Slides from a workshop with k-12 educators on using the resources in the Seeds of Change: The Daily Reflector Image Collection <http: /> in National History Day projects
SSCA Presentation 2013-Visual Arts and Visual Literacy: Gateways to the Comm...Susan Santoli
Here are some ideas for having students create visual representations after exploring a topic:
- Word cloud/tag cloud: Students generate a word cloud using Tagxedo or other online tool to visualize key vocabulary from their exploration.
- Mind map: Students create a mind map by branching out from a central topic or idea to show connections and relationships between concepts.
- Comic strip: Students write a comic strip telling a story or depicting an event related to their topic.
- Infographic: Students design an infographic using graphics and minimal text to summarize important information about their topic.
- Timeline: Students create a timeline showing major events or developments in chronological order.
- Map: Students annotate or illustrate a
The document discusses multigenre research and composition projects done by Beth Friese, Gretchen Hazlin, and their students. Some key points:
1) Multigenre research allows students to creatively present what they've learned through a variety of genres like poems, letters, brochures, blogs, etc. rather than a traditional research paper.
2) Gretchen led a project with her 7th graders where they researched topics related to a novel study and presented their findings through different genres.
3) Beth's college students conducted research on diversity topics and presented their findings using genres like diary entries, letters, newspapers, blogs, and digital formats.
1) The document discusses using images to teach literacy skills in social studies. It explains how images can help students visualize concepts and aid in writing descriptions.
2) Several reasons are given for why images are important in learning, including faster brain processing of visuals and increased recall and knowledge retention when images are used.
3) A variety of strategies are presented for analyzing images, such as noting adjectives, nouns, verbs to describe what is seen and generating questions students may have. This helps students closely examine images and develop critical thinking.
Primarily Teaching: Teaching with Primary Sourcessrwteacher
This document provides an overview of how to effectively use primary sources to engage students in the study of history. It discusses common reasons teachers cite for not using primary sources, such as lack of time to find them and not knowing how to use them. The document then defines what a primary source is and provides examples of primary sources like political cartoons, maps, documents, music, and art. It also offers general strategies for analyzing different types of primary sources and identifies the Library of Congress as a top resource for finding primary sources.
The document provides an introduction to using primary sources in the classroom. It discusses the benefits of primary sources for student learning, including developing critical thinking skills. The document outlines five types of primary sources - documents, photographs, oral histories, objects, and their strengths and limitations. Practical suggestions are provided for classroom activities analyzing primary sources along with examples from the National Museum of American History collections.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Slides from a workshop with k-12 educators on using the resources in the Seeds of Change: The Daily Reflector Image Collection <http: /> in National History Day projects
SSCA Presentation 2013-Visual Arts and Visual Literacy: Gateways to the Comm...Susan Santoli
Here are some ideas for having students create visual representations after exploring a topic:
- Word cloud/tag cloud: Students generate a word cloud using Tagxedo or other online tool to visualize key vocabulary from their exploration.
- Mind map: Students create a mind map by branching out from a central topic or idea to show connections and relationships between concepts.
- Comic strip: Students write a comic strip telling a story or depicting an event related to their topic.
- Infographic: Students design an infographic using graphics and minimal text to summarize important information about their topic.
- Timeline: Students create a timeline showing major events or developments in chronological order.
- Map: Students annotate or illustrate a
The document discusses multigenre research and composition projects done by Beth Friese, Gretchen Hazlin, and their students. Some key points:
1) Multigenre research allows students to creatively present what they've learned through a variety of genres like poems, letters, brochures, blogs, etc. rather than a traditional research paper.
2) Gretchen led a project with her 7th graders where they researched topics related to a novel study and presented their findings through different genres.
3) Beth's college students conducted research on diversity topics and presented their findings using genres like diary entries, letters, newspapers, blogs, and digital formats.
1) The document discusses using images to teach literacy skills in social studies. It explains how images can help students visualize concepts and aid in writing descriptions.
2) Several reasons are given for why images are important in learning, including faster brain processing of visuals and increased recall and knowledge retention when images are used.
3) A variety of strategies are presented for analyzing images, such as noting adjectives, nouns, verbs to describe what is seen and generating questions students may have. This helps students closely examine images and develop critical thinking.
