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Sara Thompson

Working with Zotero on the iPad with ZotPad - ProfHacker - The Chronicle of Higher Educ... - 0 views

chronicle.com/...42094

zotero ipad annotate workflows research citations

shared by Sara Thompson on 02 Jan 13 - No Cached
  • The $9.99 ZotPad app lets you access your Zotero library on an iPad.
  • I’m delighted that the newest version of ZotPad has solved these two limitations: you can now access your Zotero attachments if you use WebDAV (and also if you store your Zotero library on DropBox), and regardless of which method you use to sync your Zotero files, you can upload annotated PDFs back up to Zotero.
  • You can highlight, underline, add notes and comments to the the PDF, using whatever your preferred app is on the iPad. Then, when you’re ready, use that app’s Share… or Open In… feature to kick the document back to ZotPad. ZotPad will figure out which item that PDF belongs to, and swap out the old version for the newly annotated version.
  • ...3 more annotations...
  • In other words, if you download a PDF directly from, say, JSTOR, while in iOS’s Safari, you cannot send that PDF into ZotPad. You still need a PC to do that.
  • My second caveat is that you will probably want to adjust ZotPad’s settings so that it doesn’t try to download every attachment in your library all at once.
  • Go to the main Settings app and scroll down to find ZotPad listed among the apps. Under the section labeled “Preemptive Cache,” change the Attachment files option to “Active items.” This ensures that ZotPad will only download an attachment when you specifically request it.
Deb Robertson

Working Together: evolving value for academic libraries - 0 views

libraryvalue.files.wordpress.com/...5709-lisu-final-report_web.pdf

academic library Value of academic libraries study report research

shared by Deb Robertson on 24 May 13 - No Cached
  • Deb Robertson on 24 May 13
     
    This study investigated the value of academic libraries for teaching and research staff. The academic library community has been dealing with the issue of how best to demonstrate its value for years, especially value to students. Yet although a good deal of evidence is collected, much of this is evidence of activity rather than evidence of value and impact, especially value to and impact on teaching and research staff.
Sara Thompson

Open Access in Interlibrary Loan: Sources and Strategies for Locating Free Materials On... - 0 views

scholarworks.iupui.edu/...WLA2012_Handout.pdf

openaccess resources research libraries

shared by Sara Thompson on 16 Dec 12 - No Cached
  • Sara Thompson on 16 Dec 12
     
    Handout from a presentation by Tina Baich at a library conference October 2012
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,
Sara Thompson

Library Publishing Toolkit - 0 views

opensuny.org/...25

openaccess publishing libraries pdf free articles casestudy writing

shared by Sara Thompson on 01 Aug 13 - No Cached
  • Sara Thompson on 01 Aug 13
     
    "Our goals include to: Develop strategies libraries can use to identify types of publishing services and content that can be created and curated by libraries. Assess trends in digital content creation and publishing that can be useful in libraries and suggesting potential future projects. Identify efficient workflows for distributing content for free online and with potential for some cost-recovery in print on demand markets."
Deb Robertson

Instructional Preferences of First-Year College Students with Below-Proficient Informat... - 0 views

crl.acrl.org/...430.full.pdf+html

information literacy first year experience proficient ACRL preferences

shared by Deb Robertson on 17 Sep 13 - No Cached
  • Deb Robertson on 17 Sep 13
     
    The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students' self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an intervention that will address their instructional needs. Focus groups were conducted with students with below-proficient skills to determine their instructional preferences. The findings from the focus groups indicate that students place a high value on personal relevance in the knowledge and skills they are learning, and they prefer a combination of demonstration and hands-on activities, interaction with the instructor and other students, and the availability of supplemental instructional materials in the form of handouts. In addition, they feel that incentives to participate in instruction are crucial and that a number of communication strategies are needed to advertise effectively the availability of instructional sessions.
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