Representing Historically Marginalized Communities in Archives: Moving Beyond LCSH to Create More Inclusive Subject Headings

The Library of Congress Subject Headings (LCSH) are widely used around the world in libraries and archives to add access points for users searching their collections. This can be problematic because LCSH has many embedded issues including inconsistency and complexity, the myth of neutrality that surrounds it, systemic biases, and how slow it is to change. These problems lead to poor descriptions of people, especially those who belong to historically marginalized communities. Archives can move beyond LCSH to create local thesauri, crowdsourced vocabularies, and collaborative partnerships with historically marginalized communities to create more inclusive subject headings

Representing Historically Marginalized Communities in Archives: Moving Beyond LCSH to Create More Inclusive Subject Headings

The Library of Congress Subject Headings (LCSH) are widely used around the world in libraries and archives to add access points for users searching their collections. This can be problematic because LCSH has many embedded issues including inconsistency and complexity, the myth of neutrality that surrounds it, systemic biases, and how slow it is to change. These problems lead to poor descriptions of people, especially those who belong to historically marginalized communities. Archives can move beyond LCSH to create local thesauri, crowdsourced vocabularies, and collaborative partnerships with historically marginalized communities to create more inclusive subject headings

Teaching Web 2.0 to Student 1.5: Effective Methods for Introducing New Information Tools

Contrary to the perception that undergraduate students are expert users of social networking and other Web 2.0 tools, reference and instruction librarians at St. Cloud State University have discovered that many students are unaware of Web 2.0 tools besides Facebook, Wikipedia, and YouTube. Drawing from classroom experiences as well as student feedback, this session will discuss ways to include Web 2.0 information tools such as podcasts, wikis, blogs, video streaming, social bookmarking, and RSS in information literacy instruction. The presenters will discuss techniques for introducing students to new information tools, ways to incorporate these tools into class assignments, and methods for evaluating the validity and usefulness of information presented via these tools. The presenters will also share what methods were less successful. In addition, attendees will have the opportunity to share methods they use to keep aware of new technologies as well as ways they have incorporated Web 2.0 information tools into their own teaching

Research poster: Climate change science for northern Nevada educators

Research poste

An Analysis of the Performance of a Clinical Sample of African American, Caucasian, and Hispanic Children on the WISC-III

The goals of revision for the Wechsler Intelligence Scale for Children-Third Edition included enhancement of the factor structure, improvement of subtests, and revision of norms. The researchers reported that the very few items that were found to be biased were replaced. The WISC-III performance of a clinical sample of African American, Caucasian, and Hispanic children was analyzed to determine if the test bias was eliminated as claimed in the goals of the revision

The Power of Story in Developing a Cycle of Efficacy for Teachers and Students

There is scarce nationwide evidence of the impact of instruction on student achievement in the area of writing (Coker et al., 2018; Persky et al., 2003; National Assessment of Educational Progress, 2002). Standardized writing assessment has shifted to text-dependent analysis, which requires students to read and analyze a passage and then compose an essay in response to a text dependent prompt. This type of writing requires students to understand how and why authors make decisions and then support a claim with analysis. This multiple-case, action research study followed three elementary teachers as they reflected on a journey resulting in transformation of the literacy spaces within their classrooms from traditional, teacher-centered literacy spaces to student-centered contextualized. This study attempted to understand how the relationship between teacher efficacy in writing instruction and student efficacy as writers transformed literacy spaces for students and teachers

Facilitating Pre-Service Teachers to Engage Emergent Bilinguals in Productive Struggle

This study utilized a multiple case study with qualitative research to examine how Pre-service teachers (PSTs) might engage Emergent Bilinguals (EBs) in productive struggle—grappling to solve problems (Warshauer, 2015). The researchers created a rubric based on Warshauer’s (2015) case study to record the types of questions PSTs asked as they tutored fourth grade EBs. Warshauer (2015) claimed PSTs should allow students more wait time and ask questions. She referred to such questions as affordance and probing guidance, which facilitates productive struggle. In order to discover more about the PSTs’ thinking, the researchers interviewed the PSTs before and after their first, third, and seventh lesson. The researchers’ findings are that the PSTs struggled to incorporate more affordance and probing guidance-based questions as the semester progressed. However, PSTs use of telling based questions decreased during the semester. Another finding was two of the EBs spoke only English at the beginning of the semester, but later used code switching during the lessons. Perhaps the students felt more comfortable with their surroundings, and speaking in Spanish helped facilitate them to engage in productive struggle. Furthermore, PSTs utilized culturally relevant teaching strategies during their lessons and created an environment to encourage positive mindsets for learning mathematics. Implications are teacher educators should teach PSTs how to engage all students in productive struggle

Building a Participatory Culture: Collaborating with Student Organizations for Twenty-first Century Library Instruction

Today’s students are critical thinkers, collaborators, and creators. They expect to participate in twenty-first century learning environments not as passive information consumers (think lectures), but as active contributors (think team-based problem-solving). There are opportunities for instruction librarians to collaborate directly with student-led organizations. These partnerships have the potential to increase attendance at library events and provide platforms for students to engage in richer forms of exploratory learning that incorporate twenty-first century skills. This article will discuss the literature surrounding library instruction collaborations, identify “Librarian–Student Organization Collaborations” as an important form of partnership, and supply specific case studies of successful library instruction events based on these collaborations

Aquilegia, Vol. 38 No. 1, Spring 2014, Newsletter of the Colorado Native Plant Society

https://epublications.regis.edu/aquilegia/1147/thumbnail.jp

Overview of SAND-E: Semi-Autonomous Navigation for Detrital Environments

Rovers are the state of the art for the exploration and detection of past habitability and life on other worlds. One of the most basic functions of a rover is terrain navigation. Information collected by the rover is used autonomously to mitigate terrain hazards such large rocks, while humans qualitatively assess hazardous geologic terrain such as soil type and degree of rock cover. Planetary scientists use the same information to select targets such as drill sites, and for basic scientific analysis such as characterization of rock outcrops. Although the data is complementary, data from terrain analysis for navigation and terrain analysis for scientific investigations are poorly integrated. The lack of integration creates science and operation inefficiencies that limit exploration of habitable environments. As new modes of exploration come online, such as unmanned aerial systems (UAS) (e.g., the Mars Helicopter Scout and Titan Dragonfly), a need exists to integrate terrain data and science analysis to improve operational and scientific outcomes during exploration. We present an overview of a project aimed at evaluating the effectiveness and capability rover and UAS-based semi-automated terrain analysis using the Automated Soil Assessment Systems (ASAS) developed by Mission Control Space Services for navigating, selecting targets for sampling, and characterizing mafic detrital sediments along glacio-fluvial-aeolian sand transport pathways in Iceland. We describe recent advances in automated terrain analysis in sandy environments and scientific uses of terrain assessment from sandy environments. We assess fluvial and aeolian terrains in Iceland and show how terrain analysis data can inform scientific characterization of these environments