By Kirstyn Radford, Research Support Librarian, University of York. Delivered at the New Professionals Training Day, Friday 13th June 2014, at the University of York.
Each member of a literature circle has a designated role to fulfill such as vocabulary enricher, summarizer, connector, passage master, or researcher. The vocabulary enricher teaches new words from the reading, the summarizer gives a brief summary of events, the connector finds similarities to other works, the passage master shares well-written excerpts, and the researcher provides outside information related to the book. Members take turns fulfilling roles and the discussion leader ensures participation and generates questions for discussion.
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
Each member of a literature circle has a designated role to fulfill such as vocabulary enricher, summarizer, connector, passage master, or researcher. The vocabulary enricher teaches new words from the reading, the summarizer gives a brief summary of events, the connector finds similarities to other works, the passage master shares well-written excerpts, and the researcher provides outside information related to the book. Members take turns fulfilling roles and the discussion leader ensures participation and generates questions for discussion.
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
Literature circles involve students choosing a book to read in small groups. Each student is responsible for a role, such as discussion leader, illustrator, or word webs. As a discussion leader, students create questions about the text and lead the group discussion. The illustrator draws pictures related to important parts of the book. Students must complete their roles before each group meeting and read assigned pages. They are expected to have thoughtful discussions and respect each other's opinions. Their completed roles are turned in after each meeting.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete while reading such as identifying important words, finding connections, selecting passages to read aloud, writing discussion questions, drawing a related picture, or preparing a summary and discussing how one's thinking changed. Taking on different roles each meeting is meant to make discussions more engaging and ensure everyone participates.
The document outlines the roles and responsibilities of 8 different positions for a book club discussion. The Amazing Assembler is responsible for finding connections between the book and their own life or other works. The Discussion Director thinks of questions for the group to discuss the chapter. The Character Cop analyzes a character and provides evidence from the text to support their analysis. The Word Wizard collects interesting or difficult words and looks them up in the dictionary. The Summariser Sergeant summarizes the main events of the chapter. The Literacy Leader leads the discussion and keeps it moving by asking questions.
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
This document outlines a lesson plan for an author study on Andrew Clements. It introduces the concept of an author study, where students deeply examine an author's life, works, themes, and writing style. The class will conduct an author study on Andrew Clements, an American children's book author who has published over 50 books since 1985. The lesson will involve learning about Clements' life, analyzing his works, and participating in activities to better understand Clements and make personal connections to his writing. Resources and questions are provided.
This document outlines an author study unit that students will complete on Andrew Clements. The unit will have students critically analyze Clements' writing style, themes, and characters, and make connections between his life experiences and those portrayed in his works. Students will learn about Clements' biography and explore some of his most popular books. They will engage in activities and use resources to learn more about Clements and deepen their understanding of his body of work. The goal is to improve students' reading, writing, and critical thinking skills while also sparking enjoyment of reading.
Literature Circles: An alternative way to use books in the classroomNurkholis Ainunnajib
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
This document outlines the roles and responsibilities of group members for literature circle discussions. It describes the jobs of Connector, Discussion Director, Illustrator, Word Finder, Correspondent, and ways to have a good discussion. Students are also instructed to reflect on their participation and how they can improve. The roles involve sharing connections, creating and discussing questions, drawing artwork from the reading, highlighting interesting words, summarizing sections, and ensuring all students contribute to the conversation.
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
Presentation delivered by Tony Wilson (University of York) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
The document discusses the importance of reference interviews in providing library assistance, as questions from patrons can have many possible meanings depending on context. It suggests that reference librarians should use open-ended and clarifying questions to fully understand the patron's actual information need and provide the most appropriate assistance or referral. The document also presents some hypothetical complicated reference questions librarians may receive and how interviews can help determine the real issue and solution.
The document discusses the librarian's role at Leeds Beckett University in supporting open access policies and advocating for open access. It outlines how the librarian will check requests for compliance, keep researchers informed of progress, provide advice on payments, and advocate for open access. It also discusses using social media like Twitter and Instagram to promote open access advocacy and providing guidance, education, and technical support to academic staff on publishing open access.
