A presentation to parents as part of the CSPA Parenting Now series. A focus on using the Internet and Web 2.0 tools to go beyond just doing homework and to focus on learning.
School Libraries in the Internet era: challenges, opportunities and experiencesDaniel Cassany
While (almost) every teacher and student have access to the Internet with all the information just some clicks away, libraries are still necessary and useful. The main issue today is not selecting, providing or efficiently organising the library stock, not even making a library catalogue. Now we must focus on libraries' user-learners, on analysing their needs, developing training programmes for them, and searching online (reliable, public, democratic) resources for every subject in the school curriculum. The librarian becomes a 'mediator' between the growing and diverse needs of students and teachers and the universe of available resources on the Net. Therefore, in this session I will introduce and explain a number of initiatives some Spanish and Latinamerican librarians and teachers have undertaken in this line.
Presented at the AAO 2013 Conference - a discussion on building a Digital Scholarship Unit at the University of Toronto Scarborough Library. Covers the conference questions of "should you; could you; and why would you digitize"
The document summarizes plans for Cowles Library at Drake University over the next year. It discusses increasing access to digital resources like ebooks and online journals. It also outlines goals to improve instructional spaces, support for faculty and digital scholarship, and community programming. Renovations to the library are planned through a $4 million capital project, including installing a robotic storage tower, expanding teaching spaces, and improving student study areas.
The document provides announcements from the Learning Commons at UMass Amherst for the week of November 17th. It includes information on library exhibits, research assistance available in various subject areas, new research guides and databases, undergraduate research award opportunities, and services available at the Learning Commons like the writing center, academic advising, and learning resource center.
The Learning Commons at the UMass Amherst library underwent extensive renovations over winter break, expanding the space and adding more study rooms, seating, computers, and multimedia stations. The library has also compiled resources on its website about the Haiti earthquake to inform and support the campus community. Advising services for study abroad are now available in the Link area of the library as well.
A presentation to parents as part of the CSPA Parenting Now series. A focus on using the Internet and Web 2.0 tools to go beyond just doing homework and to focus on learning.
School Libraries in the Internet era: challenges, opportunities and experiencesDaniel Cassany
While (almost) every teacher and student have access to the Internet with all the information just some clicks away, libraries are still necessary and useful. The main issue today is not selecting, providing or efficiently organising the library stock, not even making a library catalogue. Now we must focus on libraries' user-learners, on analysing their needs, developing training programmes for them, and searching online (reliable, public, democratic) resources for every subject in the school curriculum. The librarian becomes a 'mediator' between the growing and diverse needs of students and teachers and the universe of available resources on the Net. Therefore, in this session I will introduce and explain a number of initiatives some Spanish and Latinamerican librarians and teachers have undertaken in this line.
Presented at the AAO 2013 Conference - a discussion on building a Digital Scholarship Unit at the University of Toronto Scarborough Library. Covers the conference questions of "should you; could you; and why would you digitize"
The document summarizes plans for Cowles Library at Drake University over the next year. It discusses increasing access to digital resources like ebooks and online journals. It also outlines goals to improve instructional spaces, support for faculty and digital scholarship, and community programming. Renovations to the library are planned through a $4 million capital project, including installing a robotic storage tower, expanding teaching spaces, and improving student study areas.
The document provides announcements from the Learning Commons at UMass Amherst for the week of November 17th. It includes information on library exhibits, research assistance available in various subject areas, new research guides and databases, undergraduate research award opportunities, and services available at the Learning Commons like the writing center, academic advising, and learning resource center.
The Learning Commons at the UMass Amherst library underwent extensive renovations over winter break, expanding the space and adding more study rooms, seating, computers, and multimedia stations. The library has also compiled resources on its website about the Haiti earthquake to inform and support the campus community. Advising services for study abroad are now available in the Link area of the library as well.
The Learning Commons at UMass Amherst will be open non-stop until finals week ends on May 16th at 6pm, providing students with space and resources to study for finals. The Learning Commons recently underwent renovations, expanding the space and adding more study rooms and computers. A variety of student support services are available at the Learning Commons, such as tutoring, writing assistance, technology help, and academic advising.
The document provides announcements for the week of March 29th 2010 at the UMass Amherst Learning Commons. It notes that there are only 6 weeks left in the semester and encourages students to make use of the library. It also announces renovations that expanded the Learning Commons.
The document provides announcements for the week of April 5th 2010 at the UMass Amherst Learning Commons. It notes that there is one month left in the semester and quotes that "Nobody ever graduated from a library. Nobody ever graduated without one." It also welcomes students back to the newly expanded Learning Commons and details some of the renovations and added features.
