May 2011 Archives

Rather talented I have to say!
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If you use the Moodle Class that we've created to support RefWorks Training, I wanted to alert you that we've added content for users that opt to use Version 2.0.


The way I've set it up is to keep all the Version 1 content (since users may still be using that through the end of the year) and put the 2.0 version of the same content directly underneath.

Here's a screen shot:

GettingStartedMoodle.jpg

Even if you don't use this Moodle site in your instruction...feel free to look it over if you want an overview of the new version of RefWorks...updating the content really forced me to engage with the changes.  Most of the changes are pretty minimal, but there's one or two things (creating a folder, setting up a read-only password) that have changed more drastically.

If you look over it and notice any errors, please feel free to let me know.

Also if you teach RefWorks and would like your picture/contact info added, I'm happy to make this Moodle as inclusive as possible :)

Nice description of our awesome libraries and staff over on this blog: http://warmedtheworld.blogspot.com/2011/05/made-my-day-every-single-person-i.html

What a great example of "Learning in the Libraries" and made me think of this paper/presentation from ACRL:

Delivering a WOW User Experience: Do Academic Libraries Measure Up?

Program Description
The annual Great Retail Shopping Experiences survey identifies the qualities that contribute to a WOW experience, a user experience that is extraordinary. This paper closely replicates the survey to determine the extent to which academic librarians and their user communities agree on whether the library delivers a WOW experience. Attendees will learn how engagement,executional excellence, brand experience, expediting and problem recovery come together for the academic library WOW experience.

http://s3.goeshow.com/acrl/national/2011/client_uploads/handouts/delivering_wow.pdf
 

Presenters: Kristen Mastel, Jon Jeffryes, Scott Spicer, Jennifer Hootman from Minitex, Kate Peterson, Julie Kelly, Jim Stemper, Kate Brooks, Paul Zenke 

ACRL Conference Program & Posters: http://s3.goeshow.com/acrl/national/2011/conference_schedule.cfm 

 ACRL Conference Papers: http://www.ala.org/ala/mgrps/divs/acrl/events/national/2011/papers/index.cfm

Universal Design

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Last week I participated in the Universal Design workshop sponsored by the Diversity and Information Literacy Collaboratives.  Below are a few notes, and I must say this was one of the best presentation I have seen since starting at the U.

UD is more than designing for disability, designing for all, better learning for everyone.

9 principles of universal design
  1. Equitable use- providing student with multiple options to demonstrate mastery, oral, paper, posters, etc.
  2. Flexibility in use- varied instructional strategies, mind maps, group activities, outlines, providing choice of strategies
  3. Simple & Intuitive- providing rubrics, syllabus with links to materials, icons to website that remind about deadlines
  4. Perceptible information- alternative products and assisted technology, accessible websites, 
  5. Tolerance for error- practice exercises, tests, repetition
  6. Low physical effort- screen structure, breaking down website into multiple pages/headings
  7. Size and space for approach and use- diverse communication needs, visuals with text
  8. Community of learners- study groups foster communication, discussions, project groups, chat rooms, connect through video or phone
  9. Instructional climate- statements on syllabus to respect diversity, accommodations statement
Environmental factors- think of the student struggling the most: backgrounds, what they know already, what are their preconceptions of libraries, what are you afraid of? (being in front of the math class, showing what thinking)Are some of the SLO's and SDO's addressed? 

Non-traditional Students
  • multiple ways to participate
  • multiple modes of assessment
  • culturally relevant examples
  • provide scaffolding
International Students
  • multiple modes of taking in information
  • culture-bound concepts explicit
  • time to think/plan before participation
  • multiple ways to demonstrate learning , accept "written accent" (tolerance for error) 
  • fosters inclusive pairings/groupings
Students with Disabilities
  • identify essential requirement to aid in curricular design, is it essential to measure KSA? (math problems, timed, need to do in a time constraint or get the solution right using whatever means)
  • text descriptions of visuals
  • flexibility in modes of assessment
  • electronic formats for multiple ways to access information
  • modify online instruction

What's your class like? quiet, energetic, 
Scripting important, to think about visual and verbal cues

Use a san serif font, better for visually impaired
12 point standard, electronic format allows people to scale to size they need
accessible website design- have text description of images- almost invisible when on screen but visible when printed or screen reader

Review the "Principles oUniversal Instructional Design" principles highlighted at mid-page at this URL: http://www.ds.umn.edu/Faculty/applyingUID.html



MILE Moments

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This past spring I was lucky to be a participant in the Minnesota Institute for Leadership Excellence (MILE) with the Minnesota Library Association.  Myself and another twenty five librarians drove up to Cragun's in Brainerd for 4 days of professional development. 

