On the shelf in time : developing a strategy to improve reading list support....UCD Library
This document discusses strategies to improve support for reading lists at University College Dublin. It outlines traditional problems with supporting reading lists, as well as new challenges. In 2009, changes were implemented including a targeted reading list fund, new submission deadlines and procedures, and centralized ordering. A 2010 review found the changes were successful, processing 15% of offered modules, but recommended further revisions to forms, guidelines, and statistics tracking. The conclusion is that continual review and transparency are needed to support reading lists in the evolving university context.
The Embedded Librarian: Integrating Library Resources into Course Management ...Emily Daly
1) The document discusses how librarians at Duke University have embedded library resources directly into the university's course management system (Blackboard) to make resources more accessible to students.
2) An initial pilot project placed an "Ask a Librarian" button in Blackboard which led to the formation of a committee to more broadly integrate library guides and resources.
3) By spring 2009, a system was automated using the Django database to dynamically generate library guides links for every course site based on the course subject code.
The Embedded Librarian: Using Technology in Service DeliveryPavlinka Kovatcheva
The document discusses embedded librarianship and provides examples from the University of Johannesburg Sciences Librarian. It defines embedded librarianship as librarians becoming integral parts of the units and groups they work with. The UJ Sciences Librarian discusses establishing partnerships within the Sciences Faculty and departments, providing instruction in classrooms and online, and using social media and mobile technologies to connect with students and faculty. The librarian provides practical tips and examples of activities like attending department events, collaborating on curriculum support, and maintaining a presence on the learning management system and social media.
The document summarizes the results of a longitudinal study conducted by Katie Burn and Matt Cunningham on why students use university libraries and what they use them for. They surveyed students at Loughborough University and the University of York in 2015 and 2016. Some key findings were that students primarily use libraries for individual study and to access resources, with undergraduates using libraries more frequently than postgraduates. Differences between the universities included York students prioritizing individual study more and using libraries for social purposes. The collaboration provided insights to inform space planning and demonstrated the value of libraries.
On the shelf in time : developing a strategy to improve reading list support....UCD Library
This document discusses strategies to improve support for reading lists at University College Dublin. It outlines traditional problems with supporting reading lists, as well as new challenges. In 2009, changes were implemented including a targeted reading list fund, new submission deadlines and procedures, and centralized ordering. A 2010 review found the changes were successful, processing 15% of offered modules, but recommended further revisions to forms, guidelines, and statistics tracking. The conclusion is that continual review and transparency are needed to support reading lists in the evolving university context.
The Embedded Librarian: Integrating Library Resources into Course Management ...Emily Daly
1) The document discusses how librarians at Duke University have embedded library resources directly into the university's course management system (Blackboard) to make resources more accessible to students.
2) An initial pilot project placed an "Ask a Librarian" button in Blackboard which led to the formation of a committee to more broadly integrate library guides and resources.
3) By spring 2009, a system was automated using the Django database to dynamically generate library guides links for every course site based on the course subject code.
The Embedded Librarian: Using Technology in Service DeliveryPavlinka Kovatcheva
The document discusses embedded librarianship and provides examples from the University of Johannesburg Sciences Librarian. It defines embedded librarianship as librarians becoming integral parts of the units and groups they work with. The UJ Sciences Librarian discusses establishing partnerships within the Sciences Faculty and departments, providing instruction in classrooms and online, and using social media and mobile technologies to connect with students and faculty. The librarian provides practical tips and examples of activities like attending department events, collaborating on curriculum support, and maintaining a presence on the learning management system and social media.
The document summarizes the results of a longitudinal study conducted by Katie Burn and Matt Cunningham on why students use university libraries and what they use them for. They surveyed students at Loughborough University and the University of York in 2015 and 2016. Some key findings were that students primarily use libraries for individual study and to access resources, with undergraduates using libraries more frequently than postgraduates. Differences between the universities included York students prioritizing individual study more and using libraries for social purposes. The collaboration provided insights to inform space planning and demonstrated the value of libraries.
The document discusses the journey of redesigning a university library's catalogue to improve accessibility. Key requirements for the new system included complying with accessibility standards, allowing for customization without compromising accessibility, and addressing feedback requesting improvements to search, navigation, and inclusion of book cover images. An open source system was selected to allow for ongoing development and improvements. The new interface features improved search, account management, and help pages based on an information landscape model. Initial student feedback was positive and highlighted further areas for enhancement, such as default search settings and improved screen options.
