tag:blogger.com,1999:blog-74654195282776862432024-03-18T23:18:23.936-04:00d'Alzon Library Faculty BlogLibrary information for Assumption College Facultyd'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.comBlogger67125tag:blogger.com,1999:blog-7465419528277686243.post-33233110033853769582019-05-22T14:44:00.000-04:002019-05-22T14:44:57.944-04:00How Students Engage with News<span style="background-color: white; color: #4d4b4b; font-size: 15px;"><span style="font-family: inherit;">The newest survey from Project Information Literacy, focused on the news engagement practices of college students. For those of you not familiar with Project Information Literacy (PIL), is a nonprofit research institute, that conducts scholarly studies about how students find, evaluate, and select information for use in courses and everyday life.</span></span><br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #4d4b4b; font-size: 15px;">The study, which summarized the findings from a sample of 5,844 students from 11 colleges and universities from the United States, was commissioned by the John S. and James L. Knight Foundation, the Association of College and Research Libraries, and </span><span style="background-color: white; color: #3f3f3f; font-size: 15px;">and Harvard Graduate School of Education. It</span><span style="background-color: white; color: #4d4b4b; font-size: 15px;"> is <a href="http://projectinfolit.org/news_study" style="color: #0370ea; text-decoration-line: none;" target="_blank">available here</a> in full, but I'd like to share a few takeaways:</span></span><br />
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<li><span style="color: #4d4b4b;"><span style="background-color: white; font-size: 15px;">Students are multi-modal. Meaning, they get their news from various sources (read: social media), depending on what they use it for. <i>That's great news! </i>As the study references, it was only 10 years ago, we were worrying about students' use of Wikipedia as a viable source for information. That was the library version of training-wheels as far as evaluation of sources goes! Now we have to be ready to help students who will only continue to get their news from social media, once they graduate. Creating "lifelong" critical thinkers is a mission of the library as well as the college as a whole, so we are well placed in serving our community in the future.<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.projectinfolit.org/uploads/2/7/5/4/27541717/editor/pil-infographic-0-5x.png?1543848251" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="606" data-original-width="386" height="400" src="https://www.projectinfolit.org/uploads/2/7/5/4/27541717/editor/pil-infographic-0-5x.png?1543848251" width="253" /></a></div>
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<li><span style="color: #4d4b4b;"><span style="background-color: white; font-size: 15px;">Professors are key influencers in their students’ lives, according to this study’s findings and previous research. Almost two-thirds of the survey respondents (62%) said they depended on news stories their professors recommended for academic
assignments, and 38% relied on professors’ news suggestions in their personal lives (student responses to question 11 in the study). But...there were others that said they distrusted recommended resources because of bias. <i>This is also great news! </i>Students are aware of the basics of evaluation, like <i>bias</i>. Now we just need to deepen their understanding.</span></span></li>
<li><span style="color: #4d4b4b;"><span style="background-color: white; font-size: 15px;">Students in the survey commented that they spent more time evaluating news for bias and content, then actually reading the "news." While that might sound a bit sad, it also sounds like students have started from a place of <i>persistence</i> and <i>grit</i> in their evaluation practice. While it may take a bit of sifting and maybe even some detective work, coming to find viable news sources is a skill students know they need to have.</span></span></li>
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<span style="color: #4d4b4b;"><span style="font-size: 15px;">While I think these points can offer an optimistic view, I think it also reflects the need for us as educators, to help students navigate the field of news and news sources. Librarians are here to help students process and interpret the "glut of information they encounter" as they are continually marketed to and influenced by the social world around them.</span></span></div>
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<span style="color: #4d4b4b;"><span style="font-size: 15px;">The newest study Project Information Literacy is undertaking for 2019, called the Algo Report, will look at the impact of algorithms and hidden coding in our everyday lives, and how this affects the course of research and behavior in "both helpful and unhelpful ways." I look forward to sharing the results. </span></span></div>
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<span style="color: #4d4b4b;"><span style="font-size: 15px;">Survey information found at Project Information Literacy, created with a </span></span><a href="https://creativecommons.org/licenses/by-nc/4.0/legalcode" style="background-color: white; color: #0370ea; font-family: "Open Sans", arial, sans-serif; font-size: 13px; text-decoration-line: none;" target="_blank">Creative Commons Attribution-NonCommercial 4.0 International License.</a><div class="separator" style="clear: both; text-align: center;">
<a href="https://creativecommons.org/licenses/by-nc/4.0/legalcode" style="background-color: white; color: #0370ea; font-family: "Open Sans", arial, sans-serif; font-size: 13px; text-decoration-line: none;" target="_blank"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOVnUunQDSYgRh6nQBgVMS5t5NROW6rxCEilttb9u5RFMKPFB1XyqEuHLUMwjeHBfnOMrJTsK3vlMJwExozcllPuUGCYib_f4W3p0N0266xStq3Cm2ultUJo0bTypVGcy7ICIIOQfK9Jok/s1600/download.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="30" data-original-width="86" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOVnUunQDSYgRh6nQBgVMS5t5NROW6rxCEilttb9u5RFMKPFB1XyqEuHLUMwjeHBfnOMrJTsK3vlMJwExozcllPuUGCYib_f4W3p0N0266xStq3Cm2ultUJo0bTypVGcy7ICIIOQfK9Jok/s1600/download.png" /></a></div>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.comtag:blogger.com,1999:blog-7465419528277686243.post-48936274456270015442018-10-29T09:43:00.000-04:002018-10-29T09:57:26.960-04:00Streaming Documentary Films Available from the Library<div class="separator" style="clear: both; text-align: center;">
<a href="https://docuseek2.com/wp/wp-content/uploads/2015/01/poster_collage.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="poster_collage" border="0" src="https://docuseek2.com/wp/wp-content/uploads/2015/01/poster_collage.png" /></a></div>
Looking for documentary films to use for your teaching? The Library provides access to <b>Docuseek2</b>, a collection of independently produced documentaries that have little overlap with Kanopy.<br />
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Films from Docuseek2 are fully copyright compliant and can be watched anywhere by all students and faculty. You can create clips, or post entire films to your Brightspace course, and closed captioning is available for most films. Featured producers in this collection include Bullfrog Films, Icarus Films, and more.<br />
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Browse and view the films here: <a href="http://docuseek2.com/" target="_blank">http://docuseek2.com</a>. While the Library does not have a full subscription to Docuseek2, we can make individual films fully available per request. To activate any of the films for classroom use, contact Robin Maddalena, <a href="mailto:r.maddalena@assumption.edu" target="_blank">r.maddalena@assumption.edu</a> or Nancy O'Sullivan, <a href="mailto:naosullivan@assumption.edu" target="_blank">naosullivan@assumption.edu</a>.<br />
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Can't find what you need in Kanopy or Docuseek2? The Library will make an effort to locate streaming versions of films not available from these collections. Several weeks may be needed to seteup access to titles not available from Kanopy or Docuseek2, so please plan ahead!<br />
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Have questions?? <b><a href="https://www.assumption.edu/library/ask-a-librarian" target="_blank">Ask us!</a></b> We are here to help.<br />
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-68083914418136876392018-04-18T08:58:00.000-04:002018-10-29T09:54:06.277-04:00Research Services<h4>
<span style="font-weight: normal;">It's hard to believe, but our Spring 2018 semester is almost over! We wanted to take this time to remind faculty that the Research Services Librarians are still available to help students with their final research assignments. Please encourage your students to reach out to us if they need assistance with database selection, source evaluation, citation management, search strategies, or any other topic related to locating, evaluating, using, and sharing information. Students can reach us through several channels:</span></h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEl64smcylocB_-VRXOVWSF0Z5roqpJBF1GICVcjepgwmN_55UIGhtZyzzXAcnD-bsu7vzwPmTPGT67RnxHCQpqbk6nUmRWyn_lueKME8FbrkPBGS_AmHP9SrId0qoypiheR_TrYG5odbQ/s1600/ResearchApt.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEl64smcylocB_-VRXOVWSF0Z5roqpJBF1GICVcjepgwmN_55UIGhtZyzzXAcnD-bsu7vzwPmTPGT67RnxHCQpqbk6nUmRWyn_lueKME8FbrkPBGS_AmHP9SrId0qoypiheR_TrYG5odbQ/s200/ResearchApt.JPG" width="144" /></a></div>
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<b>Individual Research Appointments </b>can be easily scheduled with our <a href="http://assumption.libcal.com/appointment/18607" target="_blank">online appointment calendar</a>. Students can select a weekday and time that is convenient for them to sit down one-on-one with a Research Services librarian. They may schedule an appointment a month or a single day in advance! Appointments typically last 30 minutes, but may be longer or shorter depending on the need.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNs_0uGsI5Vkw7AnRsnswgUdOUMRGtVn4uRHTtMIVyhKDyRF_1IqkvQ2zKGv99sexytiHNnhr4FC9mml7UHFpVzfzEv42PRJzU3xwChWnXxCkGakDD318oJzCwEtAiG9iYYbPsqSRFDKL8/s1600/RefStaffPic_2017.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNs_0uGsI5Vkw7AnRsnswgUdOUMRGtVn4uRHTtMIVyhKDyRF_1IqkvQ2zKGv99sexytiHNnhr4FC9mml7UHFpVzfzEv42PRJzU3xwChWnXxCkGakDD318oJzCwEtAiG9iYYbPsqSRFDKL8/s200/RefStaffPic_2017.jpg" width="200" /></a><br />
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All first year students have been assigned to a "<b>Personal Librarian</b>" who is available to them on BrightSpace. First year students receive regular announcements and research tips from their Personal Librarian and are encouraged to contact them directly with any research related questions, as well as questions about library services in general.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9xPd7iyHrVf9IGo_ErqOvZJGWef4rs-FDgOO3G2T7PsAsJ59-UT26bDtDlS4syCejcvpgrJR4dsAfQRYSXXOI-Q_sxUOJQDvyKvjTYrNzN8R3QwLEmfdIMtY-GF5Kwa8ne-Yr9hICewQ8/s1600/ResearchGuides.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="540" data-original-width="746" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9xPd7iyHrVf9IGo_ErqOvZJGWef4rs-FDgOO3G2T7PsAsJ59-UT26bDtDlS4syCejcvpgrJR4dsAfQRYSXXOI-Q_sxUOJQDvyKvjTYrNzN8R3QwLEmfdIMtY-GF5Kwa8ne-Yr9hICewQ8/s320/ResearchGuides.JPG" width="320" /></a><br />
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Online <b>Research Guides</b> are a helpful tool available on the library website. Students can <a href="https://assumption.libguides.com/" target="_blank">select a guide</a> based on the academic program, course number, or topic. Each guide provides direct links to recommended resources, including library databases, websites, video tutorials, informational handouts, and more. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBpPtGgTrAA4swlHSPe5Av2yzpbWmEYWw5LbZbbILPOtKqaKX9HEpKTWhFnhEx2fhjQuN_p24UqE4xXgwojfAP1JZCb71dylO0JCmC6_QDcHC8zamEcevbW9ZUgg3KdwwJZWEVtZ4xjtCe/s1600/Chat.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBpPtGgTrAA4swlHSPe5Av2yzpbWmEYWw5LbZbbILPOtKqaKX9HEpKTWhFnhEx2fhjQuN_p24UqE4xXgwojfAP1JZCb71dylO0JCmC6_QDcHC8zamEcevbW9ZUgg3KdwwJZWEVtZ4xjtCe/s200/Chat.JPG" width="200" /></a></div>
Students can contact a Research Services librarian through <a href="mailto:library@assumption.edu" target="_blank">email</a>, <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">phone</a>, or our <b>Online Chat Service</b>. This helpful chat invitation will appear whenever a person lingers on the library website pages. Students can click the box to chat instantly with a librarian. Generally, the online chat is available during the same hours as our Research Help Desk (see below). Chat boxes also appear in most online Research Guides and a select number of databases.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ4KiUcTOioOiRMCi-Nl_SZFJ_18-D_sBjJzNrhuBtWuJ1hjLyqG1hALMGGvxys-1QjjHKtq4lXTYNfgdSLioA10ooyc_60GAIZyc-aHtcK86NPmJGSiKsboh3GQpDJWQbEiqs2B5xsTz8/s1600/Research+Sign.jpg" imageanchor="1" style="clear: right; display: inline; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ4KiUcTOioOiRMCi-Nl_SZFJ_18-D_sBjJzNrhuBtWuJ1hjLyqG1hALMGGvxys-1QjjHKtq4lXTYNfgdSLioA10ooyc_60GAIZyc-aHtcK86NPmJGSiKsboh3GQpDJWQbEiqs2B5xsTz8/s200/Research+Sign.jpg" width="150" /></a>Students can also visit the <b>Research Help Desk</b> in person, located on the first floor of the library, to get personalized assistance without an appointment. The desk is staffed six days a week, including weekend and evening hours. Mondays-Thursdays (11:00am-9:00pm), Fridays (11:00am-3:00pm), and Sundays (1:00pm-9:00pm).<br />
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<b>Have a question or a suggestion for other ways to reach our students? <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">Let Us Know!</a></b></div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-86977009487881147332018-04-06T11:23:00.000-04:002018-10-29T09:53:47.600-04:00What We're Reading <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimX15xUr1ByA9hhlXClklaJR8nmyE_vHodjnYZirTB2wr6l99mpH8ibvit0WUVxD39no65dkYDX_0vujtEazPnPWcGIeYozgWMN7GvPHY2ewvCEhq16JmQZYi40Ap-cT2pQbgLmo4QvpWe/s1600/WhatWereReading_April.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="597" data-original-width="789" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimX15xUr1ByA9hhlXClklaJR8nmyE_vHodjnYZirTB2wr6l99mpH8ibvit0WUVxD39no65dkYDX_0vujtEazPnPWcGIeYozgWMN7GvPHY2ewvCEhq16JmQZYi40Ap-cT2pQbgLmo4QvpWe/s200/WhatWereReading_April.jpg" width="200" /></a></div>
