A paper presented to IFLA Satellite meeting on IL "The Road to Information Literacy" August 2012 in Tampere, Finland by Jane Secker (LSE), Maria Bell (LSE) and Katy Wrathall (York St John University)
Librarians as teachers integrated with the curriculumJane Secker
A presentation gives at the Future strategies for university and college libraries conference on 18th October 2012. Organised by Neal Stewart Associates: http://www.neilstewartassociates.com/jb337/
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
The document discusses a study tour organized by True Light Joint Schools to Singapore's Nanyang Girls' High School to learn about their experiences with e-learning. Key differences noted between the schools include NYGH having their own devices for each student while TLMSHK uses a bring your own device model, and NYGH covers device and connectivity costs while parents pay at TLMSHK. The tour found that NYGH engages students through a bottom-up pedagogical approach using technology compared to a more top-down approach at TLMSHK.
Exploration of creativity within immersive teaching experience Ridvan Ata
Ridvan Ata conducted a case study exploring creativity within immersive teaching experiences in Second Life (SL). He interviewed educators who used SL for an Information Literacy module at the University of Sheffield. The study examined how educators expressed creativity according to the Four C Model: personalizing avatars (Mini-c), building 3D structures (Little-c), and maintaining professional blogs and journals (Pro-c). Educators felt SL gave insights to improve their traditional teaching and supported reflective practice. SL allowed for self-expression and helped challenge assumptions in an internationalized environment.
Across the depth and breadth: The embedding of eportfolios in a School of Edu...ePortfolios Australia
"Much time and energy has been devoted to the implementation of eportfolios, but the challenge for many institutions is to ensure sustainability resulting in the continuing and diverse use of eportfolios. At a large Australian School of Education, eportfolio use was mapped across the three Bachelor of Education courses, Early Childhood, Primary and Secondary. Course level planning was undertaken to determine how best to use the eportfolio to help student attain the required professional standards. This process included identifying the role of key drivers and institutional commitment, as well as recognising the variety of ways in which eportfolios could be used to develop students competence in the required standards: from 1st year communication units to capstone Work Place Integrated learning units, in supporting the development of ICT skills, to encouraging reflection and collaboration. This workshop provides an opportunity to explore this process and how it could be applied to different learning contexts.
"
ASLA XXIII Biennial Conference - Stacey Hattensen - Be guided through the latest developments of Scootle including the free digital resources collection aligned to the Australian Curriculum; Scootle Community, a purpose built social media platform for teachers, and Improve, the online formative assessment tool.
The document summarizes a study evaluating the impact of user education programs at Lund University libraries in Sweden. It describes the study's methods, results, factors found to influence impact, next steps, and conclusion that libraries and students can make a difference together through user education programs.
Second Life Presentation, Learning Technology Development Council, Wisconsin,...Tanya Joosten
This document discusses the use of Second Life for teaching and learning. It provides an overview of Second Life, describing it as an online virtual world. It outlines how Second Life was used in courses at the university in Spring 2008, including for student meetings and simulations. New uses for Fall 2008 included required participation, orientations, office hours, and student presentations in Second Life. The document also discusses faculty development workshops on Second Life and evaluating student reactions, which were generally positive regarding engagement, communication, and learning. It examines the impact of virtual worlds on student learning through an emerging technology grant.
Librarians as teachers integrated with the curriculumJane Secker
A presentation gives at the Future strategies for university and college libraries conference on 18th October 2012. Organised by Neal Stewart Associates: http://www.neilstewartassociates.com/jb337/
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
The document discusses a study tour organized by True Light Joint Schools to Singapore's Nanyang Girls' High School to learn about their experiences with e-learning. Key differences noted between the schools include NYGH having their own devices for each student while TLMSHK uses a bring your own device model, and NYGH covers device and connectivity costs while parents pay at TLMSHK. The tour found that NYGH engages students through a bottom-up pedagogical approach using technology compared to a more top-down approach at TLMSHK.
