The Bionutrition Core at the University of California, San FranciscoCTSI at UCSF
This service is provided by the Clinical Research Services (CRS) Program at the Clinical and Translational Science Institute at the University of California, San Francisco. Learn more http://ctsi.ucsf.edu/our-work/clinical-research-services
Atlas Copco - Work with worldclass challengesAtlas Copco
This is the story about Atlas Copco and the people working here. Atlas Copco is an industrial group with world-leading positions in products and services that deliver sustainable productivity. Every day we are proud to serve customers in more than 180 countries around the world. Perhaps you would like to become a part of our Group? Take a few minutes to find out more about what it is like to work with us.
McKenney’s replaced nine chilled water coils in 34-year-old air handling units (AHUs) located in an operation center for a large, public service company.
Culture is the driver of sustainable performance. Management board culture is not as elusive as often thought. It can be made concrete by evaluating management board performance, not only based on figures and strategic memos, but also on key cultural characteristics. It is time to rethink the role of non-executives in the boardroom.
The Bionutrition Core at the University of California, San FranciscoCTSI at UCSF
This service is provided by the Clinical Research Services (CRS) Program at the Clinical and Translational Science Institute at the University of California, San Francisco. Learn more http://ctsi.ucsf.edu/our-work/clinical-research-services
Atlas Copco - Work with worldclass challengesAtlas Copco
This is the story about Atlas Copco and the people working here. Atlas Copco is an industrial group with world-leading positions in products and services that deliver sustainable productivity. Every day we are proud to serve customers in more than 180 countries around the world. Perhaps you would like to become a part of our Group? Take a few minutes to find out more about what it is like to work with us.
McKenney’s replaced nine chilled water coils in 34-year-old air handling units (AHUs) located in an operation center for a large, public service company.
Culture is the driver of sustainable performance. Management board culture is not as elusive as often thought. It can be made concrete by evaluating management board performance, not only based on figures and strategic memos, but also on key cultural characteristics. It is time to rethink the role of non-executives in the boardroom.
By the population graph, Sharjah is the third biggest city in the United Arab Emirates. It hosts more than 800,000 residents within itself. Amid the Persian gulf on the left side and Oman gulf on the east side, it is the hub of humanity, industry and contributes 7.4 % of the GDP of the United Arab Emirates.
Skyals is a blog website is an online platform that serves as a regularly post written content in the form of articles, essays or posts. These entries, often arranged in reverse chronological order, cover a wide range of topics and are typically personalized with the blogger's unique perspective, expertise, or experiences, variety of purposes, including personal expression, sharing knowledge, building a professional online presence, promoting products or services, or engaging with a community of like-minded individuals. They have become a popular and accessible way for individuals and organizations to communicate and connect with a global audience on the internet.
WTIA Marketing Series: What Can You Learn from a Gaming Companynpyron
I presented this deck at a WTIA marketing event. With the rise of “gamification”, or the use of game mechanics in non-game contexts, I spoke about what non-gaming companies can learn from the marketing tactics of a gaming company.
How to create a company profile from information freely available on a company website by Avtar Natt, BPP University College of Professional Studies. Presented at the Company Information Day held at Manchester Business School in May 2011.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Teaching Librarians
1. C ireMc
la Guinne s
s
Sc o o Info a n & Lib ry Stud s
ho l f rm tio ra ie
UC D
2. Presentation Outline
Who are we? C nc p lis the“ a hingLib ria
o e tua ing Te c ra n”
What is our key concern? –Defininginfo a n lite c
rm tio ra y
What do we do in practice? –“ a hingLib ria w rk
Te c ra n” o
in Iris Hig r Ed a n
h he uc tio
Where are we going and what do we need to know? –10
c nc p w h a s p thero a w rk o the
o e ts hic re ha ing le nd o f
“ a hingLib ria
Te c ra n”
3. Who are we?
MLIS/GDLIS (2009) students give their views on the work of
a “teaching librarian”.....
