This program is NOT about developing a Collection Development Plan -- it IS about developing the plan that will put that policy into action. Presented at GaCOMO12 by Carter Nipper.
The Big6 is a 6-step process for conducting research: 1) Define the research problem, 2) Locate information sources, 3) Gather information, 4) Organize information, 5) Create a final product, and 6) Evaluate the final product and process. The document outlines each step in more detail, including defining key words, using library and online resources, taking notes, organizing information using graphic organizers or word documents, and creating final products such as written reports, presentations, or models.
Keeping a diary may seem like an annoying and avoidable chore, but it can be fun once you start doing it. Here are 12 reasons how wonderful keeping a journal can be. For more visit: https://myassignmenthelp.com/blog/12-awesome-reasons-why-youd-love-to-keep-a-diary/
The document provides tips for students on conducting research and writing papers and presentations. It discusses how to search the library for resources using call numbers, how to evaluate websites, the importance of starting the writing process early and revising, how to avoid plagiarism, and tips for creating presentations such as assigning roles for group work and practicing.
Do you or your users need information on the South's unemployment, housing and more? We’ll share strategies to enhance expertise with finding essential resources about these timely topics. (Sponsored by GLA GIIG.) Presented at GaCOMO12 by Patricia Kenly and Bette Finn.
This presentation will continue discussion from GUGM about reference service and where it is headed in Georgia and throughout the country. Presented at GaCOMO12 by Amy Burger and Bonnie Morris.
Panel discussion on how the Friends of Georgia Libraries (FOGL) can assist and guide library friends groups. Presented at GaCOMO14 by Keith Schuermann and Kathy Ash.
This presentation will explore how the infusion of an experiential garden component in a beginning Composition class facilitated the achievement of expected outcomes in writing and research. Presented at GaCOMO12 by Claudia Shorr and Scott Mitchell.
The Big6 is a 6-step process for conducting research: 1) Define the research problem, 2) Locate information sources, 3) Gather information, 4) Organize information, 5) Create a final product, and 6) Evaluate the final product and process. The document outlines each step in more detail, including defining key words, using library and online resources, taking notes, organizing information using graphic organizers or word documents, and creating final products such as written reports, presentations, or models.
Keeping a diary may seem like an annoying and avoidable chore, but it can be fun once you start doing it. Here are 12 reasons how wonderful keeping a journal can be. For more visit: https://myassignmenthelp.com/blog/12-awesome-reasons-why-youd-love-to-keep-a-diary/
The document provides tips for students on conducting research and writing papers and presentations. It discusses how to search the library for resources using call numbers, how to evaluate websites, the importance of starting the writing process early and revising, how to avoid plagiarism, and tips for creating presentations such as assigning roles for group work and practicing.
Do you or your users need information on the South's unemployment, housing and more? We’ll share strategies to enhance expertise with finding essential resources about these timely topics. (Sponsored by GLA GIIG.) Presented at GaCOMO12 by Patricia Kenly and Bette Finn.
This presentation will continue discussion from GUGM about reference service and where it is headed in Georgia and throughout the country. Presented at GaCOMO12 by Amy Burger and Bonnie Morris.
Panel discussion on how the Friends of Georgia Libraries (FOGL) can assist and guide library friends groups. Presented at GaCOMO14 by Keith Schuermann and Kathy Ash.
This presentation will explore how the infusion of an experiential garden component in a beginning Composition class facilitated the achievement of expected outcomes in writing and research. Presented at GaCOMO12 by Claudia Shorr and Scott Mitchell.
This document discusses strategies for differentiation in the classroom. It begins by defining differentiation and discussing Sternberg's three types of intelligence: analytical, practical, and creative. It emphasizes the need for students to have options for taking in information, organizing ideas, and expressing what they learn. The rest of the document provides examples of strategies to support differentiation, including formative assessment, student choice, understanding assessment, graphic organizers, tiered and layered curriculum approaches, Bloom's Digital Taxonomy, flipped classroom approaches, and using tools like Google Forms, OneNote, and Socrative. It argues these strategies can create a more engaging learning environment.
Reading Your Texts Efficiently: Increase Comprehension & Save Time
Do you read slowly? Do you have trouble focusing when reading? Is it hard to remember what you read?
This workshop will introduce you to strategies to use before, during and after reading to help you learn how to best focus and how to select important information from a text. It will also show you ways to improve your abilities to retain and analyze what you have read.
The document provides tips for developing skills in self-management and planning for success. It discusses developing new skills, becoming oriented to new settings, and gaining a world-wise view. Key points include understanding evaluations, responding appropriately, recognizing consequences, accepting responsibility, developing study skills like committing to a study plan, avoiding distractions, and writing SMART goals that are specific, measurable, achievable, realistic, and timed.