The document provides announcements for the Learning Commons at UMass Amherst for the week of April 26th, 2010. Key announcements include Founder's Day being celebrated on April 27th, extensive renovations over winter break expanding the Learning Commons space and amenities, and resources compiled about the Haiti earthquake available through the library website. Study abroad advising hours and locations are also listed.
The Senior Techies program provided technology education classes to older adults across 14 Minnesota libraries. Over 1,000 people attended the 243 classes on topics like basic computer skills, email, digital photography, and internet searching. The classes aimed to boost confidence with technology for participants ages 47-95. Funding from state and national library agencies supported the equipment, staffing, and collaboration needed for the successful multi-library program, which participants found helpful for continuing to use technology and which they hope to see expanded in the future.
The document provides announcements and information about services and events at the UMass Amherst Learning Commons for July 2010. Key points include:
- Summer hours for the Learning Commons through September 4th.
- A new and expanded Circulation/Reserves Service Desk will be opening in July 2010.
- An exhibit titled "10 Years of Massachusetts Book Awards" will be on display through September 30th.
- Renovations were recently completed, expanding the Learning Commons by 5,000 square feet and increasing seating and computer resources.
1. The document summarizes a presentation about information literacy and resources available from the library for first-year seminar courses.
2. It encourages scheduling a library instruction session and follow-up sessions to help students build research skills and awareness of resources.
3. It discusses new models of information literacy being adopted, including "digital and media literacy", and how the library can help with evaluative and critical thinking skills.
4. An overview is given of new library resources like a new search tool and an online history video collection.
The Fayetteville Free Library in Fayetteville, New York opened the nation's first library makerspace, called the Fab Lab, to provide free and open access to tools and technology for community members to discover, create and build projects. The Fab Lab has been highly successful, with over 10,000 hours of 3D printing time logged and hundreds of community members certified to use the 3D printers, laser cutters, and vinyl cutters. In addition to open access, the Fab Lab also offers classes, camps, and programming led by volunteers to teach skills like 3D modeling and sewing to over 300 attendees. The makerspace has supported entrepreneurship in the community and strengthened local partnerships and small businesses.
YouTube, social media, and academic libraries: building a digital collection Allan Cho
1. The document discusses the University of British Columbia Library's use of YouTube as a digital collection platform for its webcast videos.
2. It outlines the library's shift from using ContentDM for digital collections to utilizing YouTube for its benefits in accessibility and analytics.
3. Key points covered include using YouTube for streaming collections, involving students in transcribing and annotating videos, and challenges around metadata and copyright for digital collections on social media platforms.
The document provides announcements and information about services available at the UMass Amherst Learning Commons over the summer of 2010. Key points include:
- Summer hours for the Learning Commons from May until September 4th.
- An expansion of the Learning Commons added 5,000 additional square feet of space, more study rooms and seating, and additional computers.
- Information about resources available related to the 2010 earthquake in Haiti.
- Details on library services and resources including reference assistance, academic advising, writing help, and quiet study spaces.
The document discusses creating an effective presence for academic libraries in the Moodle learning management system. It covers directly linking library resources to courses in Moodle, using a library block to promote services, and searching library catalogues and databases. The presentation ends by inviting any questions and thanking the audience.
The document provides announcements for the Learning Commons at UMass Amherst for September 13th, 2010. It highlights new and expanded services at the Circulation/Reserves desk, the availability of streaming video collections, opportunities for student jobs at the library, ongoing exhibits, and the addition of the Office of Undergraduate Research and Scholarship as a new service provider in the lower level. It also provides information on library resources and services such as poster printing, wireless access, research guides, the writing center, academic advising, and tutoring available through the Learning Resource Center.
This document discusses how libraries can incorporate making and maker culture through inspiration, innovation, and education rather than needing expensive equipment or large spaces. It provides examples of how Fayetteville Free Library and other libraries inspire community members through activities like Lego robotics and sewing clubs. These activities allow participants to develop innovative solutions and educate each other. The document emphasizes that libraries should start with their own community's interests and needs rather than replicating what others are doing.
Digital Visitors and Residents: Project Feedbackjisc-elearning
Students and staff have been developing their own digital literacies for years and successfully integrating them into their social and professional activities. The Visitors and Residents project has been capturing these literacies by interviewing participants within four educational stages from secondary school to experienced scholars. Using the Visitors and Residents idea as a framework the project has been mapping what motivates individuals and groups to engage with the web for learning. We have been exploring the information-seeking and learning strategies that are evolving in both personal and professional contexts. In this presentation we will discuss these emerging ‘user owned’ literacies and how they might integrate with institutional approaches to developing digital literacies. We also will discuss the Visitors and Residents mapping process and how this could be utilised by projects as a tool for reflecting on existing and potential literacies and the development of services and systems.
