Searching for "online library"
Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv
Question:
develop anonymous mid-course student evaluations allowing students to reflect on course and progress and informing instructor about what is working or not in the course.
Answers:
– what is working well for you in the course?
– what is not working well for you in the course?
krajewsk@AUGSBURG.EDU
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- What is helping you learn?
- What is hindering your learning?
- What suggestions do you have to make the course better for you, your peers, or the instructor?
Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331 Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu
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At the University of Illinois, we have been using Informal Early Feedback as a way to gauge information from our students to help improve the courses before the end. Here are a couple of links to our site. The first is the main page on what IEF is and the second is the question bank we offer to faculty. This is a starting point for them, then we meet with those who want to work on tweaking them for their specific needs.
* About IEF: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief
* Question Bank: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief/ief-question-bank
If you have any questions at all, don’t hesitate to ask.
Sol Roberts-Lieb Associate Director, Center for Innovation in Teaching and Learning Pedagogy Strategy Team and Industry Liaison UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
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more on student evaluations in this IMS blog:
https://blog.stcloudstate.edu/ims?s=student+evaluation
this article was written in 2004
Weiler, A. (2005). Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory. Journal Of Academic Librarianship, 31(1), 46-53.
http://www.sciencedirect.com/science/article/pii/S0099133304001521
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d16348908%26site%3dehost-live%26scope%3dsite
The research indicates that only a very small percentage of the general population prefer to learn by reading.
members of “Generation Y,” the generation born between 1980 and 1994.
The first model for study of information-seeking behavior in the general population was developed by James Krikelas in 1983. This model suggested that the steps of information seeking were as follows: (1) perceiving a need, (2) the search itself, (3) finding the information, and (4) using the information, which results in either satisfaction or dissatisfaction.
A second model developed by Carol C. Kuhlthau of Rutgers University stresses a process approach with an emphasis placed on cognitive skills; as they increase, so does information-seeking effectiveness. This model is one of the few that was developed based on actual research and not simply on practical experience.
Eisenberg and Berkowitz proposed a model based on the “Big Six Skills”—task definition, information seeking, implementation, use, synthesis, and evaluation. Their model is flexible and nonlinear in the same way that hypertext is, allowing for different areas and avenues to be explored out of sequence. In addition, seekers can go back to refine and reidentify the information need, implementing new strategies.
Critical thinking is a process that is widely acknowledged in the literature to be crucial to the learning process, to cognitive development, and to effective information seeking.
A more effective lesson on Internet information then, rather than specifically dwelling on “good” and “bad” Web sites, would be to present actual examples and to raise questions rather than giving answers, opening the student up to the next level intellectual development, “multiplicity.” Multiplicity is the ability to acknowledge that the world contains knowledge that the student cannot yet classify as right or wrong, knowledge which requires further study and thought (the so-called “gray area”).
Behavior Theory, first developed by B. F. Skinner in the 1950s, uses the concepts of “positive” and “negative” reinforcement to control behavior. This theory explains learning behavior very simply: Reward students who perform well, and punish students who do not.
The “Control Theory” of behavior was developed by William Glasser. The theory states that, rather than being a response to outside stimulus, behavior is determined by what a person wants or needs at any given time, and any given behavior is an attempt to address basic human needs such as love, freedom, power, etc.
The Myers–Briggs Personality Analysis test, developed by Isabel Myers and Katherine Briggs, was developed using Jung’s theory of personality types in an effort to determine what type any given individual is. The personality type then determines the learning style of a given individual.
Multiple Intelligences
Gardner’s theory relates more directly to intelligence rather than to personality. Gardner states that intelligence is comprised of a group of different abilities, which originate in the stages of development each person passes through as they grow to adulthood. He identifies seven such intelligences—verbal–linguistic, logical–mathematical, visual–spatial, body–kinesthetic, musical–rhythmic, interpersonal, and intrapersonal—but he suggests that there are probably more.
Information seeking is a highly subjective process, one which students approach with prior knowledge, strongly held opinions, and differing levels of cognitive development. From the research it is apparent that, aside from personal preconceptions, issues of time and levels of difficulty in obtaining information are usually of more concern to students than issues of accuracy. It is still unclear, however, whether this is because they are not concerned about the accuracy unless their instructor is, or because they are assuming most information is by nature accurate.