C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
The document outlines an agenda to establish a council membership, review and revise templates, and set targets and goals. The council will determine if it adequately represents the college, elect a chair, and review templates to measure objectives. Baseline data and quarterly targets will be set for each measurement. A date for the next meeting will also be scheduled.
The O'Kelly Library at Winston-Salem State University implemented the O'Kelly Fellows Institute in 2008 to provide faculty training on information literacy and collaborating with librarians. The program offered a $900 stipend for 40 faculty members to attend workshops on modifying assignments, combating plagiarism, and using library resources. The goals were to have one-third of faculty participate by 2012 and ensure students receive information literacy training across disciplines. As a result, library instruction sessions, faculty consultations, database searches, and student consultations all increased substantially. Faculty reported better understanding library services and students said they felt prepared for graduate school. The program helped increase information literacy across the curriculum.
The document discusses moving a workshop from in-person to online delivery. It recommends defining clear learning objectives and creating a skeleton plan that outlines the workshop content and type of content. Examples of content types include information, activities, quizzes and screencasts. The document also suggests developing a storyboard to flesh out the skeleton plan in more detail. Common pitfalls to avoid include making the learning tool-driven or including too much information. The workshop leaders are asked to share their storyboards for feedback.
Revisioning the School Library Program Anne Weaver
The document provides suggestions for school library programs to better align with leadership priorities and make the most of resources:
1) Teacher librarians should ensure library programs are cutting edge, evidence-based, and directly connected to school goals by collaborating with professional networks and promoting outcomes.
2) Outdated practices should be re-examined critically to better serve students and leadership.
3) Librarians must find ways to maximize time for innovative programming like makerspaces through efficiency, volunteers, and connecting library resources to curriculum.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
The document summarizes changes made to student and teaching support at University College Dublin (UCD) Library following a restructuring. Key changes include reducing the number of school liaisons from 19 to 6 college liaisons and scaling back face-to-face support in favor of more online learning objects like tutorials, videos and guides. The library also developed a "Learning Support Menu" to promote these e-learning resources and support self-directed learning. Future steps discussed include developing more online content, getting academic feedback, and promoting the Learning Support Menu.
Customizable and Scalable Information Literacy Learning ObjectsDana Longley
This document summarizes the information literacy (IL) learning tools and resources developed by librarians at an online university to meet the needs of their 20,000+ primarily adult and distance learners. The librarians created customizable, plug-and-play IL learning objects for faculty to embed directly into their online courses. These include video tutorials, online workshops with interactive activities, self-assessment quizzes, and research guides. The goals were to engage students through active learning, accommodate different learning styles, and provide just-in-time research help within the context of coursework. Assessment of the embedded IL objects showed they improved students' research skills without greatly increasing faculty workload.
Reinvigorating a Library Workshop Series: Moving Workshops into the Online En...Mandi Goodsett
1) The document discusses transitioning an in-person library workshop series on topics like plagiarism to an online environment.
2) It provides examples of assessments that were used for in-person workshops and how they could be adapted online using tools like online tutorials, videos, and worksheets.
3) Recommendations are provided for collaborating with other campus partners and designing online badges to recognize completion of online library workshops.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Flipping Out: Applying Flipped Classroom Principles to On-Board New Staff in ...NASIG
This document describes applying flipped classroom principles to train new staff in e-resources and serials. Key aspects include:
1) Identifying training topics and assigning readings, videos for staff to complete independently before meetings to transfer knowledge outside of class time.
2) Holding meetings to discuss topics in more depth, demonstrate local tools, and assign new projects now that concepts are understood.
3) Benefits included staff coming up to speed more quickly, being able to discuss local practices in more depth, and fostering a collaborative culture.
This document discusses how Tri-County Technical College Library used LibGuides to improve communication between faculty and the library. It overhauled its website using LibGuides' templates and features. This allowed library staff to create subject guides for faculty and departments. It also used LibGuides to demonstrate library resources during interviews and give faculty sandbox accounts to explore the tools. The new site design helped promote library databases and services to faculty and better support their instructional needs.
Is peer review peerless? Author: Tony EklofUCD Library
The document discusses peer review, including what it is, the peer review process, criticisms of peer review, and peer review in different fields. It notes that peer review is meant to ensure quality and validity of scholarly work but can be slow, subjective, and biased. While flawed, peer review remains the best system currently for ensuring academic rigor in published work.
Gizarte mugimenduen aldetik, gai honen inguruko hausnarketa bat ezinbestekoa dela uste dut. Ez hori bakarrik, nire iritziz, gizarte osoaren aldetik ere, sare sozial korporatiboekiko hausnarketa kritiko bat ere premiazkoa da. Bizi dugun dinamika alienatzaileaz jabetzea ezinbestekoa da estrategia askatzaileak sortu ahal izateko.
