These slides were presented at the CLIC: Cooperating Libraries in Consortium event on April 12, 2016 at Hamline University's Anderson Center in Minnesota.
Abstract of Talk:
Miller discusses the ways in which our beliefs about learning and research — and the role librarians can play in those processes — are symbolized in the ways we choose to plan and design library spaces. Drawing on her experiences at UVA, UCLA and the University of Miami, she will share examples of library space planning and renewal that are creating new opportunities for librarians to engage in new ways with faculty and students. In particular, she will offer practical tips on how library space can embody key concepts in the new Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework) and spur growth and transformation of library reference and instructional services. By teaching intentionally through space design, libraries — and librarians — can increase the significance of their roles in the learning and research processes at their colleges and universities.
The document provides a history of school library media programs, tracing the evolution of the concept from simple book repositories to full-fledged instructional centers integrating various media and resources. It describes how influential reports in 1945, 1960, and 1969 established standards and definitions. The document also outlines three "revolutions" that modernized school libraries beginning in the late 1940s by adding audiovisual materials, integrating instruction, and promoting active participation in teaching. Subsequent guidelines in 1988, 1998, and 2009 further advanced the role of the library media specialist in curriculum development and ensuring students become information literate.
The school library media center in today's world powerpointckdozier
The document discusses how the role of the school library media center is influenced by changes in education, the educational environment, alternatives to traditional schooling, the history of school libraries, and the relationship with public libraries. It provides details on the evolution of the US education system from the 19th century onward and how new theories shaped practice. It also outlines alternatives like charter schools and homeschooling that impact library media specialists' roles.
This annual report summarizes the activities of the South East Junior High Library for the 2012-2013 school year. It describes how the teacher librarians work to engage students and teachers, teach critical thinking skills, support literacy, and maximize access to resources. Key points include collaborating with teachers on projects, rearranging the library space, increasing volunteers and circulation, and providing instruction on information literacy and technology skills. Database usage and total circulation numbers are also presented.
Students as Library Advocates, ALA Annual 2011Buffy Hamilton
Boomers, Staff & Students -- Engaging the Many Voices of Advocacy: An Advocacy Institute Workshop during ALA’s 2011 Annual Conference in New Orleans, Louisiana. The program will take place on Friday, June 24, 2011 from 1 to 4 p.m. at the Marriott Convention Center – River Bend 2.
Dual credit students are taught important research skills through library instruction sessions. These skills include distinguishing scholarly from popular sources, using the library catalog and databases to find relevant information, and knowing how to get research help. A sample instruction session is outlined that incorporates active learning exercises to help students practice these skills. Research shows that library instruction can help dual credit students produce higher-quality work and may improve student retention rates at the college level.
The 23 Sustaining Leaders of the 2016-17 LSTA-funded leadership academy presented their year-long Personalized Learning Experiences in a poster session at the Pennsylvania School Librarians Association Conference on April 1, 2017.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
The document provides a history of school library media programs, tracing the evolution of the concept from simple book repositories to full-fledged instructional centers integrating various media and resources. It describes how influential reports in 1945, 1960, and 1969 established standards and definitions. The document also outlines three "revolutions" that modernized school libraries beginning in the late 1940s by adding audiovisual materials, integrating instruction, and promoting active participation in teaching. Subsequent guidelines in 1988, 1998, and 2009 further advanced the role of the library media specialist in curriculum development and ensuring students become information literate.
The school library media center in today's world powerpointckdozier
The document discusses how the role of the school library media center is influenced by changes in education, the educational environment, alternatives to traditional schooling, the history of school libraries, and the relationship with public libraries. It provides details on the evolution of the US education system from the 19th century onward and how new theories shaped practice. It also outlines alternatives like charter schools and homeschooling that impact library media specialists' roles.
This annual report summarizes the activities of the South East Junior High Library for the 2012-2013 school year. It describes how the teacher librarians work to engage students and teachers, teach critical thinking skills, support literacy, and maximize access to resources. Key points include collaborating with teachers on projects, rearranging the library space, increasing volunteers and circulation, and providing instruction on information literacy and technology skills. Database usage and total circulation numbers are also presented.
