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references w APA 7

Creating References Using Seventh Edition APA Style

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Date and time: Thursday, February 13, 2020 1:00 pm
Central Standard Time (Chicago, GMT-06:00)
Change time zone
Duration: 1 hour
Description:
The seventh edition of the Publication Manual of the American Psychological Association streamlines the process of creating references in APA Style. It is now easier and more straightforward to create references for all works and to accurately and consistently attribute sources. Join members of the APA Style team as they provide an in-depth look at the simplified reference system by describing the rationale behind it, how to format references using it, and the ways in which references are easier to create because of it. The webinar will then answer one of the most frequently asked Style questions: how to cite a work found online. The APA Style experts will use real-life examples to walk through the process of creating references for a variety of common webpages and websites, including ones with missing or hard-to-locate information, found via a database, and needing electronic source information (DOIs, URLs, and retrieval dates).

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more on APA 7th ed in this IMS blog
http://blog.stcloudstate.edu/ims?s=apa+style

F2F instruction preference

https://www.edsurge.com/news/2019-12-11-most-students-and-faculty-prefer-face-to-face-instruction-educause-surveys-find

studies from the EDUCAUSE Center for Analysis and Research. The first, published in October, surveyed more than 40,000 students at 118 U.S. institutions, while the second, published this week, drew on data from 9,500 faculty members across 119 US institutions.

Among student respondents, 70 percent said they prefer mostly or completely face-to-face learning environments. The professors surveyed were even more partial to face-to-face classes, with 73 percent preferring them.

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more on F2F in this IMS blog
http://blog.stcloudstate.edu/ims?s=f2f

multi-user reference support experiences

https://www.emeraldinsight.com/eprint/AU2Q4SJGYQG5YTQ5A9RU/full

Hahn, J. (2018). Virtual reality learning environments | Development of multi-user reference support experiences | Information and Learning Science | Ahead of Print. EmeraldInsight. Retrieved from https://www.emeraldinsight.com/eprint/AU2Q4SJGYQG5YTQ5A9RU/full
case study: an undergraduate senior projects computer science course collaboration whose aim was to develop textual browsing experiences, among other library reference functionality, within the HTC Vive virtual reality (VR) headset. In this case study, readers are introduced to applied uses of VR in service to library-based learning through the research and development of a VR reading room app with multi-user support. Within the VR reading room prototype, users are able to collaboratively explore the digital collections of HathiTrust, highlight text for further searching and discovery and receive consultative research support from a reference specialist through VR.
Library staff met with the project team weekly over the 16 weeks of both semesters to first scope out the functionality of the system and vet requirements.
The library research team further hypothesized that incorporating reference-like support in the VR environment can support library learning. There is ample evidence in the library literature which underscores the importance of reference interactions as learning and instructional experiences for university students
Educational benefits to immersive worlds include offering a deeper presence in engagement with rare or non-accessible artifacts. Sequeira and Morgado (2013, p. 2) describe their Virtual Archeology project as using “a blend of techniques and methods employed by historians and archaeologists using computer models for visualizing cultural artefacts and heritage sites”.
The higher-end graphics cards include devices such as the NVIDIA GeForceTM GTX 1060 or AMD RadeonTM RX 480, equivalent or better. The desktop system that was built for this project used the GeForce GTX 1070, which was slightly above the required minimum specifications.

Collaboration: Library as client.

Specific to this course collaboration, computer science students in their final year of study are given the option of several client projects on which to work. The Undergraduate Library has been a collaborator with senior computer science course projects for several years, beginning in 2012-2013 with mobile application design and chat reference software re-engineering (Hahn, 2015). (My note: Mark Gill, this is where and how Mehdi Mekni, you and I can collaborate)

The hurdles the students had the most trouble with was code integration – e.g. combining various individual software parts towards the end of the semester. The students also were challenged by the public HathiTrust APIs, as the system was developed to call the HathiTrust APIs from within the Unity programming environment and developing API calls in C#. This was a novel use of the HathiTrust search APIs for the students and a new area for the research team as well.

There are alternatives to Unity C# programming, notably WebVR, an open source specification for VR programming on the open web.

A-Frame has seen maturation as a platform agnostic and device agnostic software programming environment. The WebVR webpage notes that the specification supports HTC Vive, Oculus Rift, Samsung Gear VR, Google Daydream and Google Cardboard (WebVR Rocks, 2018). Open web platforms are consistent with library values and educational goals of sharing work that can be foundational in implementing VR learning experience both in VR environments and shareable on the web, too.

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more on VR in libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+library

Student Device Preferences for Online Course Access and Multimedia Learning

below is the link and phone numbers for the September 21st webinar, “Student Device Preferences for Online Course Access and Multimedia Learning.”

Remember, you don’t have to register in advance. Simply join the presentation by clicking on the below link or dialing the relevant number. The webinar begins at 11am ET (UTC -5) on the 21st.

We’ll post a recording of the session here in Canvas after the fact.

Thank you. 