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More on Generation Z and Generation Y in this IMS blog:
https://blog.stcloudstate.edu/ims?s=generation
this article was published in 2006
Mcdonald, R., & Thomas, C. (2006). Disconnects Between Library Culture and Millennial Generation Values. Retrieved from
http://er.educause.edu/articles/2006/1/disconnects-between-library-culture-and-millennial-generation-values
disconnects into three categories—technology, policy, and unexploited opportunities—and discuss ways academic libraries can create next-generation landscapes to address these gaps.
Most library information systems and discovery tools are not easy to customize and remain substantially limited by an enduring library obsession with individual privacy and copyright.
Technology Disconnects
Some of the key technology disconnects between libraries and current online communities include:
- Libraries lack tools to support the creation of new-model digital scholarship and to enable the use of Web services frameworks to support information reformatting (for example, RSS) and point-of-need Web-based assistance (multimedia tutorials or instant messaging assistance).
- Dogmatic library protection of privacy inhibits library support for file-sharing, work-sharing, and online trust-based transactions that are increasingly common in online environments, thus limiting seamless integration of Web-based services.
- Ubiquitous handheld access is more prominent thanks to digital lifestyle devices such as smart phones and iPods, yet libraries still focus on digital content for typical desktop PCs.
Policy Disconnects
Drawing a clear line between technology and policy can be difficult. For example, how many of the characteristics of current libraries (identified by the list below) are driven purely by technology or by policy? These traits include:
- Mainly electronic text-based collections with multimedia content noticeably absent
- Constructed for individual use but requires users to learn from experts how to access and use information and services
- Library presence usually “outside” the main online place for student activity (MySpace, iTunes, Facebook, the campus portal, or learning management system)
Similarly, a policy solution might be required to address the following types of disconnects between libraries and online users:
- Deliberately pushing library search tools into other environments such as learning management systems or social network infrastructure and, conversely, integrating popular external search tools into library frameworks (such as Google Scholar and MS Academic Live Search or LibX.org)
- Libraries linking and pointing to larger sets of open-access data that add context to their local collections
- Restructuring access to reflect use instead of library organizational structure
Opportunity Disconnects
What is your library doing to:
- Support the user’s affinity for self-paced, independent, trial-and-error methods of learning?
- Create opportunities to make library information look and behave like information that exists in online entertainment venues?
- Explore alternative options for delivering information literacy skills to users in online environments and alternate spaces?
- Apply the typical user’s desire for instant gratification to the ways that libraries could be using technology for streamlined services?
- Redefine administrative, security, and policy restrictions to permit online users an online library experience that rivals that of a library site visit?
- Preserve born-digital information?
The promise of seamlessness that stems from ubiquitous computing access and instantly available networked information is, unfortunately, stifled significantly within the libraries of today.
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more on millennials in this IMS blog
https://blog.stcloudstate.edu/ims?s=millennial
The scholar-centric nature of the questionnaire ensures that potential changes in research and teaching inform our thinking, not only about academic libraries and scholarly publishing, but about changes in the educational enterprise more broadly.
My note:
By showcasing the diminishing role of physical presence and the increasing research using online methods, this study clearly proves that the 4/5 years debate if the reference librarians must sit on that desk (and answer the most popular question “where is the bathroom”) is futile.
What the study does not show, since it is conducted in its traditional (conservative) form, is that the library is NOT only the traditional library, where faculty and student search for information (being that in its physical appearance or in online access), but the library entails services, very close to the ones offered by IMS.
I see a discrepancy between literature (where libraries compel much more proactive approach regarding services) and the structure of this survey, which focuses on the traditional (conservative) role of the library as a gatekeeper to online resources [only]. Besides entrenching in 90’s practices of information literacy and/or “dressing up” old-fashioned information literacy with the new cloths of “digital literacy”as I witness at my workplace, the faculty must have been surveyed on the skills in metaliteacies, which the library can [must] provide, as per literature.
Recording: INSIGHTS ON THE MODERN LIBRARY: HOW THE ONLINE GENERATION IS TRANSFORMING LIBRARIES
http://acrlchoice.learningtimesevents.org/webinar-sep222015/
free, requires login with personal info
10 min of the presentation: “students are searching from devices”
this is why library instruction should slowly move from regular keyboarding exercises to utilization of mobile devices
James Hammons advocates for a mobile app geared toward accommodating students’ readiness to shift from large-screen search to smart phone search. The layout of the content being responsive to the screen size.
if the trend is to cater to students’ preference in using mobile devices, it is only logical to start gearing up to providing instruction and assistance using mobile devices.