<span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">Each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
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<b><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5764575/" target="_blank">Applying an Information Literacy Rubric to First-Year Health Sciences Student Research Posters.</a> By Xan Goodman, John Watts, Rogelio Arenas, Rachelle Weigel, and Tony Terrell. <i>The Journal of the Medical Library Association</i> 106(1): 2018. Pages 108-112.</b><br />
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The authors collected 1,253 final poster projects created by first-year health sciences students and found that only 52% of students were proficient at selecting relevant sources for their projects. Additionally, 45% of students showed difficulty in correctly following the APA citation style. </blockquote>
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<b><a href="https://www.media.mit.edu/publications/the-spread-of-true-and-false-news-online/" target="_blank">The Spread of True and False News Online.</a> By Soroush Vosoughi, Deb Roy, and Sinan Aral. <i>Science</i> 359(6380): 2018. Pages 1146-1151.</b><br />
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Researchers studied how news stories were shared on Twitter between 2006-2017 and found that falsehoods were 70% more likely to be retweeted than the truth. They also found that robots accelerated the spread of true and false news at the same rate, implying that humans and not bots are responsible for the spread of false news.</blockquote>
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<b><a href="https://crln.acrl.org/index.php/crlnews/article/view/16877" target="_blank">It's All Relative? Post-Truth Rhetoric, Relativism, and Teaching on "Authority as Constructed and Contextual"</a>. By Andrea Baer. <i>College & Research Libraries News</i> 79(2): 2018.</b><br />
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"Authority is Constructed and Contextual." This is one of the six core Information Literacy concepts in the Frameworks document developed by the Association of College & Research Libraries. This article discusses the current debate within the library profession regarding whether or not this core concept addresses "post-truth" rhetoric.</blockquote>
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<b><i><a href="https://www.heri.ucla.edu/monographs/TheAmericanFreshman2016.pdf" target="_blank">The American Freshman: National Norms Fall 2016</a></i>. By Kevin Eagan, Ellen Bara Stolzenberg, Hilary B. Zimmerman, Melissa C. Aragon, Hannah Whang Sayson, and Cecilia Rios-Aguilar. UCLA: Higher Education Research Institute, 2017.</b><br />
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This study presents a picture of who our first-years are. Findings include the political polarization of these students (the study was done in the fall of 2016), and the increasing number of students with mental health issues. A summary of the findings may be found at: <a href="https://www.heri.ucla.edu/briefs/TFS-Brief-Report-2016.pdf">https://www.heri.ucla.edu/briefs/TFS-Brief-Report-2016.pdf</a></blockquote>
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<b><a href="http://lib.assumption.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2010-04488-003&site=ehost-live&scope=site" target="_blank">Setting, Elaborating, and Reflecting on Personal Goals Improves Academic Performance</a>. By Dominique Morisano, Jacob B. Hirsh, Jordan B. Peterson, Robert O. Pihl, and Bruce M. Shore. <i>Journal of Applied Psychology</i> 95(2): 2010. Pages 255-264.</b><br />
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This study found that presenting students with a specific goal-setting intervention improved their academic performance.</blockquote>
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<b><a href="https://doi.org/10.1016/j.acalib.2018.02.010" target="_blank">How Well Do We Know Our Students? A Comparison of Students' Priorities for Services and Librarians' Perceptions of Those Priorities</a>. By Brian W. Young and Savannah L. Kelly. <i>Journal of Academic Librarianship</i> 44(2): 2018. Pages 173-178.</b><br />
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This study looked at the gaps between what library services students think are important and what librarians think students want.</blockquote>
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<b><a href="https://doi.org/10.1080/10875301.2015.1064845" target="_blank">Focus on User Experience: Moving from a Library-Centric Point of View</a>. By Jean E. Mclaughlin. <i>Internet Reference Services Quarterly</i> 20(1-2): 2015. Pages 33-60.</b><br />
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This article provides some background to support the importance of user-centered design for all types of library services and spaces and suggests ways for libraries to get to know their users.</blockquote>
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<b><a href="https://scholarlykitchen.sspnet.org/2018/04/01/amazon-peer-review-coming-preprint-near/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ScholarlyKitchen+%28The+Scholarly+Kitchen%29" target="_blank">Amazon Peer Review: Coming To a Preprint Near You</a>. By Phil Davis. <i>The Scholarly Kitchen: What's Hot and Cooking in Scholarly Publishing</i>. April 1, 2018. </b><br />
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Beginning in April 2018, the public will have the ability to rate and comment on manuscripts of scientific research articles through Amazon Peer Review. Proponents of open peer review applaud the new service while others are concerned about how it may be manipulated by bots or other malicious groups.</blockquote>
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<b><a href="https://pdxscholar.library.pdx.edu/comminfolit/vol11/iss2/8/" target="_blank">SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers</a>. By Lindsay McNiff and Lauren Hays. <i>Communications in Information Literacy</i> 11(2): 2017. </b><br />
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This article explores the benefits of introducing the Scholarship of Teaching and Learning (SoTL) to library and information science students, as well as practicing academic librarians.</blockquote>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-1342078934021306882018-03-01T13:55:00.000-05:002018-03-07T10:21:50.863-05:00Introducing Our New Institutional Repository!<span style="font-weight: normal;">The staff of the Emmanuel d'Alzon Library is excited to share its newest resource: <a href="https://digitalcommons.assumption.edu/" target="_blank">Digital Commons @ Assumption College</a>. This online institutional repository has been established to collect, preserve, and showcase the scholarly and creative works produced by the faculty, staff, and students of Assumption College. Have questions? Don't worry, we are here with the answers!</span><br />
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<a href="https://digitalcommons.assumption.edu/" target="_blank"><img border="0" data-original-height="139" data-original-width="627" height="70" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeBsuMAxvFMet-eFFG-zKH0EGvr-wbwQlWazDoL3whvJOkjhinxQ97okyEQNSeqhhKATPxK7wqrx1YDjXiO6-4qUuIHoEakY0xnjRnT9xy8Ypt46C2RVh5HHaqnsNIoU4VN-JCUAyiogoV/s320/DC.JPG" width="320" /></a></div>
<h4>
What can I find in Digital Commons @ Assumption College?</h4>
<div>
<blockquote class="tr_bq">
<span style="font-weight: normal;">Examples of materials that have already been added to the repository include:</span><br />
<ul>
<li><span style="font-weight: normal;"><a href="https://digitalcommons.assumption.edu/communities.html" target="_blank">Articles and book chapters authored by our faculty members</a></span></li>
</ul>
<ul>
<li><span style="font-weight: normal;"><a href="https://digitalcommons.assumption.edu/honorstheses/" target="_blank">Senior theses produced by students of the Honors Program</a></span></li>
</ul>
<ul>
<li><a href="https://digitalcommons.assumption.edu/commencement-programs/" target="_blank">Commencement programs dating back to 1950</a> </li>
</ul>
</blockquote>
<blockquote class="tr_bq">
<ul>
<li><span style="font-weight: normal;"><a href="https://digitalcommons.assumption.edu/undergraduate-catalogs/" target="_blank">Undergraduate catalogs dating back to 2012</a></span></li>
</ul>
</blockquote>
<blockquote class="tr_bq">
<ul>
</ul>
<span style="font-weight: normal;">We will be continuously growing these collections and hope to have digitized copies of Assumption College yearbooks in the near future! Each item in the repository is available for download and can be found through search engines like Google.</span></blockquote>
<h4>
<b>Who will be using this resource?</b></h4>
<blockquote class="tr_bq">
We hope that the campus community, including students, faculty, staff, friends, and alumni will consider the institutional repository to be a tool at their disposal. Additionally, we anticipate that the advanced search engine optimization tools within the repository will attract a global audience. We have already seen readers accessing our collection from areas of Europe, Asia, and even Australia! You can see a visual representation of our readers from the last 30 days below:</blockquote>
</div>
<div>
<div data-height="400" data-width="100%" id="rdr-embed" style="max-width: 666px;">
</div>
<b>Why would I want to make my work available on Digital Commons @ Assumption College?</b><br />
<blockquote class="tr_bq">
<a href="https://sparceurope.org/what-we-do/open-access/sparc-europe-open-access-resources/open-access-citation-advantage-service-oaca/oaca-list/" target="_blank">Numerous research studies</a> have shown that open access articles, or articles available for free online, are cited at higher rates than articles locked behind a paywall. Each item added to our new repository will be easily accessible to a global audience and will be assigned a unique stable URL which can be listed on a CV, grant application, or personal website. Additionally, authors will have access to an Author Dashboard which provides in-depth readership analytics, including download counts, geographical and institutional readership distribution charts, and online referrers (or the website that directed a viewer to your work).</blockquote>
<b>How can I contribute to Digital Commons @ Assumption College?</b><br />
<blockquote class="tr_bq">
The faculty publications currently available in the repository represent only a very small fraction of the works that are being produced by our campus. If you would be willing to give the library permission to add your own scholarship, please<a href="mailto:digitalcommons@assumption.edu" target="_blank"> contact us</a> and let us know! We won't add any of your works unless we have permission from you first. </blockquote>
<blockquote class="tr_bq">
Do you have other ideas of digital materials that might be suitable for inclusion in the repository? Keep in mind that all items will be made publicly accessible for download and will be permanently preserved. Bring your ideas and suggestions to us by emailing <a href="mailto:digitalcommons@assumption.edu" target="_blank">digitalcommons@assumption.edu</a>.</blockquote>
<b>Want to learn more? Send us an email or check out the <a href="https://digitalcommons.assumption.edu/faq.html" target="_blank">FAQ Page</a> on the repository website.</b><br />
<br /></div>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-44330576405229185442018-02-20T10:15:00.000-05:002018-10-29T09:54:14.911-04:00What We're Reading<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9iNJByDwW7_yPjb4VmeFO8UpjPon7bvJ0o-lVDR_hBEuVIWWRFt9Vj8woxTEHOinBMV3cRfVwO4En8lSauPuOdQVyr_aAVdJlai60LscynHegd8ItL5j9lKi2CLojzyqN4G1ZiGyispUr/s1600/WhatWereReading_Feb.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="603" data-original-width="804" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9iNJByDwW7_yPjb4VmeFO8UpjPon7bvJ0o-lVDR_hBEuVIWWRFt9Vj8woxTEHOinBMV3cRfVwO4En8lSauPuOdQVyr_aAVdJlai60LscynHegd8ItL5j9lKi2CLojzyqN4G1ZiGyispUr/s200/WhatWereReading_Feb.jpg" width="200" /></a></div>
<span style="font-size: large;"><br /></span><span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">Each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
<br />
<br />
<b><a href="https://www.wilsonquarterly.com/quarterly/the-disinformation-age/the-disinformation-vaccination/" target="_blank">The Disinformation Vaccination</a>. By Nina Jankowicz. <i>The Wilson Quarterly</i>. Winter 2018.</b><br />
<blockquote class="tr_bq">
This article discusses the possible American responses to Russian disinformation and suggests that updated social media algorithms or governmental regulations will not suffice. Instead, the U.S. must invest in programs that will enhance media and information literacy skills among all of its citizens. </blockquote>
<br />
<b><a href="https://www.cultofpedagogy.com/curator-or-dumper/" target="_blank">Are You a Curator or a Dumper?</a> By Jennifer Gonzalez. <i>Cult of Pedagogy</i>. February 4, 2018.</b><br />
<blockquote class="tr_bq">
The author cautions experts not to "dump" large amounts of data on learners; to prevent cognitive overload, "curate" just a few helpful resources. A good reminder for librarians and educators who find it hard to resist sharing <i>all the good stuff </i>all at once. Includes suggested easy-to-use tools for digital curation.</blockquote>
<br />
<b><a href="https://muse.jhu.edu/article/645357" target="_blank">What Do Undergraduate Students Know about Scholarly Communication? A Mixed Methods Study</a>. By Catherine Fraser Riehle and Merinda Kaye Hensley. <i>Portal: Libraries and the Academy</i> vol. 17 no. 1 (January 2017): 145-178.</b><br />
<blockquote class="tr_bq">
