Category Archives: conference

Virginia Geo Teachers Institute: Roots & Shoots project for Jane Goodall Institute

Jane Goodall’s Roots & Shoots

  • Step 1: Get engaged
  • Step 2: Community mapping — to visually see the local community and determine areas of high potential impact
    • Micro-mapping sprint — 1 time service project
    • Mapping for young children — longer term campaign
    • Community mapping 101
    • Digital mapping (MyMaps)
    • Digital mapping (ARCGIS)
  • Step 3: Take action
    • how to ID a campaign, plan a project, connect with community resources
    • most time spent in this phase
  • Step 4: Celebrate & Reflect
    • re-map the community to see change in comparison to earlier map

Curricular work

  • have students first observe what is happening — don’t give them a map or tell them what to look for
  • marking community characteristics (with the map, categorize them into human things, animal things, environmental things)
  • marking community resources (with the map, mark where human resources, animal resource, environmental resources from) — ex: grocery stores, vet, river

Ideas

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Virginia Geo Teacher Institute: Storytelling with Earth Imagery

Tools:

Agenda

  • create a tour in Google Earth
    • free Google Earth Pro download (no license key needed)
    • EOL Arctic Tern Tour
    • 4 methods: freestyle, create tour from line, create tour from folder, hand-edit KML code
    • Can use the camera icon to record my actions and steps in Google Earth around points
    • Can use the Preferences>Touring to adjust items like time at features, time between features, Fly Along Line, camera tilt angle to raise view
    • Tools>Movie Maker to record a movie
  • create a story with Google Tour Builder
    • can customize icons or use initial set of icons
    • can use Google Earth or Street View to develop
    • Can add notes about a location
    • Share — need to clarify if Google Classroom syncs with this automatically instead of having to re-enter student information each time; not a collaborative tour building tool, but you can copy the map for someone else to work on
  • Storytelling with Timelapse
    • Not as high resolution images
    • 1 pixel = 30 meters
    • better for large scale changes like glacier change, deforestation, etc
    • Time magazine article
    • Earth Timelapse
    • Tour Editor http://bit.ly/toureditor
    • Virginia-based examples Nassawadox, Cobb Island, Hog Island (John Porter @ UVA)
  • My Maps vs Google Earth
    • GE has Street View but My Maps does not

Ideas:

  • journey map of a liaison librarian, student, faculty member, etc
  • map the nursing students in the research study across locations
  • possibly map nursing research data with survey/interview notes by location
  • conference town mapping (Staunton Google Earth = 2015, Street View = 2012)

Virginia Geo Teacher Institute: Raleigh Seamster keynote

Ideas:

  • Transportation maps for CWS refugees to be able to get around Harrisonburg and surrounding area easier

CFI: Creating aligned assignments

  • Intentionality
    • NOT saying students to will get it later, or that grading is assessment
    • IS reviewing the syllabus and discussing it together
      • mini-evaluation 1/3 way through the course, include reviewing the outcomes multiple times throughout the course
      • how many of you are X majors? would you be willing to share with the class your view of what someone with a bachelor’s degree in X should know and be able to do? — this parallels the conversations/presentations about different roles
      • bookend classes with an overview of what to do at the beginning and what to do at the end
  • NILOA (National Institute for Learning Outcomes Assessment) and curriculum mapping
    • NILOA Mission: discover and disseminate effective use of assessment data to strengthen undergraduate education and support institutions in their assessment efforts
    • Provosts consider classroom based assessment, national student surveys, and rubrics (ex: AACU rubrics – https://www.aacu.org/value-rubrics)
    • growth in different types of measures (employer surveys, rubrics, external performance assessment, portfolios)
    • how do we ensure alignment between assignments and a given learning outcome for a course?
    • curriculum mapping
      • generally, two-dimensional matrix representing courses on one axis and outcomes on the other
      • would multiple people map the outcomes the same way?
      • national level examples:
      • what else can be mapped?
        • spatial elements: GIS Communication
        • content
        • structure
        • course-taking patterns
        • assignment timing
    • creating value is better done through helping them discover value rather than telling them the value
    • many of the components of the DQP match other conversations in CHBS to include a more global perspective on health, integrating ethical reasoning into education, etc
    • what are you asking students to do or demonstrate in an assignment?
    • what is the role of feedback in assignment design? what is the timing of feedback?
    • have students involved in developing evaluation/grading rubrics?
    • how do we integrate and allow students to apply learning?
      • ex: after defining different roles in healthcare, ask who do they think has most interaction with EHRs, policy, etc.