David White, Co-manager , Technology Assisted Lifelong Learning, University of Oxford
Lynn Silipigni Connaway, Ph.D., Senior Research Scientist, OCLC Research
This document describes a collaboration between Metronet, MELSA, and Minnesota History Day to hold an event called "History Day @ your library" that aims to:
1) Introduce teachers, librarians, and students participating in History Day to library resources in the Twin Cities area.
2) Help teachers teach research skills and help librarians understand History Day.
3) The all-day event includes keynote speakers and breakout sessions on researching, finding reliable sources, and responsible use of information. The goal is to improve connections between libraries and History Day students.
Does your library support 21st century literacy skills? Why STEAM in libraries? This webinar will expose you to the research that supports the integration of informal STEAM learning into your libraries’ programming and services. Leave armed with a starter toolkit of ideas so you can experiment with STEAM in your library today!
NYLA MSRT Webinar, delivered in June 2015
The document discusses the evolution of technology resources for language teaching from analog to digital to social web-based resources. It provides examples of different types of free web-based teaching materials and tools available for language teachers including dictionaries, authentic texts, images, videos, podcasts, forums, wikis, blogs, and social networking sites. It also discusses how these new social tools and computer-mediated communication options can provide opportunities for authentic language use, global collaboration, and ubiquitous learning.
The document discusses various approaches to addressing the high cost of traditional textbooks. It provides definitions for digital rights management (DRM), open access initiatives, and open educational resources (OER). It then describes some of the alternatives that have emerged, such as digital rentals and open access textbook repositories. Examples of open textbook initiatives like Open SUNY and OpenStax are presented, which provide free and openly licensed textbooks. The document also discusses efforts at the University of North Carolina Charlotte library to promote the adoption of eBooks from their collection for course materials. This helps lower costs for students while increasing access.
Integrating the Internet into the Social Studies Classroomsspengler
This document provides strategies for integrating the internet into social studies classrooms. It discusses internet-based learning applications like online tutorials, tools, and information resources. It also offers strategies for internet integration including identifying goals, using multimedia scrapbooks, treasure hunts, and subject samplers. The document advises teachers to start by focusing on curriculum and setting goals, and to guide students to use the internet as a tool for research and publishing rather than just playing online.
This document provides an overview of the Wonderware Water and Wastewater Industry Pack. It describes various graphics including the ChemicalFeeder, ChlorinatorAnalog, and ChlorinatorDigital. It lists properties for animating and configuring these graphics, including settings for colors, text displays, and minimum/maximum scale values. Custom properties are defined for attributes like Automatic, Local, OnState, and others.
The document provides information on evaluating the credibility of internet resources. It discusses several key factors to consider, including authority, currency, objectivity, accuracy, and appearance. Authority refers to the qualifications of the author or organization. Currency addresses how recently the content was updated. Objectivity means presenting multiple viewpoints without bias. Accuracy means the information can be verified elsewhere. Appearance considers design elements like ads, navigation, and accessibility. Examples are given of both reputable and questionable websites based on an analysis of these factors.
The Learning Commons at UMass Amherst will be open non-stop until finals week ends on May 16th at 6pm, providing students with space and resources to study for finals. The Learning Commons recently underwent renovations, expanding the space and adding more study rooms and computers. A variety of student support services are available at the Learning Commons, such as tutoring, writing assistance, technology help, and academic advising.
The document provides announcements for the week of March 29th 2010 at the UMass Amherst Learning Commons. It notes that there are only 6 weeks left in the semester and encourages students to make use of the library. It also announces renovations that expanded the Learning Commons.
The document provides announcements for the week of April 5th 2010 at the UMass Amherst Learning Commons. It notes that there is one month left in the semester and quotes that "Nobody ever graduated from a library. Nobody ever graduated without one." It also welcomes students back to the newly expanded Learning Commons and details some of the renovations and added features.
The document provides announcements for the Learning Commons at UMass Amherst for the week of April 26th, 2010. Key announcements include Founder's Day being celebrated on April 27th, extensive renovations over winter break expanding the Learning Commons space and amenities, and resources compiled about the Haiti earthquake available through the library website. Study abroad advising hours and locations are also listed.
The Senior Techies program provided technology education classes to older adults across 14 Minnesota libraries. Over 1,000 people attended the 243 classes on topics like basic computer skills, email, digital photography, and internet searching. The classes aimed to boost confidence with technology for participants ages 47-95. Funding from state and national library agencies supported the equipment, staffing, and collaboration needed for the successful multi-library program, which participants found helpful for continuing to use technology and which they hope to see expanded in the future.
The document provides announcements and information about services and events at the UMass Amherst Learning Commons for July 2010. Key points include:
- Summer hours for the Learning Commons through September 4th.
- A new and expanded Circulation/Reserves Service Desk will be opening in July 2010.
- An exhibit titled "10 Years of Massachusetts Book Awards" will be on display through September 30th.