Seeking funding for your research project and don't know where to start? Here is a good place. Get introduced to the several funding sources available on campus at UNM and learn helpful strategies to getting your research project funded. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
This document provides guidance on writing effective grant proposals for funding. It discusses targeting the appropriate funding sources and tailoring proposals to their specific guidelines and interests. Key sections to include are an abstract, introduction, literature review, project narrative, personnel, and budget. The introduction should establish the problem, purpose, goals and significance. The literature review demonstrates mastery of the field. The project narrative provides methodological details and specifics. It's important to clearly answer why the funding agency should support the proposal by addressing what will be learned, why it's important, and how the conclusions will be validated. The proposal should be written in a clear, compelling, and feasible manner for busy reviewers.
This document provides tips for college students on utilizing academic resources, setting goals, time management, assessing strengths and weaknesses, and adjusting to the increased independence of college life. It recommends students find out about library resources, guest speakers, professors' office hours, tutoring centers and counseling services. It also emphasizes setting specific, timed goals in a planner, doing a SWOT analysis of skills, and taking responsibility for one's own schedule, homework, and communicating with professors.
This document provides tips and strategies for getting organized and avoiding information overload in 5 steps:
1. Identify your priorities by assessing what is most important to focus your time and energy on.
2. Set specific, measurable, attainable, realistic and time-bound goals to provide direction.
3. Manage your time and materials effectively using tools like calendars, to-do lists, and organizing your emails and files.
4. Be discerning about what information and tools you adopt, using the right tools for the right purposes and specializing in your needs.
5. Reflect on and evaluate your processes periodically to improve your methods and stay on track.
Advancing Student Success: A Design Thinking WorkshopRebecca Blakiston
The document describes a design thinking workshop to empower students for lifelong success. It outlines the process of empathizing with students to understand challenges, defining problems in a way that inspires solutions, ideating many ideas without constraints, prototyping a potential solution, and sharing outcomes. Participants created personas of students, identified challenges through affinity mapping, then prototyped an idea to address a challenge framed as a "How might we" question. The goal was to generate innovative ideas to support students while considering impacts on underserved groups.
- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends.
- The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number.
- Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.
This orientation presentation provides information about academic support services available at the Northeast Center of Empire State College. It discusses the mission of the academic support office, the pieces of academic success including rationale, essay writing and academic research. It outlines the services and resources available to students including learning coaches, online tutoring, and academic support websites. Time management strategies and an understanding of learning styles are also covered to help students maximize their success.
This document provides an overview and instructions for an early childhood education course. It includes:
1. Directions for an entrance activity using iPads and introducing oneself to classmates.
2. An outline of course topics like guiding child behavior, enhancing self-esteem in children, and community resources.
3. An explanation of assignments like reading notes, reflective blog posts, and an online child development activity to be completed before the next class.
This document provides information on academic success in college. It defines academic success as completing a degree plan by meeting coursework and degree requirements. It compares studying in high school versus college, noting college requires more independent study time. Components of academic success discussed include critical thinking, metacognition, academic skills like time management and note taking. The document provides tips for these skills, such as using a planner, developing a study plan, and taking effective notes. The overall message is academic success in college requires independent study skills and time management.
Building the future june 6th workshop slidesStephen Abram
This document provides an overview of a workshop on building the future through strategic thinking and planning. The workshop focuses on developing strategic contexts and thinking, exploring scanning and visioning techniques, and applying critical thinking practices to decision making. Attendees are encouraged to consider strategic contexts and non-library lenses, identify trends, question assumptions, avoid decision traps, and implement plans through facilitation and managing progress. The workshop aims to help participants view situations differently and adjust their perspectives to make effective decisions for significant change.
This document contains information about the Skillful Reading & Writing student's book, including:
- An introduction to the structure and content of each unit, which has sections on reading skills, writing skills, vocabulary, and study skills.
- An overview of the digital component that accompanies the book, including interactive versions of the content and additional practice activities.
- A sample page from Unit 1 that demonstrates some of the features of the book, such as a reading text, vocabulary preview, and writing skill explanation.
The document provides context and instructions for using the Skillful Reading & Writing materials to develop academic reading, writing, listening, and speaking skills.
CA Exams - Art of Study - CA Pritam MahurePritam Mahure
The document provides guidance on planning and preparing for CA exams. It recommends making a detailed plan, doing self-analysis to identify strengths and weaknesses, and setting a realistic target of passing or scoring well. It discusses factors to consider like choosing one or both groups to study, attending classes or self-study, and selecting an optional subject. It emphasizes the importance of practice, regular revisions, choosing study locations and times effectively, maintaining a healthy lifestyle, and overcoming obstacles with a positive mindset to achieve success.
The document provides an overview of essay writing skills, including understanding the assignment, creating a plan, brainstorming ideas, conducting research, developing an argument with a claim and evidence, addressing counterarguments, and writing paragraphs with a clear topic and supporting details. It discusses important steps like understanding what the instructor wants, creating a schedule, using concept maps for brainstorming, tracking sources, formulating a thesis statement, asking questions to support a claim, and relating examples back to definitions. The presentation aims to help students improve their essay writing abilities.
This document provides 5 tips for being a successful student at Calhoun Community College. The tips are:
1) Set SMART goals that are specific, measurable, achievable, relevant and time-bound. This includes choosing a plan of study and defining goals.
