This year’s meeting’s theme is “Technology and the academic librarian: emerging, merging, and changing the game”. I didn’t take notes on everything, but all the presentations will be recorded and available with slides (if applicable) later on.
Online Instruction: Keeping it Personal
Ania Dymarz, Life Sciences Librarian (SFU)
- Context: library going through renovation, using Canvas LMS
- keeping it personal: informal tone, picture, all the avenues of contact
- the library: providing map of 3rd floor and what’s going on
- students: had to take picture and post citation to book
- take aways: consider ‘broader’ context, add sign-up drop-in session, work for distance ed?
Teaching via Skype: The Rashomon Effect
Holly Hendrigan, Liaison Librarian for Education and Arts & Social Sciences (SFU)
- wanted to offer same opportunities to class in another city e.g. guest lectures
- explained Zotero
- students used to watching people on screen
- had some issues with bandwidth
- more questions than answers
- impression not the same as feedback from instructor and number of students that came to ask questions later
To Use or Not To Use: Should Academic Libraries be Using Web 2.0 Tool to Engage Students and Faculty?
Laura Thorne, Learning Services Librarian (UBC-O)
- study from Dec 2012 to April 2013
- mid-size research based institution in Eastern Canada
- survey:
- student use? mostly social media websites, wikis, IM
- engage with library? 9%
- worthwhile to? 74% yes
- why? quickly to share updates, convenient, already using tools, instant access to help, improves engagement
- difference in values: due to awareness, need to market more
- tools seen as convenient and access
- still need to have purpose, want relevant information, engaging and dynamic, conversation and feedback
- need to be customizable and mobile
- tools aren’t replacement for in-person contact, or website
- faculty & students interested in learning more, especially to integrate into LMS
- trying too much throwing out general information
- using skype because requested by instructor and going through LMS transition
Web Literacy Standard and Open Badges
Cynthia Ng, Accessibility Librarian (CILS @ Langara)
Experimenting with Shifting Sands: UBC Library’s Localized Open Online Course (LOOC) Partnership
Erin Fields, Teaching & Learning Librarian (UBC)
- flexible learning: flipped classrooms, inverted, reduced class time, online, MOOCs
- UBC MOOC
- course + digital literacy units = LOOC (like MOOC, but only UBC community)
- each unit is interactive, but in different ways e.g. forums, creating something
- UBC-endorsed Open Badge Accreditation
- M101 – collectively created, continually revised based on feedback and content, variety of ways to interact with content
- user experience guides changes to units
- behind barriers because copyright
- potential area of growth
- open education and what the library needs to address to remain relevant
- badges system: difficult to implement because how to ensure fulfilled criteria, how to evaluate
- political end = biggest quagmire
- great for professional development, because meant for faculty and staff as well
- library contributes content and units as part of the library’s service
Flexible Learning Support for a First Year Business Course
Lindsay Ure, Business Liaison Librarian (UBC)
- “information sources” tutorial for students
- framework for promotion online learning objects in new ways, and to push for funding to create more
- opportunity for high impact
- how to make content relevant to students: focused on course readings, no research assignment
- catered to learning objectives: understand why high quality sources are important
- development: storyboarding & scripts, videos, quizzes
- focused on credit sources, types of information sources, finding information, evaluating information sources
- highlight specific course readings used in the course
- quizzes: pre and post-test questions, 12 graded questions
- embedded content in LMS
- successes: filled out even if forgot to make mandatory, integrated in short time frame, instructor agreed to do again
- challenges: analysis of results was time consuming, uploading videos affected quality, quiz questions not adjusted to reflect content in videos, how much students’ applying what they learned?
- next steps: revise quizzes, reorg video content, user testing with students, pilot
- long term: include in every section, integrate with blended learning model, integrate into other courses
Qualitative Data Analysis Support for Researchers
Nicole White, Head, Research Commons (SFU)
- has support for quantitative, but not qualitative
- did environmental scan, looked at what software: Nvivo (sp?), atlasTI
- what staffing to support program
- can analyze data including social media
- graduate student access to software
- hired 2 power users (graduate students) to do 1-on-1 consultations, email support, workshops
- marketing: relied on liaison librarians, email, posting on social media, graduate studies’ communication
- faculty starting to use software in own courses
- next steps: assessment: who is downloading, using; different interests and skill level
- money: ~$25k/year for software including webinars, hourly wage to graduate support