Celebrating Open Access Week: Scholarly Communication Initiatives in Academic...StephDK
There are many ways that academic librarians are engaging with their communities around issues of open access and scholarly communication – collaborations with faculty, students and administration are key to understanding user perspectives and to building advocacy. This webcast will present examples of scholarly communication and open access initiatives at a variety of academic libraries across the country. Join us to learn how your colleagues are engaging with their communities around issues of author rights, open access, open educational resources, and more.
Learning outcomes:
+ Understand the variety of scholarly communication initiatives across a variety of institutional types and sizes
+ Hear about examples of collaboration and engagement with faculty and students
+ Learn about connections between scholarly communication, information literacy, collections and other services
Presenter: Stephanie Davis-Kahl, Scholarly Communications Librarian and Associate Professor, Illinois Wesleyan University.
Special Education Materials for CMCs & Education Research Collectionsalexrhodges
During this SLA-ALISE webinar on Friday, May 13, 2016, Alex Hodges (American University) discussed collection development of special education resources for curriculum media centers, and noted gender and race issues in teaching materials and children's/YA literature.
Celebrating Open Access Week: Scholarly Communication Initiatives in Academic...StephDK
There are many ways that academic librarians are engaging with their communities around issues of open access and scholarly communication – collaborations with faculty, students and administration are key to understanding user perspectives and to building advocacy. This webcast will present examples of scholarly communication and open access initiatives at a variety of academic libraries across the country. Join us to learn how your colleagues are engaging with their communities around issues of author rights, open access, open educational resources, and more.
Learning outcomes:
+ Understand the variety of scholarly communication initiatives across a variety of institutional types and sizes
+ Hear about examples of collaboration and engagement with faculty and students
+ Learn about connections between scholarly communication, information literacy, collections and other services
Presenter: Stephanie Davis-Kahl, Scholarly Communications Librarian and Associate Professor, Illinois Wesleyan University.
Special Education Materials for CMCs & Education Research Collectionsalexrhodges
During this SLA-ALISE webinar on Friday, May 13, 2016, Alex Hodges (American University) discussed collection development of special education resources for curriculum media centers, and noted gender and race issues in teaching materials and children's/YA literature.
Presentation to the UNLV Libraries on a program to highlight and promote innovative student, staff and instructor use of library media resources and tools, and show others "how it's done."
Note: the opinions and proposals are solely the author's, and do not reflect the views or policies of the UNLV Libraries.
DELNET with passage of time and technological advancements not only widened its scope but has crossed the geographical boundaries. Presently, it is the major resource sharing library network in India connecting more than 5,900 libraries in 23 States and Union Territories in India and eight other countries.
The main objectives of DELNET is to promote resource sharing among the member-libraries by collecting, storing and disseminating information and by providing networked services to the researchers and scholars to supplement their research activity
The presentation was provided by Angie Oehrli of the University of Michigan during the NISO Two-Part Webinar, Digital and Data Literacy, held on September 20, 2017
Exploring the open source ecosystem for long term preservation and enhanced u...eohallor
The Top Technology Trends panel at the American Library Association (ALA) convened in February 2015, two short months ago.
Participants argued Usability, Discoverability, and Open Access are among the top trends for 2015.
This presentation will discuss why open source software products are at the forefront of meeting these trends - namely because open source is user driven. I’ll draw upon my experience with the Islandora community to support this argument.
This presentation was jointly given by Kevin Read and Alisa Surkis of New York University during the two-part NISO webinar, Digital and Data Literacy, held on September 20, 2017.
Presentation to the UNLV Libraries on a program to highlight and promote innovative student, staff and instructor use of library media resources and tools, and show others "how it's done."
Note: the opinions and proposals are solely the author's, and do not reflect the views or policies of the UNLV Libraries.
DELNET with passage of time and technological advancements not only widened its scope but has crossed the geographical boundaries. Presently, it is the major resource sharing library network in India connecting more than 5,900 libraries in 23 States and Union Territories in India and eight other countries.
