Lischer-Katz, Z., & Clark, J. (2021). Institutional Factors Shaping XR Technology Accessibility Policy & Practice in Academic Libraries. Survey. The EDUCAUSE XR (Extended Reality) Community Group Listserv <XR@LISTSERV.EDUCAUSE.EDU>. https://uarizona.co1.qualtrics.com/jfe/form/SV_1Ya9id4uCXoktLv
participate in a survey is being sent out to those responsible for managing and providing XR technologies in academic libraries. This survey is part of a study titled “Institutional Factors Shaping XR Technology Accessibility Policy & Practice in Academic Libraries.” The principal investigator (PI) is Dr. Zack Lischer-Katz, PhD (Assistant Professor, School of Information, University of Arizona) and the co-principal investigator (Co-PI) is Jasmine Clark (Digital Scholarship Librarian, Temple University).
An Institutional Review Board (IRB) responsible for human subjects research at The University of Arizona reviewed this research project and found it to be acceptable, according to applicable state and federal regulations and University policies designed to protect the rights and welfare of participants in research
Please feel free to share this survey widely with colleagues.
Introduction
Over the past five years, many academic libraries have begun systematically integrating innovative technologies, including virtual reality (VR) and other “XR” technologies, into their spaces and services. Even though schools, libraries, and the library profession all stress equitable access to information and technology for all community members, accessibility – understood in terms of the design of spaces, services, and technologies to support users with disabilities – is rarely given sufficient consideration when it comes to the design, implementation, and administration of XR technology programs. Because XR technologies engage the body and multiple senses they show great potential for providing enhanced means for disabled users to access information resources; however, without accessibility policies in place, the embodied aspects of XR technologies can create new barriers (e.g., chairs and other furniture that cannot be adapted, controllers that cannot be adjusted for different degrees of dexterity, etc.)
Purpose of the study
The purpose of this study is to develop new understanding about the current landscape of accessibility policies and practices for XRtechnology programs and to understand the barriers to adoption of XR accessibility policies and practices.
The main research objective is to understand what policies and practices are currently in place in academic libraries and their level of development, the existing beliefs and knowledge of library staff and administrators involved with XR technology programs and spaces, and the institutional factors that shape the adoption of accessibility policies for XR technology programs.
The survey will be open from February 1, 2021 to April 30, 2021. More information regarding confidentiality and consent can be found at the beginning of the survey.
Holland, B. (2020). Emerging Technology and Today’s Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 1-33). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch001
The purpose of this chapter is to examine emerging technology and today’s libraries. New technology stands out first and foremost given that they will end up revolutionizing every industry in an age where digital transformation plays a major role. Major trends will define technological disruption. The next-gen of communication, core computing, and integration technologies will adopt new architectures. Major technological, economic, and environmental changes have generated interest in smart cities. Sensing technologies have made IoT possible, but also provide the data required for AI algorithms and models, often in real-time, to make intelligent business and operational decisions. Smart cities consume different types of electronic internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that are processed and analyzed to monitor and manage, schools, libraries, hospitals, and other community services.
Makori, E. O. (2020). Blockchain Applications and Trends That Promote Information Management. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 34-51). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch002
Blockchain revolutionary paradigm is the new and emerging digital innovation that organizations have no choice but to embrace and implement in order to sustain and manage service delivery to the customers. From disruptive to sustaining perspective, blockchain practices have transformed the information management environment with innovative products and services. Blockchain-based applications and innovations provide information management professionals and practitioners with robust and secure opportunities to transform corporate affairs and social responsibilities of organizations through accountability, integrity, and transparency; information governance; data and information security; as well as digital internet of things.
Hahn, J. (2020). Student Engagement and Smart Spaces: Library Browsing and Internet of Things Technology. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 52-70). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch003
The purpose of this chapter is to provide evidence-based findings on student engagement within smart library spaces. The focus of smart libraries includes spaces that are enhanced with the internet of things (IoT) infrastructure and library collection maps accessed through a library-designed mobile application. The analysis herein explored IoT-based browsing within an undergraduate library collection. The open stacks and mobile infrastructure provided several years (2016-2019) of user-generated smart building data on browsing and selecting items in open stacks. The methods of analysis used in this chapter include transactional analysis and data visualization of IoT infrastructure logs. By analyzing server logs from the computing infrastructure that powers the IoT services, it is possible to infer in greater detail than heretofore possible the specifics of the way library collections are a target of undergraduate student engagement.