Students as Library Advocates, ALA Annual 2011Buffy Hamilton
Boomers, Staff & Students -- Engaging the Many Voices of Advocacy: An Advocacy Institute Workshop during ALA’s 2011 Annual Conference in New Orleans, Louisiana. The program will take place on Friday, June 24, 2011 from 1 to 4 p.m. at the Marriott Convention Center – River Bend 2.
Dual credit students are taught important research skills through library instruction sessions. These skills include distinguishing scholarly from popular sources, using the library catalog and databases to find relevant information, and knowing how to get research help. A sample instruction session is outlined that incorporates active learning exercises to help students practice these skills. Research shows that library instruction can help dual credit students produce higher-quality work and may improve student retention rates at the college level.
The 23 Sustaining Leaders of the 2016-17 LSTA-funded leadership academy presented their year-long Personalized Learning Experiences in a poster session at the Pennsylvania School Librarians Association Conference on April 1, 2017.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
The Instructional Role of the Information SpecialistJohan Koren
The role of the school librarian evolved significantly from 1950 to 1984, transitioning from a passive study hall monitor to an active participant in curriculum design and instruction. National standards from the 1950s emphasized large book collections but by the 1960s recognized the librarian as an instructional leader. Major projects in the 1960s-1980s like the Knapp School Libraries Project and Library Power initiative solidified the librarian's role in collaborating with teachers and providing information literacy instruction to students. Current standards like Information Literacy Standards for Student Learning and Standards for the 21st-Century Learner define the librarian as an essential partner in developing students' research, critical thinking, and technology skills.
Students, Teachers, Librarians: Collaboration for a Deeper Understandingskoeppen
This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.
"What is Your Future without the Library?"kslovesbooks
The document summarizes a workshop for faculty on infusing diversity into course curriculums. Librarians reviewed faculty syllabi and recommended additional resources on diversity topics. A two hour workshop was then held where librarians shared the resources. An assessment found that faculty found the session and resources very or extremely useful. The librarians plan to continue offering similar workshops in the future.
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
This annual report summarizes the programs and services provided by the Palisades High School library media center over the past year. Key highlights include increased usage of the library and resources, the addition of a student helper program, and support provided to teachers and students through instruction, resource curation, and individual assistance. Goals for next year are to continue meeting the needs of students and teachers.
Principles and Standards: Librarians as Learning SpecialistsJohan Koren
This document discusses the evolution of librarians as learning specialists. It traces how over time from the 1950s to the present, standards and research have increasingly recognized librarians' instructional role in collaborating with teachers to help students learn. Where librarians were once seen mainly as keepers of materials and study hall monitors, they are now understood as curriculum leaders and designers who coach teachers and model best practices in learning. Research shows the instructional responsibilities of librarians have clearly developed over the past decades as they utilize new technologies and help design instructional activities and assessments.
Renee Hobbs and Paul Folkemer present “Teens Blog the News,” Paper to the Association for Supervision in Curriculum and Instruction (ASCD), New Orleans, March 17, 2008.
Hobbs, Media Literacy, Artistic Expression And Copyright AlaRenee Hobbs
Renee Hobbs presented a talk to the American Library Association describing her work on media literacy education, copyright and fair use, conducted with colleagues Peter Jaszi and Pat Aufderheide.
My Teacher Said "Just Use the Internet": Instructional Library Outreach to Mi...Margaret D. Keys
The document discusses the need for instructional outreach from libraries to middle school students. It notes that California school libraries are understaffed and lack resources. Students often turn to the internet for research but lack skills to evaluate sources. The document provides examples of assignments that require research support and describes how students currently conduct research. It advocates for outreach from libraries to teach students skills and promote library use, laying the foundation for future research needs.
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 Life And Times Of An Embedded Librarian OutlineGaladriel Chilton
Speaker's outline for my presentation at the 2009 Library Technology Conference at Macalester College in St. Paul, MN. http://www.macalester.edu/library/libtechconference/index.html
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
Erin Milanese has over 10 years of experience working in academic libraries. She currently serves as the Educational & Emerging Technologies Librarian at Goshen College, where she provides support and training to faculty and students on educational technologies and aids faculty in developing online courses. Previously, she worked as the Sciences Librarian at Goshen College and solo Librarian at Harrison College, where she was responsible for reference, instruction, collection development, and more. She has published articles and presented at conferences on topics related to information literacy, technology, and libraries. Additionally, she has experience teaching as an adjunct instructor at both Goshen College and Harrison College.
