1,566 research outputs found
Building Connections Between First-Year Students and the Academic Library
It is an honor to be with you here on this lovely campus. This is not my first trip to Indiana Wesleyan. I have many friends here and recently worked closely with Indiana Wesleyan’s faculty and staff in a major yearlong self-study and improvement planning process for the first year. I very much appreciate the invitation extended to me by Sheila Carlblom to reflect with you about your important role in Christian college settings and how what you do – helping students become knowledgeable and ethical seekers and consumers of information – is so important. In my remarks this morning, I want to reflect with you about the first year, the nature of today’s beginning students, and about the challenges we face in making information literacy a more central component of the first year. I also have questions about what it means to be a Christian librarian – honest questions that I want to explore with you in the context of the first year. Finally I want to facilitate a conversation between all of us about ways that you are currently integrating your work into the first year. But let me begin by practicing what I preach to faculty who teach first-year students by telling you a bit more about myself and how I more or less fell into a career focused on the first year
Developing the Guided Learner Journey
The University of Hertfordshire was one of the first UK universities to embrace the use of a Virtual Learning Environment (VLE) and embed it as part of our learning strategy to personalise and enhance the student experience. Our in-house built platform, Studynet, which has been in continuous use and ongoing development since 2001, has facilitated a continuum of student engagement from blended approaches to studying via online or distance learning modes. In 2014 we embarked on a two year, in-depth consultation process with students and staff to identify the vision for our future online environment. Through the process we co-developed a set of pedagogic principles and aspirations for our new VLE which resulted in our vision of a ‘Guided Learner Journey’ (GLJ). To enable our vision we purchased Canvas (a virtual learning environment) and Talis (a reading management software) and through our close working relationship, and the innovative approach of Canvas, we have embedded the softwares within Studynet to enable the implementation of the GLJ. In our presentation we will share our consultation and prototyping process as well as well as training programme we have developed to ensure the smooth implementation of our vision.Non peer reviewe
Victim Blaming, Protests, and Public Space: News Coverage of the Occupy Wall Street Sexual Assaults
Occupy Wall Street was a national protest centered on wealth redistribution and sparked a national dialogue about economic reform. The movement faced internal challenges of crime occurring in the camps including sexual assault; these crimes were covered by news outlets as part of their Occupy Wall Street coverage. This thesis will expand upon previous feminist research on sexual violence news coverage by using a feminist media analysis to examine the coverage of sexual assaults occurring during Occupy Wall Street. Previous feminist research on sexual assault coverage argues that newspapers use myths about rape to discredit the crime and blame the victim. I argue that the coverage of sexual assaults during Occupy Wall Street used a blame the victim narrative to link the participation of women protesting in public space to gender based violence. I will explore how the actions of activists, the physical space of Occupy camps, and the lack of crime prevention by the protesters and police were used by reporters to shift the blame from the perpetrator onto the victim. News coverage is considered an objective source of information so biased narratives of sexual assaults can reinforce society\u27s traditional ideology about sexual assault, which can affect the needs of survivors
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