Learning Environments at Virginia Tech University Libraries

•

3 likes•4,049 views

The document outlines the various services provided by a university library, including online resources, circulation of physical and technological materials, reference support, assistance available throughout the physical library spaces, and programming events. It discusses the goals of each service, such as supporting teaching and student learning, and provides examples of specific types of help that are available, such as creating online course content, offering equipment loans, and showcasing student and faculty work. The overall document serves to introduce faculty to the full range of library resources and how each can be leveraged to enrich teaching and the student experience.

Education

What is it?
•  Goal: Integrated system
•  Websites (LibGuides)
•  Videos/Screencasts
•  Interactive Tutorials
•  Interested? Please let me know!
3
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Why do we do it?
•  Support your teaching
•  Support library teaching
•  Support students at their point-of-need
4
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What can we do for you?
•  Create a course website
•  Create screencasts or videos to support
your assignments
•  Enable online, blended, or flipped
teaching models
5
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What is it?
•  Circulation (materials)
•  Circulation (technology)
•  Reserves
7
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Why do we do it?
•  Enable access to physical materials
•  Provide access to/be a sandbox for
consumer technologies
•  Provide materials for faculty research
and to support student assignments
•  Support courses through reserves
8
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What can we do for you?
•  Equipment
•  Bookrunner
•  Notices via text message
•  Reserves
•  Reciprocal Borrowing
9
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What is it?
•  Research support
•  Point-of-need
•  Personalized and in-depth
11
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Why do we do it?
•  Navigate the library’s systems
•  catalogs, databases, discovery layers,
organizational structure
•  Learning at the students’ point-of-need,
provides a high return
12
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What can we do for you?
•  Help identify challenging aspects of
assignments for students
•  Be a resource that you can list on your
syllabus
13
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What is it?
•  The Rover Program
•  Also emerges across Learning
Environments:
•  Online
•  Reference
•  Spaces
15
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Why do we do it?
•  Learn more about our users
•  Understand how students are learning
in a physical learning environment: how
they collaborate, what tools they use,
etc.
•  Provide help throughout the building
16
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What can we do for you?
•  Share what we know about student
learning in context
•  Be a resource you can share with your
students: if they’re unsure how to find
things, are confused about the building,
etc.
17
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What is it?
•  Communities:
•  1st floor learning spaces
•  2nd floor “Commons” and 4th floor group
study
•  3rd and 5th quiet floors
•  Technology throughout the building
19
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Why do we do it?
•  Not just a study space:
•  Space designed for learning
•  Intentionally designed to meet the
needs identified by collaborative and
multimedia projects
•  Grounded in data about how students use
the space
20
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What can we do for you?
•  We can support collaborative projects
you might assign
•  We can support multimedia projects you
might assign
21
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What is it?
•  Partners (Writing Center, Comm Lab,
ePortfolios, Career Services, etc.)
•  Course exhibits
•  Programming
•  PAWS, Visible Scholars, etc.
23
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Why do we do it?
•  Library as interdisciplinary hub
•  Exposure to ideas
•  Showcase campus scholarship (both
faculty and students)
•  Highlight Virginia Tech’s innovations
24
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

What can we do for you?
•  Showcase your students’ work
•  Showcase your work
•  Host academic events for your
discipline
•  “Match-make” with other classes with
similar goals and learning outcomes
25
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

26
Online | Circulation | Reference | Point-of-Need | Spaces | Programming

The Open Education Consortium entered a partnership in 2015 with the National Center for e-Learning and Distance Education in Saudi Arabia to offer a year-long, comprehensive eLearning Pioneers Program. Motivations for forming this partnership included: 1. The Saudi Arabian Ministry of Education has a strong desire to expand access and enhance education through online and blended learning. 2. Saudi Arabian educators who want to teach online still face barriers due to assumptions that online teaching will be lower quality than traditional classroom teaching. 3. Cultural and religious restrictions on females can make online learning an attractive option for them. 4. Hosting institutions in the U.S. can benefit from having a cultural and information exchange with educators from another country. The core of the program is built on sharing the principles of online learning in the U.S. and providing mentoring and internships to prepare female faculty and university leaders with skills in online and blending learning. Over forty participants from multiple universities and disciplines were nominated by their universities to learn and apply best online teaching techniques and practices and also interact in-person with U.S. faculty and administrators engaged in online learning at leading universities and colleges. Providing a strong foundation in eLearning tools and techniques, pedagogy, and learning theory the goal is for participants to bring back these new skills and strategies to better educate the Saudi population of girls and women. Participants entered either a leadership or instructional cohort based on their university roles and mentoring, training, and summer internships were customized to support those roles. Each participant developed a Personal Development Plan to capture their goals for the year-long program. These plans were reviewed with a mentor and updated throughout the year. Summer placements were provided at community colleges, state universities, and private colleges and universities in California, Massachusetts, and New Hampshire. We will share participant reflections on different phases of the program as they progressed from personal development planning to earning an online teaching certificate, interacting with faculty and staff at U.S. colleges and universities, to implementing the new ideas back home.