Gales secondary resources for NOVELny the basics and moreNassauSLS
The document outlines resources from Gale that can be used for research, including Opposing Viewpoints in Context, Kids InfoBits, General OneFile, Academic OneFile, and InfoTrac Newsstand. It provides examples of how these databases can be used for lessons and student projects at different grade levels. The document also describes how content from Gale databases can be integrated into Google platforms like Drive, Classroom, and Chrome to support student research and learning.
This document summarizes a presentation about transforming school libraries into learning commons. It discusses the goals of a learning commons and ideas for redesigning the physical space, virtual presence, and programming. The presentation covered removing old furniture and books to create new collaborative spaces, developing an online hub for 24/7 access, and facilitating inquiry-based learning through events and teacher professional development. Attendees then provided ideas in small groups for improving the physical space, virtual platforms, and programming model at their schools.
Learning the Learning Commons: How UNK moved out of the silos and into a danc...Jon Ritterbush
The UNK Learning Commons was created to bring together previously separate student support services into a centralized collaborative space. It combined the Writing Center, Peer Tutoring, and library resources and services in the Calvin T. Ryan Library. While construction delays pushed back the official opening, collaboration between programs grew in the interim. The Learning Commons opened in fall 2011 to much fanfare and has since assessed programming and expanded services through the Learning Commons Coordinating Council. Its future plans include further integrating information literacy and potentially expanding to include more student services.
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
The Instructional Role of the Information SpecialistJohan Koren
The role of the school librarian evolved significantly from 1950 to 1984, transitioning from a passive study hall monitor to an active participant in curriculum design and instruction. National standards from the 1950s emphasized large book collections but by the 1960s recognized the librarian as an instructional leader. Major projects in the 1960s-1980s like the Knapp School Libraries Project and Library Power initiative solidified the librarian's role in collaborating with teachers and providing information literacy instruction to students. Current standards like Information Literacy Standards for Student Learning and Standards for the 21st-Century Learner define the librarian as an essential partner in developing students' research, critical thinking, and technology skills.
Students, Teachers, Librarians: Collaboration for a Deeper Understandingskoeppen
This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.
"What is Your Future without the Library?"kslovesbooks
The document summarizes a workshop for faculty on infusing diversity into course curriculums. Librarians reviewed faculty syllabi and recommended additional resources on diversity topics. A two hour workshop was then held where librarians shared the resources. An assessment found that faculty found the session and resources very or extremely useful. The librarians plan to continue offering similar workshops in the future.
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
This annual report summarizes the programs and services provided by the Palisades High School library media center over the past year. Key highlights include increased usage of the library and resources, the addition of a student helper program, and support provided to teachers and students through instruction, resource curation, and individual assistance. Goals for next year are to continue meeting the needs of students and teachers.
Principles and Standards: Librarians as Learning SpecialistsJohan Koren
This document discusses the evolution of librarians as learning specialists. It traces how over time from the 1950s to the present, standards and research have increasingly recognized librarians' instructional role in collaborating with teachers to help students learn. Where librarians were once seen mainly as keepers of materials and study hall monitors, they are now understood as curriculum leaders and designers who coach teachers and model best practices in learning. Research shows the instructional responsibilities of librarians have clearly developed over the past decades as they utilize new technologies and help design instructional activities and assessments.
Renee Hobbs and Paul Folkemer present “Teens Blog the News,” Paper to the Association for Supervision in Curriculum and Instruction (ASCD), New Orleans, March 17, 2008.
Hobbs, Media Literacy, Artistic Expression And Copyright AlaRenee Hobbs
Renee Hobbs presented a talk to the American Library Association describing her work on media literacy education, copyright and fair use, conducted with colleagues Peter Jaszi and Pat Aufderheide.
My Teacher Said "Just Use the Internet": Instructional Library Outreach to Mi...Margaret D. Keys
The document discusses the need for instructional outreach from libraries to middle school students. It notes that California school libraries are understaffed and lack resources. Students often turn to the internet for research but lack skills to evaluate sources. The document provides examples of assignments that require research support and describes how students currently conduct research. It advocates for outreach from libraries to teach students skills and promote library use, laying the foundation for future research needs.
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 Life And Times Of An Embedded Librarian OutlineGaladriel Chilton
Speaker's outline for my presentation at the 2009 Library Technology Conference at Macalester College in St. Paul, MN. http://www.macalester.edu/library/libtechconference/index.html
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
Erin Milanese has over 10 years of experience working in academic libraries. She currently serves as the Educational & Emerging Technologies Librarian at Goshen College, where she provides support and training to faculty and students on educational technologies and aids faculty in developing online courses. Previously, she worked as the Sciences Librarian at Goshen College and solo Librarian at Harrison College, where she was responsible for reference, instruction, collection development, and more. She has published articles and presented at conferences on topics related to information literacy, technology, and libraries. Additionally, she has experience teaching as an adjunct instructor at both Goshen College and Harrison College.
Gales secondary resources for NOVELny the basics and moreNassauSLS
The document outlines resources from Gale that can be used for research, including Opposing Viewpoints in Context, Kids InfoBits, General OneFile, Academic OneFile, and InfoTrac Newsstand. It provides examples of how these databases can be used for lessons and student projects at different grade levels. The document also describes how content from Gale databases can be integrated into Google platforms like Drive, Classroom, and Chrome to support student research and learning.
This document summarizes a presentation about transforming school libraries into learning commons. It discusses the goals of a learning commons and ideas for redesigning the physical space, virtual presence, and programming. The presentation covered removing old furniture and books to create new collaborative spaces, developing an online hub for 24/7 access, and facilitating inquiry-based learning through events and teacher professional development. Attendees then provided ideas in small groups for improving the physical space, virtual platforms, and programming model at their schools.
Learning the Learning Commons: How UNK moved out of the silos and into a danc...Jon Ritterbush
The UNK Learning Commons was created to bring together previously separate student support services into a centralized collaborative space. It combined the Writing Center, Peer Tutoring, and library resources and services in the Calvin T. Ryan Library. While construction delays pushed back the official opening, collaboration between programs grew in the interim. The Learning Commons opened in fall 2011 to much fanfare and has since assessed programming and expanded services through the Learning Commons Coordinating Council. Its future plans include further integrating information literacy and potentially expanding to include more student services.
Presented at the 2013 Nebraska Library Association / Nebraska School Librarians Association Annual Conference. Kearney, NE. October 10, 2013. http://nebraskalibraries.org/conf2013/
The document discusses transitioning school libraries into learning commons for 21st century learning. It describes a learning commons as a flexible space that expands learning beyond the classroom through collaboration between students, teachers, and teacher-librarians using new technologies. A learning commons provides a natural environment for people to work together and facilitates active, social learning compared to traditional quiet libraries. The document outlines differences between libraries and learning commons, such as learning commons being places for "doing" with comfortable, flexible furniture and 24/7 access to current digital resources to encourage exploration and collaboration. It proposes transitioning the school's library into a wireless learning commons from 2011-2014 by removing obstacles and outdated materials to create an inviting
The document discusses the concept of a learning commons, which is defined as a flexible and collaborative space for learning that expands beyond the walls of a school. A learning commons provides resources and partnerships to support learning and knowledge building through inquiry and collaboration. It serves as a welcoming place where students are at the center and can discover and develop a love of learning through play.
Slideshare es una plataforma en línea que permite a los usuarios compartir presentaciones de manera pública o privada de forma similar a YouTube pero para presentaciones como PowerPoint. Los usuarios pueden crear una cuenta en Slideshare para subir sus propias presentaciones, comentar las presentaciones de otros, compartir contenido, unirse a grupos y eventos, y obtener métricas sobre las visualizaciones de sus presentaciones.
Keith Fuller has over 6 months of experience working as a fiber optic technician splicing, maintaining, and repairing fiber optic networks. He has also worked as a manager for a logistics company and has experience welding and machining. He is goal-oriented, punctual, and has experience working independently and as part of a team.
Josie Rodriguez has over 15 years of experience in healthcare administration, including roles as a practice manager, office manager, and unit administrator. She possesses strong skills in office management, staff supervision, billing and coding, and using software such as NextGen and MS Office. Rodriguez is bilingual in English and Spanish and has a track record of improving efficiency and patient satisfaction in medical offices.
Este documento describe la importancia de la administración en las empresas y las áreas clave que dependen de ella, como la logística, contabilidad, tesorería y recursos humanos. La administración requiere líderes con visión estratégica, experiencia práctica y una sólida formación, más que simplemente delegar tareas. La logística se define como el arte de gestionar los flujos de bienes y personas en la cadena de suministro de manera eficiente para cumplir con la misión del negocio.
Commas are an important punctuation mark that indicate pauses and clarify meaning. They help readers understand which words go together and identify the most important parts of sentences. Commas are used in dates, addresses, lists, sentences with independent clauses, sentences with introductory elements, additional non-essential information, absolute phrases and locations, to separate adjectives, within quotes, to express contrast, and to avoid confusion. The document provides examples for the different uses of commas.
Nima Bagheri has been offered a position as a mobile game developer for the Monitoring and Preventing Dengue (MoP Dengue) Project. The letter confirms an offer to pay Nima RM2000 per month from August 3, 2015 until November 3, 2015 to develop a dengue educational game according to a proposed schedule. The position will report to Dr. Siti Hafizah Ab Hamid and support the success of the MoP Dengue Project led by Dr. Rafdzah Ahmad Zaki at the University of Malaya's Department of Social and Preventive Medicine.
From Library To Learning Commons.Ny.Slidesharevaleriediggs
Valerie Diggs discusses transforming a school library into a learning commons to better serve students' changing educational and technological needs. A learning commons is a collaborative space for teaching, learning, group work, creativity and community, rather than just a place for finding information. Diggs outlines building a program around teaching and learning, holding events like poetry slams, and getting input from students and faculty before renovating the physical space with an open design. The transformed learning commons has been successful in engaging the school community and supporting new forms of learning.
This document provides an overview of the preliminary program for the Innovative Library Classroom 2015 conference, including conversation starters, lightning talks, and presentations on a variety of topics related to instruction and student engagement. Several sessions focus on incorporating active learning techniques and student creativity into one-shot instruction sessions. Other sessions discuss using tools like Prezi for online instruction, applying frameworks like ACRL's Framework for Information Literacy, and partnering with faculty across disciplines.
The Innovative Library Classroom 2015 Preliminary ProgramTheILC
This document provides the schedule and details for the "Innovative Library Classroom" conference held on May 12, 2015 at Radford University. The schedule lists various presentations and sessions taking place throughout the day in different classrooms. It thanks the organizations that helped make the conference possible. It also provides conversation starters and lightning talk topics that will be discussed at the event.
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.
This document describes experiential learning (EXL) programs at Middle Tennessee State University (MTSU) and how the university library has partnered with and led EXL initiatives. It discusses how the library has partnered with marketing, anthropology and art students on projects to assess library services. It also describes an EXL course led by the library called "Revisioning the Walker Library" where students researched and made recommendations to improve the library. The document concludes by discussing pros and cons of libraries partnering with or leading EXL programs.
1. The document outlines a vision for a high school library media center that aims to raise student achievement and motivate students to love reading.
2. Key elements of the vision include creating an inviting, technology-rich environment; flexible scheduling; collaborative teaching; diverse collections; and programming to promote literacy.
3. The library information specialist's role is to engage students, support teachers, and help students become lifelong learners through equitable access to resources.
The document summarizes library instructional partnerships between Joyner Library and various academic departments at East Carolina University. It provides examples of how librarians partner with faculty through in-person and online instruction sessions, research consultations, tutorials and modules to help students develop information literacy and research skills. Faculty across many disciplines, including English, education, recreation therapy, geology and history, express appreciation for the library's role in positively impacting student learning and research outcomes.
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.
The document announces a program for the Florida Association of College and Research Libraries (FACRL) Fall 2008 conference to be held on November 7, 2008 at the University of North Florida in Jacksonville. The conference will focus on how academic librarians can prove their worth and add value to their institutions. There will be a keynote speech by Dr. Michael Reiner on the challenges of hiring a new library director. Additional speakers will discuss librarian contributions to faculty promotion and tenure processes and a partnership between interlibrary loan and digital services departments to enhance access to collections. A panel will explore techniques for providing library instruction to online students, including a for-credit research course and embedding librarians in online courses.
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.
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 document discusses a project called "Culture Collisions" carried out by librarians at the University of Sunderland. The project aimed to promote cross-curricular use of library collections and skills. The librarians identified common research themes across modules and developed a blog post series highlighting resources from different perspectives over 4 weeks. Feedback showed the series helped address student misconceptions about library collections and resources. It was well-received by students and faculty and helped strengthen relationships between the library and academic teams.