Now that more and more undergraduates are completing projects that constitute participation in scholarly communications, it is important to understand what they are learning about scholarly communications practices within their disciplines. This study aims to evaluate students' understanding and to shed light on how faculty and librarians can work together to educate students in best practices.</blockquote>
<br />
<b><a href="https://www.chronicle.com/article/In-Praise-of-Adequacy/242272?cid=at&utm_source=at&utm_medium=en&elqTrackId=0963d4fa63e8431591937f847c6cb486&elq=64068b0499ab4ce9a7c86e9d6a0d1a35&elqaid=17550&elqat=1&elqCampaignId=7695" target="_blank">In Praise of Adequacy</a>. By Rachel Judith Weil. <i>The Chronicle of Higher Education</i>. January 22, 2018.</b><br />
<blockquote class="tr_bq">
The author encourages faculty to "cultivate the adequacy mind-set - the feeling of being proud and grateful to be good enough to continue doing something from which we get pleasure and knowledge" and believes that "articulating what our students can get from mere adequacy in our disciplines is essential if we are to defend the value of a liberal-arts education."</blockquote>
<br />
<b><a href="https://www.aacu.org/aacu-news/newsletter/student-perceptions-workforce-preparedness-and-career-resources?utm_source=newsletter&utm_medium=email&utm_campaign=feb18news" target="_blank">Student Perceptions of Workforce Preparedness and Career Resources</a>. <i>AAC&U News</i>. January/February 2018.</b><br />
<blockquote class="tr_bq">
This article summarizes a survey of over 30,000 students by Gallup and Strada Education Network, which found that many students at four-year colleges and universities do not think higher education is preparing them with the skills and knowledge to be successful in their future careers.</blockquote>
<br />
<b><a href="https://muse.jhu.edu/article/652344" target="_blank">Digital Reading: Genre Awareness as a Tool for Reading Comprehension</a>. By Tanya K. Rodrigue. <i>Pedagogy</i> vol. 17 no. 2. April 2017. </b><br />
<blockquote class="tr_bq">
The author discusses the reading habits of current students and identifies tools or strategies that have been developed to help students build digital reading skills. She concludes that a variety of strategies are needed, and proposes genre awareness as a new tool that can equip students with the ability to engage with digital sources.</blockquote>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-90476396675492350102018-02-01T13:19:00.000-05:002018-02-01T16:13:26.594-05:00Textbooks and Library Course Reserves<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0I7T2CkaADD_gInWjOY3Z6Gv1n42P_PlPitWVDM3VeGpVkeDmYPphjYZ379eNpyDYfvNF5iJgqrdRWhdXRTqa5o31pBdJaBFRTxn6Tjtes2kqZhmm_ycyLPPBPnApRjSazPCJUBDFkioL/s1600/ReservesPic.tif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="177" data-original-width="279" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0I7T2CkaADD_gInWjOY3Z6Gv1n42P_PlPitWVDM3VeGpVkeDmYPphjYZ379eNpyDYfvNF5iJgqrdRWhdXRTqa5o31pBdJaBFRTxn6Tjtes2kqZhmm_ycyLPPBPnApRjSazPCJUBDFkioL/s1600/ReservesPic.tif" /></a>
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">It is common knowledge in higher education that
textbook affordability is a persistent problem for students. Textbook costs
have outpaced inflation, and many students are ill prepared to handle this
financial hurdle. In some cases they skip out on registering for a course
because they lack the means to purchase the required materials.</span><br />
<div>
<span style="font-family: "times new roman" , serif;"><br /></span>
<br />
<div>
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">The movement towards <a href="https://assumption.libguides.com/oer" target="_blank">Open Education Resources</a>,
educational material that can be freely shared or repurposed, or OER, promises
a long term solution, and initiatives like the <a href="https://open.umn.edu/opentextbooks/" target="_blank">Open Textbook Network </a>are worth
keeping up with. Learning Management Systems, like Brightspace, are also
helping to alleviate the problem because digital files and links can be posted
to a course site if they are licensed or meet fair use requirements under
copyright.</span></div>
<div>
<span style="font-family: "times new roman" , serif; font-size: 12pt;"><br /></span>
<span style="font-family: "times new roman" , serif; font-size: 12pt;">In the meantime, college and university libraries continue to
provide students with convenient access to textbooks and other required print
and multimedia material through course reserves.</span></div>
<div>
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><br /></span></div>
<div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKYqu2wfAeKg_gxWXvq3l43to1kJsAAPisiC_sKMXpktcQC-HJAyqh1_uycX4YLniETzVJN9zjuSUJPVa1fPtLt-iKZmRcnd9oZYtNXurA_E1ZLTBvTlxHw4l1SC93TvpLTw54w2c7SUaZ/s1600/ReservesQuote.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="243" data-original-width="396" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKYqu2wfAeKg_gxWXvq3l43to1kJsAAPisiC_sKMXpktcQC-HJAyqh1_uycX4YLniETzVJN9zjuSUJPVa1fPtLt-iKZmRcnd9oZYtNXurA_E1ZLTBvTlxHw4l1SC93TvpLTw54w2c7SUaZ/s320/ReservesQuote.jpg" width="320" /></a><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">We encourage you to bring any additional copies of course textbooks that are available to you to be placed on <a href="https://www.assumption.edu/library/reserves-faculty" target="_blank"><b>Course Reserve in the Library</b></a></span><span style="font-family: "times new roman" , serif; font-size: 12pt;"><b>. </b>Students appreciate the convenience, and the
textbooks that are on reserve get a lot of use. For example, one Human Services
text, placed on reserve by Professor Sarai Rivera, was used fifty-five times by
students during fall semester 2017.</span><br />
<span style="font-family: "times new roman" , serif; font-size: 12pt;"><br /></span></div>
<div>
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">The availability of a textbook on Library
Reserve can offset the stress of not being able to afford the purchase and help
promote student success. Accounting professors, Dan Jones and Paul Piwko recently
secured copies of a required text, and placed it on reserve. Paul notes, “I
know of at least one student - hard working, committed, but without a textbook
- for whom access to a text has made a big difference.”</span><br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><br /></span></div>
<div>
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><b>To request materials to be placed on Reserve, submit a <a href="https://www.assumption.edu/library/reserve-request" target="_blank">Course Reserve Request Form</a>, or contact Robin Maddalena at <a href="mailto:r.maddalena@assumption.edu" target="_blank">r.maddalena@assumption.edu</a> or 508.767.7271. Course Reserves can be found at the Front Desk filed by the professor's last name. Students can use Reserve materials anywhere in the Library.</b></span></div>
<div>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-48897464573851213042017-12-06T08:57:00.001-05:002017-12-06T08:59:29.313-05:00<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlx6ZNXnHvhzFOOlD9XQ6lRTnB55kDsJSDctf75lmVNYeA_lWdCbclnpVLaMFDqPXUMGAiMqsFuOCWv6ewK0VR5BvKrOsfAqLvTxlx3nbrgFpeUREEC1iKu29lxsWKu-6-L1ReUIVNsg9_/s1600/WhatWereReading_Dec.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="597" data-original-width="792" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlx6ZNXnHvhzFOOlD9XQ6lRTnB55kDsJSDctf75lmVNYeA_lWdCbclnpVLaMFDqPXUMGAiMqsFuOCWv6ewK0VR5BvKrOsfAqLvTxlx3nbrgFpeUREEC1iKu29lxsWKu-6-L1ReUIVNsg9_/s200/WhatWereReading_Dec.jpg" width="200" /></a></div>
<span style="font-size: large;"><br /></span><span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">Each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
<br />
<br />
<br />
<b><a href="http://crl.acrl.org/index.php/crl/article/view/16791" target="_blank">Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill</a>. By Heather Brodie Perry. <i>College & Research Libraries </i>vol. 78 no. 7. 2017. </b><br />
<blockquote class="tr_bq">
Interviews of teaching faculty in the sciences from several Boston-area colleges provide insights into faculty perceptions of student research skills. Students' inability to effectively evaluate sources was among the most common concerns.</blockquote>
<a href="http://www.inthelibrarywiththeleadpipe.org/2017/accessibility-for-justice/" target="_blank"><br /></a><b><a href="http://www.inthelibrarywiththeleadpipe.org/2017/accessibility-for-justice/" target="_blank">Accessibility for Justice: Accessibility as a Tool for Promoting Justice in Librarianship</a>. By Stephanie Rosen. <i>In the Library With the Lead Pipe: An Open Access, Open Peer Reviewed Journal</i>. November 29, 2017.</b><br />
<blockquote class="tr_bq">
A discussion of the limitations of "diversity" initiatives, and suggested use of "accessibility" rhetoric to better describe ongoing efforts to ensure equity in access to information and library services.</blockquote>
<br />
<b><a href="https://arxiv.org/pdf/1703.05267.pdf" target="_blank">Consumers and Curators: Browsing and Voting Patterns on Reddit</a>. By Maria Glenski, Corey Pennycuff, and Tim Weninger. <i>IEEE Transactions on Computational Social Systems </i>vol. 4 no. 4. December 2017.</b><br />
<blockquote class="tr_bq">
Study found Reddit users usually do not view an article before upvoting/downvoting it. Data supports ongoing need for a critical eye when considering crowd-sourced ratings of information sources.</blockquote>
<br />
<b><a href="https://www.theatlantic.com/technology/archive/2017/11/the-big-unanswered-questions-about-paywalls/547091/" target="_blank">Prepare for the New Paywall Era</a>. By Alexis C. Madrigal. <i>The Atlantic</i>. November 30, 2017. </b><br />
<blockquote class="tr_bq">
As content distributors (i.e., Google, Facebook) see the majority of ad revenue, content generators (newspapers) take another look at paywalls.</blockquote>
<br />
<b><a href="https://jitp.commons.gc.cuny.edu/practicing-digital-literacy-in-the-liberal-arts-a-qualitative-analysis-of-students-online-research-journals/" target="_blank">Practicing Digital Literacy in the Liberal Arts: A Qualitative Analysis of Students' Online Research Journals</a>. By Jennifer Jarson and Lora Taub-Pervizpour. <i>Journal of Interactive Technology & Pedagogy</i>. May 24, 2017.</b><br />
<blockquote class="tr_bq">
Describes an undergraduate course in which students are required to create an online photo journal to document their research process. The assignment is intended to help students analyze and synthesize sources, and reflect on their roles as both producers and consumers of information.</blockquote>
<br />
<b><a href="https://barbarafister.net/libraries/the-black-box-problem/" target="_blank">The Black Box Problem</a>. By Barbara Fister. <i>Barbara Fister: Librarian, Writer, Friendly Curmudgeon</i>. November 16, 2017. </b><br />
<blockquote class="tr_bq">
Librarian Barbara Fister, long an advocate for teaching information literacy, wonders how to help students decide what is reliable information. Many of the old formulas no longer work and even trained historians have difficulty evaluating information efficiently.</blockquote>
<b><br /></b>
<b> <a href="https://theconversation.com/academic-journal-publishing-is-headed-for-a-day-of-reckoning-80869" target="_blank">Academic Journal Publishing is Headed for a Day of Reckoning</a>. By Patrick Burns. <i>The Conversation: Academic Rigor, Journalistic Flair</i>. November 5, 2017.</b><br />
<blockquote class="tr_bq">
Patrick Burns, Dean of Libraries at Colorado State University and author of this article writes: "Access to journals is crucial for how researchers do their work. But few research libraries can afford all the journal subscriptions needed by all of their faculty for all occasions. As the dean of libraries at a state school, I contend that the economic model for academic journal publications is broken."</blockquote>
<br />
<br />d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-5345075068588061532017-11-15T15:32:00.000-05:002017-11-20T15:27:54.473-05:00<div class="separator" style="clear: both; text-align: center;">
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During the summer, incoming first-year students were asked to take a survey meant to evaluate their information literacy skills. This survey was developed by academic librarians and is freely shared with other institutions. We chose 16 questions from the available question bank to help us measure students’ familiarity with a variety of information literacy skills. The survey was administered through the students’ summer Brightspace course and was promoted by Dean Morrison. Ultimately, 314 students responded, approximately 64% of the total number of first-year students.<br />
<br />
<div class="MsoNormal">
When we compare the results to the learning objectives and
assessment rubrics in our <a href="https://assumption.libguides.com/informationliteracy">Teaching
Information Literacy for Faculty</a> guide, we find that most of the results indicate
that students’ skills are in the Developing (Level 1) to Competent (Level 2)
range. There are few results indicating that students have Strong (Level 3)
skills. However, there are often wide variations within a section. For example, within the <i>Search and Find</i> section, students were surprisingly good at
recognizing the best set of keywords to use for a research topic, but fewer understood
what kind of results would come up if they put a name in the author field of a
database. <o:p></o:p><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc3_Dwozxgpaf078yfhWl8giONfgNUlG3fl7b4IZLRWl8GnZwneS3hHbKhxyu5L0tGn0tqnCk6NFcJWO5wrna2cI-c9FckmLATz7zE7JzDWXN6ocSO4HDLylYnj5sQIN00xUMekBiLbZas/s1600/ILAAP03.jpg" imageanchor="1" style="clear: left; display: inline; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="308" data-original-width="1142" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc3_Dwozxgpaf078yfhWl8giONfgNUlG3fl7b4IZLRWl8GnZwneS3hHbKhxyu5L0tGn0tqnCk6NFcJWO5wrna2cI-c9FckmLATz7zE7JzDWXN6ocSO4HDLylYnj5sQIN00xUMekBiLbZas/s640/ILAAP03.jpg" width="640" /></a>Another area of particular weakness seems to be
understanding the elements of a citation.</div>
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Interestingly, students scored well (83%) on the two
questions related to plagiarism.