Treskon, M. (2020). Providing an Environment for Authentic Learning Experiences. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 71-86). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch004
The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”
Rashid, M., Nazeer, I., Gupta, S. K., & Khanam, Z. (2020). Internet of Things: Architecture, Challenges, and Future Directions. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 87-104). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch005
The internet of things (IoT) is a computing paradigm that has changed our daily livelihood and functioning. IoT focuses on the interconnection of all the sensor-based devices like smart meters, coffee machines, cell phones, etc., enabling these devices to exchange data with each other during human interactions. With easy connectivity among humans and devices, speed of data generation is getting multi-fold, increasing exponentially in volume, and is getting more complex in nature. In this chapter, the authors will outline the architecture of IoT for handling various issues and challenges in real-world problems and will cover various areas where usage of IoT is done in real applications. The authors believe that this chapter will act as a guide for researchers in IoT to create a technical revolution for future generations.
Martin, L. (2020). Cloud Computing, Smart Technology, and Library Automation. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 105-123). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch006
As technology continues to change, the landscape of the work of librarians and libraries continue to adapt and adopt innovations that support their services. Technology also continues to be an essential tool for dissemination, retrieving, storing, and accessing the resources and information. Cloud computing is an essential component employed to carry out these tasks. The concept of cloud computing has long been a tool utilized in libraries. Many libraries use OCLC to catalog and manage resources and share resources, WorldCat, and other library applications that are cloud-based services. Cloud computing services are used in the library automation process. Using cloud-based services can streamline library services, minimize cost, and the need to have designated space for servers, software, or other hardware to perform library operations. Cloud computing systems with the library consolidate, unify, and optimize library operations such as acquisitions, cataloging, circulation, discovery, and retrieval of information.
Owusu-Ansah, S. (2020). Developing a Digital Engagement Strategy for Ghanaian University Libraries: An Exploratory Study. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 124-139). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch007
This study represents a framework that digital libraries can leverage to increase usage and visibility. The adopted qualitative research aims to examine a digital engagement strategy for the libraries in the University of Ghana (UG). Data is collected from participants (digital librarians) who are key stakeholders of digital library service provision in the University of Ghana Library System (UGLS). The chapter reveals that digital library services included rare collections, e-journal, e-databases, e-books, microfilms, e-theses, e-newspapers, and e-past questions. Additionally, the research revealed that the digital library service patronage could be enhanced through outreach programmes, open access, exhibitions, social media, and conferences. Digital librarians recommend that to optimize digital library services, literacy programmes/instructions, social media platforms, IT equipment, software, and website must be deployed. In conclusion, a DES helps UGLS foster new relationships, connect with new audiences, and establish new or improved brand identity.
Nambobi, M., Ssemwogerere, R., & Ramadhan, B. K. (2020). Implementation of Autonomous Library Assistants Using RFID Technology. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 140-150). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch008
This is an interesting time to innovate around disruptive technologies like the internet of things (IoT), machine learning, blockchain. Autonomous assistants (IoT) are the electro-mechanical system that performs any prescribed task automatically with no human intervention through self-learning and adaptation to changing environments. This means that by acknowledging autonomy, the system has to perceive environments, actuate a movement, and perform tasks with a high degree of autonomy. This means the ability to make their own decisions in a given set of the environment. It is important to note that autonomous IoT using radio frequency identification (RFID) technology is used in educational sectors to boost the research the arena, improve customer service, ease book identification and traceability of items in the library. This chapter discusses the role, importance, the critical tools, applicability, and challenges of autonomous IoT in the library using RFID technology.
