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Deb Robertson

Becoming a more thoughtful library job seeker - 0 views

crln.acrl.org/...195.full

professional association professional development career development student volunteer

shared by Deb Robertson on 06 Apr 13 - No Cached
  • Deb Robertson on 06 Apr 13
     
    . . . we leave out one crucial point: A membership in a professional association is not the same as being involved in professional service. Taking an active role in your professional organization is also a way to cultivate leadership skills you can't gain from volunteer or part-time work. Focus your attentions less on building a resume and more on improving libraries.
  • Deb Robertson on 06 Apr 13
     
    At our last board meeting we talked about our commitment to keeping our membership and conference costs for students low enough so they can be part of a professional association. This article suggests we go one step further and have them on our committees to gain "hands-on" experiences. With this in mind, the directory committee is adding a SLIS student to our committee to give her "hands-on" experience in our association.
Amy Paulus

Race for Relevance: 5 Radical Changes for Associations - 1 views

www.csae.com/...dical-Changes-for-Associations

relevance associations changes

shared by Amy Paulus on 02 Dec 13 - No Cached
  • Amy Paulus on 02 Dec 13
     
    During the ILA Planning Day meeting, this book was recommended as it has interesting ideas on what associations such as ILA and ILA/ACRL should do to stay relevant.
Sara Thompson

ACRLog » Making Things in Academic Libraries - 0 views

acrlog.org/...g-things-in-academic-libraries

makerspace libraries instruction info-literacy research creativity

shared by Sara Thompson on 05 Jan 13 - No Cached
  • essentially it’s a place for folks to make things, perhaps writing and illustrating a zine, using the open source Arduino computing platform to program a robot, screenprinting, or creating model houses with a 3D printer.
  • some public libraries are experimenting with makerspaces, including Fayetteville Free Library in New York, Westport Public Library in Connecticut, and Cleveland Public Library in Ohio.
  • What could a makerspace look like in an academic library? What do we help our patrons make? We have computer labs, some more specialized and high-end than others, and we could add equipment like 3D printers. Of course, not every library will have the funding and staff to create tech-centered makerspaces. And faculty and departments may already have that equipment for students to use, especially those in engineering, computer science, and other technical majors.
  • ...7 more annotations...
  • For those colleges or universities that can’t create a physical makerspace, what are some other ways we can encourage the maker ethos in our libraries?
  • We could produce a student journal or create a zine, and I have a colleague who asks students to create their own citation style. But I’m struggling with the idea of the one-shot instruction session as makerspace. What can students “make” in a one-shot?
  • We need to find ways to support creating, not just finding. The Student as Producer project at the University of Lincoln in the UK is an interesting model to consider.
  • But I’m interested in adapting the *spirit* of makerspaces for an academic setting, by giving students a space the facilitates content creation and experimentation and play. I’m wondering if Digital Media Labs are in some ways equivalent to makerspaces in this way?
  • Students generally have one thing on their mind–pass their classes and they visit the library to do that. Even if they never speak to a librarian, they may find the ambiance of a library conductive to the end goal of passing a class. They often do not have the time or current interest to pursue creative endeavors, at least not in the library. They instead go work out at the student athletic center or participate in student organizations that provide a more creative outlet. In other words, it’s a different community and a different mission than the public library.
  • I guess more than anything I’m interested in the spirit of makerspaces, as Elizabeth notes, as a place where creativity and excitement are encouraged. Maybe these feelings aren’t as closely-associated with a place intended for (school)work as they are with one intended for hobbies/leisure. But I think it *is* exciting to research a topic and make something out of the information you find.
  • At U.Iowa we’ve been developing a 75-90 minute lesson plan with an overview of zine history, hands on time with zines, and then time to make a collaborative zine. I’d be happy to chat about it, send an e-mail! Colleen Theisen, Special Collections & University Archives – University of Iowa
Sara Thompson

Overview of Library Instruction Assessment - 0 views

www.slideshare.net/...library-instruction-assessment

assessment instruction libraries info-literacy presentations resources education

shared by Sara Thompson on 07 Jun 12 - No Cached
  • Focus has been on us ◦ Perceptions of teaching ◦ In general, little measure of what students are actually learning / can do
  • National Survey of Student Engagement  “First-year students were asked in NSSE about the frequency with which they „worked on a paper or project that required integrating ideas or information from various sources,‟ a component of information literacy. UNCW first-year students reported a frequency that was statistically significantly below that reported by our selected peers, significantly below that reported by national master‟s universities, and significantly below that reported by all NSSE 2007 institutional participants. This information led to the development of a rubric-based assessment plan for information literacy to be implemented with the comprehensive assessment of Basic Studies beginning Fall 2009.”
  • Assessment tool selected: ◦ The American Association of Colleges and Universities‟ (AAC&U) “Information Literacy Metarubric” http://uncw.edu/assessment/BasicStudiesAssessment.html http://uncw.edu/assessment/Documents/General%20Education/2004-2005NSSE- BasicStudies.pdf
  • ...2 more annotations...
  • (Part of Assessment Report) http://www.uncw.edu/cas/assessmentplanandreport.html
  • Assessment Checklist 1. What are our research questions? (What are we trying to discover about student skills, knowledge, abilities, etc.; and what evidence do we have already?) 2. What is the expected level of performance? 3. When in the students‟ career do we assess this outcome? (entry, end of sophomore year, senior, etc.) 4. In which course(s) or venue? 5. What student work/artifacts are collected? 6. How is the student work evaluated? (criteria/rubric) 7. Who evaluates the student work? 8. Who analyzes the results? 9. Where do recommendations for action go? 10. Who takes action? (And how do we ensure changes are evidence‐based and data‐driven?) 11. How is the process documented? 12. Where is the documentation kept? 13. What is the timetable/schedule for determining which outcomes are assessed Developed by the General Education Assessment Committee for designing assessment of a learning when? outcome.
  • Sara Thompson on 07 Jun 12
     
    Slideshare presentation from Randall Library, July 2010; assessment as part of university-wide culture change,
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