Primarily Teaching: Teaching with Primary Sourcessrwteacher
This document provides an overview of how to effectively use primary sources to engage students in the study of history. It discusses common reasons teachers cite for not using primary sources, such as lack of time to find them and not knowing how to use them. The document then defines what a primary source is and provides examples of primary sources like political cartoons, maps, documents, music, and art. It also offers general strategies for analyzing different types of primary sources and identifies the Library of Congress as a top resource for finding primary sources.
The document provides an introduction to using primary sources in the classroom. It discusses the benefits of primary sources for student learning, including developing critical thinking skills. The document outlines five types of primary sources - documents, photographs, oral histories, objects, and their strengths and limitations. Practical suggestions are provided for classroom activities analyzing primary sources along with examples from the National Museum of American History collections.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
This document discusses integrating visual arts skills with social studies content. It provides examples of lessons that combine standards from history/social studies and visual arts. The lessons encourage students to analyze images, develop critical thinking skills and gain historical perspective. One lesson has 4th grade students examining the social influences of artists like Michelangelo and Ansel Adams. Another has 2nd graders analyzing advertisements to understand consumerism and persuasive techniques. The document argues this approach improves student engagement and helps them access social studies content.
The document outlines the scenario and assignment for a library instruction session on researching topics related to the Mississippi River Watershed for a first year composition course. Students will choose a social science topic, formulate a research question, search library databases to find 5 sources (3 peer-reviewed) for an annotated bibliography. The session will help students develop search strategies, use appropriate databases like Academic Search Premier, and understand the research process.
The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.
This document discusses how to use primary sources in teaching. Primary sources are original documents and objects that can engage students and promote critical thinking. The document provides examples of using primary sources in history, science, language arts, mathematics, and fine arts. Primary sources allow students to examine history from different perspectives and develop inquiry skills. They provide authentic experiences for students to analyze in various subject areas.
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
This document discusses how teachers can use prints and visual aids in the classroom to engage different types of learners. It recommends using prints to develop students' inquiry skills by having them carefully observe images, form conclusions, and ask questions. Prints can also add historical context and help students understand different perspectives by comparing how the same events were depicted differently. The document provides examples of classroom activities using prints of Abraham Lincoln to teach history and develop skills like comparing versions of the same image.
Mattern Guest Lecture, Understanding Media Studies, 9/21/09Shannon Mattern
The document discusses exploring mapping as a planning tool for research. It suggests creating an interdisciplinary space to examine key terms and debates in one's field. It also recommends providing opportunities for students to understand how their work relates to the broader discipline. The document discusses using a reflective journal or commonplace book to document ideas, experiences, failures and progress in one's work. It presents these tools as a way to develop research ideas over time through reflection.
This Grade 1 arts integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes activities and rubrics.
The document provides guidance on developing effective guided tours, including defining objectives, content, and learning goals; introducing the tour; using interpretive techniques like lecture and guided discovery; employing questioning strategies; and concluding with a review and evaluation. Key components are setting objectives for what the audience will learn; establishing learning goals and assessments; introducing the institution and tour plan; utilizing techniques that engage visitors; asking questions that promote different types of thinking; and concluding by reviewing content and self-evaluating the tour's success.
Special Activity 1 TracesDue Date ThursdaySeptember 10th 90.docxrafbolet0
Special Activity 1: Traces
Due Date: Thursday/September 10th/ 9:00pm
Word Count: 500
Points: 10
Reading Prerequisite: Text Book Chapter 1 pgs. 1-12
Overview: Jon Anderson explains, “that places are taken and made by intersections of culture and context.” In other words, traces are defined as “the marks, residues or remnants left in place by cultural life.” Traces can be physical and tangible, as well as emotional and immaterial. They encompass the entirety of the human experience, because no event exists independently of place. Trace-making is an ongoing process, meaning that the identity of a place is always subject to constant revision. Human-made traces may also be understood as inherently representative of certain beliefs, ideas and values held by the maker. By understanding that places can be engineered to reflect the values of the trace-makers, it allows geographers to gather insight about the prevailing attitudes and beliefs of those who made the traces.