Join from a PC, Mac, iPad, iPhone or Android device:

    Please click this URL to join. https://arizona.zoom.us/j/506967668

Relevant Relatable Reference Services

Topic: Booklist Webinar—Relevant, Relatable Reference Services in Your Library

Host: Booklist Online

Date and Time: Thursday, November 2, 2017 1:00 pm, Central Daylight Time (Chicago, GMT-05:00) Event number: 666 208 689 Registration ID: This event does not require a registration ID Event password: This event does not require a password.

https://alapublishing.webex.com/alapublishing/onstage/g.php?MTID=e85e288426f17320300c4c796440c5994

#referenceDesk @ALA_Booklist

1920 phone service arrives in the library, after decades of phone being around.

1969 William Katz redefines reference.

information as commodity. Faster/cheaper/better. Help doing things rather than finding things (Kenney)

the goal is not getting people to use the library services; it is helping library users accomplish something

not collections, but services.

the reference interaction : approachability; interest; listening/inquiring;

What can I help with; How can I help you? “I’d be happy to help you with that”

marketing is more then promotion. it is figuring out what the market wants you to do. define the market. how do you serve them. then one can figure out the service.

patrons: how and why patrons are seeking info; go where patrons go (social media). where do we go to help them (Snapchat). find benchmarks, make connections. Divine discontentment. my note: but this is a blasphemy, it is against MN nice!

how do we market ourselves? ROI or not? monetary formula to determine the profit against the investment. non profit institutions are not designed to make a profit; sometimes it is useful, sometimes not. Presenting data is good, but keep it simple

innovation, technological advancements. telepresence. VR. Facing disruption. change leadership, flexibility and mobility.

https://www.booklistonline.com/media/webinars/materials/2018/RelevantReference18_Slides.pdf

reference and libraries

Basic Reference Skills for Non-Reference Librarians
facilitated by Francisca Goldsmith
4-week eCourse Beginning Monday, February 6, 2017

https://www.researchgate.net/publication/272376987_The_Reference_Guide_to_Data_Sources_by_Julia_Bauder

http://vps100323.vps.ovh.ca/NewYorkbooksBox-27/3722198380-the-reference-guide-to-data-sources-by-julia-bauder.pdf

http://ejournals.bc.edu/ojs/index.php/ital/article/view/5888/pdf

Bauder, J., Bohstedt, B., & Jones, P. (2011). Muchos Mentores en Iowa: The Pedagogy of Student to Student Mentoring in Information Literacy (pp. 149–154). Presented at the LOEX.

http://commons.emich.edu/cgi/viewcontent.cgi?article=1025&context=loexconf2011

Reinventing your Reference Collection from media3693

Reinventing Ourselves as Internet Librarians from notess

Thursdays with the California Library Association (CLA) from Justin Hoenke

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more on reference in this IMS blog
http://blog.stcloudstate.edu/ims?s=reference

Social Media: Help and Reference Links

Social Media Help and Reference Links

https://blog.stcloudstate.edu/ims/wp-admin/post-new.php

excellent source of links to contact forms for various social media, privacy policies and terms, debugger and developers.
Do you have similar links? Pls share…

Library Instruction STEM 199

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

Dr. Chris Kvaal,
STEM 199. Sept 29, *AM
Link to this tutorial in PDF format:
Library instruction tutorial

Short link to this tutorial: http://bit.ly/scsustem199

stem199 QR code

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (http://blog.stcloudstate.edu/ims/free-tech-instruction/).

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LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
      http://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

http://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL).

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.

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  1. Developing Your Research Topic/Question

Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

 

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords
    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

digital onboarding

What Is Digital Onboarding?

Digital onboarding has many advantages over traditional onboarding processes. For example:

  • It can reduce costs, as it requires less in-person training time and less time spent getting the information new employees need. It can also reduce the costs of paper and ink that would typically be used for materials.
  • New employees can start working sooner, as they’re not spending their entire first day or their first few days filling out paperwork. Digital onboarding allows this process to be spread out, reducing overwhelm and allowing employees to get on-the-job training and experience quickly.
  • Digital onboarding can be offered to new hires before they even step foot on-site. That said, bear in mind that many onboarding activities are considered work activities and will still need to be paid; this is something to consider before offering any onboarding that occurs before payroll has been set up for a new hire.
  • It will ensure that the materials presented to each new employee are consistent because they are kept centrally located.
  • It will ensure all new hires get the most current version of policies and forms, as the central location can easily be kept up to date rather than having copies in every hiring manager’s hands.
  • Digital onboarding may make it easier to track which items a new employee has and has not completed, as they’re available online and can be tracked automatically instead of manually.
  • Employees can complete the entire onboarding process at a pace that is preferable to them, within reason.
  • It will ensure nothing is missed because checklists and confirmations can be built into the process.
  • The digital onboarding process can be seamlessly integrated with other learning management software or HRIS the organization uses.
  • It can provide reference materials for employees to use in the future.
  • It can help the employer stay in compliance with all legally required forms.

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