The main objectives of DELNET is to promote resource sharing among the member-libraries by collecting, storing and disseminating information and by providing networked services to the researchers and scholars to supplement their research activity
The presentation was provided by Angie Oehrli of the University of Michigan during the NISO Two-Part Webinar, Digital and Data Literacy, held on September 20, 2017
Exploring the open source ecosystem for long term preservation and enhanced u...eohallor
The Top Technology Trends panel at the American Library Association (ALA) convened in February 2015, two short months ago.
Participants argued Usability, Discoverability, and Open Access are among the top trends for 2015.
This presentation will discuss why open source software products are at the forefront of meeting these trends - namely because open source is user driven. I’ll draw upon my experience with the Islandora community to support this argument.
This presentation was jointly given by Kevin Read and Alisa Surkis of New York University during the two-part NISO webinar, Digital and Data Literacy, held on September 20, 2017.
Presentation by Ingrid Parent: Digital Academic Content and the Future of Lib...Ingrid Parent
International Library Cooperation Symposium presentation May 14, 2010 in Tokyo, Japan. Presentation by Ingrid Parent, President elect of IFLA, and University Librarian at the University of British Columbia
Digital Academic Content and the Future of Libraries: International Cooperati...UBC Library
International Library Cooperation Symposium presentation May 14, 2010 in Tokyo, Japan.
Presentation by Ingrid Parent, President elect of IFLA, and University Librarian at the University of British Columbia
Explores how library collections have been, are and will be built in the context of changing information-seeking behavior, changes in the nature of collections, the social web, and new enabling technology.
Day 3: Introduction to Information LiteracyBuffy Hamilton
Objectives: 1. To explore and evaluate traditional and uthoritative database information sources. 2. To explore and utilize strategies to effectively use traditional and emerging search engines for information. 3. To explore and evaluate how emerging Web 2.0 tools can be used as sources of information. 4. To explore the merits and drawbacks to collaboratively created open sources of information such as Wikipedia.
Created by Joyce Valenza and Deb Kachel for an LSTA Commonwealth Libraries project to train school and public librarians to use LibGuides as a tool for collection curation.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Picture books: Pathways to Explore Empathy & Inspire ActionJulie Esanu
Empathy is now a core competency in the socio-emotional content of independent schools’ curriculum, and many schools continue to emphasize on diversity, equity, inclusion and belonging initiatives. One aspect of SSSAS’ Action Steps for Racial Justice focuses on our academic curriculum and the goal to equip “students with the lens and skills to understand experiences outside of their own and to use this understanding to make the world a more inclusive place.”
Children’s picture books are vehicles to support these initiatives, as they provide pathways and portals to transport children to special places both internally and externally. As such, this presentation will attempt to address how picture books serve as pathways for readers as they provide mirrors, windows and sliding glass doors in order to explore empathy and inspire action. It will quickly review the evolution of children’s picture books over the past 350 years, including the introduction of diversity. Not all diverse literature is created equal as picture books can serve as pathways, but also as obstacles or detours. As such, the presentation concludes with a guide to evaluate picture books with a DEIB lens.
Children’s picture books not only tell stories, but they also transmit values. They are vehicles to explore essential topics such as identity, empathy, equity, and inclusion, and they provide pathways to explore perspectives. In short, picture books can transport children to special places, both internal and external, where they can explore familiar terrains, experience new adventures, and discover unknown treasures. This presentation addresses how picture books serve as pathways for children. It reviews the evolution of children’s picture books and provides suggestions on how to use picture books portraying a diversity of perspectives in the classroom to support children and curriculum. When children are exposed to a diversity of perspectives, they begin to make connections and understand that they have the power to make a difference and change society. These powerful pathways lead children to build and foster empathy and inspire action.
Presentation to MAESA, October 2018
Picture Books as Powerful Portals: Exploring Diversity & Building Empathy to ...Julie Esanu
Empathy is a core competency in the socio-emotional content of public and independent schools’ curricula. Empathy stems from the enduring understanding that each student is an individual with unique attributes and perspectives, some of which are visible and others are invisible. Books are portals--mirrors, windows, or sliding glass doors--that provide the opportunity to transport children to special places both internally and externally and build empathy. This presentation explores the intersection between empathy, social action, and diverse literature. Recommended books and related resources, included cited works, can be found at: https://goo.gl/9JDM6x
Presentation by Julie M. Esanu and Meghan Fatouros for the 2017 AASL National Conference.