Exploration of creativity within immersive teaching experience Ridvan Ata
Ridvan Ata conducted a case study exploring creativity within immersive teaching experiences in Second Life (SL). He interviewed educators who used SL for an Information Literacy module at the University of Sheffield. The study examined how educators expressed creativity according to the Four C Model: personalizing avatars (Mini-c), building 3D structures (Little-c), and maintaining professional blogs and journals (Pro-c). Educators felt SL gave insights to improve their traditional teaching and supported reflective practice. SL allowed for self-expression and helped challenge assumptions in an internationalized environment.
Across the depth and breadth: The embedding of eportfolios in a School of Edu...ePortfolios Australia
"Much time and energy has been devoted to the implementation of eportfolios, but the challenge for many institutions is to ensure sustainability resulting in the continuing and diverse use of eportfolios. At a large Australian School of Education, eportfolio use was mapped across the three Bachelor of Education courses, Early Childhood, Primary and Secondary. Course level planning was undertaken to determine how best to use the eportfolio to help student attain the required professional standards. This process included identifying the role of key drivers and institutional commitment, as well as recognising the variety of ways in which eportfolios could be used to develop students competence in the required standards: from 1st year communication units to capstone Work Place Integrated learning units, in supporting the development of ICT skills, to encouraging reflection and collaboration. This workshop provides an opportunity to explore this process and how it could be applied to different learning contexts.
"
ASLA XXIII Biennial Conference - Stacey Hattensen - Be guided through the latest developments of Scootle including the free digital resources collection aligned to the Australian Curriculum; Scootle Community, a purpose built social media platform for teachers, and Improve, the online formative assessment tool.
The document summarizes a study evaluating the impact of user education programs at Lund University libraries in Sweden. It describes the study's methods, results, factors found to influence impact, next steps, and conclusion that libraries and students can make a difference together through user education programs.
Second Life Presentation, Learning Technology Development Council, Wisconsin,...Tanya Joosten
This document discusses the use of Second Life for teaching and learning. It provides an overview of Second Life, describing it as an online virtual world. It outlines how Second Life was used in courses at the university in Spring 2008, including for student meetings and simulations. New uses for Fall 2008 included required participation, orientations, office hours, and student presentations in Second Life. The document also discusses faculty development workshops on Second Life and evaluating student reactions, which were generally positive regarding engagement, communication, and learning. It examines the impact of virtual worlds on student learning through an emerging technology grant.
This document outlines Professor Shirley Alexander's vision for the future of learning at the University of Technology, Sydney (UTS). It discusses moving towards a model of learning that is:
1) Practice-oriented, through exposure to professional practice via internships, simulations, and other hands-on learning experiences.
2) Situated within a global workplace, with opportunities for international mobility and cultural engagement.
3) Research-inspired and integrated, equipping graduates with cutting-edge knowledge and skills for lifelong learning.
The document explores how to design curricula, learning spaces, and technologies to support this vision of collaborative, authentic, work-integrated education.
This document discusses the future of learning at the University of Technology, Sydney. It outlines UTS's model of learning, which focuses on integrated professional practice, global workplace skills, and research-inspired learning. It also discusses curriculum design, learning spaces, technologies, and the changing roles of students and academics. Key aspects of the model include increased work-integrated and collaborative learning, a focus on graduate attributes, and blending online and face-to-face learning. The document reviews student feedback and changes in perceptions of learning spaces over time.
This document summarizes the delivery of the new Library and Information Services Management distance learning program at the University of Sheffield. It identifies three critical success factors: 1) high-level institutional support and sufficient resources, 2) robust technologies that staff and students can use, and 3) pedagogical approaches that encourage interactive learning and engagement. It then provides details on the specific technologies used, such as Adobe Connect, and how they were implemented in different courses. Student feedback indicated the importance of preparation, balancing synchronous and asynchronous activities, and having a mixture of resources.
Here are a few key points about using data to improve learning:
- Data can help identify issues like high attrition rates in certain subjects, and lack of student preparation or engagement. But it needs to be interpreted carefully within the proper context.
- Personalized learning approaches using data may help students by recommending resources tailored to their needs and progress. But it also raises issues around privacy, bias, and over-reliance on algorithms.
- Data should supplement, not replace, educators' expertise and judgment. The human element of teaching and mentoring is still important for student well-being and development.
