8 Awesome Ways Libraries Are Making Learning Fun | Jordan Lloyd Bookey In my line of work, I get to meet a lot of librarians. Our company works with public libraries to promote early literacy and boost family engagement. That means we partner with people constantly coming up with new ways to make reading--and learning in general--more fun. Last week, a friend asked me an interesting question. As Rachel Zukowski from Prince George's Memorial Library System in Maryland pointed out, "We're over that whole shushing thing." More and more libraries are also serving as early literacy spaces--a loud, playful place that lets kids play freely and reinforces the fact that play is early literacy. For my friend, her three kids, and for any parent of little ones who hasn't taken their kids to the library lately, here are 8 awesome reasons to go! Photo Source: Jessica Zaker 1. Jessica Zaker, an award-winning librarian at Sacramento Public Library, created this awesome scavenger hunt, which changes themes every year. Photo Source: Kent District Library 2. 3. 4. 5. 6. 7.
Framework for Information Literacy for Higher Education | Association of College & Research Libraries (ACRL) Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Payments with a check should be sent to: Association of College and Research Libraries Attn: Standards Fulfillment 225 N. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email acrl@ala.org. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. Check for upcoming ACRL eLearning webcasts and online courses. ACRL’s Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Contents IntroductionFrames Appendix 1: Implementing the Framework Appendix 3: Sources for Further Reading Notes 1. 2.
Evaluate OER - Open Educational Resources (OER) - LibGuides at University of Illinois at Urbana-Champaign Here are a few steps you might take in the evaluation process. If this process seems lengthy, think about the process you follow to review textbooks and other materials for your course. You can use a similar or modified evaluation process. Does this OER cover the content you'd like your students to learn in this course or module? How accessible is this content?
Compartiment Catalogare, clasificare și indexare Compartimentul de Catalogare, clasificare și indexare se ocupă de descrierea bibliografică a resurselor informaționale ale bibliotecii, fie că acestea sunt sub formă tipărită (monografii, cursuri universitare, etc., reviste), fie sub formă electronică (CD-ROM-uri, CD-uri audio, DVD-uri, online, etc.) și cu evaluarea conținutului respectivelor resurse în vederea regăsirii lor de către cei interesați. Catalogarea se face conform normelor internaționale ISBD (International Standard Bibliographic Description). Aceasta constă în introducerea datelor specifice care individualizează resursa respectivă în baza de date TINLIB (titlu, numele autorilor, editura, locul și anul / data apariției, ISBN sau ISSN, alte date, după caz). Clasificarea se face în conformitate cu Clasificarea Zecimală Universală (CZU). Indexarea constă în alocarea de descriptori (cuvinte cheie, sintagme, etc.) care să reflecte subiectul resursei și să faciliteze regăsirea acesteia.
Library Services Curriculum & Instruction Library Services SCS Library Procedure Manual Library Media Curriculum Grades K-5 Q1 Library Media Curriculum Grades K-5 Q2 Library Media Curriculum Grades K-5 Q3 Library Media Curriculum Grades K-5 Q4 Elementary Library Curriculum Resources Q1 Elementary Library Curriculum Resources Q2 Elementary Library Curriculum Resources Q3 Elementary Library Curriculum Resources Q4 Middle Library Curriculum Resources Q1 Middle Library Curriculum Resources Q2 Middle Library Curriculum Resources Q3 Middle Library Curriculum Resources Q4 Parents/Students Employees Extras Shelby County Schools • 160 S.
Rubrics My graduate courses in educational measurement in the 1970s taught us to grade or score student papers by literally sorting them into piles—an incredibly primitive approach compared to today’s rubrics. I’ve always wondered where rubrics came from, and this summer I did some research and found out. The grandfather of rubrics was Paul Diederich at Educational Testing Service. • Ideas: relevance, clarity, quantity, development, persuasiveness • Form: organization and analysis • Flavor: style, interest, sincerity • Mechanics: specific errors in grammar, punctuation, etc. • Wording: choice and arrangement of words Diederich and his colleagues also found that only the last two factors—mechanics and wording—correlated with scores on the writing tests of the day. By 1974, Diederich evolved these factors into a simple “rating slip” for evaluating writing. • General merit o Ideaso Organizationo Wordingo Flavor • Mechanics o Usageo Punctuationo Spellingo Handwriting • Ideas • Organization • Voice
Concevoir et mettre en oeuvre un portail documentaire Objectifs Définir les principales caractéristiques de son portail documentaire : objectifs, finalités, ressources concernées, utilisateurs concernés. Paramétrer un petit portail simple sur un logiciel adapté Programme Caractéristiques d'un portail documentaire - Les enjeux, les contenus, les publics d'un portail documentaire - L'architecture d'un portail documentaire Présentation des solutions de gestion de portails documentaires - Les différentes familles d'outils de gestion et d'administration - Solutions propriétaires et open source Monter un petit portail À l'aide d'un outil d'administration de portail, réalisation d'un mini-portail conformément au projet pré-établi : Voir aussi/Pour aller plus loin Modalités Alternance d'exposés et de manipulations. Formateur Mme Odile GIRAUD
The Information Literacy User’s Guide: An Open, Online Textbook | Open SUNY Textbooks Allison Hosier Allison Hosier earned her MSIS from the University at Albany, State University of New York in 2011. She is currently an Information Literacy Librarian at Coastal Carolina University. Daryl Bullis Daryl Bullis is the Lead Instruction Librarian at Babson College. Deborah Bernnard Deborah Bernnard is Head of the Dewey Graduate Library at the University at Albany, State University of New York. Greg Bobish Greg Bobish is an Associate Librarian at the University at Albany, State University of New York. Irina Holden Irina Holden teaches Information Literacy in the Sciences and works as an Information Literacy and Science Outreach Librarian in the Science Library at the University at Albany, State University of New York. Jenna Hecker Jenna Hecker is an instructional developer for the University at Albany, State University of New York and teaches Information Literacy in both face-to-face and online formats. Tor Loney Trudi Jacobson
How To Make Online Courses a ‘Place’ for Learning I recently listened to a lecture ‘The importance of place’ from a Great Courses series on Cultural and Human Geography. The professor discussed the process of ‘place-making’ that occurs when humans interact with, and modify a physical space to make it their own. The result is a distinctive place with a unique culture shaped by the people within. This got me thinking about ‘place’ in terms of online education. Place in context of human geography has two elements—the physical characteristics of the natural environment and the human influences—ideas, interactions and interventions. Why Online Students Need a Place When examining face-to-face education settings we get a sense of how place influences learning. How Do Educators Make a Place Online Few resources exist for educators wanting to learn about place-making in an online class. Example 1: Creating Dynamic Online Course Sites with Digital Tools Effective use of Images and media can contribute to place-making. References Like this: