The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
Microsession for the Dissertation Deli week, Newcastle University, 2015. This session focusses on the first steps of settling on and refining a research topic.
This document discusses embedded librarianship in academic health sciences programs. It provides examples of how librarians can be embedded by conducting online presentations, creating video tutorials, reviewing assignments, holding office hours in departments, and more. The benefits outlined include helping students retain information, developing research skills over time, and improving the quality of student work. Examples are given of librarians being embedded in nursing, occupational therapy, and clinical research administration courses through multiple instruction sessions that build students' information literacy skills incrementally. Feedback from students and faculty is positive overall regarding the benefits of embedded librarianship.
The document summarizes the SirLearnaLot online tutorial, which aims to promote effective teaching of information literacy. It was created through a partnership between several UK universities and was piloted with librarians from various institutions. The pilot faced some challenges related to time commitment, volume of content and activities, differing comfort levels with online communication, and lack of teaching experience among librarians. Overall participant feedback was mixed, with some finding it very valuable but others struggling with motivation or certain aspects of the course. Lessons learned from the pilot will be used to refine the tutorial going forward.
The document discusses feedback from a workshop on supporting researchers, including ideas around providing more targeted research support for different career levels, strengthening the connection between academic research and external audiences, and better supporting researchers in publishing their work. It also shares ideas for library staff to get more involved in research activities through writing for publication themselves, collaborating with research offices, and setting up communities of practice around publishing.
Writing your Master's dissertation proposalWDCNewcastle
A piece of independent research begins with formulating a research proposal which explores your intended project and forms the basis of a discussion with your supervisor. What is the purpose of a dissertation proposal and what makes an effective one?
This seminar will help you develop strategies to make reading for your assignments and your dissertation more manageable and effective. We will consider:
•Reading in a more focused way: selecting appropriate reading techniques to suit your purposes
•Carrying out the critical readings that underpin strong essays and dissertations
•Effective note-taking strategies to help you organise your material and map your critical thinking
Synthesizing an Excellent Literature Review - PhdassistancePhD Assistance
A literature review surveys the books, scholarly papers, and any other sources related to a specific issue, field of study, or theory, and provides a description, summary, and critical evaluation of these works in connection to the research subject under consideration. Literature reviews are aimed to offer readers an overview of the sources you used when researching a certain issue and to show them how your research fits into a larger field of study.
Learn More:https://bit.ly/3lwRxpq
Contact Us:
Website: https://www.phdassistance.com/
UK: +44 7537144372
India No:+91-9176966446
The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
Microsession for the Dissertation Deli week, Newcastle University, 2015. This session focusses on the first steps of settling on and refining a research topic.
This document discusses embedded librarianship in academic health sciences programs. It provides examples of how librarians can be embedded by conducting online presentations, creating video tutorials, reviewing assignments, holding office hours in departments, and more. The benefits outlined include helping students retain information, developing research skills over time, and improving the quality of student work. Examples are given of librarians being embedded in nursing, occupational therapy, and clinical research administration courses through multiple instruction sessions that build students' information literacy skills incrementally. Feedback from students and faculty is positive overall regarding the benefits of embedded librarianship.
The document summarizes the SirLearnaLot online tutorial, which aims to promote effective teaching of information literacy. It was created through a partnership between several UK universities and was piloted with librarians from various institutions. The pilot faced some challenges related to time commitment, volume of content and activities, differing comfort levels with online communication, and lack of teaching experience among librarians. Overall participant feedback was mixed, with some finding it very valuable but others struggling with motivation or certain aspects of the course. Lessons learned from the pilot will be used to refine the tutorial going forward.
The document discusses feedback from a workshop on supporting researchers, including ideas around providing more targeted research support for different career levels, strengthening the connection between academic research and external audiences, and better supporting researchers in publishing their work. It also shares ideas for library staff to get more involved in research activities through writing for publication themselves, collaborating with research offices, and setting up communities of practice around publishing.
Writing your Master's dissertation proposalWDCNewcastle
A piece of independent research begins with formulating a research proposal which explores your intended project and forms the basis of a discussion with your supervisor. What is the purpose of a dissertation proposal and what makes an effective one?
This seminar will help you develop strategies to make reading for your assignments and your dissertation more manageable and effective. We will consider:
•Reading in a more focused way: selecting appropriate reading techniques to suit your purposes
•Carrying out the critical readings that underpin strong essays and dissertations
•Effective note-taking strategies to help you organise your material and map your critical thinking
Synthesizing an Excellent Literature Review - PhdassistancePhD Assistance
A literature review surveys the books, scholarly papers, and any other sources related to a specific issue, field of study, or theory, and provides a description, summary, and critical evaluation of these works in connection to the research subject under consideration. Literature reviews are aimed to offer readers an overview of the sources you used when researching a certain issue and to show them how your research fits into a larger field of study.