A le rne “ a hinglib ria iss m o w isa o le rning
a r: Te c ra n o e ne ho ls a
the s lve a the g , a p s e thiso to o rs no jus
m e s s y o nd a s s n the , t t
s e ”
tud nts
An inve tig to “ vingthea ility to find o w t thec nt ne d
s a r: Ha b ut ha lie es
to kno –ra r tha jus w t yo think the ne d As
w the n t ha u y e . kingthe
‘ ht q s ns ”
rig ue tio ’
A lib ry g e “ te c
ra uid : The a hingro o thelib ria s uld no g
le f ra n ho t o
o rb a , a ism inly c nc rne w he ingthep tro to us
ve o rd nd a o e d ith lp a ns e
thelib ry a itsre o e ”
ra nd s urc s
4. Who are we?
A c a h: “ tivea invo d–le rninga te c
o c Ac nd lve a nd a hinga thes m
t a e
tim . No s nd in fro o ac s b he ingp o lew the
e t ta ing nt f la s ut lp e p ith ir
info a n ne d in am reind ua s ns . Le rningho to b a
rm tio e s o ivid l e e a w e
b tte lib ria w p s ingo info a n s
e r ra n hile a s n rm tio killsw ha a a y
e ve lre d
le rne ”
a d
An e e (w p s io
xp rt ith a s n!): “ retha jus to a e uc ting
Mo n t urs nd d a
p o leo w t kind o re o e a a ila le So e new a
e p n ha f s urc s re va b . m o ith
s je t s e ia o are l p s io teinte s s uld b e o g d to
ub c p c lty r a a s na re t ho e nc ura e
inte c w p tro w a s ying s a hingtha s je t o
ra t ith a ns ho re tud /re e rc t ub c r
inte s A “ a hinglib ria s uldb a leto a vis o re o e
re t. te c ra n” ho e b d e n s urc s
tha w uld t im e ia ly b a p re fro OP s a he , e .
t o n’ m d te e p a nt m AC e rc s tc
The s uld b ad e ly info e re d r the s lve ”
y ho e ep rm d a e me s
5. What is our key concern?
CILIP definition, 2004 (endorsed by WGIL)
“ rm tio lite c iskno ing
Info a n ra y w ane d fo info a n
e r rm tio
w n a w yo ne d
he nd hy u e there o e a ila le
s urc s va b
info a n, w reto find it, a
rm tio he nd ho to find info a n
w rm tio
ho to e lua , us a
w va te e nd thene d to e lua re ults
e va te s
c m unic teit in a e a
o m a n thic l ho to w rk w o e lo
w o ith r xp it
m nne
a r. re ults
s
e sa re p ns ility o us
thic nd s o ib f e
Thisd finitio im lie s ve l
e n p s e ra ho to c m unic teo s reyo
w o m a r ha ur
s . Web lie tha thes
kills e ve t kills(or find s
ing
c m e nc s tha a re uire to
o p te ie ) t re q d ho to m na eyo find s
w a g ur ing .”
b info a n lite tere uirea
e rm tio ra q n
und rs nd o
e ta ing f:
6. What do we do in Practice?
Exp ra n o c nt “ a hingLib ria w rk in Iris Hig r
lo tio f urre Te c ra n” o h he
Ed a n Ins
uc tio titutio (p lic
ns ub ly-fund d
e)
Quantita s y a d ut te 0 6 0 7 Information Skills
tive urve c rrie o la 2 0 -2 0 –“
Training in Irish Third-Level Institutions”
15 a a e iclib ria ta e d 77 re p ns s(5 % re p ra )
4 cdm ra ns rg te , so e 0 s . te
Ove wo w rk tha te c
rvie f o t a hinglib ria a d ing“ n theg und ,
ra ns re o o ro ”
a w ll a thes ture tha a in p c to s p rt thep g m e
s e s truc s t re la e up o ro ra m s
7. What do we do in Practice?
Ke find so s
y ing f urvey:
6 % ind a tha the isap rs n (o p rs ns re p ns lefo IST in
4 ic te t re e o r e o ) s o ib r
the ins
ir titutio , b o 2 % ind a tha the ins
ns ut nly 2 ic te t ir titutio ha ans ve n
IL p lic
o y
70 ha “
% ve heavy” r “o some” invo m nt in p vis n o IS tra
lve e ro io f ining
77% ind a tha IST isa“ ry im o nt” r “b o ly e s ntia
ic te t ve p rta o a s lute s e l”
p rt o the jo s
a f ir b
Mo t b lie tha “
s e ve t Developing awareness of range of information
sources” “
& Recognising and articulating information needs” rethe
a
m s im o nt e m ntso IL to te c
o t p rta le e f a h.