The document discusses the journey of redesigning a university library's catalogue to improve accessibility. Key requirements for the new system included complying with accessibility standards, allowing for customization without compromising accessibility, and addressing feedback requesting improvements to search, navigation, and inclusion of book cover images. An open source system was selected to allow for ongoing development and improvements. The new interface features improved search, account management, and help pages based on an information landscape model. Initial student feedback was positive and highlighted further areas for enhancement, such as default search settings and improved screen options.
C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
The document outlines an agenda to establish a council membership, review and revise templates, and set targets and goals. The council will determine if it adequately represents the college, elect a chair, and review templates to measure objectives. Baseline data and quarterly targets will be set for each measurement. A date for the next meeting will also be scheduled.
The O'Kelly Library at Winston-Salem State University implemented the O'Kelly Fellows Institute in 2008 to provide faculty training on information literacy and collaborating with librarians. The program offered a $900 stipend for 40 faculty members to attend workshops on modifying assignments, combating plagiarism, and using library resources. The goals were to have one-third of faculty participate by 2012 and ensure students receive information literacy training across disciplines. As a result, library instruction sessions, faculty consultations, database searches, and student consultations all increased substantially. Faculty reported better understanding library services and students said they felt prepared for graduate school. The program helped increase information literacy across the curriculum.
The document discusses moving a workshop from in-person to online delivery. It recommends defining clear learning objectives and creating a skeleton plan that outlines the workshop content and type of content. Examples of content types include information, activities, quizzes and screencasts. The document also suggests developing a storyboard to flesh out the skeleton plan in more detail. Common pitfalls to avoid include making the learning tool-driven or including too much information. The workshop leaders are asked to share their storyboards for feedback.
Revisioning the School Library Program Anne Weaver
The document provides suggestions for school library programs to better align with leadership priorities and make the most of resources:
1) Teacher librarians should ensure library programs are cutting edge, evidence-based, and directly connected to school goals by collaborating with professional networks and promoting outcomes.
2) Outdated practices should be re-examined critically to better serve students and leadership.
3) Librarians must find ways to maximize time for innovative programming like makerspaces through efficiency, volunteers, and connecting library resources to curriculum.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
The document summarizes changes made to student and teaching support at University College Dublin (UCD) Library following a restructuring. Key changes include reducing the number of school liaisons from 19 to 6 college liaisons and scaling back face-to-face support in favor of more online learning objects like tutorials, videos and guides. The library also developed a "Learning Support Menu" to promote these e-learning resources and support self-directed learning. Future steps discussed include developing more online content, getting academic feedback, and promoting the Learning Support Menu.
Customizable and Scalable Information Literacy Learning ObjectsDana Longley
This document summarizes the information literacy (IL) learning tools and resources developed by librarians at an online university to meet the needs of their 20,000+ primarily adult and distance learners. The librarians created customizable, plug-and-play IL learning objects for faculty to embed directly into their online courses. These include video tutorials, online workshops with interactive activities, self-assessment quizzes, and research guides. The goals were to engage students through active learning, accommodate different learning styles, and provide just-in-time research help within the context of coursework. Assessment of the embedded IL objects showed they improved students' research skills without greatly increasing faculty workload.
Reinvigorating a Library Workshop Series: Moving Workshops into the Online En...Mandi Goodsett
1) The document discusses transitioning an in-person library workshop series on topics like plagiarism to an online environment.
2) It provides examples of assessments that were used for in-person workshops and how they could be adapted online using tools like online tutorials, videos, and worksheets.
3) Recommendations are provided for collaborating with other campus partners and designing online badges to recognize completion of online library workshops.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Flipping Out: Applying Flipped Classroom Principles to On-Board New Staff in ...NASIG
This document describes applying flipped classroom principles to train new staff in e-resources and serials. Key aspects include:
1) Identifying training topics and assigning readings, videos for staff to complete independently before meetings to transfer knowledge outside of class time.
2) Holding meetings to discuss topics in more depth, demonstrate local tools, and assign new projects now that concepts are understood.
3) Benefits included staff coming up to speed more quickly, being able to discuss local practices in more depth, and fostering a collaborative culture.
This document discusses how Tri-County Technical College Library used LibGuides to improve communication between faculty and the library. It overhauled its website using LibGuides' templates and features. This allowed library staff to create subject guides for faculty and departments. It also used LibGuides to demonstrate library resources during interviews and give faculty sandbox accounts to explore the tools. The new site design helped promote library databases and services to faculty and better support their instructional needs.
