February 2010 Archives
Google Forms are easy to create and can provide you with a snapshot of who's attending your classes, how they're learning about the workshop, and great ideas for ways to improve your class.
Attendee feedback gave us the idea to give more hands-on time during our RefWorks workshops and less instructor-led demonstrations. We've also added an optional 30 minute post-session to our EndNote workshop to troubleshoot specific issues.
If you're interested in seeing the full form just follow the link. You'll want to create your own if you're interested in aggregating data. These questions work well for us, but others might be of more interest for your library.
Are you using another tool to assess your workshop and/or instruction sessions? What works well?
This was posted on a list I am on for feedback. I thought it was an interested possible use of mobile technologies meet Library stacks. Interesting idea...but what do you think of the name?
Proposal: The LibGossip Platform: creating participatory library learning environments with ubiquitous technology"...The platform powers an array of mobile applications which guide students to the exact location of physical items in real time; essentially converting their mobile computing device into a library positioning tool...."
"...By leveraging circulation data of books in the student's proximity and user generated motion data in the student's path, the platform will guide students to the most popular (or most relevant, depending on the students filtering preference) resources in the library, effectively communicating in the aggregate the research interests of users in the building. The system will guide users to personalized resources of immediate interest by way of a user edited profile consisting of course enrollment, current assignments, and group project membership."
Here is more about the venue for the proposal:
The Digital Media and Learning Competition, created in 2007, was designed to find "and to inspire" the most novel uses of new media in support of learning. Projects explore how digital technologies are changing the way people learn and participate in daily life. Awards have recognized individuals, for-profit companies, universities, and community organizations using new media to transform learning.
In September, ALA/ACRL put out some guidance on streaming video to the classroom and discussion on TEACH for distance learning. Though this brief is focused on streaming online and not just a physical (or distance) classroom, in light of AIME vs. UCLA, there is a massive distinction difference on potential interpretation.
Check out this statement from September's report:
"Second, this exception [sec. 110 (1)] applies only to the showing of films in physical classrooms or similar places devoted to instruction, and not in remote locations. The key question is where the film will be viewed by the class, not where the physical copy is located. While the exception would cover the streaming of a film from a media lab to the classroom where it is viewed, it would not reach the streaming of a film to students' residences for homework."
Check out this statement from last week (which also references said statement):
Indeed, the September 2009 analysis of Section 110(1) suggests that the provision "would not reach the streaming of a film to students' residences for homework." However, films that are required viewing and will be subject to classroom discussion may be a different matter, depending on whether a court interprets the phrases "face-to-face teaching activities" and "similar place devoted to instruction" in a more flexible manner.
I can not overstate the implications of the phrase:
"However, films that are required viewing and will be subject to classroom discussion may be a different matter."
From my perspective, of the many heated concerns expressed by film rights holders to educators (e.g., control of distribution, digital licensing fees, no need for multiple copies/replacements, rights holders lack of digital format rights from their film component creators - see Eyes on the Prize); at the very heart of the debate is asynchronous digital streaming-on-demand of physical media for video e-reserves.
The thought that students in face-to-face courses could log-in "anytime, anyplace" and access a full video (there appears to be general consensus support for clips), without having to screen it in class or make a trip to the library for a reserve copy, and with no additional income for rights holders at that, is one that roils producers and distributors to no end. I believe the reasons for this are wrapped up not only in the previously mentioned issues, but also as a reflexive response to the distribution (ergo production) business models in this emerging digital environment.
An undercurrent to these concerns I've witnessed, especially put forth by certain players in the independent film/educational media field, is a kind of anachronistic belief about the context in which their films should be consumed (the traditional face-to-face physical classroom). Any evolution on the part of librarians/media specialists to make viewing more convenient for our users is often characterized as the enabling of a lazy or uncritical generation of students, the "I had to walk 10 miles up a hill barefoot in my day...." argument.
For my response, first I would like to state that I believe many of these business concerns are valid. I follow Paid Content like a religion and feel as though I have a decent grasp of the challenges confronting traditional media sectors. I am sympathetic to their challenges, and would like to see affordable digital business models emerge (e.g., higher ed should be charged the same public/high school rates for the same material). I will concede, without question, there are few "old" media businesses that have been unscathed by the digital environment (certain cable programmers (e.g., ESPN) and financial publishers (e.g., WSJ) outside of education; and certain commercial academic journal/textbook publishers and a few relatively large educational media companies within - mainly as a result of consolidation and greater fees paid by academic institutions and students).
