The document describes three object-based projects used to teach information literacy skills: the World War II Poster Project, Biography of an Object project, and Historical Mills Project. The Poster Project had students in a history class research WWII posters from the university archives, analyze them, and create a digital library of the posters. The Biography of an Object project required students to research an object they owned from the Pacific Rim region. The Historical Mills Project involved students researching and collectively writing a report on a local mill through archival research and oral histories. All three projects emphasized hands-on learning and incorporating information to create products.
What is Open Access? An Introduction to OAAbby Clobridge
An introduction to Open Access: What is Open Access? Why Open Access? Open Access Journals (Gold OA), Open Access Repositories (Green OA), Open Access Policies, Discoverability of OA content through Metadata, Interoperability, and the Open Knowledge Environment
Building an Institutional Repository Program in Two Months or Less: The Good,...Abby Clobridge
Most of the literature related to creating an institutional repository program suggests starting small -- either with one department or a project such as electronic theses and dissertations. At Bucknell University, we took an entirely different approach in an attempt to get broader experience by working with a cross-section of members of the university community and multiple types of digital objects all in one shot. This initial collection was built around Bucknell's participation in Focus the Nation, a one-day national teach-in being held at colleges and universities, designed to raise awareness about environmental issues. The resulting archive includes video and slide shows from faculty presentations, digital images taken of students and faculty with exhibits, electronic copies of research posters, and other relevant materials. Join us to learn about our experiences, problems encountered, and success stories as we managed to get an institutional repository program off the ground in less than two months. Topics will include: faculty copyright issues, developing a license for submitting materials to a repository; video recording an event from a novice's perspective; working with video files; using an Akamai server; attempting to build a collection with other institutions; getting submissions from students; and Open Access 101 for faculty -- a.k.a., yes, it will be accessible on the Internet.
Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
What is Open Access? An Introduction to OAAbby Clobridge
An introduction to Open Access: What is Open Access? Why Open Access? Open Access Journals (Gold OA), Open Access Repositories (Green OA), Open Access Policies, Discoverability of OA content through Metadata, Interoperability, and the Open Knowledge Environment
Building an Institutional Repository Program in Two Months or Less: The Good,...Abby Clobridge
Most of the literature related to creating an institutional repository program suggests starting small -- either with one department or a project such as electronic theses and dissertations. At Bucknell University, we took an entirely different approach in an attempt to get broader experience by working with a cross-section of members of the university community and multiple types of digital objects all in one shot. This initial collection was built around Bucknell's participation in Focus the Nation, a one-day national teach-in being held at colleges and universities, designed to raise awareness about environmental issues. The resulting archive includes video and slide shows from faculty presentations, digital images taken of students and faculty with exhibits, electronic copies of research posters, and other relevant materials. Join us to learn about our experiences, problems encountered, and success stories as we managed to get an institutional repository program off the ground in less than two months. Topics will include: faculty copyright issues, developing a license for submitting materials to a repository; video recording an event from a novice's perspective; working with video files; using an Akamai server; attempting to build a collection with other institutions; getting submissions from students; and Open Access 101 for faculty -- a.k.a., yes, it will be accessible on the Internet.
Presentation given at EDUCAUSE conference in Orlando, FL October 2008. Presentation describes the World War II Poster Project, a learning module embedded in an introductory-level history course to teach research and information literacy skills. More details available at http://www.abbyclobridge.com/ww2pp.shtml .
World War II Poster Project & Middle States Commision on Higher Education Inf...Abby Clobridge
World War II Poster Project Learning Outcomes as Mapped to the Middle States Commission on Higher Education (MSCHE) Information Literacy Standards. For more information, go to www.paperandpixels.org
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
World War II Poster Project & Middle States Commision on Higher Education Inf...Abby Clobridge
World War II Poster Project Learning Outcomes as Mapped to the Middle States Commission on Higher Education (MSCHE) Information Literacy Standards. For more information, go to www.paperandpixels.org
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
Digital Humanities Collaboration: Perspectives from a Librarian, a Faculty Me...Dr. Monica D.T. Rysavy
This presentation was given by Kevin Hunt, Ph.D., Russell Michalak, MLIS, and Monica D.T. Rysavy, Ph.D. at the Tri-State College Library Cooperative (TCLC) Spring Program in 2018.
DETAIL: Digital Storytelling with VoiceThreadcpstoolstech
This tutorial explains how to use VoiceThread digital storytelling technology to address many Common Core State Standards related to reading, writing, speaking, listening, and language.
Planes, Trains, and Automobiles? Engaging Medical Students with Interactive, ...AmyStuder28
This oral presentation was delivered on May 6, 2019 at MLA '19 Elevate, the 2019 annual meeting of the Medical Library Association. Authors and presenters were Nicole Capdarest-Arest and Amy Studer, librarians at Blaisdell Medical Library, University of California, Davis.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
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.
