Bedi, S., & Walde, C. (2017). Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects. College & Research Libraries, 78(3), undefined-undefined. https://doi.org/10.5860/crl.78.3.314
As collections become increasingly patron-driven, and libraries share evolving service models, traditional duties such as cataloguing, reference, and collection development are not necessarily core duties of all academic librarians.1
Unlike our American colleagues, many Canadian academic librarians are not required to do research for tenure and promotion; however, there is an expectation among many that they do research, not only for professional development, but to contribute to the profession.
using qualitative inquiry methods to capture the experiences and learning of Canadian academic librarians embedded in collaborative research projects with faculty members.
The term or label “embedded librarian” has been around for some time now and is often used to define librarians who work “outside” the traditional walls of the library. Shumaker,14 who dates the use of the term to the 1970s, defines embedded librarianship as “a distinctive innovation that moves the librarians out of libraries [and] emphasizes the importance of forming a strong working relationship between the librarian and a group or team of people who need the librarian’s information expertise.”15
This model of embedded librarianship has been active on campuses and is most prevalent within professional disciplines like medicine and law. In these models, the embedded librarian facilitates student learning, extending the traditional librarian role of information-literacy instruction to becoming an active participant in the planning, development, and delivery of course-specific or discipline-specific curriculum. The key feature of embedded librarianship is the collaboration that exists between the librarian and the faculty member(s).17
However, with the emergence of the librarian as researcher… More often than not, librarians have had more of a role in the literature-search process with faculty research projects as well as advising on appropriate places for publication.
guiding research question became “In what ways have Canadian academic librarians become embedded in faculty research projects, and how have their roles been transformed by their experience as researchers?”
Rubin and Rubin20 support this claim, noting that qualitative inquiry is a way to learn about the thoughts and feelings of others. Creswell confirms this, stating:
Qualitative research is best suited to address a research problem in which you do not know the variable and need to explore. The literature might yield little information about the phenomenon of study, and you need to learn more from participants through exploration. [Thus] a central phenomenon is the key concept, idea, or process studied in qualitative research.21
As Janke and Rush point out, librarians are no longer peripheral in academic research but are now full members of investigative teams.30 But, as our research findings have highlighted, they are making this transition as a result of prior relationships with faculty brought about through traditional liaison work involving collection development, acquisitions, and information-literacy instruction. As our data demonstrates, the extent to which our participants were engaged within all aspects of the research process supports our starting belief that librarians have a vital and important contribution to make in redefining the role of the librarian in higher education.
Carlson, J., & Kneale, R. (2017). Embedded librarianship in the research context: Navigating new waters. College & Research Libraries News, 72(3), 167–170. https://doi.org/10.5860/crln.72.3.8530
Embedded librarianship takes a librarian out of the context of the traditional
library and places him or her in an “on-site” setting or situation that enables close coordination and collaboration with researchers or teaching faculty
Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal of Library and Information Services in Distance Learning, 11(1–2), 158–174.
Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly, 36(2), 138–149.
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
Despite its name, the Learning Management System (LMS) is not about learning. The LMS was originally the CMS—Course Management System.
The LMS succeeds as a core productivity tool for educators because it allows institutions to extend their academic capacity and transcend the constraints of time and space. However, the Learning Management System was never able to deliver on the promise of its new name because it was created for a completely different purpose: course management. Learning doesn’t happen within the digital space of the LMS; it happens beyond its borders.
Today’s generation of students is deeply social and collaborative. They rely on real-time online interaction, collaboration and sharing to feel supported, confident and successful. Having grown up on iPhone, Snapchat and Instagram, this generation expects seamless experiences that are deeply social and collaborative.
In the post-LMS world, learning technology is student-centric in its design because today’s students are vocal, creative and eager to share their blue sky ideals and ideas.
The post-LMS world is also social by nature. in the post-LMS world, learning technology is simple, modern and mobile.
The increasing availability of these kinds of tools raise concerns and questions for Doug Levin, founder of EdTech Strategies.acial-recognition police tools have been decried as “staggeringly inaccurate.”
acial-recognition police tools have been decried as “staggeringly inaccurate.”School web filters can also impact low-income families inequitably, he adds, especially those that use school-issued devices at home. #equity.
Social-Emotional Learning: The New Surveillance?
Using data to profile students—even in attempts to reinforce positive behaviors—has Cerda concerned, especially in schools serving diverse demographics. #equity.
As in the insurance industry, much of the impetus (and sales pitches) in the school and online safety market can be driven by fear. But voicing such concerns and red flags can also steer the stakeholders toward dialogue and collaboration.
