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- Type:
- Generic Work
- Description/Abstract:
- The presentation showcases two courses, in which faculty partnered with a librarian to introduce students to best practices in visual presentation of information.
- Creator/Author:
- Bessett, Danielle; Johnson, Regan, and Hart, Olga
- Submitter:
- Olga Hart
- Date Uploaded:
- 11/04/2016
- Date Modified:
- 11/04/2016
- License:
- All rights reserved
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- Type:
- Generic Work
- Description/Abstract:
- Background and objectives Library instruction, especially in one-shot sessions, usually focuses on framing research questions, finding sources, and evaluating information. Similarly, online guides tend to highlight search tools and techniques and evaluation of sources by applying traditional criteria. The ACRL Framework (2015) has expanded the definition of information literacy by including creation of new knowledge and ethical participation in communities of knowledge. We thought it was essential to address these competencies in instruction, especially in view of publications (Monge & Frisicaro-Pawlowski. 2014) and studies (Head, 2012; Head, 2016) that point at the discrepancy between information literacy instruction provided in college and actual demands of the workplace. Monge & Frisicaro-Pawlowski (2014) emphasize the importance of encouraging students “to engage in personal information management by using… web-based media” and “use technology for social interaction and collaboration” (Monge & Frisicaro-Pawlowski. 2014, p. 70). In order to start bridging the gap between the skills typical graduates acquire through library instruction and those that will prepare them for workplace success and lifelong learning, we created an online guide that reflects the I-LEARN model (Neuman, 2011, p.97) and • covers a variety of information competencies, including “staying smart” in a rapidly changing world (Head, 2016), organizing information, creating content, succeeding in online collaboration, and being a safe and responsible online contributor; • points students to free institutional resources that may be available after they graduate, and quality online tools and resources they can use anytime; and • provides tips and best practices for essential information-related tasks, including managing information, publishing content, and maintaining an online presence. Outcomes Participants will take away • ideas for the guide structure and content, which can be adapted to their needs; • suggestions on developing a guide with input from faculty and other campus stakeholders, and • examples of how various pages of the guide can be integrated into course content. We will share our experience of using the guide in course-specific instruction and observations of the impact it had on students We will discuss our future plans, which include working with subject specialists and faculty to create discipline-specific assignments, instruction, and guides in order to equip students with information skills relevant to their future workplace. References Association of College & Research Libraries (2016). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework Head, A.J. (2012). Learning curve: How college graduates solve problems once they join the workplace [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_fall2012_workplacestudy_fullreport-1.pdf Head, A.J. (2016). Staying smart: How today's graduates continue to learn once they complete college [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/staying_smart_pil_1_5_2016b_fullreport.pdf Monge, R., & Frisicaro-Pawlowski, E. (2014). Redefining information literacy to prepare students for the 21st century workforce. Innovative Higher Education, 39(1), 59-73. doi:10.1007/s10755-013-9260-5 Neuman, D. (2011). Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st century. New York : Springer.
- Creator/Author:
- Hart, Olga
- Submitter:
- Olga Hart
- Date Uploaded:
- 10/03/2017
- Date Modified:
- 10/03/2017
- License:
- All rights reserved
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- Type:
- Document
- Description/Abstract:
- A grammar handbook that uses diagrams and inquiry. 6 pages.
- Creator/Author:
- Clark, S. W. (Stephen Watkins), 1810-1901
- Submitter:
- Nathan Tallman
- Date Uploaded:
- 09/14/2016
- Date Modified:
- 02/06/2017
- Date Created:
- 1860
- License:
- Public Domain Mark 1.0
-
- Type:
- Image
- Description/Abstract:
- The Technical Report Archive and Image Library (TRAIL), an open access digital library of U.S. federal technical reports, is now celebrating 10 years of existence. TRAIL is truly a labor of love, built from scratch and nurtured by a growing and passionate community of member organizations and volunteers. Through this group’s collective efforts, TRAIL has progressed from a small pilot (200 digitized documents) to the current library of 50,000+ technical reports, and contains content of interest to all disciplines. TRAIL provides an integrated website and search interface for discovery of reports from a range of federal agencies - well-known ones, such as the National Bureau of Standards (NBS), and obscure ones such as the Office of Saline Waters. This initiative is funded by its member organizations, including the Government Publishing Office (GPO), and works under the administration of the Center for Research Libraries (CRL). It represents a strong collaboration between government document librarians, subject librarians in academia, and the many partner organizations that support the digitization workflows (e.g., University of Michigan Google Book Project scanning) and donate content for digitization. This poster will describe TRAIL’s genesis and development, its growth in membership and volunteers (including our new no-cost “personal” membership option), lessons learned while fostering the LOVE and awareness of open access discovery and digital preservation, and future plans to increase the reach of TRAIL’s activities.