The document discusses students' study habits and preferences, with 60% of students at the University of Minnesota indicating they study at home or in dorms rather than libraries. At Carleton College, 78% of students preferred studying in their living quarters to the library. It also discusses learning communities at UNCG, which aim to encourage integration of learning across courses for first-year undergraduate students through an academic component, common residential space, and targeted programming. Having a librarian with office hours and involved in curriculum development and outreach can benefit learning communities.
She conducted interviews with faculty to understand their research areas, courses taught, and pedagogical goals to inform collection development and resource allocation. The interviews revealed both confirmations and surprises about faculty use of library collections. Thomas plans to use the findings to revise the collection development policy and collections budget.
Getting to the Heart - Charleston Conf 2011mthomas123
She conducted interviews with faculty to understand their research, teaching, and curriculum needs. This provided insights that were previously assumed. It improved communication and identified ways collections could better support student learning. The findings will be used to revise collection policies and resource allocations.
This document proposes an integrated model for instruction and outreach to new college students. It suggests taking a curricular, co-curricular, and extracurricular approach. For the curricular component, the author advocates developing structured learning outcomes informed by ACRL standards that can be applied across disciplines. Examples given include teaching primary sources and differentiating between source types. Co-curricular activities would expand on curricular instruction through workshops, tutorials, and digital humanities tools. Extracurricular activities aim to reduce library anxiety through low-stakes social media engagement and community service. The integrated model is meant to teach skills, influence other learning contexts, and prepare students to engage with the library.
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.
The document discusses the various roles of a 21st century school librarian, including as a leader, instructional partner, information specialist, teacher, and program administrator. As a leader, the librarian advocates for the profession and empowers others. As an instructional partner, the librarian collaborates with teachers on lessons. As an information specialist, the librarian provides resources and teaches information literacy skills. As a teacher, the librarian empowers students to be critical thinkers. And as a program administrator, the librarian ensures student achievement guides decision making. The overarching goal across all roles is to empower students as 21st century learners.
Pre-search to Research: Credo as 'Academic Google'credomarketing
Howard University librarians Niketha McKenzie, Kimberly Prosper, and Adia Coleman share their strategy for helping students transition from the open web searching they are accustomed to, toward more rigorous, college-level research. They detail how they use Credo to support the concept of pre-search and build familiarity with research databases. By likening Credo to an “Academic Google,” they have been able to gain buy-in from students while demonstrating the value of authoritative resources. Students have reported feeling less frustrated by the research process, and faculty appreciate that the library is providing a guide that helps students perform better.
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Teaching Through Space Design: The Symbolic Power of Academic Libraries in the 21st Century
1. Teaching Through Space Design:
The Symbolic Power of Academic Libraries in the 21st Century
Kelly Miller
April 12, 2016
Members of a photography club at the University of Miami advertising
their club’s activities at an annual “Involvement Fair” on the Foote Green
outside Richter Library.
4. Library as “BrainSpa”
“Splatter,” a student organization at the University of Miami, donated chalkboard boxes
to help furnish a prototype “BrainSpa” at Richter Library, where students can engage in
creative activities that provide inspiration and stress relief.
5. Learning is personal and social
Kelly Miller reflected on her experience playing youth soccer in the early
‘80s and what it taught her about learning. Audience participants also
were given an opportunity to reflect on their own learning experiences.
6. “We propose that educational
environments are most powerful when
they offer students these fundamental
conditions: a feeling of inclusion and a
sense of security, engaging mechanisms for
involvement, and the experience of
community.”
C. Carney Strange and James H. Banning, Designing for
Learning: Creating Campus Environments for Student Success,
2nd ed. (2015).
8. Your questions:
• How can library space design enhance
scholarship?
• How can the library’s “curriculum” – that is,
our instructional goals – be incorporated
into the library’s physical spaces?
9. Learning Together
The University of Miami’s new president, Dr. Julio Frenk, learns how to “throw the U”
from students. In our new culture of learning, experts and novices often exchange roles.
10. “Only when we care about
experimentation, play, and questions
more than efficiency, outcomes, and
answers do we have a space that is
truly open to the imagination.”