Work smarter, collaborate faster and share code or other files with the library community using the popular version control system Git. Featuring a mix of git fundamentals and hands-on exercises, participants learn the basics of Git, learn how to use key commands, and how to use GitHub to their advantage, including sharing their own work and building upon the projects of others.
Git is a tool (technically, a version control system) that allows you to easily track changes in your files, scripts, websites, or entire programs. You can run it on your own computer for your own projects, but Git also makes it easy to collaborate with others on shared projects – thus helpful to small teams, large organizations, and people coordinating on open source projects. Easier collaboration is not the only advantage to using Git: you can also easily test out changes and write new code without threatening your existing work. It is very popular – verging on a necessity – amongst coders.
GitHub is a website that allows you to easily host and manage the code for git-tracked projects. It simplifies collaboration among project contributors, and is especially helpful for open source projects where you don’t necessarily meet your fellow contributors in real life. GitHub is free if your code is open to the public.
Bring your laptop for an afternoon of hands on exploration!
2. How did GBL change in the past year? Who is the leader in this research (country)? Is K12 the “playground” for GBL and DGBL?
China: Liao, C., Chen, C., & Shih, S. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013
Finalnd: Brezovszky, B., Mcmullen, J., Veermans, K., Hannula-Sormunen, M., Rodríguez-Aflecht, G., Pongsakdi, N., … Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers & Education, 128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011
Tunesia: Denden, M., Tlili, A., Essalmi, F., & Jemni, M. (2018). Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments, 5(1), 1–19. https://doi.org/10.1186/s40561-018-0078-6
Pitarch, R. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning. Journal of Language Teaching and Research, 9(6), 1147–1159. https://doi.org/10.17507/jltr.0906.04
with Google ramping up sales of its Expeditions Kit, and Facebook giving away 500 free Oculus Rift headsets to schools in Arkansas, the number of teachers using VR tools in U.S. classrooms could jump to more than 15 percent by 2021, predicts Futuresource, a market research firm.
A recent study was done by Children and Virtual Reality, a collaboration between researchers, VR companies, universities and health organizations, found that using VR tools could have significant health impacts on children.
What the researchers found in the third phase of the study, published last October, was that usage of VR headsets could impact a child’s vision, balance and spatial awareness
digital humanities is born f the encounter between traditional humanities and computational methods.
p. 5. From Humanism to Humanities
While the foundations of of humanistic inquiry and the liberal arts can be traced back in the west to the medieval trivium and quadrivium, the modern and human sciences are rooted in the Renaissance shift from a medieval, church dominated, theocratic world view to be human centered one period the gradual transformation of early humanism into the disciplines that make up the humanities today Was profoundly shaped by the editorial practices involved in the recovery of the corpus of works from classical antiquity
P. 6. The shift from humanism to the institution only sanctioned disciplinary practices and protocols that we associate with the humanities today is best described as a gradual process of subdivision and specialization.
P. 7. Text-based disciplines in studies (classics, literature, philosophy, the history of ideas) make up, from the very start, the core of both the humanities and the great books curricular instituted in the 1920s and 1930s.
P. 10. Transmedia modes of argumentation
In the 21st-century, we communicate in media significantly more varied, extensible, and multiplicative then linear text. From scalable databases to information visualizations, from video lectures to multi-user virtual platforms serious content and rigorous argumentation take shape across multiple platforms in media. The best digital humanities pedagogy and research projects train students both in “reading “and “writing “this emergent rhetoric and in understanding how the reshape and three model humanistic knowledge. This means developing critically informed literacy expensive enough to include graphic design visual narrative time based media, and the development of interfaces (Rather then the rote acceptance of them as off-the-shelf products).
P. 11. The visual becomes ever more fundamental to the digital humanities, in ways that compliment, enhance, and sometimes are in pension with the textual.
There is no either/or, no simple interchangeability between language and the visual, no strict sub ordination of the one to the other. Words are themselves visual but other kinds of visual constructs do different things. The question is how to use each to its best effect into device meaningful interpret wing links, to use Theodor Nelson’s ludic neologism.
P. 11. The suite of expressive forms now encompasses the use of sound, motion graphics, animation, screen capture, video, audio, and the appropriation and into remix sink of code it underlines game engines. This expanded range of communicative tools requires those who are engaged in digital humanities world to familiarize themselves with issues, discussions, and debates in design fields, especially communication and interaction design. Like their print predecessors, form at the convention center screen environments can become naturalized all too quickly, with the results that the thinking that informed they were designed goes unperceived.
