FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1550115881> ?p ?o ?g. }

• W1550115881 startingPage "2" @default.
• W1550115881 abstract "Summary of plenary and breakout sessions of the 40th annual conference in Columbus, Ohio on May 3-5, 2012. Disciplines Library and Information Science Comments Original publication available at: Clemons, Jessica and Clinton Baugess LOEX 2012 Conference Report: Columbus, OH, Quarterly 38 (Winter 2012):2-3,12. http://commons.emich.edu/loexquarterly/vol38/iss4/2 This article is available at The Cupola: Scholarship at Gettysburg College: http://cupola.gettysburg.edu/librarypubs/8 Quarterly Volume 38 The 40th annual conference came back to the Buckeye State for the first time in over twenty years in order to Energize! Accelerate! Transform! the instruction librarians in Columbus, OH on May 3-5, 2012. After many attendees on Thursday visited Ohio State University’s beautiful, recently renovated main library and later enjoyed a hotel rooftop evening reception, a record-breaking 400 people on Friday and Saturday listened to the morning to plenary speakers before selecting from 61 breakout sessions. Some highlights: Reframing Library Instruction: Advocacy, Insight and the Learner Experience Char Booth’s opening plenary didn’t mince words. Playing off the conference’s Energize! Accelerate! Transform! theme, she gave her thoughts on how librarians probably feel: Exhausted! Annoyed! Taught-out!. She presented three different frameworks that librarians can use to rework library instruction. The first framework was a conceptual framework. She asked, ―when was the last time we had read ALA’s Library Bill of Rights?‖ That guiding document—with its focus on access, freedom, inquiry and openness—is important for libraries because by focusing on these key concepts rather than library simply as a container or place, we can glean what is at the heart of library service. Librarians play a critical role in this conceptual vision. Through developing and sharing our personalities and experiences with students and faculty we can connect with them on a personal level. Storytelling and narrative are tools that we need to use more actively as we imagine the future of libraries. Then Char brought to our attention the reflexive framework which was used to focus on how to respond to students. One of the main points was to focus on the users (the students) and focus on their needs rather than your personal agenda. Librarians can accomplish this in part by using instructional literacy to improve their teaching of information literacy and she gave the example of her USER method. The USER method is where you Understand, Structure, Engage, and Reflect on the entire teaching process rather than focusing on a simple goal/ outcome for a library class. She also challenged us to think about ―failures‖ and how we can learn from them. Encouraging feedback and inquiry from instruction sessions can also help librarians reflect on our teaching. The final frame was focused on the structure of library instruction, of impacts, learner experiences, and assessment. Assessment is becoming increasingly important in higher education and libraries need to be actively engaged in the assessment process. Char presented one of the private digital collections at Claremont Colleges which archives all the records and documents from library instruction classes. She and her fellow brave librarians keep all of the documentation they acquire through teaching experiences, along with notes, so they can see how classes have developed, changed, and adapted over time. Sometimes one of the hardest concepts to translate to your own work are those ―real world‖ examples. How does one focus on concepts, be more reflexive, or impact learner experiences? Anyone in the room walked away with real examples of how Char makes her role and the libraries successful. If you need help determining where library instruction fits into the curriculum, use www.mindomo.com to map the curriculum. Try experimental programs like recycling discarded books into works of art to challenge preconceived ideas of the library. Have students adopt neglected Wikipedia pages to help them understand the scholarly process. Char’s plenary was truly inspirational. Her slides are here: www.slideshare.net/charbooth Quick Change the Channel: Web Enabled Television and the Information Age R. Brian Stone, Associate Professor in the Department of Design at The Ohio State University, addressed attendees in his Saturday morning plenary session (though he noted, based on his review of the session titles at this year’s LOEX, he should have titled it, ―What We Can Learn