Douglas Thomas and John Seely Brown,
A New Culture of Learning (2011)
11. THREE FRAMES
(Framework for Information Literacy for
Higher Education)
• Research as Inquiry
• Scholarship as Conversation
• Information Creation as a Process
13. Mr. Jefferson’s University & the Library
In the early 19th-century, Thomas Jefferson designed a university as an “academical
village,” in which faculty and students inhabited and studied together in the same
environment. Jefferson positioned a library – not a church – at the head of this
“academical village.”
14.
15. Learning is lifelong and hybrid
Students at the University of Virginia have the opportunity to engage directly with
original sources in both physical and digital forms in the context of the library. In the
image on the right, students view a digitized version of a Dunlap Broadside, the first
reproduction of the Declaration of Independence, in the Albert and Shirley Small
Special Collections Library at UVA.
17. Powell Library @ UCLA
Named after the second university librarian, Powell Library at UCLA is
the university’s original library and is located at the heart of the campus.
It serves primarily undergraduate students, but is open to all in the
university community.
18. “General Education”
UCLA undergraduate students have the opportunity to fulfill their general education
requirements by completing a series of three courses that makes up a “Freshman
Cluster.” The UCLA Library developed a program that embeds librarians in the teaching
teams of the Clusters to advance research skills.
19. A key goal of UCLA undergraduate education is to engage students in the research
activities of the university. The Freshman Clusters provide an entry point into the
research community’s interdisciplinary activities on challenging questions.
20. Research as Inquiry
Mapping research questions gives students the chance to imagine different approaches
to a static “topic.” This type of exercise supports one of the key threshold concepts in the
new Framework for Information Literacy: Research as Inquiry, literally, the asking of
questions, in order to pursue answers.
21. In 2012, the UCLA Library created the Inquiry Labs in Powell
Library to support a peer-to-peer, consultation-based approach
to research skills support with strong linkages to the Writing
Center. This new learning environment provided a fresh
approach to the traditional reference desk model and has
served to increase use of library research services.
22. Welcome
Reconsidering the way that students are welcomed into Powell Library was critical to
achieving the vision of the Inquiry Labs. Instead of being greeted by a security guard,
visitors are now welcomed by student employees.
23. Peer-to-peer with expert assistance nearby
The Inquiry Labs offer research consultations provided by peers, who have been trained
by librarians and graduate students in the Information School. The expert trainers remain
present in the consultation area, so that peer consultants have back-up support when
needed.
24. Writing Center vs. Reference Desk
At UCLA Library, we learned that the Writing Center was much more successful than the
Library’s traditional Reference Desk. Why? We concluded that the Writing Center was
more successful because it robustly advertises its services, allows users to schedule an
appointment, and provides space for consultations that is conducive to conversation.
Slide Credit: Doug Worsham
25. Learning from the Writing Center, we designed a
research consultation space that includes round
tables, chairs, and access to laptops and monitors.
26. Round tables + Scheduled & Drop-in appointments =
More conversations about research and writing
27. Scholarship as Conversation
Another threshold concept in the Framework for Information Literacy is “Scholarship as
Conversation.” The Inquiry Labs model this concept with the design of the physical space:
a space conducive for conversation that occurs over an extended period of time, with
access to trained peers and experts, and technology that encourages collaboration.
28. New Consultation Service Model
In the first pilot phase of the Inquiry Labs’ launch,
the number and length of research consultations
jumped tremendously.
Slide Credit: Doug Worsham
29. We also learned that students were willing to use the service again
and were interested in recommending the service to a friend.
30. In 2016, students
trained to be peer
research consultants
are now embedded in
the General Education
Freshman Cluster
classes at UCLA.
33. “General Education” through “Cognates”
Students at the University of Miami fulfill their general education credits through
“cognates,” a group of three related courses.
35. An opportunity to innovate
UMiami’s Dean of Undergraduate Education, Dean of the College of Arts and Sciences,
and Dean of Libraries saw an opportunity to replace outdated resources and shelving on
the first floor of the University’s main library and replace it with a ”Learning Commons.”
The Commons enables coordination of academic services to support self-directed
learning promoted in General Education and more broadly in the curriculum.
36. project process
* = key milestone
The University of Miami engaged brightspot consultants to develop a multi-staged
participatory planning process for the Learning Commons.
