A Comparison of Traditional Preschool and Computer Play from a Social/Cognitive Perspective

Twenty females and twenty-three males from the Utah State University Children\u27s House participated in this study which compared traditional preschool play with computer play. The Parten/Smilansky nested social/cognitive play hierarchy was used. Sociometric and cognitive assessments were incorporated in order to more clearly define behaviors. Five types of play were observed: computer, art, locks, manipulative toys, and the dramatic area. No gender differences were found in terms of the amount of time or type of play at the computer. However, sociometric status did influence computer play. Children who engaged in more positive social interactions used the computer constructively, while those who engaged in more negative interactions used the computer in a more dramatic fashion. Duration of play at the computer was similar to duration of play with blocks and art activities, but different from duration of play with manipulative toys and in the dramatic area. Group play was the most common level of social play observed at all types of play centers, including the computer center, suggesting that computers do foster socialization in young children. Summing across all centers, including the computer center, constructive play was the most prevalent type of cognitive play observed. When each center was analyzed individually, games with rules, the highest level of cognitive play, was observed significantly more often at the computer center. Thus, computers may be fostering higher cognitive levels of play

Building a Scholarly Communication Boot Camp for East Carolina University Liaisons

The presentation that corresponds with this paper is titled "Scholarly Communication Boot Camp: Getting Liaisons Up to Speed."A growing demand for scholarly communication expertise led two librarians at East Carolina University to create a series of informative and interactive sessions for liaisons. These boot camp sessions covered topics such as open access, citation management, research impact, data management, authors’ rights, copyright, digital humanities and OERs. The goal of the boot camp was to familiarize liaisons with these concepts enough so that they might be able to talk with faculty about them. To achieve this goal, the developers of the sessions used active learning exercises and a flipped classroom model

Finding and Using Open Educational Resources in k-12

Presentation from the Librarian to Librarian Networking Summi

Navigating Open Access Initiatives in a Sea of Mixed Support

CC-BY-NCSince 2008, OA support has grown into a three-pronged approach that includes working with faculty to deposit the appropriate, publisher-permitted version of their article in our IR; providing funding for open access articles through an Open Access Publishing Support Fund (OAPSF); and offering recurring classes to faculty and graduate students on selecting and evaluating journals, with a focus on OA publishing. The three efforts were created to address the informational, financial, and infrastructural and procedural barriers to OA publishing identified through local conversations and in the literature

Building a Scholarly Communication Boot Camp for East Carolina University Liaisons

A growing demand for scholarly communication expertise led two librarians at East Carolina University to create a series of informative and interactive sessions for liaisons. These boot camp sessions covered topics such as open access, citation management, research impact, data management, authors’ rights, copyright, digital humanities, and OER. The goal of the boot camp was to familiarize liaisons with these concepts enough so that they might be able to talk with faculty about them. To achieve this goal, the developers of the sessions used active learning exercises and a flipped classroom model

Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

Librarians designed a biology tutorial not only to address an assignment, but also to make tutorials more accessible to students with various learning styles. The Science Librarian created the content by using aspects of the Information Literacy Standards for Science and Technology/Engineering, an informal survey of biology faculty, and assignments for the biology labs. The Instructional Design Librarian created multiple modules that engaged users through text, images, audio, and interactive tutorials. The researchers used Universal Design for Learning principles to address multiple learning styles, specifically multiple means of representation and created a mapping technique for those principles that can be applied to any library tutorial. To assess the effectiveness, students with learning disabilities completed a usability test on the tutorial

STEPP into the Library: Research Assistance for Students with Multiple Learning Disabilities

Librarians strive to address the information needs of diverse populations. At East Carolina University\u27s Joyner Library, we are collaborating with Project STEPP to improve our information literacy services for students with multiple learning disabilities. Project STEPP (Supporting Transition and Education through Planning Partnerships) is an innovative program that offers comprehensive academic, social and life-skills support to a select number of students with learning disabilities who have shown the potential to succeed at the college level. In Fall 2011, Project STEPP relocated to a space with office areas and study rooms in Joyner Library. Our collaboration began with a survey of enrolled STEPP students that included questions about library use. Building from the survey, we began designing a program of instruction and outcomes assessment for the ten incoming first year students. Our involvement with the students includes three instructions sessions, a library tour, assignment to a personal librarian, and research consultations. Each student was assigned to one of three personal librarians with whom research consultations were scheduled. The students were encouraged to contact their personal librarian as needed for research assistance. The students attended a library instruction session with their first semester English class. We are using multiple assessment techniques to measure the program’s impact on student learning outcomes. The presentation will cover assessment findings from pre & post-tests, weekly journal entries kept by students, and videotaped interviews with the students reflecting on their experiences. We will discuss our experiences, successes, failures, and future plans

Designing Library Instruction for Students with Learning Disabilities

East Carolina University is the home of an innovative program for students with learning disabilities, Project STEPP. Librarians at ECU’s Joyner Library have collaborated with Project STEPP since 2010 to provide library instruction for the program’s students. In the course of our collaboration, we have considered principles of Universal Design for Learning and the special needs of students with learning disabilities in library instruction. In this paper, we discuss our collaboration with the program, our classroom experience and assessment with the students, and future plans for improving instruction

Establishing a Scholarly Communication Baseline Using Liaison Competencies to Design Scholarly Communication Boot Camp Training Sessions

At East Carolina University (ECU), the Scholarly Communication Librarian and the Head of Collection Development have been conducting Scholarly Communication Boot Camps for liaison librarians since 2015. These boot camps have covered topics like open educational resources, copyright, author’s rights, data management, and more. ECU’s liaisons are spread across many different departments, and the boot camp allows for continuity of concepts and best practices among librarians with varied primary duties. Recently, the Head of Research and Instructional Services and the Head of Collection Development reworked the library’s liaison competencies. The revised document delineates concepts and best practices in a format that is not unlike that of formal learning objectives. The new competencies will be used for writing job descriptions for hiring committees, goal setting, training new hires, and more. As a result of this work, we have built new boot camp sessions around these revised competencies. Please join us as we discuss the evolution of liaison competencies at ECU and how they are incorporated into library trainings and every day liaison work

Creating and Publishing Open Educational Resources: A How-to

Presented at the Open Education Resources Conference at Central Carolina Community College in Sanford, NC.As Open Educational Resources (OER) become more popular on college campuses, educators, librarians, and instructional designers are being charged with more involvement in OER initiatives. Along with these initiatives are new tools used in creating, editing, and adapting OER. The presenters experimented with these tools to create an open text. In this session, we will explore some common tools used in OER publishing as well as key resources to support the publishing process. Familiarity with these tools can help individuals involved with OER initiatives to create OER, answer OER publishing questions, and support OER usage on campus.Project funded by J.Y. Joyner Library's Make a Difference Gran