Is peer review peerless? Author: Tony EklofUCD Library
The document discusses peer review, including what it is, the peer review process, criticisms of peer review, and peer review in different fields. It notes that peer review is meant to ensure quality and validity of scholarly work but can be slow, subjective, and biased. While flawed, peer review remains the best system currently for ensuring academic rigor in published work.
Gizarte mugimenduen aldetik, gai honen inguruko hausnarketa bat ezinbestekoa dela uste dut. Ez hori bakarrik, nire iritziz, gizarte osoaren aldetik ere, sare sozial korporatiboekiko hausnarketa kritiko bat ere premiazkoa da. Bizi dugun dinamika alienatzaileaz jabetzea ezinbestekoa da estrategia askatzaileak sortu ahal izateko.
The document provides tips on how to get attention on social media by being a "D.I.C.K.", which stands for having a Distinction, Inventing a persona, posing a Challenge, and Killing something that is not working. It suggests having something unique that distinguishes you from others, creating an interesting online personality, issuing challenges or contests to engage people, and discontinuing promotions that are not effective. The document promotes Stefan Pinto and his healthy lifestyle advice by encouraging people to search for articles about him online.
Joan Miró was a Spanish painter, sculptor, and ceramicist known for his abstract style who was born in 1893 in Barcelona, Spain. He studied at the School of Fine Arts and Academia Gali in Barcelona and worked in painting, sculpture, murals, and ceramics throughout his career. Miró died in 1983 at the age of 90 in Palma, Mallorca, Spain.
Access to virtual & physical resources. Author: Eoin McCarneyUCD Library
This document discusses access to virtual and physical library resources in Ireland. It proposes developing a national federated search system that would allow users to search library catalogs and e-resources through a single interface. This could standardize access, reduce costs, and promote Irish libraries. It would also impact who qualifies as a valid library user and how users access physical materials, including those in off-site storage. Access schemes may need to be reviewed and expanded to determine how remote and affiliated users can access and borrow e-resources and materials. Overall the document considers moving from individual library solutions to more collaborative national approaches.
The document discusses several students' experiences with the research process for a class assignment.
Natalie expresses frustration with not finding helpful sources from databases and search keywords. She appreciates how the class blog allowed her to get suggestions from others to break through a "research wall".
Kathleen notes feeling uncertain at first about the class blog, but finding it comforting to discover others face similar problems and questions during research. The research process is messier than anticipated and sounds easier initially than it is in practice.
The document discusses the process for Post Residential Advisors to log into DMARS and review automated mentor reports. PRAs can access pending mentor reports on their home page in DMARS. The reports display any contact changes made by mentors in green, which PRAs can then edit, add to, or delete before accepting the report and updating the DMARS database.
Let's Work Together: UCD Research, UCD Library & AltmetricsUCD Library
Presentation given by Michael Ladisch, UCD Bibliographic Services Librarian, and Joseph Greene, UCD Research Repository Librarian, at CONUL Annual Seminar, June 3-4, 2015, Athlone, Ireland.
This document discusses what it takes to become a technopreneur, including opportunities and challenges. It outlines 5 types of startups and stresses that becoming a technopreneur involves long hours, stress, and uncertainty until the business is established. Ideas can be generated through exploring current issues and looking for areas of innovation. An effective business plan is important to test feasibility and attract investors to help the business succeed.
Teams consist of a small number of people with complementary skills who are mutually accountable for achieving a common purpose. The US Special Forces are elite, highly-trained military teams that conduct specialized operations such as reconnaissance, surveillance, sniping, and counter-terrorism actions. Special forces have played an important role throughout history by achieving disruption through "hit and run" tactics rather than conventional warfare. Using teams provides advantages like improved goal satisfaction, higher quality results from utilizing different perspectives, and increased job satisfaction, but teams also risk high turnover and social loafing if not properly implemented and supported.
Watch Us on Our Youtube Channel: Supporting Students Through Electronic Media...UCD Library
The document discusses the UCD Library's use of e-learning to support students through online videos and tutorials. It describes the library's goals to provide online support for students and ensure wide access across campus. It outlines the planning, production, and promotion of the e-learning materials, including creating storyboards and videos. The project was deemed a success and has potential for expansion across the university.
PM aims to involve employees more through communication and participation, which has been praised as empowering employees by removing sources of powerlessness. However, some argue PM is just a way for managers to control employees, not empower them. While PM may indirectly empower employees through feelings of contribution, its success relies heavily on management commitment and ensuring employee and manager interests are aligned. For PM to truly empower, managers must also be committed and employees' interests understood and addressed.