However, we know that recognizing the definitions of plagiarism and
paraphrasing is different from knowing how and when to cite in order to prevent
plagiarism.<br />
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For more information about the survey results, see the <a href="https://assumption.libguides.com/informationliteracy">Teaching
Information Literacy for Faculty</a> research guide.</div>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-43582151629350278982017-11-01T08:34:00.000-04:002017-11-01T10:09:00.121-04:00<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihf4k98VStzoQDh1q5Q_aK8Vejc1w74n1x_-IByvVhmN2xnUiQfRZeTaTcO9r3T_7YQOlN_x4kj6m6VKSa1nKpsm4VWzYS_rovBnqTE37gRmH1nnEd0xMyXXubCf2d4SCqKS851bXF66cK/s1600/WhatWereReading_October.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="588" data-original-width="783" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihf4k98VStzoQDh1q5Q_aK8Vejc1w74n1x_-IByvVhmN2xnUiQfRZeTaTcO9r3T_7YQOlN_x4kj6m6VKSa1nKpsm4VWzYS_rovBnqTE37gRmH1nnEd0xMyXXubCf2d4SCqKS851bXF66cK/s200/WhatWereReading_October.jpg" width="200" /></a></div>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">Each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
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<a href="http://en.unesco.org/news/rethinking-literacy-skills-digital-world" target="_blank"><br /></a><b><a href="http://www.npr.org/sections/13.7/2017/10/19/558751178/should-college-professors-give-tech-breaks-in-class" target="_blank">Should College Professors Give 'Tech Breaks' in Class?</a> By Barbara J. King. <i>New England Public Radio: Cosmos & Culture</i>. October 19, 2017.</b><br />
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This somewhat provocative piece from NPR puts forth the idea, "Should professors provide students with a one-minute tech break in the classroom to check and send messages on their phone?"</blockquote>
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<b><a href="http://www.pewinternet.org/2017/09/11/how-people-approach-facts-and-information/" target="_blank">How People Approach Facts and Information</a>. By John B. Horrigan. <i>Pew Research Center: Internet & Technology</i>. September 11, 2017.</b><br />
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This report is based on a fall 2016 survey involving over 3,000 US adults. The findings suggest that people deal in varying ways with tensions about what information to trust and how much they want to learn. Some people are interested and engaged with information; others are wary and stressed.</blockquote>
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<b><a href="http://www.pewinternet.org/2017/10/19/the-future-of-truth-and-misinformation-online/" target="_blank">The Future of Truth and Misinformation Online</a>. By Janna Anderson and Lee Rainie. <i>Pew Research Center: Internet & Technology</i>. October 19, 2017.</b><br />
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In summer 2017, Pew Research Center and Elon University's Imagining the Internet Center conducted a large survey of technologists, scholars, practitioners, and strategic thinkers, asking them whether the quality and veracity of information online will improve in the next ten years.</blockquote>
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<b><a href="https://scholarlykitchen.sspnet.org/2017/10/06/researchgate-publishers-take-formal-steps-force-copyright-compliance/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ScholarlyKitchen+%28The+Scholarly+Kitchen%29" target="_blank">ResearchGate: Publishers Take Formal Steps to Force Copyright Compliance</a>. By Robert Harington. <i>The Scholarly Kitchen: What's Hot and Cooking in Scholarly Publishing</i>. October 6, 2017.</b><br />
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A coalition of large publishing companies announced this month that they will begin issuing take-down notices for content shared on the website ResearchGate that violates copyright. There are currently as many as 7 million copyrighted articles freely and illegally available on ResearchGate, most contributed by authors who did not realize they were violating copyright.</blockquote>
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<b><a href="https://theconversation.com/the-enduring-power-of-print-for-learning-in-a-digital-world-84352" target="_blank">The Enduring Power of Print for Learning in a Digital World</a>. By Patricia A. Alexander and Lauren M. Singer. <i>The Conversation: Academic Rigor, Journalistic Flair</i>. October 3, 2017.</b><br />
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Studies show students prefer reading digital texts; they read faster, and comprehend the main idea just as well as they do for a print text. However, when asked specific questions about a text, student who read it in print scored significantly better than those who read it online.</blockquote>
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<b><a href="https://daily.jstor.org/student-writing-in-the-digital-age/" target="_blank">Student Writing in the Digital Age.</a> By Anne Trubek. <i>JSTOR Daily: Where News Meets Its Scholarly Match</i>. October 19, 2016.</b><br />
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Here is a blog post about a study done comparing writing mistakes of college students over the last 100 years. Some of the results are surprising and challenge what we think we know about student writing. The bibliography has additional interesting articles.</blockquote>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-43107005025773437172017-10-05T13:13:00.000-04:002017-10-06T14:16:11.980-04:00Pre-Columbian Artifacts to be Displayed Soon!Librarians typically work with documents (printed, handwritten, digital) and with visual materials, such as photographs, but rarely with 3-dimensional objects. Therefore, a box purported to be pre-Columbian artifacts from Mexico, received as a gift from former Assumptionist priest Michael Carey around 2006, was a puzzle to be solved, but not within the expertise level of any of our staff. Over the years we explored the possibility of identifying a museum professional who might provide guidance on authenticating this collection and on how to move forward with cataloging and displaying it. No easily available expertise was obvious to us.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6ScAnsJSIhcSxD8d8Xg2Ca2y4FqvH1q_0on8U-bwb_U74l-R8kKhLHhSq3mH8RgOSO0J90vTnvTQLhpvpyIaW-h5C44NUf-vwgxoAUiJGYBUHGeYQqrH_xOxY5fztMQ3yb23fMnVVe_Dr/s1600/Pre-Columbian04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="972" data-original-width="1600" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6ScAnsJSIhcSxD8d8Xg2Ca2y4FqvH1q_0on8U-bwb_U74l-R8kKhLHhSq3mH8RgOSO0J90vTnvTQLhpvpyIaW-h5C44NUf-vwgxoAUiJGYBUHGeYQqrH_xOxY5fztMQ3yb23fMnVVe_Dr/s400/Pre-Columbian04.jpg" width="400" /></a></div>
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Then last year, while cataloging an Honors thesis, Liz Maisey realized that we have an expert right here on campus. Within a couple of hours of hearing from us about the Michael Carey collection, Professor Mark Christensen was in the library. We opened the box and started unwrapping what turned out to be 23 pieces of authentic pre-Columbian artifacts. Most of them date from 300BC to 350AD.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglQAHSe2nbowXS6ssFTmmIzpU1WhKWRXQU2kkwOLleVCk0Sj9YHdCtcCVBocdsvOp4voFpHo7zw4EDvy4Innkf3e02yCpqvQrORtvVcURo4i2wEveUngeiGZl2UbCcsJhLvqDWCkdBn6Gy/s1600/Pre-Columbian02.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglQAHSe2nbowXS6ssFTmmIzpU1WhKWRXQU2kkwOLleVCk0Sj9YHdCtcCVBocdsvOp4voFpHo7zw4EDvy4Innkf3e02yCpqvQrORtvVcURo4i2wEveUngeiGZl2UbCcsJhLvqDWCkdBn6Gy/s200/Pre-Columbian02.jpg" width="200" /></a>Mark suggested the purchase of three books that could help more closely identify the artifacts, and he subsequently set out to catalog the various pieces and describe a context for viewers of the collection. The objects include pottery, human figures, pieces in the form of animals, musical instruments, and tools, most of them made from clay, but a few from metal.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_YhL5-UCtEW1NjnY8Wh6tnk3Gvd2ohBtuBFuMVFYIOBj4me5dmIanZjl9gtMto27BPoE-JfaFU2e1RNqwRiIR6tf8i6W35APecppkBQbxZEhAiLyuvpHj0ViBqD3in6uz2JuJQ3ZV27Tt/s1600/Pre-Columbian01.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="639" data-original-width="1600" height="79" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_YhL5-UCtEW1NjnY8Wh6tnk3Gvd2ohBtuBFuMVFYIOBj4me5dmIanZjl9gtMto27BPoE-JfaFU2e1RNqwRiIR6tf8i6W35APecppkBQbxZEhAiLyuvpHj0ViBqD3in6uz2JuJQ3ZV27Tt/s200/Pre-Columbian01.jpg" width="200" /></a>The collection is nearly ready to be displayed in the first level wall cases in the Tsotsis Family Academic Center. Mark has collaborated with his History Department staff, Art Department faculty, and library staff to prepare this exhibit. Look for it in the cases in the next couple of weeks.<br />
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<b>We are very excited about the exhibit and hope that you will be too!</b><br />
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-16044568591023064352017-09-15T09:25:00.000-04:002017-11-01T10:09:59.489-04:00<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">Each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
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<a href="http://en.unesco.org/news/rethinking-literacy-skills-digital-world" target="_blank"><br /></a>
<b><a href="http://en.unesco.org/news/rethinking-literacy-skills-digital-world" target="_blank">Rethinking Literacy Skills in a Digital World.</a> <i>United Nations Educational, Scientific, and Cultural Organization (UNESCO)</i>. September 8, 2017.</b><br />
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International Literacy Day took place on September 8th, with the focus this year on "Literacy in a Digital World." More than 200 stakeholders from around the world met for a conference in Paris to discuss and examine what kind of literacy skills people need to navigate increasingly digitally-mediated societies.</blockquote>
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<b><a href="https://hapgood.us/2017/07/19/information-underload/" target="_blank">Information Underload</a>. By Mike Caulfield. <i>Hapgood</i>. July 19, 2017.</b><br />
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The author suggests that our most advanced technologies should be focused on the creation of quality information, rather than the organization of existing information. The advancement of search algorithms and related tools will do little good if the quality and frequency of our research diminishes.</blockquote>
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<b><a href="https://www.aacu.org/campus-model/high-impact-practices-help-students-succeed-during-university-expansion" target="_blank">High-Impact Practices Help Students Succeed During University Expansion</a>. <i>Association of American Colleges & Universities</i>. May 2017.</b><br />
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This case study presents how Texas A&M-San Antonio used high-impact practices to help first-generation and minority first-years to succeed in their college careers. The HIPs used were focused on service and experiential learning. The methods used are applicable to any demographic of first year students.</blockquote>
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<b><a href="https://www.aacu.org/aacu-news/newsletter/2017/may/perspectives" target="_blank">Perspectives - Mythbusting the Skills Gap</a>. <i>AAC&U News</i>. May 2017.</b><br />
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This article discusses several recent studies and opinion pieces that urge a reframing of the response to the "skills gap" problem.</blockquote>
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<b><a href="http://hechingerreport.org/opinion-students-cant-repay-loans-without-jobs-heres-navigate-last-mile-diploma-employment/" target="_blank">OPINION: Students Can't Repay Loans Without Jobs - Here's How to Navigate the 'Last Mile' from Diploma to Employment</a>. By Matt Sigelman.<i> The Hechinger Report</i>. March 13, 2017.</b><br />
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The author, CEO of an employment analytics firm, argues that a skills gap does exist, just not in the way that educators and employers fear. He writes that students are "leaving school with a valuable set of skills but often lack that last specific skill or two that can clinch the first job. Too many students are almost qualified - and almost isn't good enough."</blockquote>
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<b><a href="http://www.infotoday.com/OnlineSearcher/Articles/InfoLit-Land/PostTruth-False-News-and-Information-Literacy-119319.shtml" target="_blank">Post-Truth, False News, and Information Literacy</a>. By William Badke. <i>Online Searcher: Information Discovery, Technology, Strategies</i>. Volume 41, Number 4. July/August 2017.</b><br />
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The author provides a brief discussion of the fake news landscape and attempts to address it.</blockquote>
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<b><a href="http://www.infotoday.com/mls/jul17/Burke--Finding-Quality-Free-Images.shtml" target="_blank">Finding Quality Free Images</a>. By Jennifer E. Burke. <i>Marketing Library Services</i>. Volume 31, Number 4. July/August 2017.</b><br />
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The author provides some alternatives to Flickr for free photos in the public domain.</blockquote>
<br />d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-30538146203310707382017-08-31T09:38:00.000-04:002017-08-31T09:38:44.853-04:00How Can We Help You?<h4>
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It's hard to believe, but a new academic year is already here. As you plan for the coming semester, we'd like to remind you of the many services we provide to you and your students. </span></h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdkzHHYWaOabfDIgpweFvXkKaSb5BETHQ32FY8yi21fE7VFHpgTsgLrg8CYgwvR5OdghGHjaoapE9fXzZlegsvmhad8mLFAxB4bvDMimooOjFYrUAAGmxs3iEp3INvB2_XNz_ji-02e1ZZ/s1600/teacher-309533_960_720.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdkzHHYWaOabfDIgpweFvXkKaSb5BETHQ32FY8yi21fE7VFHpgTsgLrg8CYgwvR5OdghGHjaoapE9fXzZlegsvmhad8mLFAxB4bvDMimooOjFYrUAAGmxs3iEp3INvB2_XNz_ji-02e1ZZ/s200/teacher-309533_960_720.png" width="170" /></a><span style="text-align: justify;">Could your entire class benefit from some library instruction, customized to address the specific needs of your course assignment? Consider scheduling a </span><b style="text-align: justify;">Library Instruction Session </b><span style="text-align: justify;">by </span>contacting <a href="mailto:library@assumption.edu" target="_blank">Phil Waterman</a><span style="text-align: justify;">, Head of Research Support Services. A Research Services librarian can visit your classroom or host your class in the library, and provide your students with the tools and skills they need to succeed. Topics might include database selection, website evaluation, citation management, search strategies, or any other topic related to locating, evaluating, using, and sharing information. Suggestions for new instruction topics are always welcome!</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEl64smcylocB_-VRXOVWSF0Z5roqpJBF1GICVcjepgwmN_55UIGhtZyzzXAcnD-bsu7vzwPmTPGT67RnxHCQpqbk6nUmRWyn_lueKME8FbrkPBGS_AmHP9SrId0qoypiheR_TrYG5odbQ/s1600/ResearchApt.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEl64smcylocB_-VRXOVWSF0Z5roqpJBF1GICVcjepgwmN_55UIGhtZyzzXAcnD-bsu7vzwPmTPGT67RnxHCQpqbk6nUmRWyn_lueKME8FbrkPBGS_AmHP9SrId0qoypiheR_TrYG5odbQ/s200/ResearchApt.JPG" width="144" /></a></div>