- Renovations were recently completed, expanding the Learning Commons by 5,000 square feet and increasing seating and computer resources.
1. The document summarizes a presentation about information literacy and resources available from the library for first-year seminar courses.
2. It encourages scheduling a library instruction session and follow-up sessions to help students build research skills and awareness of resources.
3. It discusses new models of information literacy being adopted, including "digital and media literacy", and how the library can help with evaluative and critical thinking skills.
4. An overview is given of new library resources like a new search tool and an online history video collection.
The Fayetteville Free Library in Fayetteville, New York opened the nation's first library makerspace, called the Fab Lab, to provide free and open access to tools and technology for community members to discover, create and build projects. The Fab Lab has been highly successful, with over 10,000 hours of 3D printing time logged and hundreds of community members certified to use the 3D printers, laser cutters, and vinyl cutters. In addition to open access, the Fab Lab also offers classes, camps, and programming led by volunteers to teach skills like 3D modeling and sewing to over 300 attendees. The makerspace has supported entrepreneurship in the community and strengthened local partnerships and small businesses.
YouTube, social media, and academic libraries: building a digital collection Allan Cho
1. The document discusses the University of British Columbia Library's use of YouTube as a digital collection platform for its webcast videos.
2. It outlines the library's shift from using ContentDM for digital collections to utilizing YouTube for its benefits in accessibility and analytics.
3. Key points covered include using YouTube for streaming collections, involving students in transcribing and annotating videos, and challenges around metadata and copyright for digital collections on social media platforms.
The document provides announcements and information about services available at the UMass Amherst Learning Commons over the summer of 2010. Key points include:
- Summer hours for the Learning Commons from May until September 4th.
- An expansion of the Learning Commons added 5,000 additional square feet of space, more study rooms and seating, and additional computers.
- Information about resources available related to the 2010 earthquake in Haiti.
- Details on library services and resources including reference assistance, academic advising, writing help, and quiet study spaces.
The document discusses creating an effective presence for academic libraries in the Moodle learning management system. It covers directly linking library resources to courses in Moodle, using a library block to promote services, and searching library catalogues and databases. The presentation ends by inviting any questions and thanking the audience.
The document provides announcements for the Learning Commons at UMass Amherst for September 13th, 2010. It highlights new and expanded services at the Circulation/Reserves desk, the availability of streaming video collections, opportunities for student jobs at the library, ongoing exhibits, and the addition of the Office of Undergraduate Research and Scholarship as a new service provider in the lower level. It also provides information on library resources and services such as poster printing, wireless access, research guides, the writing center, academic advising, and tutoring available through the Learning Resource Center.
This document discusses how libraries can incorporate making and maker culture through inspiration, innovation, and education rather than needing expensive equipment or large spaces. It provides examples of how Fayetteville Free Library and other libraries inspire community members through activities like Lego robotics and sewing clubs. These activities allow participants to develop innovative solutions and educate each other. The document emphasizes that libraries should start with their own community's interests and needs rather than replicating what others are doing.
Digital Visitors and Residents: Project Feedbackjisc-elearning
Students and staff have been developing their own digital literacies for years and successfully integrating them into their social and professional activities. The Visitors and Residents project has been capturing these literacies by interviewing participants within four educational stages from secondary school to experienced scholars. Using the Visitors and Residents idea as a framework the project has been mapping what motivates individuals and groups to engage with the web for learning. We have been exploring the information-seeking and learning strategies that are evolving in both personal and professional contexts. In this presentation we will discuss these emerging ‘user owned’ literacies and how they might integrate with institutional approaches to developing digital literacies. We also will discuss the Visitors and Residents mapping process and how this could be utilised by projects as a tool for reflecting on existing and potential literacies and the development of services and systems.
David White, Co-manager , Technology Assisted Lifelong Learning, University of Oxford
Lynn Silipigni Connaway, Ph.D., Senior Research Scientist, OCLC Research
This document describes a collaboration between Metronet, MELSA, and Minnesota History Day to hold an event called "History Day @ your library" that aims to:
1) Introduce teachers, librarians, and students participating in History Day to library resources in the Twin Cities area.
2) Help teachers teach research skills and help librarians understand History Day.
3) The all-day event includes keynote speakers and breakout sessions on researching, finding reliable sources, and responsible use of information. The goal is to improve connections between libraries and History Day students.
Does your library support 21st century literacy skills? Why STEAM in libraries? This webinar will expose you to the research that supports the integration of informal STEAM learning into your libraries’ programming and services. Leave armed with a starter toolkit of ideas so you can experiment with STEAM in your library today!
NYLA MSRT Webinar, delivered in June 2015
The document discusses the evolution of technology resources for language teaching from analog to digital to social web-based resources. It provides examples of different types of free web-based teaching materials and tools available for language teachers including dictionaries, authentic texts, images, videos, podcasts, forums, wikis, blogs, and social networking sites. It also discusses how these new social tools and computer-mediated communication options can provide opportunities for authentic language use, global collaboration, and ubiquitous learning.
