School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
The newsletter summarizes the opening of a new state-of-the-art Digital Media Center at the campus library. It features cutting-edge technology for students including Mac workstations, Adobe software, and audio/video production equipment. A student commented that the hands-on experience will benefit their career prospects. The library dean stated the goal is to provide resources enhancing students' academic success. Additionally, the newsletter announces staffing changes and awards received by library employees.
Authentic pedagogy and participatory learning - a research in progressShaofu Huang
This is a presentation about my Ph.D. research in progress that was given to a small group of secondary learning leaders on November 2012. In this talk:
1. I first explore the definition of authenticity and argued that authentic pedagogy is a modification of the inauthentic pedagogy which shaped by the wider educational systems.
2. Then I introduce four noticeable movements to promote or adapt authentic pedagogy in three English speaking countries. The qualities they advocate seemed to be in three categories for me: authentic learner, authentic knowledge construction and authentic learning context.
3. Next, following brief description of my research design and the data collected, I discussed some preliminary findings. Qualitative analysis of the data revealed two world views of school: a) expert-led model and b) participatory model.
4. Quantitative analysis suggested that authenticity, as perceived by students, has a small but positive correlation with the sense of engagement with school as well as engagement with learning beyond the school.
The document provides an overview of different learning theories and their potential applications to e-learning. It discusses behaviourist, cognitive, social constructivist, experiential, and activity-based learning theories. For each theory, it outlines key theorists, approaches, characteristics, and potential e-learning applications. It also includes a learning activity taxonomy that lists different pedagogical techniques and supporting tools and resources.
The document provides guidance for moderating online forum discussions in a productive manner. Key points include:
1) Strike a balance between focusing discussions while also developing the online community. Provide structure, clear tasks and deadlines, and meaningful content.
2) Encourage participation and interaction in a safe, supportive environment where learners' individuality is respected. Give positive reinforcement and credit contributions.
3) Motivate critical and creative thinking. Adopt a consultant role and promote cooperative learning to help participants take control of their learning.
The Scottsbluff High School administration has introduced reading logs for students to track their weekly reading. This aims to improve reading scores, which were lower than the state average last year. The logs will allow teachers and administrators to monitor how long students spend reading and ensure honesty in completing assignments. While students struggle with sustained reading, the administration hopes engaging topics will improve reading habits and stamina. The drill team also saw great success, winning state again and performing well at nationals.
ES ELL Tech Integration with detailed informationstrifman
Students need tools to help improve their English language skills and demonstrate what they have learned. Using interactive storybooks and presentation software can help students develop their listening, reading, vocabulary, and language presentation abilities in a less stressful environment. These tools provide opportunities for individualized learning and scaffolding of skills. They also allow students to receive feedback and share their work with a wider audience.
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
The newsletter summarizes the opening of a new state-of-the-art Digital Media Center at the campus library. It features cutting-edge technology for students including Mac workstations, Adobe software, and audio/video production equipment. A student commented that the hands-on experience will benefit their career prospects. The library dean stated the goal is to provide resources enhancing students' academic success. Additionally, the newsletter announces staffing changes and awards received by library employees.
Authentic pedagogy and participatory learning - a research in progressShaofu Huang
This is a presentation about my Ph.D. research in progress that was given to a small group of secondary learning leaders on November 2012. In this talk:
1. I first explore the definition of authenticity and argued that authentic pedagogy is a modification of the inauthentic pedagogy which shaped by the wider educational systems.
2. Then I introduce four noticeable movements to promote or adapt authentic pedagogy in three English speaking countries. The qualities they advocate seemed to be in three categories for me: authentic learner, authentic knowledge construction and authentic learning context.
3. Next, following brief description of my research design and the data collected, I discussed some preliminary findings. Qualitative analysis of the data revealed two world views of school: a) expert-led model and b) participatory model.
4. Quantitative analysis suggested that authenticity, as perceived by students, has a small but positive correlation with the sense of engagement with school as well as engagement with learning beyond the school.
The document provides an overview of different learning theories and their potential applications to e-learning. It discusses behaviourist, cognitive, social constructivist, experiential, and activity-based learning theories. For each theory, it outlines key theorists, approaches, characteristics, and potential e-learning applications. It also includes a learning activity taxonomy that lists different pedagogical techniques and supporting tools and resources.