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<b>Individual Research Appointments </b>can be easily scheduled with our <a href="http://assumption.libcal.com/appointment/18607" target="_blank">online appointment calendar</a>. Students can select a weekday and time that is convenient for them to sit down one-on-one with a Research Services librarian. They may schedule an appointment a month or a single day in advance! Appointments typically last 30 minutes, but may be longer or shorter depending on the need. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNs_0uGsI5Vkw7AnRsnswgUdOUMRGtVn4uRHTtMIVyhKDyRF_1IqkvQ2zKGv99sexytiHNnhr4FC9mml7UHFpVzfzEv42PRJzU3xwChWnXxCkGakDD318oJzCwEtAiG9iYYbPsqSRFDKL8/s1600/RefStaffPic_2017.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNs_0uGsI5Vkw7AnRsnswgUdOUMRGtVn4uRHTtMIVyhKDyRF_1IqkvQ2zKGv99sexytiHNnhr4FC9mml7UHFpVzfzEv42PRJzU3xwChWnXxCkGakDD318oJzCwEtAiG9iYYbPsqSRFDKL8/s200/RefStaffPic_2017.jpg" width="200" /></a><br />
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This year, we have implemented a new<b> Personal Librarian Program</b>, specifically for our first year students. Each student has been assigned to a "Personal Librarian" who will reach out to them periodically, through a library BrightSpace course, to provide advice and research tips. Students are invited to contact their Personal Librarian for help and were introduced to them during their orientation. The Personal Librarian will also be conducting a library workshop for their students during a Common Hour period, in collaboration with the faculty of their COMPASS Learning Communities.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBpPtGgTrAA4swlHSPe5Av2yzpbWmEYWw5LbZbbILPOtKqaKX9HEpKTWhFnhEx2fhjQuN_p24UqE4xXgwojfAP1JZCb71dylO0JCmC6_QDcHC8zamEcevbW9ZUgg3KdwwJZWEVtZ4xjtCe/s1600/Chat.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBpPtGgTrAA4swlHSPe5Av2yzpbWmEYWw5LbZbbILPOtKqaKX9HEpKTWhFnhEx2fhjQuN_p24UqE4xXgwojfAP1JZCb71dylO0JCmC6_QDcHC8zamEcevbW9ZUgg3KdwwJZWEVtZ4xjtCe/s200/Chat.JPG" width="200" /></a><br />
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Students can contact a Research Services librarian through <a href="mailto:library@assumption.edu" target="_blank">email</a>, <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">phone</a>, or our <b>Online Chat Service</b>. This helpful chat invitation will appear whenever a person lingers on the library website pages. Students can click the box to chat instantly with a librarian. Generally, the online chat is available during the same hours as our Research Help Desk (see below). Chat boxes also appear in most online Research Guides and a select number of databases.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ4KiUcTOioOiRMCi-Nl_SZFJ_18-D_sBjJzNrhuBtWuJ1hjLyqG1hALMGGvxys-1QjjHKtq4lXTYNfgdSLioA10ooyc_60GAIZyc-aHtcK86NPmJGSiKsboh3GQpDJWQbEiqs2B5xsTz8/s1600/Research+Sign.jpg" imageanchor="1" style="clear: left; display: inline; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ4KiUcTOioOiRMCi-Nl_SZFJ_18-D_sBjJzNrhuBtWuJ1hjLyqG1hALMGGvxys-1QjjHKtq4lXTYNfgdSLioA10ooyc_60GAIZyc-aHtcK86NPmJGSiKsboh3GQpDJWQbEiqs2B5xsTz8/s200/Research+Sign.jpg" width="150" /></a></div>
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Students can also visit the <b>Research Help Desk</b> in person, located on the first floor of the library, to get personalized assistance without an appointment. The desk is staffed six days a week, including weekend and evening hours. Mondays-Thursdays (11:00am-9:00pm), Fridays (11:00am-3:00pm), and Sundays (11:00am-7:00pm).<br />
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<b>Have a question or a suggestion for other ways to reach our students? <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">Let Us Know!</a></b></div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-89437979942625875452017-05-01T14:09:00.000-04:002017-05-01T18:09:43.529-04:00<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWhNCY3weR0QM2acXJGEbChlsD3JEUAzcpZSRy9ktVinq_JK0vrysUIiYl_20Jcl-Cy2HZkxa40LOyV7uwEhmQ3NE0AfbvcV3QYkmoF4Oufq-ioyG95BWtGHF-oTvrv7W6CJXBmYToAIxf/s1600/WhatWereReading_May.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWhNCY3weR0QM2acXJGEbChlsD3JEUAzcpZSRy9ktVinq_JK0vrysUIiYl_20Jcl-Cy2HZkxa40LOyV7uwEhmQ3NE0AfbvcV3QYkmoF4Oufq-ioyG95BWtGHF-oTvrv7W6CJXBmYToAIxf/s320/WhatWereReading_May.jpg" width="320" /></a></div>
<span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">On the first of each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
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<a href="http://search.proquest.com/docview/1885217203/fulltext/1C00B4122744EC7PQ/1?accountid=36120" target="_blank"><br /></a>
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<b><a href="http://www.digitalpedagogylab.com/hybridped/wakefulness-digitally-engaged-publics/" target="_blank">Wakefulness and Digitally Engaged Publics</a>. By Ian O'Byrne. <i>Hybrid Pedagogy: A Digital Journal of Learning, Teaching, and Technology.</i> April 12, 2017.</b><br />
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This article argues that academics must be conscious and vigilant as they move within public digital spaces and that they have a responsibility to serve as "public intellectuals" that educate, empower, and advocate for others. The author declares that the boundaries of scholarship must expand into the rest of the world, stating "we must make intellectual work accessible, and accessible work intellectual."</blockquote>
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<b><i><a href="http://www.ubiquitypress.com/site/books/10.5334/bbc/" target="_blank">Open: The Philosophy and Practices that are Revolutionizing Education and Science.</a></i> Edited by Rajiv Jhangiani and Robert Biswas-Diener. Ubiquity Press. 2017.</b><br />
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"Affordable education. Transparent Science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate - if parallel - courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement."</blockquote>
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<b><a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/LetMeLearnorJusttheAnswer.pdf" target="_blank">'Let Me Learn' or 'Just the Answer'? Research Consultations and Dweck's Theories of Intelligence.</a> By Amanda L. Folk, Kelly Bradish Safin, and Anna Mary Williford. Paper presented at the Association of College and Research Libraries Conference, Baltimore MD. March 2017.</b><br />
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The literature review in this paper is a good introduction to the theory of fixed and growth mindsets proposed by Carol Dweck and others. For more details about this theory see: <a href="http://houndcat.assumption.edu/vwebv/search?searchCode=GKEY%5E&searchType=1&searchArg=(OCoLC)58546262" target="_blank">Mindset: The New Psychology of Success by C.S. Dweck (2006).</a></blockquote>
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<b><a href="http://lib.assumption.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=122041476&login.asp&site=ehost-live&scope=site" target="_blank">Sci-Hub and the Researcher.</a> By William Badke. <i>Online Searcher</i> (Vol.41 No. 2). March/April 2017.</b><br />
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This article focuses on Sci-Hub, a free download site that offers easy and free access to scholarly resources. Topics included the description and overview of Sci-Hub, its ethical context, its content of copyrighted articles, its association with information literacy, and its significance in academic publication.</blockquote>
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<b><a href="http://search.proquest.com/docview/1885217203/fulltext/1C00B4122744EC7PQ/1?accountid=36120" target="_blank">Families, Lawmakers Want to Know More about what Becomes of College Students; Efforts to Offer a Fuller Picture are Under Way, but Fixes so Far have been Piecemeal.</a> By Melissa Korn. <i>Wall Street Journal.</i> April 8, 2017.</b><br />
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"As tuition costs continue to rise and states rethink their investments in higher education, colleges are under increasing pressure from prospective students and lawmakers to disclose outcomes like on-time graduation rates and earnings potential for particular majors. The information now available is often incomplete - or even outright wrong. But efforts are under way to change that, even if progress has been piecemeal."</blockquote>
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<b><i><a href="http://houndcat.assumption.edu/vwebv/search?searchCode=GKEY%5E&searchType=1&searchArg=(OCoLC)26807596" target="_blank">Classroom Assessment Techniques: A Handbook for College Teachers.</a></i> By Thomas A. Angelo and Kathryn Patricia Cross. Jossey-Bass Publishers. 1993.</b><br />
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Although this is an older book, many of these quick assessment techniques are still worth exploring. There are numerous examples of how to use each technique as well as problems teachers may encounter in using them.</blockquote>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-19808634681432449962017-04-19T09:01:00.000-04:002017-04-19T09:01:08.433-04:00What Happens When You Get 5,000 Librarians in a Room?<div>
<span style="font-size: large;">Two of our library staff members, Phil Waterman and Mary LaBombard, attended the Association of College and Research Libraries (ACRL) Annual Conference on March 22-25 in Baltimore, MD. The conference featured more than 5,200 library professionals, exhibitors, speakers, and guests from around the world. </span><br />
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<span style="font-size: large;">There was a lot to see in Baltimore, but here are a few of their selected highlights:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaXeEu_5fXoWV7Hhn7IDACwZfvswPHxTfGtfnKbvn94IMP4MYVaX9-r9ua6Dr_-SRu0rVwGBQMsQD6oiT6_ppO5zzWs8aVot3RmZF2EpTa0KyobdVQsiPnIJ8InlgdQDOGgZkLG7Hk9a0w/s1600/SocialJustice.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaXeEu_5fXoWV7Hhn7IDACwZfvswPHxTfGtfnKbvn94IMP4MYVaX9-r9ua6Dr_-SRu0rVwGBQMsQD6oiT6_ppO5zzWs8aVot3RmZF2EpTa0KyobdVQsiPnIJ8InlgdQDOGgZkLG7Hk9a0w/s200/SocialJustice.jpg" width="200" /></a></div>
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<b><u>What's Social Justice Got to Do with Information Literacy?</u></b></div>
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Lisa Burgert, Reference Librarian, University of San Diego</div>
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Margaret Brown-Salazar, Instruction Coordinator/Reference Librarian, Saint Mary's College of California</div>
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Elisa Acosta, Instruction Coordinator, Loyola Marymount University<br />
Joseph Garity, Coordinator of Library Instruction, University of San Francisco</div>
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Instruction librarians at four Catholic institutions collaborated to develop information literacy instruction grounded in social justice, seeking to demonstrate that <i>"when we seek information, we examine the privilege of the voices and sources of our information and we learn to identify whose voices are present and whose voices are missing and how that impacts and influences our understanding of information."</i> <a href="http://libguides.lmu.edu/c.php?g=571852&p=3942714" target="_blank">View the online guide about the project here.</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkMkfURsi3CqtfsRoioWO00wUApd_21DYpx8hZ6r1PjwStmEfk8slcSfFQDqKwiRRDKPnmk3Xm5JPlx58ZovIf1F6k7gr2b1djtPswtKwd0kIqZZlRJOkO0JCUibD1NpWrNd_KT48DrSQ9/s1600/EverythingPredPubs.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="228" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkMkfURsi3CqtfsRoioWO00wUApd_21DYpx8hZ6r1PjwStmEfk8slcSfFQDqKwiRRDKPnmk3Xm5JPlx58ZovIf1F6k7gr2b1djtPswtKwd0kIqZZlRJOkO0JCUibD1NpWrNd_KT48DrSQ9/s320/EverythingPredPubs.png" width="320" /></a></div>
<b><u>Everything You Ever Wanted to Know About Predatory Publishing But Were Afraid to Ask</u></b><br />
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Monica Berger, Instruction and Reference Librarian, New York City College of Technology, CUNY</div>
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In this contributed paper, Berger examines the history and current state of predatory publishing, including the motivations of participants. She provides a detailed list of typical practices and characteristics of predatory publishers, and urges scholars to move away from using blacklists to identify potential predatory publishers and instead engage in critical evaluation.<a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/EverythingYouEverWantedtoKnowAboutPredatoryPublishing.pdf" target="_blank"> Read the entire contributed paper here.</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh05pWUsvp3fNcF4ftsrihQo_Hakyh5xWR54whB28M6Lhe5g6VdWykfxNWKUx9GisjN0duWK1jAYQuND2DevrHX9jUizOum5HwGS60KrgeZlCyVdj1eChzLbnYfo6tcC4ZcgmbGU0blXbJJ/s1600/AnatomyLiaison.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh05pWUsvp3fNcF4ftsrihQo_Hakyh5xWR54whB28M6Lhe5g6VdWykfxNWKUx9GisjN0duWK1jAYQuND2DevrHX9jUizOum5HwGS60KrgeZlCyVdj1eChzLbnYfo6tcC4ZcgmbGU0blXbJJ/s320/AnatomyLiaison.JPG" width="320" /></a></div>
<b><u>Anatomy of a Liaison Librarian: Analysing Liaison Activities Using Faculty Emails</u></b><br />
Teresa LePors, Coordinator of Library Research and Scholarly Services, Elon University<br />
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In an effort to better understand the relationship between the librarians and the faculty at her institution, LePors analyzed one year's worth of emails and grouped them according to five primary functions: research assistance, instruction, circulation, collection development, and faculty outreach. Her analysis provided insights including the most common time of day for faculty email responses (between 6pm and 2am)and the month of the year in which faculty send fewest emails (June). A helpful concept map provides a visual description of the broad range of topics or requests that appear in the emails. <a href="https://s4a.goeshow.com/temp/handouts/427A9E3E-8A51-E511-B4CD-0025B3A62EEE/2539_LePors%20ACRL%20Poster%202017.pdf" target="_blank">View the presentation poster here. </a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaRCiGLXllcInE0gXeOIDa26jUMVSOi2GbMB91IhNuxSKHjjYdGW1F9LfPmMolrKLx96ykgE3BpPrZpuD3g9A5A_QDoMKQhY4HNxvfzqKRkkG75nznsyOXDachBsxJGNVemNiY4SRXHDcr/s1600/ConstructingResearchers.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaRCiGLXllcInE0gXeOIDa26jUMVSOi2GbMB91IhNuxSKHjjYdGW1F9LfPmMolrKLx96ykgE3BpPrZpuD3g9A5A_QDoMKQhY4HNxvfzqKRkkG75nznsyOXDachBsxJGNVemNiY4SRXHDcr/s320/ConstructingResearchers.JPG" width="320" /></a></div>
<b><u>Constructing Research(ers): Faculty and Undergraduates as Researching Subjects</u></b><br />
Rick Fisher, Associate Lecturer of English, University of Wyoming<br />
Kaijsa Calkins, Associate Librarian, University of Wyoming<br />
