20 research outputs found
Let Your (SoTL) Librarian In: Using Social Annotation as an Approach to the Transfer of Information Literacy Skills
No full textThe purpose of this reflective essay is to present an innovative approach to teaching the transfer of information literacy (IL) skills using social annotation. Drawing from my experiences as an IL teaching librarian in an English Writing course and applying Mia O’Brien’s SoTL Compass to a pedagogical redesign, I propose that IL librarians incorporate social annotation tools in all one-shot pedagogy. Traditionally, IL is taught as a librarian-led single session in a semester-long course, commonly called a "one-shot." However, by incorporating social annotation for course readings, discussion, and analysis, this essay offers pedagogical considerations for instructors and teaching librarians when teaching the transfer of IL skills. Furthermore, I share students\u27 survey responses about the transfer of IL skills while using social annotation in an English Writing course. While this proposal is reflexive in nature, further research is necessary to demonstrate the effectiveness of social annotation in IL one-shots and beyond
Small Teaching
No full textThis project reflects the work that came out of a Community of Practice at Auburn University Libraries in 2023 based on James Lang's book Small Teaching: Everyday Lessons from the Science of Learning
When Your Community of Practice becomes a Community of Support
No full textForming a community of practice can be an inspirational salve for instruction librarians looking to enhance their teaching. A community of practice (CoP) is meant to foster both sharing and learning opportunities, and can invigorate and infuse teaching librarians with a new approach to our shared pedagogy and teaching skills.
In the summer of 2022, new to the profession and mid-career librarians joined a CoP around the book Dear Data. Their goal became to put into practice inspiration derived from the book, particularly for teaching and learning, such as data visualization lesson plans, outreach programming around data initiatives, and library-focused public facing programming that involved all library workers, not just professional librarians.
While the CoP did benefit innovative instruction initiatives, a side-effect that was not apparent initially was the community of support it created. In this presentation, we will discuss the opportunities the CoP created for the practitioners, particularly how we used data to inform our assumptions about our classes, our roles, and each other, and to inform our practice with support, particularly support for all library workers. We will share lesson plans, outreach programming ideas, and how our practice led to a more inclusive working community of practice.
Learning Outcomes: Participants will…
Understand the prevalence of exclusion and separation between library faculty and staff across the profession
Develop an appreciation and be inspired to create their own inclusive working communities of practice
Identify opportunities for programming that uses data visualization across their organizatio
Ecoliteracy Book Club Course
No full textCredit Bearing Course Proposal for Ecoliteracy Book Club at Auburn University Librarie
Small Teaching
No full textThis project reflects the work that came out of a Community of Practice at Auburn University Libraries in 2023 based on James Lang's book Small Teaching: Everyday Lessons from the Science of Learning
“I feel like I’m part of the conversation”: online annotation tools in the information literacy classroom
No full textIf instruction librarians have learned anything in the last two years, it’s that 1. we are immensely adaptable and 2. some “fully online” technologies are worth holding onto. For this instruction librarian, online annotation tools are one of those technologies. When the opportunity appeared for this student-centered instruction librarian to teach a semester long, three-credit hour course, in-person on research methods for honors undergraduates of varying levels and skill sets, the choice to add online annotations a course requirement was made. While web-based annotation tools have been prevalent in classrooms for the last five years, they had been used sparingly in the information literacy instruction classroom before going fully online. Once face-to-face instruction returned to the classroom, however, some technologies used in fully online courses, such as online annotation tools that integrated with an LMS (Learning Management System), became a much-welcomed resource for the pedagogical dilemma of facilitating in-person course reading discussions with students who had simply not done the reading or did not have the space an online discussion board might allow. When you add information seeking skills, critical information evaluative processes and complex comprehension of scholarly texts to the learning goals, the addition of an online annotation tool becomes a valuable education resource that both meets students where they are and encourages active and participatory learning. In this presentation, we will discuss incorporating online annotation tools in information literacy classes (even one shots) and explore the benefits and drawbacks to this technology in the information literacy classroom
Creating a Culture of Care: A Case Study of Finals Week Activities and Student Wellbeing Assessment
No full textThis case study investigates the role of Auburn University Libraries (AUL) in enhancing student wellbeing during finals week, a period characterized by elevated stress and anxiety levels among students. In light of rising mental health concerns within college populations, particularly exacerbated by the COVID-19 pandemic, this research aims to assess the effectiveness of AUL’s targeted initiatives designed to support students during this critical time. The study addresses four core questions regarding student perceptions of the library's involvement, the perceived impact of activities on stress and anxiety, student recommendations for future initiatives, and the evaluation of the return on investment for resources allocated to these programs. Employing a mixed-methods approach, the research draws upon both qualitative and quantitative data to provide insights into student experiences and the effectiveness of wellness initiatives. The findings contribute to the broader discourse on the importance of academic libraries in fostering mental health and wellbeing in higher education, ultimately aiming to inform future strategies and ensure the sustainability of supportive programs within the university’s educational ecosystem
Correction to: Brivaracetam use in clinical practice: a Delphi consensus on its role as first add‐on therapy in focal epilepsy and beyond
No full textThe original article contains an error. In the Consensus Collaborators Group, author name has been inverted during the publication. Family name was captured first instead of the given name. The corrected names as follows: Consensus Collaborators Group: Daniela Audenino, Giovanni Boero, Vittoria Cianci, Mario Coletti Moja, Eduardo Cumbo, Filippo Dainese, Giuseppe Didato, Elisa Fallica, Alfonso Giordano, Emilio Le Piane, Mariangela Panebianco, Marta Piccioli, Pietro Pignatta, Monica Puligheddu, Patrizia Pulitano, Federica Ranzato, Rosaria Renna, Eleonora Rosati, Stella Vergine. The original article has been corrected
Correction to: Brivaracetam use in clinical practice: a Delphi consensus on its role as first add-on therapy in focal epilepsy and beyond (Neurological Sciences, (2024), 10.1007/s10072-024-07485-w)
No full textThe original article contains an error. In the Consensus Collaborators Group, author name has been inverted during the publication. Family name was captured first instead of the given name. The corrected names as follows: Consensus Collaborators Group: Daniela Audenino, Giovanni Boero, Vittoria Cianci, Mario Coletti Moja, Eduardo Cumbo, Filippo Dainese, Giuseppe Didato, Elisa Fallica, Alfonso Giordano, Emilio Le Piane, Mariangela Panebianco, Marta Piccioli, Pietro Pignatta, Monica Puligheddu, Patrizia Pulitano, Federica Ranzato, Rosaria Renna, Eleonora Rosati, Stella Vergine. The original article has been corrected
THE INFLUENCE OF CONCRETE VISCOUS DEFORMATIONS IN THE CALCULATION OF THE HIGH-RISE BUILDINGS BEHAVIOR OVER TIME
No full textAn example of a high-rise building behavior calculation shows that weather deformations of concrete have a significant contribution to changing the behavior of vertical load-bearing elements - columns and walls. The phenomenon of different shrinkage of concrete/steel pillars and concrete core due to the shrinkage and creep of concrete over time is pointed out. These shrinkages may have negative consequences on the usability of the structure, the filling elements, the installation in the building, etc. The calculations are made using a budget model developed by the author as a part of the more detailed paper on the analysis of the rheological properties impact in complex composite structures with layered finite elements