37. Visioning Studio
The outdated shelving was removed from the library and a “Visioning Studio” for the
future Learning Commons was created. On this new “platform,” brightspot led
workshops with students, faculty and others to envision the new Learning Commons.
38. 0
1
2
3
4
5
Self-guided
w
ith
online
resources
/tutorials
A
ttend
one-tim
e
events
/w
orkshops
Enrollin
a
w
orkshop
series
Participate
in
a
sm
allgroup
session
C
onsultindividually
Interactonline
(one-on-one)
RatingAverage
WHAT DO THEY NEED TO SUCCEED?
ACCORDING TO STUDENTS THEMSELVES
The user survey and intercept interviews show that
Communication skills
Time management, study, and reading skills
Software skills
Research skills
Subject knowledge
To succeed in their courses
Leadership skills
Graphic design skills
ACCORDING TO FACULTY
Communication skills
Critical reading and thinking skills
Research skills
Digital literacy
Independence and perseverance
Collaboration skills
Creative thinking
morementionsfewermentions
HOW DO STUDENTS LIKE TO LEARN?HOW DO STUDENTS LIKE TO LEARN?
Learning a new skill
note: a lower rating
is better
Preferences for consultations
Peer expert
17%
Grad / faculty /
staff expert
45%
No preference
38%
Brightspot found that students and faculty agreed on many of the needs of students,
including the need to improve communication, digital and creativity skills.
39. Communicate research in new ways
A University of Miami graduate student in music performance presents her research on a 2
century musician and performs examples of her work as part of the presentation. This eve
took place in the Weeks Music Library at the University of Miami.
40. Create, collaborate, play
Students in the Interactive Media program at Miami demonstrate game they have
designed as part of a course taught at the School of Communication. This event took
place in the Visioning Studio of the future Learning Commons.
42. Work across disciplines
Students at the University of Miami
often choose to study multiple
disciplines at a time. In this instance, a
student of digital photography is also
a student of marine biology.
43. Address pressing questions
Students in the School of Communication work with students at the School of Marine
and Atmospheric Sciences to address pressing questions relating to climate change and
visualize the results of research in new ways.
44. Embracing diversity
Students in the School of Architecture
are given a unique first assignment:
research and depict their hometown
city. Here is one example reflecting the
diverse origins of University of Miami
students.
45. The University of Miami’s
Learning Commons aims to
support the entire learning
and research lifecycle: from
discovery and exploration to
conducting research
individually and
collaboratively, and from
writing and presenting to
sharing and publishing.
46. Library Research Scholars Program
A signature program of the new Learning Commons is the Library Research Scholars
Program, which gives top students the opportunity to conduct a project of their own
design guided by library faculty mentors.
47. Information Creation as a Process
As part of the program, students describe their own visions of the research process. The
results reveal the students’ deep understanding of another threshold concept in the new
Framework for Information Literacy: information creation is a process that takes time,
resources, and involves interaction with people.
48. 2015-2016 Library Research Scholars
Seven undergraduate students participated in the Library Research Scholars
program this year. Their projects ranged from the curation of physical and online
exhibits to the creation on online research guides and library programs for
students.
49. Library Research Scholars & Librarian Mentors
Each of the students are paired with a library faculty member, who provides
mentorship throughout the year. This program offers new opportunities for
librarians to form meaningful relationships with undergraduate students.
50. “My Experience as a Library Research Scholar”
At the end of the year, the students present their work at a special event attended by
deans, faculty, librarians, family, and friends of the students.
51. WRAP-UP
Each of the space-types envisioned for our new Learning Commons – and
expressed in the brightspot plan – embodies one or more of the concepts
identified in the Framework for Information Literacy. Here are three of the
space-types and the concepts they support.
55. Learning is personal, learning is social.
At the beginning of the fall orientation for the Library Research Scholar Program, one
of the Library Research Scholars described the research process in this way. One of
the poignant aspects of this drawing to me is the loneliness or isolation it expresses –
at 5:00 a.m., the student is working by himself as he writes a paper. The Library
Research Scholar Program taught him that he is not alone in the process, but instead
has a network of support made up of experts including librarians and peers.
57. Thank you! Questions? @bibezhik
Inspiration for the talk also came from my dog, Pivot, and an anonymous student, who
drew this message on the chalk board boxes in our Visioning Studio for our future
Learning Commons. Please tweet questions or comments to me @bibezhik