Learn More:https://bit.ly/3lwRxpq
Contact Us:
Website: https://www.phdassistance.com/
UK: +44 7537144372
India No:+91-9176966446
The document provides guidance on writing a research paper, including an overview of the research process, library tools, note-taking strategies, outlining, thesis development, and paragraph writing techniques. It discusses how to conduct research and analysis to prove a thesis. It emphasizes the importance of properly citing sources to avoid plagiarism. The document offers tips for understanding assignments, developing topics, creating outlines and timelines, taking effective notes, evaluating sources, and revising papers.
The literature review is an opportunity to demonstrate not just the breadth of your reading, but also your critical reponse to the current literature on a topic. This workshop is designed for students writing a standalone literature review, or undertaking a literature review as part of their dissertation. The session is also suitable for students who are not required to include a literature review chapter, but who will be engaging with existing research throughout their dissertations.
This document provides guidance on choosing a research topic. It recommends examining assignment guidelines to choose a manageable topic within the given timeframe. The document suggests starting with a general search using various resources and websites provided. It prompts considering factors like the intended audience, timeframe, available information sources, topic relevance and personal interest. Developing a substantial thesis stating a clear position on the topic after reviewing literature from multiple sides is also advised. An example thesis and outline for a paper on inviting controversial speakers to campus is given.
1. Writing should be a regular part of the research process in order to produce scholarly works through practice.
2. It is important to prioritize research and writing activities, and write in a structured way by breaking projects into manageable chunks and setting deadlines.
3. Sharing writing with others through writing groups or triads and seeking feedback is helpful for improving writing skills and advancing research ideas.
This document outlines the development of information literacy training for PhD students and researchers at Leeds University Library. It discusses how the library identified a need to improve researchers' skills, developed a strategy and pilot workshop, gathered feedback, and expanded training by involving subject librarians. Challenges discussed include sustaining efforts after project funding ends and expanding training through online delivery and additional courses. The library's approach focused on collaboration, identifying user needs, and making the most of existing resources and expertise.
This document provides information about an Honors 106 course taught in Spring 2015. The course is a 3-credit seminar that introduces academically accomplished students to university life and develops research skills. It focuses on a research project where students compare concepts from two courses and present their findings in a paper and poster. The course utilizes group activities and discussions and aims to improve students' critical thinking, research, and presentation abilities. It is graded based on the quality of the research paper, poster, and portfolio.
Information about JCES, the Journal of Community Engagement Scholarship, which is produced by the Center for Community-Based Partnership of the University of Alabama.
The document discusses writers' groups and their approach to writing. It describes Rowena Murray's method which involves setting goals, free writing, reviewing work, writing, and debriefing. It provides details on how to structure a writers' group session, including allocating time for setting goals, free writing, reviewing, writing, and debriefing. The document aims to help writers focus, set goals, get started on their writing, and maintain momentum.
Co-Owners in Engaged Learning: Reimagining the Library-First Year Writing Par...TheILC
This document discusses the partnership between Belk Library and the First-Year Writing program (FYW) at Elon University. It describes how the library instruction coordinator (Patrick) and FYW coordinator (Paula) worked together to develop a collaborative model where the library conducts research sessions within FYW courses. This model increased research assignments in FYW courses and improved student information literacy skills. The partnership functions as a community of practice where faculty share the goal of teaching information literacy and learn from each other through instruction, conversations, and professional development. Looking forward, the community will continue working to improve teaching for information literacy.
This document outlines a presentation from the Writing Development Centre on revision strategies for exams. It discusses selecting core materials, organizing materials, making connections between topics, practicing applying knowledge to different contexts, and managing time during revision. Tips are provided for revising to improve memory, understanding, and higher-order thinking skills. Examples of common examiner feedback are presented. The document also includes hypothetical case studies and information about the services provided by the Writing Development Centre.
The document provides information from a workshop on revision strategies presented by the Writing Development Centre at Newcastle University. It discusses the revision process, what exams test, strategies for revising and remembering information, organizing revision materials, managing time, and addressing common revision challenges. Sample exam questions are also presented to help attendees practice applying their knowledge. The document offers advice on active learning techniques and guidance for effective exam preparation.
Building and Sustaining a Culture of Assessment at Your LibraryMeredith Farkas
This document discusses building and sustaining a culture of assessment in instruction programs. It defines a culture of assessment as one where assessment is a normal part of practice, done for the right reasons like improving teaching and learning. Building such a culture requires administrative support, resources for staff education and time, and using assessment results to make changes. It also requires addressing staff concerns and overcoming resistance to change. The document provides strategies for implementing assessment at the grassroots level and establishing assessment practices as a core part of the organizational culture.