Web 2.0: Xarxes Socials. Jornada tècnica.Marc Garriga
Jornada tècnica sobre el Web 2.0 i les xarxes socials, en l'àmbit de l'agricultura i el medi rural, realitzada el 22 de març de 2011 en el Departament d’Agricultura, Ramaderia, Pesca, Alimentació i Medi Natural de la Generalitat de Catalunya.
The Fatimid dynasty ruled over parts of North Africa, Egypt, and the Levant from 909-1171 CE. Founded by Ismaili leader Ubayd Allah, the Fatimid dynasty established Cairo as its capital and built al-Azhar mosque, which became an important center of Islamic learning. However, the Fatimid's lost control over their territories due to weakening central authority and the invasion of the Seljuk Turks in the 11th century. The Ayyubid dynasty, founded by Saladin, ruled much of the region in the 12th-13th centuries and ushered in an era of economic prosperity before being replaced by the Mamluks in Egypt and conquered by the
Bradaíl - Seachain í thar aon rud eile! [Plagiarism - Avoid it at all Costs!] - Presentation given by Jennifer Collery, Liaison Librarian at University College Dublin Library, Dublin, Ireland at CONUL ACIL Annual Information Literacy Seminar, 11th June, 2014 at Trinity College Dublin
El documento habla sobre el Festival de Navidad de 2007 y la importancia de reciclar para la solidaridad. Anima a la gente a seguir separando correctamente los residuos en los diferentes contenedores de color azul, amarillo, verde y marrón para reciclar. Recuerda no tirar restos de comida, vidrios sucios, ropa o periódicos usados y en su lugar clasificarlos adecuadamente, ya que todo se puede aprovechar y si todos reciclamos, todos ganamos. Les desea una Feliz Navidad.
This document provides an overview of different types of local area networks (LANs) and their characteristics. It discusses personal computer LANs, backend and storage area networks, high-speed office networks, backbone local networks, factory networks, tiered LAN strategies and components, transmission mediums such as twisted pair wires and fiber optic cables, structured cabling systems, LAN protocol architectures, and the IEEE 802 reference model.
The librarians at UCD Library taught a course on Web 2.0 and social media tools to undergraduate students. They developed the course to share their expertise with these tools gained from library projects. Teaching the course was challenging due to administrative duties, technical issues, and varying student skills, but it deepened the librarians' understanding of student research habits. Student feedback was positive and appreciated learning about new tools from the librarians' perspective. While demanding of time, teaching the course strengthened the library's profile on campus.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
MML2008 Anglia Ruskin Cambridge Simon BignellSimon Bignell
A talk given at MML2008 conference at Anglia Ruskin University. Blended Learning with 3D Virtual Environments. Simon Bignell - University of Derby.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Coventry University implemented the Add+Vantage employability modules in 2006, requiring students to take optional credits to enhance career skills. The library developed credit-bearing information literacy modules at levels 2 and 3. Level 2 modules covered evaluating information sources but had engagement issues. Level 3's "Information in the Workplace" focused on finding workplace information and received positive feedback. While Add+Vantage was unpopular, the library gained experience developing employability modules and determined a compulsory level 3 module could effectively teach lifelong information literacy.
This document discusses transitioning from one-shot library instruction sessions to more sustainable models of information literacy integration. It describes experiments with embedding librarians in courses, which led to improved student performance but high resource costs. Alternative approaches discussed include using student peer tutors, training instructors to teach information literacy, developing online learning objects, and point-of-need support for students through DIY library guides. The focus shifted to collaborating with instructors to design assignments and providing support throughout the research process.
This document discusses the history and use of ePortfolios at LIU Global. It describes how the university has used various platforms over time, including TaskStream and Digication. Digication was ultimately selected for its flexibility, ease of use, and support. The document outlines how LIU Global students use ePortfolios to document experiential learning, reflect on their experiences abroad, and create a showcase portfolio for career or further education opportunities. Areas of improvement and challenges are also discussed.
This document summarizes a study on an online information literacy course for PhD students at the University of Tartu in Estonia. The 3-credit course used student-centered active learning approaches over 9 weeks, including individual assignments to search databases and analyze peers' work. Analysis of student reflections found the structured exercises and feedback were useful, though some struggled with the time commitment. Suggestions included clarifying evaluation, adding contact seminars, and translating materials to improve accessibility.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
- The document discusses a blended learning project that provided teachers training and support to implement blended learning courses using a learning management system and pre-developed online content. 10 teachers participated initially with 4 continuing actively.
