This document discusses the challenges faced by a small academic library in adopting the ACRL Framework. It describes how the librarians had to transition from being teachers to students as they learned about the Framework. They worked to teach other librarians and court faculty support. The library aims to fully integrate the Framework into its instructional practices.
"From Open Data to Open Pedagogy: An Introduction to Integrating Open Practices into the Classroom" is a hands-on workshop offered by UTA Libraries during Open Education Week 2017.
"From Open Data to Open Pedagogy: An Introduction to Integrating Open Practices into the Classroom" is a hands-on workshop offered by UTA Libraries during Open Education Week 2017.
What can your library do to enhance teaching and learning?
Facing challenges of digital literacy, digital content, e-books and equitable access to information, libraries are at the forefront of addressing key educational and social issues of ICT and change.
Presentation by Adam Edwards and Vanessa Hill, Middlesex University London from the Summon and Information Literacy event at Queen Mary University, London.
Undergraduate and Graduate Student Use of Social Media WhitepaperProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Information literacy 2.0: experts or expats?Pru Mitchell
This presentation (rescued from the archives) was presented at the 2007 School Library Association of New Zealand Aotearoa Conference. It challenges library staff to reconsider their role in information literacy and how to ensure students and teachers are equipped to navigate the new information landscape. It asks for experts in contemporary information literacy issues, such as online identity, digital rights, social networking, personalisation and collaborative content, rather then expatriates continuing to do things as they did in ‘the old country’?
24/7 Library-- extend your library's reach and transform your role using digital tools and resources. Presented at the 2011 Assoc. of Independent Librarians (AISL) Conference in San Francisco.
What can your library do to enhance teaching and learning?
Facing challenges of digital literacy, digital content, e-books and equitable access to information, libraries are at the forefront of addressing key educational and social issues of ICT and change.
Presentation by Adam Edwards and Vanessa Hill, Middlesex University London from the Summon and Information Literacy event at Queen Mary University, London.
Undergraduate and Graduate Student Use of Social Media WhitepaperProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Information literacy 2.0: experts or expats?Pru Mitchell
This presentation (rescued from the archives) was presented at the 2007 School Library Association of New Zealand Aotearoa Conference. It challenges library staff to reconsider their role in information literacy and how to ensure students and teachers are equipped to navigate the new information landscape. It asks for experts in contemporary information literacy issues, such as online identity, digital rights, social networking, personalisation and collaborative content, rather then expatriates continuing to do things as they did in ‘the old country’?
24/7 Library-- extend your library's reach and transform your role using digital tools and resources. Presented at the 2011 Assoc. of Independent Librarians (AISL) Conference in San Francisco.
Library instruction from sage on the stage to guide on the side bejune o'connellWorcester State University
A conference presentation by Matt Bejune and Sam O'Connell from the Association of College and Research Libraries, New England Chapter Annual Conference held at the College of the Holy Cross, Worcester MA. Bejune and O'Connell, both from Worcester State University, share the results of their two-year library instruction partnership. They apply the concepts of active learning and constructivism as described in the seminal article by Alison King, "From Sage on the Stage to Guide on the Side."
ANCIL and the reflexive practitioner: a masterclassEmma Coonan
Workshop presented by Jane Secker and Emma Coonan at LILAC 2018, using resources and activities based on their 2011 research project 'A New Curriculum for Information Literacy (ANCIL)'
Makerspaces in Libraries: Technology as catalyst for better learning, better ...Patrick "Tod" Colegrove
Across disciplines, the practice of education continues to evolve; supporting organizations such as the library are responding by reworking existing and developing new practices. With roots grounded deeply in constructivist learning theory, the emerging practice of makerspaces in libraries is proving an effective step in that evolution. Examples of associated active learning activity at one such library, an early adopter and first mover among academic libraries in adopting and integrating makerspace in libraries, are presented. The product of leveraging technology as catalyst for active learning and engagement within and beyond the physical commons of the library, a blending of formal and informal learning, accented by increased innovation and entrepreneurship across disciplinary and organizational boundaries, appears a natural result.