Misc ideas

  • have students read about how to work as a team/collaborate – perhaps provide case scenarios and ask who should be involved and why; this would follow after the presentation regarding different professional roles in health care
  • for group work, have students document the roles they play in the group over time — this could give me a chance to track common leaders or followers and encourage others to try new roles — if students meet in groups, not in class, then have them provide summary of meeting

Charleston conference: Return on investment: new strategies for marketing digital resources

top activities publishers can do to raise awareness about their content to end users

  • publisher-library workshops (77%)
  • quarterly newsletters (73%)
  • free access months (65%)

publisher hosting an open access talk during open access week — this could be an interesting idea

  • Methods of distribution: email blasts, CD website, digital signage, marketing of library resources at other meetings and venues on campus, expressing library needs
  • Advantage of service on Library Advisory Boards of major publishers to develop strong ties
  • Collaborate with faculty to address  funding needs and develop technology fee grant programs
  • Weekly distribution of collection focused items- something every week about new items in the libraries or resources
  • Subject librarians send out e-newsletters at the beginning of each semester with major library purchases – graphic artist has developed a template
  • Emphasis on subject librarians being more mobile

Ideas

  • video post for quick communication on updates
    • December or January, perhaps review instruction stats, a few quotes from instruction sessions about student feedback, and highlight instruction methods available (assignment/rubric creation, asynchronous module development, in-class instruction, online synchronous instruction, and feedback/grading).  this could also include some links to latest publications of interest about nursing/health education.

Charleston conference: The punishment for dreamers: big data, retention, and academic libraries

Background resources regarding academic libraries

Murray State Study

  • data elements
    • checking out an item
    • logging into library computer lab
    • logging into e-resources
    • logging into ILLIAD
    • participate in instruction
    • enrollment in credit-bearing information literacy course

Findings

  • library users are 2x as likely to be retained as non-users
  • checking out items increased likelihood of retention by 36%
  • logging into e-resources later in the semester increased odds of retention by 24%

Second study of library deans about ways library collections, library instruction, and library facilities were aligned with high-impact practices

  • library instruction = high correlation wtih learning communities and collaborative assignments
  • library facilities = high correlation with diversity and global learning
  • collaborative assignments = correlation with all of the library components
  • while we are doing these things, we are NOT documenting this impact, few knew how to document, few could communicate beyond the Annual Report, continued overreliance on student learning outcomes as an indirect measure of impact

Key take-aways

  • enough with indirect measures
    • what do door counts mean?
  • conduct an assessment audit to align data, outcomes, and institutional priorities
  • develop visualizations of your different services/resources, assessment strategies, and their connections to outcomes and institutional priorities
  • stop confusing student learning outcomes with measures of retention or graduation
  • instruction is a gateway to library use

Other areas of work

  • restructure student worker lines to internships (with credit) for higher levels of engagement

Idea(s)

On a small scale example, is there a relationship between anatomy resource use and anatomy course performance?

OMG this could also totally help/influence my research leave project

Charleston conference: Successful library curriculum integration

What are you doing to develop faculty-library collaboration? And how does is it going?
– reaching out, being present, and being responsive
– research therapist
– Gale launched a curriculum alignment service

What are some of your failures or challenges?
– lack of time, both librarians and faculty
– librarians lack control over the curriculum
– getting students to follow through with referrals to librarians
– maintaining relevancy

