Meeting users where they are: Delivering dynamic content and services through a campus portal

Campus portals are one of the most visible and frequently used online spaces for students, offering one-stop access to key services for learning and academic self-management. This case study reports how instruction librarians at the University of Vermont collaborated with portal developers in the registrar’s office to develop high-impact, point-of-need content for a dedicated “Library” page. This content was then created in LibGuides and published using the Application Programming Interfaces (APIs) for LibGuides boxes. Initial usage data and analytics show that traffic to the libraries’ portal page has been substantially and consistently higher than expected. The next phase for the project will be the creation of customized library content that is responsive to the student’s user profile

Getting WILD: Writing and Information Literacy in the Disciplines

Many institutions are trying to develop a programmatic campus-wide approach to information literacy. However, these efforts are often hindered by low faculty buy-in, perceptions of an administrative mandate, or the belief that information literacy is “just one more thing” that will take away from course content. We describe a grassroots approach to information literacy, embedded in our campus general education reform project, emphasizing the complex relationships of writing and information literacy within disciplines. To implement our campus’ commitment to writing and information literacy, the Writing and Information Literacy in the Disciplines (WILD) initiative was established, bringing together library faculty, composition faculty, and disciplinary faculty. This presentation examines the opportunities and challenges involved in creating discipline-based writing and information literacy outcomes within these partnerships. To date the initiative has successfully paired research and practice in writing across the curriculum with our campus’ liaison-based approach to information literacy. Department by department, we begin to articulate what discipline-based approaches to information literacy mean for writing assignments and how writing (and sometimes speaking) depends on the scaffolded development of information literacy concepts. WILD pushes departments to create a more timely and sequenced approached to both writing and information literacy within a discipline’s undergraduate courses. We will frame our presentation with questions aimed at helping other campuses address the challenges of defining writing and information literacy outcomes within disciplinary frameworks

Meeting Users Where They Are

Campus portals are one of the most visible and frequently used online spaces for students, offering one-stop access to key services for learning and academic self-management. This case study reports how instruction librarians at the University of Vermont collaborated with portal developers in the registrar’s office to develop high-impact, point-of-need content for a dedicated “Library” page. This content was then created in LibGuides and published using the Application Programming Interfaces (APIs) for LibGuides boxes. Initial usage data and analytics show that traffic to the libraries’ portal page has been substantially and consistently higher than expected. The next phase for the project will be the creation of customized library content that is responsive to the student’s user profile

La región extremeña : diario republicano: Año XL Número 5305 - 1903 noviembre 15

Copia digital. Madrid : Ministerio de Cultura. Subdirección General de Coordinación Bibliotecaria, 200