Picture Books as Powerful Portals: Sharing and Exploring Diverse Experiences ...Julie Esanu
Whether children's picture books serve as mirrors, windows, doors, wardrobes--they are all are powerful portals that transport children to special places, both internal and external, where they can explore familiar terrains, experience new adventures, and discover unknown treasures. These powerful portals help build students’ self-esteem and cultivate empathy, respect, and cultural and global awareness.
Presentation to 5th grade students about Internet Awareness w/ a focus on digital citizenship, privacy, cyberbulling, social media and striking a balance
This presentation is a booktalk on the sensitive subject of teenage pregnancy. Many award winning authors, including Sharon Draper and Sarah Dessen, have addressed this issue.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
SLMC And The Exceptional Learner 2009
1. School Library Media Centers and the Exceptional Learner Julie M. EsanuEDIS 500April 16, 2009
2. School Library Media Center Instructional Program Collection Development Facility http://cache.eb.com/eb/image?id=102204&rendTypeId=4
3. Instructional Program Cornerstone of the library media center Standards-based library curriculum Information literacy—the ability to find, use, and analyze information resources Collaborative process http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm
4. Collection Development Offers a variety of print and digital resources Supports curriculum goals and classroom needs Scaffolds students’ learning styles and interests Microsoft clipart
5. Facility Largest classroom in the school Provides access to information and resources Environment that is conducive to learning http://www.theonepercent.org/user_photos/School%20Libraries%20Project%20008.jpg
6. School Library Media Specialists Instructional Partner Teacher Information Specialist Program Administrator http://www.tonibuzzeo.com/ourlibrariancoverlarge.jpg Source: AASL, 1998
7. Collaboration Between school library media specialists, classroom teachers, and special education teachers Requires flexibility Breaks down barriers to intellectual and physical resources
8. Accommodations: Instructional Program Differentiate library lessons Integrate a variety of media into lessons Provide graphic organizers and other visual aids Ensure that lessons are organized and “unambiguous” (Guild) Divide lessons into “meaningful chunks” (Hallahan et (Hallahan et al) Support students as necessary http://www.cals.vt.edu/news/pubs/innovations/jan2007/images/Concept-Map-web.jpg
9. Accommodations: Collection Development Include different types of resources in a variety of media (e.g., large print books, graphic novels, audio books, DVDs and videos, digital materials) Identify the resources with well marked and easy to read signage Ensure that disabilities are reflected in the collection with both fiction and non-fiction resources Microsoft clipart
10. Accommodations: Facility Remove physical barriers Ensure that layout and design accounts for orientation and mobility needs Divide library into distinct learning areas to minimize distractions Create quiet work areas http://desktopdesk.com/media/images/product_desk.jpg
11. Accommodations: Assistive Technology Pencil grips Graphic organizers Slanted worktops Study carrel Magnifying bars/screens Highlighters Picture dictionaries Large print books Handouts with high contrast print Tape recorders Audio books Talking word processors Voice recognition software Closed-caption television StickyKeys/FilterKeys SoundSentry Alternative keyboards Adaptive (no/low-tech) Alternative (mid/high-tech) Sources: Wojahn, 2006; Gavigan/Kurtts, 2009
12. Integrated Library Programming Create displays about disabilities Integrate disabilities into booktalks and storytimes Invite authors that deal with exceptional learners Organize book groups for students with special needs Host library information nights for families
13. Additional Supports Provide assistive technology training Allow use of the library for vocational training Take advantage of professional development opportunities Identify grant and funding opportunities Share information with colleagues about the collection and new materials
14. Resources IFLA Access to Libraries for Persons with Disabilities Checklist: http://www.ifla.org/VII/s9/nd1/iflapr-89e.pdf Center for Applied Special Technology’s Universal Design for Learning: http://www.cast.org/research/udl National Library Service for the Blind and Physically Handicapped (NLS): http://www.loc.gov/nls/
15. References American Association of School Librarians (AASL)/Association for Educational Communications and Technology (AECT). (1998). Information power: Building partnerships for learning. Chicago: American Library Association. American Association of School Librarians (AASL). (2007). Standards for the 21st-century learner. Chicago: American Library Association. Downing, J. (2006). Media centers and special education: Introduction to the special issue. Intervention in School and Clinic 42(2), pp. 67-77. Guild, S. (2008). LD Accommodations in the school library: Not just for the specialized school anymore. Knowledge Quest 37(1), pp. 24-29. Hallahan, D., Kauffman, J. & Pullen, P. (2009). Exceptional learners: An introduction to special education (11th ed.), Boston: Pearson. Hopkins, J. (2005). Extending inclusive learning: Library and special education collaboration. Library Media Connection 23(6), pp. 17-19. Gavigan, K., & Kurtts, S. (2009). AT, UD, and thee: Using assistive technology and universal design for learning in 21st Century media centers. Library Media Connection 27(4) pp. 54-56. Wojahn, R. (2006). Everyone's Invited: Ways to make your library more welcoming to children with special needs. School Library Journal 52(2), pp. 46-88.