8. What do we do in Practice?
Us m
e ultip te c
le a hingm tho s c
e d /a tivitie –p a lib ry to ,
s rim rily ra urs
p p r-b s d m tho s “ ne ho s s io & ha s n c m ute la
a e a e e d , o -s t" e s ns nd -o o p r b
c se
la s s
C rry o s m e lua n & a s s m nt –p a info a
a ut o e va tio ses e rim rily rm l
fe d a k fro s e a le ture (72 a e lua n s
ebc m tud nts nd c rs %), nd va tio urve ys
(6 1%)
Us me ultip c nne to p m teins tio –e a to a a e ic ,
le ha ls ro o truc n m ils c d m s
p m hle , p s rs w b itea unc m nts e .
a p ts o te , e s nno e e , tc
Be vethe ha a“ irly g o ” 6 o “ ry g o ” 9
lie y ve fa o d (4 %) r ve o d (3 %)
w rkingre tio hip w a a e ic
o la ns ith c d m s
But a op rc ivebarriers to c lla o tio –la k o und rs nd o
ls e e o b ra n c f e ta ing f
lib ria sro , la k o tim , p rc p n o lib ry a s re us , e ...
ra n’ le c f e e e tio f ra s to ho e tc
(Mc Guinne s 2 0 )
s, 0 9
9. 10 concepts shaping our future
i “ a he Id ntity”
Te c r e
” Te c r Tra
a he iningfo Lib ria
r ra ns
Kno le g o P d g g
w d e f e a o y/And g g
ra o y
a Re c
fle tiveP c e
ra tic
i Ac n Re e rc
tio sa h
i Und rs nd o Stud nts
e ta ing ur e
r E-le rning& E-re e rc
a sa h
e Info a n Lite c fo P s ra ua s& Re e rc rs
rm tio ra y r o tg d te s a he
r Re invig ra d Stra g sfo C lla o tio
o te te ie r o b ra n
r Ad c c
vo a y
10. Developing a “Teacher Identity”
“ ro s io l id ntity” ke c nc rn o a a e iclib ria fo
P fe s na e a y o e f cdm ra ns r
m ny ye rs–how do we define what we do, and what is our role
a a
in Education?
Marginalised? - “ a a e iclib ria sfa
the c d m ra n’ iluretod finec a
e le rly,
d fe inte c lly, a a ula fo e
e nd lle tua nd rtic te rc fully thero o the
le f
a a e iclib ry in theinte c l e rp eo thec lle ea
cdm ra lle tua nte ris f o g nd
unive ity”
rs (Ow u-Ans h, 2 0 p 8 ).
us a 0 1, .2 3
Ke fa to a c
y c rs ffe tingp fe s na id ntity: 1) Te hno g &
ro s io l e c lo y
Ed a n; 2 Ma s a n (Anto s , 2 0
uc tio ) s ific tio ne a 0 7).
11. Developing a Teacher Identity
“ s a he ’ eo Ac d m Lib rie a the Se e ”
Re e rc rs Us f a e ic ra s nd ir rvic s
(RIN & CURL, 2 0
0 7)
Futurec relib ry func ns(lib ria ’ e e tio *):
o ra tio ra ns p rc p ns
Fa ilita r fo e a
c to r -le rning
Ma g r o IRsa d ita info a n
na e f nd ig l rm tio
C to ia o a hive a s e ia c lle tio
us d n f rc s nd p c l o c ns
Ad inis tio
m tra n
Sub c a e e e in lib ry
je t-b s d xp rt ra
Teacher of information literacy and related skills (>80% )
*307 librarians responded to survey
12. Developing a “Teacher Identity”
“ w t d g ed a a e iclib ria think o the s lve a
To ha e re o c d m ra ns f me s s
te c rsw n the c ns e the p c o c m us a tow t d g e
a he he y o id r ir la e n a p , nd ha e re
is‘ a he id ntity’ re o nize a p c o theb a e p fe s na
te c r e a c g d s et f ro d r ro s io l
id ntity o a a e iclib ria ? (W lte 2 0 , p 3
e f cdm ra ns ” a r, 0 8 .5 ).
Ma te o te c
s ry f a hings ?
kills
Exp s to va usm d lso te c r id ntity (a p ntic s )?
o ure rio o e f a he e p re e hip
Ins tio re e da p rt o o ra p fe s na tra
truc n c ive s a f ve ll ro s io l ining ?