A presentation at the UNESCO-UNIR ICT & Education Latam Congress 2016:
Educational practice continues to evolve, and the supporting organizations with it. From roots grounded deeply in constructivist learning theory, makerspace in libraries is emerging to provide institutional support. Examples of activity associated from one of the first movers of the movement are presented, the product of leveraging technology as catalyst for active learning and engagement within and beyond the physical commons of the library. Specific actions and outcomes are presented; driven by curiosity and engagement on the part of the learner, blending of formal and informal learning appears a natural result, as does innovation and entrepreneurship.
Supporting Reading with an integrated skills WikiChristine Jones
In this presentation that I did at TESOL Arabia in 2010, I highlighted the methods used to support reading in the class with an out of class integrated skills wiki. It took time to build and to create the right kind of support for the reading, but the students did enjoy it.
Using different Web 2.0 tools and a wiki as the central platform, I was able to expand on a chosen novel to integrate skills. In the future I will be using graded readers since recommended by the students, either Matilda or Rabbit Proof Fence.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
The University of Nebraska Kearney (UNK) Learning Commons opened softly the Fall of 2010 with the goal of coordinating multiple academics student services in one convenient place. Now, nearly three years later, the UNKLC has become a hot spot for campus partnerships that contribute to the students’ academic success. Learn out why it started, how far it’s come, and where it’s going next. Speakers: Keri Pearson, Interim Assistant Director, UNK Learning Commons; Dr. Ron Wirtz, Assistant Director of the Learning Commons for the Library.
NCompass Live - July 10, 2013.
http://nlc.nebraska.gov/ncompasslive/
Similar to Trials and tribulations - Lindsay MacCallum (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
15. Further reading
Hess, A. N. (2015). Equipping Academic Librarians to Integrate the Framework into Instructional Practices: A Theoretical
Application. Journal Of Academic Librarianship, (6), 771. doi:10.1016/j.acalib.2015.08.017
Jacobson, T., & Gibson, C. (2015). First Thoughts on Implementing the Framework for Information
Literacy.Communications In Information Literacy, 9(2). Retrieved February 27, 2016, from
http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v9i2p102&path%5B%5D=213
McBrayer, P. A., & Kim Fong, P. (2013). Transforming Bibliographic Instruction into a University-wide Information Literacy
Program: the Guam Experience.. Review Of Higher Education & Self-Learning, 6(20), 1-7.
McCracken, I. M., & Johnson, B. (2015). Sustainable Partners: Librarians and Instructors Using Threshold Concepts to
Reinforce Information Literacy. Retrieved February 21, 2016, from
http://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/40/
Montgomery, M. (2015). Education Theory and Pedagogy for Practical Library Instruction: How to Learn What We Really
Need to Know. Communications In Information Literacy, 9(1). Retrieved February 28, 2016, from
http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v9i1p19
Welcome! My name is Lindsey MacCallum and today I’m going to take all of you through the journey I’ve been on for the past 9 months, engaging with the ACRL Framework and
University of Prince Edward Island:
primarily undergraduate university with approximately 4400 students
Four faculties: arts, education, science, and veterinary medicine and two schools: business and nursing
Robertson Library:
7 librarians on staff, one of whom is the university librarian
leaves 6 librarians who all have liaison areas, plus larger portfolios and special projects
each librarian is responsible for information literacy in their liaison areas (from first year to graduate student)
In addition, UPEI has several first-year general education courses that every student at UPEI must take, which is the primary focus for my job
Nine months ago I was stepping into a back-fill position; the Instruction and Education Services librarian was going on a year sabbatical starting in July 2015, and I would be filling in for her. While I certainly learned about library instruction in Library School, most of my experience was one-on-one in an archival environment; I had very little experience standing up in front of 20 students for an hour and fifteen minutes and teaching. I thought a good way to prepare myself would be to attend Workshop for Instruction in Library Use (WILU) in June 2015 in St. John’s, Newfoundland. What I encountered there was nothing like I expected.