Priya, A., & Sahana, S. K. (2020). Processor Scheduling in High-Performance Computing (HPC) Environment. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 151-179). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch009
Processor scheduling is one of the thrust areas in the field of computer science. The future technologies use a huge amount of processing for execution of their tasks like huge games, programming software, and in the field of quantum computing. In real-time, many complex problems are solved by GPU programming. The primary concern of scheduling is to reduce the time complexity and manpower. Several traditional techniques exit for processor scheduling. The performance of traditional techniques is reduced when it comes to the huge processing of tasks. Most scheduling problems are NP-hard in nature. Many of the complex problems are recently solved by GPU programming. GPU scheduling is another complex issue as it runs thousands of threads in parallel and needs to be scheduled efficiently. For such large-scale scheduling problems, the performance of state-of-the-art algorithms is very poor. It is observed that evolutionary and genetic-based algorithms exhibit better performance for large-scale combinatorial and internet of things (IoT) problems.
Kirsch, B. (2020). Virtual Reality in Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 180-193). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch010
Librarians are beginning to offer virtual reality (VR) services in libraries. This chapter reviews how libraries are currently using virtual reality for both consumption and creation purposes. Virtual reality tools will be compared and contrasted, and recommendations will be given for purchasing and circulating headsets and VR equipment. Google Tour Creator and a smartphone or 360-degree camera can be used to create a virtual tour of the library and other virtual reality content. These new library services will be discussed along with practical advice and best practices for incorporating virtual reality into the library for instructional and entertainment purposes.
Heffernan, K. L., & Chartier, S. (2020). Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier. In Holland, B. (Ed.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 194-210). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch011
Two librarians at a University in New Hampshire attempted to integrate gamification and mobile technologies into the exploration of, and orientation to, the library’s services and resources. From augmented reality to virtual escape rooms and finally an in-house app created by undergraduate, campus-based, game design students, the library team learned much about the triumphs and challenges that come with attempting to utilize new technologies to reach users in the 21st century. This chapter is a narrative describing years of various attempts, innovation, and iteration, which have led to the library team being on the verge of introducing an app that could revolutionize campus discovery and engagement.
Miltenoff, P. (2020). Video 360 and Augmented Reality: Visualization to Help Educators Enter the Era of eXtended Reality. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 211-225). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch012
The advent of all types of eXtended Reality (XR)—VR, AR, MR—raises serious questions, both technological and pedagogical. The setup of campus services around XR is only the prelude to the more complex and expensive project of creating learning content using XR. In 2018, the authors started a limited proof-of-concept augmented reality (AR) project for a library tour. Building on their previous research and experience creating a virtual reality (VR) library tour, they sought a scalable introduction of XR services and content for the campus community. The AR library tour aimed to start us toward a matrix for similar services for the entire campus. They also explored the attitudes of students, faculty, and staff toward this new technology and its incorporation in education, as well as its potential and limitations toward the creation of a “smart” library.
my note: the LITA publication about the Emporia State University (see below) pursues the same goals of the project two SCSU librarians, Susan Hubbs, MLIS, and Plamen Miltenoff, Ph.D. MLIS, have developed:
Virtual reality (VR) has emerged as a popular technology for gaming and learning, with its uses for teaching presently being investigated in a variety of educational settings. However, one area where the effect of this technology on students has not been examined in detail is as tool for new student orientation in colleges and universities. This study investigates this effect using an experimental methodology and the population of new master of library science (MLS) students entering a library and information science (LIS) program. The results indicate that students who received a VR orientation expressed more optimistic views about the technology, saw greater improvement in scores on an assessment of knowledge about their program and chosen profession, and saw a small decrease in program anxiety compared to those who received the same information as standard text-and-links. The majority of students also indicated a willingness to use VR technology for learning for long periods of time (25 minutes or more). The researchers concluded that VR may be a useful tool for increasing student engagement, as described by Game Engagement Theory.