- The project found that blended learning provided students flexibility over time, location, and pace of learning. However, challenges included the time needed for teachers to learn new technologies and develop courses, as well as ensuring students had adequate access to technology and internet.
- Students reported appreciating increased access to course content online, while some struggled without textbooks or reliable technology access. Overall, the project demonstrated benefits of blended learning but also highlighted infrastructure and training needs.
Learning Commons at CapU: What Is Our Vision?caplibrarytania
The document discusses the concept of a Learning Commons, which aims to create a collaborative student-centered space that facilitates connections between students, faculty, information, equipment and other resources. It provides examples of Learning Commons models at UBC and SFU, highlighting features like flexible furniture, peer support programs, technology, and spaces for both individual and group work. The document emphasizes that a Learning Commons should be adaptable to student needs and schedules and integrate various student services. It also notes some potential challenges in implementing this model, such as collaboration across stakeholders.
Connecting with Students and Faculty through Personal and Embedded LibrarianshipALATechSource
The document outlines an agenda for a workshop on connecting with students and faculty through personal and embedded librarianship. The workshop will cover the history of personal librarian programs and embedded librarianship, innovations that can help librarians reach students and faculty individually, and strategies for establishing relationships and assisting students. Attendees will learn best practices and future trends in personal and embedded librarianship. The workshop aims to help librarians create or adapt personal librarian programs to fit their institutions.
The document discusses using WebLearn and reusable learning objects (RLOs) to increase student engagement at London Metropolitan University. It describes challenges like limited peer interaction and lack of practice/retention. Solutions included discussions, self-marking quizzes, and RLOs on topics. Student feedback was positive, finding the activities fun and helpful for learning. Engagement increased as students communicated more and interacted with course material through automatic assessments in a flexible online environment.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
innovating the curriculum through social mediaHelen Webster
This document discusses innovating curriculum through social media and technology. It notes that knowledge becomes outdated faster, there is more knowledge than can fit in a curriculum, and core skills are changing. This clashes with academia's traditional model of one-to-many broadcasting of finalized knowledge by authoritative teachers. However, social media allows for user-generated content, small-scale sharing, open works in progress, and networking. The document suggests ways to use social media like wikis, blogs and Twitter to develop curriculum collaboratively, crowdsource lecture questions, and make assignments social processes with student-created content and peer feedback. Issues like ethics, digital skills, and access are also noted.
ALA TechSource Workshop: How to Build a Sustainable Embedded Librarianship Pr...ALATechSource
This document discusses how to build a sustainable embedded librarianship program. It begins by outlining common complaints about traditional one-shot library instruction programs, such as not reaching enough students or not having enough impact. Embedded library instruction can address these issues by integrating librarians into courses throughout the curriculum. The rest of the document discusses different models for embedded librarianship, including librarian discussion boards, building course content, tutorials, and high-touch co-teaching. It also addresses challenges such as the time commitment required and how to negotiate expectations with faculty. Overall, the document promotes embedding librarians strategically within the curriculum in meaningful and well-designed ways.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
Similar to The librarian as lecturer : experiences on the other side of the fence. Authors: Josh Clark, Hugh Murphy (20)
The role of academic libraries in supporting a culture of research integrityUCD Library
Presentation given by Michelle Dalton, UCD Library's Head of Research Services, at the Academic and Research Integrity Conference Ireland 2023, 4-6 October in Galway, Ireland.
Collection Management and GreenGlass at UCD LibraryUCD Library
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The librarian as lecturer : experiences on the other side of the fence. Authors: Josh Clark, Hugh Murphy
1. The Librarian as Lecturer:
Experiences on the other side of the fence
LILAC 2010
Josh Clark
Hugh Murphy
UCD Library, University College Dublin
UCD Library Leabharlann UCD
3. what did we teach?
IS20090 Web 2.0 and Social Media: An
Introduction
(Originally known as “etoys”)
introduced in academic year
2008-2009
repeated for 2009-2010
7. UCD Library as Innovator
• UCD Library experimentation with Web
2.0 tools to enhance library services
• Many library staff involved in various
projects over the years
• Staff knowledge of and familiarity with
the tools
• Acknowledged by SILS
8.
9. genesis of the course
• History of collaboration
• Cataloguing & classification courses
already taught by librarian
• Second Life collaboration
• Head of School approached Library to
design & teach a Web 2.0 module
10. genesis of the course
• New course created specifically with
Library staff in mind
• Designed for 2nd & 3rd year UG students
• Initial course offered, Autumn 2008
• Recommenced with modifications,
Autumn 2009
11. nature of the course
• An “elective” (implications!)