Vie so c lle g s(e . a a e ic ) a o r e rna p rtie ?
w f o a ue .g c d m s nd the xte l a s
13. Walter’s Study on Teacher Identity
Ke the e w h e e e :
y m s hic m rg d
Thec ntra o te c
e lity f a hing
Theim o nc o c lle ia a a m tra s p rt
p rta e f o g l nd d inis tive up o
Thes s o m
tre s f ultip d m nd
le e a s
Thep b m w p fe s na e uc tio
ro le s ith ro s io l d a n
Ste o e a m p rc p ns
re typ s nd is e e tio
(W lte 2 0 , p .6 3
a r, 0 8 p 1-6 )
14. Developing a “Teacher Identity”
Re c n in tra
fle tio ining(“ a hingLib ria 2 0 -9
Te c ra n” 0 8 )
Tw re c
o fle tivee rc e , a s rt a m w y o m d
xe is s t ta nd id a f o ule
How would you describe the work of a “ teaching librarian” ?
What are your personal feelings about the prospect of teaching?
How do you feel about your own information skills, bearing in mind
that you will be expected to facilitate your users’ information literacy
development?
How would you describe good teaching?
How would you describe a good learner?
W hat do you think would make you feel that an instructional session
had not gone well ?
15. Training for Teaching Librarians
“ hilelib ria a m kingp g s o p d ingthe o n
W ra ns re a ro re s n ro uc ir w
kno le g b s re a ingte c
w d e a e g rd a hing the isad a o te c
, re e rth f a hing
info a n d s ne s e ific lly w lib ria in m a
rm tio e ig d p c a ith ra ns ind nd
d c d to a stheuniq c um ta e o info a n lite c
ire te w rd ue irc s nc s f rm tio ra y
ins tio (Lile , in C
truc n” s urzo & La p rt, 2 0 p
n m e 0 7, .114 )
CDP
Lo a w rks p a c nfe nc s
c l o ho s nd o re e
Ind p nd nt s y
e e e tud
“On-the b tra
-jo ” ining
17. Training for Teaching Librarians
P s ib fo a :
o s le rm ts
(C m uls ry? Te c
o p o )“ a hingLib ria m d o p fe s na
ra n” o ule n ro s io l
Lib ria hipp g m e
ra ns ro ra m s
P s ra ua c rtific te /Dip m sin Third ve Te c
o tg d te e a s lo a -Le l a hinga nd
Le rning–s e ific“tre m a e a info a n p fe s na
a pc s a ” im d t rm tio ro s io ls
Co ntinuingP fe s na De lo m nt –re o a in-p rs n
ro s io l ve p e m te nd e o
trainingo tio
p ns
Inte ive“ m rs n” ro ra m s(s ila to Ins
ns im e io p g m e im r tituteo IL in
f
theUS)
19. Knowledge of Andragogy
“ ult le rningisb s fa ilita d w n:
Ad a e t c te he
le rne a e a e a p rtic a in thed s n o thele rning
a rs re ng g d s a ip nts e ig f a
the a e o g dto b s lf-d c d
y re nc ura e e e ire te
thee uc to func nsa afa ilita r ra r tha ad a ticins to
d a r tio s c to the n id c truc r
theind ua le rne sne d a le rnings sa ta n into
ivid l a r’ e s nd a tyle re ke
a c unt
co
ac a c nd iveto le rningise ta lis d
lim te o uc a s b he
thele rne sp s e e nc sa utilis din thec s ro m
a r’ a t xp rie e re e la s o
Le rninga tivitie a d e e to ha s m d c re va eo
a c s re e m d ve o e ire t le nc r
utility to thele rne sc um ta e ” urrie 2 0 , p 2 )
a r’ irc s nc s (C , 0 0 .2 2
20. Reflective Practice
“ w a g ingtoa d s theis ue o lib ria ’ le w
If e re o d re s s s f ra ns ro s ithin
e uc tio l e e vo s te a a w , a ad c line
d a na nd a urs ys m tic lly, e s is ip ,
ne dtofo te re c , c a ha itso m re a ing
e s r fle tive ritic l b f ind g rd
p d g g a p xisw
e a o ic l ra ithin o e s o lib rie a o
urs lve , ur ra s nd ur
c m us s (J c b , 2 0 , p 5 )
a p e ” a o s 0 8 .2 6
A “ritic l p c s in re
c a ro e s finingo 'sa try o c ft in a
ne rtis r ra
s e ificd c line (Fe ro 2 0 )
pc is ip ” rra , 0 0
21. Reflective Practice