Introduction To MoodleMark Callagher

Making it real : information literacy and student engagement. Authors: Ursula...

UCD Library

Let's build a collaborative learning space

Karen F

Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning. When: June 8, 10amPST/1pmEST We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result. Featured Speakers: • Suzanne Wakim, Biology Faculty Butte College, OER Coordinator Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content. • Mike Elmore, Political Science Faculty, Tacoma Community College Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible. Participant Login Information: No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen. http://www.cccconfer.org/GoToMeeting?SeriesID=62446bc7-ca21-4fb3-a56b-7f135cc8cde4 Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org

Beyond Sit and Git: Transform to Professional Learning

Rob Darrow

5 ways moodle changes the classroom

Richard Jones

Getting Started with Blackboard

Sue Watling

Learning Commons at CapU: What Is Our Vision?

caplibrarytania

What's hot

The librarian as lecturer : experiences on the other side of the fence. Autho...

UCD Library

Waking up webinars: bringing active learning online - Lemke

IL Group (CILIP Information Literacy Group)

Masters of Information Science 2016 Semester 1 Course information session

Kate Davis

Hamble Moodle Activities

Tim Dalton

[2016 s2-ifn600] week-1-tutorial

Kate Davis

On the shelf in time : developing a strategy to improve reading list support....

UCD Library

Information skills and the student voice: working together to promote informa...

ALISS

Student-Centered Lesson Redesign - La Shaunda Webb

D2L Barry

#OEWeek: eCampusOntario Faculty Focus Webinar

eCampusOntario

Feeding the 500: introducing information literacy to first year business & ma...

IL Group (CILIP Information Literacy Group)

Wikis, blogs and web publishingsfinegan8

How to achieve 100% course adoption

Moodlerooms

Brightspace Webinar: More than an LMS, it's a Strategic Goals Support Tool

D2L Barry

Using moodle for program administrationAlan Bessette

Why students use university libraries and what they use them for

Academic & Research Libraries Group

How Do Teachers and Students Use Museum Web Sites?

scottsayre

Off-campus but in-focus: delivering library services from Derby to the world

Academic & Research Libraries Group

June 8: Designing for Open Pedagogy with CCCOER

Una Daly

Beyond Sit and Git: Transform to Professional Learning

Rob Darrow

5 ways moodle changes the classroom

Richard Jones

What's hot (20)

The librarian as lecturer : experiences on the other side of the fence. Autho...

Waking up webinars: bringing active learning online - Lemke

Masters of Information Science 2016 Semester 1 Course information session

Hamble Moodle Activities

[2016 s2-ifn600] week-1-tutorial

On the shelf in time : developing a strategy to improve reading list support....

Information skills and the student voice: working together to promote informa...

Student-Centered Lesson Redesign - La Shaunda Webb

#OEWeek: eCampusOntario Faculty Focus Webinar

Feeding the 500: introducing information literacy to first year business & ma...

Wikis, blogs and web publishing

How to achieve 100% course adoption

Brightspace Webinar: More than an LMS, it's a Strategic Goals Support Tool

Using moodle for program administration

Why students use university libraries and what they use them for

How Do Teachers and Students Use Museum Web Sites?

Off-campus but in-focus: delivering library services from Derby to the world

June 8: Designing for Open Pedagogy with CCCOER

Beyond Sit and Git: Transform to Professional Learning

5 ways moodle changes the classroom

Similar to Learning Environments at Virginia Tech University Libraries

Getting Started with Blackboard

Sue Watling

Learning Commons at CapU: What Is Our Vision?

caplibrarytania

LIS 694-Session3-Blended Librarianship & Microblogging

Diane Nahl

Cpd presentation rhodes university

Debs Martindale

NCompass Live: Library Innovation Studios - A Project Update and Review of th...