The document provides guidance for moderating online forum discussions in a productive manner. Key points include:
1) Strike a balance between focusing discussions while also developing the online community. Provide structure, clear tasks and deadlines, and meaningful content.
2) Encourage participation and interaction in a safe, supportive environment where learners' individuality is respected. Give positive reinforcement and credit contributions.
3) Motivate critical and creative thinking. Adopt a consultant role and promote cooperative learning to help participants take control of their learning.
The Scottsbluff High School administration has introduced reading logs for students to track their weekly reading. This aims to improve reading scores, which were lower than the state average last year. The logs will allow teachers and administrators to monitor how long students spend reading and ensure honesty in completing assignments. While students struggle with sustained reading, the administration hopes engaging topics will improve reading habits and stamina. The drill team also saw great success, winning state again and performing well at nationals.
ES ELL Tech Integration with detailed informationstrifman
Students need tools to help improve their English language skills and demonstrate what they have learned. Using interactive storybooks and presentation software can help students develop their listening, reading, vocabulary, and language presentation abilities in a less stressful environment. These tools provide opportunities for individualized learning and scaffolding of skills. They also allow students to receive feedback and share their work with a wider audience.
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Developing close partnerships between academic librarians and faculty can enhance student learning. The document discusses how librarian Elaine Robbins strengthened her role as the English liaison at The Citadel by collaborating closely with the English faculty. This included tailoring library instruction to English courses, improving the library's collection based on faculty needs, and integrating library instruction into the curriculum. As a result, student research improved and the library's value to the university was demonstrated.
2011Embedded Libraians and Faculty CollaborateWCET
1. Embedded librarians in online courses to provide point-of-need research assistance to distant students.
2. Assessed the pilot's success through pre- and post-tests showing a 58% to 94% improvement in students' research abilities.
3. Identified opportunities to strengthen the program, such as establishing assignment deadlines and timely grading to emphasize the importance of information literacy skills development.
Serve it up! Embedded Librarians and Faculty Collaborate to Dish Out Information Literacy Skills
The Distance Education Campus at Mohave Community College in Mohave County, AZ, created a unique partnership with Academic Library Services to provide online students with "point of need" information literacy skills in a classroom without walls environment. The presenters will talk about their collaborative experience with the embedded librarian pilot. Tips for a successful collaboration will be included.
.
--------------------------------------------------------------------------------
Shining the spotlight on Information Literacy : experience of the Veterinary ...UCD Library
The document discusses information literacy in the context of problem-based learning (PBL) at the Veterinary Medicine Library at University College Dublin. It finds that 95% of veterinary medicine students consider the library important for PBL. Students who spent more time in the library and felt the library was important displayed higher levels of information literacy. However, some PBL facilitators directed students to information instead of encouraging independent searching, and those students showed lower information literacy. The document concludes that information literacy should be consciously developed in PBL and that librarians have an important role to play in curriculum development and student skill building.
This document provides an overview of reference services in libraries, including definitions of reference services and collections, the roles and responsibilities of reference librarians, how to develop and evaluate a reference collection, and challenges in providing reference services in the digital age. Key topics covered include the elements of reference service, developing selection criteria, maintaining and weeding collections, and marketing reference services to patrons.
The 21-day in-service course for librarians from KVS started with an inaugural function where the chief guest, Dr. Sayed Akhil Ahmed from Mysore University, gave a lecture on the changing role of librarians in the 21st century. The day's activities included an icebreaker activity, pre-test, group formation, and assignment of tasks for the coming days. The course aims to focus on changing mindsets of librarians and emphasizing their role in academics and as motivators.
This document provides an overview of subject analysis and subject headings. It discusses what subject analysis is, why it is important for providing access to materials, and how subject headings are assigned. Key points include: subject analysis examines items to determine descriptive subject headings, subject headings group like materials together under consistent terms, and assigning headings involves determining the most specific subjects addressed in an item based on a cataloger's judgment, while also considering standardized subject lists. The document offers examples and explanations of core concepts like aboutness, intellectual access, and using specialized subject heading lists like Sears.