“Re c
fle tive
p fe s na
ro s io ls
s uld thusb
ho e
a leto d wo
b ra n,
o c ntrib to
r o ute ,
m ny s urc so
a o e f
e e e a us
vid nc , nd e
the to info
m rm
the te c
ir a hing
p c e”
ra tic s
(P lla , 2 0 ,
o rd 0 8
p.11)
Evid nc -Info e P c e–And wP lla , 2 0 , p
e e rm d ra tic re o rd 0 8 .10
22. Reflective Practice
Activec nc rn w a sa c ns q nc s m a & te hnic l e ie y
o e ith im nd o e ue e , e ns c a ffic nc
Ap lie in ac lic l o s ira
p d yc a r p llingp c s , w rete c rsm nito e lua
ro e s he a he o r, va te
& re ethe p c ec ntinuo ly
vis ir ra tic o us
Re uire c m e nc in m tho so e e e a e c s ro me uiry
q s o p te e e d f vid nc -b s d la s o nq
Re uire a
q s ttitud so o e ind d s , re p ns ility & w le a d s
e f p n-m e ne s s o ib ho he rte ne s
Isb s d o te c r jud e e info e b e e e a e inq
a e n a he g m nt, rm d y vid nc -b s d uiry
Ise nc d thro h c lla o tio & d lo uew c lle g s
nha e ug o b ra n ia g ith o a ue
Ena le te c rsto c a ly m d te e rna
b s a he re tive e ia xte lly-d ve p d fra e o
e lo e m w rks
fo te c
r a hinga le rning(P lla , 2 0 , p -15
nd a o rd 0 8 .14 )
23. Teaching Portfolios
“ Te c
A a hingP rtfo isa
o lio Intro uc n
d tio
c m re ns c lle tio o
o p he ive o c n f Te c
a hingP s p
hilo o hy
e e e re c ns
vid nc , fle tio , De ig o Te c
s n f a hing
d c e a a fa ts
o um nts nd rte c ,
w hd c e a p c o
hic o um nt s e ts f Ena tm nt o Te c
c e f a hing
yo te c
ur a hinga ha b e
nd ve e n Re ultso Te c
s f a hing
c lle te o r ap rio o
o c d ve e d f Othe p fe s na a tivitie
r ro s io l c s
tim ”e (UC C ntrefo
D e r re te tote c
la d a hing
Te ca hing& Le rning
a ) Re c n
fle tio
Ad itio l Evid nc
d na e e
24. Action Research
“ te a o s rva nso te tso m tho sc nd te b
Sys m tic b e tio r s f e d o uc d y
te c rso s ho lstoim ro te c
a he r c o p ve a hinga le rningfo the
nd a r ir
le rne ” o lfo e a 2 0 , p )
a rs (W o lk t l, 0 8 .19
Tra itio l re e rc → re o m nd tio fo futurea tio
d na s a h c m e a ns r c n
Ac n re e rc → im e ia a o o a tio
tio s a h m d te nd ng ing c n
Inve tig tio → Ac n → Eva tio o a tio
s a n tio lua n f c n
Goal is improvement of practice
25. Action Research Cycle
2.d ntifyingp b m
I e ro le s
3. c n p nning
A tio la
4.m le e tio
I p m nta n
5. va tio
E lua n
6. e c n
R fle tio
(P ka , 2 0 p .13 -8
ic rd 0 7, p 4 )
26. Understanding our Students
“Google Generation”; “Digital Natives”
Dig l na s(DN’) s wap fe nc fo vis l info a n o r te
ita tive s ho re re e r ua rm tio ve xt
DN’ w nt ava ty o le rninge e nc sa e e t tob e rta d
s a rie f a xp rie e nd xp c e nte ine
DN’ ha m ve c m le ly tod ita info p fe
s ve o d o p te ig l ., re rringtyp to ha w
ing nd riting
DN’ a e e nt m
s re xc lle ulti-ta ke
s rs
DN’ a im a nt a w n’to ra d la
s re p tie nd o t le te e y
DN’ turn tothe p e fo info a n ra r tha a
s ir e rs r rm tio the n utho fig s
rity ure
DN’ ne d to fe l c ns ntly c nne te totheW b a s c l ne o
s e e o ta o c d e nd o ia tw rks
DN’ le rn b d ingra r tha kno ing
s a y o the n w
DN’ p fe q k info a n in e s
s re r uic rm tio a ily-d e te s rt c
ig s d ho hunks
DN’ ha ap o und rs nd a s a re p c fo inte c l p p rty, a
s ve o r e ta ing nd c nt s e t r lle tua ro e s
e m lifie b ille a d w a inga p g ris
xe p d y g l o nlo d nd la ia m
(Willia s& Ro la s 2 0 )
m w nd , 0 8
27. Understanding our Students
International Students
Stud ntsw ha g neto a the c untry in o e to e l full