AUTHOR BIOGRAPHY
Brady Lund, Emporia State University
Brady Lund is a doctoral student at Emporia State University’s School of Library and Information Management, where he studies the intersection of information technology and information science, among other topics.
here some examples from a long list of free services:
Addigy, a cloud-based Apple device management platform, has announced free 60-day access for colleges and universities. The program helps organizations deploy, manage, and track new and existing Apple devices from a single console; automate IT tasks and implement IT policies related to deploying software, updating security settings, running scripts, managing groups of users, and distributing and updating software; and troubleshoot problems for users remotely and in real-time. https://addigy.com/covid-19-addigy-60/?utm_content=covid-19-addigy-60
Arizona State University’s EdPlus is working with Complexly’s Crash Course on a series of entry-level course videos, starting with English composition. (Complexly and Crash Course are an initiative of the Green brothers, hosts of a popular vlog and best-selling fiction.) The new content in “Study Hall,” won’t offer credit or replace any degree programs, but rather will serve as a supplement for high school or college learners. Each subject will be the focus of about 15 videos 15 minutes long, covering major points in the topic. Those are being hosted on YouTube. https://www.youtube.com/playlist?list=PLNrrxHpJhC8mNXjrAL3Ey1Q6iI35cymzl
Babbel is offering three months of free language learning to U.S. students through mid-June 2020 in any of its languages: Spanish, French, German, Italian, Portuguese, Polish, Russian, Dutch, Turkish, Danish, Norwegian, Swedish, Indonesian, and English. https://welcome.babbel.com/en/student-discount/
Gale is offering educators and librarians free access to digital content and resources to enhance instruction and learning. Resources include: interdisciplinary, curriculum-aligned resources to support online learning; live and on-demand training materials; e-books on virtual learning; and more. https://www.gale.com/covid19support.
Through July 1, Google is allowing G Suite for Education customers to use the Hangouts Meet premium functionality for free. People can host virtual meetings with up to 250 people and live streams with up to 100,000 viewers. Additionally, they’ll be able to save recordings of their meetings to Google Drive. https://support.google.com/meet/answer/9760270?hl=en
VIA (very important article):
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279. https://doi.org/10.1080/17439884.2018.1462206
Information literacies (media literacy, Research Literacy, digital literacy, visual literacy, financial literacy, health literacy, cyber wellness, infographics, information behavior, trans-literacy, post-literacy)
Information Literacy and academic libraries
Information Literacy and adult education
Information Literacy and blended learning
Information Literacy and distance learning
Information Literacy and mobile devices
Information Literacy and Gamification
Information Literacy and public libraries
Information Literacy in Primary and Secondary Schools
Information Literacy and the Knowledge Economy
Information Literacy and Lifelong Learning
Information Literacy and the Information Society
Information Literacy and the Multimedia Society
Information Literacy and the Digital Society
Information Literacy in the modern world (e.g trends, emerging technologies and innovation, growth of digital resources, digital reference tools, reference services).
The future of Information Literacy
Workplace Information Literacy
Librarians as support to the lifelong learning process
Digital literacy, Digital Citizenship
Digital pedagogy and Information Literacy
Information Literacy Needs in the Electronic Resource Environment
Integrating Information Literacy into the curriculum
Putting Information Literacy theory into practice
Information Literacy training and instruction
Instructional design and performance for Information Literacy (e.g. teaching practice, session design, lesson plans)
Information Literacy and online learning (e.g. self-paced IL modules, online courses, Library Guides)
Information Literacy and Virtual Learning Environments
Supporting users need through library 2.0 and beyond
Digital empowerment and reference work
Information Literacy across the disciplines
Information Literacy and digital preservation
Innovative IL approaches
Student engagement with Information Literacy
Action Literacy
Information Literacy, Copyright and Intellectual Property
Information Literacy and Academic Writing
Media and Information Literacy – theoretical approaches (standards, assessment, collaboration, etc.)
The Digital Competence Framework 2.0
Information Literacy theory (models, standards, indicators, Moscow Declaration etc.)
Information Literacy and Artificial intelligence
Information Literacy and information behavior
Information Literacy and reference services: cyber reference services, virtual reference services, mobile reference services
Information Literacy cultural and contextual approaches
Information Literacy and Threshold concepts
Information Literacy evaluation and assessment
Information Literacy in different cultures and countries including national studies
Information Literacy project management
Measuring in Information Literacy instruction assessment
New aspects of education/strategic planning, policy, and advocacy for Information Literacy in a digital age
Information Literacy and the Digital Divide
Policy and Planning for Information Literacy
Branding, promotion and marketing for Information Literacy
Cross –sectorial; and interdisciplinary collaboration and partnerships for Information Literacy
Leadership and Governance for Information Literacy
Strategic planning for IL
Strategies in e-learning to promote self-directed and sustainable learning in the area of Information Literacy skills.