Presentation delivered by Kirsty Carver (University of Bradford) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
Presentation delivered by Charles Oppenhiem, at ARLG's [Academic & Research Libraries Group] Yorkshire & Humberside branch's Open Access Advocacy event, University of Bradford, 25th November 2014
Presentation delivered by Alexander ("Sandy") Buchanan (Sheffield Hallam University) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete while reading such as identifying important words, finding connections, selecting passages to read aloud, writing discussion questions, drawing a related picture, or preparing a summary and discussing how one's thinking changed. Taking on different roles each meeting is meant to make discussions more engaging and ensure everyone participates.
The document outlines the roles and responsibilities of 8 different positions for a book club discussion. The Amazing Assembler is responsible for finding connections between the book and their own life or other works. The Discussion Director thinks of questions for the group to discuss the chapter. The Character Cop analyzes a character and provides evidence from the text to support their analysis. The Word Wizard collects interesting or difficult words and looks them up in the dictionary. The Summariser Sergeant summarizes the main events of the chapter. The Literacy Leader leads the discussion and keeps it moving by asking questions.
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
This document outlines a lesson plan for an author study on Andrew Clements. It introduces the concept of an author study, where students deeply examine an author's life, works, themes, and writing style. The class will conduct an author study on Andrew Clements, an American children's book author who has published over 50 books since 1985. The lesson will involve learning about Clements' life, analyzing his works, and participating in activities to better understand Clements and make personal connections to his writing. Resources and questions are provided.
This document outlines an author study unit that students will complete on Andrew Clements. The unit will have students critically analyze Clements' writing style, themes, and characters, and make connections between his life experiences and those portrayed in his works. Students will learn about Clements' biography and explore some of his most popular books. They will engage in activities and use resources to learn more about Clements and deepen their understanding of his body of work. The goal is to improve students' reading, writing, and critical thinking skills while also sparking enjoyment of reading.
Literature Circles: An alternative way to use books in the classroomNurkholis Ainunnajib
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
This document outlines the roles and responsibilities of group members for literature circle discussions. It describes the jobs of Connector, Discussion Director, Illustrator, Word Finder, Correspondent, and ways to have a good discussion. Students are also instructed to reflect on their participation and how they can improve. The roles involve sharing connections, creating and discussing questions, drawing artwork from the reading, highlighting interesting words, summarizing sections, and ensuring all students contribute to the conversation.
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
Presentation delivered by Tony Wilson (University of York) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
The document discusses the importance of reference interviews in providing library assistance, as questions from patrons can have many possible meanings depending on context. It suggests that reference librarians should use open-ended and clarifying questions to fully understand the patron's actual information need and provide the most appropriate assistance or referral. The document also presents some hypothetical complicated reference questions librarians may receive and how interviews can help determine the real issue and solution.
The document discusses the librarian's role at Leeds Beckett University in supporting open access policies and advocating for open access. It outlines how the librarian will check requests for compliance, keep researchers informed of progress, provide advice on payments, and advocate for open access. It also discusses using social media like Twitter and Instagram to promote open access advocacy and providing guidance, education, and technical support to academic staff on publishing open access.
Presentation delivered by Kirsty Carver (University of Bradford) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
Presentation delivered by Charles Oppenhiem, at ARLG's [Academic & Research Libraries Group] Yorkshire & Humberside branch's Open Access Advocacy event, University of Bradford, 25th November 2014
Presentation delivered by Alexander ("Sandy") Buchanan (Sheffield Hallam University) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Janette Colclough at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Round table discussion delivered at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Presentation delivered by Elizabeth Gadd [Loughborough University] at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Presentation delivered by Chris McLay at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Presentation delivered by Michelle Walker [Northumbria University] at King's Manor campus, University of York, as part of Supporting Researchers at Your University event organised by Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
This document discusses enhancing employability through social media presence. It addresses the advantages and pitfalls of social media and having both a social and professional online presence. It provides guidance on popular social media platforms like LinkedIn, Facebook, and Twitter and how to use them to enhance employability. The document also discusses what information employers can see on different social media sites and what employers look for in candidates' online profiles and presence. Tips are provided about maintaining a positive online image and separating personal and professional identities online.
Presentation delivered by Anne Costigan at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
The document discusses an academic skills support center that provides workshops, webinars, embedded teaching, and one-on-one support to undergraduates, postgraduates, and teaching staff. The center's services include showing students new techniques, developing strategies for faster work, improving existing skills, and learning by doing rather than proofreading. The center works with other campus services and has learning advisors who meet with students for 30-minute appointments.
Presentation delivered by Susan George ( University of Bradford) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Presentation delivered by Sandy Buchanan (Sheffield Hallam University) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Presentation delivered by Katherine Coussement (University of Bradford) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.