- Creator/Author:
- Nesdill, Daureen and Baldwin, Ted
- Submitter:
- Ted Baldwin
- Date Uploaded:
- 07/18/2016
- Date Modified:
- 09/09/2022
- Date Created:
- 2016-06-12
- License:
- All rights reserved
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- Type:
- Article
- Description/Abstract:
- Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. He is author of Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009).
- Creator/Author:
- Engelbrecht, Lloyd C.
- Submitter:
- Lloyd C. Engelbrecht
- Date Uploaded:
- 07/07/2016
- Date Modified:
- 07/07/2016
- License:
- All rights reserved
-
- Type:
- Article
- Description/Abstract:
- Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. He is author of Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009). He will supply addenda and corrigenda for this book on a continuing basis.
- Creator/Author:
- Engelbrecht, Lloyd C.
- Submitter:
- Lloyd C. Engelbrecht
- Date Uploaded:
- 07/07/2016
- Date Modified:
- 07/07/2016
- License:
- All rights reserved
-
- Type:
- Image
- Description/Abstract:
- Scholar@UC - scholar.uc.edu - is the faculty self-submission repository currently in development at the University of Cincinnati (UC). Using the Hydra framework, this system comes in an environment of dramatic change: new partnerships across campus and with other entities, new engagement with faculty and stakeholders, growing needs for internal staff job development, and development of new researcher services. The UC Libraries is lean on staffing in comparison with its peers, so we face unique challenges that require flexibility and creativity. We embrace both nimble processes and a strong sense of risk-taking, to ensure that Scholar@UC becomes a critical enterprise system. This panel reflects on three aspects of our engagement and development efforts. First, we will discuss outreach efforts to bring together a small set of “early adopter” faculty, and the process of assembling feedback in a personalized, interview-based setting. Then, we will discuss the process to transform this feedback into functional use cases that prioritize needs and desires. Finally, we will discuss building a small and high-functioning software development team, and collaboration with UC’s central IT department and other local/national development efforts. We think this presentation will offer insight for other institutions with ambitious agendas and limited means.
- Creator/Author:
- Baldwin, Ted; Newman, Linda, and Tansey, Eira
- Submitter:
- Eira Tansey
- Date Uploaded:
- 06/30/2015
- Date Modified:
- 09/18/2015
- Date Created:
- 2015-06-04
- License:
- All rights reserved
-
- Type:
- Document
- Description/Abstract:
- This document is a workshop workbook for EndNote X7, a citation and reference management software product. The workbook provides descriptions and exercises for most of the major features of EndNote, including program customization, importing & exporting data, organization and management of data, full text recovery, cite-while-you-write utility and EndNote Online.
- Creator/Author:
- Roberts, Randall
- Submitter:
- Randall Roberts
- Date Uploaded:
- 12/17/2015
- Date Modified:
- 11/13/2017
- Date Created:
- License:
- All rights reserved
-
- Type:
- Article
- Description/Abstract:
- Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. He is author of Moholy-Nagy: Mentor to Modernism (Cincinnati: Flying Trapeze Press, 2009), two volumes. Moholy-Nagy: Mentor to Modernism is the first comprehensive, fully documented biography of the most fully-rounded creative figure of the twentieth century. This introductory essay was originally published in German in 2014 in the Beiheft, or supplementary volume, that accompanies the first German edition of Vision in Motion. Bibliography László Moholy-Nagy, Sehen in Bewegung, Deutsche Fassung von László Moholy-Nagys vision in motion in der Übersetzung von Herwig Engelmann [on verso of title page: “Mit einem Beiheft mit Texten von Lloyd C. Engelbrecht, Hattula Moholy-Nagy und Philipp Oswalt”] (Leipzig: Spector Books, 2014) László Moholy-Nagy, Vision in Motion, “id BOOK, INSTITUTE OF DESIGN” (Chicago: Paul Theobald, 1947)
- Creator/Author:
- Engelbrecht, Lloyd C.
- Submitter:
- Lloyd C. Engelbrecht
- Date Uploaded:
- 12/10/2015
- Date Modified:
- 12/10/2015
- License:
- All rights reserved
-
- Type:
- Image
- Description/Abstract:
- This is the poster presented at the 2015 RDAP summit held in Minneapolis, MN. Based on the white paper Tiffany Grant and I wrote on data management best practices. In the white paper, we surveyed the literature to determine institutional best practices for providing research data services and proposed opportunities for UC Libraires. Reference: Grant T. and Koshoffer A., Research Data Management at Academic Research Institutions: An Evaluation of Best Practices and a Comparative Assessment of Practices and Opportunities at the University of Cincinnati.
- Creator/Author:
- Koshoffer, Amy
- Submitter:
- Amy Koshoffer
- Date Uploaded:
- 04/27/2015
- Date Modified:
- 05/31/2019
- License:
- Attribution-NonCommercial-ShareAlike 4.0 International