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This page updated: 10/18/07 |
ACRL Western New York / Ontario Chapter Fall 2007 Conference
WNY/O ACRL Fall Conference Featuring Ken Fujiuchi, Buffalo State College Plus
Poster Sessions
Session Four | Poster Sessions | Conference in Brief | Presentation Materials
The Western New York/Ontario chapter of the Association of College & Research Libraries (WNY/O ACRL) invites you to a day-long conference designed to address the new models of teaching and learning in the online environment, and how they can be applied to libraries. Please join us at the RIT Inn & Conference Center, in Rochester, NY, where we will explore new opportunities such as educational gaming, Second Life, immersive learning environments, online tutorials, the pedagogy of online instruction, virtual reference, and Web 2.0 technologies such as social networking, and more!
Harry E. Pence SUNY Distinguished Teaching Professor Department of Chemistry and Biochemistry SUNY Oneonta pencehe@oneonta.edu The virtual, online world called Second Life (SL) looks like a game, but does not present any clear goals for the participants to pursue. Indeed, it may be said that the goal of Second Life is to create your own goal. As a result, some residents of Second Life have chosen to develop their land; some try to earn money; some try to master the computer language that makes it possible to create objects; and, frankly, some have chosen to pursue a life of total hedonism. This paper will focus on the teachers and librarians who are exploring how to use Second Life for education. The author of this talk joined Second Life in November, 2006, and since then has been meeting educators from all over the world to talk about teaching and learning in virtual space as well as to become involved in some projects that attempted to implement these ideas. These projects have included an SL internship program for Music Industry majors from SUNY Oneonta and the design of an island for the science magazine, Nature. Another interesting aspect of this experience was working with the librarians from the Alliance Library Consortium, one of the largest educational groups in Second Life, as they have explored ways to create virtual library services. Second Life is far too complex to be encompassed in any single presentation, but this talk will at least explore one individual’s experiences in this virtual world.
This panel discussion is designed as a way to bring everyone up to speed on what virtual worlds
and immersive learning environments are, and as an introduction to all the issues that may arise
when an academic institution tries to implement it, either locally to certain departments, or campus wide.
Each presenter will speak for about 10 minutes and then we will open it up for a group Q & A session.
Presenters include:
Ken Fujiuchi, Emerging Technologies Librarian, Buffalo State College
Krista Godfrey Liaison Librarian, McMaster University godfrey@mcmaster.ca
Libraries have been exploring the 3D virtual world of Second Life for just over a year.
In December 2006, McMaster University Library claimed a space on the virtual island of
Cybrary City and has been investigating potential services and service models for this virtual world,
particularly in regards to reference service. We launched a three month pilot virtual reference service
in May 2007. This presentation will focus largely on sharing the results of the pilot virtual reference
service and place it within the larger context of virtual reference in Second Life. Learn why we should
be exploring Second Life and services in this virtual world and tips for starting your own virtual
reference service. Find out how McMaster University Library is utilizing their space to help patrons,
both McMaster and Second Life residents, obtain the information they need. Discover if Second Life is
right for your library.
Stephanie Rothenberg Assistant Professor, Department of Visual Studies SUNY at Buffalo info@pan-o-matic.com
Key ideas and correlating student projects being developed in a new course currently offered through
the Department of Visual Studies at SUNY Buffalo. The course examines the changing role of play in
cultural production through the lens of online learning and edutainment, corporate culture, advertgames,
emerging virtual economies and social software. An analysis of the history of children’s play, hobbies
and the history of leisure are an integral part of our study. This interdisciplinary course brings
together a broad range of students at both the graduate and undergraduate level from various academic
fields including art, media study, computer science and geology. Students work collaboratively on a
variety of short exercises and extended projects to identify and evaluate how interactive systems and
participatory culture can be used to create meaningful play.
Jason Kramer NYSHEI Executive Director
This presentation discusses the policy proposal put forth by NYSHEI, the advocacy organization for
New York’s public and private academic and research libraries, to create a statewide information
infrastructure for the benefit of researchers, students, businesses and entrepreneurs.