Responses collated from 'Hints and Tips for New Professionals' event, organised by CILIP UC&R Yorks and Humber, 8th June 2010, National Centre for Early Music, York.
Leeds City College serves over 20,000 students across multiple campuses, with many coming from deprived areas and lacking English and math qualifications. The document discusses support provided by study support officers and librarians to help students transition from further education (FE) to higher education (HE). In 2018/19, 315 FE and 244 HE students received one-on-one or group sessions on skills like plagiarism, referencing, and essay writing. While only 204 FE students progressed internally to the University Centre that year, the college aims to improve progression through an independent skills app covering areas from digital literacy to employability.
The document describes how Skills@Library at Leeds University provides ongoing support for undergraduate students throughout their transition from open days and first year to exams and beyond graduation to smooth the "fuzzy" undergraduate experience. The support includes library tours and online resources during open days and orientation, in-curriculum support for early assignments, workshops on topics like essay writing and revision strategies, one-on-one appointments, and additional resources for exams, second year, and final year projects.
This document summarizes a session about supporting further education (FE) students' transition to higher education (HE). The session aimed to understand FE students' needs and how libraries can accommodate them. It covered the roles of library staff in both FE and HE, as well as strategies to engage FE students. Specifically, it discussed identifying signs that FE students may be struggling, tracking and monitoring their progress, and communicating with them through nudges, milestones, and both face-to-face and distance methods. The document provided an overview of the session schedule and topics to be discussed.
Presentation delivered by Emma Butler (University of Derby) at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Delivered at Librarians as Researcher event at York St John University 25th January 2013, hosted by Academic and Research Libraries Group Yorkshire & humberside division.
Presentation delivered by Jackie Dunn (Newcastle University) and Ann-Marie Laws (Ponteland High School) at Schools to HE Transition event at York St. John University, 20th July 2011
The document discusses evidence-based practice and the expectations for first-year higher education students. It explores how the information seeking habits of the "Google Generation" can present challenges to evidence-based practice. Specifically, students may have difficulty evaluating sources for quality and appropriateness due to overreliance on sources like Wikipedia and Google. The document emphasizes the need to teach students critical thinking and evaluation skills so they can assess what counts as valid evidence and support their academic work with appropriate sources.
Presentation by Dave Pattern and Martin Philp on the University of Huddersfield's use of the Summon library discovery system, delivered at UCR Yorkshire and Humberside's Discovering Discovery Tools event, 16th May 2011
Presentation by Emma Thompson on the University of Liverpool's use of EBSCO's discovery system, delivered at UCR Yorkshire & Humberside's Discovering Discovery Tools event, 16th May 2011.
Presentation by Angela Carritt on the Bodleian Libraries' use of Primo, delivered at UCR Yorkshire & Humberside's Discovering Discovery Tool event, 16th May 2011.
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In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
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).
4. Let’s consider our
relationships with other
professionals in our
institution
4 different scenarios
based on real-life
interactions with
academic departments
Discuss in your group
then share your thoughts
with the room
No definitive answers!
9. In conclusion:
You can’t please all the people all of the time!
But you can maximise your chances of getting a
positive outcome
Editor's Notes
In a ‘liaison librarian’/’subject librarian’ role, it can be very easy to get a reputation as someone who’s always saying “no”:
That book you’ve ordered won’t be ready to borrow this week
We don’t subscribe to that journal
I can’t meet your head of department tomorrow
There’s no room for an extra 50 students in my workshop
…etc etc
Social sciences academics are easy to stereotype: ‘critical thinkers’ ie not in touch with the real world, more interested in disagreement than agreement, unwilling to compromise. Perhaps unfair, but most HE librarians will recognise this element of resistance to pragmatic solutions…
I don’t know all the answers, but in 20 years as a liaison librarian, I’ve encountered most of the problems
Scenario 1:
Usage data and student enquiries suggest that students are not confident using the Library catalogue and associated e-resources. But drop-in workshops are not well-attended, and it’s been difficult to get lecturers to take the problem seriously.
Friendly lecturer: “I’ve got a spare week in my ‘research methods’ module later this term. Would you like to come and talk to students about using the Library for their dissertation?”
What questions might you want to ask the lecturer before preparing for the session?
What do you know about the students?
What do you know about the module?
What do you know about the dissertation?
What can you offer in the way of training?