- Students should be actively involved in discussing how their data is used, to maintain trust and accountability. Their consent
Our presentation on the Moodle Moot 2012 in Dublin, Ireland
Looking on Moodle supporting Problem-based, project-organised learning at Aalborg Univerisity?
The document summarizes Asheboro High School's transition to a 1:1 digital learning environment. It outlines that the goal is to give students a competitive edge for the 21st century. Data on the student population is provided from 2009-2012. Test score data from English, Algebra, and Biology is also included. The school visited other schools that implemented 1:1 programs and had teachers participate in conferences. A committee was formed to guide the transition. The vision is for students to be prepared for an innovative world. Plans were made for implementation, support, and professional development. Assessment of the program will include national, state and local measures. Some early benefits and challenges are noted from initial perceptions.
This document discusses the implementation of webinar tutorials as an OpenCourseWare for students of Universitas Terbuka, an open and distance learning university in Indonesia. The university has over 500,000 students who learn remotely through distance learning materials like textbooks, audio/video, and online supplements. A pilot project offered webinar tutorials in 4 courses with interactive video conferencing. The implementation encountered some technical problems with internet connections but students engaged well through chat, video, and audio. All students passed the final exams, showing webinars can be effective. However, infrastructure constraints sometimes disrupted classes. Further research and improved bandwidth are suggested to enhance webinar tutorials.
Nileema Narayan enjoys watching wrestling, Dragonball Z, Glee, and The Big Bang Theory on TV. Her favorite foods include chocolate cake from McDonald's and donuts from Dunkin' Donuts. She likes singers Ashley Tisdale, Dianna Agron, Demi Lovato, and Hayley Williams. Her favorite websites are WWE.com and Google, and she enjoys movies like 16 Wishes. Nileema's favorite author is Stephanie Meyer and the Twilight saga, and her favorite artworks include paintings by Monet and The Scream. She also enjoys songs by Paramore and the 2011 Royal Rumble theme song. Her hobbies include reading books, magazines, and writing
This document provides safety tips for what to do before, during, and after an earthquake in 3 sections. The before section recommends making an emergency plan and kit. The during section says to drop, cover, and hold in place. The after section suggests staying calm, watching for dangers like falling objects, and helping others if possible. The document was created by Bethany, Olivia, and Emily.
Developing digital literacies in undergraduate students: SADL projectMaria Bell
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading and writing, and managing digital information and identity. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also identified challenges in scaling up support and developing peer learning, but provided benefits to students like increased confidence and skills. Moving forward, the project aims to further student partnerships and embed digital literacy into the curriculum.
Academic law librarians: wallflowers or social butterflies?Maria Bell
A paper presented at BIALL Conference, Newcastle June 2011 by Emily Allbon (City University), Maria Bell (LSE) & Wendy Lynwood (Birkbeck College). The paper explored the role of academic librarians and how relationships are built and maintained looking at both successes and challenges.
This document outlines Professor Shirley Alexander's vision for the future of learning at the University of Technology, Sydney (UTS). It discusses moving towards a model of learning that is:
1) Practice-oriented, through exposure to professional practice via internships, simulations, and other hands-on learning experiences.
2) Situated within a global workplace, with opportunities for international mobility and cultural engagement.
3) Research-inspired and integrated, equipping graduates with cutting-edge knowledge and skills for lifelong learning.
The document explores how to design curricula, learning spaces, and technologies to support this vision of collaborative, authentic, work-integrated education.
This document discusses the future of learning at the University of Technology, Sydney. It outlines UTS's model of learning, which focuses on integrated professional practice, global workplace skills, and research-inspired learning. It also discusses curriculum design, learning spaces, technologies, and the changing roles of students and academics. Key aspects of the model include increased work-integrated and collaborative learning, a focus on graduate attributes, and blending online and face-to-face learning. The document reviews student feedback and changes in perceptions of learning spaces over time.