Getting to know you was the theme for the first day and a half.  Comedy Sportz led us in numerous icebreakers and improv games, breaking even this introvert out of her shell.  Nothing too scary thankfully.   Comedy Sportz also introduced us to elevator speeches, by writing one for an animal we drew out of a bag, for a family member or friend, etc.  This was a great way to start to think about delivering a succinct message quickly.  We then worked on our own for a program/service/ resource etc. and then shared it with our partner at our table.  This portion of MILE I wish we would have spent more time on; I have some great resources on elevator speeches and I felt this session lacked a bit of guidance.  Even though I am a bit of an introvert I also wish the next day we had to share our elevator speech with the whole group to get more feedback.  [Idea for MILE 2013] Mine is still a work in process about co-teaching and observations, but I will share it once it is more polished.

One of the highlights of the institute was the leadership panel with Karen Hogan, Chad Lubbers, Dan Marou and Jocelyn Hale.  Each of them highlighted what they thought a good leader was; a few of the themes include: good with people, good with ideas along with advocating, empowering and innovating.  All panelists discussed the importance of networking and collecting stories.  Complacency and rigidity need not apply!  Chad also explained the importance of when meeting with community members and organizations to always ask for something.  By asking for volunteer hours he increased his libraries from 900 hours to 4,700 hours!  Then, when you have a media inquiry rather than hearing an anecdote yet again from the librarian, they can interview those community members about their volunteer experience.  The leaders also discussed elevator speeches and the importance of having some quick facts and themes you can pull out anytime, such as there are more libraries than McDonald's in the US, and in Washington County Libraries the number of patrons through the front door in a year could fill up the Twins stadium 7 times.  Put numbers within context of your audience; something they can relate to! 

Prior to MILE we each took the StengthsFinder 2.0 inventory.  This was fascinating; each of my 5 strengths describes me to a tee: adaptability, connectedness, empathy, harmony, and woo!  Four of these fall within the category of relationship building.  The whole time I looked at the other three categories and longed to have strength in executing and strategic thinking.  I always wanted to develop skills in these areas.  However, through our discussions I became more comfortable with being a people-person and okay with not having that analytical brain.  I just need to find those people that do and collaborate with them!  [Afterwards I had my husband take the StrengthsFinder and he was almost all in the analytical thinking category, not a shock, but we both did have Woo. I guess opposites do attract.]  :)

Being a library advocate was an embarrassing and excellent session.  I realized I couldn't name all my representatives of the top of my head.  Though the session was more public library focus, being an academic it was easy to translate these themes to talking with a Dean or Vice Provost, and even writing my legislatures to not cut UMN funding.  The highlight session for me was at the end and it was way too short: "What Libraries Can Learn from the NFL."  This would be a great MLA or ALA Conference presentation and it was led by MLA President Robin Ewing and MILE graduate Amy Springer.  They took a few well-known NFL instances and asked us to relate them to the Libraries: Randy Moss' legal issues, Jake Culter injury and the Metrodome collapse media flub.  This was entertaining, educational, and very applicable.  This is how we need to teach: more scenarios and using pop culture to relate to students.  Great job library pop queen Amy Springer! 

Finally, I came to MILE to become a better leader within the University of Minnesota Libraries.  To learn my strengths and how to capitalize on them to better direct the working groups I am on.  As being a MILE graduate you are encouraged to be active within MLA; since I am rotating off as ARLD Past-Chair, what's next?  Well, surprisingly enough 4 different attendees asked me during MILE when I would run for MLA President.  Serendipitously, when I returned from MILE the MLA nominations committee approached me to run for MLA President.  So, here it goes... I am running for MLA President this fall.  So the journey within MLA hopefully continues...

