From Power to Partner: Harnessing institutional digital collections for community archives projects

Archival professional dialogue increasingly includes discussion of the power and responsibility of archivists to challenge outdated modes of collection development that focus on documenting the history of the privileged. While these discussions can be uncomfortable for some, the energy they spark is undeniable. In this presentation an archivist and digital collections librarian in a mid-sized university discusses how she has leveraged her power and privilege to develop a more inclusive digital collection development policy, which empowers collaboration and aims to diversify the perspectives present in the library\u27s digital primary sources. The presentation covers the development of a new policy as well as a number of collaborative digital collection projects undertaken by GVSU Libraries in the past few years, which document diverse communities in West Michigan

Prioritization Matrices for Digital Preservation Planning

Appraisal strategies can be leveraged to inform decision-making around digital preservation planning, lending curatorial oversight to an area that is often perceived as highly technical. A prioritization matrix is a project management tool to help you narrow down multiple project or task options, and identify the highest-priority areas. They facilitate decision making, are customizable, and easy to read. This poster presentation explores the prioritization matrix methodology used by GVSU Special Collections & University Archives in digital preservation planning

A Longitudinal Descriptive Study of Service Delivery Employing Collaborative Classroom-based or Pull-out Service Delivery

This study investigated whether there was a difference in SLP behaviors during 40 minutes of speech-language intervention using a collaborative classroom-based model of intervention versus 40 minutes of traditional pull-out intervention. Additionally the study evaluated whether there was a difference in the amount of child practice productions of IEP goal behaviors during 40 minutes of speech-language intervention provided in the classroom versus 40 minutes of intervention provided in the pull-out speech room. One-half of the subjects participated in the collaborative classroom-based model, while the other half participated in the traditional pull-out intervention. Four hours of classroom-based or pull-out treatment were observed over the course of a school year for each of eighteen children with speech or language disorders. Results indicated that overall children with communication impairments received more practice producing IEP objectives during equal amounts of classroom-based and pull-out intervention. Children with language disorders however, received very similar amounts of practice in pull-out and the classroom, while children with articulation disorders produced less than half as many IEP objective productions in the classroom compared to the pull-out setting. Results followed a similar trend for SLP treatment behaviors. Overall, the SLP used more treatment behaviors to target IEP goals in pull-out than classroom-based intervention. The SLP however, used very similar amounts of treatment behaviors for children with language impairments in pull-out and the classroom, whereas she used significantly fewer treatment behaviors in the classroom compared to the pullout setting for children with articulation disorders

Supporting Community Archives (Or, How I Learned to Let Go and Love History Harvests)

A History Harvest is a collaborative approach to community archiving, which leverages the skills of historians, librarians, or archivists and creates experiential learning opportunities for students to collect, digitize, and share cultural heritage objects and oral histories online. In many cases, archival skills are needed to curate and preserve the digital objects created and collected during History Harvest events. In this session, presenters discuss how we can contribute our skills, knowledge, and repository resources to support our local and regional communities and diversify the historical voice preserved in our collections

A Longitudinal Descriptive Study of Service Delivery Employing Collaborative Classroom-based or Pull-out Service Delivery

This study investigated whether there was a difference in SLP behaviors during 40 minutes of speech-language intervention using a collaborative classroom-based model of intervention versus 40 minutes of traditional pull-out intervention. Additionally the study evaluated whether there was a difference in the amount of child practice productions of IEP goal behaviors during 40 minutes of speech-language intervention provided in the classroom versus 40 minutes of intervention provided in the pull-out speech room. One-half of the subjects participated in the collaborative classroom-based model, while the other half participated in the traditional pull-out intervention. Four hours of classroom-based or pull-out treatment were observed over the course of a school year for each of eighteen children with speech or language disorders. Results indicated that overall children with communication impairments received more practice producing IEP objectives during equal amounts of classroom-based and pull-out intervention. Children with language disorders however, received very similar amounts of practice in pull-out and the classroom, while children with articulation disorders produced less than half as many IEP objective productions in the classroom compared to the pull-out setting. Results followed a similar trend for SLP treatment behaviors. Overall, the SLP used more treatment behaviors to target IEP goals in pull-out than classroom-based intervention. The SLP however, used very similar amounts of treatment behaviors for children with language impairments in pull-out and the classroom, whereas she used significantly fewer treatment behaviors in the classroom compared to the pullout setting for children with articulation disorders