Subject analysis: What's it all about, Alfie?Johan Koren
This document provides an overview of subject analysis and subject headings in library cataloging. It discusses what subject analysis is, why it is important for information retrieval, and some of the key considerations in determining subject headings. Specifically:
1) Subject analysis examines bibliographic items to determine the most specific subject headings that describe their content, to serve as access points for subject searching.
2) Assigning accurate subject headings is crucial for allowing users to find relevant information. It requires analyzing the aboutness or topics addressed by a work.
3) Determining subject headings involves cataloger judgment and balancing specificity with consistency. Standardized subject heading lists help provide consistency, but catalogers must sometimes create new headings.
The monthly report from the Larned Middle School library provides an overview of the library's mission and programs from August 2010. Key highlights include student orientations on library policies and the William Allen White program. Library goals for the year are outlined, such as completing an online policy manual and shifting to a book store model. Usage statistics on circulation, website visits, and computer resources are also presented. Upcoming events highlighted include Banned Book Week in September.
Robin kear introduction to library instructionrobinkear
This document discusses library instruction and information literacy at the University Library System (ULS). It begins by defining library instruction and information literacy, noting that they aim to demystify research, empower students, and support the university's mission. While the ULS has a long history of bibliographic instruction, it is shifting its focus to information literacy. Information literacy involves complex concepts and skills for evaluating and using information effectively. The ULS uses information literacy standards and assessments to improve students' research abilities. It embeds instruction into courses through various methods like one-shot classes, embedded librarians, and online guides. The goal is to better integrate information literacy across programs and the student experience.
Guided Listening is an instructional tool that helps students listen more effectively to oral texts by giving them a clear purpose and framework to organize ideas. It differs from traditional read-alouds by ensuring students are actively engaged through recording their ideas and asking their own questions. Guided Listening explicitly teaches metacognitive reading strategies and allows students to practice these skills during independent reading time immediately following read-alouds. Providing advance organizers before reading focuses students' attention on specific listening strategies to help integrate new information into their existing knowledge.
The document discusses the notion that knowledge co-created by students without oversight on accuracy could be seen as superior to knowledge passed down from teachers and textbooks. It questions whether the accuracy of student-generated knowledge matters if it gains social validity from being widely shared. The summary argues that embracing student-generated knowledge without regard to quality could undermine established learning methods.
Presentation to Tasmanian school library staff (October 2012). Examines how clients view the library, its services and staff. Presents a range of strategies to publicise and promote the school library across its community of users.
More Related Content
Similar to Libguides - Plymouth University implementation
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Developing close partnerships between academic librarians and faculty can enhance student learning. The document discusses how librarian Elaine Robbins strengthened her role as the English liaison at The Citadel by collaborating closely with the English faculty. This included tailoring library instruction to English courses, improving the library's collection based on faculty needs, and integrating library instruction into the curriculum. As a result, student research improved and the library's value to the university was demonstrated.
2011Embedded Libraians and Faculty CollaborateWCET
1. Embedded librarians in online courses to provide point-of-need research assistance to distant students.
2. Assessed the pilot's success through pre- and post-tests showing a 58% to 94% improvement in students' research abilities.
3. Identified opportunities to strengthen the program, such as establishing assignment deadlines and timely grading to emphasize the importance of information literacy skills development.
Serve it up! Embedded Librarians and Faculty Collaborate to Dish Out Information Literacy Skills
The Distance Education Campus at Mohave Community College in Mohave County, AZ, created a unique partnership with Academic Library Services to provide online students with "point of need" information literacy skills in a classroom without walls environment. The presenters will talk about their collaborative experience with the embedded librarian pilot. Tips for a successful collaboration will be included.
.
--------------------------------------------------------------------------------
Shining the spotlight on Information Literacy : experience of the Veterinary ...UCD Library
The document discusses information literacy in the context of problem-based learning (PBL) at the Veterinary Medicine Library at University College Dublin. It finds that 95% of veterinary medicine students consider the library important for PBL. Students who spent more time in the library and felt the library was important displayed higher levels of information literacy. However, some PBL facilitators directed students to information instead of encouraging independent searching, and those students showed lower information literacy. The document concludes that information literacy should be consciously developed in PBL and that librarians have an important role to play in curriculum development and student skill building.