2) Manage your time by making schedules and study plans, allowing for breaks, and creating a map for each semester.
3) Ask questions by going to professors, advising centers, and student advocates when you need help.
4) Recognize resources like instructors, syllabi, textbooks, and Blackboard that provide reliable information.
5) Try multiple times if needed by learning from mistakes, getting feedback, and
Presenters: Tom Brooks, Susan Irvin
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
The Falls Prevention Awareness Initiative of the Cobb County Public Library System addresses a costly community health challenge. Guidance provided by public health experts on evidence-based strategies for reducing fall injury risks in the senior population has been critical for shaping the initiative
since its launch in 2015.
The initiative is supported by partnerships with state, local and national organizations. Cobb libraries collaborate with public health and aging services agencies, healthcare providers, universities, and others providing Falls Prevention library programs.
Cobb residents have attended health screenings, classes such as A Matter of Balance, CarFit senior driver safety inspections, and more.
Presenter: Amy Stalker
Presented at the virtual Georgia Libraries Conference in October 2020.
Want a fulfilling work experience with co-workers who are engaged and connected? Building positive team culture is no easy task – and it’s something that needs regular attention as the needs and interests of the team evolve. Strong teams weather difficult times better – and with the COVID situation, we all know there are difficult times ahead. But how do you get there and where do you start? As an early-career manager, I would like to share some things our team has done and is doing to stay connected and engaged at the HUMAN level.
More Related Content
Similar to Up to Your Um...Armpits in Alligators: Considerations for Creating a Collection Development Plan
This document discusses strategies for differentiation in the classroom. It begins by defining differentiation and discussing Sternberg's three types of intelligence: analytical, practical, and creative. It emphasizes the need for students to have options for taking in information, organizing ideas, and expressing what they learn. The rest of the document provides examples of strategies to support differentiation, including formative assessment, student choice, understanding assessment, graphic organizers, tiered and layered curriculum approaches, Bloom's Digital Taxonomy, flipped classroom approaches, and using tools like Google Forms, OneNote, and Socrative. It argues these strategies can create a more engaging learning environment.
Reading Your Texts Efficiently: Increase Comprehension & Save Time
Do you read slowly? Do you have trouble focusing when reading? Is it hard to remember what you read?
This workshop will introduce you to strategies to use before, during and after reading to help you learn how to best focus and how to select important information from a text. It will also show you ways to improve your abilities to retain and analyze what you have read.
The document provides tips for developing skills in self-management and planning for success. It discusses developing new skills, becoming oriented to new settings, and gaining a world-wise view. Key points include understanding evaluations, responding appropriately, recognizing consequences, accepting responsibility, developing study skills like committing to a study plan, avoiding distractions, and writing SMART goals that are specific, measurable, achievable, realistic, and timed.
Seeking funding for your research project and don't know where to start? Here is a good place. Get introduced to the several funding sources available on campus at UNM and learn helpful strategies to getting your research project funded. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
This document provides guidance on writing effective grant proposals for funding. It discusses targeting the appropriate funding sources and tailoring proposals to their specific guidelines and interests. Key sections to include are an abstract, introduction, literature review, project narrative, personnel, and budget. The introduction should establish the problem, purpose, goals and significance. The literature review demonstrates mastery of the field. The project narrative provides methodological details and specifics. It's important to clearly answer why the funding agency should support the proposal by addressing what will be learned, why it's important, and how the conclusions will be validated. The proposal should be written in a clear, compelling, and feasible manner for busy reviewers.
This document provides tips for college students on utilizing academic resources, setting goals, time management, assessing strengths and weaknesses, and adjusting to the increased independence of college life. It recommends students find out about library resources, guest speakers, professors' office hours, tutoring centers and counseling services. It also emphasizes setting specific, timed goals in a planner, doing a SWOT analysis of skills, and taking responsibility for one's own schedule, homework, and communicating with professors.
This document provides tips and strategies for getting organized and avoiding information overload in 5 steps:
1. Identify your priorities by assessing what is most important to focus your time and energy on.
2. Set specific, measurable, attainable, realistic and time-bound goals to provide direction.
3. Manage your time and materials effectively using tools like calendars, to-do lists, and organizing your emails and files.
4. Be discerning about what information and tools you adopt, using the right tools for the right purposes and specializing in your needs.
5. Reflect on and evaluate your processes periodically to improve your methods and stay on track.
Advancing Student Success: A Design Thinking WorkshopRebecca Blakiston
The document describes a design thinking workshop to empower students for lifelong success. It outlines the process of empathizing with students to understand challenges, defining problems in a way that inspires solutions, ideating many ideas without constraints, prototyping a potential solution, and sharing outcomes. Participants created personas of students, identified challenges through affinity mapping, then prototyped an idea to address a challenge framed as a "How might we" question. The goal was to generate innovative ideas to support students while considering impacts on underserved groups.
- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends.
- The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number.
- Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.