Kathryn Silberger asserts (min 36 and forth) that the Library must let students know that it (the Library) is mobile friendly. How better to establish such feeling but by changing practices from big screen to hiding-behind-the-desktops students to gamified activities using mobile devices. Faculty have a “sticky influence” on student information habits.
Creating a Library App: Things to Know Before You Go Mobile
Tuesday, April 28, 2015 11AM-12PM PDT
Registration link: http://www.cla-net.org/?861
Mobile apps are a popular topic in libraries. But what does it take to create one and what kind of programming can you do with apps? Is an app the right solution, or should you create a responsive website? What is the process like, and what resources are needed? How do you manage privacy, security, and legal concerns? Who do you need to get the job done, and what skills should they have?
These are all important questions that should be asked (and answered) before you think about creating a mobile app. Learn from expert panelists from libraries and nonprofits who have created, developed, and managed mobile apps for their organizations. Panelists will share practical advice and information based on experience, as well as helpful tools and resources.
Participants will learn:
- The difference between a mobile app, a mobile site, and a responsive site
- Three important considerations when deciding whether or not to create a mobile app.
- Five tips for approaching the design of a mobile app, mobile site, or responsive site.
About the Presenters
- Stacey Watson is the Senior Librarian and certified scrum Master in the Digital User Experience Department at the Denver Public Library. She oversees the user experience and content strategy for the library’s websites, online catalog, and digital services. Most recently she and her team developed Volume, a responsive website featuring hand selected albums by local artists.
- Anna Jaeger and her team at Caravan Studios create mobile apps that are designed in partnership with nonprofit and community-focused organizations to meet the needs of their constituents. Anna has been a frequent speaker on nonprofit and environmental technology since 2007. Prior to her work with Caravan Studios, Ms. Jaeger was a founder and co-director of TechSoup Global’s GreenTech initiative and the director of TechSoup Global’s IT Engineering department.
- Ani Boyadjian has been a working librarian since 1990. An LAPL staffer since 1996, she is now Research & Special Collections Manager at the Los Angeles Public Library, where she also oversees the Library’s Digitization efforts. She most recently spearheaded the development of the ARchive LAPL app in a partnership with USC and app developers Neon Roots, to use augmented reality to tell stories about the historic Central Library.
Library Makerspaces: From Dream to Reality
Instructor: Melissa Robinson
Dates: April 6 to May 1st, 2015
Credits: 1.5 CEUs
Price: $175
http://libraryjuiceacademy.com/114-makerspaces.php
Designing a makerspace for your library is an ambitious project that requires significant staff time and energy. The economic, educational and inspirational rewards for your community and your library, however, will make it all worthwhile. This class will make the task of starting a makerspace less daunting by taking librarians step by step through the planning process. Using readings, online resources, discussions and hands-on exercises, participants will create a plan to bring a makerspace or maker activities to their libraries. Topics covered will include tools, programs, space, funding, partnerships and community outreach. This is a unique opportunity to learn in depth about one public library’s experience creating a fully-functioning makerspace, while also exploring other models for engaging libraries in the maker movement.
Melissa S. Robinson is the Senior Branch Librarian at the Peabody Institute Library’s West Branch in Peabody, Massachusetts. Melissa has over twelve years of experience in public libraries. She has a BA in political science from Merrimack College, a graduate certificate in Women in Politics and Public Policy from the University of Massachusetts Boston and a MLIS from Southern Connecticut State University. She is the co-author of Transforming Libraries, Building Communities (Scarecrow Press, 2013).
Read an interview with Melissa about this class:
http://libraryjuiceacademy.com/news/?p=733
Course Structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
Payment Info
You can register in this course through the first week of instruction. The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants to pay using a purchase order, please contact us to make arrangements.
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Making, Collaboration, and Community: fostering lifelong learning and innovation in a library makerspace
Tuesday, April 7, 2015 10AM-11:30AM PDT
Registration link: http://www.cla-net.org/?855
Travis Good will share insights garnered from having visited different makerspaces and Maker Faires across the country. He will explain why “making” is fundamentally important, what its affecting and why libraries are natural place to house makerspaces. Uyen Tran will discuss how without funding, she was able to turn a study room with two 3D printers into a simple makerspace that is funded and supported by the community. She will also provide strategies for working with community partners to provide free and innovative maker programs and creating a low cost/no cost library maker environment. Resources and programming ideas will also be provided for libraries with varying budgets and staffing. Upon completing this webinar, every attendee should be able to start implementing “maker” programs at their library.