This document summarizes a presentation on introductions and conclusions for dissertations. It discusses the key elements an introduction should cover: what the research is about, why it is important, and how it will be conducted. The introduction should clearly explain the research topic, aims, and methodology to the reader. It also provides tips on reformulating a research question in an introduction. For the conclusion, it advises revisiting the research question and summarizing the main findings without including new information. The presentation was given by the Writing Development Centre at Newcastle University to provide guidance on structuring introductions and conclusions.
The document discusses the importance of reflection in the learning process. It provides a quote emphasizing the value of reflecting on effective action to improve future outcomes. Students are prompted to reflect on a recent assignment by considering what was challenging, what skills they developed, and what values they applied. The document also introduces the research cycle as a model to guide students systematically through the research process, from asking questions to communicating results.
Digging into assessment data: Tips, tricks, and tools of the trade.Lynn Connaway
Hofschire, L., & Connaway, L. S. (2018). Digging into assessment data: Tips, tricks, and tools of the trade. Part 2 in 3-part webinar series, Evaluating and sharing your library's impact, presented by OCLC Research WebJunction, August 14, 2018.
An Introduction to Writing at Master's LevelWDCNewcastle
This workshop helps students get to grips with what it means to be a Master’s student by considering questions such as:
•What is the difference between undergraduate and Master’s level work?
•What might you need to do differently and how might you adapt?
•What do markers expect from Master’s level writing?
We will also focus on developing critical reading and writing skills, and consider academic writing style.
This document provides information from a presentation on exam technique by the Writing Development Centre at Newcastle University. It discusses key exam skills that are important for success beyond subject knowledge, such as time management, following instructions, planning, and organization. It provides tips for preparing for exams, such as checking exam details and completing a practice calculation of time allocation. During exams, it recommends strategies like reading the question carefully, planning before writing, and knowing what to do if getting stuck. Sources of support for students are also listed.
This document describes efforts to improve PhD workshops based on student feedback. Workshops were revised to incorporate more academic skills like critical analysis, understanding the research landscape, bibliometrics, and effective reading and note-taking strategies. Students provided positive feedback on learning about the h-index, creating groups in EndNote, text mapping, and factors that determine a work's importance. Future plans include spending more time on reading/notetaking, modifying the bibliometrics content, and assessing long-term student impacts.
Beyond the Basics: How Can Librarians Teach What We Truly Care About?Chris Sweet
This document summarizes a presentation given by Chris Sweet on how librarians can teach what they truly care about beyond just basic skills. Sweet argues that librarians care more about teaching complex concepts like intellectual freedom, critical thinking, and ethical information use rather than just teaching students how to use the catalog or create citations. Some suggestions for focusing instruction on deeper goals include writing a teaching philosophy, getting embedded in courses beyond one-shots, co-teaching or leading classes, and using service learning. The presentation aims to help librarians prioritize teaching what matters most to them.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
Information Use in Natural Habitats: A Comparative Study of Graduates in the ...Siobhán Dunne
Two librarians working with journalism students in higher education institutions in Ireland and Canada designed a comparative research study which surveyed graduates about the information resources they used to accomplish key communications tasks in their professional roles. The aim of the study was to (a) identify resources being used in practice and (b) harness that knowledge to improve both the content of information skills programmes and the pedagogical approach for teaching those skills. We were curious about the resources graduates actually used at work, both in traditional journalism positions and more broadly in other fields of communications.
An analysis of current professional journalism standards (Accrediting Council on Education in Journalism and Mass Communication 2012; National Council for the Training of Journalists 2012, 2014) and recent articles on information use by journalists (Machill & Bieller 2009; Wenger & Owens 2013) shows a disconnect between what journalists are expected to use and what they really use in daily practice. Literature on information literacy instruction for journalism students is quite descriptive about the resources we teach students in these programs but this is not always connected to what they might use in practice, in particular as they often have access to different resources than those provided by institutional subscriptions. Missing from the literature entirely is the consideration of journalists working in other communications roles.
Drawing on their prior work and other major studies, the authors will present recommendations for refining classroom practice to foster greater transfer of information literacy skills. We will present data from the survey and discuss the challenges the results present both in terms of what and how we teach in information literacy sessions for professional programs. Participants will be invited to complete a predictive version of the survey to compare what they think these professionals said with our results. This will be the basis for a discussion not only of our results, but also of our process, and how it might inform similar projects.