Editor's Notes
School library programming that is creative, dynamic, and interactive is a way to engage students. Another way to connect with students and meet curricular goals is to incorporate technology into the library.
The instructional program is the cornerstone of the school library. It is standards based, focusing on the American Association of School Librarian’s Information Power Standards (1998) and the 2007 Standards for the 21st Century Learner, as well as the Virginia Standards of Learning and Technology Standards. Library media specialists teach creative lessons focused on information literacy skills that are integrated with classroom curriculum and aligned with students’ interests. As an instructional partner, the library media specialist collaborates closely with classroom teachers and special educators on classroom and curriculum related projects and programming; this collaboration was another central theme identified in the articles reviewed (Hopkins, 2005; Downing, 2006).
Collection management is another important facet of school library programming. Students and teachers need to access a variety of information resources to meet curricular goals, as well as the "developmental, cultural, and learning needs of the students" (AASL/AECT, p. 90). A robust collection includes many different resources in a variety of media. The availability of fiction and non-fiction picture and chapter books, atlases and maps, audio books, DVDs and videos, and digital materials and technologies not only support curricular goals, but offer students choices. If students know that there will be resources that support their learning needs and interests, their opportunities for authentic learning increase and they will have a more positive experience in the SLMC.
The library facility should be a “physical environment designed specifically to meet the learning and information needs of the students, teachers and others” (AASL/AECT, p. 86). The library media center should be bright and inviting, and free of any physical or environmental (e.g., lighting, heating and cooling) barriers that may impact access. The layout is important and there should be distinct teaching and learning areas that support the instructional program. Other considerations include furniture, computer stations so students can access the online catalog and web-based resources, lighting, heating and air conditioning and so on. This creates an environment that is conducive to learning.
Information Power identifies four roles for school library media specialists: instructional partner, teacher, information specialist, and program administrator (AASL, 1998, pp. 4-5). The SLMS fulfills the related responsibilities by collaborating with teachers, providing a leadership role within the school, and using technology effectively. The SLMS cultivates the SLM program by 1) teaching creative lessons focused on applied information literacy skills that are integrated with classroom curriculum and aligned with students’ interests; 2) providing a robust collection and delivering creative programming in a welcoming environment; and 3) administering a dynamic, yet reflective, program that is integrated with school goals.
School librarians are often the only teachers that work with each of the students in a school and see them on a daily basis. As such, they need to consider the students individual needs, especially those with disabilities and special needs.Collaboration is a very important aspect when library media specialists work with students with special needs. library media specialists and special educators “both provide services that support classroom teachers.” As such, they provide “alternative learning resources” and services that support both the students and teachers (p. 17). One of the first ways to develop a successful partnership is to conduct a school wide review of special needs resources, as well as delivery options. “[f]lexibility is the key to delivering inclusive learning opportunities for all students” (p. 18). When media specialists partner with special educators and classroom teachers, they help break down “learning barriers for students” (Hopkins, p. 19).