• Disparate student demographic
• Continual assessment and exam
• Designed to be interactive & hands-on
(Web 2ish / non traditional)
13. nature of the course
• “practice what we preach” - used Ning
instead of traditional VLE
• Broad array of topics, broad staff
involvement
• Solely administered by Library staff –
“team approach”
15. assessment summary
• Assignments given at each class session
• Students completed assignments as blog
postings
• Varying levels of interaction in each class
(attendance & participation graded)
16. Horses for (SILS) courses…
More traditional Less traditional
• one to many • some to some
• lecturer as teacher • lecturer as facilitator?
• tends towards • tends toward
didactic immersive
• has specific ICT
• can be taught
requirements
almost anywhere
• students from any
• all students of discipline, any level
Information Science,
etc
17. …or same old song?
• Still trying to convey information!
• Still assessed via some sort of
examination
• Arguably paradigm is not completely
different
18. does it inform information literacy
teaching?
• Different approach
• Gain greater knowledge of how
students use Web 2.0 to conduct their
research
• One enhances the other
19. does it inform information literacy
teaching?
• Different approach
Info
rma
tio sympathy for academics b 2.0
• Gain n
lite r
acy We
t ools
• Skill sets overlap
• One enhances the other
21. librarians do it better?
• Contribution is
mutually beneficial
• Librarians bring
certain skills to the
table
• Librarians develop
certain skills
• practice makes perfect
22. Evaluation, or lessons learned
A serious challenge…!
– developing new skills
– administrative duties
– answering (constant) student queries
– marking
– exams
– course needs 360° support
Gain sympathy for academics
23. challenges: learning space
• Location not ideal for collaborative &
practical learning
• Technical issues! (IT)
• Highlighted the need for innovative
learning spaces on campus
25. other challenges
Assignments & Grading
– Q: Work has to reflect Web
2.0 philosophy?
A: Sometimes!
– Varying levels of marking
experience
– 8 lecturers: consistency a
challenge
26. risks
• Administrative role: time-intensive and
daunting
• Full-blown lecturer role not
“traditionally” a librarian’s remit?
27. rewards
• Further recognition by School(s)
• Boosts Library profile
• Enhances IL skills – greater
understanding of student needs & ways of
gathering/interacting with information
• Pay?!
28. student feedback – the Good
“I found a lot of very interesting
information in [the course readings] and I
was often reading with my mouth wide open in amazement. I would not
have read the information about these topics myself, so I
was
happy to find such current information about
the contemporary web and also social issues in
an university module... I
will remember
this module as one of the brightest
experiences from all my academic
life here at UCD. Thank you very
much.”
29. student feedback – the Good
“I would like to thank you and other
lecturers for giving me a chance to
learn about Web 2.0. It was not something I
would be able to learn back in Korea and it surely
made a memorable experience in
my exchange year here at UCD.”
30. conclusion
• A learning experience!
• LOTS of work & time
• A departure from IL teaching – more
important to student?
• Librarian perspective on Web 2.0 tools – a
beneficial aspect of the course
31. …and thanks also to the other members of the librarian lecturing team!
Caleb Derven – Systems Librarian
Ros Pan – Head of Electronic Strategy & Innovation
THANKS!
James Molloy – Assistant Librarian, Reader Services
Cathal MacCauley – former Head of Reader Services
Diarmuid Stokes – Liaison Librarian, Vet Medicine,
etc.
Shane McLoughlin – SILS PhD candidate
Editor's Notes
Overview.
Genesis of the course
Genesis of the course!
UCD Library as Web 2.0 innovator!
UCD Library experimentation with Web 2.0 tools to enhance library services
This brings us to UCD’s School of Information & Library Studies (SILS)….small School, etc. Only about 8 lecturing staff (not all full-time), and a plethora (10+) of occasional lecturers This cohort consists of Library staff and others – WE EXPLAINED WHAT WE MEANT BY “ADDED LIBRARIAN”
Collaboration with SILS – a large number of occasional lecturers employed by the School Hugh already teaching a cataloguing & classification course for a number of years SILS involvement with Library’s foray into Second Life – some lectures held in the Library’s Second Life building by the Head of School at the time She approached library with an idea for a course on Web 2.0 tools
Course designed for Second Stage students (2 nd & 3 rd years), to be counted towards a Bachelor of Social Science degree. **Could also be taken as an elective – so potentially anyone from any background could take the course. This has implications! Course designed over summer and ran in the first semester 2008-09, with a roster of 20 students (of which only half showed up most of the time!) Significantly modified and expanded for the next academic year, rebranded as a “Web 2.0” course and ran again with 45 students signed up (of which 85-90% attended every class)!