Although the focus of this study relates to employability skills in the field of journalism and communications, we will discuss the transferability of our findings and how our approach enables implications to be drawn for programmes that prepare students for future careers in other disciplines. Participants will be encouraged to generate questions they could use in similar surveys of graduates in other programs. Both librarians already work closely with faculty on existing journalism programmes; this paper will discuss how the insights gained from the study have been shared with colleagues to improve programmes for future students.
The document provides guidance on writing a research paper, including an overview of the research process, library tools, note-taking strategies, outlining, thesis development, and paragraph writing techniques. It discusses how to conduct research and analysis to prove a thesis. It emphasizes the importance of properly citing sources to avoid plagiarism. The document offers tips for understanding assignments, developing topics, creating outlines and timelines, taking effective notes, evaluating sources, and revising papers.
The literature review is an opportunity to demonstrate not just the breadth of your reading, but also your critical reponse to the current literature on a topic. This workshop is designed for students writing a standalone literature review, or undertaking a literature review as part of their dissertation. The session is also suitable for students who are not required to include a literature review chapter, but who will be engaging with existing research throughout their dissertations.
This document provides guidance on choosing a research topic. It recommends examining assignment guidelines to choose a manageable topic within the given timeframe. The document suggests starting with a general search using various resources and websites provided. It prompts considering factors like the intended audience, timeframe, available information sources, topic relevance and personal interest. Developing a substantial thesis stating a clear position on the topic after reviewing literature from multiple sides is also advised. An example thesis and outline for a paper on inviting controversial speakers to campus is given.
1. Writing should be a regular part of the research process in order to produce scholarly works through practice.
2. It is important to prioritize research and writing activities, and write in a structured way by breaking projects into manageable chunks and setting deadlines.
3. Sharing writing with others through writing groups or triads and seeking feedback is helpful for improving writing skills and advancing research ideas.
This document outlines the development of information literacy training for PhD students and researchers at Leeds University Library. It discusses how the library identified a need to improve researchers' skills, developed a strategy and pilot workshop, gathered feedback, and expanded training by involving subject librarians. Challenges discussed include sustaining efforts after project funding ends and expanding training through online delivery and additional courses. The library's approach focused on collaboration, identifying user needs, and making the most of existing resources and expertise.
This document provides information about an Honors 106 course taught in Spring 2015. The course is a 3-credit seminar that introduces academically accomplished students to university life and develops research skills. It focuses on a research project where students compare concepts from two courses and present their findings in a paper and poster. The course utilizes group activities and discussions and aims to improve students' critical thinking, research, and presentation abilities. It is graded based on the quality of the research paper, poster, and portfolio.
Information about JCES, the Journal of Community Engagement Scholarship, which is produced by the Center for Community-Based Partnership of the University of Alabama.
The document discusses writers' groups and their approach to writing. It describes Rowena Murray's method which involves setting goals, free writing, reviewing work, writing, and debriefing. It provides details on how to structure a writers' group session, including allocating time for setting goals, free writing, reviewing, writing, and debriefing. The document aims to help writers focus, set goals, get started on their writing, and maintain momentum.
Co-Owners in Engaged Learning: Reimagining the Library-First Year Writing Par...TheILC
This document discusses the partnership between Belk Library and the First-Year Writing program (FYW) at Elon University. It describes how the library instruction coordinator (Patrick) and FYW coordinator (Paula) worked together to develop a collaborative model where the library conducts research sessions within FYW courses. This model increased research assignments in FYW courses and improved student information literacy skills. The partnership functions as a community of practice where faculty share the goal of teaching information literacy and learn from each other through instruction, conversations, and professional development. Looking forward, the community will continue working to improve teaching for information literacy.
This document outlines a presentation from the Writing Development Centre on revision strategies for exams. It discusses selecting core materials, organizing materials, making connections between topics, practicing applying knowledge to different contexts, and managing time during revision. Tips are provided for revising to improve memory, understanding, and higher-order thinking skills. Examples of common examiner feedback are presented. The document also includes hypothetical case studies and information about the services provided by the Writing Development Centre.
The document provides information from a workshop on revision strategies presented by the Writing Development Centre at Newcastle University. It discusses the revision process, what exams test, strategies for revising and remembering information, organizing revision materials, managing time, and addressing common revision challenges. Sample exam questions are also presented to help attendees practice applying their knowledge. The document offers advice on active learning techniques and guidance for effective exam preparation.
Building and Sustaining a Culture of Assessment at Your LibraryMeredith Farkas
This document discusses building and sustaining a culture of assessment in instruction programs. It defines a culture of assessment as one where assessment is a normal part of practice, done for the right reasons like improving teaching and learning. Building such a culture requires administrative support, resources for staff education and time, and using assessment results to make changes. It also requires addressing staff concerns and overcoming resistance to change. The document provides strategies for implementing assessment at the grassroots level and establishing assessment practices as a core part of the organizational culture.