That said, I'm in the business of education. My bottom line is student learning. To the anti-convenience folks, I put forth that several studies have suggested that hybrid learning can be as effective, if not more, than traditional classes. At a time when we have witnessed unprecedented demand for video (our circ. numbers increased 30% last year - though not all related to instruction), and still further growth projected ("Video Use in Higher Education"), the future potential for video is great.
As a media librarian, I am charged with the responsibility of adapting as teaching methods, course structures, and delivery channels emerge. In addition, beyond providing access, I would submit that as more faculty in more diverse disciplines integrate video into their courses, it is in part the responsibility of the media librarian, to advocate for the critical consumption of media (critical media literacy). For example, I see the value of critically evaluating film, as essential to increasing the quality of student-produced media, which Media Services also supports. When I meet with faculty now we discuss the types of video they show in class and ways in which they can support their students' learning by not only discussing the content but also the effectiveness of elements in the particular genre. Providing flexibility for students to study, discuss, and re purpose video (in a digital writing blog form perhaps) is key.
Being able to apply fair use interpretation for required viewing of films as a rationale for digitizing and streaming e-reserve video..if it were to stand up in court as a defence (should a challenge ever actually make it to a court room), would help lift one of the single greatest barriers (read: fears) librarians/media specialists face in being able to transform our collections to meet these emerging curricular needs. Until then, I will continue to investigate future possibilities, assess the effectiveness of our current experiments (such as serial cost, commercial streaming products), and advocate for more affordable pricing, and fair use practice on film.
Originally posted on Scott Spicer's Resources for Media Literacy Blog
Tricks of the Trade: Conducting Efficient Library and Web Research
Date: February 23, 2010
Time: 3:30-5:00 p.m.
Location: 101 Walter Library
There are many tools available from the University Libraries and the
web that can increase your effectiveness and efficiency as a
researcher. Learn how to use these to help narrow your topic, research
your literature review, and fill in research gaps. This workshop will
include mini-versions of popular Library workshops including "How do I
know I have found Everything?," "Introduction to Citation Managers,"
"Google for Researchers" and more.
Individual consultation on conducting efficient library and web research is offered through Friday Grad Commons.
- Kate Peterson, University Libraries
- Kristen Mastel, University Libraries
Publishing Your Science Research Article
Date: March 2, 2010
Time: 2:00-3:30 p.m.
workshop, intended for graduate students in the sciences, will help you
identify appropriate journals to which to submit your article and
discuss how to manage your rights when signing a contract with a
publisher. Join your colleagues to share your ideas and discuss the
issues you face as an emerging academic author.
Individual consultation on publishing is offered through Friday Grad Commons.
- Kris Fowler, University Libraries
- Jody Kempf, University Libraries
Friday Graduate Student Commons
Location: N-119 Elliott Hall, East bank
The "Friday Grad Commons" is a collaboration of multiple units across campus to provide students with a quiet space in which to write/read and to also consult with staff and faculty on a wide range of topics related to the graduate student experience. Each Friday will feature a specific topic and University staff and faculty with expertise on that topic will be available for individual consultations.
10 a.m. - 1:00 p.m. Quiet space
1:00-4:00 p.m. Individual consultations--Efficient library and web research
10:30 a.m. - 1:00 p.m. Quiet space
1:00-4:00 p.m. Individual consultations--Getting publishing (quiet space starts at 10:30 a.m.)
I like this idea of "doing research like a professor"--seems like a good way to frame research--we should create such a page!
Writing a Paper? Try These 7 Research Tips
February 10, 2010 05:39 PM ET | Lynn F. Jacobs, Jeremy S. Hyman
Once in a while you get hit with it: the 15- to 25-page research paper, also called the term paper or semester project. This is your chance to join the community of the 20 percent or so of college professors who are actually doing research. How do they do it? And how can you? Have a look at our seven best tips for doing research like a professor:
1. Start from where you are.
2. Think E.
3. Discover WorldCat.
4. Learn the shortcuts.
5. Use the resources that live and breathe.
6. Learn about ILL.
7. Look for "gateway" sources.
Web Conferencing with
Tuesday, February 23, 2010
3:00 pm-4:30 pm
Room S30B, Wilson Library
Government Publications Librarian
UMConnect makes it possible to join a meeting from your office or present information to colleagues over the internet, live or as an archived video. Like the free online service Skype, this OIT supported technology allows you to communicate and collaborate over the Web.
Come and meet the Peer Research Consultants and talk to Jody Gray and Kate Peterson about this program at this open house. Please encourage all staff to stop by.
