads.
Beyond the Avatar: Best Practices as Librarians Embedded in Online ClassesDr. Starr Hoffman
Best practices for embedded librarians, based on personal experience as well as research on the experiences of other embedded librarians. Co-presented with Lilly Ramin of UNT Libraries.
This document summarizes an e-portfolio presentation. It includes sections on e-portfolio courses, timeline, and documents. The courses section would demonstrate core and elective courses through interactive links. The timeline shows the presenter's academic life cycle. The documents section includes a matrix mapping courses and projects to responsibilities and indicators, a list of courses taken with instructor and semester, and a reflection letter on the presenter's technology skills development through the program.
This document summarizes an e-portfolio presentation. It includes sections on e-portfolio courses, timeline, and documents. The courses section would demonstrate core and elective courses through interactive links. The timeline shows the presenter's academic life cycle. The documents section includes a matrix mapping responsibilities and indicators to courses/projects and a course list with instructor and semester. It concludes with a reflection letter describing the presenter's growth in technical skills from the educational technology program.
This document discusses how libraries can foster serendipity and moments of encounter in the future. It notes that in the future there will be no fixed boundaries between disciplines and knowledge will be more integrated. It argues that libraries can help enable this future by making knowledge personal, cultivating inquisitiveness through instruction sessions and study groups, and helping enable paths of inquiry and critical reasoning. The document provides examples of how libraries are already fostering moments of encounter through technologies like Facebook, Adobe Connect and QR codes.
Live Usability Lab: See One, Do One & Take One HomeStephanie Brown
Presentation for the Connecticut State Library / Continuing Education, September 11, 2008.
This innovative half-day workshop will provide background on usability and define the user experience (UX). We will offer a "live usability lab" with audience assessment of one library web site and provide time and resources to create usability scenarios for YOUR web resources. Attendees will participate in interactive usability testing to evaluate web-based library resources from the user's perspective. You will also develop questions and methodology to assess usability and the UX @ your library!
The study found that students struggled to find information on the library website due to unclear terminology, buried services, and an overreliance on familiar tools. Students successfully completed tasks when the needed information was clearly labeled and accessible, but had difficulty with renewals, reserves, interlibrary loans, and off-campus access due to poor organization and hidden pages. The library will use results to improve wayfinding, standardize language, and make all services more prominent before conducting another usability test.
Slides from guest presentation at Aron Lindberg's Computational-Qualitative Field Research seminar: http://aronlindberg.github.io/computational_field_research/ Needed readings at https://www.dropbox.com/sh/1gx9s2zlnxvumbz/AAAV9uSAJHsiPeJhSsNnnM9Pa?dl=0
Comparing Apples to Oranges: Community College and University Cooperation in ...Sara Memmott
This document summarizes a study that analyzed 240 questions from community college and university students using a virtual reference service called Research Help Now. The questions were classified based on level of difficulty, whether they required local knowledge, and subject area. The results showed that community college students asked more complex, subject-based questions, while university students asked more procedural questions requiring local knowledge. However, the differences were small, suggesting community college and university librarians can effectively collaborate on virtual reference without concerns about question complexity. Understanding user needs at different institutions helps librarians provide better virtual reference support.
The document discusses various methods for assessing libraries, including surveys, questionnaires, focus groups, observation, usability studies, and ROI calculations. It provides examples of assessment tools like LibQUAL+, which uses surveys to measure user perceptions of service quality across three dimensions: affect of service, information control, and library as place. The document emphasizes that assessment is important for strategic planning, decision-making, program evaluation, advocacy, and regular service improvements in libraries.
1. The document provides resources and guidance for teaching a unit on dichotomous keys using the state science standards.
2. It outlines the relevant TEKS and breaks down the verbs and nouns.
3. Sample lesson plans are suggested that engage students, directly relate to the TEKS, and provide activities, assessments and differentiation.
The document summarizes two models of second language acquisition: the competition model and connectionist approaches. The competition model assumes language learning involves mapping between forms and functions. Connectionist approaches model mental phenomena as interconnected networks, focusing on strengthening associations between stimuli and responses through repeated exposure. Specifically, parallel distributed processing posits that language learning occurs through the simultaneous, parallel processing of multiple linguistic units in the brain, with connection strengths changing based on input frequency and feedback.