This document summarizes a presentation on introductions and conclusions for dissertations. It discusses the key elements an introduction should cover: what the research is about, why it is important, and how it will be conducted. The introduction should clearly explain the research topic, aims, and methodology to the reader. It also provides tips on reformulating a research question in an introduction. For the conclusion, it advises revisiting the research question and summarizing the main findings without including new information. The presentation was given by the Writing Development Centre at Newcastle University to provide guidance on structuring introductions and conclusions.
The document discusses the importance of reflection in the learning process. It provides a quote emphasizing the value of reflecting on effective action to improve future outcomes. Students are prompted to reflect on a recent assignment by considering what was challenging, what skills they developed, and what values they applied. The document also introduces the research cycle as a model to guide students systematically through the research process, from asking questions to communicating results.
Digging into assessment data: Tips, tricks, and tools of the trade.Lynn Connaway
Hofschire, L., & Connaway, L. S. (2018). Digging into assessment data: Tips, tricks, and tools of the trade. Part 2 in 3-part webinar series, Evaluating and sharing your library's impact, presented by OCLC Research WebJunction, August 14, 2018.
An Introduction to Writing at Master's LevelWDCNewcastle
This workshop helps students get to grips with what it means to be a Master’s student by considering questions such as:
•What is the difference between undergraduate and Master’s level work?
•What might you need to do differently and how might you adapt?
•What do markers expect from Master’s level writing?
We will also focus on developing critical reading and writing skills, and consider academic writing style.
This document provides information from a presentation on exam technique by the Writing Development Centre at Newcastle University. It discusses key exam skills that are important for success beyond subject knowledge, such as time management, following instructions, planning, and organization. It provides tips for preparing for exams, such as checking exam details and completing a practice calculation of time allocation. During exams, it recommends strategies like reading the question carefully, planning before writing, and knowing what to do if getting stuck. Sources of support for students are also listed.
This document describes efforts to improve PhD workshops based on student feedback. Workshops were revised to incorporate more academic skills like critical analysis, understanding the research landscape, bibliometrics, and effective reading and note-taking strategies. Students provided positive feedback on learning about the h-index, creating groups in EndNote, text mapping, and factors that determine a work's importance. Future plans include spending more time on reading/notetaking, modifying the bibliometrics content, and assessing long-term student impacts.
Beyond the Basics: How Can Librarians Teach What We Truly Care About?Chris Sweet
This document summarizes a presentation given by Chris Sweet on how librarians can teach what they truly care about beyond just basic skills. Sweet argues that librarians care more about teaching complex concepts like intellectual freedom, critical thinking, and ethical information use rather than just teaching students how to use the catalog or create citations. Some suggestions for focusing instruction on deeper goals include writing a teaching philosophy, getting embedded in courses beyond one-shots, co-teaching or leading classes, and using service learning. The presentation aims to help librarians prioritize teaching what matters most to them.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
Information Use in Natural Habitats: A Comparative Study of Graduates in the ...Siobhán Dunne
Two librarians working with journalism students in higher education institutions in Ireland and Canada designed a comparative research study which surveyed graduates about the information resources they used to accomplish key communications tasks in their professional roles. The aim of the study was to (a) identify resources being used in practice and (b) harness that knowledge to improve both the content of information skills programmes and the pedagogical approach for teaching those skills. We were curious about the resources graduates actually used at work, both in traditional journalism positions and more broadly in other fields of communications.
An analysis of current professional journalism standards (Accrediting Council on Education in Journalism and Mass Communication 2012; National Council for the Training of Journalists 2012, 2014) and recent articles on information use by journalists (Machill & Bieller 2009; Wenger & Owens 2013) shows a disconnect between what journalists are expected to use and what they really use in daily practice. Literature on information literacy instruction for journalism students is quite descriptive about the resources we teach students in these programs but this is not always connected to what they might use in practice, in particular as they often have access to different resources than those provided by institutional subscriptions. Missing from the literature entirely is the consideration of journalists working in other communications roles.
Drawing on their prior work and other major studies, the authors will present recommendations for refining classroom practice to foster greater transfer of information literacy skills. We will present data from the survey and discuss the challenges the results present both in terms of what and how we teach in information literacy sessions for professional programs. Participants will be invited to complete a predictive version of the survey to compare what they think these professionals said with our results. This will be the basis for a discussion not only of our results, but also of our process, and how it might inform similar projects.
Although the focus of this study relates to employability skills in the field of journalism and communications, we will discuss the transferability of our findings and how our approach enables implications to be drawn for programmes that prepare students for future careers in other disciplines. Participants will be encouraged to generate questions they could use in similar surveys of graduates in other programs. Both librarians already work closely with faculty on existing journalism programmes; this paper will discuss how the insights gained from the study have been shared with colleagues to improve programmes for future students.