As an elective course, students could potentially come from any subject area. This means that skill levels and pre-knowledge of Web 2.0 varied widely. International students – language barrier, misunderstanding of assignements, etc. Makes for lots of student queries throughout the course! TIME-INTENSIVE Interactivity & collaboration was on the agenda. Not always panned out in reality however.
Course breakdown week by week
Explanation of Ning social networking tool, etc.
Ning is a social networking site where you can build your own. Students were sent invitations to join and all course correspondence was driven through this channel. Each student had their own profile, etc.
-Each class session had an assignment, which the students completed in their blog. Blogs were marked twice during the semester. They also had to complete a midterm essay (question provided by us), and had a final class test (exam) which consisted of a MCQ and an essay (choice between 2 questions). -Some class sessions included work to be done by students during class (e.g., wikis & online productivity tools), some were more straight lecture (theory and semantic web sessions)
Traditionally, higher education courses tend towards the lecturer filling a vessel (student) with knowledge This course tried to include some aspects of Web 2.0 – interaction, collaborative work (varied from session to session), using the new tools to manage the course, etc.
The same paradigm at the end of the day?
There is a different approach, as this is an ongoing taught class with different responsibilities – it’s not a component of a larger course – it IS the course! It will help inform IL sessions on keeping current, citing and referencing, identifying plagiarism, verifying accuracy and truth in information
Information literacy meets Web 2.0 – a new definition of the model is needed? 7 Pillars of IL via SCONUL. Which pillars were explored here? Pillars 2, 5 and 7
This slide (a still from the film “The Road” – post-apocalyptic survival!) represents the path and ordeal (sometimes!) of the science liaison librarian….It can be a tough slog, especially for a maths and physics liaison librarian trying to convince sometimes dubious Schools of the importance of IL!
Contribution mutually beneficial – SILS gains students, broadens offering of modules in this area. Librarians gain valuable teaching skills to inform future IL sessions, advertise the Library and its services Librarians develop teaching skills, gain a “lecturer’s perspective” and realise the difficulty they have in managing time, many modules etc. Can recognise and try to prevent plagiarism, instill in the students the skills to investigate and verify authority of some Web 2.0 tools…
Skills as a lecturer different to librarian giving IL sessions – in some ways yes!! Administrative duties are time consuming to say the least Fielding student queries on all aspects of the course Marking takes up time Creating exam also daunting Support from Library management crucial – e.g., when course duties creep into work time Support from SILS also crucial, of course!
Nature of class required a learning space with computers. Very difficult to find the right venue for the number of students attending (45). Computer lab setting too noisy, not really a proper classroom! Currently campus IT infrastructure too rigid and conventional for this type of course, generally speaking…
1 Library staff person chosen as an team administrator for the course (Josh) SILS module coordinator Judith Wusteman This involves fielding student queries - e.g., absences, problems with blogs, links, Ning profiles, students with special needs, etc. etc.! Also…. compiling and checking assignment grades, coordinating course final exam, *classroom issues*
The goal regarding student assessment was creating assignments that more or less reflected Web 2.0 philosophy – here we opted for a combination (blog post assignments combined with traditional essays and in-class exam) Library teaching staff had varying levels of marking experience – how to achieve a consistent standard with 8 different graders?
Library seen as a partner rather than strictly a support Stronger relationship with SILS Library profile enhanced, hopefully leading to greater IL involvement Informs future IL sessions, whether once-off sessions, or embedded in the curriculum – greater understanding of student needs On a strictly personal level perhaps, the fact that we got paid as occasional lectures doesn’t hurt, also acknowledges our worth and what we can bring to the table to enhance School programme offerings
Library seen as a partner rather than strictly a support Library profile enhanced, hopefully leading to greater IL involvement Informs future IL sessions, whether once-off sessions, or embedded in the curriculum – greater understanding of student needs On a strictly personal level perhaps, the fact that we got paid as occasional lecturers doesn’t hurt, also acknowledges our worth and what we can bring to the table to enhance School programme offerings
Student feedback – didn’t get much really
Approach to teaching this course was different from teaching IL sessions in that it was perhaps felt that this mattered more to students, for obvious reasons. Marking student assignments and exams was definitely a challenge. Overall a very good experience, if a bit stressful!