December 2011 Archives

On my blog you can read a few highlights that I took away from Extension EFANS presentation on Effective evaluation with non-traditional audiences by Cindy Tong (Horticulture) and David Wilsey (Forestry).  They both were speaking about evaluation of non-native English speakers who attend workshops and other programming. 

Click here to read my notes

Add comics to your course?

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I wish we did more of systematic highlighting our collections in a way that instructors could get inspiration as they are working on their courses in summer before Fall semester or in January for spring. Or creating a new course....

Like the comic book collection--I just discovered this awesome video on it....

Just attended a webinar going over the ECAR National Study of Undergraduate Students and Information Technology, 2011 Report
http://net.educause.edu/ir/library/pdf/ERS1103/ERS1103W.pdf

Here are a few interesting slides:
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Millennials

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TEDxSF - Scott Hess - Millennials: Who They Are & Why We Hate Them Interesting watch. 

This was one of my favorite parts: apple_attributes.jpg 

 There is also a metaphor about the Library...
 

Teaching Enrichment Videos

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I just realized the Center for Teaching and Learning has been busy recording their popular late August series of workshops.  Yeah! A bit of summer inspiration in during break. Here are a couple on my list:

Sticky Teaching: 6 Principles for Developing Memorable Presentations

Every teacher knows that students rapidly forget large amounts of information provided in their classes during the semester. How can one create "sticky" teaching messages that will be both memorable and useful to students? We adapt six principles from the book Made to Stick (Heath & Heath, 2008) to a teaching and learning environment through a host of relevant examples and problems. Instructors can make repeated use of these principles to guide and conduct their classes in any discipline.

Active Learning: Matching Teaching to Learning Goals

Many instructors understand the benefits of active learning, but may have questions about how to select and implement teaching methods appropriate to their course goals. What are the options beyond "think-pair-share" and "small group discussion?" What choices best promote critical thinking? Don't require enormous set up time? This workshop presents and models a variety of lesser known but effective active learning techniques such as jigsaws, notes exchange, concept mapping, and case-based learning. Participants also discuss a framework to connect these teaching strategies to desired learning.

The Literature on Good Teaching: Why Should You Care?

Most of us will consult the published literature to inform our scholarly pursuits, but what about our teaching? If you have never consulted published teaching research, or if you are skeptical about the quality of published teaching research, this workshop will provide you with some tools to begin leveraging the literature to energize your teaching. We introduce the concept of evidence-based pedagogy and provide an introduction to navigating the teaching literature. We also provide a framework for evaluating the quality of teaching literature and suggest ways to incorporate the teaching literature into your own teaching practice. You will acquire principles applicable to both face-to-face and online teaching environments.

Engaging the International Students in Our Classes

The number of international undergraduate students at the U is steadily increasing. We first present data on how these students experience educational differences between their home countries and here. We then examine instructional strategies that facilitate their transition while benefiting all students in the course. Our discussion emphasizes approaches that bring out the unique perspectives of international students in course-appropriate ways.

Stress and Learning: How Brain Research Can Support Your Teaching

It can be more difficult to learn in highly stressful situations, but does that mean as teachers we should strive to eliminate stress from our classroom? We discuss the effects of stress on the brain and how this may impact student learning. Using published literature from the fields of brain research and education as our foundation, we explore the idea that some stress may actually be beneficial to the learning process. We offer strategies for reducing boredom for your students by creating a classroom environment that is stimulating without being overwhelming. Principles discussed in this workshop are applicable to both face-to-face and online teaching environments.

did you see this in the Monday Memo...

SFX Link Tutorial
Over the past few years, I have received a lot of requests from online course designers and faculty on how to setup links to articles properly.  In response to this, Paul Zenke, Elena Carrillo, and I created a short, two minute tutorial on how to create a SFX/FindIt Link.  You can find the recording linked at: https://www.lib.umn.edu/instruction/tutorials under the "Using the Libraries in Your Teaching" heading.
-Kristin Mastel


Redefining the academic library

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Redefining the Academic Library Washington, DC: Education Advisory Board, November 2011.(http://www.theconferencecircuit.com/wp-content/uploads/Provosts-Report-on-Academic-Libraries2.pdf

" This long but incredibly pithy and insightful presentation does an excellent job of summarizing the challenges academic libraries face and also some potential responses to those challenges. Although I doubt that this presentation was intended to be out "in the wild" rather than behind the login that the casual user faces at the Education Advisory Board web site, out in the wild it is so I'm going to call attention to it. Even without the presenter's notes, the slides have enough content to them that the intent is plain -- to see the situation of academic libraries clearly and without rose-tinted lenses, and to offer innovative responses. This is one of the single best sources for this kind of guidance I've seen in a long time, and I don't say that merely because it draws upon the work of some of my colleagues at OCLC. If you work in an academic library, you need to read this, take it to heart, and act." - Roy Tennant from http://currentcites.org/2011/cc11.22.11.html

Has a few bits on teaching and learning:

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And I thought this was an effective slide...on many levels...

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Articles of Interest

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Some articles from around the literature... stack.jpg

 Kashmir Hill (October 3, 2011). What Prospective Employers Hope To See In Your Facebook Account: Creativity, Well-Roundedness, & 'Chastity' Forbes. Retrieved from http://www.forbes.com/ on October 5, 2011. 

 Erin L Davis, Kacy Lundstrom, and Pamela N. Martin (2011). Librarian Perceptions and Information Literacy Instruction Models. Reference Services Review, 39(4), 1-25. 

 Michael J. Paulus Jr. "Reconceptualizing Academic Libraries and Archives in the Digital Age." portal: Libraries and the Academy 11.4 (2011): 939-952. 

"This paper considers the concept of "the archive" in the digital age and the situation of libraries and archives within the lifecycle of information. After discussing the changing nature of books, records, scholarly communication, and the concept of "the archive," this paper merges book and record lifecycle models into a new archival cycle. To avail themselves of the opportunities and to confront the challenges presented by digital materials, librarians and archivists are beginning to assume new roles and reposition themselves within this archival cycle. As professional trajectories converge, preservation can be linked with creation or distribution and it becomes easier to imagine a viable model for curating the archive in the twenty-first century."

 When the (Web)master becomes the student: Usability testing in the classroom November 2011, College & Research Libraries News, vol. 72 no. 10 600-601 
"Standing up in front of a classroom of students gives you a different perspective on who you really work for. "

 Tom Stafford (October 24, 2011). Make study more effective, the easy way. Retrieved from http://mindhacks.com/ on November 1, 2011. 

"If you are a teacher, like me, then this research raises some disturbing questions. At a University the main form of teaching we do is the lecture, which puts the student in a passive role and, essentially, asks them to "remember this" - an instruction we know to be ineffective. Instead, we should be thinking hard, always, about how to create teaching experiences in which students are more active, and about creating courses in which students are permitted and encouraged to come up with their own organisation of material, rather than just forced to regurgitate ours." 

 "Assessing an Information Literacy Assignment and Workshop Using a Quasi-Experimental Design" College Teaching, Volume 59, Issue 4, 2011 

Results of an independent-samples t-test revealed a significant difference on posttest scores on students' information literacy skills between those who participated in the workshop and those who did not. There was also a positive change in students' subjective views of their ability to use the library and online library resources.

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