This orientation presentation provides information about academic support services available at the Northeast Center of Empire State College. It discusses the mission of the academic support office, the pieces of academic success including rationale, essay writing and academic research. It outlines the services and resources available to students including learning coaches, online tutoring, and academic support websites. Time management strategies and an understanding of learning styles are also covered to help students maximize their success.
This document provides an overview and instructions for an early childhood education course. It includes:
1. Directions for an entrance activity using iPads and introducing oneself to classmates.
2. An outline of course topics like guiding child behavior, enhancing self-esteem in children, and community resources.
3. An explanation of assignments like reading notes, reflective blog posts, and an online child development activity to be completed before the next class.
This document provides information on academic success in college. It defines academic success as completing a degree plan by meeting coursework and degree requirements. It compares studying in high school versus college, noting college requires more independent study time. Components of academic success discussed include critical thinking, metacognition, academic skills like time management and note taking. The document provides tips for these skills, such as using a planner, developing a study plan, and taking effective notes. The overall message is academic success in college requires independent study skills and time management.
Building the future june 6th workshop slidesStephen Abram
This document provides an overview of a workshop on building the future through strategic thinking and planning. The workshop focuses on developing strategic contexts and thinking, exploring scanning and visioning techniques, and applying critical thinking practices to decision making. Attendees are encouraged to consider strategic contexts and non-library lenses, identify trends, question assumptions, avoid decision traps, and implement plans through facilitation and managing progress. The workshop aims to help participants view situations differently and adjust their perspectives to make effective decisions for significant change.
This document contains information about the Skillful Reading & Writing student's book, including:
- An introduction to the structure and content of each unit, which has sections on reading skills, writing skills, vocabulary, and study skills.
- An overview of the digital component that accompanies the book, including interactive versions of the content and additional practice activities.
- A sample page from Unit 1 that demonstrates some of the features of the book, such as a reading text, vocabulary preview, and writing skill explanation.
The document provides context and instructions for using the Skillful Reading & Writing materials to develop academic reading, writing, listening, and speaking skills.
CA Exams - Art of Study - CA Pritam MahurePritam Mahure
The document provides guidance on planning and preparing for CA exams. It recommends making a detailed plan, doing self-analysis to identify strengths and weaknesses, and setting a realistic target of passing or scoring well. It discusses factors to consider like choosing one or both groups to study, attending classes or self-study, and selecting an optional subject. It emphasizes the importance of practice, regular revisions, choosing study locations and times effectively, maintaining a healthy lifestyle, and overcoming obstacles with a positive mindset to achieve success.
The document provides an overview of essay writing skills, including understanding the assignment, creating a plan, brainstorming ideas, conducting research, developing an argument with a claim and evidence, addressing counterarguments, and writing paragraphs with a clear topic and supporting details. It discusses important steps like understanding what the instructor wants, creating a schedule, using concept maps for brainstorming, tracking sources, formulating a thesis statement, asking questions to support a claim, and relating examples back to definitions. The presentation aims to help students improve their essay writing abilities.
This document provides 5 tips for being a successful student at Calhoun Community College. The tips are:
1) Set SMART goals that are specific, measurable, achievable, relevant and time-bound. This includes choosing a plan of study and defining goals.
2) Manage your time by making schedules and study plans, allowing for breaks, and creating a map for each semester.
3) Ask questions by going to professors, advising centers, and student advocates when you need help.
4) Recognize resources like instructors, syllabi, textbooks, and Blackboard that provide reliable information.
5) Try multiple times if needed by learning from mistakes, getting feedback, and
Presenters: Tom Brooks, Susan Irvin
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
The Falls Prevention Awareness Initiative of the Cobb County Public Library System addresses a costly community health challenge. Guidance provided by public health experts on evidence-based strategies for reducing fall injury risks in the senior population has been critical for shaping the initiative
since its launch in 2015.
The initiative is supported by partnerships with state, local and national organizations. Cobb libraries collaborate with public health and aging services agencies, healthcare providers, universities, and others providing Falls Prevention library programs.
Cobb residents have attended health screenings, classes such as A Matter of Balance, CarFit senior driver safety inspections, and more.
Presenter: Amy Stalker
Presented at the virtual Georgia Libraries Conference in October 2020.
Want a fulfilling work experience with co-workers who are engaged and connected? Building positive team culture is no easy task – and it’s something that needs regular attention as the needs and interests of the team evolve. Strong teams weather difficult times better – and with the COVID situation, we all know there are difficult times ahead. But how do you get there and where do you start? As an early-career manager, I would like to share some things our team has done and is doing to stay connected and engaged at the HUMAN level.
Presenters: Susie O'Connor and Natalia Bowdoin
Presented at the virtual Georgia Libraries Conference in October 2020.
How do we properly welcome newcomers to our campuses and communities during social distancing? Come learn about our involvement in the City of Augusta’s Welcome Week for immigrants and community members and our work helping plan the University of South Carolina Aiken’s Week of Welcome celebrating the return of new and continuing students to campus. We will relate our experience working with immigrants, new and international students, and our new neighbors in the Central Savannah River Area. We will discuss newcomer’s information needs, and opportunities and challenges of putting on these events during COVID-19.