Dr. Sivaprakasam and I are developing a microcredentialing system for your class.
The “library” part has several components:
One badge for your ability to use the databases and find reliable scientific information in your field (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
One badge for completing the quiz based on the information from this library instruction (required)
a badge will be issued to you automatically after successful completion of the quizz
One badge for your ability to use social media for a serious, reliable, scientific research (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
A badge will be issued to you after your post with your email or any other contact information is submitted
One badge for helping class peer with his research (one of two optional)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”
The superbadge brings points toward your final grade.
Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.
If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:
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.
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?
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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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.
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
Google or similar; Yahoo, Bing
Google Scholar
Reddit, Digg, Quora
Wikipedia
Become a member of professional organizations and use their online information
Use the SCSU library page to online databases
Building Your List of Keywords
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
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.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
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.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
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
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
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
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
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.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
InterLibrary Loan
Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
Colleges around the country have also started hiring staff members with titles like OER Coordinator and Affordable Content Librarian. Our series looked into how the movement is changing, and the research into the costsand benefits. You can even hear a podcast version here.
Flipped classrooms seem to be growing exponentially
Robert Talbert, a professor of mathematics at Grand Valley State University and author of the book Flipped Learning. Talbert recently tabulated how many scholarly articles are published each year about “flipping” instruction, meaning that traditional lecture-style material is delivered before class (often using videos) so that classroom time can be used for discussion and other more active learning.
More professors are looking to experts to help them teach. (Though some resist.)
By 2016, there were an estimated 13,000 instructional designers on U.S. campuses, according to a report by Intentional Futures. And that number seems to be growing.
There’s also a growing acceptance of the scholarly discipline known as “learning sciences,” a body of research across disciplines of cognitive science, computer science, psychology, anthropology and other fields trying to unlock secrets of how people learn and how to best teach.
Students are also finding their own new ways to learn online, by engaging in online activism. The era of a campus bubble seems over in the age of Twitter
Colleges are still struggling to find the best fit for online education
And what does it mean to teach an age of information overload and polarization?
Perhaps the toughest questions of all about teaching in the 21st century is what exactly is the professor’s role in the Internet age. Once upon a time the goal was to be the ‘sage on the stage,’ when lecturing was king. Today many people argue that the college instructor should be more of a ‘guide on the side.’ But as one popular teaching expert notes, even that may not quite fit.
And in an era of intense political polarization, colleges and professors are looking for best to train students to become digitally literate so they can play their roles as informed citizens. But just how to do that is up for debate, though some are looking for a nonpartisan solution.
An interesting discussion on the use of blockchain for academic libraries on the LITA listserv
in response to a request from the Library Association in Pakistan for an hour long session on “block chain and its applications for Academic Libraries”.
While Nathan Schwartz, MSIS Systems & Reference Librarian find blockchain only related to cryptocurrencies, Jason Griffey offers a MOOC focused on Blockchain for the Information Professions: https://ischoolblogs.sjsu.edu/blockchains/
According to Jason, “Blockchain, as a data storage technology, can be separated from the idea of cryptocurrencies and expressions of value and coin.”
This is a free event, thanks to our founding conference sponsor: School of Information at San José State University.
ATTENDING: We will send links for attending the conference a day or two before the event.
If you have friends or colleagues that wish to attend, this is a free event and we encourage you to share our information widely. However, please send them to the conference registration page (https://www.library20.com/instructionaldesign) rather than giving them the above link directly as it will allow us to track participation.
What is ID: ID create an environment conductive to students’ success. Thoughtful and applied design. Making faculty and instructors’ life easier. Allow faculty to do what they do best.
Lindsey: solving the instructional problem with the tools at hand.
go-to ed tech? What is the hot tech right now?