Assignment: For this assignment, you will focus on places and their traces on and around the University Park campus. Penn State was founded in 1855 as the Farmer’s High School of Pennsylvania, and the changes that have taken place on these grounds are innumerable. Every student, faculty member, groundskeeper, guest speaker and townsperson has the opportunity to make and leave traces at Penn State. This campus has played host to several landmark scientific achievements, social movements, protests, rallies, riots and discussions; each of these events has left some indelible mark on the campus or those residing here. Please conduct your own research regarding some of the traces that compose the campus, and in a 500 word short paper, answer the following questions: You will submit your paper on Angel in the folder corresponding to this activity:
· Identify a trace or trace chain on campus that you find significant. Who left the trace? What was the impetus for the trace? How is this trace significant to you? What cultural preferences or ideals do you feel are evident from the trace(s)?
· Penn State has one of the largest alumni networks in the world, with over 172,000 dues paying members. In what way is this level of participation tied to alumni’s connection to place?
· Are there any traces that you would like to leave behind for future students?
Additional Reading/Resources: The links below include information about the historical markers outside of buildings scattered throughout campus.
http://www.psu.edu/ur/about/markers/markers.html
http://www.psu.edu/ur/about/markers/markersother.html
http://thon.org/
http://alumni.psu.edu/
Classics
2220
Classical
Mythology
The
Ohio
State
University
|
Fall
2015
1
Tips
for
Writing
Essays,
with
a
Post-Writing
Checklist
1.
TIPS
Formatting
&
Length
• Missing
points
for
Formatting
&
Length
is
silly:
.
Using storytelling and historical images to teach social studies 2017 2mcawthon98
This document discusses using storytelling and historical images to teach social studies. It provides tips for teachers on how to cultivate strong storytelling skills, including focusing on a central idea, using various resources to enhance the story, and practicing delivery. Suggestions are also given for having students become storytellers, such as discussing topics to help them share information and allowing different mediums for storytelling. Additionally, the document outlines strategies for using historical images in inquiry-based learning, including having students observe details, ask questions, and sequence images to understand chronology.
This interdisciplinary unit focuses on the history of slavery in the United States and New York specifically. Students will analyze primary source documents and personal narratives to understand the origins and daily life of slavery. They will compare historical social justice movements to those today. The unit aims to expose students to the less known history of slavery in the North. The summative assessment will have students write an op-ed addressing an issue from their own identity and perspective, while demonstrating understanding of argumentative strategies used by historical figures involved in abolition and suffrage movements.
The document discusses using art and images to teach history, specifically about the Civil War. It outlines research showing that art can help students construct historical understanding in unique ways compared to other sources. When used as primary sources, art allows students to develop knowledge about historical periods and empathize with historical actors. However, sources alone do not teach students historical thinking skills; teachers must provide guidance on analyzing sources and placing them in proper context.
The document discusses using Wikispaces for computer-supported collaborative learning. It provides examples of how Wikispaces can be used to create collaborative projects between students in the same or different locations. It then describes a sample diversity curriculum centered around exploring murals in Washington D.C. that uses Wikispaces for student collaboration and presentation of final projects. The curriculum aims to develop students' intercultural competence by analyzing how murals convey cultural messages and perspectives.
1. The document discusses using Wikispaces and computer-supported collaborative learning (CSCL) to teach about diversity and intercultural competence through exploring murals in Washington D.C.
2. A sample course is outlined that takes students through examining immigration history, analyzing mural art, and going on a field trip to explore D.C. murals firsthand.
3. Students then create final projects - an essay analyzing a mural or comparing murals, and creating their own mural representing American culture with a presentation to explain it. The goal is to help students understand diversity and how culture is expressed through public art.
Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
Donnie isaacs - Historical Thinking Teacher
The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities.
This document summarizes key findings from a 2009 user study on metadata and discovery of archives and special collections. It discusses that users prefer to search independently without librarian help, value content over format, and will scan results if motivated. Linked data is presented as a solution to better integrate and disambiguate resources through named entities and graph-based relevance. The document also discusses challenges in defining useful linked data use cases and lessons from the DPLA experience in creating a linked data model and ingestion system. It emphasizes investing in good data, being adaptable, keeping users in mind, making incremental changes, and testing prototypes.