You don't see too many articles in the Chronicle discussing applied student media integration into higher ed curriculum, but this week Jeffrey Young wrote a piece on student-produced video assignments, Across More Classes, Videos Make the Grade.

What caught my attention was not the suggestion that media course integration is increasing across traditionally non-media intensive disciplines (from geology to anthropology), I have been observing this positive trend over the past few years here at Minnesota.  What intrigued me most is the suggestion that some institutions are beginning to consider digital media as a potential core student outcome, as Young suggests, along with "writing, reading, and 'rithimatic."  Of course, this recognition that modern day students need to be media and visually literate, and the potential for effective media projects to engage students in deeper subject knowledge acquisition, is what fuels our Library Media Services program.

The article also mentions that Purdue's lib. science prof. Michael Fosmire was surprised in the amount of time and energy students are spending on these video assignments.  In a focus group interview with students as part of my recent production study, I was also struck by how much time they spent on these projects, and also that they were happily spending the time.  This potential level of engagement and motivation (media assignments certainly do not always work out this way) is one of the benefits of media projects that excites and continues to confound me, but I arrived at some clues that might explain why.

Finally, the article acknowledges the excellent work of the Visual Literacy Task Force of ALA's Association of Colleges and Research Libraries division (ACRL), in constructing specific core  standards for being visually literate.  I was fortunate enough to participate in an early session last year of this Task Force in providing feedback with several other media-type librarians that appears to have been included in the draft report.  As newly elected Chair-Elect/Chair of the ALA's Video Round Table, I hope to work with this group and consider development of media literacy standards as well.

We live in an increasingly media saturated society, where media in its multiple forms both informs and shapes our ideas, calling for newly developed skill sets.  I am very excited to see academe taking notice...though I am hoping for a continued steady acceptance of digital media while we continue to try and build capacity to support the needs of these students.  Afterall, while a Macbook Pro or Dell may have a webcam, it's not likely you will see one perched a top a tripod shooting footage anytime soon.  And beyond the equipment, students need a place to edit this footage, and sometimes a little help with production as well - all of which requires infrastructure and investment.
The Information Collaborative is co-sponsoring this upcoming workshop: 

Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction

Friday, May 13, 2011
9:00 am to 12:00 pm
Room 120A, Andersen Library

Incorporating Universal Design principles promotes more learning, for more students, while 
walter_circulation_secondfloor.jpgincreasing instructor satisfaction.  The focus of this workshop, therefore, is the application of these design principles through discussion, guided activities, and practical application to the participant's work.  

Workshop objectives include:

- Establish a baseline understanding of Universal Design and how it generally applies to instruction.
- Link the principles of Universal Design to practices in design and delivery of courses, workshops, instructional resources or tools.
- Apply a Universal Design framework to the assessment and next-stage planning related to the participant?s work.

Workshop outcomes include:
- Participants will leave with strategies for incorporating principles of Universal Design into their work. 
- Participants will be able to create a timeline for applying Universal Design to their work.
- Participants will be able to develop a plan for assessing their work that incorporates Universal Design principles.

Presenters: Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services, Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning, Tim Kamenar, M.S., Disability Specialist, Disability Services, Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning
Sponsored by the Diversity Outreach Collaborative and the Information Literacy Collaborative

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Here are a few suggestions...



  •  Nick Bilton (April 14, 2011). YouTube Sentences Copyright Offenders to School. New York Times. Retrieved from http://bits.blogs.nytimes.com/ on April 14, 2011.

  • "Geeks Are the Future: A Program in Ann Arbor, MI, Argues for a Resource Shift Toward IT" in Library Journal ...

    "Reference is dead and libraries need more geeks"

  • What are libraries for? by Hugh McGuire in In the Library with the Lead Pipe blog

    "Ebooks will become the dominant form of casual reading for adults at some point in the future1. When this happens, community and public libraries will face a major existential crisis, because a fundamental (perhaps the fundamental) function of community libraries--lending print books--will no longer be a fundamental demand from the community. Libraries that do not adjust will find their services increasingly irrelevant to the populations they serve."
image: The Kindle Gazer, after Lilla Cabot Perry by Mike Licht, NotionsCapital.com / CC-BY

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