Code4libBC Day 2 lightning talk notes! Continue reading “Code4libBC Lightning Talk Notes: Day 2”
Code4libBC Lightning Talk Notes: Day 1
Code4libBC Day 1 lightning talk notes! Continue reading “Code4libBC Lightning Talk Notes: Day 1”
DRN BC: Opening Keynote
I got to attend the Disability Resource Network of BC Annual Conference this morning as an exhibitor in the back, so I got a chance to sit in on the opening keynote. Continue reading “DRN BC: Opening Keynote”
Meetup Notes & TakeAways: Library People Who Want to Code
So tonight, we had a get together this evening for library people (many SLAIS students in attendance) who want to learn how to code in a more informal manner without having to take a full course. Continue reading “Meetup Notes & TakeAways: Library People Who Want to Code”
ALPS December Meeting: Lightning Talk Notes
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. Continue reading “ALPS December Meeting: Lightning Talk Notes”
Ryerson Faculty Conference: Notes on Engaging Every Online Student
The Challenges and Lessons of Creating Accessible Course Materials
- Maureen Glynn, Yueh-Chin Ma, Digital Education Strategies
- Restiani Andriati, Digital Media Projects Office
- Diane Michaud,Library and Archives
- Charles Silverman, School of Disabilities Studies Continue reading “Ryerson Faculty Conference: Notes on Engaging Every Online Student”
Ryerson Faculty Conference: Opening Keynote Notes
Teaching and Learning in Socio-technical Networks
Transition to new technology can be hard, but while it can be difficult to learn new technology, there are some positive sides e.g. story of his father getting immediate help when having a heart attack. Continue reading “Ryerson Faculty Conference: Opening Keynote Notes”
Psychological Perspective on Teaching and Learning
Some notes on yesterday’s talk about how memory and personality affect learning. Continue reading “Psychological Perspective on Teaching and Learning”
Notes on Building the Information Literate University
Bill Johnston & Sheila Webber
It’s big and complex. A lot has been done and researched, but not put together.
The information literate person is an information culture needs a broader, more creative and critical information and media education, not only to enjoy the economic benefits of digitally based infrastructures, but to fully engage either the social, political, and creative dimension of the developing information culture of the 21st century.
Hoping to lead to wise and ethical use of information.
Information Literacy as Discipline
- professional associations and journals
- international community
- academic departments
- graduate students
- id with the discipline
- distinctive language
- knowledge and research base
Continuing to use the term, because it’s used at the international level. In essence, doesn’t really matter what term we use if we can connect the different areas. Partly, because there is no real alternative term. What you need to keep in mind is that the meaning may change depending on the context (work, subject, country), and users will express different needs.
Information Literate University
This includes graduates, academic peers elsewhere and wider society, but more specifically include:
- Info Literate Curriculum (in curriculum, as discipline)
- Info Literate students
- Info Literate Research
- Info Literate staff & managers
- Staff development for IL
- Management for IL (strategy, policy, resourcing, infrastructure, knowledge & research)
To move towards such a university, need to think about what forces can bring about this change, including:
- whole course redesign
- strategy for education (in institutional plan)
- specific student learning environments
- theoretically informed case studies
A chance for opportunity spotting. For example, cross disciplinary research, and cross organization research. Another example is engaging students through thinking about how to integrate learning instead of just one off workshops, and using tools to enrich learning. Information literacy might be the discipline of the librarians (as faculty). Zones of action might include workshop model of educational development for librarians with subject/university focus with themes of assessment and online learning objects.
Many ways to to engaging academic staff.
- pre-empt negativity
- identify downside of not shifting
- identify lecturers who have refixed the rate (combining staff time, etc.; transmissive vs. constructivist)
- develop scenarios for refixing the rate
Student spending more time engaged in:
- acitivites designed for deep processing of info
- developing knowledge of reliable sources
Need to think about:
- specific pedagogic approach
- infrastructure such as classroom setups
- e-learning: process of; focus on approach, not learning objects
- Think BIG
- Associate IL eith global themes, educational achievement, and institutional success
- teach, learn, research, and communicate through IL
- Challenge doubters and convince supporters
In the afternoon, we worked in groups to come up with different strategies to mainstream information literacy.