Preparing Health Sciences Students for Real World Information Gathering Using...Margaret Henderson
Paper presented at the Medical Library Association annual meeting in Chicago, 2019. Focuses on using critical pedagogy to help students learn how to find real world information to help with their work or assignments.
The document discusses the characteristics of an effective research assignment and provides a suggested assignment template. It emphasizes that assignments should be clear, relevant to course goals, specify required resources, and have a clear timeline. The template includes sections for the course information, assignment description and instructions, required resources, timeline, format requirements, length, and penalties. It also provides a grading rubric with criteria for different performance levels and identifies online writing help resources.
Usability Testing a Public ERM: Worth the Effort?Stephanie Brown
Reviews the overall usability testing process, then discusses the usability testing UConn Libraries completed in academic year 2006-07 and rolled out in March 2007. Presentation for Eastern Connecticut State Libraries, January 2008.
This document provides guidance and options for the stage-mémoire tutorat mixte project. Students can choose from several project options, including conducting an action research study by replicating a journal article, applying CLIL principles to design a teaching unit, collaborating on a politeness research study, or participating in a videoconferencing project. The document also outlines course activities for journal article analysis, classroom activity analysis, learner language analysis, and participation in professional networks.
LCLC examples of wikis implemented in introductory, intermediate, and advanced language courses. Examples also provided for non-language&culture contexts.
Life happens: Experiences of First-time Distance LearnersMark Brown
This document summarizes research on the experiences of first-time distance learners. The research aims to understand students' experiences in their own words and develop principles and frameworks to enhance engagement and success. 20 students were interviewed through weekly video diaries. Preliminary lessons found stories add context to complex factors impacting distance learners. While distance learning enables study, balancing it with life demands high resilience. Variable digital skills pose barriers. Self-reflection is important as support services are not always accessible. Next steps include a full report, student guide, and conference to discuss findings.
This document describes the process of automatically generating topic pages from scientific documents at Elsevier. It involves tagging documents with concepts from a taxonomy, selecting relevant candidate sentences, training a machine learning model on human-labeled data using active learning, and classifying sentences as definitions or snippets. The resulting topic pages provide freely available information to readers and drive traffic and conversions. An evaluation on a public dataset showed promising results for the definition classification model. The system aims to continuously improve topic page quality through machine learning.
Similar to Activities and Experiences of Academic Librarians Embedded in Online Courses (20)
This document discusses how various knowledge organization systems work together, including records, codes, encoding, authority control, structure, subject headings, classification, and models. It then covers core concepts of controlled vocabularies like organizing terms to label and find content. Different approaches to controlled vocabularies are described like pre-coordinate versus post-coordinate systems. The document outlines various types of controlled vocabularies and how they are arranged. It also discusses issues in constructing controlled vocabularies and provides examples of terminology used in thesauri and concept maps.
This document discusses data management practices for researchers. It defines what constitutes data, such as observations, experiments, simulations, and documents. It outlines the roles of librarians in advising on data management plans, metadata practices, and archiving data. It also discusses why data management is important for validation, replication of research, and compliance with funder requirements. The document provides examples of file structures, naming conventions, metadata, codebooks, and archiving data in institutional repositories to facilitate long-term access and reuse of research data.
This document discusses radical cataloging. It begins by explaining how bibliographic records, authority control, subject headings, and other elements fit together in library catalogs. It then defines radical cataloging as cataloging practices that are often politically progressive in nature, such as disregarding established rules and terms or collecting non-traditional materials. The document discusses Sanford Berman, a leader in radical cataloging who believed subject headings should be improved to remove bias. It provides examples of subject headings he successfully had changed at the Library of Congress to be more inclusive and representative.
LIS 653, Session 7: Classification and CategorizationDr. Starr Hoffman
This document provides an overview of classification and categorization systems for organizing library collections. It discusses key components like authority control, encoding, subject headings, and classification schemes. The two main classification schemes, Dewey Decimal and Library of Congress, are enumerated and compared. Dewey is used widely in public and school libraries while Library of Congress is more common in academic libraries. The anatomy of a call number is also explained, breaking down its components.
This document discusses FRBR (Functional Requirements for Bibliographic Records) and how it relates to RDA (Resource Description and Access). It begins by outlining the goals of understanding the FRBR model of relationships between bibliographic entities and how RDA uses FRBR as the basis for new cataloging rules. It then explains the FRBR model which organizes creative works, expressions, manifestations and items into groups and describes their relationships. It contrasts FRBR with traditional cataloging models and discusses how RDA updates some AACR2 rules to better align with FRBR.