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The authors present the results of a syllabus analysis and faculty interviews to explore how educators construct research processes for their undergraduate students, and how those constructions reveal disciplinary values. This paper represents the first stage of a research project intended to identify and address the disparities that exist between students and instructors about goals and definitions of research-writing assignments. <a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/ConstructingResearch%28ers%29.pdf" target="_blank">Read the entire contributed paper here.</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh6AwSDc2MB1M4VsuTzgvwhxMQuJRXig6Hmyf7ygmYnpZCsyDzxJ8kKgAGMhH4Wg3Y_L084-gT-2zo39RN2hHBeKkaPMwJl8EWbRxz27XK93OQdMoBji4D3lVjPvcwexZOMVqPWMxS_BAk/s1600/Carla_Hayden_%2528cropped%2529.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh6AwSDc2MB1M4VsuTzgvwhxMQuJRXig6Hmyf7ygmYnpZCsyDzxJ8kKgAGMhH4Wg3Y_L084-gT-2zo39RN2hHBeKkaPMwJl8EWbRxz27XK93OQdMoBji4D3lVjPvcwexZOMVqPWMxS_BAk/s320/Carla_Hayden_%2528cropped%2529.jpg" width="320" /></a></div>
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<b><u>Closing Keynote: Carla Hayden, Librarian of Congress</u></b></div>
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Carla Hayden was nominated in 2016 by President Obama and became the first woman and the first African American to hold the position of Librarian of Congress. Before that, she served as CEO of Baltimore's Enoch Pratt Free Library, which she famously kept open during the 2015 unrest in Baltimore following the death of Freddie Gray. In her closing keynote address, Hayden spoke of her ambition to make library collections more accessible to all people, and the importance of the profession in today's post-truth era. <a href="http://conference.acrl.org/keynotes-3/" target="_blank">Learn more about all of the keynote speakers here.</a></div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-62610812451067335042017-04-03T13:08:00.001-04:002017-04-03T13:08:37.764-04:00<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIrZF2tiz4ZQRe8gzemoFGQbuwqyA1U_3-VaiAYT_EuoI-ZXmibvMt6Agp81-ambHuVDiGVFv7BuQ-udIzbEShT4Lnll8U5GMkA5ei1BbiT3WA9pk3pKhuGotehoC5CIUHcMowS_i2oFn-/s1600/WhatWereReading.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIrZF2tiz4ZQRe8gzemoFGQbuwqyA1U_3-VaiAYT_EuoI-ZXmibvMt6Agp81-ambHuVDiGVFv7BuQ-udIzbEShT4Lnll8U5GMkA5ei1BbiT3WA9pk3pKhuGotehoC5CIUHcMowS_i2oFn-/s320/WhatWereReading.jpg" width="320" /></a></div>
<b><span style="font-size: large;"><br /></span></b><b><span style="font-size: large;"><br /></span></b><span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n.</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">On the first of each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
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<b><a href="https://chroniclevitae.com/news/1691-what-is-critical-thinking-anyway">What is Critical Thinking Anyway?</a> By Rob Jenkins. <i>Vitae</i>. February 2, 2017.</b><br />
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This professor of English at Georgia State University believes that the best thing teachers can do for their students is help them learn to think for themselves, and that involves explaining what critical thinking actually means. The author finds that "the term 'critical thinking' has been overused to the point where it has almost ceased to mean anything in particular. It has become more of a popular educational catchphrase, so that even the people who use it don't know exactly what they mean by it."</blockquote>
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<b><a href="http://www.inthelibrarywiththeleadpipe.org/2017/sparking-curiosity/">Sparking Curiosity - Librarians' Role in Encouraging Exploration</a>. By Hannah Gascho Rempel and Anne-Marie Deitering. <i>In the Library with the Lead Pipe</i>. February 22, 2017.</b><br />
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These librarians from Oregon State University "discuss how a deeper understanding of curiosity can inspire instructional strategies and classroom-based activities that provide learners with a new view of the research process." They discuss their work with teaching faculty and instructors to advocate for different approaches to helping students solve information problems.</blockquote>
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<b><a href="https://rulenumberoneblog.com/2017/02/12/librarian-in-a-strange-land/">Librarian in a Strange Land</a>. By Dani B. Cook. <i>Rule Number One: A Library Blog</i>. February 12, 2017.</b><br />
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In this blog post, librarian Dani Cook discusses fake news, insulating ourselves from opinions that differ from our own, and the implications for teaching students information literacy concepts.</blockquote>
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<b><a href="https://www.nytimes.com/2017/03/03/arts/morgan-library-book-smell.html?smid=pl-share&_r=0">What's That Smell? Rare Books and Artifacts From a 1906 Library</a>. By Randy Kennedy. <i>The New York Times</i>. March 3, 2017.</b><br />
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For many people, the smell of books is one of memory's most powerful messengers, especially as the printed page gives way to the digital. This article discusses a project underway at the Morgan Library and Museum in New York City that is taking scientific samples of smells from rare books, objects, and Pierpont Morgan's own study to try to pin down the powerful connection between smell and our collective memory.</blockquote>
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<b><a href="http://www.economist.com/news/leaders/21719480-and-how-cast-them-shackles-scientific-journals" target="_blank">The Shackles of Scientific Journals And How to Cast Them Off</a>. <i>The Economist</i>. March 25, 2017. </b><br />
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This article outlines the ways in which scientific research is being hidden by the traditional publication process. It suggests that researchers should deposit papers and data into open repositories for public view, and advocates for alternative publishing and peer review models that are more transparent.</blockquote>
<a href="http://www.chronicle.com/blogs/profhacker/find-open-access-articles-faster-with-unpaywall/63793" target="_blank"><br /></a>
<b><a href="http://www.chronicle.com/blogs/profhacker/find-open-access-articles-faster-with-unpaywall/63793" target="_blank">Find Open Access Articles Faster with UnPayWall</a>. By Maha Bali. <i>The Chronicle of Higher Education</i>. March 27, 2017.</b><br />
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Scholars searching for research articles often come to a publisher website that asks for download fees in exchange for online access. Unpaywall is a newly released free Chrome/Firefox extension that will automatically link from these websites to a legal, free copy of an article if one is available in an outside repository or other site. </blockquote>
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<b><i><a href="https://webliteracy.pressbooks.com/" target="_blank">Web Literacy for Student Fact-Checkers</a></i>. By Mike Caulfield. Online book. 2017.</b><br />
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This book contains strategies for us all to use when evaluating information online as well as exercises you can use in class. It is a work in progress, so some of the later chapters are not quite complete. </blockquote>
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<b><a href="http://www.zephoria.org/thoughts/archives/2017/01/09/did-media-literacy-backfire.html" target="_blank">Did Media Literacy Backfire?</a> By Danah Boyd. <i>Apophenia.</i> January 9, 2017.</b><br />
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This post suggests that maybe we have done too good a job in teaching students to be critical of all media. One of the challenges students have in evaluating "fake news" is that by questioning all information, students have difficulty in accepting expertise when it contradicts their experience.</blockquote>
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<b><a href="http://www.acenet.edu/news-room/Documents/Unpacking-Relationships-Instruction-and-Student-Outcomes.pdf" target="_blank">Unpacking Relationships: Instruction and Student Outcomes</a>. By Natasha A. Jankowski. <i>American Council on Education</i>. 2017.</b><br />
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This review article examines the evidence-based instruction practices that lead to positive student learning outcomes. </blockquote>
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<b><a href="http://www.cjr.org/b-roll/magazine-fact-checking-online.php" target="_blank">Magazines Find There's Little Time to Fact-Check Online</a>. By Sharon Bloyd-Peshkin and Susan Currie Sivek. Columbia Journalism Review. March 23, 2017.</b><br />
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To keep up with the fast pace of online publishing, even magazines that rigorously fact-check their print publications may merely spot-check their digital content. </blockquote>
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<b><a href="http://www.pewinternet.org/2017/03/22/what-the-public-knows-about-cybersecurity/" target="_blank">What the Public Knows About Cybersecurity</a>. By Kenneth Olmstead and Aaron Smith. Pew Research Center Report. March 22, 2017.</b><br />
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Americans' knowledge of cybersecurity topics varies widely. This report includes a link to an interactive quiz to test your cybersecurity knowledge before reading how others scored. </blockquote>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-81880137415352944012017-03-15T09:48:00.001-04:002017-03-15T09:53:29.923-04:00Research Help for Your Students<h4>
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It's hard to believe, but the semester midterm is already here. For many students, that means research projects and term papers are well underway. It is at this point in the semester that busy students could benefit from some extra help from a librarian. </span></h4>
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Below is a list of the quick and easy ways your students might contact us for extra help on their upcoming assignments. We hope you will keep these services in mind as we head towards the end of this academic year!</span></h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-u7yylOqc0aKAqtM6zJlYIytcv67kQpkNI5rmfjqBOQ2RQnEnLKd59bP3E7RG-ofrLSQZk3QsnJEYQq7iEJ64Mbmv0smX0M4eEOH7iOrK8eJQVtYVc-i4k6xeTychITliub_F4GXo3RFi/s1600/Pop+Up+Sign.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-u7yylOqc0aKAqtM6zJlYIytcv67kQpkNI5rmfjqBOQ2RQnEnLKd59bP3E7RG-ofrLSQZk3QsnJEYQq7iEJ64Mbmv0smX0M4eEOH7iOrK8eJQVtYVc-i4k6xeTychITliub_F4GXo3RFi/s200/Pop+Up+Sign.jpg" width="200" /></a></div>
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<b style="text-align: justify;">NEW this semester!</b><span style="text-align: justify;"> The Research Services librarians will be staffing a "Pop-up Library" at Charlie's every Wednesday and Thursday from 11:00am - 1:00pm. Students can stop by our table during their lunch to get advice on search strategies, resource evaluation, citation help, or any other area of the research process. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEl64smcylocB_-VRXOVWSF0Z5roqpJBF1GICVcjepgwmN_55UIGhtZyzzXAcnD-bsu7vzwPmTPGT67RnxHCQpqbk6nUmRWyn_lueKME8FbrkPBGS_AmHP9SrId0qoypiheR_TrYG5odbQ/s1600/ResearchApt.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEl64smcylocB_-VRXOVWSF0Z5roqpJBF1GICVcjepgwmN_55UIGhtZyzzXAcnD-bsu7vzwPmTPGT67RnxHCQpqbk6nUmRWyn_lueKME8FbrkPBGS_AmHP9SrId0qoypiheR_TrYG5odbQ/s200/ResearchApt.JPG" width="144" /></a></div>
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<b>Individual Research Appointments </b>can be easily scheduled with our <a href="http://assumption.libcal.com/appointment/18607" target="_blank">online appointment calendar</a>. Students can select a weekday and time that is convenient for them to sit down one-on-one with a Research Services librarian. They may schedule an appointment a month or a single day in advance! Appointments typically last 30 minutes, but may be longer or shorter depending on the need. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ4KiUcTOioOiRMCi-Nl_SZFJ_18-D_sBjJzNrhuBtWuJ1hjLyqG1hALMGGvxys-1QjjHKtq4lXTYNfgdSLioA10ooyc_60GAIZyc-aHtcK86NPmJGSiKsboh3GQpDJWQbEiqs2B5xsTz8/s1600/Research+Sign.jpg" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ4KiUcTOioOiRMCi-Nl_SZFJ_18-D_sBjJzNrhuBtWuJ1hjLyqG1hALMGGvxys-1QjjHKtq4lXTYNfgdSLioA10ooyc_60GAIZyc-aHtcK86NPmJGSiKsboh3GQpDJWQbEiqs2B5xsTz8/s200/Research+Sign.jpg" width="150" /></a></div>
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Students can visit the <b>Research Help Desk</b> located on the first floor of the library to get personalized assistance without an appointment. The desk is staffed six days a week, including weekend and evening hours. Mondays-Thursdays (9:00am-9:00pm), Fridays (9:00am-3:00pm), and Sundays (11:00am-7:00pm).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBpPtGgTrAA4swlHSPe5Av2yzpbWmEYWw5LbZbbILPOtKqaKX9HEpKTWhFnhEx2fhjQuN_p24UqE4xXgwojfAP1JZCb71dylO0JCmC6_QDcHC8zamEcevbW9ZUgg3KdwwJZWEVtZ4xjtCe/s1600/Chat.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBpPtGgTrAA4swlHSPe5Av2yzpbWmEYWw5LbZbbILPOtKqaKX9HEpKTWhFnhEx2fhjQuN_p24UqE4xXgwojfAP1JZCb71dylO0JCmC6_QDcHC8zamEcevbW9ZUgg3KdwwJZWEVtZ4xjtCe/s200/Chat.JPG" width="200" /></a><br />
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Students can also reach a Research Services librarian through <a href="mailto:library@assumption.edu" target="_blank">email</a>, <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">phone</a>, or our <b>Online Chat Service</b>. This helpful chat invitation will appear whenever a person lingers on the library website pages. Students can click the box to chat instantly with a librarian. Generally, the online chat is available during the same hours as our Research Help Desk (see above). Chat boxes also appear in most online Research Guides and a select number of databases.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdkzHHYWaOabfDIgpweFvXkKaSb5BETHQ32FY8yi21fE7VFHpgTsgLrg8CYgwvR5OdghGHjaoapE9fXzZlegsvmhad8mLFAxB4bvDMimooOjFYrUAAGmxs3iEp3INvB2_XNz_ji-02e1ZZ/s1600/teacher-309533_960_720.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdkzHHYWaOabfDIgpweFvXkKaSb5BETHQ32FY8yi21fE7VFHpgTsgLrg8CYgwvR5OdghGHjaoapE9fXzZlegsvmhad8mLFAxB4bvDMimooOjFYrUAAGmxs3iEp3INvB2_XNz_ji-02e1ZZ/s200/teacher-309533_960_720.png" width="170" /></a></div>
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Could your entire class benefit from some library instruction, customized to address the specific needs of your course assignment? Consider scheduling a <b>Library Instruction Session </b>by <a href="mailto:pwaterman@assumption.edu" target="_blank">contacting Phil Waterman</a>, Head of Research Support Services. A Research Services librarian can visit your classroom or host your class in the library, and provide your students with the tools and skills they need to succeed. Topics might include database selection, website evaluation, citation management, search strategies, or any other topic related to locating, evaluating, using, and sharing information. Suggestions for new instruction topics are always welcome!</div>
