Group items tagged

A short class on using library services, with just one assignment and a quiz; lots of information in the syllabus. (example using Canvas from Instructure)

When it comes to researching for papers, homework assignments, etc., students primarily turn to the Web for information despite its inherent academic dangers. Naturally, with the diversity of content out there, keeping track of pertinent links and bibliographical data is difficult when jumping from source to source. Citelighter launched in the fall of 2011 to address this problem by creating an academic research platform that helps students save, organize and automatically cite both online and offline content. An Evernote for Education.

"Simply launch the SuperPAC app and then simply hold your iPhone/iPad/iPod up to your television while a presidential television advertisement is airing. The user then receives, "objective, third-party information." Think Shazam or SoundHound but instead of info about songs/recording artists your presented with info about the presidential campaign ad your viewing."

Contains link to presentation at RLG by David Lewis outlining a strategy for academic libraries with the following points: "Complete the migration from print to electronic collections Retire legacy print collections Redevelop library space Reposition library and information tools, resources, and expertise Migrate the focus of collections from purchasing materials to curating content"

Possibly of use for student training ... "23 Things is a self-directed course aimed at introducing you to a range of tools that could help your personal and professional development as a librarian, information professional or something else."

LITA 2011 Keynote, October 1, 2011

The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students-and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors' understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research.

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

In March, Inside Higher Ed released an "inaugural" Survey of College & University Chief Academic Officers.  This report was the fourth in a series of surveys of senior academic leaders with the three other reports conducted in 2011 focusing on admissions officers, chief business officers, and presidents.

The core explanation is this: the academy lacks a serious culture of teaching and learning. When students do not learn enough, we must question whether institutions of higher education deliver enough value to justify their costs. Resolving the learning crisis will therefore require fundamental, thoroughgoing changes in our colleges and universities.

PP slides from a lecture given by Dr. Jane Secker at the University of Sheffield iSchool on March 1st, 2012.

This presentation offers some interesting graphics and new ways to define what I am trying to figure out we are trying to accomplish with our instructional opportunities and classroom collaborations.

"The NCSU Libraries Mobile Scavenger Hunt is an interactive, technology-rich way to introduce students to the library. Developed in response to student and instructor feedback collected in 2010-2011, it leverages the motivating power of situated learning and the fun of team game dynamics to orient students to the Libraries' spaces, promote the use of emerging technologies, and foster confidence in using the Libraries' collections. The activity is run using iPod Touches and several free apps and online tools. Students answer Scavenger Hunt questions using Evernote, a free app for multimedia note-taking, which is installed on the iPod Touches distributed to the Scavenger Hunt teams. Librarians are able to monitor students' answers in real time as they are entered into Evernote, keeping score on a Google Docs spreadsheet."

tl;dr: SUNY Potsdam will not be subscribing to an American Chemical Society online journal package for 2013. We will instead be using a combination of the Royal Society of Chemistry content, ACS single title subscriptions, the ACS backfile, and ScienceDirect from Elsevier** to meet our chemical information needs. We're doing this because the ACS pricing model is unsustainable for our institution and we were unable to find common ground with the sales team from the ACS. Instead, we explored other options and exercised them. You could do the same if you find yourself in a position similar to ours as ACS standardizes their pricing, and maybe together we can make enough choices to make our voices heard in meaningful ways.

Was the Internet helpful to civilization?

We are pleased to announce publication of the new Visual Literacy Competency Standards for Higher Education (pdf) by the Association of College & Research Libraries (ACRL). The Visual Literacy Standards include: · an introduction to and definition of visual literacy · a brief discussion of visual literacy and higher education · a brief discussion of visual literacy and information literacy · suggestions for implementing the Standards · key sources and bibliography · 7 standards, 24 performance indicators, and 90 learning outcomes

In this article I would like to make the case that a change in the delivery of sci- entific content and in the business models for delivering scholarly communication was inevitable from the moment journals moved online, even if much of this change is yet to come. By applying a thesis put forth by Chris Anderson in his 2009 book Free,1 I will argue that given that scholarly journals are now digital products, they are subject to very dif- ferent economic principles and social forces than their print ancestors.

Providing a unified interface through which patrons can access nearly all of your library's collection has an obvious appeal on all sides. Users get the googley familiarity and convenience of a singular, wide-ranging search box and, according to a recent case study done at Grand Valley State University, the reduced friction patrons face when using library resources correlates to an increase - potentially dramatic - in the frequency with which they access them. If the new tool is like Google, then why does it require instruction?

The Higher Education Compliance Alliance was created to provide the higher education community with a centralized repository of information and resources for compliance with federal laws and regulations.