ARIA (academic research information access) seeks state funding to supplement the resources of academic
libraries.
Nicki Lerczak Genesee Community College
The Alfred C. O’Connell Library gives approximately 240 instructional sessions per year.
Approximately 40% of sessions are given to English classes, primarily English 101. Instructional
sessions are held in the library’s computer lab, other labs on campus, point-to-point instruction
rooms and at our 6 branch campuses. Our true Distance Learning students (currently 11% of Genesee’s
student body) did not receive any kind of library instruction until the fall 2006 semester.
Genesee offers a class on instructional design to faculty to help them create an online version
of the classes they teach which I took in spring 2006. This poster will highlight the information
gleaned from that class; the online instructional materials developed and demonstrate the approach
being tried at Genesee with online English 101 classes. Learning module elements such as - discussions,
PowerPoint files, and a research assignment incorporated into BlackBoard will be presented.
Elin O’Hara SUNY Plattsburgh
This poster session would detail best practices in camouflaging information literacy
content within assignment-specific research guides for online courses. Traditional classroom one-shot
information literacy sessions are not available to the vast majority of students who opt to enroll in
the growing number of online courses offered at institutions. More often than not, innovative teaching
strategies for online courses, such as embedded librarians, are an impossibility given financial and
workload considerations. These circumstances necessitate an alternate route for delivering information
literacy content that is palatable to online students. Rather than neglecting online students in the
course of their research, through the use of web-based research guides it is possible to subtly deliver
key information literacy concepts while concurrently satisfying students’ need for assignment-specific
research support. These online research guides directly target assignment-specific library materials and
services in order to guide students towards best available sources while covertly integrating basic
information literacy concepts. Not only do these online guides enable students to perform library
research remotely, they also provide students with desirable on-demand research guidance. Moreover,
the online research guide format can be adapted to benefit students researching course assignments for
other classes or topics in librarians’ liaison departments as well. This poster session would use a
laptop computer to present a sample of online research guides created by myself, an Instruction
Librarian in charge of ‘one-shots’ at SUNY-Plattsburgh, in order to accompany or, in some cases,
replace traditional classroom-based course-related instruction sessions. In addition,
this poster session would present a variety of materials such as handouts and bookmarks outlining
best practices in online research guide content that I have learned during the evolution of my
research guides over the past three years.
Incorporating Online Tutorials into the Curriculum Ligaya Ganster and Tiffany Walsh SUNY Buffalo
Librarians can supplement, or replace, traditional in-class instruction with course-specific online
tutorials. The literature demonstrates how tutorials customized for specific courses are more
beneficial then generic tutorials on research skills. Many authors discuss using online tutorials,
occasionally with subject-specific modules, but do not discuss designing online tutorials devoted
to specific courses. With increasing demand for instruction services, online tutorials can ease
staffing concerns rampant at many libraries, and otherwise enhance the quality of instruction and
application to varied learning styles. Using the Blackboard course management system, the authors
created an online tutorial tailored to the required World Civilizations course at the University
at Buffalo. One innovative feature of the tutorial is the customization aspect— it was designed
for librarians to easily tailor sections of the tutorial in order to modify it for a specific course
or assignment. The tutorial incorporated elements of successful generic tutorials described in the
literature: a quiz for self-assessment and active learning, a discussion board where questions are
addressed, and individual e-mail feedback between students and librarians, and applied them to a
specific course. The authors present student and librarian reactions to the tutorial, and make
recommendations for how the tutorial can be improved and implemented in everyday instruction services.
Screenshots of the online tutorial and future ideas for incorporating multimedia are also included.
Andrew Yeager Medaille College
In the Spring of 2006 the Medaille Library began developing an online tutorial in
collaboration with the School of Education at Medaille College. The learning objectives
and assessment instruments were developed together, and the resulting tutorial was implemented
in online courses. The tutorial itself was not elaborate, but the close collaboration and free
exchange of data allowed for focused revisions. At this time 2 revisions of the tutorial have
taken place, and the library has collected data on hundreds of participants. This data-driven
form of assessment is precisely what administration and outside accredidation agencies seek.
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