Games in the library
bibliography and research
http://scottnicholson.com/pubs/index.html
Playing in the Past: A History of Games, Toys, and Puzzles in North American Libraries
Author(s): Scott Nicholson
Source: The Library Quarterly, Vol. 83, No. 4 (October 2013), pp. 341-361
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/10.1086/671913
demonstrate the different ways in which libraries have used games, toys, and puzzles over the last 150 years through bothcollections and services
p, 342 Defining games –
p. 348 Games as the Subject of Collections\
p. 350A significant shift in academic libraries is a focus on providing services to students. Since agrowing number of academic publications both current issues and back volumes
are ac-cessible online through library subscriptions, the physical space of academic libraries is notneeded for collections of periodicals. The concept of the “learning commons”has become
popular on US campuses in the past decade; it combines traditional library resources and
the availability of library staff members with group work spaces, computer access and assis-
tance, and writing assistance to provide one place where students can get assistance with
course work. In addition, many of these learning commons also include cafes, social spaces,
and other support of the social lives of students, and it is in this role that academic libraries
provide access to collections of games.
p. 357 Another upcoming area of gaming in libraries is gamification. Gamification is the application of game design elements to a nongame setting ðDeterding et al. 2011Þ.
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Nicholson, S. (2013, June). Exploring Gamification Techniques for Classroom Management. Paper Presented at Games+Learning+Society 9.0, Madison, WI
The concept of meaningful gamification is that the primary use of game layers is not to provide
external rewards, but rather to help participants find a deeper connection to the underyling topic
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More on games in education in this blog
https://blog.stcloudstate.edu/ims/?s=games
https://blog.stcloudstate.edu/ims/?s=gaming
https://blog.stcloudstate.edu/ims/?s=gamification
http://www.rochester.edu/pr/Review/V68N1/inrev15.html
How can academic libraries best help students sort through the growing thicket of online information? By Stanley Wilder
The premise of information literacy is that the supply of information has become overwhelming, and that students need a rigorous program of instruction in research or library-use skills, provided wholly or in part by librarians.
The idea behind information literacy is that our typical freshman is drowning in information, when in fact Google provides her with material she finds good enough, and does so instantaneously. Information literacy assumes that she accepts unquestioningly the information she finds on the Internet, when we know from research that she is a skeptic who filters her results to the best of her ability. Information literacy tells us that she cannot recognize when she needs information, nor can she find, analyze, or use it, when she demonstrably does all of those things perfectly well, albeit at a relatively unsophisticated level.
Simply put, information literacy perceives a problem that does not exist. Furthermore, it misses the real threat of the Internet altogether—which is that it is now sufficiently simple and powerful that students can graduate without ever using the library. That is unfortunate because, for all its strengths, the Internet cannot give students the high-quality scholarly information that is available only through subscription, license, or purchase.
As Roy Tennant noted in the January 1, 2001, Library Journal, “only librarians like to search; everyone else likes to find.” Any educational philosophy is doomed to failure if it views students as information seekers in need of information-seeking training.
Information literacy is also harmful because it encourages librarians to teach ways to deal with the complexity of information retrieval, rather than to try to reduce that complexity.
“The library is a place where readers come to write, and writers come to read.” Dow casts students not as information seekers, but as apprentices engaged in a continuous cycle of reading and writing.
Librarians should use their expertise to deepen students’ understanding of the disciplines they study. My note: ant that’s why LRS needs area specialists, not traditional librarians.
The library must also do a better job of reaching more students, more often. Librarians need to use their expertise to make the library’s online presence approach the simplicity and power of the Internet.
http://projectinfolit.org/
about early adults and their research habits
http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf
p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.
Engagement requires an outward focus
A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.
Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.
an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).
hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries
p. 6 Trend 1: Develop user-centered library services
Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.
For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.
Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers
p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.
Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.
At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
approach
p. 8 Trend 3: Organizational flexibility must meet changing user needs.
p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.
p. 11 data management, knowledge management and scholarly communication
digital scholarship
p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 16 replacing the traditional tripartite model of collections, reference, and instruction