Presenter: Amanda Jones.
Presented at the virtual Georgia Libraries Conference in October 2020.
Are you curious about virtual tours and trips? Virtual tours are a way to expose our students to a whole new world view, and there is a plethora of free tools to utilize along this journey to discovery. Learn about several styles of virtual trips, explore pre-made tours that are already available at no cost, and discover how to create your own. Participants will walk away with quality examples to enhance learning and knowledge of resources to help empower their students on their quest to becoming global citizens.
Presenter: Austina Jordan.
Presented at the virtual Georgia Libraries Conference in October 2020.
Management isn't for everyone. Sometimes we become managers by accident, sometimes it's by choice. Are you considering a career path that includes management and supervision of staff and faculty? This presentation is for librarians new to management and those considering pursuing leadership positions that require personnel management.
Presenter: Shannan Furlow.
Presented at the virtual Georgia Libraries Conference in October 2020.
The outlook for continued library funding is changing at a rapid pace. With the advent of the COVID-19 pandemic, public libraries are not only losing future funding but also being forced to get creative with their existing budget in order to support new patron needs. This new mode of operation encourages a dynamic response in service as the environment changes from week to week. Public libraries are turning to grants to supplement funding and enhance programming for an increasingly virtual world. Leveraging existing resources and relationships is a good way to build a foundation for grant seeking.
Presenter: Scott Pieper.
Presented at the virtual Georgia Libraries Conference in October 2020.
What happens to the unique 50 year history of one institution when its identity is lost in a consolidation process? Georgia State University’s consolidation with Georgia Perimeter College (GPC) offered many challenges and opportunities for preservation of GPC’s history. This Quick Take focuses on lessons learned and key take-aways when collecting archival materials & preserving historical records at the smaller institution, Georgia Perimeter College. As a non-archivist librarian who worked at GPC, the talk will focus on strategies to identify and build relationships with stakeholders including Public Relations & Marketing, Retiree Association, and University Foundation.
Presenter: Angela Glowcheski.
Presented at the virtual Georgia Libraries Conference in October 2020.
Advocacy can feel big, difficult and often exhausting, but it doesn’t have to be. Learn how simple advocacy can be and how you can take part. See what tools GLA uses for advocacy and how you can stay up to date on current campaigns and efforts. Attendees will walk away with tips and tools for advocacy.
Presenters: Jennifer Bartlett, Jennifer Brannock, Dr. Lori Haight, Brenda Hough, Preston Salisbury.
Presented at the virtual Georgia Libraries Conference in October 2020.
Librarians wear a lot of hats. Far from a quiet profession with an easily defined range of tasks, a librarian might be called upon to unclog a toilet, clean up a spill, and provide technical support all in the same day (or hour!) How can a librarian stay on top of all of the needed tasks and maintain sanity? This program will consist of a short review of current research on librarian time management and a panel discussion of current librarians discussing ways they manage time, with time for questions and answers.
Presenter: Ashley Dees
Presented at the virtual Georgia Libraries Conference in October 2020.
In Spring 2020, an assessment project was developed to assess the impact of library instruction to five Speech 102 classes. The assessment was administered in two parts using the immediate and follow-up surveys provided in the project OUTCOME platform. The immediate survey was administered via a print survey directly after the in-person instruction sessions. Due to the pandemic, the follow-up survey was administered six weeks after the instruction sessions via an online survey. This session will discuss using project OUTCOME, the findings of the assessment, and what librarians can learn from assessment projects during a semester of upheaval.
Presenters: Ashley Carroll, Angela Mehaffey.
Presented at the virtual Georgia Libraries Conference in October 2020.
During FY 2020, University of West Georgia’s Library was presented with actual and theoretical budget cut scenarios. As a result, we were asked to reduce our collections budget by approximately $400,000 for FY 2021 and to devise various strategies for potential budget reductions in the future.
Our collection management committee accomplished this through a multifaceted approach: analyzing relevant data points, seeking insight from subject area liaisons and departmental faculty, and evaluating relevance to current degree programs and course rotations.
Our framework provides an example of how to undertake a collection management project during times of fiscal uncertainty.
This document discusses opportunities and challenges in mitigating bias in library catalogs. It explores how catalogers' lived experiences influence their work and the importance of bringing those experiences into cataloging. The document addresses balancing inclusion with privacy for creators and changing subject headings. Resources on ethics in name authority control and queering library classification systems are provided to engage users in improving catalogs.
The document provides an overview of the Library of Congress Classification Shelflisting Manual (LCCSM) and how to assign call numbers. It discusses the basics of the LCCSM and how it supplements the LC Classification Schedules. It then focuses on Cutter numbers, explaining that they are derived from author names using the Cutter Table, and how geographic cutters and translation codes are assigned based on tables in the LCCSM. Call numbers are broken down to show the classification, Cutter number, and translation code components.