The document discusses various approaches to addressing the high cost of traditional textbooks. It provides definitions for digital rights management (DRM), open access initiatives, and open educational resources (OER). It then describes some of the alternatives that have emerged, such as digital rentals and open access textbook repositories. Examples of open textbook initiatives like Open SUNY and OpenStax are presented, which provide free and openly licensed textbooks. The document also discusses efforts at the University of North Carolina Charlotte library to promote the adoption of eBooks from their collection for course materials. This helps lower costs for students while increasing access.
Integrating the Internet into the Social Studies Classroomsspengler
This document provides strategies for integrating the internet into social studies classrooms. It discusses internet-based learning applications like online tutorials, tools, and information resources. It also offers strategies for internet integration including identifying goals, using multimedia scrapbooks, treasure hunts, and subject samplers. The document advises teachers to start by focusing on curriculum and setting goals, and to guide students to use the internet as a tool for research and publishing rather than just playing online.
This document provides an overview of the Wonderware Water and Wastewater Industry Pack. It describes various graphics including the ChemicalFeeder, ChlorinatorAnalog, and ChlorinatorDigital. It lists properties for animating and configuring these graphics, including settings for colors, text displays, and minimum/maximum scale values. Custom properties are defined for attributes like Automatic, Local, OnState, and others.
The document provides information on evaluating the credibility of internet resources. It discusses several key factors to consider, including authority, currency, objectivity, accuracy, and appearance. Authority refers to the qualifications of the author or organization. Currency addresses how recently the content was updated. Objectivity means presenting multiple viewpoints without bias. Accuracy means the information can be verified elsewhere. Appearance considers design elements like ads, navigation, and accessibility. Examples are given of both reputable and questionable websites based on an analysis of these factors.
From Embedded to Integrated: New Teaching Models for Academic LibrariansMarisa Walstrum
The document discusses the development of a new credit course at National Louis University called LIBR 200: Digital Information Literacy. The librarians received approval to offer the course as a way to teach digital literacy skills in a more integrated manner. The course is offered in both online and blended formats depending on the academic program. While the new course model provides more engagement for students, it also increases the workload for librarians with responsibilities like customizing content and scheduling makeup classes. Moving forward, the librarians aim to create additional credit courses and work more closely with programs on university-wide assessment and strategic planning regarding digital literacy.
Bloom's Digital Taxonomy and the Library Learning CommonsJoel Krentz
Bloom's Digital Taxonomy and the Library Learning Commons - a presentation by Julie Millan and Joel Krentz for the Ontario Library Association's 2013 Super Conference.
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Project Based Learning - OLA Super Conference 2011Joel Krentz
A Project Based Learning presentation with a focus on the creation of book trailers of Eric Walters books. http://www.youtube.com/wilkinsonlibrary Presented at the Ontario Library Association's 2011 Super Conference by Ann Perez and Joel Krentz of the Toronto District School Board.
Assessment, Planning & Instruction - Supporting Students, Supporting your Practice. A presentation for the staff at Wilkinson Jr. P.S. about effective teaching practice and student success.
This document discusses information literacy and its importance in modern education. It defines information literacy as knowing how to find, evaluate, and use information effectively. The objectives are to understand what information literacy is, how to apply it in teaching, why teachers and students should care about it, and its implications. The document explains how information literacy helps develop critical thinking, problem solving, and lifelong learning skills. It also compares traditional and modern views of education, emphasizing information literacy integration across subjects.
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
This document discusses library orientation and its goals of introducing new users to library resources and services. Orientation aims to help users feel comfortable in the library and be able to independently find information. It can take informal, formal, or online forms. The library worker's role is to communicate clearly and be friendly, patient, and experienced in helping users. The goals of orientation are to ensure users can adequately use resources, feel confident in the library, and become skilled at finding information.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
The document summarizes the curriculum implemented at Neveh Channah High School for Girls to develop 21st century skills in their students. The curriculum focuses on developing information literacy, efficient use of ICT skills, inquiry-based research abilities, and collaborative work skills. It utilizes the Big Six skills model and involves project-based learning across subjects. One example highlighted is an international collaborative English literature project between the school and a school in Montreal, where students exchange reviews and research on a wiki platform. The document emphasizes the need for passion, support, resources, and social networks to succeed in implementing such a modern curriculum.
The document introduces the new librarian, Cheyenne Maria Roduin, at the LWTC Learning Commons. It provides an overview of Cheyenne's background and qualifications. It describes how libraries and librarian roles have evolved from primarily housing books to now offering a variety of electronic resources and actively supporting student and faculty research, collaboration, and learning. The document outlines the services and resources available at the LWTC Learning Commons and highlights ways that Cheyenne can provide research assistance, information literacy instruction, help integrating library resources into courses, and personalized support to students and faculty.