This document discusses integrating visual arts skills with social studies content. It provides examples of lessons that combine standards from history/social studies and visual arts. The lessons encourage students to analyze images, develop critical thinking skills and gain historical perspective. One lesson has 4th grade students examining the social influences of artists like Michelangelo and Ansel Adams. Another has 2nd graders analyzing advertisements to understand consumerism and persuasive techniques. The document argues this approach improves student engagement and helps them access social studies content.
The document outlines the scenario and assignment for a library instruction session on researching topics related to the Mississippi River Watershed for a first year composition course. Students will choose a social science topic, formulate a research question, search library databases to find 5 sources (3 peer-reviewed) for an annotated bibliography. The session will help students develop search strategies, use appropriate databases like Academic Search Premier, and understand the research process.
The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.
This document discusses how to use primary sources in teaching. Primary sources are original documents and objects that can engage students and promote critical thinking. The document provides examples of using primary sources in history, science, language arts, mathematics, and fine arts. Primary sources allow students to examine history from different perspectives and develop inquiry skills. They provide authentic experiences for students to analyze in various subject areas.
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
This document discusses how teachers can use prints and visual aids in the classroom to engage different types of learners. It recommends using prints to develop students' inquiry skills by having them carefully observe images, form conclusions, and ask questions. Prints can also add historical context and help students understand different perspectives by comparing how the same events were depicted differently. The document provides examples of classroom activities using prints of Abraham Lincoln to teach history and develop skills like comparing versions of the same image.
Mattern Guest Lecture, Understanding Media Studies, 9/21/09Shannon Mattern
The document discusses exploring mapping as a planning tool for research. It suggests creating an interdisciplinary space to examine key terms and debates in one's field. It also recommends providing opportunities for students to understand how their work relates to the broader discipline. The document discusses using a reflective journal or commonplace book to document ideas, experiences, failures and progress in one's work. It presents these tools as a way to develop research ideas over time through reflection.
This Grade 1 arts integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes activities and rubrics.
The document provides guidance on developing effective guided tours, including defining objectives, content, and learning goals; introducing the tour; using interpretive techniques like lecture and guided discovery; employing questioning strategies; and concluding with a review and evaluation. Key components are setting objectives for what the audience will learn; establishing learning goals and assessments; introducing the institution and tour plan; utilizing techniques that engage visitors; asking questions that promote different types of thinking; and concluding by reviewing content and self-evaluating the tour's success.
Special Activity 1 TracesDue Date ThursdaySeptember 10th 90.docxrafbolet0
Special Activity 1: Traces
Due Date: Thursday/September 10th/ 9:00pm
Word Count: 500
Points: 10
Reading Prerequisite: Text Book Chapter 1 pgs. 1-12
Overview: Jon Anderson explains, “that places are taken and made by intersections of culture and context.” In other words, traces are defined as “the marks, residues or remnants left in place by cultural life.” Traces can be physical and tangible, as well as emotional and immaterial. They encompass the entirety of the human experience, because no event exists independently of place. Trace-making is an ongoing process, meaning that the identity of a place is always subject to constant revision. Human-made traces may also be understood as inherently representative of certain beliefs, ideas and values held by the maker. By understanding that places can be engineered to reflect the values of the trace-makers, it allows geographers to gather insight about the prevailing attitudes and beliefs of those who made the traces.
Assignment: For this assignment, you will focus on places and their traces on and around the University Park campus. Penn State was founded in 1855 as the Farmer’s High School of Pennsylvania, and the changes that have taken place on these grounds are innumerable. Every student, faculty member, groundskeeper, guest speaker and townsperson has the opportunity to make and leave traces at Penn State. This campus has played host to several landmark scientific achievements, social movements, protests, rallies, riots and discussions; each of these events has left some indelible mark on the campus or those residing here. Please conduct your own research regarding some of the traces that compose the campus, and in a 500 word short paper, answer the following questions: You will submit your paper on Angel in the folder corresponding to this activity:
· Identify a trace or trace chain on campus that you find significant. Who left the trace? What was the impetus for the trace? How is this trace significant to you? What cultural preferences or ideals do you feel are evident from the trace(s)?