e ho ve o no r o rd r nro
tim in aunive ity c urs
e rs o e
P te l c lle e :
o ntia ha ng s
So io ultura Ad tm nt
c -C l jus e
La ua e
ng g
Le rning a hingd
a /Te c ifficultie d to c
s ue ultura fa to
l c rs
(Big s 19 9
g, 9 )
28. Cultural differences
Cultura s ns
l e itivity –hig c nte versus lo c nte
h o xt w o xt
High Context Low Context
Inte e e e y
rd p nd nc C me n
o p titio
C o e tio
o p ra n Se uffic nc
lf-s ie y
Te c r a a
a he s utho fig
rity ure Ind p nd nc
ee e e
Ac e ta eo m te l
c p nc f a ria C lle inga
ha ng uthority
w ut q s n
itho ue tio As kingq s nsas n o
ue tio ig f
Fo uso ro le rning
c n te a wa s
e kne s
P rc p n o p g ris
e e tio f la ia m
(Gra s n & Ka lo itz, 2 0
s ia p w 0 1)
29. E-learning & E-Research
“ a ins tio l m d , o
As n truc na e ium nlinete hno g sw no in
c lo ie ill t
the s lve im ro o c us c ng sin le rning Wha im ro s
m e s p ve r a e ha e a . t p ve
le rningisw ll-d s ne ins tio (TAFE, 19 8 c d in Are se
a e e ig d truc n” 9 , ite na t
a 2 0 ).
l, 0 4
OnlineTuto ls
ria
Virtua Le rningEnviro e (VLE’)/Le rningMa g m nt Sys m –
l a nm nts s a na e e te s
Bla kb a , W b T
c o rd e C
Inte t Fo s s a eBo rd
rne rum /Me s g a s
C t/IM
ha
We 2
b .0
Virtua Re e rc Enviro e (VRE’)
l sa h nm nts s
30. IL for Postgrads & Researchers
Research information Network: Mind the Skills Gap:
Information-handling training for researchers (July 2008)
Effect of rapid changes in scholarly communication – digital
information to the desktop
“ hiles m hig r e uc tio ins
W o e he d a n titutio a s e
ns re e kingtora na e
tio lis
a c o ina tra
nd o rd te iningp vis n fo re e rc rs the isre tive
ro io r s a he , re la ly
littlee e eo s te icm na e e o re e rc info a n
vid nc f tra g a g m nt f s a h rm tio
tra ininga ins
t titutio l le l.”
na ve (Exe . Sum a p )
c m ry, .3
31. IL for Postgrads & Researchers
CONUL Re e rc Sup o Surve (2 0 ) fo
sa h p rt y 0 5 undthat:
6 %* o there e rc rss
6 f s a he urve d fe tha the d not ne d
ye lt t y id e
trainingin theus o info a n re o e
e f rm tio s urc s
78 ha no a nd d a lib ry tra
% d t tte e ny ra iningin p c d ye r,
re e ing a
b c us the fe it w sno ne d d o the w reuna a it
e a e y lt a t ee, r y e w re
e te
xis d *3 2 re p nd ntsin to l
21 so e ta
Avril P tte o (MLIS 2 0 ) d c ve ds nific nt d c p nc
a rs n 0 8 is o re ig a is re a y
b tw e inc m p s ra s s lf-a s s e IL s , a re ultso
e e n o ing o tg d ’ e s e s d kills nd s f
a tua d g s te t –“
c l ia no tic s students’ perception of their information
literacy does not equate with competence” a e in p s , 2 0 )
(P p r re s 0 9
32. IL for Postgrads & Researchers
Re o m nd tio (fro RIN a P tte o
c m e a ns m nd a rs n)
Be r c o ina d info a n-ha lingtra
tte o rd te rm tio nd ininga d ve p e fo
nd e lo m nt r
re e rc rs
s a he
Ad p athe ry o a ult le rning a kno le g ap ri kno le g a
ot o f d a , c w d ing rio w d e nd
e e nc , b d no a s ekno le g o s
xp rie e ut o t s um w d e r kill
Us thelite turere wa afra e o fo thep g m e , e uring
e ra vie s m w rk r ro ra m s ns
o ne hip o thep g m eb c m sthes e s
w rs f ro ra m e o e tud nt’
Ens uringlib rie a c ntra tra
ra s nd e l iningunitsa w ll e uip e to tra
re e q p d in
re e rc rsin info a n ha ling
s a he rm tio nd
Ens uringhig r e uc tio ins
he d a n titutio ha as te ica inte ra d vis n
ns ve tra g nd g te io
fo tra
r iningp vis n
ro io
33. Strategies for Collaboration
Ba rss e t....