Presenters: Scott Pieper, Christina Zamon
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
Are you thinking about school to college pipeline programming for your school or academic library? Librarians from Georgia State University’s Special Collections and Perimeter College describe their recent experience developing National History Day (NHD) programming. NHD provides a well established program from which to build unique and meaningful partnerships between middle and high school researchers and academic libraries. The presenters discuss strategies for building such
collaborative relationships, as well as strengthening relationships among library staff, departments, and campus libraries.
Presenters: Deborah Davis, Melanie S. Byrd.
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
A presentation based on 15 years of partnership between the library and the History Department by an archivist/librarian and a history professor/librarian.
Presenters: Wendy Smith, Mary Etta Thomas, Barbara Hallstrom.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
The presentation offers an overview of the milestones in growth of the Georgia Helen Ruffin Reading Bowl (GaHRRB) highlighting its purpose, goals and future.
Presenters: Kristen Bailey, Gail Morton, Lee Twombly Olson, Kathryn Wright, Adam Griggs, Christian Pham, Stephanie Miranda.
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
This panel presentation shares Mercer librarians’ experiences in close collaborations with teaching faculty to facilitate and exhibit student learning and success. The collaborative projects and events include grant-funded student research exhibitions, a
community-supporting digital humanities project, scaffolded assignments using an antiquities collection, and digitizing historical Mercer publications.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Presenter: Laura Wright.
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
How can we effectively communicate the value of library instruction to faculty and administrators? Over the past 5 years, we have committed to collecting data for assessing the effect of library instruction on retention and student achievement.
As we discuss the results of our first research project, you’ll learn about our data collection decisions, challenges we faced, and lessons learned.
Presenters: Samantha Paul, Laura B. Wright.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
Reaching students with social media can be a challenge. In an effort to improve our outreach to students, we committed to revitalizing our Instagram presence. In five months, we’ve seen a 12% increase in our followers.
More from Georgia Libraries Conference (formerly Ga COMO). (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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Up to Your Um...Armpits in Alligators: Considerations for Creating a Collection Development Plan
1. Considerations for Creating a Collection Development Plan
Carter Nipper
Central Georgia Technical College
Presented at GaCOMO, Oct. 4, 2012
2. “When you’re up to your @$$ in alligators, it’s hard to remember that your
original intention was to drain the swamp.”
– Various forms variously attributed
Photo courtesy MarathonBooks.com - http://marathonbooks.com/Alligator.html
3. Milledgeville Campus Librarian at Central
Georgia Technical College
Over 30 years experience in public,
correctional, and academic libraries
Been there, done that
4. Image courtesy U.S. Fish and Wildlife Service National Digital Library
http://digitalmedia.fws.gov/
5. What got you to this point?
Personal Initiative?
▪ What were you thinking?
Assigned task?
What do you hope to accomplish?
Budgetary guidance
Acquisitions guidance
6. Who is going to do all this work?
You individually?
▪ Where will you find the time?
A team?
▪ Who’s in charge?
▪ If you propose it, be prepared to be the boss
▪ How good a manager are you?
People
Time
Money
Get buy-in from all involved
7. Focus!
How detailed will you get?
How will you know when you are finished?
How far ahead do you want to plan?
▪ 5 years is probably too much. 3 years is doable.
Get clear on this! This is your “original intention”
Define your personal limits
Don’t stretch yourself too thin
What compromises are you willing to make?
8. Who is going to pay for all of this?
Time
Materials
Speaking of time…
Where will you find the time?
Set a firm timeline (and be prepared to adjust it!)
Stay on track. Keep your original intention in mind
9. Image courtesy PictureWendy Under Creative Commons CC BY-NC 2.0
http://www.flickr.com/photos/picturewendy/6589866439/in/pool-alligators/
10. Educate yourself
Read, read, read! Make sure you know what you are
getting into.
▪ Books (of course)
▪ Journal articles (of course)
Don’t reinvent the wheel
A lot of libraries have their plans freely available
online.
▪ Will what they did work for you?
▪ If so, why?
▪ If not, why not?
Ready? Set? Go!
11. Quantitative collection assessment
Counting volumes by subject
Analyzing the age of the collection
What is being used
▪ Circulation statistics
▪ Reference question statistics
Citation analysis
12. Qualitative collection assessment
User surveys
Focus groups
List checking
Collection mapping (Conspectus)
Commercial products (e.g., WorldCat Collection
Analysis, Bowker Book Analysis System)
Experience and intuition
Roll your own
Combine methods
Invent your own
13. Give ‘em what they want
Circulation analysis
Reference question analysis
Give ‘em what they need
Curriculum analysis
Recommended collections
If you build it, will they come?
15. The End Is Near
Don’t burn out now
Lots of raw data
What does it all mean?
What are you going to do with it?
Decisions, decisions
Again, how detailed will you get?
▪ Not too broad, not too focused
How far will you project your plan into the future?
▪ 5 years is probably too far; 3 years is doable
16. Sweat the small stuff
A little more work now will go a long way later
Presentation is key
Human-readable
▪ Don’t jargonize
Organize
▪ Outline!
▪ Follow your outline rigorously, but be prepared to tweak
it if necessary
17. Finish!
Write it up!