Aims and Strategies
- Research a core group at every level and convince faculty of the value
- Have students understand that the information they are looking for is available at the library
- Education of the faculty
- Building relationships with faculty
- sharing successful stories and strategies
- become more embedded: courses, research
- building enough of a relationship to do a course redesign
- maintain face to face contact
- ensure programmatically implemented
- testing critical student thinking
- audit course outlines and develop IL arguments or zones of intervention, then include statement
- IL becoming component of the institutional teaching methodologies, sneaking it in
- subject related divisions within OCUL which don’t exist
- student survey on student info seeking and help behaviour
- new strategic plan and new administration
- related committees in teaching, curriculum, and info literacy
- dealing with funding changes due to university specialization declarations
- collaborations cross-university
- integration of tutorials, tools, and services into environment e.g. Course Management Systems
- making use of existing communications and marketing avenues e.g. Taking advantage of assessment to get support from upper administration
- AACSB (accreditation)
- program/course proposals
- program review
- online courses/e-learning
- faculty meetings
- faculty liaisons and subject experts
- library “champions”
- other university departments e.g. Writing centre
- librarians at other universities
- Student services
- Academic support
- Teaching co
- quality assurance framework
Connecting It All
The key points to be taken forward.
- Teaching chairs (R)
- Teaching & Learning commons (Y)
- growing learning commons to include topics of academic integrity
- building on tri-mentoring to find out what info literacy skills employers are looking for (R)
- meta-level points for engaging faculty in importance of IL e.g. Info society, ethical issues
- getting upper admin buy-in and budget
- opportunities for embedding and assessment
- R-Y partnership to talk about success & challenges specific to subject areas building on informal network
- writing IL modules for courses that can be collaborative and shared
- syllabus audit looking for IL opportunities
- IL committee
- college (workshops, drop-in)
- career centre
- learning skills
- other librarians in same subject
- accreditation bodies: building on industry expectations
- within the university: faculty liaisons
Developing library staff
- more intensive opportunity to discuss these issues with outcomes of program documents or policies, etc. beyond just a one day workshop
- instruction peer assessment
- communication: key messages & how to convey them
- time and training for IL
- reexamine what IL should or can look like
Ryerson Faculty Conference Keynote #2: Getting Students Engaged
Presenter: Dr. Arne Kislenko
Everyone does things differently and there is a huge subjective component to teaching. What’s presented is also not necessarily based on theories of teaching, but based on overarching principles garnered from experience.
1. Enjoy the Teaching
Teaching is the greatest job in the world. This is the most important place to start, that students understand that you like your job, that they see your enthusiasm. Faculty can actually influence people’s lives, which is a great honour. However, some teachers don’t show up, cut classes, lecture right from a textbook, substitute with technology, which does not allow the development of a personal connection. You need to be there, students need to want to come to class.
It’s worrisome that many universities seem to be diminishing the role of teaching by putting the pursuit of research above all else. However, teaching reinforces research and through teaching we actually communicate with our students.
2. The Active Citizen
We have to teaching from the perspective that students in our classrooms are trying to become citizens in the full sense of the word. We should teach research, writing, critical thinking, objective analysis, to care and take an active role in the world. We should impart some broad consideration of the world.
If someone is apathetic about everything, they are a lost cause. Students should see their education as more than 3-4 years here with a job at the end. They should graduate with a sense of ability to think critically, engage in analysis, direct thoughts about search, and care a little bit about the world, especially since they want to work in this world.
Not only do students need to be engaged, they need to be made engaging with a broad perspective, not just the classes they take. They should be questioned about how they are going to move forward in the working world.
Many students though feel unchallenged and many instructors are fine with them just getting by.
3. High Standards
Respect them as adults with responsibilities and obligations instead of coddling them as children. Have high standards, communicate that to students, and they may aspire to them.
Aside. Draw Connections
We should leave students guessing what we think, and we should welcome them as participants and journeymen.
4. Extracurricular Activities
Be prepared to deliver to our students more than just in the classroom. e.g. alternative spring break – overseas working with NGOs, international discussions
This is the best way to enrich the educational experience, and increase personal growth for students.
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