This document summarizes the delivery of the new Library and Information Services Management distance learning program at the University of Sheffield. It identifies three critical success factors: 1) high-level institutional support and sufficient resources, 2) robust technologies that staff and students can use, and 3) pedagogical approaches that encourage interactive learning and engagement. It then provides details on the specific technologies used, such as Adobe Connect, and how they were implemented in different courses. Student feedback indicated the importance of preparation, balancing synchronous and asynchronous activities, and having a mixture of resources.
Here are a few key points about using data to improve learning:
- Data can help identify issues like high attrition rates in certain subjects, and lack of student preparation or engagement. But it needs to be interpreted carefully within the proper context.
- Personalized learning approaches using data may help students by recommending resources tailored to their needs and progress. But it also raises issues around privacy, bias, and over-reliance on algorithms.
- Data should supplement, not replace, educators' expertise and judgment. The human element of teaching and mentoring is still important for student well-being and development.
- Students should be actively involved in discussing how their data is used, to maintain trust and accountability. Their consent
Our presentation on the Moodle Moot 2012 in Dublin, Ireland
Looking on Moodle supporting Problem-based, project-organised learning at Aalborg Univerisity?
The document summarizes Asheboro High School's transition to a 1:1 digital learning environment. It outlines that the goal is to give students a competitive edge for the 21st century. Data on the student population is provided from 2009-2012. Test score data from English, Algebra, and Biology is also included. The school visited other schools that implemented 1:1 programs and had teachers participate in conferences. A committee was formed to guide the transition. The vision is for students to be prepared for an innovative world. Plans were made for implementation, support, and professional development. Assessment of the program will include national, state and local measures. Some early benefits and challenges are noted from initial perceptions.
This document discusses the implementation of webinar tutorials as an OpenCourseWare for students of Universitas Terbuka, an open and distance learning university in Indonesia. The university has over 500,000 students who learn remotely through distance learning materials like textbooks, audio/video, and online supplements. A pilot project offered webinar tutorials in 4 courses with interactive video conferencing. The implementation encountered some technical problems with internet connections but students engaged well through chat, video, and audio. All students passed the final exams, showing webinars can be effective. However, infrastructure constraints sometimes disrupted classes. Further research and improved bandwidth are suggested to enhance webinar tutorials.
Nileema Narayan enjoys watching wrestling, Dragonball Z, Glee, and The Big Bang Theory on TV. Her favorite foods include chocolate cake from McDonald's and donuts from Dunkin' Donuts. She likes singers Ashley Tisdale, Dianna Agron, Demi Lovato, and Hayley Williams. Her favorite websites are WWE.com and Google, and she enjoys movies like 16 Wishes. Nileema's favorite author is Stephanie Meyer and the Twilight saga, and her favorite artworks include paintings by Monet and The Scream. She also enjoys songs by Paramore and the 2011 Royal Rumble theme song. Her hobbies include reading books, magazines, and writing
This document provides safety tips for what to do before, during, and after an earthquake in 3 sections. The before section recommends making an emergency plan and kit. The during section says to drop, cover, and hold in place. The after section suggests staying calm, watching for dangers like falling objects, and helping others if possible. The document was created by Bethany, Olivia, and Emily.
Developing digital literacies in undergraduate students: SADL projectMaria Bell
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading and writing, and managing digital information and identity. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also identified challenges in scaling up support and developing peer learning, but provided benefits to students like increased confidence and skills. Moving forward, the project aims to further student partnerships and embed digital literacy into the curriculum.
Academic law librarians: wallflowers or social butterflies?Maria Bell
A paper presented at BIALL Conference, Newcastle June 2011 by Emily Allbon (City University), Maria Bell (LSE) & Wendy Lynwood (Birkbeck College). The paper explored the role of academic librarians and how relationships are built and maintained looking at both successes and challenges.
This document summarizes key trends from SXSW 2011 related to digital marketing and innovation. It discusses the convergence of offline and online experiences, use of transmedia storytelling, integration of game mechanics, evolving factors that drive purchases, emergence of micro-communities, and importance of actionable analytics. The document emphasizes leveraging these trends to create engaging experiences for consumers by understanding their preferences, social networks, and providing value and utility.
