Rosa Orlandini, Map and GIS Librarian, York University
A librarian embedded in a field course that goes to another city, country, or a field station in the bush? It happens. Experiential education in the form of a field study course is common in upper-level undergraduate programs such as Geography, Biology, Urban Studies, and Geology. It is becoming common place in other disciplines too. This Ignite talk will transport you to the Rockaway Peninsula in Queens, New York, and will answer two questions: Why should you as a librarian go on a field course? How can you do this?
Tim Ireland, Liaison Librarian, University of Waterloo
Andrew McAlorum, Head, Digital Initiatives, University of Waterloo
This talk will outline the process the University of Waterloo Library is undertaking to "Get learning back into the classroom". Based on a user group's concept, ideas creation, and innovation, an information portal has been created that will provide an interface to library resources at their point of need, embedded directly into the University Course Management system.
Ron Rooth, Cape Breton University
Based on a scene in an episode of TV's Law & Order, I present an information literacy workshop that foregrounds the legalistic context of university essay-writing by drawing out 17th Century definitions of 'to cite' as 'to summon a witness to testify in a court of justice. Students act as researchers in a law firm putting together a bibliography of citations and peer-evaluating them with a rubric. The 'cases' are their essay topics.
Eduardo Rivera Jr., Head of Reference Services, Long Island University - CW Post Campus
The "flipped" classroom model, one in which the pedagogical paradigm is reversed and the students lead the class lesson at home and do homework in class, could be a viable way to teach library instruction sessions to college level students. This Ignite Talk illustrates a project that was done at LIU Post, where an instructor of the Library Competency Workshop course flipped their classroom. It will show the results of the study that compared pre- and post-test scores to sections of the class that were taught, by the same instructor, in a traditional lecture classroom model. The Ignite Talk will also illustrate how an instructor flipped their classroom along with the pros and cons of doing so.
David C. Hofmann, PhD candidate in Sociology and Legal Studies , University of Waterloo
Tim Ireland, Liaison Librarian, University of Waterloo
Carlie L. Leroux-Demir, PhD candidate in Sociology and Legal Studies, University of Waterloo
Noorin Manji, PhD candidate in Sociology and Legal Studies, University of Waterloo
This session discusses the concept, creation, and current status of The Canadian Graduate Journal of Sociology and Criminology (CGJSC - http://cgjsc.ca). CGJSC is a peer-reviewed, open access, bilingual, and online journal created by doctoral students in conjunction with the University of Waterloo Library. It offers a unique and positive opportunity for Canadian and international graduate students to experience scholarly publication in a safe and understanding environment.
Rachel Sandieson, John Barnett, & Vance McPherson, Western University
Connectivism is an epistemological approach to learning grounded in the interactions within networks (Downes, 2012). What does Connectivism look like in an online course? How do librarians and information literacy instruction fit in? Based on our research at Western University, we will introduce you to Connectivist learning theory and its potential uses.
Mark Weiler, PhD.
Libraries have a role in teaching adults to access information held by governments. However, a study recently found that people are sometimes afraid of using their access rights enshrined in freedom of information legislation. Perhaps librarians, avowed experts in accessing information, can help alleviate some of the irrational fears? This talk reflects on an initiative that used storytelling to address some of the heightened emotions associated with using freedom of information legislation.