The document discusses the various components involved in cataloging and describing knowledge, including bibliographic records, authority control, format standards, coding rules, subject headings, and classification systems. It explains how these pieces fit together to create catalog records that serve as surrogates for information objects and can be displayed in tools like online public access catalogs (OPACs) or databases. The purpose of catalog records is to support user tasks like finding, identifying, selecting, obtaining, and listing information objects. Original cataloging is done for important materials, while copy cataloging uses existing records from sources like OCLC.
This document outlines the 15 basic Dublin Core metadata elements for describing resources, including title, creator, subject, description, publisher, contributor, date, type, format, identifier, source, language, relation, coverage, and rights. The Dublin Core elements provide flexibility as no single element is required and all can be repeated as needed to fully describe a resource.
An introduction to assigning subject descriptors to an information object, including subject headings (LCSH, Sears) and other controlled vocabularies like thesauri (Getty AAT).
LIS 653, Session 4-B: Introduction to Descriptive Metadata Dr. Starr Hoffman
This document provides an overview of descriptive metadata. It defines metadata as "data about data" and discusses common metadata formats like MARC and Dublin Core. It explains how metadata standards, controlled vocabularies, encoding rules, and schemas all work together to structure descriptive data about resources. Specific metadata types are also outlined, including descriptive, administrative, technical, and use metadata.
LIS 653, Session 4-A: Bibliographic Formats and MARC Dr. Starr Hoffman
This document provides an overview of bibliographic formats and MARC21 metadata standards. It discusses the purpose of library catalog records in facilitating user tasks like finding, identifying, selecting, and accessing information objects. The anatomy of a MARC21 record is described, including descriptive elements, labels, and how the record fits into systems with authority control, subject headings, and classification schemes. Common MARC21 fields are listed along with examples of how data appears at both the machine and human readable levels. The document also compares how different metadata standards like MARC21 and Dublin Core use common data elements to encode bibliographic descriptions within their defined structures and containers.
LIS 653, Session 2: Basics of Information Organization Dr. Starr Hoffman
This document provides an overview of information organization and cataloging. It discusses how data becomes information and ultimately knowledge and wisdom. It also outlines the key components involved in cataloging a record, including metadata, formatting, coding, subject headings, classification, and authority control. Finally, it discusses two influential models in cataloging - Cutter's objectives of helping users find books by author, title, or subject, and showing what the library has, and Ranganathan's five laws of library science focusing on serving the needs of users.
The Relationship of Electronic Reference and the Development of Distance Educ...Dr. Starr Hoffman
This document summarizes research analyzing the relationship between electronic reference services and the development of distance education programs. The researcher combined data from the NCES IPEDS and ALS surveys for 1,256 institutions from 2002-2008. Correlation and regression analyses found that while electronic reference services weakly correlated with distance learning opportunities, they did not appear to develop specifically in response to distance education needs. Previous offerings of distance learning at an institution were the strongest predictor of its 2008 distance learning opportunities. Further statistical analysis of additional variables over more years is planned to better understand factors influencing distance education and electronic reference services.
This document discusses government documents and information products. It provides an overview of what constitutes a government document, common questions they can answer, and key resources and databases for finding them. These include websites from federal agencies, statistics, laws and regulations from all levels of government. The document also describes the CyberCemetery, an archive of websites from defunct U.S. government agencies maintained by UNT Libraries to ensure permanent public access to government information.
Case study of how one library is supporting and might evolve to further support scholarly communication as scholarship increasingly becomes digital and moves online.
The Preparation of Academic Library Administrators (Prezi import)Dr. Starr Hoffman
(Presentation based on my 2012 dissertation.)
The purpose of this quantitative study was to determine the preparation methods experienced by academic library deans, and which methods they perceived to be most valuable. Rosser, Johnsrud, and Heck defined the theoretical constructs of effective academic leadership upon which this study is based. The instrument (a modified version of Greicar’s Professional Preparation of Academic Deans Questionnaire) was administered online. The population was the chief administrators of academic libraries in the United States; there were 749 usable responses for a 30.4% response rate. Respondents were primarily female (61.7%), White non-Hispanic (90.0%), and born in the United States (95.7%), with a mean age of 56.4 (5.9% < 40, 11.0% > 65). The largest minority group was Black, non-Hispanic (3.9%). Many respondents held multiple advanced degrees; 90.0% held a MLS, 45.8% held a subject masters, and 18.8% held a doctorate.