Put it in a binder!
Present it to whomever!
Have a tall, cold one!
18. Evaluation and review
Circumstances change -- be willing to change with
them
Constant, on-going
▪ Annually at a minimum
So what are you waiting for? Get to it!
19. Contact:
Carter Nipper
Milledgeville Campus Librarian
Central Georgia Technical College
54 GA Highway 22 West
Milledgeville, GA 31061
(478) 445-2319
cnipper@centralgatech.edu
Editor's Notes
You already have a Collection Development Policy. Don’t you? If not, you need to get one sooner rather than later. What I want to talk about today is developing the plan that will put that policy into action.
Isn’t he cute? Don’t you just want to…well, maybe not.
“Why” is not always a good question to ask. In this case, though, the answer to this question is essential to your eventual success. To get to the answer, you must first ask a few more questions.What got you to this point? Do you have personal reasons for wanting to take this on? If so, what were you thinking? Just kidding. If you think that your library is stuck in a collection development rut, you might want to show some initiative by proposing this project. On the other hand, if this is an assigned task, you can earn a lot of points by doing well.What do you hope to accomplish? Where are you going with this. Do you (or your boss(es)) hope to get some guidance on budgeting for collection development? Certainly, this can be an excellent place to get guidance for acquisitions.
You know “what” – a Collection Development Plan. Now you know “why”. You can move along to “who”.Who is going to do this? You by yourself? Where will you find the time? A team? Who will be in charge? You? If you propose this project, be prepared to be the boss. If you are assigned to do this, you are already the boss.This will test your people and project management skills. People can sometimes be a problem. Time is always a problem. Money is also always a problem. How good are you at problem-solving?Make sure everyone involved, from your boss on down, buys into this. Without buy-in, you will wind up spending a lot of time, and possibly money, to no avail. Very little is worse than conducting a project like this and having it be ignored. Be prepared to break out your silver tongue and sell, sell, sell!
What are you doing? You might wind up asking yourself this question in a slightly different tone of voice at some point.Keeping in mind the “why”, define your task. What EXACTLY are you going to produce at the end of this project? How detailed are you prepared to get? I drilled down to course level. For those of you in larger academic libraries, that is probably not feasible. Or even possible, in some cases. For public or school libraries, you might want to stay at a more general subject level. Whatever you decide on, stick to it. Don’t get side-tracked or drawn into the quicksand of going into a little bit more detail.How far into the future will you project your collection development goals? As I discovered, 5 years is really too far. Too much changes too quickly. 3 years is much more realistic. At all costs, be sure you get clear on the “what”. This is your touchstone, your original intention. You can always come back to this when you get lost.Define your limits. It is far too easy to stretch yourself too thin. If you tend towards obsession, like me, it is easy to get bogged down in details, lose sight of your main objective, your “original intention”, and let yourself be overwhelmed.What compromises are you willing to make? We would all certainly love to have the perfect plan in place at the end of the road. It ain’tgonna happen. In order to get through this, you will have to make some hard choices. You may have to let go of some cherished dreams. Don’t sweat over it. You can fine-tune later.
Watch your step! And your back! The beasts are lurking.Who is going to pay for all this? Even if it does not cost any money, time will be a major factor. Everyone involved in this process will need to budget time for it. Where will that come from? Where will any money that is needed come from? What if you underestimate? Far too easy to do. This is where the buy-in becomes critical. You have to have people around you that can and will work with you on these points. It would be a shame to get almost done and have to quit because of a lack of resources.Speaking of time…Set a firm timeline and stick to it. And be prepared to adjust it. This sounds like a contradiction, but you will just have to live with that. Things change. Just don’t let them change too much, or you will wind up in a sinking boat.Stay on track. Let me repeat that: stay on track. Keep your original intention uppermost in your mind at all times. If you get lost, you might wind up with a lot of mud on your face. And gator bites on your…well, you know.
Watch your step!
You know how to do research. You’re a Librarian!Read as much as you can on the subject. Books, journal articles, pick someone’s brain, if you know someone who has been through this. Gather as much information as you can ahead of time. This is also part of getting clear. The more you know, the better off you will be when the gators gather (and they will, believe you me!).Part of your research will be to look around and gather some of the plans that are published on the Web. Reviewing these will give you ideas on how you want to proceed from here. Analyze them and pick out the parts that you think will work for you. Think carefully about that. You can save a lot of time and effort by letting your predecessors do some of the work for you.Don’t get hung up on this step. It is all too easy to continue gathering information ad infinitum. At some point, you have to consider yourself ready and get started.
If you don’t know where you are, you can’t tell where you want to be. You have to know what you have before you can make recommendations about how to develop your collections.There are two ways to proceed with this step: quantitative analysis and qualitative. Quantitative analysis lets you look at numbers. Maybe your mind works better that way. Among the many methods of quantitative analysis are:Counting volumes by subject – see what’s on the shelf in each area.Analyzing the age of the collection – this works hand-in-hand with the previous method. It’s not just how many volumes you have, but really how relevant they are at the same time.What is being used – you can tell this by looking at your circulation and reference questions.Citation analysis – what are the most important volumes in a particular field?None of these methods by itself will give you a complete picture of your collection. Combine them to suit your needs.
