Conversations with Faculty about Academic Library Instruction

Methods for talking and listening to faculty and demonstrating to them the importance of library instruction and information literacy. Conversation starters and strategies for instruction that pique faculty interest

Information Literacy, Libraries and Internet Universality.

I am so excited to be able to speak to the role that libraries can play in defining internet indicators. In reading background materials and refreshing my understanding of the Internet Universality principles and its progress, I found myself wholeheartedly agreeing with the concepts and jotting down many notes about how libraries contribute and align. I am speaking of libraries in a holistic sense, academic, public, school, and special libraries. Strong libraries ease internet accessibility issues. Libraries provide free access to the internet to their communities, sometimes the only internet access that some users have. Libraries believe in the right to the freedom of information. Everyone should have access to the same material and content. Libraries support makerspaces and digital labs, they hold hack-a-thons and free coding classes. These make our communities into creators that contribute to open API development, open educational resources, and local, unique content. Libraries support digital preservation of cultural heritage and assets. Libraries strive to create user competencies through information literacy. We assist with creating responsible producers of content. Libraries reduce isolation and create community. IFLA facilitates the work of libraries on a global scale and is engaging in its own participatory, or multi-stakeholder, exercises to produce a vision

Debranding in Fantasy Realms: Perceived Marketing Opportunities within the Virtual World

This paper discusses the application of the concept of debranding within immersive virtual environments. In particular the issue of the media richness and vividness of experience is considered in these experience realms that may not be conducive to traditional branding invasive strategies. Brand equity is generally seen to be the desired outcome of branding strategies and the authors suggest that unless the virtual domains are considered as sacred spaces then brand equity may be compromised. The application of the above concepts is applied to the differing social spaces that operate within the different experience realms. The ideas of resonance, presence and interactivity are considered here. They lead to the development of a constructed positioning by the participants. Through the process of debranding, marketers may be able to enter these sacred spaces without negative impact to the brand. Perception of these virtual spaces was found to be partially congruent with this approach to branding. It thus presents a number of challenges for the owners of such virtual spaces and also virtual worlds in increasing the commercial utilization of investment in these environments

Using Research for Strategic Priorities & Innovation

The academic community has many ways to engage in the information environment, making academic resources in both physical and digital formats only one option among many. Institutionally provided resources, such as those provided by libraries, often are not the academic community’s first choices. They often choose the more convenient, easier-to-use, open access sources. In order to create a library environment centered on user needs and habits, and to provide services and systems of value, it is necessary to identify how, why, and under what circumstances individuals use the various available systems and services. Get the results of some great research and learn how it was used for brainstorming, discussion, prioritization, and planning

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Abstract: This paper considers the role of emotional engagement during the use of a simulation. This is placed in the context of learning about marketing. The literature highlights questions of engagement and interactivity that are entailed in the use of these simulations. It is observed here that both the anticipation of and the process of engagement with the simulation generate emotional responses. The evidence of emotional anticipation was collected through the use of vignettes and a short survey. The production of negative emotions before and after the activity was observed and considered. The particular occurrence of these emotions on the development of understanding is then discussed. There is general evidence for the mundane reality of such simulations that support learning and group engagement. The connection with activity theory was explored and proposed as a potential theoretical fit with the evidence