It’ll be all right on the night: DCU Library in the Digital HumanitiesSiobhán Dunne
From the 1–3 September 2015, DCU Library took a leap into the dark and hosted Digital Research in the
Humanities and Arts 2015, a prestigious international conference for those engaged with the digitisation of
cultural activity, resources and heritage. Having been awarded the conference following a tough competitive
process, the committee, consisting of three librarians, set about planning an event to combine weighty academic
presentations on a dizzying array of topics, cutting edge digital art installations, complex multi-media keynote
addresses, and a social programme designed to keep a motley bunch of artists, academics and digital pioneers
happy and engaged.
Leaving their comfort zone well behind, they were required to act as convenors, curators, mediators, reviewers,
technicians and stage hands. They liaised extensively with colleagues across DCU to beg, borrow and steal
anything from iMacs and PC monitors to projectors and HDMI cables. They could often be found hammering nails,
hanging drapes, dragging tables and eating on the run. There was never a dull moment! In the end, DRHA 2015
was a huge hit. They succeeded in putting DCU on the digital humanities map and shattered a few preconceptions
about the influence librarians can have on the academic and cultural landscape.
PI OC: digital habits, millennials and manufacturing disruptionOleg Shilovitsky
Millennials and the first digital generation have formed new communication habits due to always being connected through interactive technologies and mobile devices. This constant connectivity is becoming an expectation for manufacturing companies as well. New manufacturing companies will be able to leverage connectivity to design and build products differently, gaining a strong competitive advantage. Traditional manufacturing workflows are struggling to keep up with user expectations set by personal technologies. Interactive technologies and mobile applications are replacing outdated workflows with more usable, self-guided experiences.
Information at Point of Need: Practical Tips to Augment Your Library ServiceSiobhán Dunne
This document summarizes a workshop on using augmented reality (AR) in libraries. It discusses what AR is and how it can overlay digital content onto a live view of the real world. The workshop covers an overview of AR and how to deploy it in a library using the main vendors Layar and Aurasma. It provides examples of how AR could be used for library orientation, time management, information literacy, promotion and interactive services. Considerations for technical limitations and device support are also mentioned.
Lecture presented by Fe Angela M. Verzosa at PLAI National Congress 2014 on the theme “Philippine Libraries: Future Possibilities”, held at Century Park Hotel, Manila on November 27, 2014
The document discusses opportunities and challenges for libraries in engaging with Millennial users. It presents results from a survey of librarians on their perceptions of Millennials and how libraries could connect with them. Common views of Millennials were that they are fast-paced, multi-tasking, and tech-savvy. Opportunities identified were leveraging technology and encouraging creativity. Challenges included keeping up with technology changes and meeting high expectations for online content and services.
Learning without Frontiers: School libraries and meta-literacy in actionJudy O'Connell
Since their establishment school libraries have been instrumental in language and writing, showcasing and empowering the best in good reading and research immersion for their students. Now the best minds on our planet are suggesting that the Internet and the technology tools it has spawned will continue to be arguably the most influential invention of our time. With the maturation of the web we now use and interpret multiple kinds of literacy which are embedded in multimodal texts. Because of it we have found ourselves in the midst of highly dynamic and dramatically changing literacy learning landscapes – new frontiers populated by a plethora of mind matters as diverse as Alice in Wonderland, Angry Birds, Audioboo and Augmented Reality.
So you think you can curate resources, nurture literacy and teach in this new information ecology? Don your dark glasses and be prepared for the ride of your (professional) life in Learning without frontiers. This presentation will explore how teacher librarians can bind together teaching, emerging technologies, and the growing number of literacies to promote information-rich meta-literacy media environments suitable for 21st century school libraries.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Marketing Strategies for School Libraries By Ms Ellinor FerriolAlistair Lacsamana
The document discusses marketing strategies for school libraries, including:
1) School libraries are critical for student achievement and play an important role in teaching and technology use. They inspire literacy.
2) Scholastic Book Fairs supports academic activities and celebrations throughout the school year to promote reading with over 2,000 book titles.
3) The events are designed to add excitement and fun to monthly themes through games and activities, and make reading more engaging for students, parents, and teachers.