Nebraska Library Commission

NCompass Live - May 30, 2018 http://nlc.nebraska.gov/ncompasslive/ Project staff and partners for the Library Innovation Studios: Transforming Rural Communities project will provide an update to the project, a review of the benefits and commitments involving a makerspace, the need for local partners, and details about the final application/selection process. Eligible Nebraska public libraries are those with a legal service area of less than 25,000 and are accredited. The deadline for the second application cycle - that will identify the final thirteen participating libraries - is scheduled for July 20, 2018. During the webinar you'll also hear from Heather St. Clair and Audrey Heil (the directors from the Ashland and Loup City public libraries) who will discuss their experiences preparing for and hosting a Library Innovation Studio for up 20 weeks. The Nebraska Library Commission (NLC) along with partners University of Nebraska-Lincoln, Nebraska Innovation Studio, Nebraska Extension (Nebraska 4-H), and Regional Library Systems, are excited about the project, which was awarded a National Leadership Grant of $530,732 by the Institute of Museum and Library Services (IMLS). The project began July 1, 2017 and will conclude the summer of 2020. Project and application details can be found at: http://nlc.nebraska.gov/grants/InnovationStudios/

CrowdAsk- A Crowdsourcing Reference System (Internet Librarian 2014)

Ilana Stonebraker

UCD Library's Training Programme and Resources for Researchers

UCD Library

The Canadian Linked Data Initiative: Charting a Path to a Linked Data Future

NASIG

As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries. Marlene van Ballegooie, Metadata Librarian, University of Toronto Juliya Borie, University of Toronto Libraries Andrew Senior, Coordinator, E-Resources and Serials, McGill University

Virtual Presence for the School Library

Karin Perry

OLC Presentation: More than Just a Document

Ary Mas-Aranguiz

ePortfolio Presentation

nsutaria

Developing & Running your own E-reader Seminars and Gadget Labs

Sarah Felkar

Presentation for the Netspeed 2012 Conference in Edmonton, AB. Brief abstract: Often, one-on-one instruction is not the most efficient nor enjoyable method of helping your staff or community learn more about technology. And as Ereaders, tablet computers, smartphones and other gadgets grow in number and type library staff need to have ways of addressing questions about these devices. Whether you are a highly tech-skilled library or feel a bit behind the times, this hands-on workshop is designed to help you best serve your community’s needs. This session will: • Help you assess your staff or community’s needs • Help you decide the best teaching option for each kind of audience or device • Give you a working knowledge of a number of popular devices • Suggest ways to evaluate your programs • Give you an opportunity to discuss ideas and opportunities with other attendees

The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...

Jason Rhode

The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.

The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...

Stephanie Richter

Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.

The Impact of Instructional Design on Medical School Curriculum

University of Illinois at Chicago, College of Medicine

Learning technology facilitation and training in the l thub

Lucas Wright

Reinvigorating a Library Workshop Series: Moving Workshops into the Online En...

Mandi Goodsett

DPC Web Archiving & Preservation Webinar #4: Outreach & Awareness Raising

Anna Perricci

Intrasector Collaboration

Libraries Thriving

If you've picked up a conference program lately, you are well aware that so many of the conversations that librarians are having focus on the hurdles to establishing relationships with faculty members and the issues that arise when attempting to collaborate across sectors. In honor of this year's theme, this session aims to move beyond all of that gloom and doom. Those of us having these conversations and running into these barriers are obviously very convinced of the value of collaboration so let's talk about the positives for a change--let's talk about intrasector collaboration. This lively discussion will focus on libraries collaborating with libraries, librarians collaborating with librarians, and librarians collaborating with library school students. We'll discuss best practices for saving time, saving money, and saving the future of the profession through working with colleagues who are just as eager to collaborate as we are. Advisory board members from Libraries Thriving, the online community for librarians interested in e-resource innovation and information literacy promotion that was conceived during a 2010 Charleston Conference plenary session, will share their experience with working in these areas and attendees will be invited to join in with their stories, experiences, and questions. Come with a positive attitude towards collaboration and leave with ideas about how to better your working relationships with colleagues.

Libraries as Catalysts for Academic Transformation - Handouts

Kimberly Eke

Similar to Learning Environments at Virginia Tech University Libraries (20)

Getting Started with Blackboard

Learning Commons at CapU: What Is Our Vision?

LIS 694-Session3-Blended Librarianship & Microblogging

Cpd presentation rhodes university

NCompass Live: Library Innovation Studios - A Project Update and Review of th...

CrowdAsk- A Crowdsourcing Reference System (Internet Librarian 2014)

UCD Library's Training Programme and Resources for Researchers

The Canadian Linked Data Initiative: Charting a Path to a Linked Data Future

Virtual Presence for the School Library

OLC Presentation: More than Just a Document

ePortfolio Presentation

Developing & Running your own E-reader Seminars and Gadget Labs

The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...

The Impact of Instructional Design on Medical School Curriculum

Learning technology facilitation and training in the l thub

Reinvigorating a Library Workshop Series: Moving Workshops into the Online En...

DPC Web Archiving & Preservation Webinar #4: Outreach & Awareness Raising

Intrasector Collaboration

Libraries as Catalysts for Academic Transformation - Handouts

Recently uploaded

Operation Blue Star - Saka Neela Tara

Balvir Singh

Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup. The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.