rrie till xis
Ac d m sd n't und rs nd lib ria ' ro
a e ic o e ta ra ns le
La k o tim to d vo to c lla o tio a inno tio
c f e e te o b ra n nd va n
Ac d m svie lib ry p a a a"s re us " o m te ls
a e ic w ra rim rily s to ho e f a ria
Ac d m sd n't us thelib ry, a the ha the o n s ho rly
a e ic o e ra s y ve ir w c la
c m unic tio ne o
o m a n tw rk
Auto m a a e ic a p te tiveo the a a e icfre d m
no y- c d m s re ro c f ir c d m eo
Lib ry o a h a tivitie d no re c a ta e
ra utre c c s o t a h ll rg ts
Ac d m sb lie tha lib ria c n't/s uld te c
a e ic e ve t ra ns a ho n't a h
Lib ry s ff vie o n ro a lim d to te c
ra ta w w le s ite a hinglib ry o nta n
ra rie tio
Lib ry ha alo p filein theins
ra s w ro titution
34. Strategies for Collaboration
Lib ria a m m e o “ a
ra ns s e b rs f le rningc m unitie ”
o m s
Invo m nt in inno tivete c
lve e va a hing& le rninginitia s e .
a tive , .g
Le rningc ntre
a e s
Ac d m “ utre c s m rs
a e ic o a h” e ina
“ rg te ” o ho so unive a a to ic l p b m , s h
Ta e d w rks p n rs l nd p a ro le s uc
a p g ris
s la ia m
Inc io o “ rm tio Lite c a c reo je tivein
lus n f Info a n ra y” s o b c
institutio l te c
na a hinga le rnings te ie –a“ p w
nd a tra g s To -Do n”
ap ah
p ro c
35. Advocacy
Im o nt toc ntinuetop m tetheIL a e a b th
p rta o ro o g nd , o
lo a a na na (a inte tio lly!)
c lly nd tio lly nd rna na
Lib ria s uldb “q p dw e c
ra ns ho e e uip e ith ffe tivec m unic tio
o m a n,
a w ll a p rs s n a m rke
s e s e ua io nd a tingc m e nc s a a o
o p te e , nd ls
ne dtoo r g o te c
e ffe o d a hinga fa ilita
nd c tings te ie ”
tra g s
(Stub ing & Fra
b s nklin, 2 0 ,p 2
0 6 . ).
Im o nc o re e rc a p lis
p rta e f s a h nd ub hing–lib ria m t
ra ns us
c ntinuetore e rc a d c e the a tivitie , e p c lly
o s a h nd o um nt ir c s s e ia
theimpact o IL ins tio
f truc n
36. Thank you!
C nta t d ta :
o c e ils
C ireMc
la Guinne s
s
Sc o o Info a n & Lib ry Stud s UC
ho l f rm tio ra ie , D
716 5
70 4
c ire c uinne s uc .ie
la .m g s@ d
37. References
Antonesa, M. (2 0 C lle ingtim s s m tho htso thep fe s na id ntity
0 7). ha ng e : o e ug n ro s io l e
o thea a e iclib ria Sconul Focus, 40, p -11
f cdm ra n. .9
Arenas, M., de Arenas, J.L. Gomez, J.A., Hegarty, N., Lynch, T., Quinlan, N.,
Rodriguez, J.V. (2 0 ), “ p rtra o OLAS a ayo
0 4 A o it f s unginfo a n lite c
rm tio ra y
tuto l” Library Review, Vo 5 No 9 p . 4 2 5 .
ria , l. 3 . , p 4 -4 0
Biggs, J. Teaching for Quality Learning at University: What the Student Does.
Bucking m So ie fo Re e rc into Hig r Ed a n & Op n Unive ity P s ,
ha : c ty r s a h he uc tio e rs re s
19 9
9
CONUL.(2 0 ). Researchers, Information and Libraries: National Research Support
05
Survey 2005. Retrieved 16th June 2009, from:
http://www.conul.ie/news/documents/CONUL%20Digest%20(27.3.06)1.pdf
38. References
Currie, C.L. (2 0 ). ‘ c tinga ult le rning thero o thea a e iclib ria
0 0 Fa ilita d a : le f cdm ra n.’