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<b>Have a question or a suggestion for other ways to reach our students? <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">Let Us Know!</a></b></div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-45757714692455487972017-03-01T11:00:00.000-05:002017-03-01T11:23:46.136-05:00<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFQ3lwU-khCA1V3PRE3JusHSaa9WuUDtZm0AhU0Ij8TZinoAiRnFr4m5Yc94Bi5uJx3HneRzpqL3tpFESkiPtAfBwnqS_thpmb72U0b96vntwjERRMbLzB9AtvznN5L0EqgeDQ4pQMXeq9/s1600/WhatWereReading01.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFQ3lwU-khCA1V3PRE3JusHSaa9WuUDtZm0AhU0Ij8TZinoAiRnFr4m5Yc94Bi5uJx3HneRzpqL3tpFESkiPtAfBwnqS_thpmb72U0b96vntwjERRMbLzB9AtvznN5L0EqgeDQ4pQMXeq9/s320/WhatWereReading01.jpg" width="320" /></a><b><span style="font-size: large;"></span></b><br />
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<span style="font-size: large;">Here at the d'Alzon Library, we try to keep up with the latest news relate<span style="font-family: inherit;">d to student learning, information or digital literacy, and resource evaluatio</span>n. </span><br />
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<span style="font-size: large;">On the first of each month, we'd like to share with you some of our favorite recent reads. Enjoy!</span><br />
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<span style="font-family: inherit;"><b><a href="http://www.newyorker.com/magazine/2017/02/27/why-facts-dont-change-our-minds" target="_blank">Why Facts Don't Change Our Minds: New Discoveries about the Human Mind Show the Limitations of Reason</a>. By Elizabeth Kolbert. <i>The New Yorker</i>. February 7, 2017.</b>
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<span style="font-family: inherit; font-size: small;">The author discusses three books, from the fields of cognitive science and psychiatry, that explore how personal beliefs affect our processing of factual information.</span></blockquote>
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<b><a href="http://www.inthelibrarywiththeleadpipe.org/2016/critical-conversations/" target="_blank">Critical Pedagogy, Critical Conversations: Expanding Dialogue about Critical Library Instruction through the Lens of Composition and Rhetoric</a>. By Andrea Baer. <i>In the Library with the Lead Pipe</i>. December 7, 2016.</b><br />
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This article explores critical pedagogy in the field of composition and rhetoric and how it could inform critical pedagogy in library instruction.</blockquote>
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<b><a href="https://www.aacu.org/sites/default/files/files/FINALFORPUBLICATIONRELEASEONSOLIDGROUND.pdf" target="_blank">On Solid Ground: A Preliminary Look at the Quality of Student Learning in the United States</a>. Association of American Colleges and Universities. 2017.</b><br />
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This report introduces a nationwide effort to examine direct evidence of student learning on key learning outcomes - critical thinking, written communication, and quantitative literacy - that both educators and employers agree are essential for student success.</blockquote>
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<b><a href="http://houndcat.assumption.edu/vwebv/search?searchCode=GKEY%5E&searchType=1&searchArg=(OCoLC)754742989" target="_blank"><i>Make Just One Change: Teach Students to Ask Their Own Questions</i>.</a> By Dan Rothstein and Luz Santana. Harvard Education Press. 2011.</b></div>
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The authors believe that students need to be taught the skill of question formulation and offer a concrete Question Formulation Technique which can be adapted to many different classroom settings. This technique calls on students to use divergent thinking, convergent thinking, and metacognitive skills which ultimately lead them to become "independent thinkers and self-directed learners."</blockquote>
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<b><a href="http://reallifemag.com/all-i-know-is-whats-on-the-internet/" target="_blank">All I Know is What's on the Internet</a>. By Rolin Moe. <i>Real Life</i>. January 17, 2017.</b><br />
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This writer, from Seattle Pacific University, argues that information literacy is not the antidote to fake news, because the institutions for teaching it can't be trusted either.</blockquote>
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<b><a href="https://hapgood.us/2016/12/19/yes-digital-literacy-but-which-one/" target="_blank">Yes, Digital Literacy. But Which One?</a> By Mike Caulfield. <i>Hapgood</i>. December 19, 2016.</b><br />
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This writer, from Washington State University, argues that in the area of digital literacy, we are not teaching students what they really need to know about evaluating online sources.</blockquote>
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<b><a href="https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online" target="_blank">Stanford Researchers Find Students have Trouble Judging the Credibility of Information Online</a>. By Brooke Donald. <i>Stanford Graduate School of Education News Center</i>. November 22, 2016.</b><br />
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Researchers at Stanford's Graduate School of Education discuss their recent study, <i>Evaluating Information: The Cornerstone of Civic Online Reasoning</i>, which shows a surprising lack of ability among young people to judge online information.</blockquote>
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<b><a href="http://www.edweek.org/ew/articles/2016/11/02/why-students-cant-google-their-way-to.html" target="_blank">Why Students Can't Google Their Way to the Truth</a>. By Sam Wineburg and Sarah McGrew. <i>Education Week</i>. November 1, 2016.</b><br />
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Researchers from Stanford University discuss their assessment of young people's ability to judge online information. "At every level, we were taken aback by students' lack of preparation."</blockquote>
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<b><a href="https://scholarlykitchen.sspnet.org/2017/02/08/49186/" target="_blank">How Many Grains of Salt Must We Take When Looking at Metrics?</a> By Angela Cochran. <i>The Scholarly Kitchen</i>. February 8, 2017.</b><br />
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Looking at different article or journal metrics including Crossref, Web of Science, SCOPUS, and Google Scholar, the author decides how many grains of salt one should keep in mind when using their data, from a pinch to a bathtub of salt.</blockquote>
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-22774945549068495602017-02-13T20:24:00.000-05:002017-02-16T08:53:08.715-05:00<b><span style="font-size: large;">
Goodbye Ebrary....Hello Ebook Central!</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4eWQjoL4kKQnyA2zDLOsGhQBE0-xUqwbNTn3fGd7vgGOXquFYZtgmFstMiKCfOSw-0WdFXYd-nxrf6yryYmXGUOKpTC6DwIqZrQAuZtsyeO7ZpOsg6Fk2mW2-QbgJH-KCLAytEuLnishR/s1600/D7644---ProQuest-Ebook-Central-Web-Banners---Skyscraper-O2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4eWQjoL4kKQnyA2zDLOsGhQBE0-xUqwbNTn3fGd7vgGOXquFYZtgmFstMiKCfOSw-0WdFXYd-nxrf6yryYmXGUOKpTC6DwIqZrQAuZtsyeO7ZpOsg6Fk2mW2-QbgJH-KCLAytEuLnishR/s640/D7644---ProQuest-Ebook-Central-Web-Banners---Skyscraper-O2.png" width="128" /></a>Fans of Ebrary, our collection of online ebooks, will notice a change starting on February 15th. Ebrary will transform into the new-and-improved <a href="https://ebookcentral.proquest.com/lib/assumption-ebooks" target="_blank">Ebook Central</a>. But don't worry, we've got the answers to all your questions!<br />
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<b>Will I still have access to all the same titles?</b><br />
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Yes! You will still be able to access all of the same titles - more than 140,000 current academic books covering a broad range of subject areas.<br />
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<b>What about the materials I have saved to My Bookshelf?</b><br />
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Don't worry! The first time you login to the new Ebook Central site, you will be asked if you'd like to bring your old Ebrary Bookshelf into your new Ebook Central account. Everything will transfer easily.<br />
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<b>And I will still be able to print, highlight, and annotate my books?</b><br />
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Yes! Ebook Central will have all of your favorite tools: attach notes to specific book pages, highlight and color code different passages, copy or print portions of the book. In fact, most titles will have <u>increased</u> allowances for printing and copying.<br />
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<b>I've already provided links to Ebrary books on my Brightspace page or course syllabus. Do I have to go change them all?</b><br />
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No, any URL links you are using to get to current Ebrary books will still work on the new Ebook Central platform - they're good for five years!<br />
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<b>I'm actually new to ebooks, but this sounds useful to me. Where can I go to learn more?</b><br />
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You can find a helpful guide on all of the Ebook Central tools and navigation <a href="http://proquest.libguides.com/ebookcentral" target="_blank">here</a>. And don't forget that you can <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">ask the library staff</a> for tips or advice! We're always happy to help.<br />
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d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-39814871055469464472017-01-27T14:51:00.001-05:002017-01-30T14:10:34.423-05:00<div>
<span style="font-size: large;"><b>Integrate Research Support into Your Brightspace </b><b>Course Using the Library LOR</b></span></div>
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If you've been exploring your new Brightspace course pages recently, you may have seen links to the "LOR."</div>
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A Brightspace Learning Object Repository (LOR) is an online collection of educational files, or "learning objects," that can be stored, organized, and shared. A learning object can be a quiz, presentation, image, video, or any other kind of document or file you use to create course content. Think of it as a helpful folder of educational materials that you can easily incorporate into your own courses.</div>
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The library has established its own LOR in Brightspace, which allows you to integrate research support into your Brightspace course. In the Library LOR, you will find website links, downloadable document files, and embedded videos that provide student-targeted information on a variety of helpful subjects, including:</div>
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<li> <b>tutorials on effective database searching</b></li>
<li><b> citation and plagiarism resources</b></li>
<li><b> handouts on identifying and evaluating sources</b></li>
<li><b> links to our online calendar for individual research appointments</b></li>
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You can perform basic searches to locate objects in the Library LOR or you can narrow an object list by keyword tag, object type, usage rights, or other helpful filters.<br />
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<b>How can you use the objects found in the Library LOR? </b></div>
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You can easily add objects from the Library LOR directly into your course. We have created simple step-by-step instructions that are available as a PDF file in the LOR, under "<b>Instructions: Upload LOR Objects to Your Course</b>," or you can download them <a href="http://assumption.libguides.com/ld.php?content_id=28705649" target="_blank"><b>here</b></a>.</div>
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You can also create or read reviews for each object in the repository. Give an object a starred rating and leave comments or feedback. Your reviews might help your fellow faculty select appropriate objects and will be used by the library to determine how best to grow and improve our LOR.</div>
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDPkEzlQDLixvjlXL9Kmxi_Ggvm315YhrL8MQcQfMxdQhU9VDVjOcVLjGEza0dwpKG5uM6v83qHou6tFoA-EsgHlTsMlsaW7Ee0AUKjQrTXBhS5p9ZfT84hJnsiTyf81S8WbSRqvRbjr1U/s1600/LORScreenshot6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="131" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDPkEzlQDLixvjlXL9Kmxi_Ggvm315YhrL8MQcQfMxdQhU9VDVjOcVLjGEza0dwpKG5uM6v83qHou6tFoA-EsgHlTsMlsaW7Ee0AUKjQrTXBhS5p9ZfT84hJnsiTyf81S8WbSRqvRbjr1U/s640/LORScreenshot6.jpg" width="640" /></a></div>
<div>
Currently, there are more than thirty objects housed in the Library LOR. But we are adding more and more content every day. </div>
<div>
<b>Don't see what you need there?</b></div>
<div>
<b><a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">Let us know!</a></b> We can create or locate additional resources by request, and would love to hear suggestions for other materials or subject matter that might be useful to include in our repository. </div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-22657199693610715232016-12-07T10:55:00.000-05:002016-12-07T11:01:00.978-05:00<div class="MsoNormal">
<b><span style="font-family: "verdana" , sans-serif; line-height: 115%;"><span style="font-size: large;">What’s
the News on the Fake News?</span></span></b></div>
<h4>
<span style="font-family: "verdana" , sans-serif; line-height: 115%;">Online fake news sites have become a topic of
considerable discussion in recent weeks.
We at the d’Alzon Library have been following the details closely. Here’s what you need to know:</span></h4>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , sans-serif; line-height: 115%;">“Fake
News” Can be Spread Intentionally or Unintentionally</span></b></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAiJf8CdFqlRkTTsqk0i6h3qb3tRlR_qjov3WxMlDfvKhJ9HleKKDP5K8LQOQ91e_kcuJ-EMy4tLdn_yY_pbJjaPseME_-fItwRmVCyLnuzstsF4GgYEqPC1mAueT6I3a2Zdvx-YcmhATl/s1600/FakeNews.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAiJf8CdFqlRkTTsqk0i6h3qb3tRlR_qjov3WxMlDfvKhJ9HleKKDP5K8LQOQ91e_kcuJ-EMy4tLdn_yY_pbJjaPseME_-fItwRmVCyLnuzstsF4GgYEqPC1mAueT6I3a2Zdvx-YcmhATl/s200/FakeNews.jpg" width="200" /></a><span style="font-family: "verdana" , sans-serif; line-height: 115%;">There are individuals and businesses that deliberately
create false news stories for the purposes of making money through
advertising. One fake-news writer </span><a href="http://wpo.st/u_zI2" target="_blank"><span style="font-family: "verdana" , sans-serif; line-height: 115%;">told the Washington Post last month</span></a><span style="font-family: "verdana" , sans-serif; line-height: 115%;">
that he earns approximately $10,000 per month.