Digital Tools and AI for Teaching Learning and Research

Vikramjit Singh

Overview on Edible Vaccine: Pros & Cons with Mechanism

DeeptiGupta154

BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...

Nguyen Thanh Tu Collection

The Diamond Necklace by Guy De Maupassant.pptx

DhatriParmar

Synthetic Fiber Construction in lab .pptx

Pavel ( NSTU)

Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.

Digital Artifact 2 - Investigating Pavilion Designs

chanes7

A Survey of Techniques for Maximizing LLM Performance.pptx

thanhdowork

TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...

EugeneSaldivar

A Strategic Approach: GenAI in Education

Peter Windle

Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction. This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.

Natural birth techniques - Mrs.Akanksha Trivedi Rama University

Akanksha trivedi rama nursing college kanpur.

2024.06.01 Introducing a competency framework for languag learning materials ...

Sandy Millin

http://sandymillin.wordpress.com/iateflwebinar2024 Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error. Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials. This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.

Marketing internship report file for MBA

gb193092

Unit 2- Research Aptitude (UGC NET Paper I).pdf

Thiyagu K

Francesca Gottschalk - How can education support child empowerment.pptx

EduSkills OECD

Unit 8 - Information and Communication Technology (Paper I).pdf

Thiyagu K

Chapter 3 - Islamic Banking Products and Services.pptx

Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia

Model Attribute Check Company Auto Property

Celine George

1.4 modern child centered education - mahatma gandhi-2.pptx

JosvitaDsouza2

The Challenger.pdf DNHS Official Publication

Delapenabediema

Recently uploaded (20)

Operation Blue Star - Saka Neela Tara

Digital Tools and AI for Teaching Learning and Research

Overview on Edible Vaccine: Pros & Cons with Mechanism

BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...

The Diamond Necklace by Guy De Maupassant.pptx

Synthetic Fiber Construction in lab .pptx

Digital Artifact 2 - Investigating Pavilion Designs

A Survey of Techniques for Maximizing LLM Performance.pptx

TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...

A Strategic Approach: GenAI in Education

Natural birth techniques - Mrs.Akanksha Trivedi Rama University

2024.06.01 Introducing a competency framework for languag learning materials ...

Marketing internship report file for MBA

Unit 2- Research Aptitude (UGC NET Paper I).pdf

Francesca Gottschalk - How can education support child empowerment.pptx

Unit 8 - Information and Communication Technology (Paper I).pdf

Chapter 3 - Islamic Banking Products and Services.pptx

Model Attribute Check Company Auto Property

1.4 modern child centered education - mahatma gandhi-2.pptx

The Challenger.pdf DNHS Official Publication

Learning Environments at Virginia Tech University Libraries

1. 1

2. Online 2

6. Circulation 6

8. Why do we do it? •  Enable access to physical materials •  Provide access to/be a sandbox for consumer technologies •  Provide materials for faculty research and to support student assignments •  Support courses through reserves 8 Online | Circulation | Reference | Point-of-Need | Spaces | Programming

10. Reference 10

12. Why do we do it? •  Navigate the library’s systems •  catalogs, databases, discovery layers, organizational structure •  Learning at the students’ point-of-need, provides a high return 12 Online | Circulation | Reference | Point-of-Need | Spaces | Programming

14. Point-of-Need 14

16. Why do we do it? •  Learn more about our users •  Understand how students are learning in a physical learning environment: how they collaborate, what tools they use, etc. •  Provide help throughout the building 16 Online | Circulation | Reference | Point-of-Need | Spaces | Programming

17. What can we do for you? •  Share what we know about student learning in context •  Be a resource you can share with your students: if they’re unsure how to find things, are confused about the building, etc. 17 Online | Circulation | Reference | Point-of-Need | Spaces | Programming

18. Spaces 18

20. Why do we do it? •  Not just a study space: •  Space designed for learning •  Intentionally designed to meet the needs identified by collaborative and multimedia projects •  Grounded in data about how students use the space 20 Online | Circulation | Reference | Point-of-Need | Spaces | Programming

22. Programming 22

25. What can we do for you? •  Showcase your students’ work •  Showcase your work •  Host academic events for your discipline •  “Match-make” with other classes with similar goals and learning outcomes 25 Online | Circulation | Reference | Point-of-Need | Spaces | Programming

Learning Environments at Virginia Tech University Libraries

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Learning Environments at Virginia Tech University Libraries

Similar to Learning Environments at Virginia Tech University Libraries (20)

More from Lauren Pressley

More from Lauren Pressley (20)

Recently uploaded

Recently uploaded (20)

Learning Environments at Virginia Tech University Libraries