· Penn State has one of the largest alumni networks in the world, with over 172,000 dues paying members. In what way is this level of participation tied to alumni’s connection to place?
· Are there any traces that you would like to leave behind for future students?
Additional Reading/Resources: The links below include information about the historical markers outside of buildings scattered throughout campus.
http://www.psu.edu/ur/about/markers/markers.html
http://www.psu.edu/ur/about/markers/markersother.html
http://thon.org/
http://alumni.psu.edu/
Classics
2220
Classical
Mythology
The
Ohio
State
University
|
Fall
2015
1
Tips
for
Writing
Essays,
with
a
Post-Writing
Checklist
1.
TIPS
Formatting
&
Length
• Missing
points
for
Formatting
&
Length
is
silly:
.
Using storytelling and historical images to teach social studies 2017 2mcawthon98
This document discusses using storytelling and historical images to teach social studies. It provides tips for teachers on how to cultivate strong storytelling skills, including focusing on a central idea, using various resources to enhance the story, and practicing delivery. Suggestions are also given for having students become storytellers, such as discussing topics to help them share information and allowing different mediums for storytelling. Additionally, the document outlines strategies for using historical images in inquiry-based learning, including having students observe details, ask questions, and sequence images to understand chronology.
This interdisciplinary unit focuses on the history of slavery in the United States and New York specifically. Students will analyze primary source documents and personal narratives to understand the origins and daily life of slavery. They will compare historical social justice movements to those today. The unit aims to expose students to the less known history of slavery in the North. The summative assessment will have students write an op-ed addressing an issue from their own identity and perspective, while demonstrating understanding of argumentative strategies used by historical figures involved in abolition and suffrage movements.
The document discusses using art and images to teach history, specifically about the Civil War. It outlines research showing that art can help students construct historical understanding in unique ways compared to other sources. When used as primary sources, art allows students to develop knowledge about historical periods and empathize with historical actors. However, sources alone do not teach students historical thinking skills; teachers must provide guidance on analyzing sources and placing them in proper context.
The document discusses using Wikispaces for computer-supported collaborative learning. It provides examples of how Wikispaces can be used to create collaborative projects between students in the same or different locations. It then describes a sample diversity curriculum centered around exploring murals in Washington D.C. that uses Wikispaces for student collaboration and presentation of final projects. The curriculum aims to develop students' intercultural competence by analyzing how murals convey cultural messages and perspectives.
1. The document discusses using Wikispaces and computer-supported collaborative learning (CSCL) to teach about diversity and intercultural competence through exploring murals in Washington D.C.
2. A sample course is outlined that takes students through examining immigration history, analyzing mural art, and going on a field trip to explore D.C. murals firsthand.
3. Students then create final projects - an essay analyzing a mural or comparing murals, and creating their own mural representing American culture with a presentation to explain it. The goal is to help students understand diversity and how culture is expressed through public art.
Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
Donnie isaacs - Historical Thinking Teacher
The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities.
Similar to The Daily Reflector Image Collection: Best Practices in the Classroom (20)
This document summarizes key findings from a 2009 user study on metadata and discovery of archives and special collections. It discusses that users prefer to search independently without librarian help, value content over format, and will scan results if motivated. Linked data is presented as a solution to better integrate and disambiguate resources through named entities and graph-based relevance. The document also discusses challenges in defining useful linked data use cases and lessons from the DPLA experience in creating a linked data model and ingestion system. It emphasizes investing in good data, being adaptable, keeping users in mind, making incremental changes, and testing prototypes.
The document discusses data quality issues that arise from aggregation at large scales, like the Digital Public Library of America (DPLA). It notes that aggregated data is often heterogeneous, relies primarily on basic metadata rather than text, and comes from various sources without consistent standards. This can lead to technical problems like a lack of normalization and content problems like meaningless, missing, confusing or incomplete values. It proposes several initiatives could help address these issues, such as analyzing data quality in the DPLA workflow, reviewing mandatory elements, and taking inspiration from Europeana's Data Quality Committee.