The instrument measured academic library deans’ perceived value of various preparatory methods (formal and informal mentoring, on the job training, conferences or seminars, advanced degrees beyond the MLS, and training programs). The methods were tested for perceived effectiveness with Rosser, Johnsrud, and Heck’s seven theoretical constructs of academic leadership.
Advice on how to become professionally involved, and/or make the most of your network. Particularly relevant for new librarians, new academics, or those seeking to expand their professional network.
The document discusses alternatives to using clip art in design, such as free stock photos online, photos from the Library of Congress, and taking one's own photos. It provides tips for better photo composition and editing. The document also covers basic design principles and elements, common design mistakes to avoid, and considerations for printing like file format and resolution.
This document provides an overview of basic graphic editing skills for non-design professionals using Photoshop or free programs. It covers rules of thumb, basic tools like cropping and adjusting contrast/brightness, alternatives to Photoshop like GIMP and Paint.net, and tips for adding text and using keyboard shortcuts. While Photoshop is powerful, it may be overkill for basic edits. Free programs and online tools allow basic photo editing without expensive software. The document encourages beginners to start with the simplest tools and not feel intimidated.
This document discusses Congressional Research Service (CRS) reports and how to access them. It provides an overview of CRS and its mission areas. It describes several current methods for public access to CRS reports, including through the CRS Report Archive at the University of North Texas. The document outlines efforts over the years to increase public access to CRS reports and notes new features and data on usage of the UNT archive. It provides guidance on how to write to Members of Congress to request a specific CRS report.
Dissertation Defense: The Preparation of Academic Library AdministratorsDr. Starr Hoffman
Study of the education, training, and other preparation of academic library administrators. Presented to my dissertation chair and committee on October 19th, 2012 for my successful doctoral defense.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Juneteenth Freedom Day 2024 David Douglas School District
Activities and Experiences of Academic Librarians Embedded in Online Courses
1. ACTIVITIES & EXPERIENCES
OF ACADEMIC LIBRARIANS
EMBEDDED IN ONLINE COURSES
Starr Hoffman, May 25 – 28, 2010
QQML 2010 Chania, Crete, Greece
2. Purpose
Study academic librarians embedded in online courses.
determine common practices
activities
promotion methods
assess various experiences
time management
number of people involved
common vs. un-common experiences
3. Definitions
embedded librarian
a librarian that participates in a particular online course by
logging into the course management system (CMS)
blended course
a course that holds key portions online and face-to-face;
sometimes called a “hybrid course”
course with an online component
a course that is held face-to-face, but where key resources or
extra content is presented online (for instance, a course
webpage linked to optional readings)
CMS (or LMS)
Course Management System (or Learning Management
System): software application designed for delivering online
courses; Blackboard is a common example
4. Methodology
six participants (academic librarians)
several different institutional types
geographically dispersed
gathered information in several ways:
email discussions
observation of participants’ library websites
online survey
phone interviews
5. Institution 1
public
22,516 FTE students
Carnegie Class: Master’s Colleges & Universities
Tennessee
began in 2004
35 sections per semester
(primary librarian; others have 2 or 3)
email faculty
6 librarians; 1 is designated “Embedded Librarian”
not time-consuming (except beginning of semester)
6. Institution 2
public
50,275 FTE students
Carnegie Class: Doctorate-Granting Universities
Florida
began around 2006
5 or fewer sections per semester
faculty hear by word-of-mouth
6 librarians at 4 campuses
very time-consuming
7. Institution 3
public
8,768 FTE students
Carnegie Class: Associate’s Colleges
Arkansas
began in Summer 2006
11 fully online; 7 blended sections / semester
email faculty
primarily 1 librarian
not very time-consuming (only at certain times)
8. Institution 4
private
16,494 FTE students
Carnegie Class: Master’s Colleges & Universities
New York
began in Spring 2008
module automatically open to every online class
no longer promote to faculty
1 librarian, 1 library technologist
not very time-consuming
9. Institution 5
public
3,812 FTE students
Carnegie Class: Associate’s Colleges
Arizona
began in Spring 2007