Speed Thinking is a system created by Dr. Ken Hudson to help individuals and groups generate more ideas and solutions in less time. It provides a structured process using a template of 9 "thought bubbles" to encourage unfiltered thinking. Speed Thinking works by taking people outside their normal thinking patterns and pushing them to the edge of their unconscious minds, making them more creative and productive even when time is limited. The system can be used in meetings, for school assignments, decision making, or anytime quick ideas or solutions are needed.
ANCIL at LSE: interim findings from a survey of skills supportJane Secker
The document summarizes a review of information literacy support for undergraduates at the London School of Economics conducted by Jane Secker and Maria Bell. Through staff interviews, student focus groups, and a survey of academic support librarians, they found current support to be uneven across different skills areas and departments. Their findings will help the library and other support services better coordinate and embed information literacy instruction in collaboration with academic departments.
Jane Secker & Emma Coonan "Implementing a new curriculum for information lite...CILIP ARLG
This document discusses the development and implementation of a new curriculum for information literacy called ANCIL (A New Curriculum for Information Literacy). It was created through a modified Delphi study involving expert consultation. ANCIL is intended to be holistic, modular, embedded within academic programs, and flexible. It focuses on developing broad knowledge and skills rather than specific tools. The document outlines the project background, what makes ANCIL different, and strategies for implementing it at other institutions through audits and developing action plans.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation, literature review, and workshops. The curriculum has 10 strands including transitioning to university, becoming an independent learner, developing academic skills, and the social aspects of information. The document then discusses implementing ANCIL at LSE, including conducting an audit of current information literacy support and how the results could be used.
The document summarizes the ANCIL (A New Curriculum for Information Literacy) project which developed an information literacy curriculum for undergraduates. It was created through expert consultation and a literature review. The curriculum is holistic, modular, embedded within disciplines, and flexible. It includes 9 strands such as becoming an independent learner and managing information. The document then discusses implementing ANCIL at LSE through auditing current information literacy support and encouraging collaboration between departments.
The document discusses the Skills@Library program at the University of Leeds which integrates information literacy and academic skills instruction. It explains that universities are focusing more on skills development and employability in response to tuition fees and employer demands. The program brings together academic skills support services within the library to provide a more coherent and student-centered approach through collaboration between generic and subject-specific library teams. It outlines the strategy, structure, and delivery methods used, including curriculum-integrated teaching, online tutorials, and support for academic staff.
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
FACULTY DEVELOPMENT PROGRAME BY DR. ELLOZYshivas379526
This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides an overview of different models of teaching centers, including single campus-wide centers. The document then presents a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. It discusses how the CLT was launched and sustained over time, highlighting strategies like starting pilot programs, institutionalizing successful initiatives, assessing programs, and cultivating administrative support.
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
Damned if we do damned if we don’t : how to address sustainability in the del...UCD Library
This document discusses the challenges of sustainably delivering information literacy components at University College Dublin (UCD). It outlines UCD Library's current successful approach of fully integrating information literacy into academic modules, but notes this comes at a high cost of resources. Suggestions for making delivery more sustainable going forward include developing online tutorials, utilizing flexible library staff teams, taking a program-level rather than module-level approach, and setting limits on the number of instruction sessions. The goal is to keep the library central to student learning while addressing staff fatigue issues.
The Embedded Librarian: Using Technology in Service DeliveryPavlinka Kovatcheva
The document discusses embedded librarianship and provides examples from the University of Johannesburg Sciences Librarian. It defines embedded librarianship as librarians becoming integral parts of the units and groups they work with. The UJ Sciences Librarian discusses establishing partnerships within the Sciences Faculty and departments, providing instruction in classrooms and online, and using social media and mobile technologies to connect with students and faculty. The librarian provides practical tips and examples of activities like attending department events, collaborating on curriculum support, and maintaining a presence on the learning management system and social media.
1) The Academic Skills Strategy at Leeds University Library sought to shift academic skills support so that subject librarians would teach skills embedded in departments and a skills team would offer generic support.
2) Implementing this strategy proved challenging, as some departments felt they did not need skills support while others embraced collaboration.
3) A restructuring merged the skills team into a new Learning Services department to focus more on online resources and less embedded teaching due to financial and strategic changes.