When: February 22, 2009 12:30pm-1:30pm
Where: Wilson Library S30A
When: March 1, 2010 12:30pm-1:30pm
Where: Appleby 169
The Peer Research Consultants (PRC) program's goal is to support FYW students as they do library research and find sources to use in their writing. The PRCs build on skills learned in the Unravel the Library workshops.
For more information visit: http://www.lib.umn.edu/services/prc. The PRCs are also linked from the Undergraduate Virtual Library (http://www.lib.umn.edu/undergrad/).
I never found the time to get my ideas together for publication, but I just found an article where someone else has:
Conteh-Morgan, Miriam. 2002. "Connecting the Dots: Limited English Proficiency, Second Language LearningTheories, and Information Literacy Instruction" The Journal of Academic Librarianship, Volume 28, Number 4, pages 191-196. (http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.42)
Some quotes from the article (p. 195): "A basic understanding of second language teaching theories seems fundamental to improving librarians' ability to teach better . . . "
"[I]nsights from this area of research and practice can help them design a course that is more linguistically, socially, and culturally responsive and thereby create a more rounded learning
experience for LEP students."
With Audio (recorded using Camtasia Relay):
Embedded in a Courselib page: http://www.lib.umn.edu/libdata/page.phtml?page_id=3002
Do you have a student who need extra help with research? Do you have any students who complain they can't find any sources? Do some of your students bibliographies not meet your expectations? Please talk to your students about the Peer Research Consultants (PRC) program. The program's goal is to support FYW students as they do library research and find sources to use in their writing. Your students can sit down one-on-one and get personalized research help on their topics. The PRCs build on skills learned in the Unravel the Library workshops.
New for spring:
*Evening drop-in hours available Mondays, Tuesdays and Wednesdays with daily drop-in hours Monday-Friday in Wilson Library, Walter Library, and Appleby Hall.
*Students can get a certificate to show they have worked with the PRCs. This can be useful for giving points or extra credit.
*Like last semester, the PRCs are available for class visits and/or we can send you fliers for class distribution.
How many students were seen in fall?
*The PRCs met with over 60 students in fall semester-this exceeded our estimates for this new program.
*Over 60% of students were in WRIT 1301 and 3% from WRIT 1201
*In general, students met with PRCs for over 30 minutes for in-depth guidance
What did students have to say about the PRCs?
Here are some quotes from students this fall:
*"She was very helpful when I was looking for specific information on the library website. She explained the website very well and gave excellent tips!"
*"He was very helpful in helping me figure out what I wanted to write my paper on and where I could find the sources. Afterwards I was able to understand my paper."
*"Approachable advising that assisted me with furthering my research goals; very useful."
How do students find out about the PRCs?
*From you--their class instructors. Over 50% of the students heard about the program from FYW instructors.
For more information visit: http://www.lib.umn.edu/services/prc. The PRCs are also linked from the Undergraduate Virtual Library (http://www.lib.umn.edu/undergrad).
What would be on your trading card?
My basic take away is this stuff is becoming much more common and mainstream and that may Universities are experimenting with stuff like Camtasia Relay/Class Capture. It makes me feel more strongly that this is a great direction to be moving with our workshops (and course integrated instruction).
Here is the description:
..."discuss how the formerly separate domains of lecture capture technologies and the emerging options for publicly sharing lectures on Web 2.0 consumer platforms are destined for convergence. This development will raise important questions related to policy, control, and governance. We will discuss how lecture capture and cloud-based consumer publishing platforms are creating a range of opportunities and challenges for academic leaders that will touch on issues of openness, transparency, outreach, and responsibility."
To view archive go to: http://net.educause.edu/content.asp?SECTION_ID=492&bhcp=1
EDUCAUSE Lecture Capture page: http://www.educause.edu/Resources/Browse/Lecture+Capture/34358
I wonder if there is a way to bring together this and CQ Researcher to form some sort of "paper topic" page so students could click on a topic and get directly into on of these "reports." Seems like it would be a good place to explore or get background information.
What do you think? Do we need stuff organized by "topic"? Maybe for first year writing?
Nonprofit Center for Information Technology Opens With Federal Support
A nonprofit corporation created to find new uses of information technology in education debuted on Monday.
Congress authorized the creation of the National Center for Research in Advanced Information and Digital Technologies in 2008. The New York Times reports that the center could be giving out grants by fall.
Here is a link to the annual research report written by OVPR: http://www.research.umn.edu/report.html. I suppose you could use a previous year's report to actually see something published.
Also then ask students to brainstorm and reflect on this money trail for other sources they find.
It would be interested to create two different one's--one for something published in an open access journal and one in a non-open access journal. Wonder if you could find a convincing story in that?