Then there are qualitative methods of collection assessment. These are more free-form, for the most part, more subjective. They let you develop a feel for your collection rather than just relying on bare numbers.User surveys let you in on what your users want.Focus groups do the same thing in a much more, well, focused way.You can also check lists of recommended titles to see which of them you have and which you don’t.I used collection mapping, or the conspectus method. This involves assigning a value to each collection based on the needs of your particular user groups.You can also use a commercial product to do the analysis for you and make your judgments based on that.Finally, you will need to synthesize your own method to suit your particular needs. Use a combination of the methods mentioned above. Or even invent your own. There is no right answer, here. Whatever suits your needs best is right.
Once you know what you have, you have to determine what you need. This will bring you to the very heart of a long-standing argument among librarians around the world: give ‘em what they want or give ‘em what they need.To find out what your users want, you can go back to your circulation and reference question analyses. Find out what people are asking for and what they are using.To find out what your users need, you can use curriculum analysis (for academic libraries, this was very important to me). The recommended collection lists that you may have consulted before will be a great help here, as well. Your professional intuition will also come into play, here.If you build it, will they come? By now, you will have a feel for what you have and what you need. Are you ready to take a flyer and build up a part of your collection that is underused in hopes that it will get more use if it is more current and relevant? Only you can make this choice. It is based partly on the analyses you just did and mostly on gut instinct. Personally, I am often amazed at the results when I have tried this.The process of analyzing your needs is partly based on feelings. You just cannot escape that. As a professional Librarian, you have to learn to trust your feelings. They can lead you into new and more productive areas.
Finally, a dry place to stand!
The End Is Near! Maybe not the end of the world as we know it. On second thought, it is 2012. What you need to concentrate on right this minute, though, is the end of this project.Don’t burn out now. You have come too far and done too much work to just quit now that the end is in sight. If you need to take a little time to regroup, that’s fine. Just don’t let this thing languish. Get rested and come right back to it. You’ve done the hardest part.At this point you have a ton of raw data. What does it all mean? You now know where you are and where you want to be. Your job now is to figure out how to get there from here. That means making a few more decisions.Once again, how detailed will you get? By this time, you will have a better grasp on this, so this one will be easier. Don’t try to save some work by being really broad. That will turn your plan into a Collection Development Policy, which you already have. You have to avoid getting too focused, as well. You can easily get bogged down here. Keep your “original intention” in mind.Now is the time to decide how far you are going to project your plan. 3 years? That’s doable. 5 years is probably too far. Things can and will change too fast.
Details, details, and more details! By now, you should realize that you really have to be detail-oriented to make this work. You have to sweat the small stuff. If you don’t, you will pay for that down the road. With interest. Do the work now and save yourself some grief.You have your data, now you have to present it in some fashion. Make sure it is human-readable. A jumble of numbers and jargon will not work here. You have to be straight-forward and plain-spoken to make sense of this to someone who has not traveled the road with you.Get organized! Outline. Outline, outline, outline. Make sure you are presenting this stuff in a manner that makes sense. If, like me, you are curriculum-oriented, you will want to organize by program. I drilled down to the individual course level, but that may not be feasible or appropriate for many of you. Your outline is your map out of the swamp. Follow it, but don’t let it tie you down. Be prepared to tweak it if you need to. Problems can arise, sometimes suddenly. Be ready to jump.The handout I have given you is the Table of Contents for the plan that I developed. You can see that it pretty closely follows the progression we have been talking about. First, get clear on the “what” and the “why”. Then assess the collection in your preferred manner so you can see what you have. This will also indicate where you need to go. Finally, map out your strategies for the coming years.
Now comes the hardest part of all. Not! You are almost done. All you have to do is leap out of the swamp onto dry land and thumb your nose at the remaining gators.Finish! Don’t review any more than you absolutely have to. The work is done. The job is complete. Finish it.Write it up! You have your outline -- flesh it out. Make it look good on the page.Put it in a binder. We all love binders, don’t we? It just gives your work some substance, some heft, to have it in print. Now it feels real. Put one on your shelf and admire it.Present it to whomever you should. Bask in the glorious light of their approval. You have earned that.Have a tall, cold one! One what? Certainly non-alcoholic, if you are at work. Otherwise, whatever you prefer. You have earned that, too.
Finally, you’re done, right? Wrong! There is one last step – evaluation and review. What you have here is not a static, unchanging plan. Circumstances change, budgets change, everything changes. You have to change with the times to be successful. This step is constant and on-going. At a minimum, you should look at your plan in some detail annually. I try to do this quarterly, so I don’t get too far behind. You don’t have to be like me, though. Do what suits you best. The important thing is to keep your plan up to date.Whew! Now you’re done, right? Right? Wait. One more thing. Now you have to put your plan into action. Otherwise, you just wasted a whole bunch of time and money. Nobody wants that.So what are you waiting for? Get to it!