Lindsey: H5P (open source) CC – licensed, Moodle, WordPress, build online tutorials for free (Isolde), Norway, well based, VR tours. Will H5P become paid? Michael: cell phones Dana: Emory VoiceThread. From the chat: Articulate365 (pricy), Kahoot, Peardeck, Yellowdig, vidgrid, Adobe Spark, Adobe POst, padlet, Groupme instead of Canvas, Vyond, Coggle, wakelet, Phinx
Suggestions for librarians who want to build ID skills. Dana: connect with the regional community if no ID on campus. Community of practice. Using ID tools, speakers outside of campus. Lindsey: teaching myself what is most interesting to me. what technologies are important. Find a learning community. Michael: repeat the others
keep up to date on ID theory and practices: Dana – ELI, OLC (Online Learning Consortium). ELearning Heroes. Lindsay: corporate word. Michael: POD
the one-shot instruction: what is the approach (q/n from the chat); Dana – ID as a services. person dedicated following up with people requested either ID class or training, open the line of communication. summative evaluation type of activity since we are failing to evaluate how well students absorbed the information. LIndsey: one-shot for basics (e.g. freshman), build scaffold program, reserved the one shot for meeting with librarians, for hands-on. Michael: work with faculty member and rewrite a program, build assessment rather then only deliver
areas of impact: subject matter librarians, working with faculty to use of the library resources, new faculty drawn in info and if not follow up, Canvas support. Michael: librarians and ID working directly with faculty rewriting their curricula, measure it, demonstrating library need, 3000 students – correlation. document the lib contribution to student learning directly, the teaching-learning culture change. using info and data in more authentic ways. Lindsey: disconnect the way librarian teach vs faculty teach. Coordination scaffolding.
q/n from the chat. easily. how can non ID librarian can easily implement ID type:
Lindsey: new to ID? Google. Jargon and Acronyms. re framing how you see ed technology. technology as something to get the job done. no need to get fancy.
Dana: same as Lindsey. But also learning theories and learning outcomes. From ID perspective: what they will come out with by the end of the session. action words.
Michael: mindset. what students want to learn, before what I will teach. backward design – understanding by design. UDL. Grab a friend and talk through.
Tara
ed tech is not getting job done:
clickers for attendance is horrible idea.
I had a really interesting role in grad school where we lived in the land between tech support and pedagogical / design support.
From Rajesh Kumar Das to All panelists and other attendees: (02:38 PM)
Good to hear from mike about affective learning. In this case, could you please focus what kind of technique is approprite for what, i.e. Didactic instruction, a low-complexity teaching technique such as a “Quiz Bowl”, or Jigsaw Method as high-complexity strategy, or both.
From Hailey W. to All panelists and other attendees: (02:36 PM)
As an ID librarian and the campus LMS administrator I struggle with getting them to see that other side of my role. That I’m not just “tech support”. Anyone else? Een jsut not being tech support?
From Vickie Kline to All panelists and other attendees: (02:44 PM)
As a librarian not formally trained in ID, I think a good entry point for exploring is Universal Design for Learning. We also need to pay attention to creating accessibility materials…
From Heather Quintero to All panelists and other attendees: (02:45 PM)
I always start with ADDIE… I am formally trained in ID and am an IT trainer for librarians. ADDIE is a framework for every class I make for both live and online classes. Don’t disregard ADDIE.
From Allison Rand to All panelists and other attendees: (02:47 PM)
The Wiggins and McTighe is a great book!
From Roberta (Robin) Sullivan to All panelists and other attendees: (02:53 PM)
@Rachel, Peggy, Shane – an open source course is available. Check out the SUNY’s Quality by Design (QbD): Strategies for Effective Teaching and Quality Course Design at: http://suny.edu/qbd This course is available as a facilitated version at least once each semester and as a self-paced non-facilitated version in Blackboard’s CourseSites. After completing the course requirements you can earn a Digital Badge to show your accomplishment.
From Naomi Toftness to All panelists and other attendees: (02:55 PM)
Just heard the terms “deliberate innovation” vs. “desperate innovation” that totally speaks to my situation with wanting to adopt the new cool tech
++++++++++++++++++++++ SESSION LINK – https://sas.elluminate.com/d.jnlp?sid=2008350&password=LIB2019IDPart7 — If the session link doesn’t work for you, please copy and paste into your browser.
Session Title: Gamifying Instruction: Breakouts and Badges!