1. Object-Based Projects to Teach Information Literacy Skills Abby Clobridge Associate Director, Research & Knowledge Services Harvard University, Kennedy School of Government David Del Testa Assistant Professor, Department of History Bucknell University Information Literacy Workshop Trinity University, May 19, 2009
2. Background and context…How we got here… Object-based projects 3 sample projects: - The World War II Poster Project - Biography of an Object - Historical Mills Lessons learned
3. Lewisburg, Pennsylvania. Primarily an undergraduate institution. Approx. 3600 undergraduate students. 300 FTE faculty. Bucknell University
4. Emphasis on teaching & learning. Small class sizes. Active learning, service learning, problem-based learning.
5. Accreditation Middle States Commission on Higher Education History Department: Lack of sufficient introductory-level courses. Library: Need further evidence of information literacy integrated into the curriculum.
11. The World War II Poster Project As part of the extensive study into the history of World War II, students were challenged to apply professional library research, image editing, and content management skills in the context of their course. The students explored the history behind authentic World War II Propaganda Posters available from the Bucknell University Archives. Members of the History 100 course used their knowledge of the history of the period to analyze their images and produce a research paper about their findings. -- Cassie Mastrostefano and Joanna Wheeler HIST100 – Fall 2008 Students
12.
13.
14.
15.
16. World War II Poster Project Timeline Project Planning
17. Doing the work of historians Orientation to library services and staff Gauge students’ info literacy Work with digital images; build a digital image collection Historical research Hands-on work with archival materials
18.
19. Students will create digital surrogates of their posters, manipulate digital images, and use specialized information technology applications to create the digital library. The digital library, created over the course of several class sessions, requires students to create a new product. As a class, students will decide how to organize the content for their collection. P.I. 4.1: Applies new and prior information to the planning and creation of a particular product or performance. Organizes the content in a manner that supports the purpose and format of the product or performance. Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context. Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Integration into HIST 100 Poster Project Performance Indicators (P.I.) – The information literate student.... ACRL Standard
20. World War II Poster Project Timeline Project Planning Start of Classes
21.
22. World War II Poster Project Timeline Project Planning Start of Classes Project Kick-Off
23.
24.
25. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Project Kick-Off
26.
27.
28. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Project Kick-Off First Impressions
29.
30. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions
31.
32.
33. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test
37. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour
38.
39. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods
40.
41. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects
42.
43. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images
44.
45.
46. Working with Digital Images Image file types: TIFFs and JPGs Pixels per Inch (PPI) Photoshop: rotating images, cropping images
47. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection
51. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection Final Papers Project Wrap-Up
52. World War II Poster Project Timeline Project Planning Start of Classes Poster Selection Brainstorming Project Kick-Off First Impressions Pre-Test Library Tour Advanced Research Methods Displaying, Preserving, & Archiving Objects Working with Digital Images Building the Digital Collection Final Papers Assessment Project Wrap-Up
62. 82% -- For future classes, I would recommend assigning a project such as this to students rather than giving them a traditional research paper. 83% -- I believe that I learned more from this project than I would have from a traditional research paper. 72% -- Compared to a traditional research paper, I enjoyed this project much more.
63.
64. By the end of the semester… Understand the varieties of information sources available (UNDERSTAND) Access information efficiently and effectively (ACCESS) Evaluate information and its sources (EVALUATE) Understand the concept of intellectual property and the economic, legal, and social contexts of information, and use information ethically (USE ETHICALLY) Incorporate and synthesize information to create individual and group products (CREATE) Information Literacy Skills Emphasized:
65. Biography of an Object Each student selects an object they own that was produced in the Pacific Rim. During the course of the semester, they research and analyze the “life” of the object – where it was produced, what company produced it, how this product fits into the overall industry, etc. The end result: a ten-page written paper.
66.
67.
68.
69.
70. By the end of the semester… Understand the varieties of information sources available (UNDERSTAND) Access information efficiently and effectively (ACCESS) Evaluate information and its sources (EVALUATE) Incorporate and synthesize information to create individual and group products (CREATE) Final papers – contextualizing the products within the broader economic, geographic landscape. Information Literacy Skills Emphasized:
71. Historical Mills Project Students worked together as a group to research, analyze, and collectively write a significant report on a mill in the local area. Del Testa intended this project to introduce history majors to detailed archival research methods in county, state, and private archives; help them prepare for taking oral histories in a professional manner; and encourage good analysis based on careful research on historical context and primary sources in comparison.
72.
73.
74.
75. By the end of the semester… Understand the varieties of information sources available (UNDERSTAND) Access information efficiently and effectively (ACCESS) Incorporate and synthesize information to create individual and group products (CREATE) Evaluate information and its sources (EVALUATE) Group papers – synthetic reports on the mill they researched. Their reports will serve as the basis for a future online database about the local water-powered mills. Information Literacy Skills Emphasized:
76. David Del Testa Assistant Professor, Department of History Bucknell University Lewisburg, PA 17837 [email_address] (570) 577-3779 office (805) 427-6429 cell/mobile Abby Clobridge Associate Director, Research & Knowledge Services Harvard University, Kennedy School of Government [email_address] (617) 496-1772 Twitter: aclobridge