What’s on the Horizon for Higher Education Publishing?

Keynote—Joan K Lippincott., Associate Executive Director of the Coalition for Networked Information (CNI) - What’s on the Horizon for Higher Education Publishing

E-Content: Student Content Creators: Convergence of Literacies

There is ample evidence that students are creating all types of digital content and disseminating it via the Internet. When they graduate from universities and colleges and enter such fields as business, education, government, medicine, research, or the arts, they will continue to produce digital content. Employers often select new graduates for positions in the expectation that they will take on technology-intensive assignments related to the Web presence of the organization. While in school, many students create digital materials without guidance from faculty, information technologists, or librarians, but such products are typically recreational and do not have the hallmarks of academic work. This is not to say that producing academic-quality work in the Internet environment is impossible or beyond our current understandings

Opening Keynote: Fulfilling Our Mission in the Digital Age

Academic libraries have always supported the institutional missions of teaching, research, and service or community. There are many opportunities to enhance that support in the digital environment. Digital tools are fundamental to many research activities and many students would like to use digital technologies in meaningful ways in their education. In supporting digital scholarship, libraries can promote partnerships with faculty in research and teaching. Faculty engaging in digital research frequently involve their students, often including some on their research team and then either developing some of their digital content as part of class work or using the products of their digital work in their teaching. A number of digital projects in the humanities focus on local or regional communities and foster the third prong of the institutional mission for service. At the Coalition for Networked Information (CNI) we have been analyzing trends in digital scholarship and their intersection with libraries, teaching, learning, and research. This talk will report on some of the findings from our work and will identify trends and good practice

7 Things You Should Know About the Modern Learning Commons

The learning commons, sometimes called an information commons, has evolved from a combination library and computer lab into a full-service learning, research, and project space. As a place where students can meet, talk, study, and use borrowed equipment, the learning commons brings together the functions of libraries, labs, lounges, and seminar areas in a single community gathering place. The cost of a learning commons can be an obstacle, but for institutions that invest in a sophisticated learning commons, the new and expanded partnerships across disciplines facilitate and promote greater levels of collaboration. The commons invites students to devise their own approaches to their work and to transfer what they learn in one course to the work they do for another

Learning Spaces

Edited by Diana G. Oblinger. Includes a chapter by former College at Brockport Faculty member Joan K. Lippincott: Linking the Information Commons to learning. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.https://digitalcommons.brockport.edu/bookshelf/1077/thumbnail.jp

Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp

Annual Reports

This segment includes the annual reports of the President, Executive Director, and staff of the Newport Historical Society. These reports detail the progress made during this very productive year in carrying out the Society\u27s mission to collect and preserve the artifacts of Newport County\u27s history

Collaboration between Librarians and Learning Technologists to enhance the learning of health sciences students.

Collaboration between Librarians and Learning Technologists at Bournemouth University (BU) has been stimulated and cemented by Pathfinder funding from the Higher Education Academy. This paper will consider four case studies collected as part of the eRes Project that describe the use of Web 2.0 technologies in the School of Health and Social Care at BU. The project aimed to enhance the student learning experience in an increasingly electronic environment. This was achieved by developing and disseminating innovative pedagogical frameworks, bringing together learning activities and academically led quality e-resources within the unit of study. An e-reading strategy which encompasses models for resource discovery and e-literacy was developed, drawing on the experiences and findings of the case studies. Issues considered in this paper will include accessing academic electronic reading materials and using a social bookmarking tool integrated within BU’s virtual learning environment with students studying away from the main campus. Additionally the paper will consider how technology can be used to motivate students, especially in large groups and how it can be used to engage students with a subject perceived as “dry” or “difficult”. The rich possibilities of health science materials can be exploited more fully using new technologies embedded within the curriculum

Computational linguistics for metadata building: Aggregating text processing technologies for enhanced image access

We present a system which applies text mining using computational linguistic techniques to automatically extract, categorize, disambiguate and filter metadata for image access. Candidate subject terms are identified through standard approaches; novel semantic categorization using machine learning and disambiguation using both WordNet and a domain specific thesaurus are applied. The resulting metadata can be manually edited by image catalogers or filtered by semi-automatic rules. We describe the implementation of this workbench created for, and evaluated by, image catalogers. We discuss the system\u27s current functionality, developed under the Computational Linguistics for Metadata Building (CLiMB) research project. The CLiMB Toolkit has been tested with several collections, including: Art Images for College Teaching (AICT), ARTStor, the National Gallery of Art (NGA), the Senate Museum, and from collaborative projects such as the Landscape Architecture Image Resource (LAIR) and the field guides of the Vernacular Architecture Group (VAG)