The document discusses information and digital literacy research and practice at the London School of Economics (LSE). It provides an overview of information literacy programs, courses, and research projects at LSE including embedding information literacy into undergraduate courses, a digital literacy course for staff and PhD students, and a JISC-funded project to develop open educational resources for information literacy. It also summarizes the speaker's background in information literacy and an Arcadia Fellowship project to develop a new undergraduate information literacy curriculum.
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...flexilearn
The document discusses efforts to redesign core papers taken by large numbers of students at AUT University in New Zealand. It aimed to improve coherence, resources, structure, and relationship to disciplines. New papers on health and environment replaced some old papers. Enquiry-based blended learning approaches were used, combining online and in-person activities. Lectures were recorded online and students worked in small groups using discussion forums, blogs, and wikis. The redesign aimed to enhance student engagement and learning outcomes while reducing costs.
This document outlines an agenda and topics for a course on pedagogical decisions and scripting collaboration taking place on February 14, 2013. The schedule includes lectures and collaborative studying on topics like pedagogical models and scripting. It also discusses considerations for pedagogical scripting like describing the course, learning theory, pedagogical model, and evaluation. Students are asked to write parts of their pedagogical script and share it for feedback.
Supporting educators to use ePortfolios - Andrew Hill & Marie FisherePortfolios Australia
The document discusses the experiences of Marie Fisher and Andrew Hill in supporting educators at the Australian Catholic University to use ePortfolios. Their roles allow them to advise faculty on initiatives and investigate pedagogical tools. Over three years, they helped staff adopt the ePortfolio tool Mahara and integrate it into teaching. They found the process was slow and revealed unexpected opportunities. Documenting their experiences helped others and their own development. Their model moved from a project team to a sanctioned community of practice to build knowledge sharing.
This document discusses tools for evaluating information literacy (IL) teaching at Laurea University of Applied Sciences in Finland. It describes several methods used, including personal feedback through course evaluations and study feedback, as well as instant feedback after lessons. Data on IL sessions is compiled across the university's seven libraries and shared. A national customer survey also provides data on students' perceptions of IL instruction and library services. Results are shared between library staff and with management and lecturers to continuously improve practices and promote the library's role in supporting student learning.
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.
This document describes a vertically integrated instruction program created at the Robert W. Woodruff Library to promote skill sharing and peer learning among library staff. The program involved librarians from the Information and Research Services unit providing technology training to paraprofessionals from the E-Learning Technologies unit, and vice versa, on topics like research databases, video editing, and graphic design software. The goals were to reduce barriers between professional and paraprofessional staff, leverage existing expertise, and create a culture of lifelong learning. Initial findings showed benefits to instruction skills and collaboration, though challenges included scheduling and ensuring a range of topic expertise.
Similar to Secker, Bell & Wrathall: implementing new curriculum for IL (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Secker, Bell & Wrathall: implementing new curriculum for IL
1. Implementing a New Curriculum
for Information Literacy:
lessons from LSE
Jane Secker, Maria Bell & Katy Wrathall
@jsecker @bellmari @SmilyLibrarian
IFLA Satellite Meeting ‘The Road to Information Literacy’ August 2012
2. Introducing the New Curriculum for Information
Literacy (ANCIL)
◦ Discussion and thoughts
Strategies for implementing ANCIL
The ANCIL audit at LSE
◦ How might it be useful in your institution?
3. Developing the new curriculum
◦ Arcadia Fellowship with Emma Coonan at Cambridge
◦ Academic advisor: Prof. John Naughton
Research remit: Develop a new, revolutionary
curriculum for information literacy in a digital age
◦ Understand the needs of undergraduates entering higher
education over the coming 5 years
◦ Map the current landscape of information literacy
◦ Develop a practical curriculum and supporting resources
Multiple outputs from the research
4. Modified Delphi study
◦ means of obtaining expert future forecasting
◦ consulted widely in the fields of information and education
Literature review
◦ theoretical overview of the field
◦ revealed conflicts in terminology, pedagogic approach, values
Expert workshop
◦ method, findings and preliminary curriculum presented
curriculum refined in light of feedback
7. Information literacy is a continuum of
skills, behaviours, approaches and values that
is so deeply entwined with the uses of
information as to be a fundamental element
of learning, scholarship and research.