This document provides an overview of reference services in libraries, including definitions of reference services and collections, the roles and responsibilities of reference librarians, how to develop and evaluate a reference collection, and challenges in providing reference services in the digital age. Key topics covered include the elements of reference service, developing selection criteria, maintaining and weeding collections, and marketing reference services to patrons.
The 21-day in-service course for librarians from KVS started with an inaugural function where the chief guest, Dr. Sayed Akhil Ahmed from Mysore University, gave a lecture on the changing role of librarians in the 21st century. The day's activities included an icebreaker activity, pre-test, group formation, and assignment of tasks for the coming days. The course aims to focus on changing mindsets of librarians and emphasizing their role in academics and as motivators.
This document provides an overview of subject analysis and subject headings. It discusses what subject analysis is, why it is important for providing access to materials, and how subject headings are assigned. Key points include: subject analysis examines items to determine descriptive subject headings, subject headings group like materials together under consistent terms, and assigning headings involves determining the most specific subjects addressed in an item based on a cataloger's judgment, while also considering standardized subject lists. The document offers examples and explanations of core concepts like aboutness, intellectual access, and using specialized subject heading lists like Sears.
Subject analysis: What's it all about, Alfie?Johan Koren
This document provides an overview of subject analysis and subject headings in library cataloging. It discusses what subject analysis is, why it is important for information retrieval, and some of the key considerations in determining subject headings. Specifically:
1) Subject analysis examines bibliographic items to determine the most specific subject headings that describe their content, to serve as access points for subject searching.
2) Assigning accurate subject headings is crucial for allowing users to find relevant information. It requires analyzing the aboutness or topics addressed by a work.
3) Determining subject headings involves cataloger judgment and balancing specificity with consistency. Standardized subject heading lists help provide consistency, but catalogers must sometimes create new headings.
The monthly report from the Larned Middle School library provides an overview of the library's mission and programs from August 2010. Key highlights include student orientations on library policies and the William Allen White program. Library goals for the year are outlined, such as completing an online policy manual and shifting to a book store model. Usage statistics on circulation, website visits, and computer resources are also presented. Upcoming events highlighted include Banned Book Week in September.
Robin kear introduction to library instructionrobinkear
This document discusses library instruction and information literacy at the University Library System (ULS). It begins by defining library instruction and information literacy, noting that they aim to demystify research, empower students, and support the university's mission. While the ULS has a long history of bibliographic instruction, it is shifting its focus to information literacy. Information literacy involves complex concepts and skills for evaluating and using information effectively. The ULS uses information literacy standards and assessments to improve students' research abilities. It embeds instruction into courses through various methods like one-shot classes, embedded librarians, and online guides. The goal is to better integrate information literacy across programs and the student experience.
Guided Listening is an instructional tool that helps students listen more effectively to oral texts by giving them a clear purpose and framework to organize ideas. It differs from traditional read-alouds by ensuring students are actively engaged through recording their ideas and asking their own questions. Guided Listening explicitly teaches metacognitive reading strategies and allows students to practice these skills during independent reading time immediately following read-alouds. Providing advance organizers before reading focuses students' attention on specific listening strategies to help integrate new information into their existing knowledge.
The document discusses the notion that knowledge co-created by students without oversight on accuracy could be seen as superior to knowledge passed down from teachers and textbooks. It questions whether the accuracy of student-generated knowledge matters if it gains social validity from being widely shared. The summary argues that embracing student-generated knowledge without regard to quality could undermine established learning methods.
Presentation to Tasmanian school library staff (October 2012). Examines how clients view the library, its services and staff. Presents a range of strategies to publicise and promote the school library across its community of users.
Similar to Libguides - Plymouth University implementation (20)
1. Library Subject Guides:
Nicola Cockarill, Kate Russell & Jayne Moss
Subject Librarians
subjectlibrarians@plymouth.ac.uk
everything you need to know in one place! Tailored one stop shop
Much of the information is already in
Online ‘subject
We know that students want librarian presence’
existence and it will be a case of
their library information to be re-packaging hidden links and making
them visible.
subject related and all in one Subject Guides will add value to
classroom teaching sessions
place. In time for the new and underpin progression from
Relevant ‘hidden’ support can be
promoted to each subject e.g.:
academic year, subject specific an initial introduction to library
• geospatial information
systems to teaching of
interactive guides are being Information Literacy skills, such
• placement library support
developed by subject librarians • special collections
as evaluating information.
enabling students to access Subject guides will have ‘findability’ by
Subject guides will provide
support at point of need and virtual training support.
linking into tulip.
wherever they are studying.