Marketing Strategies For School Libraries by Ms Edes VijandreAlistair Lacsamana
The document outlines marketing strategies for the library media center of Miriam College Grade School. It discusses the vision, mission, and objectives of the center which are to develop a love of reading, equip students with skills, and promote lifelong learning. The strategies target increased enrollment, optimized resources, and awareness among parents, faculty, students, and administrators. Specific strategies include bulletin boards, displays, road shows, book fairs, and academic celebrations to publicize the center. Services like orientations and user-friendly policies aim to increase patronage. Proposed new projects are a quarterly newsletter, website, and reading camp.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
The document discusses a workshop on information literacy skills provided by the library for a university program called Reach for Excellence. The program aims to support disadvantaged students pursuing university studies. In the first workshop, the library taught research skills, academic literature, evaluation, and referencing to help prepare students. Student feedback showed they learned the importance of evaluating sources and not fully trusting Wikipedia. Going forward, the library plans to continue and improve the workshop to further support widening university participation.
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
This document summarizes a presentation on injecting feedback surveys into electronic resources at point of use. It discusses testing pop-up surveys before articles to understand how collections connect to learning and productivity. Surveys of an Elsevier resource received over 1300 responses that provided insights into undergraduate, graduate, and faculty use for assignments, research, and publishing. Results indicated resources were used for both core and supplemental needs. The presentation explores using such evidence to inform decisions about collections, purchasing, and demonstrating return on investment to stakeholders.
This document summarizes a workshop on demystifying the research process. The workshop covered various topics related to conducting research on teaching and learning, including reflective practice, action research, publishing research findings, and the academic writing process. Participants engaged in exercises to identify a research question related to their teaching and potential ways to collect evidence to address that question. The workshop aimed to provide tools and frameworks to help participants undertake the scholarship of teaching and learning.
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.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
The Relationship Management Conference in November 2017 aimed to better understand how academics at York approach research and teaching to help the library better support them. 142 academics were interviewed using various qualitative methods. Key findings included motivations and frustrations around workloads, publishing pressures, and finding time for creativity. Insights influenced library strategies around space, resources, skills development and building relationships with academics. User experience projects were highlighted as providing valuable customer insights.
This document discusses using object-based learning (OBL) to teach a variety of information literacy skills and encourage student curiosity and engagement. OBL involves using archive objects like photographs, magazines, and equipment to facilitate active, hands-on learning. The project was conducted using archives from the University of Bedfordshire and UCL Institute of Education. The aims were to develop students' information literacy, critical thinking, visual literacy, and 21st century skills. Student feedback indicated that OBL made them think differently, analyze sources, and enjoy investigating physical objects to draw conclusions. Students said it was an interactive, engaging activity that helped them learn in new ways. The experiences will be written about and refined further to gather additional feedback.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
This document outlines an agenda for a workshop on scaffolding topic selection using Reading Apprenticeship techniques. The workshop introduces Reading Apprenticeship, which uses metacognitive strategies to improve students' reading abilities. It discusses how Reading Apprenticeship intersects with information literacy in developing problem-solving and reflection. The agenda then demonstrates practices like think-alouds, annotations, and discussion protocols to model reading processes and help students identify topics. The goal is to make reading, writing, and research feel less intimidating for students through collaborative knowledge-building.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
The document summarizes the SADL (Student Ambassadors for Digital Literacy) project at the London School of Economics. The project aims to embed digital and information literacy skills into the curriculum by training student ambassadors and holding workshops. So far, a survey found students have different research strategies based on their discipline. Workshops covered searching, reading, and managing information. Lessons learned include the need for clear ambassador roles and more preparation for workshops. The future may explore sustaining the ambassador role and addressing staff development needs.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Triads, Posters and Postgrads: inquiry-based learning, research methods and d...cilass.slideshare
Ana Vasconcelos, Jamie Wood, Kendra Albright, Bob Petrulis (Information Studies; CILASS). Presentation given at the University of Sheffield Learning and Teaching Conference in January 2009.
Are they being served? Reference Services Student Experience Project - Jenny ...CONUL Conference
The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
The UCLA Library partnered with graduate students over 5 weeks to work on digital research projects. Students focused on a new topic each week like data visualization, network analysis, and timeline mapping. Library staff from different departments formed a team to support each project, providing expertise in areas like scraping, mapping, and metadata. Students responded positively, finding value in the structured format and collaborative approach with experts who helped realize their visions. The library aims to continue building infrastructure for interdisciplinary digital scholarship research.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes scaffolded assignments are a strategic and sustainable way to embed librarian expertise into courses.
Similar to The Librarian as Researcher: Weaving Data Threads into Research Outputs. (20)
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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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.
3. Rationale for Collaboration
• You’ve formed a natural working relationship with an academic colleague &
share similar views
• You want to develop your learning of a shared teaching experience or
research project
• You recognise a gap in available literature and want to remedy that
• You want to promote the value of librarians in your institution and beyond
4. My Prompt to Write up Research
A conference paper at INULS 2007
Which led to a peer reviewed article of the same title:
Dunne, Siobhán (2008) ‘The Irish Research electronic Library initiative – levelling
the playing field?’ Library Management, 29 (8), pp. 757-769.