Charleston conference: A fund allocation process: employing a use factor

– historical allocations – the same it has always been
– size or proportion – ratio of dept size to allocation amount; good for smaller places
– weighted multiple variable: generally enrollment, cost, circ/use, and faculty
– other variables can be price per book, FTE faculty, number of majors, number of courses; William & Mary also factors in private/endowment funds
– different departments preferences for print or ebooks many mean pulling circ/use/download data from multiple sources
– circulation-based allocation
– Bonn’s use factor: percentage of holdings divided by the percentage of holdings
– average price paid per piece (ILS generated)
– what to count? Print monographs for 4 year span; count by title, not items; regular and in-house checkouts
– what to count with ebooks? Firm order ebrary ebooks; DDA ebooks; # of user sessions (at least 2, as 1 session was assumed to be a library staff use); map titles to LC
– added print and eBook data together
– divide circ over holdings
– average them over 4 years to get an overall use factor
– added use to avg price paid and expressed as percentage
– before and after the change: Business had 8% but dropped to 2.31%, others like Nutrition shifted from 2 to 4.6%
– adding ebooks helped with depts that use that format, like Psychology, but hurt others like Classics
– political implications
— 2k rule: no more than 2k fluctuation per fund per year

Things to consider
– ILL stats – percentage of borrowing to holdings ratio

Charleston conference: Subject librarian’s guide to tech services

– moved to liaison model 12 years ago
– CD, upper level instruction, reference
– Collection advisory committee advises on budget cuts/overages, continuing resource advising
– only 21% of library school programs require collection development and even fewer with real understanding of Acquisitions
– benefits of understanding: more efficient/effective/speedier, clarifies expectations

Budget and funding
– need to know different parts of the budget (Western Carolina =75% continuing, 15% monographs)
– allocation models, historical precedent
– key dates for the budget cycle
– sources: main, one-time, end of year funds, grants

Submitting orders
– processes (format, mediation, default settings, approval plans, DDA)
– information (pub info, codes, justification, platform)
– special or unusual situations (standing orders, unusual formats, replacement copies)
– timing (deadlines, rush orders, rollovers)
*we need to talk about replacement copies methods for missing items

Acquisitions ordering process
– when and how?
— submissions weekly or daily?
— avg turn around time? Vary by item type?
– updates
— status, delays
— notification routines and who initiates
– problems
— out of print, out of stock, invalid format, price problems, duplicates
— decision making processes

Processing & cataloging
– who does what how often?
– different processes by type
– locations
– cataloging – who, what, regular/special/automated
– records customization

I wish list….
– university fiscal policy
Idea
– can I follow the life cycle of acquiring/activating/loading an item to our system (book vs eBook vs media vs continuing)

Charleston conference: To boldly go beyond downloads: how are journal articles shared and used?

– Babe Hughes, Elsevier rep who is also on the Mendeley team; had previously bed at Google for head of attribution
– downloads has been best proxy for reading behavior, but technology changes are providing other opportunities
– 65% of researchers access or share articles via shared platform or folder
– 48% shared with working group, 21% dept
– easy access is biggest reason for sharing and motivates behavior (remote access problems)
– things like Mendeley are lower on the list of tools, but Dropbox is higher
– sharing happens on many levels: to self, to small group, to dept, to public
– Dr. Carol Tanopir – expert on academic usage behavior – conducting independent research (will complete next year)
– COUNTER downloads don’t account for sharing after downloads or sharing without downloads
– formal methods for sharing include Blackboard, RefWorks, Dropbox – these are used because they fit the normal workflow of researchers
– informal methods are part of a life, like FB, Twitter, email, etc – basically items not solely focused
3 pronged project
– interview/focus groups in US and UK, international survey
– 2 main types of sharing: sharing citation/link or sharing document (PDF)
– link sharing more common – could increase published downloads, but not library downloads
– focus groups – those that share also upload their own work to IRs
– motivations to share: to further discovery, to promote work
– “bootleg” sharing via email, ppl know that they maybe they shouldn’t do this, but do it anyhow
– Dropbox, Twitter, and email are top 3 for sharing with collaborators
– share with lots of folks for many different reasons
– almost all viewed sharing their own work positively
– sharing others work altruistically, trumping questions of discomfort of ethics
– some reservations about sharing
– format distinction for books vs articles since the books have monetary value/motivation for authors
– over 500 responses in 2 days with survey so far
– goal: develop calculator for downloads and life beyond, and determining value