Your Name and Title: Dr. Brenda Boyer, Librarian & Instructor
Your Library, School, or Organization Name: Kutztown Sr. High School, Rutgers University
Your Twitter Handle (@name): @bsboyer
Name(s) of Co-Presenter(s): Brenda Boyer
Area of the World from Which You Will Present: Kutztown, PA
Language in Which You Will Present: English
Target Audience: Instructional Design Librarians
Short Session Description: Build engagement for your online library instruction using LMS features, Breakout boxes, and digital badges.
Session Strand (use the “tag”): {Session Strand (use the “tag”):}
Full Session Description: It’s time to amp up your library instruction! Gamifying instruction in research skills such as database usage, advanced searching, & more can increase engagement and drive independent learning for students of all ages. This session will describe how learning management system (LMS) features can be combined with digital microcredentials (i.e. badges) and breakout boxes to gamify instruction that can be otherwise deemed boring (for both the learners and the librarian!).
Link to Conference Site Session Proposal (full URL with http://):https://www.library20.com/forum/topics/gamifying-instruction-breakouts-and-badges
Other Websites / URLs Associated with Your Session:
Your Bio: Dr. Brenda Boyer is a librarian and instructional designer. She has developed online instruction for secondary learners in the Kutztown (PA) School District, as well as for graduate and professional development learners at Wilson College and Rutgers University. She designed and instructs the Rutgers graduate course, Learning Theory, Inquiry, & Instructional Design, and is a frequent presenter at AASL, Internet@Schools. She has published articles in School Library Journal, Teacher Librarian, and School Library Connection.
are we getting the job done, is our instruction sticking, what evidence we do have?
differentiate: who is ready to do what” at what skill level? how to bring everybody up to speed?
3 elements of Digital Gamification: leverage LMS (set game levels); how digital badges are paired 3. using digital breakout boxes to push challenge, skills
each chat as prerequisite for the next. prerequisite in LMS. Each game level is module. completed with a quizz. if they pass the quiz, opens challenge.1. what is page (facts about a tool to learn about[ what the tool does, feature, etc.) 2. suppe rshort video tour (3 min max), talk about something unique 3. quick quiz (max 5 q/s from the intro page and video). pass the quiz (100 %) to unlock the challenge level. 4. challenge level. digital breakout box embedded in the LMS. breakout using Google Forms. various locks (words, letter, numbers)
Badges why?
Badgr, Credly, iDoceo
Breakout Boxes
++++++++++++++++++++++
SESSION LINK – https://sas.elluminate.com/d.jnlp?sid=2008350&password=LIB2019IDPart8 — If the session link doesn’t work for you, please copy and paste into your browser. Session Title: Improving Library Tutorials: The Multimedia Design Principles
Your Name and Title: Darlene Aguilar, Instructional Design Librarian
Your Library, School, or Organization Name: Loyola Marymount University
Your Twitter Handle (@name): @DarleneA_ID
Name(s) of Co-Presenter(s):
Area of the World from Which You Will Present: Los Angeles, CA
Short Session Description: This session will review Mayer’s (2001) Multimedia Design Principles to help improve instructional modules, tutorials, and videos.
Session Strand (use the “tag”): {Session Strand (use the “tag”):}
Full Session Description: Librarians are creating more online modules, videos, and tutorials to teach information literacy skills. Whether designing instruction online or in-person, research-based instructional methods are required and learning Mayer’s Multimedia Design Principles is the best place to start. In this session, I will review essential prior-knowledge on image types and working memory. I will then show learners how to minimize cognitive overload using these 12 principles: multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, individual differences, signaling, pacing, concepts first, personalization, and human voice.
Link to Conference Site Session Proposal (full URL with http://):https://www.library20.com/forum/topics/improving-library-tutorials-the-multimedia-design-principles
Other Websites / URLs Associated with Your Session:https://linkedin.com/in/darlene-aguilar/
Your Bio: Darlene Aguilar is an Instructional Design Librarian at Loyola Marymount University where she designs and develops video tutorials and online modules on information literacy and library related topics. Additionally, she provides “best practices” training in instructional design to other LMU librarians. She graduated from the University of Southern California with a Master’s in Education for Learning Design and Technology and previously worked at LAUSD for 7 years. She strives to remove learning barriers that are embedded in instruction and curriculum and make learning accessible to all learners.