This document summarizes the information literacy curriculum implemented at Neveh Channah High School for Girls in Israel. The curriculum aims to teach students important 21st century skills like inquiry-based learning, efficient use of ICT skills, collaborative work, and developing research abilities. It utilizes frameworks like the Big Six skills model and involves projects on various subjects that integrate research, technology use, and collaboration both locally and internationally through a virtual learning platform. The success of the program relies on passionate educators, supportive administration, engaged students, adequate technology, and professional learning communities.
This document discusses how libraries can foster serendipity and moments of encounter in the future. It notes that in the future there will be no fixed boundaries between disciplines and knowledge will be more integrated. It argues that libraries can help enable this future by making knowledge personal, cultivating inquisitiveness through instruction sessions and study groups, and helping enable paths of inquiry and critical reasoning. The document provides examples of how libraries are already fostering moments of encounter through technologies like Facebook, Adobe Connect and QR codes.
iLIT Program Development inviting library profession to review on May 30, 2015Manisha Khetarpal
Indigenous Library and Information Technology (iLIT) program is designed on the principles of portable stackable credentials, linked and experiential learning. The presentation outlines the modules and appreciates the instructors and presenters involved in shaping training opportunities for indigenous communities, Please view the attached presentation, share and post your comments.
This document summarizes the curriculum developed at Neveh Channah High School for Girls in Israel to teach information literacy and technology skills to students. The curriculum is based on the "Big Six" model of information problem solving and aims to prepare students for the 21st century by teaching them to acquire, evaluate, and use information effectively and ethically. It incorporates project-based learning on various subjects facilitated through a virtual learning platform. An example collaborative English literature project between the school and a Canadian partner is described, highlighting the development of students' research, writing, and peer review skills.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
The Role of Outreach in Academic Libraries 2009Heidi Card
This document discusses the role of outreach in academic libraries. It emphasizes the importance of ensuring the library is visible on campus and connecting with all members of the campus community, including students, faculty, staff and external groups. It provides examples of outreach activities libraries can undertake such as information literacy sessions, embedded librarians, social media presence and partnering with other campus departments. The goal of outreach is to establish the library as a central and vital part of the learning community.
The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.
This document discusses various tools and strategies for library instruction. It begins by defining library instruction and noting that it can take many forms such as orientations, literacy programs, research planning assistance, and more. It then discusses how instruction can be tailored for different communities from young children to professionals. Various instruction methods are outlined such as explaining library organization, finding resources, and research techniques. The document also discusses online tutorials, embedded librarians, and subject guides as instruction tools. It emphasizes the importance of collaboration between libraries and other groups.
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
The document proposes a "University of the Book" model of education centered around reading, libraries, and guided inquiry learning. It argues that deep reading is important for developing intellectual skills and that libraries provide a rich environment for learner-centered inquiry. The model emphasizes self-directed learning through reading books and other resources, with librarians and specialists providing in-person guidance to help connect learners to networks of scholars. It presents the library as a center for discovery learning in the modern "post-Web" world.
This document outlines information literacy activities and classes for English composition students at Montevallo University. It introduces activities focused on having students interact with information, each other, librarians, and instructors to create meaning. The activities are meant to encourage students to take control of their learning and see themselves as part of academic conversations. They cover exploring information sources, locating relevant information, evaluating sources, organizing research, and understanding how one's work fits into existing scholarship. The librarian hopes these options will support composition assignments and invites instructors to collaborate on tailoring activities and assessments.
The document summarizes the AASL-SIGMS Virtual Learning Community in Second Life. The learning community provides monthly professional development meetings for school librarians featuring guest speakers. Meetings include a lecture and group discussion using voice and text chat. Planning involves securing guest facilitators, promoting events, and ensuring technical support. The goal is to expand the community and continue engaging leaders in the field to discuss relevant topics.
This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' heavy technology use and preferences for library spaces that allow both solitary and social learning. The presentation advocates for library redesigns incorporating flexible learning areas, technology access, and spaces for student collaboration, along with the librarian's evolving instructional role. It also summarizes a high school library renovation creating an open learning commons with varied spaces, more natural light and improved campus connectivity.
How have libraries responded to the enormous change of the last 15 years? Join the confersation as Kathleen Johnson embarks on an exploration of this question, examing innovative and interesting ideas including the Library of Things, the Learning Commons, the evolving library role in learning, the socially networked library and more.