27-37 sections per semester
email faculty
2 librarians
very busy
10. Institution 6
private, for-profit
22,316 FTE students
Carnegie Class: Doctorate-Granting Universities
Minnesota
began in Fall 2007
tried three different models
8 sections per semester (quarterly semesters)
automatically included as a module in each course
1 librarian
not too busy (courses & assignments are staggered)
11. Email Activities of Embedded
Librarians
inside CMS
inside CMS outside CMS
outside CMS
passive intro active passive intro active
email message email email message email
Inst. 1 X X X X
Inst. 2 X X X X
Inst. 3 X X X X
Inst. 4 X X X X X X
Inst. 5 X X X X
Inst. 6
12. Use of Discussion Boards
general assignment- library-specific
discussion board related discussion discussion board
board
Inst. 1 X X X
Inst. 2 X X X
Inst. 3 X
Inst. 4 X X
Inst. 5 X X
Inst. 6 X X
13. Other Activities
phone library library posted link to link to link to link to link to
reference instructio instructio FAQ library tutorials library subject other
n n (F2F) catalog databases guides library
(online) resources
Inst. X X X X X X X X
1
Inst. X X X X X X X X
2
Inst. X X X X X X
3
Inst. X X X X X X X X X
4
Inst. X X X X X X
5
Inst. X X X X X X
6
14. Activities, by Frequency
often
occasionally institution 1
institution 2
never institution 3
institution 4
institution 5
institution 6
email activities discussion board posts
15. Subject Areas
for Courses with Embedded Librarians
institution 1
institution 2
institution 3
institution 4
institution 5
institution 6
16. Level of Students
in Courses with Embedded Librarians
institution 1
institution 2
institution 3
institution 4
institution 5
institution 6
17. Types of Questions
Received from Online Students
institution 1
institution 2
institution 3
institution 4
institution 5
institution 6
20. Discussion: Findings
General Findings:
prevalence of term “embedded librarian”
difficulty defining embedded librarian role
Surprising Finds:
prevalence of proactive email
time wasn’t an issue for most
21. Discussion: Best Practices
Best Practices:
involve other librarians
create library module (or “course”)
email online faculty about service
define embedded librarian’s role
post in a single, library-specific discussion board
monitor discussion board (RSS)
save email/discussion board posts
check courses at set times
plot assignment deadlines
proactively post information at point-of-need
22. Directions for Future Research
purpose
why were these services created?
what are they designed to do best?
efficacy
do they perform that purpose effectively?
is there a discernable difference for students?
motivation
why do librarians decide to offer this service?
expectations vs. realities
after the experience, did the purpose change?
was the service continued or abandoned?
23. Any Questions?
Starr Hoffman, MLS, MA
Librarian for Digital Collections
Government Documents Department
UNT Libraries
PhD student, Higher Education, UNT
starr.hoffman@unt.edu
find my presentations & CV here:
http://geekyartistlibrarian.wordpress.com
Editor's Notes
This benchmarking project used both quantitative and qualitative methods to explore similarities and differences among embedded librarian activities at six different U.S. institutions. A series of interviews, document reviews, and surveys were used to gather information about librarian experiences working with online courses. This topic becomes increasingly relevant as more distance education programs develop. The study results reveal much about the development of online information literacy, collaborative relationships between librarians and faculty, and the changing role of the academic library in an online environment.
To assess common practices Activities: things that the librarians did in the context of the course, inside and outside the course software Methods of promotion: how were faculty made aware of this service? To assess various experiences was time a problem? were they too busy to fulfill other duties? Common vs. un-common experiences: …?
six participants (academic librarians) how I identified participants… read about service on MTSU website; also read article by the librarian read article by UCF librarian MTSU suggested RIT Pulaski, Central AZ, and Capella all answered a post to ILI-L requesting additional participants (list serv for instructional librarians) included many institutional types: research university, community college, for-profit institution, etc. geographically dispersed gathered information in several ways: email discussions observation of participants’ library websites online survey phone interviews
TIME MANAGEMENT VIEWS SUMMARIZE PURPOSES CMS PLATFORMS
Any common purposes: what were the reasons for becoming an embedded librarian? Were they institutional or personal? Expectations vs. realities: after the experience, did the purpose change? Did the service continue or become abandoned?