Considerations:
Don’t assume too much! Can the lecturer or your colleagues tell you whether these students have had any timetabled training before? What did it cover? How successful was it? You don’t want to waste students’ time by reiterating what they already know, but equally, you don’t want to start from too high a level.
Is the module explicitly designed to prepare students for the dissertation, or a general overview of research skills? Does it include any assessed activities, and could ‘information skills’ be assessed in some way?
What is the timescale for the dissertation? e.g. have these students had to submit a title proposal already, or are they still at the “choosing a research topic” stage?
Practicalities: has a classroom been booked for your sesssion already? Who do you need to communicate with to ensure it meets your requirements? (Hands-on or demonstration? How much time have you got? Any other invited speakers?). Your lecturer may not be the best-placed person to help you, if departmental administrators are normally responsible for room bookings, timetables etc.
Scenario 2:
Library managers are concerned that journal price rises are unsustainable, and there’s no money for new subscriptions. Your boss has asked you to send a list of current subscriptions and costs to your departments, and consult them about which ones to cancel.
How could you try to make the process as painless as possible?
Do lecturers understand the context?
How user-friendly is your information?
Do you have a deadline?
What will happen if everyone ignores your consultation? Or can’t reach an agreement?
Considerations:
Is it possible to save lecturers’ time by starting with a proposal: “This is what we think is the best thing to do, and here’s why”, then simply ask recipients to agree or disagree?
Put as much time as you can into preparing your info before you send it out, to pre-empt questions. E.g. expand abbreviated titles, add links to e-journal websites, show recent history for subscription rates and usage data so that readers can see trends etc.
Make it clear what the consequences will be if consulted parties don’t respond, e.g. “If nobody objects by 30th June, these journals will be cancelled”.
When people can’t agree, explain the consequences of no decision, e.g. impact on other budgets, no progress re releasing funds for new subscriptions etc. It’s possible that you may have to concede defeat, and live with the consequences for another year… (that’ll show ‘em)
Scenario 3:
Students often complain that not all their recommended textbooks are available in the Library in time for their coursework deadlines. Library staff blame lecturers for not giving enough notice. Library managers are prepared to spend money addressing this problem, and have invested in new reading list software to streamline processes.
You have been invited to attend a staff meeting in an academic department, to demonstrate how lecturers can let the Library know about the textbooks they need by entering the details using the reading list software.
Famous professor: “At my last institution I could tell the librarian what books I wanted for my teaching, and they would be on the shelves by the end of the week. I haven’t got time to learn this new gadget”.
How might you encourage the professor to engage with the process? Can/should you meet her halfway?
Considerations:
Can you offer to do it with them the first time? Or direct them towards a training video or how-to-guide?
Is there an established member of staff in the dept who could act as an advocate, or even a buddy for the professor to help them learn the ropes?
Can you provide special care on the first few occasions? e.g. an email update to let them know their list has been received and processes are underway, some usage data at the end of the module to reassure them that students are doing the reading, a phonecall before the next module starts to ensure that they’re confident to carry on without further help, etc
Scenario 4:
You are the named Library contact for several academic departments, and encourage lecturers as well as students to ask for help whenever they need it.
A departmental administrator phones you. “Professor Smith says he can’t get into this new database that you’re promoting on the Library website. Is it broken already?”
How much help can you offer?
If Professor Smith hasn’t got time to speak to you himself, can you work out what’s gone wrong?
Do you need to sit down together and look at it?
Does this enquiry present an opportunity to get other messages across?
Considerations:
Before going any further, test the database yourself, or ask your tech team for advice. Could be a genuine problem!
Is there scope for utilizing Skype or remote shared desktop software to see exactly what your professor’s doing without having to meet in person? Or emailing screenshots back and forth could be a slightly lower-tech solution…
If the administrator is very protective of the professor’s time, offer to meet him/her one-to-one instead, to look at the database together? Admin staff have the potential to become good advocates for the Library within the dept.
Have you got any training materials which cover the resource concerned, which you could share with the professor and his administrator? Or even invite him to a forthcoming workshop! Could be a good way to increase departmental awareness of the training you offer.
It can be really beneficial to talk these problems through with colleagues, and share experiences. Librarians from other institutions can bring a different perspective which is useful.
Sometimes you may have to be the bad guy, but very few people hold grudges… Most staff in HE/FE are well-disposed towards librarians, and will recognise that you’re trying to be helpful, even if you can’t deliver exactly what they want.