It is the defining characteristic of the
discerning scholar, the informed and judicious
citizen, and the autonomous learner.
ANCIL definition of information literacy (2011)
8.
9. What is a curriculum?
◦ What does it mean to have a curriculum (as
opposed to a model or competency framework) for
Information Literacy?
How might a curriculum impact on
◦ your provision to students?
◦ your understanding of your own role?
◦ your interaction with other professions in your
institution (and beyond)?
15. LSE is a specialist social science institution
teaching wide range of subjects
Highly ranked in terms of research excellence
Cosmopolitan student body, relatively small
undergraduate population
Compulsory core course for undergraduates
(LSE100)
Traditional teaching and assessment: lectures
& seminars and end of year exams
LSE use Moodle
16. To inform Library / CLT teaching provision
To highlight good practice and any gaps in provision
Put information literacy on the agenda at LSE
Planning various reports for different audiences:
◦ Report for Library and CLT
◦ Report for LSE100 Course team
◦ Short paper for Teaching, Learning and Assessment
Committee?
17. Interviews with key members of staff to explore
provision in central support departments,
Interviews with Deans of UG and PG Studies
Interviews / online survey with academic staff
Questionnaire for Academic Support Librarians
Student focus groups
◦ How prepared are they for study at LSE
◦ What support students they need
◦ Their preference for delivery
18. Unequal provision across ANCIL strands and
support often not joined up
Much provision informal, standalone, not assessed
Services often not coordinated
However
◦ Belief that IL is important, needs to be embedded and
student learning should be scaffolded
◦ Evidence of willingness to change and opportunities to
work together arising from work
19. Good understanding of IL but focus on online information:
find, evaluate and manage
They tend to cover strands 1-5 in more detail
Rarely cover ethical and social dimension
Some courses (quantitative) state Strand 9 not required at UG
level
Highlights examples of good practice and suggested skills
embedded at some level
Time a factor in UG curriculum
Assumptions that students ‘should’ have IL skills when they
arrive are problematic
20. Clear engagement with strands 1, 5 & 6 while strands 8, 9
and 10 not well covered
Less evidence that IL is truly embedded although
recognised as ideal
Recognised need to work with other professionals
(Careers, Teaching & Learning)
Belief that embedding is difficult
Inconsistent coverage across departments
Not all ANCIL strand titles clear to librarians
21. Information use is largely driven by reading lists and
resources in Moodle
Very dependent on lecturers for direction
Unaware of expertise of librarians
More likely to seek support from Careers, IT Training, TLC
rather than Library
No systematic coordination between departments and
services
Often seek out help at point of need (or crisis?)
22. Teaching & Learning Centre
Language Centre
Careers LSE100
Language Centre Departments
Library
Teaching & Learning
Centre
Departments
Departments Language Centre
Library
LSE100
Language Centre
Teaching & Learning Centre
Careers Teaching & Learning Centre
Departments Departments
LSE100 Language Centre
Library
Centre for Learning Library
Technology
Library Library
23.
24. Phase 1 reports
• Executive summary, expert consultation report, and
theoretical background
• Curriculum and supporting documents
http://newcurriculum.wordpress.com/
Phase 2 resources and case studies
• Case studies - University of Worcester, York St John
University
• Cambridge resources
http://implementingancil.pbworks.com
YouTube Video
• Search for “ANCIL curriculum”
http://www.youtube.com/watch?v=vY-V2givIiE
25. LSE Library: http://www2.lse.ac.uk/library/
Maria m.bell@lse.ac.uk
LSE Centre for Learning Technology: http://clt.lse.ac.uk/
Jane j.secker@lse.ac.uk
York St John University Library Services:
http://library.yorksj.ac.uk/index.php
Katy k.wrathall@yorksj.ac.uk
Thanks to Darren Moon, LSE ANCIL
Audit project team
Editor's Notes
The 2011 Demos report argues that helping young people navigate hugely variable Internet sources should be achieved not by tighter controls but by ensuring they can make informed judgements (4).The move towards independent learning is again key not just to our practices but in our thinking – we should think less about the internet causing harm (passive learning model) and instead focus on what young people bring to the technologies – helping them equip and empower themselves with an understanding of how to apply critical judgement.The Guardian’s high-provile digital literacy campaign for radical change to how ICT is taught and thought about in schools, JISC’s portfolio of projects around the digital library, data management, digital repositories, and Vitae’s events for the ‘Digital Researcher’ – all show that this concept of digital literacy or fluency is becoming of national importance (at last!). In this environment we have a chance to rehabilitate IL.