First steps towards research collaboration:
Byrne, Ursula and Dunne, Siobhán (2008): ‘Partnership - What's in it for You?’
Presentation at UCD Teaching & Learning Colloqium, 29th May 2008, UCD.
Tweaked from an institutional symposium to a national conference :
Dunne, Siobhán and Byrne, Ursula (2008) Making it real: information literacy and
student engagement. Presentation at: AISHE International Conference Series:
Encouraging Student Engagement, 28-29 August 2008, NUI Maynooth.
5. 2 Collaborative Projects
Academic E books: Survey + focus group
Reflective Journals: conference paper + journal article + chapter
Source: https://flic.kr/p/B8HeG
6. Reflective Journals - Research Rationale
to map transition issues in
information literacy for first
year learners
to ‘acknowledge’ the
student voice
to identify areas for
inter institutional
collaboration
to improve the module for future students
7. Research proposal submitted to
University Ethics Committee
Qualitative framework
Journals used retrospectively
35 participants
Journals coded (grounded theory)
manually as hand-written in diary format
15 categories
9. Where did the idea for our collaborative research
come from?
I decided to use reflective journals with the first
years as I had already taught them. Then I
contacted you (but we had already talked about the
study skills module and timing the library input for
critical moments).
Remember I made attendance compulsory for library
training? Then we talked about the project and you
introduced me to the McGuinness article and we
took the method from it and refined it for our
purpose.
10. Did the joint research process 'work'?
most definitely as we both brought something to the table.
when I asked if you were up for doing the data analysis, that
was also really productive. You had insights which I would not
have had so another set of 'eyes' was really beneficial.
11. How did it differ to collaborative research work you've done
with non librarian colleagues?
I think we talked more as I was not expecting an 'academic'
and that talk and different perspective was useful.
You were really good with coming up with good material
such as the contributions to the HEA from students and
lecturers.
12. Any specific skill set you think having a librarian on board brought?
Yes, searching in areas where I may not have done as well as
bringing your specialist knowledge
any other observations?
I think such collaboration should happen
more often because librarians possess so
much knowledge which can fit well into
small-scale research projects for instance.
16. Where did the idea for our collaborative research
come from?
This project has been on a back burner, stemming
from my interest in digital learning. Given the
nature of the research topic it was
then a logical choice for me to involve
a librarian.
As well as being our subject librarian, you have been
involved in our Master's methodology module, so I
knew your profile and also as someone I can count
on, so on all accounts it was an obvious choice for
me.
17. Did the joint research process 'work'?
Absolutely. From compiling the survey questions to
writing the final report our collaborative thinking was
very positive and gave a balanced view to the
whole study.
The particular funding call (Quality
Development Office) encouraged a
collaborative study with another
school/unit, so it fell into place
18. How did it differ to collaborative research work you've done
with non librarian colleagues?
Given the nature of the topic it would not have worked if I
had a non-librarian collaborator who is unlikely to be familiar
with behind the scenes information
including issues such as how e-books are sourced, priced
and what are current issues from the lender's point of view
19. Any specific skill set
you think having a librarian on board brought?
Having knowledge about relevant
resources to help our research, such
as previous reports from JISC, not to mention the
ability to be able to informally canvas other
librarians' views and sentiments, as we did, on
survey questions and certain issues.
20. Any other observations?
To me having different perspectives is
always eye-opening and educational. This
provided me with a great opportunity to realise that
academics tend to be ignorant of certain issues with the
library despite our heavy reliance on it.
I felt I learnt quite a lot from the
experience going beyond the issues
related to our specific project.
21. Take Advantage of Available Supports…
Twitter @Write4Research @writingcentre @Acwri @awhelp
Adventures in Qualitative Analysis LINK Research Institute Workshop, DCU.
Publishing Pedagogical Practice workshop facilitated by Sarah Moore, UL (organised
by Learning Innovation Unit, DCU)
Introduction to Writing for Academic Publication : workshop facilitated by Helen
Fallon, NUIM (organised by ANLTC)
Writers Retreat facilitated by Rowena Murray, University of Strathclyde (organised by
Learning Innovation Unit, DCU)
Academic Writing Librarians established by Helen Fallon = invaluable, informal forum
for sharing writing ideas, tips and calls for papers
22. Source: https://flic.kr/p/7mPUvV
Tips for Collaborative Research
Divide administration duties:
Researching appropriate journals
Liaising with editors
Responsibility for formatting
Responsibility for checking references
Be clear about the contribution you are
making and not making
Harness sharing tools like
Google Docs & Drop Box
Afford enough time to the planning
and editing phase