Libraries & Cultural Resources

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Browsing Libraries & Cultural Resources by Subject "academic libraries"

Now showing 1 - 20 of 31
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    Academic Libraries in transformation to learning centers; information commons or learning commons?
    (International Journal of Learning, 2008) Beatty, Susan
    This paper examines the service models for collaborative learning support in academic libraries as the model changes from information commons to learning commons.
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    Building partnerships with research administration
    (2019-12-11) Crema, Leonora
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    Community Misinformation & Research Skills Workshops: For High School Students in the Calgary Region
    (2021-05-08) Murphy, James E; Groome, Kim
    How, when and where are young people learning information literacy and media literacy skills? This presentation presents a community educational program run by UCalgary Libraries and Cultural Resources to help build and promote skills for spotting fake news and misinformation, as well as building research skills helpful to the student transition from high school to university.
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    Creating collaborations with student advocates on university Open Education initiatives
    (2022-04-19) Murphy, James E; Vandermeulen, Kira; Jessel, Chaten
    The costs of being a university student continue to climb, along with the financial pressure felt by libraries to provide learning resources. One path forward together is encouraging Open Education and Open Educational Resources (OER). How can academic libraries create momentum around OER on campus where there may not have been much before? How can libraries engage with student advocates on their campuses to continue pushing forward Open Education initiatives, such as open textbooks and educational resources? This session will describe recent initiatives at the University of Calgary collaborating with student leaders on Open Education, including a new library OER-finding and matching service for instructors, as well as campus promotion and awareness campaigns.
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    Developing Research Platforms: New Roles for New Libraries
    (2015-09) Hickerson, H. Thomas
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    From Learning Space to Learning Place; creating the 21st century library at the Taylor Family Digital Library, University of Calgary
    (2013-07) Beatty, Susan
    The TFDL is transforming the library from a traditional learning space to a 21st century space where learning is supported and knowledge is created. Informal learning spaces, technology and services are reviewed.
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    Globalization and scholarly communication : a story of Canadian marginalization
    (University of Calgary Press, 2007) Pannekoek, Frits; Clarke, Helen; Waller, Andrew
    This book chapter argues that Canadian academic libraries have largely failed to maximize the opportunity to develop a national information infrastructure. As a result, they operate in an environment where information is often under the control of corporate interests and other nations. For instance, Canadian scholarly communication is affected by American legislation (e.g. The USA PATRTIOT Act) and governmental rulings (e.g. rulings of the Office of Foreign Asset Controls). While some discussion has taken place, there is an overall lack of a national dialogue on how to ameliorate this situation. There is also evidence that access to Canadian digital content within Canada is selective.
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    How do you spell 'support'? Multiple methods of library support to distributed education programs
    (2002) Pival, Paul R.; Tunon, Johanna
    This paper consists of librarians from two universities, one in the US and one in Canada, discussing and demonstrating the various ways they offer support to multiple distributed education programs. Because different programs on the same campus often offer distributed courses in different formats, libraries are required to become expert in all formats offered. This presentation will discuss library support via WebCT, Blackboard, FirstClass, proprietary courseware, email, the web, and Conferencing software. Where appropriate, differences between library support in the US and Canada will be noted and examined.
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    Immersive learning: Applications of virtual reality for undergraduate education
    (2020-09-02) Hurrell, Christie; Baker, Jeremiah
    Virtual reality technology has applications across many academic disciplines and has the potential to contribute to student centered, experiential learning opportunities. Some academic libraries have begun to offer access to this technology as part of their mission to provide broad access to information and learning resources. The virtual reality studio in the Taylor Family Digital Library, the central library at the University of Calgary, was introduced in the summer of 2016, five years after the building first opened. Since the launch of the virtual reality studio, it has experienced a diverse range of uses encompassing teaching, learning, and research across many disciplines. Due to its success, VR offerings have been expanded to include a semi-mobile VR cart, a VR development room, and loanable VR equipment. This article will describe the configuration, access policies, and outreach activities around the library’s VR services and spaces, and discuss in more detail how they have been used in undergraduate classes including kinesiology, dance, literatures, and art history.
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    Interviewing students on informal learning in library spaces
    (2018-07) Beatty, Susan
    This presentation addresses the sub-theme of places and spaces of teaching and learning by investigating the nature of informal learning in an academic library from the students’ point of view. This qualitative study is an example of effective research practice using semi-structured interviews to discover what students think about their learning and spaces for learning in the library. Twenty-one interviews were analyzed using NVivo software to identify themes related to space, habits, beliefs, values, and thoughts on learning. While a survey, unobtrusive study, and mixed methods approaches are useful to discover habits, behaviour and thoughts, digging deeper in conversation is useful to uncover students’ thoughts. This study prompted students to think of something they never thought about before, specifically, the relationship between their learning preferences (space and activities) and the library. This small study shows that students definitely have space preferences and their preferences vary according to the way they learn, their goals of the day, and the nature of the spaces offered to them. As academics, we are aware that most student learning occurs outside the classroom, yet for the most part we are unaware how their learning happens. Students are introduced to content, context, and activities in the classroom and then they go to their spaces to learn. New considerations from the study speak to the value that students hold in relationship to the library and why those values serve to prompt students to come to the library to learn. The study illuminates the value of libraries as learning spaces, and the value of asking students to describe their learning. Understanding this complex matrix will serve higher educators well. Further consideration should be given to higher education learning spaces based on a deeper understanding of students as active, complex learners.
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    Learning in Informal Library spaces: the value for students
    (2017-07-31) Beatty, Susan
    The purpose of this study was to determine the relationship between the space design of informal learning spaces in an academic library and student learning behaviours. As academic libraries improve their spaces and create informal learning spaces it is essential to consider the nature of the learning behaviours of the students in the spaces. Through more thoughtful design based on considering understanding of the learner, the result will be improved, purposeful design of informal learning spaces in libraries
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    Learning in Informal Library Spaces: the value for students
    (2017-07) Beatty, Susan
    : The purpose of this study was to determine the relationship between the space design of informal learning spaces in an academic library and student learning behaviours. As academic libraries improve their spaces and create informal learning spaces it is essential to consider the nature of the learning behaviours of the students in the spaces. Through more thoughtful design based on considering understanding of the learner, the result will be improved, purposeful design of informal learning spaces in libraries centred on the relationship between learning, space and learner.
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    Library Labs: Bringing the Right People Together
    (2019-10) Hickerson, H. Thomas
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    Midterm External Review Panel Discussion of the Academic Research and University Libraries: Creating a New Model for Collaboration research project
    (2018-05-17) Hickerson, Tom; Alford, Larry; Dempsey, Lorcan; Eckman, Charles; Hemmasi, Harriette; Meredith-Lobay, Megan; Sutton, Shan
    Panel presentation on the project Academic Research and University Libraries: Creating a New Model for Collaboration funded by The Andrew W. Mellon Foundation. The reviewers visited Calgary as part of a midterm external review of the project. Speakers were asked to discuss their thoughts on the projects and its implication for their institution.
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    More questions than answers; using an observational study to count reference activity
    (Neal-Schuman, 2012) Beatty, Susan; Cloutier, Claudette
    In an effort to determine the nature of the questions being asked at the many library service desks across the University of Calgary, an observational study of reference desk activity was conducted in fall 2008 and winter 2009. The chapter reviews the methodology, results and conclusions. The results of the study led to a redesign of the reference service models at the University of Calgary.