As noted in the previous slide about collaboration, the school library media specialist and teachers need to communicate constantly. Librarians should have access to students’ IEPs so they understand and can implement the appropriate accommodations. In addition, this communication ensures that the librarian understands students abilities and limitations. Librarians need to consider students’ learning needs and styles when developing library lessons. By integrating a variety of audio and visual media into lessons, librarians can accommodate students with visual and hearing impairments as well with learning disabilities such as dyslexia or auditory processing deficits. The same is true by distributing graphic organizers, which can help students visual relationships and organize information. In addition, providing students with hearing impairments and learning disabilities with printed pathfinders, online bookmaking sites, and screen captures of catalog searches can be helpful as well. In addition, it is important to have a user-friendly website that can be accessed outside of regular school hours so students can use online research databases and have access to materials that scaffold their learning, such as citation guides, online pathfinders, and other useful information. It is also important to their instruction and reading into what Hallahan et al call meaningful chunks. This is especially true when teaching information literacy skills, which are best taught through instruction, modeling, and guided practice (Hallahan et al., p. 244)Librarians need to be able to support students as necessary. For example, “a student with task sequencing difficulties may be precise and articulate in his question, but need structured guidance in planning the steps of his search.” In addition, librarians can help students by “modeling metacognitive processes….For example, the librarian may suggest . . . That one of the criteria for choosing a source might be whether using a resource in that format has proven successful for the student in the past.” (Guild)
Include different types of resources in a variety of media (e.g., large print books, graphic novels, audio books, DVDs and videos, digital materials)Identifying the resources with well marked and easy to read signage—for example, color coding the collection or using symbols or pictograms to identify different parts of the collection. Another example is using stickers to identify different genres and interests in the fiction and non fiction collectionIt is very important that the various disabilities are reflected in the collection. There are now many great fiction and non fiction books that discuss disabilities. For example, the Percy Jackson series (e.g., Lightening Thief) by Rick Riordan discusses a student with ADHD and Teri Brown’s Read My Lips features a deaf protagonist dealing with typical teenage issues).Finally, the collection should include professional resources for both teachers and parents that describe the various disabilities and disorders and provide strategies for authentic teaching and learning.
As noted earlier, the library media center should be bright and inviting, and free of any physical or environmental (e.g., lighting, heating and cooling) barriers that may impact access. The design and layout should account for the orientation and mobility needs of students with physical and visual disabilities. The arrangement should allow for distinct learning areas (e.g., instructional and reading) to minimize distractions. This can be accomplished simply through the arrangement of furniture (e.g., bookshelves and tables). For example, simply placing a read-aloud chair across from a window can “make a big difference to hearing-impaired students who are trying to read . . . lips . . . because it sheds more light on [the media specialist’s] face and reduces glare for students” (Wojahn, p. 47). Another easy accommodation is the provision of “foam rolls, wedges, or beanbags to help students with physical difficulties rest on the floor” (Wojahn, p. 47). Other accommodations include adjusting lighting (avoiding glare or dim lighting), optimizing acoustics, providing slanted workstations. In addition, it is helpful to set up reading nooks and study carrels around the perimeter of the LMC to allow for quiet work spaces. By creating a calm and organized environment, the LMC can serve as a “safe haven” for all students. It is also useful for librarians to provides students with special needs tours or walk-through of the facility so that they can acclimate themselves and find their way around the library and begin to get an idea of the collection and where materials are located.
IDEA defines assistive technology as “any item, piece of equipment, or product system, whether acquired commercially of the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (Dept of Education, 2005 through Gavigan and Kurtts). Assistive technology is now commonly used in libraries but school librarians need to learn about the various accommodations and adaptations that can be used. In this case, they should work with classroom and special education teachers, as well as the instructional technology coordinators. In addition, there can be differentiation between school levels. For example, elementary students usually remain in one classroom for the entire day so these accommodations might stay in the classroom rather than be made in the library. However, in middle and high schools, it might make sense to place these alternative technologies in the library so they are accessible during class and before and after school.
Another aspect of school library services is programming. In addition to ensuring that the collection includes a variety of resources about disabilities, the librarian should also respect and celebrate the diversity of the student body. By creating dynamic programming, such as booktalks, storytimes, and author visits, the school library can help educate students about disabilities and special needs. For example, Cynthia Lord, the award winning author of Rules, about a girl who makes up rules so her autistic brother can understand the world.
Library media specialists can consider other supports for students with special needs and their teacher and families.