However, there are many more people that unintentionally spread false
news because they are unable to distinguish these fake news sites from legitimate
journalism.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , sans-serif; line-height: 115%;"><br /></span></b>
<b><span style="font-family: "verdana" , sans-serif; line-height: 115%;">Research
Shows that Students Have Difficulty Evaluating News Sources</span></b></div>
<div class="MsoNormal">
<a href="https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20Summary%2011.21.16.pdf" target="_blank"><span style="font-family: "verdana" , sans-serif; line-height: 115%;">A recently released study</span></a><span style="font-family: "verdana" , sans-serif; line-height: 115%;"> conducted by Stanford University shows
that American students, from middle school through college level, are largely unable
to properly evaluate online information sources. Students were given basic information
literacy tasks, such as to determine whether a website is trustworthy or to identify
the strengths and weaknesses of an online video. Researchers concluded that “young people’s
ability to reason about the information on the Internet can be summed up in one
word: <i>bleak</i>”. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , sans-serif; line-height: 115%;">Google
and Facebook Try to Address the Problem</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; line-height: 115%;">Executives at both Google and Facebook have come
forward with updated policies to try to reduce the proliferation of false news
stories online. <a href="http://www.nytimes.com/2016/11/15/technology/google-will-ban-websites-that-host-fake-news-from-using-its-ad-service.html?_r=0" target="_blank">Google announced</a> that it would ban websites that peddle fake news from using its
online advertising service. Facebook, only hours later, made a similar
declaration. While these actions may help in making fake news sites less
prominent, they do not address the lack of evaluation skills we are seeing in
our students.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , sans-serif; line-height: 115%;">How
Librarians Can Help<o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4QAlKpg2o-5MEJLXi9T00qVfagSab03UZ7V-JugoeUwy9mPnPZtbLdGKVFh0KMvoahJjXxv_GQd1nqRO8FTChvWhWv4RQjfR1OJ2RkRzck3OJ02ruxCOpOlAS-nvkZCF6zQXHOVabBJQ9/s1600/RADAR.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4QAlKpg2o-5MEJLXi9T00qVfagSab03UZ7V-JugoeUwy9mPnPZtbLdGKVFh0KMvoahJjXxv_GQd1nqRO8FTChvWhWv4RQjfR1OJ2RkRzck3OJ02ruxCOpOlAS-nvkZCF6zQXHOVabBJQ9/s320/RADAR.JPG" width="239" /></a><span style="font-family: "verdana" , sans-serif;">Librarians are trained to evaluate information sources and
assist others in learning those skills.</span><span style="font-family: "verdana" , sans-serif;">
</span><span style="font-family: "verdana" , sans-serif;">We strive to move beyond the simple differentiation between true and false
news, or legitimate and fake journalism websites.</span><span style="font-family: "verdana" , sans-serif;"> </span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">Our goal is to provide tips and tools that
allow our users to examine an entire source from a variety of angles.</span><span style="font-family: "verdana" , sans-serif;"> </span><span style="font-family: "verdana" , sans-serif;">Relevancy, authority, currency, appearance,
and bias are some of the topics we try to convey to our students during research
appointments and classroom sessions.</span><span style="font-family: "verdana" , sans-serif;"> </span><span style="font-family: "verdana" , sans-serif;">Our
</span><a href="http://assumption.libguides.com/ld.php?content_id=27318594" style="font-family: Verdana, sans-serif;" target="_blank">RADAR Source Evaluation Guidelines</a><span style="font-family: "verdana" , sans-serif;"> is just one example of a helpful tool we might provide our students.</span><span style="font-family: "verdana" , sans-serif;"> </span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;"><br /></span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , sans-serif;">How Faculty Can Help </span><span style="font-family: "verdana" , sans-serif;"> </span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">There are many ways in which a faculty member can incorporate information evaluation into his or her classroom. Here are a few suggestions:</span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: "verdana" , sans-serif;">Have students brainstorm evaluative criteria for websites and then use their criteria to evaluate different selected sites</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Have students create a bibliography of sources they have used for their projects and explain why they chose each source and how each is relevant to their needs</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Utilize one of the videos or learning activities provided in the <a href="http://assumption.libguides.com/informationliteracy/evaluating" target="_blank">"Teaching Information Literacy for Faculty Research Guide"</a></span></li>
<li><span style="font-family: "verdana" , sans-serif;">Require students to <a href="http://assumption.libcal.com/appointment/18607" target="_blank">schedule a Research Appointment</a> with a librarian</span></li>
<li><span style="font-family: "verdana" , sans-serif;"><a href="http://assumption.libguides.com/c.php?g=465380&p=3726360" target="_blank">Invite a librarian</a> to speak to the class about information evaluation within the context of your course assignment or field of study</span></li>
</ul>
<span style="font-family: "verdana" , sans-serif;"><b>Want to Learn More? <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">Contact Us!</a></b></span><br />
<div class="MsoNormal">
<br /></div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-56578515201026996522016-10-25T14:17:00.000-04:002016-10-25T15:49:43.763-04:00The Eighth Edition of the MLA Handbook is here!<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">The MLA 8th </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Edition was released in April
2016, with some significant changes.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">But
don’t stress, we’re here to help!</span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;">What
has changed?</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Previous editions required that users first identify
the format of their source.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">In the
eighth edition, users begin by identifying up to nine “Core Elements” and
construct their citations by placing those elements in the correct order. This chart demonstrates the accepted order of the elements and the punctuation that ought to be used to separate them:</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiZwKbQF717U7wZoj54SHwxdgBuHSGjH8QnuGrDOE7euF32qYeGYvx8h5WN06WFzTy_rs2VB1m1w5lKH8Cp2KIPZywO0nIDdhH35PQaEN7fqQVuTl6R1YLhVqgx9lxwxmEMtDpdVRvKPUH/s1600/Core-Elements-of-MLA-Style.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiZwKbQF717U7wZoj54SHwxdgBuHSGjH8QnuGrDOE7euF32qYeGYvx8h5WN06WFzTy_rs2VB1m1w5lKH8Cp2KIPZywO0nIDdhH35PQaEN7fqQVuTl6R1YLhVqgx9lxwxmEMtDpdVRvKPUH/s1600/Core-Elements-of-MLA-Style.png" /></a></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;">What
is a “container”?</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">A container is a larger work that holds, or contains,
the source.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Examples of “containers”
include: an anthology or other collection of works, a periodical, a website, a
television or radio series, or a database.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">
</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Some citations may include more than one container, while others include
no containers.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;">What
else is different?</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">There are many other changes. For example, the city of
publication is now considered optional, as is the date that an online work was accessed.
It is now highly recommended that citations include a URL if the source was
found online, even if the URL becomes outdated over time.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">The medium of publication is no longer
stated. Consult the handbook for a complete list of changes.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;">Does
EasyBib use the 7<sup>th</sup> or 8<sup>th</sup> edition?</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Students using EasyBib now have the option to select “MLA7”
or “MLA8”.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">The default style for new
projects remains MLA7 for now.</span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;"> </span><b><span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;">Where
can I go to learn more?</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">The library has purchased two copies of the MLA 8</span><sup style="font-family: Verdana, sans-serif;">th</sup><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">
Edition; one copy is included in the circulating collection and the other is
held at the Research Help Desk.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">The
online </span><a href="https://style.mla.org/works-cited-a-quick-guide/" style="font-family: Verdana, sans-serif; font-size: 10pt;" target="_blank">MLA Style Center</a><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> offers sample papers and helpful practice templates.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Another excellent resource that we recommend
is the </span><a href="https://owl.english.purdue.edu/owl/resource/747/22/" style="font-family: Verdana, sans-serif; font-size: 10pt;" target="_blank">Purdue University Online Writing Lab</a><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> (known as Purdue OWL).</span></div>
<div class="MsoNormal">
<b><span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;">Or,
ask us!</span></b></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif; font-size: 10pt;">The Research Services librarians are happy to help you
with your transition to MLA8.</span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;"> </span><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">Please
contact us with any questions! Email </span><a href="mailto:library@assumption.edu" style="font-family: Verdana, sans-serif; font-size: 10pt;">library@assumption.edu</a><span style="font-family: "verdana" , sans-serif; font-size: 10pt;">
or call us at (508)767-7273.</span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , "sans-serif"; font-size: 10.0pt; line-height: 115%;"><br /></span></div>
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-7222463019083677052016-10-07T09:38:00.000-04:002016-10-07T10:10:09.471-04:00New Online Guide for FacultyThe Research Librarians of the d’Alzon Library have developed a new
online guide for faculty: Teaching Information Literacy for Faculty.
This guide is designed to make it easier for you to incorporate the
teaching of information literacy, or research skills, into your
curriculum. We have developed learning objectives, assessments and
active learning exercises in the guide for four distinct areas: <br />
<ul>
<li>Defining the Information Need</li>
<li>Searching and Finding Information</li>
<li>Evaluating Information</li>
<li>Using Citations and Avoiding Plagiarism</li>
</ul>
You
are able to choose those elements that you want to incorporate into
your coursework. All media is licensed for reuse under Creative Commons
licenses, and are embeddable into Blackboard or Brightspace.<br />
<br />
You
can access the guide from the "Teaching Information Literacy" tab
above, or from the library homepage under “Faculty,” choose “Research
Guides” then “For Faculty” and finally “Teaching Information Literacy
for Faculty.”<br />
<br />
If you have any questions or need any assistance in using the guide, please don’t hesitate to contact us.<br />
<br />
Also,
if you’d like to discuss other ways in which we can collaborate with
you to teach these research skills to students, please contact us.<br />
<br />
Thank You,<br />
<br />
<b>Phil Waterman</b><br />
Head of Research Support Services<br />
<br />
<b>Kate Bejune</b><br />
Research and Instruction Librarian<br />
<br />
<b>Mary LaBombard</b><br />
Research/Scholarly Communications Librarian<br />
<br />
<b>Barrie Mooney</b><br />
Research and Instruction Librarian<br />
<br />
<b>Nancy O’Sullivan</b><br />
Research and Instruction Librarian
d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-57696915801798398292016-06-23T10:09:00.000-04:002016-06-23T10:09:19.299-04:00<b><br /></b>
<b><span style="font-size: large;">Explore our new Libguide: </span></b><br />
<b><span style="font-size: large;">Finding and Using Digital Media (Images, Video, Audio)</span></b><br />
<b><br /></b>
Have you asked your students to create a digital work that will live on the web? Perhaps they will be contributing to an online blog, publishing a short video on YouTube, or building a wiki page? If so, you might consider sharing our new Libguide with them: <a href="http://assumption.libguides.com/digitalmedia">http://assumption.libguides.com/digitalmedia</a><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3am0aYr2CxyIUXTXWK6N_f2JNtdIvW1uIBuPI-Xh2Ki8OWnnuiNloJoHA2hX6Tlj-6AFHc9AIXDSpGOWWnQMLYbawwceKe8_5gs61DEDxIkWMCiZgTDzQtPiqX7bxHtI9Z5BfCi6RpWnO/s1600/cc-logo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3am0aYr2CxyIUXTXWK6N_f2JNtdIvW1uIBuPI-Xh2Ki8OWnnuiNloJoHA2hX6Tlj-6AFHc9AIXDSpGOWWnQMLYbawwceKe8_5gs61DEDxIkWMCiZgTDzQtPiqX7bxHtI9Z5BfCi6RpWnO/s1600/cc-logo.jpg" /></a>The Finding and Using Digital Media (Images, Video, Audio) guide will introduce students to the basic rules of copyright. It explains the importance of identifying the copyright status of digital works before sharing or reproducing them in an online environment. It helps students to understand and interpret the copyright license notices they may encounter during their search for sources, and to identify materials within the public domain, under copyright, or under a Creative Commons license. <br />
<br />
In addition to this useful information, the guide also points students to several online resources and tools that allow users to search for digital images, audio, or video content that is clearly licensed for reuse and sharing. Students can access and search these digital media repositories from the Libguide and more easily locate the sources they need for their online projects.<br />
<br />
The Finding and Using Digital Media guide also provides tips for appropriately citing audiovisual sources online. <br />
<br />
We hope you will share this new resource with your students, and encourage them to seek help from the library. If you would like to have a librarian speak to your class on the topics of copyright or online research, please <a href="http://www.assumption.edu/library/ask-a-librarian" target="_blank">contact us</a>.d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0tag:blogger.com,1999:blog-7465419528277686243.post-24136543245172094602016-02-11T11:34:00.000-05:002016-02-11T16:51:12.977-05:00<!--[if !mso]>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt;">Welcome
to Our New Research Services/Scholarly Communications Librarian</span></span></div>
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<a href="https://www.blogger.com/blogger.g?blogID=7465419528277686243" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH8e2E0nvb-WDhM-H5wXnOAc599xe9geDbOJ7DDZRz9TC1AYl3WfrXx-H2oGZMcepcoIf6Dcn9-LEMKlQqzudQOpurVuwG1QuWynQZxyam-cvYREU7Jz037YixCKSoZSIlkGUBB4wdWb16/s1600/Mary_LaBombard4.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH8e2E0nvb-WDhM-H5wXnOAc599xe9geDbOJ7DDZRz9TC1AYl3WfrXx-H2oGZMcepcoIf6Dcn9-LEMKlQqzudQOpurVuwG1QuWynQZxyam-cvYREU7Jz037YixCKSoZSIlkGUBB4wdWb16/s200/Mary_LaBombard4.jpg" width="166" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">T</span>he d’Alzon Library is
pleased to announce that it has hired Mary LaBombard to the position of
Research Services/Scholarly Communications Librarian. Mary’s role will be to take
the lead in educating campus constituencies on scholarly communication issues,
promoting open access best practices, and <span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">promoting the establishment of </span>a digital institutional
repository. Mary will also provide research and instructional services to library
users.</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt;">Mary received her Masters in Library and
Information Science, and a second Masters in History, from Simmons College and most recently worked as the Archivist/Reference Librarian at Cape Cod
Community College.</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt;">If you would like to contact Mary, she can be
reached at <a href="mailto:m.labombard@assumption.edu">m.labombard@assumption.edu</a>
or x7136. Please join me in welcoming Mary to our staff and to the Assumption
community!</span></span></div>
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<br /></div>
<span id="goog_693227670"></span><span id="goog_693227671"></span>d'Alzon Libraryhttp://www.blogger.com/profile/13554549176698745626noreply@blogger.com0