For digital humanists, design is a creative practice harnessing cultural, social, economic, and technological constraints in order to bring systems and objects into the world. Design in dialogue with research is simply a picnic, but when used to pose in frame questions about knowledge, design becomes an intellectual method. Digital humanities is a production based in Denver in which theoretical issues get tested in the design of implementations and implementations or loci after your radical reflection and elaboration.
Did you thaw humanists have much to learn from communication and media design about how to juxtapose and integrate words and images create hire he is of reading, Forge pathways of understanding, deployed grades in templates to best effect, and develop navigational schemata that guide in produce meaningful interactions.
P. 15. The field of digital digital humanities me see the emergence of polymaths who can “ do it all” : Who can research, write, shoot, edit, code, model, design, network, and dialogue with users. But there is also ample room for specialization and, particularly, for collaboration.
P. 16. Computational activities in digital humanities.
The foundational layer, computation, relies on principles that are, on the surface, at odds with humanistic methods.
P. 17. The second level involves processing in a way that conform to computational capacities, and this were explored in the first generation of digital scholarship and stylometrics, concordance development, and indexing.
Duration, analysis, editing, modeling.
Duration, analysis, editing, and modeling comprise fundamental activities at the core of digital humanities. Involving archives, collections, repositories, and other aggregations of materials, duration is the selection and organization of materials in an interpretive framework, argument, or exhibit.
P. 18. Analysis refers to the processing of text or data: statistical and quantitative methods of analysis have brought close readings of texts (stylometrics and genre analysis, correlation, comparisons of versions for alter attribution or usage patterns ) into dialogue with distant reading (The crunching cuff large quantities of information across the corpus of textual data or its metadata).
Edit think has been revived with the advent of digital media and the web and to continue to be an integral activity in textual as well as time based formats.
P. 18. Model link highlights the notion of content models- shapes of argument expressed in information structures in their design he digital project is always an expression of assumptions about knowledge: usually domain specific knowledge given an explicit form by the model in which it is designed.
P. 19. Each of these areas of activity- cure ration, analysis, editing, and modeling is supported by the basic building blocks of digital activity. But they also depend upon networks and infrastructure that are cultural and institutional as well as technical. Servers, software, and systems administration are key elements of any project design.
P. 30. Digital media are not more “evolved” have them print media nor are books obsolete; but the multiplicity of media in the very processes of mediation entry mediation in the formation of cultural knowledge and humanistic inquiry required close attention. Tug link between distant and clothes, macro and micro, and surface in depth becomes the norm. Here, we focus on the importance of visualization to the digital humanities before moving on to other, though often related, genre and methods such as Locative investigation, thick mapping, animated archives, database documentaries, platform studies, and emerging practices like cultural analytics, data mining and humanities gaming.
P. 35. Fluid texture out what he refers to the mutability of texts in the variants and versions Whether these are produced through Authorial changes, anything, transcription, translation, or print production
Cultural Analytics, aggregation, and data mining.
The field of cultural Analytics has emerged over the past few years, utilizing tools of high-end computational analysis and data visualization today sect large-scale coach data sets. Cultural Analytic does Not analyze cultural artifacts, but operates on the level of digital models of this materials in aggregate. Again, the point is not to pit “close” hermeneutic reading against “distant” data mapping, but rather to appreciate the synergistic possibilities and tensions that exist between a hyper localized, deep analysis and a microcosmic view
Data mining is a term that covers a host of picnics for analyzing digital material by “parameterizing” some feature of information and extract in it. This means that any element of a file or collection of files that can be given explicit specifications, or parameters, can be extracted from those files for analysis.
Understanding the rehtoric of graphics is another essential skill, therefore, in working at a skill where individual objects are lost in the mass of processed information and data. To date, much humanities data mining has merely involved counting. Much more sophisticated statistical methods and use of probability will be needed for humanists to absorb the lessons of the social sciences into their methods
P. 42. Visualization and data design
Currently, visualization in the humanities uses techniques drawn largely from the social sciences, Business applications, and the natural sciences, all of which require self-conscious criticality in their adoption. Such visual displays including graphs and charts, may present themselves is subjective or even unmediated views of reality, rather then is rhetorical constructs.
Warwick, C., Terras, M., & Nyhan, J. (2012). Digital humanities in practice . London: Facet Publishing in association with UCL Centre for Digital Humanities.
21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.
EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own “portrait of a graduate” as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.
ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.
Frameworks provide mental models, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.
1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.
2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.
3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.