This document discusses support for graduate thesis and dissertation work through digital scholarship centers. It provides examples of centers at universities like Brown, UCLA, and Calgary that offer specialized services and expertise to facilitate digital humanities projects. These centers provide fellowships, workshops, and consultations to help students develop skills in areas like project management, databases, and digital preservation for interactive digital projects. Challenges include promoting these new types of scholarly activities and gaining acceptance from academic departments.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Lis764 Online Library Instruction
1. LIS 764: LIBRARY USER INSTRUCTION
Teaching in an online
environment
&
Creating tools for
Asynchronous Instruction
Strahov Library, Prague, Czech
Republic
Guest Instructors
Marisa Walstrum & Larissa Garcia
National-Louis University Library
2. Tonight's outline
1. Introduction
2. NLU history & perspective
3. Teaching Adult Learners Mitchell Library, Glasgow, Scotland
4. Teaching in an Online Environment
5. Why Tutorials?
6. Tips & Best Practices
7. Evaluating Tutorials
8. Tutorial Creation Software
9. Additional Resources
10. Q&A - your chance to ask library, career, or school-
related questions of recent DU grads!
3. National-Louis University
A bit of background
Founded in 1886
Private, non-denominational
Strong tradition of service to
urban, immigrant, & minority
populations
Average age: 36
(undergraduate); 38 (graduate)
Online degree programs: 8
(BlackBoard)
U.S. Campus locations: 8
Elizabeth Harrison & Edna Dean Baker - the 1st and 2nd presidents of the college. Image from NLU
Archives.
4. Teaching Adult Learners
Non-traditional students bring a diverse background and
varying skill sets to the classroom
Critical thinking and library anxiety (Kwon)
Authenticity in library instruction
Motivation & Self directed learners
Learning Preferences
Time management & balance
Teach skills to accomplish
student goals (Gold)
Angkor Wat Library, Cambodia
5. Teaching in an Online Environment
Opportunities:
Student engagement
Assessing student learning
Addressing Learning Styles
Active Learning
Self directed learning
Mobility and scheduling
Roger Clark Memorial
Library, Pittsfield, VT
6. Teaching in an Online Environment
Challenges for students:
Student engagement
Bandwidth
Immediacy
Student technical skill levels
Seattle Public Library
Challenges for librarians:
Librarian technical skill levels
Bandwidth
IT/Support issues
7. Teaching in an Online Environment
What we do at NLU
Library instruction sessions for F2F, online, blended courses
Online instruction includes
Tutorials & short assignment
BlackBoard, email, or LibGuides
approximately 1 week long
Email or chat reference
8. Creating tools for
Asynchronous Instruction
Why use tutorials?
Supplement classroom instruction
Online library instructions
Outreach to courses without library
instruction
Frequently Asked Questions
After hours or distance learning support
Address different learning styles
Free University, Berlin, Germany
Adapted from Aimee Walker's presentation, "Best Practices for Tutorial Creation", Online Tutorial
Creation Workshop, I-Share Instruction Team, June 2009
9. A Few Tips for Creating Tutorials
KISS: Keep it short and simple
Length: no longer than 5 minutes
Outline important points and consider computer actions
(search examples, mouse clicks, etc.)
Write a script
Include objectives in the tutorial
Practice, practice, practice!
Record in a room with a door that shuts
Consider your speaking style (speed, tone, and vocabulary)
Currency
Adapted from Aimee Walker's presentation, "Best Practices for Tutorial Creation", Online Tutorial
Creation Workshop, I-Share Instruction Team, June 2009
10. Other things to think about...
Where will the tutorials be
available?
It's a good idea to evaluate
your tutorials. Maybe
include a link to a survey
for students to complete?
Accessibility issues - text
versions available
Vancouver Public Library, British Columbia
11. Tutorial Examples
How to Find Books - Western New England College (Wink)
http://mars.wnec.edu/~infolit/flash/findbook.html
Reserves - University of Washington (Jing)
http://tinyurl.com/dfx7qp
How to Identify Scholarly Articles - Cornell University
http://www.youtube.com/watch?v=uDGJ2CYfY9A
Interlibrary Loan - Southwest Minnesota State University
(Camtasia Studio)
http://www.smsu.edu/Library/tutorials/booksill2.html
Boolean Searching - Colorado State University
http://lib.colostate.edu/tutorials/boolean_info.html
12. Screencasting / Tutorial
Creation Software
Just a small sample of software
you might want to try...
FREE!!!
Jing: http://www.jingproject.com/
CamStudio:http://camstudio.org/
ScreenJelly: http://www.screenjelly.com/
Wink: http://www.debugmode.com/wink/download.php
How to use wink: http://www.olupus.com/wink/
NOT FREE ;(
Adobe Captivate
Camtasia Studio from TechSmith
Vancouver Library Square,
British Columbia
13. Additional Resources
Sharing Resources
Animated Tutorial Sharing Project
LION: Library Information Literacy Online Network
Best Practices
7 Things You Should Know About Screencasting -
Educause
An Introducation to Screencasting - TechSoup
Screencasting Best Practices - Screencast.com
That's Infotainment! How to Create your own Screencasts -
School Library Journal
Top Ten Tips for Creating Effective Screencasts - Bill Myers
Online
14. Additional Resources cont. - Adult
Learners and Information Literacy
Bellard, Eloise M. “Information Literacy Needs of Nontraditional Graduate
Students in Social Work.” Research Strategies. 20 (2007):494-505.