DPLA's Archival Description Working Group UpdateGretchen Gueguen
The working group will develop recommendations for incorporating collection-level context and descriptions into the Digital Public Library of America (DPLA). This will include exploring solutions to support both item-level and aggregate descriptions of digital objects. The group will examine how collection information could be useful in search results, limiting searches by collection, and enhancing item descriptions. They will develop user scenarios, analyze metadata and UI needs, and produce a white paper with recommendations on data models and tools to integrate collection context into the DPLA.
In the wake of recent events at the University of Virginia surrounding the ousting, and later reinstatement, of President Teresa Sullivan, the University Library, including the University Archives, in the Albert and Shirley Small Special Collections Library, scrambled to collect picket signs, gather tweets and Facebook postings, and bring together other materials documenting the events on Grounds, even as they were unfolding. In the light of this event and others like the Occupy Movements, Arab Spring, and 9/11, this discussion will explore questions of how institutions document, save, and preserve materials pertaining to current events, especially when those events are born through social networking sites. Gretchen Gueguen, Digital Archivist at the University of Virginia, will discuss her work to capture digital material from social media and websites during the Sullivan episode. A wide-ranging discussion with all audience members will follow to uncover questions of how to approach such events and what the role of the Archives or Special Collection might be in creating and managing such records.
Speaker: Gretchen Gueguen, Albert and Shirley Small Special Collections Library, University of Virginia
Moderator: Nicole Bouché, Albert and Shirley Small Special Collections Library, University of Virginia
Do Digital Archivists Dream of Electronic RecordsGretchen Gueguen
The information age has ushered in the biggest changes in human communication since the rise of printed text. The dynamic and ephemeral nature of electronic communication presents stark challenges to the fundamental principles of the archival practice. Join us for a look at how the tradition of collecting and creating archives is facing this paradigm shift and how the historical record will be shaped for the future.
The document discusses the efforts of Gretchen Gueguen, a digital archivist at UVA, to capture and archive digital content related to the resignation of UVA President Teresa Sullivan in June 2012. It describes the various tools and methods Gueguen used to collect tweets, blogs, news articles, videos, and other materials. It provides statistics on the final amounts of content collected via each method. The document concludes by outlining next steps to fill gaps, create a finding aid, and work with other groups to preserve the collection.
Just keep clicking Till You Find It: Building a Library Digital Collection In...Gretchen Gueguen
The document summarizes the design and development of a digital library collection at East Carolina University that aims to provide browsing functionality and access to primary sources for humanities scholars and students. It describes implementing a flexible and modular system with unified metadata that allows for faceted searching, tagging, comments and personal collections. Evaluation of usage data indicates the digital library is being used in classes and by scholars, with plans to expand collections.
Crowdsourcing Digitization: Harnessing Workflows to Increase OutputGretchen Gueguen
Are the highly selective models of digital content creation satisfying user demands for
increasing access to our vast collection holdings? In this era of decreasing library
budgets and increasing responsibilities, is such a level of staffing possible at any but the
well-funded libraries? As a recent article in the New York Times estimated, it would take
1,800 years for the National Archives to digitize its text holdings at the current rate of
digitization1. Since November 2005, the University of Maryland libraries has engaged in
another model for digitization: a workflow model that harnesses the digitization already
being done by archivists and other staff for requests by patrons. By “crowdsourcing”
selection decisions in this way the libraries have built a collection of over 5,000 objects
from the holdings of the University Archives and Historical Manuscripts. This model is
based on two main principles:
· Selection: As one part of a programmatic approach to digitization, selections are
based on user request and added to the publicly accessible digital repository
· Image capture: Digitization itself proceeds on the premise that creating useful
surrogates is more important than digital reformatting. The path to a successful
workflow is fraught with perils, though.
The presenters will discuss the issues that have proven most effective and most difficult
in the large-scale digitization workflow in place at UM. They will highlight the technical
requirements chosen for images, metadata, and quality control and speak about how
they were, or in some cases were not, able to achieve them. In bringing to light these
issues we hope to continue an ongoing conversation (most recently articulated at
OCLC\'s \"Digitization Matters\" forum) about the purpose of digital collections and
standards of digital surrogate creation, especially in the age of mass digitization projects.
We hope to explore need to harness all of the library’s expertise and resources where
they can best be deployed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.