The theme of the conference was Sea Change, and as the final draft of the ACRL Framework had just been submitted in February of 2015, the Framework was all anyone was talking about.
What is the Framework?
General environment/discussions surrounding Framework at the conference
What about the Framework inspired me
Learning the ABCs of the Framework
independant research
ACRL listserve
grappling with how to actually implement the Framework
Fall 2015, Library Juice Academy course
readings
assignments
group discussion
focus on practical lesson plans that incorporate the Framework
Not easily!
apathy
resistance to Framework
varying levels of interest
Generational differences: do librarians train or teach?
Differences in pedagogy:
levels of student interaction varied wildly
use of active learning tools varied wildly--some favour lecture, others incorporate group discussion, hands-on worksheets, etc.
Some don’t see librarians as ‘teachers’
valid point that most librarians don’t have education degrees
Positives of engaging librarians:
chance to share teaching practices
brainstorm new approaches
discuss needs of students
contemplate a bigger role for librarians in instruction
this is where we plan a coup!
brought to light some of our dissatisfaction with faculty curriculum and standards of research
Developing a relationship with faculty is always important, but it’s particularly vital when trying to make the shift to approaching library instruction from a conceptual idea. While it’s certainly possible to sneak in a few changes here and there to the lesson plan, a wholesale implementation of the Framework requires a complete shift in what and how we’re teaching. it’s important to have the support of faculty, not only because of the shift in focus to a more conceptual one, but also because the instructions sessions themselves are going to change, both content and delivery. I found it helpful to focus on one course: english 101 is a mandatory intro level writing course, and I sought out the coordinator of english 101 to talk about my ideas for enhancing library instruction. I felt that the general nature of the course--essentially how to write a research paper--was most conducive to the Framework, without the added complications of subject specific requirements.
Methods:
conversation through email
face-to-face meetings
taught a class for instructor using some new techniques/focus--almost like a tryout!
However, not everyone is going to be enthusiastic.
Eng 101: while the coordinator was very keen on the idea, the course itself is massive: with 14 different sections in the Fall semster alone, I have to get 14 different instructors to buy in, and that simply didn’t happen. I have some who are very support, either by giving me the space to try new lesson plans and approaches, or by giving me more class time, or both.
one positive: instructors who gave me one class in the Fall of 2015 are giving me two this semester, those who had two classes gave me three this semester, etc.
Not everyone is interested: a couple instructors have stuck to one library session for their class, and they’re not eager for me to talk about different resources like twitter or wikipedia; they want students to find 10 peer-reviewed academic articles published in the last 10 years that are longer than 10 pages, and they want me to teach only that.
However, I have had some success! The coordinator of Eng 101 is interested in adopting a co-teaching model for the course moving forward, using both librarians and faculty to teach. Obviously this is early days, but it is promising progress, and not possible without the Framework.
Success among librarians: much more conversation and attention paid towards IL instruction; general consensus that curriculum (particularly for the first-year general courses) needs wider input from all librarians
Framework: great for inspiration, not so great for action
Difficulty of taking theory and implementing it practically
one-shots a big concern
Something I constantly struggled with from the very beginning was how to use the framework in a real-life classroom, particularly for one-shots. It wasn’t until I took the course through library juice and saw other librarians ideas for lesson plans that I began to make the connection between theory and practise, and saw what is possible with using the framework to inform library instruction.
Which brings me back to the image I first started with. The process of adopting elements of the ACRL Framework has been challenging, what with busy and (slightly) apathetic librarians, faculty expectations, and lack of direction from the Framework itself. But while the climb has been steep, I have faith that the view from the top will be worth it. Thank you.