from Food, Zombies, Television, and Design‖). Stone, an expert in visual communication design, a practicing designer and researcher, challenged attendees to imagine new ways in which technologies, such as social media and Web-enabled television (WETV), are allowing people to interact with information, with numerous implications for student learning and teaching. With the understanding that design is a systematic, creative, and purposeful activity that allows us to solve problems, interaction design, information design, and motion graphics will change the way in which students understand and use information. Stone presented numerous examples of ways in which his students applied kinetic typography, which mixes motion and text into a video animation, to visually represent information on complex topics. For example, a student was able to take quantitative data about gas prices, information that is typically stored in charts or graphs, and create a non-linear visual narrative that explored the difference in ―high gas prices‖ between the United States and the rest of the world. Stone stressed that the success of these projects depended on the information sources behind the visualization, which are discoverable with the help of librarians and strong library collections. Aiming for this sort of student interaction with information beyond the traditional research paper can energize library instruction and transform student learning. Stone stressed that motion graphics shared on the web and mobile apps/websites like Foodspotting and Pinterest reveal a deep Page 2 2012 Conference Report: Columbus, OH Jessica Clemons, SUNY College of Environmental Science and Forestry Clinton Baugess, Gettysburg College Quarterly Number 4 need for information to be communal, universal and accessible; students are begging to be engaged. Web enabled television furthers this desire. Televisions, as Stone argued, are nearly ubiquitous (more so than even mobile phones) with many homes having more than one. There is a shift coming in television from being passive consumption of content to active content creation and interaction. With the development of improved input devices, we will be able to use televisions to personalize content and to make material relatable and interactive. As the information landscape continues to evolve, Stone called for librarians to embrace change, make material relatable, to seek connections with learners, and to take risks." @default.
• W1550115881 created "2016-06-24" @default.
• W1550115881 creator A5002862382 @default.
• W1550115881 creator A5089820210 @default.
• W1550115881 date "2012-01-01" @default.
• W1550115881 modified "2023-09-23" @default.
• W1550115881 title "LOEX 2012 Conference Report: Columbus, OH" @default.
• W1550115881 cites W1533393475 @default.
• W1550115881 hasPublicationYear "2012" @default.
• W1550115881 type Work @default.
• W1550115881 sameAs 1550115881 @default.
• W1550115881 citedByCount "0" @default.
• W1550115881 crossrefType "journal-article" @default.
• W1550115881 hasAuthorship W1550115881A5002862382 @default.
• W1550115881 hasAuthorship W1550115881A5089820210 @default.
• W1550115881 hasConcept C41008148 @default.
• W1550115881 hasConceptScore W1550115881C41008148 @default.
• W1550115881 hasIssue "4" @default.
• W1550115881 hasLocation W15501158811 @default.
• W1550115881 hasOpenAccess W1550115881 @default.
• W1550115881 hasPrimaryLocation W15501158811 @default.
• W1550115881 hasRelatedWork W1253323404 @default.
• W1550115881 hasRelatedWork W1544009155 @default.
• W1550115881 hasRelatedWork W1582137413 @default.
• W1550115881 hasRelatedWork W1588187515 @default.
• W1550115881 hasRelatedWork W167336841 @default.
• W1550115881 hasRelatedWork W191718714 @default.
• W1550115881 hasRelatedWork W2003454006 @default.
• W1550115881 hasRelatedWork W211722309 @default.
• W1550115881 hasRelatedWork W2146932605 @default.
• W1550115881 hasRelatedWork W2188560177 @default.
• W1550115881 hasRelatedWork W2212555783 @default.
• W1550115881 hasRelatedWork W2223155335 @default.
• W1550115881 hasRelatedWork W2256075755 @default.
• W1550115881 hasRelatedWork W242436024 @default.
• W1550115881 hasRelatedWork W2993765411 @default.
• W1550115881 hasRelatedWork W308683958 @default.
• W1550115881 hasRelatedWork W576744570 @default.
• W1550115881 hasRelatedWork W785339489 @default.
• W1550115881 hasRelatedWork W845018028 @default.
• W1550115881 hasRelatedWork W182959708 @default.
• W1550115881 hasVolume "38" @default.
• W1550115881 isParatext "false" @default.
• W1550115881 isRetracted "false" @default.
• W1550115881 magId "1550115881" @default.
• W1550115881 workType "article" @default.