JaneInfluenced by UNESCOHolistic ModularEmbedded FlexibleActive and assessedTransitional : Transferable : TransformationalJaneholistic: supporting the whole process of researching and writing rather than just teaching traditional library skills modular: ongoing classes to meet the developing needs of students during their whole academic career, not just one-shot sessions embedded and flexible: can be implemented and taught not only by librarians but by study skills advisors, learning developers, supervisors and lecturers (depending on the needs and structure of the institution) active and assessed: containing a significant element of active and reflective learning, including peer assessment elements, in order to help students develop into informed and autonomous learnersTransitionalTransferableTransformationalTransition occurs in learners, who enter university from a wide variety of backgrounds, but often need to make the transition from school to higher education. They also have to make the transition from dependent to autonomous learning.The curriculum content needs to be transferable, forming a part of education, not simply ‘library training.’ Information literacy fosters and develops appropriatebehaviour, approaches, cognitive functions and skills surrounding the use of information. In essence information literacy equips students with the capacity to generate their own strategies for dealing with new information contexts, for example when they leave higher education and enter the workplace.Finally, information literacy should be transformational for the learner, changing their attitude, behaviour, outlook and even their world-view. Therefore this curriculum has the potential to change lives and make a real difference to society.
Katy – now curriculum is defined what next?How best to take it forward in an HE institution?Logical next step is using ANCIL to audit existing provision across the institution (mounting block analogy)
KatyUsing strands to inform the questionsAncillary questions to identify any issuesQuestionnaire v interview
KatyStrands alone initiate reaction, often lack of recognition of own provisionExpansion of strands then prompts reflection, often interviewees realise they do deliver the strands in some wayLeads to reflection on collaborative holistic approach
KatyResults identified who could lead, enthusiasts and cynics (need both), how to get institutional buy-in, where there were gaps in understanding and provision and what resources might be neededAction plan can be createdLike any campaign, keep moving and do not lose the impetus
You need to identify the important players before you auditAllow time – 3 weeks in a 10 week project is not enough – but make sure you maintain the impetusFind the right format and right reward reward to encourage participation
LSE has around 9000 students in total, 4500 are undergraduates. The rest are postgraduate and come from over 140 countries. Largest departments Economics and Accounting and Finance but strong qualitative departments: Anthropology, Political Science, Sociology, International Relations, Philosophy, Social Policy, Geography, International History etc. 16 Nobel Prize winners from LSE – the first being George Bernard Shaw who was one of the founders of the school34 past or present world leaders have studied ot taught at LSE.
Unequal provision across ANCIL strands and support often not joined upMuch provision informal, standalone, not assessedServices often not working togetherHowever Belief that IL is important, needs to be embedded and student learning scaffoldedEvidence of willingness to change and opportunities to work together arising from work
Good understanding of IL but focus on online information: find, evaluate and manageThey tend to cover strands 1-5 in more detailRarely cover ethical and social dimensionSome courses (quantitative) state Strand 9 not required at UG levelHighlights examples of good practice and suggested skills embedded at some levelTime a factor in UG curriculum
Clear engagement with strands 1, 6 & 7Strands 8, 9 and 10 not well coveredLittle evidence that IL is embedded although recognised as idealRecognised need to work with other professionals (Careers, Teaching & Learning)Belief that embedding is difficult, might be met with resistance from faculty, organisational problems, timetables all seen as reasons why it might not happenInconsistent coverage across departmentsNot all ANCIL strand titles clear