Faust, Judith. “Teaching Information Literacy in 50 Minutes a Week: The CSUH
Experience” Journal of Southern Academic and Special Librarianship. 2 (2001):
1-15.
http://southernlibrarianship.icaap.org/content/v02n03/faust_j01.htm
Gold, Helene E. “Engaging the Adult Learner: Creating Effective Library
Instruction.” Portal: Libraries & the Academy. 5 (2005): 467-481.
Kwon, Nahyun, Anthony J. Onwuegbuzie, and Linda Alexander. "Critical
Thinking Disposition and Library Anxiety: Affective Domains on the Space of
Information Seeking and use in Academic Libraries." 68.3 (2007): 268-78.
15. Photo Credits
Library images from Flickr:
Mitchell Library, Glasgow http://www.flickr.
com/photos/alephnaught/7295078/
Vancouver Library Square http://www.flickr.
com/photos/darrenstone/395110954/
Vancouver Public Library
http://www.flickr.com/photos/selva/90046278/
Roger Clark Memorial Library
http://www.flickr.com/photos/iamthebestartist/889772535/
Angkor Wat Library at Sunset
http://www.flickr.com/photos/stuckincustoms/533005659/
Strahov Library, Prague
http://www.flickr.com/photos/perreira/207156947/
Royal Library, Copenhagen, Denmark
http://www.flickr.com/photos/admean/4591778/
Seattle Public Library
http://www.flickr.com/photos/jeffwilcox/416840579/
Marisa Founded as the first Kindergarten college. Access to education extends to working adults, catering specifically to bachelor completion programs in management, and teacher certifications. Student population: mostly graduate. Accelerated programs with mostly evening and online offerings make support from the library a challenge.
Marisa 1. Different work and life experience should be valued as students often go back to school to improve upon these skill sets. Varying degrees of skills can be a challenge. 2. In Kwon's article studying links between critical thinking skills and library/research anxiety the authors found that students often feel overwhlemed and think their skills are inadequate. When students who mistrust their ability to identify good information the researchers found that they are lacking in their analytical, problem solving, and decision making skills. 3. These students want to learn pertinent information - how does this help me with my project? 4. Adult learners are motivated, they take on school in addition to family, job and community responsibilities. 5. Learning preferences must be addressed as many students have been out of school for a period of time - the lecture only model may not help students to learn. 6. Students have other obligations besides school and may need additional time, or last minute help due to time management issues 7. Adult learners are goal oriented - they want to learn what is applicable to their project/class/program/job skills. They will also tell you when you are teaching something irrelevant.
Marisa 1. Online requires you to build a learning space in which students enter and interact - more control than the classroom set up. 2. Periodic assessment is needed to track student progress and helps to identify early any concepts that students dont "get". 3. Online environment allows more flexibility with learning styles and allows you to embed different student experiences to meet learning preferences. 4. Active learning is inherent since students must create a product and interact/collaborate in order to participate. 5. Self directed learners thrive online because they go at their own pace/schedule. 6. Online courses can be taken anywhere at any time.
Marisa 1. Students can get disengaged with the learning materials if their learning preferences aren't being met, or if they are missing key concepts. This can usually be seen while doing assessment. 2. Bandwidth and internet speeds and accessibility is an ongoing issue. 3. The lack of an instructor present in online asynchronous classes means less off the cuff questions and "aha" moments. 4. Students have varying levels of technical skills and can get hung up in learning how to post and meeting student participation expectations. 1. Many librarians haven't taught online and don't have access to instrucitonal design specialists to help with curriculum development. 2. Bandwidth goes both ways - problem for us too. 3. IT issues and technical difficulties may arise derailing your original instructional plan.
Larissa Before moving onto the next slide, ask the class: So why are tutorials useful for library instruction?
Larissa
Larissa
Larissa Ask the class: where would you want to make the tutorials available? Web site, but where specifically? -database pages -Help page -on the home page? YouTube? Available in various formats? Downloadable?
Marisa Evaluating Tutorials Show each tutorial and ask the class to tell us things about each tutorial that they liked and didn't like. Write down student comments on the board to facilitate discussion.
Marisa Perhaps demo ScreenJelly since it does not require a download. AND/OR Depending on time and student interest, show tutorial on using Wink
Larissa Click on Sharing Resources to show students you don't have to reinvent the wheel.