Resources placed in context
An improved student experience
Feedback from students show that there is
widespread misunderstanding of the purpose A library subject guide can “reduce student
of tools such as the Library catalogue, search apprehension”, reassuring students that the
systems and help tools. Students type in library recognises what is unique about their
their essay questions which return no hits, subject and is actively providing resources
Communicating library and research advice tailored to their needs.
indicating that students struggle to
announcements Miner, J. & Alexander, R. (2010) ‘LibGuides in political science: a
Subject guides default to m-view understand our library systems and just want gateway to information literacy and improved student research’,
to find what is relevant to them. Journal of Information Literacy, 4 (1) pp. 40-54.
on handheld devices. Currently, news is disseminated through
committees and email and may not reach Students want information delivered to them
Subject guides can potentially provide links
all students. Subject guides will contain: instead of having to go looking for it.
to subject resources placed within
Witt, N. (2011) ‘[Conference key note speech]’, Technology
View our pilot libguide: contextualised support. Enchanced Learning Conference. Plymouth University, 6 July.
• newsfeed of library developments
http://plymouth.libguides.com/environm
• newsfeed to include hints and tips
ent • you said, we did…
• adverts for training sessions
• 1:1 support bookings
or QR code it:
Collaborate: Subject guides will be a high profile
Your Subject Librarian would be way to respond to NSS & SPQ
delighted to work with you to create feedback.
your subject guide.
2. What do we like about them?
• Hosted service
• Easy to embed media
• No html skills needed (unless you have them
in which case you can you can use them!)
• Usage stats (albeit broad)
• Global cascade if need to make a change
3. What don’t we like?....not much!
• It’s just a content management system.
– Content is created elsewhere (not everyone in the
team was prepared for this even though our rationale
for purchase was to repurpose existing, hidden,
materials...)
• E-resource linking has been ‘manipulated’ using
open source tools e.g. Bit.ly
– (need an e-resource manager/role holder with skills in
this area which we have lost in recent restructures)
4. The stats:
• Total guide views: 69,441 (24 Sept > 17 Dec)
– Guides getting usage at weekends
5. “How useful is this page out of 5?” (1 = poor, 5
= good) “An outstanding
resource, the
students will find
5 it an immense
help”
4
“all we need at
our fingertips on
3 one page”
2
Education
Environmental Science & Chemistry
Health
1
Management, School of
Partner Colleges
0 2 4 6 8 10 12
6. What next?
• To note the findings of Springshare’s usability
conference (November 2012):
“I clicked on one once but it was too confusing. I
didn’t know what to do so I left”.
We plan to hold focus groups to
– White space is good. gather feedback and help us to
– Text everywhere is NOT good. further develop the guides.
– The eye should go towards the We hope that once the
most important information on transition to the new TIS
structure is complete there will
screen be additional IT support to help
– Colours should not be jarring with deep linking to resources.
Editor's Notes
Why we wanted them.. Use as aide memoir- don’t expect them to read this! (print out rationale….)Seen libguides presentations at Lilac where they said they would try to give a balanced overview of the system but expected it would end up being a sales pitch for springshare – I expect I will do the same!
Not so much ‘don’t like’ but to be aware of…Widgets galore! Jstor, ebsco, catalogue search boxes – just copy and paste the code given BUT – authentication! Realisation that our eresource support/internal knowledge is lacking….
The promotion of Libguides to new students began on 24 September 2012. We have 22 guides of which 18 are subject guides and 4 are functional or service guides e.g. for Researchers, for Partner Colleges etc.
Comments from lecturers:An outstanding resource – the students will find it an immense help I think it will be extremely useful for the students - lots of relevant information and sources for them to go at!all we need at our fingertips on one pagePS the libguides page is a great helpBut:A bit too crowded with lots of info.
Focus groups/more student feedbackHope that the new TIS structure will bring us some IT knowledge!!