Reference Librarian, (6 /70 p . 2 -2 1.
9 ), p 19 3
Curzon, S.C. & Lampert, L.D. (Eds). Proven Strategies for Building an Information
Literacy Program. Ne Yo Ne l-Sc
w rk: a hum n P lis rs 2 0
a ub he , 0 7.
Ferraro, J.M. (2 0 ). Re c
00 fle tiveP c ea P fe s na De lo m nt. ERIC
ra tic nd ro s io l ve p e
Dig s ED4 9 0. Re ve 17th J 2 0 fro
e t, 4 12 trie d une 0 9 m
http w .e d e ts rg 0 1-3 fle tive
://w w ric ig s .o /2 0 /re c .htm
Grassian, E.S. & Kaplowitz, J.R. Information Literacy Instruction: Theory and
Practice. Ne Yo Lo o Ne l Sc
w rk, nd n: a hum n, 2 0
a 01
39. References
Jacobs, H.L.M. (2 0 ). Info a n lite c a re c
08 rm tio ra y nd fle tivep d g g a p xis Journal
e a o ic l ra .
of Academic Librarianship, 3 (3 p .2 6 6
4 ), p 5 -2 2
McGuinness, C. (2 0 ). Info a n s
09 rm tio killstrainingp c e in Iris hig r e uc tio
ra tic s h he d a n.
Aslib Proceedings, 61(3), p .2 2 8
p 6 -2 1
Owusu-Ansah, E.K. (2 0 Thea a e iclib ry in thee rp eo c lle e a
0 1). cdm ra nte ris f o g s nd
unive itie : To a ane p ra ig . Journal of Academic Librarianship, 27(4),
rs s w rd w a d m
22 9.
8 -2 4
Pickard, A.J. Research Methods in Information. Lo o Fa e 2 0
nd n: c t, 0 7
Pollard, A. Reflective Teaching: Evidence-Informed Professional Practice. (3rd Ed.).
Lo o C ntinuumInte tio l P l., 2 0
nd n: o rna na ub 0 8
40. References
Research Information Network (RIN). (2 0 ). Mind the skills gap: Information‐
08
handling training for researchers. Re ve 16 J 2 0 , fro :
trie d th une 0 9 m
http w .rin.a .uk/file /Mind 0 %2 s %2 g p 0
://w w c s %2 the 0 kills 0 a %2 REP ORT%2 J
0 uly%2 0 .p f
08 d
Research Information Network (RIN) & Consortium of Research Libraries .
(2 0 Researchers’ Use of Academic Libraries and their Services . Re ve 16
0 7). trie d th
J 2 0 , fro : http w .rin.a .uk/file /lib rie -re o 0 7.p f
une 0 9 m ://w w c s ra s p rt-2 0 d
Stubbings, R. & Franklin, G. (2 0 ). Do sa vo a y he to e b dinfo a n
06 e d c c lp me rm tio
lite c intoyo c
ra y ur urriculum Italics, 5(1). Re ve 16 J 2 0 fro
? trie d th une 0 9 m
http w .ic .he c d m c
://w w s a a e y.a .uk/ita s l5 d tub ing -fra
lic /vo -1/p f/s b s nklin-fina d
l.p f
Walter, S. (2 0 ). Lib ria a te c rs A q lita
08 ra ns s a he : ua tiveinquiry into p fe s na
ro s io l
id ntity. College & Research Libraries, vol.69(1), p .5
e p 1-71
41. References
Williams, P. & Rowlands, I. (2 0 ). TheLite tureo Yo
08 ra n ungP o lea the
e p nd ir
Info a n Be vio (W rk P c g II). In University College London.
rm tio ha ur o a ka e
Information Behaviour of the Researcher of the Future (CIBER Briefingp p r).
ae
Britis Lib ry/J . Re ve 19 J 2 0 fro
h ra ISC trie d th une 0 9 m
http w .uc c
://w w l.a .uk/info tud s s a h/c e o nlo d /GG%2 W rk%2 P c g %2 II.p f
s ie /re e rc ib r/d w a s 0 o 0 a ka e 0 d
Woolfolk. A., Hughes, M. & Walkup, V. Psychology in Education. Es e P a o
s x: e rs n
Ed a n Ltd 2 0
uc tio , 08