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ItemMultimodal Information Literacy in Higher Education: Critical Thinking, Technology, and Technical Skill(Georgia Institute of Technology, 2020-01) Givens, Marlee ; Holdsworth, Liz ; Mi, Ximin ; Rascoe, Fred ; Valk, Alison ; Viars, KarenThis chapter addresses technology in education, multimodal texts, and information literacy in a STEM research-focused university setting. Students produce multimodal content in first year composition classes, but composition instructors lack the skills required to teach students multimedia technology. Librarians respond to the needs of the faculty and students they support. Library instruction takes place within the composition class (course-integrated or “one-shot” instruction) or in a multimedia classroom at the library. The librarians bring technical skills as well as a grounding in information literacy, and their instruction increases students' written, sonic, visual and data literacy. As a result, students become more savvy content consumers as well as creators. Final version published in Handbook of Research on Integrating Digital Technology With Literacy Pedagogies, IGI Global, 2020.
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ItemRealizing the Past: Charting a Course for Sustainable Instruction and Engagement with Archival Materials Using Augmented and Virtual Reality Technologies(Georgia Institute of Technology, 2018) Pellerin, Amanda ; Mi, Ximin ; Valk, Alison
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ItemMaking a Connection to the Mothership: Launching a Multimedia Instruction Program With Maximum Funk(Georgia Institute of Technology, 2018) Holdsworth, Liz ; Valk, AlisonFrom data visualization to video editing, library instructional services are growing to include a wide variety of technology-rich offerings. Libraries can offer training on technologies and resources that enhance and supplement their campus curriculum. But for institutions who have not yet developed these classes, where are the starting points to implement such programming? Careful planning can reveal hidden barriers and obstacles in developing multimedia instruction. Other library instruction may only necessitate a projector and screen, but teaching multimedia skills requires the coordination of far more people, equipment, and knowledge. Multimedia skills should be taught with hands-on activities for users; librarians need to align an intricate skill set to another set of scholarly learning outcomes e.g., editorial, research, and aesthetic choices for an assignment. The strength of the program depends on relationships, materials, and a clearly articulated vision. This paper will first discuss aspects of how the Georgia Tech Library developed their multimedia instruction program over the last five years. Using the Georgia Tech Library program as a model, these resources will act as a guide for addressing the pragmatic elements of effectively developing new educational programming in academic libraries. The main components of this interactive workshop include: developing a needs assessment; performing a stakeholder analysis; identifying open source or low-cost technologies; and, based on the principles of project management, crafting a program proposal framework in order to share with library decision-makers.
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ItemSTEAMing up STEM: Visual Arts and Maker Culture as a Vehicle for Student Engagement and Collaboration on a STEM campus(Georgia Institute of Technology, 2017-05) Valk, AlisonAs programming within academic libraries evolves, librarians have moved beyond traditional information literacy instruction to an environment in which they create strong partnerships with the campus faculty, community and beyond. This paper addresses one such specialized partnership and unique library program, providing an overview of newly formed initiatives at the Georgia Tech Library. This instructional model may serve as a framework for other institutions considering non-traditional partnerships in library educational programming. The Communication through Art program involves a collaboration between campus faculty, the library, local artists and a community center focused on DIY culture and ephemeral media. One of the many challenges on college campuses is finding new ways to engage students with their course material. Often limited by the constraints of traditional classroom spaces and layouts, college instructors are increasingly looking to collaborate with campus and community partners on unique student projects, but often lack the resources or time to adequately plan for such an endeavor. Libraries, with their evolving flexible spaces and commitment to changing pedagogies, are ideally positioned to facilitate interdisciplinary programs. Libraries by nature touch on every discipline, and often librarians can recognize relevant synergies and beneficial educational partnerships ahead of the curve. Bringing librarians, campus educators and community artists into the course planning process together can make the educational experience both more rewarding for the student and beneficial to the instructor of record. Our creative team developed a series of library workshops that incorporated the visual arts into the curriculum. What makes this library program unique is the primary educational focus on the campus. On a largely STEM (Science, Technology, Engineering and Math) focused campus, librarians and faculty utilized the visual arts as a vehicle for student engagement. This paper will discuss the benefits of this inquiry-based model of learning, as well as outline the practical aspects of how this program was planned, implemented and assessed.
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ItemExploring Disciplinary Metadata and Documentation Practices to Support Data Reuse Dataset(Georgia Institute of Technology, 2015-04-30) Rolando, Lizzy ; Young, Karen ; Frizzell, Matt ; Doshi, Ameet ; Li, Lisha ; Valk, AlisonWhether to comply with funding agency requirements or to share freely with others, researchers increasingly deposit data into repositories for long-term preservation and access. In 2010, the Georgia Tech Library first rolled out our research data services, eventually establishing a data archiving service where researchers could deposit small, final datasets into our institutional repository SMARTech. As the rate of data deposit increases, and the Library accepts research data from a wider array of disciplines, we want to ensure that deposited research data are adequately described and documented. Because datasets are rarely self-describing or uniformly structured like publications, additional metadata is necessary to make certain that the data can be used in the future. Like many of our peers, Georgia Tech now asks data depositors to provide a “README” file with their deposit, in order to capture this additional metadata. This is particularly important since our repository currently only supports Dublin Core metadata, which cannot hold the full breadth of metadata needed for most datasets. We provide depositors with a “README” template , to provide guidance as to the types of supplemental metadata the repository hopes to capture. However, we have noticed that the generic, one-size-fits-all template does not adequately meet the needs of our community. For some researchers, the template does not address vital pieces of documentation, and for others, the template includes too much information that is not relevant to their dataset. While recognizing that our patrons’ individual needs will continue to vary widely even within their discipline, we sought to create more specialized “README” templates, based on discipline and data type, to better accommodate disciplinary differences. For example, a biologist preparing a dataset for deposit would receive a template designed with biologists and standard forms of biological data in mind, including metadata standards like Darwin Core or Ecological Metadata Language. This template would differ from one given to a Materials Scientist, who would have a template with metadata fields specific to Materials Engineering. In order to create specialized metadata templates, a group of librarians with diverse but complementary skills and experiences convened to explore differences in metadata creation and use. Members of the project team included subject librarians, the research data librarian, and the repository metadata librarian. Through a combination of document analysis, interviews with researchers, and exploration of existing standards, the Library has begun to determine the level of specialized, structured metadata that can be collected and indexed in the repository, as well as the amounts and forms of supplemental information that will need to be captured in a “README.” The datasets below were collected in support of this project.
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ItemResearch Data Needs Assessment at Georgia Tech(Georgia Institute of Technology, 2013-10-21) Rolando, Lizzy ; Parham, Susan Wells ; Doty, Chris ; Valk, AlisonFrom late 2010 through spring of 2013, Georgia Tech Library’s Research Data Project Team conducted a multi-faceted assessment of GT research data needs. In this program, we will discuss the four methodologies used in our data needs assessment. Each methodology served a different purpose, allowing us to collect different but complementary information. While our survey provided a broad overview of practices, individual interviews contributed to a more thorough and nuanced understanding of trends observed in the survey. By analyzing data management plans submitted alongside NSF proposals, we better understand how researchers expect to comply with funding agency requirements for data management and sharing. Finally, data archiving case studies prompted deep discussions with researchers about their data, as well as critical conversations within the Library about the types, formats, and volumes of data we can commit to preserving. This combination of methodologies and results informs our strategic goal to develop campus partnerships to collect, manage, share, and preserve Georgia Tech digital research data. While our assessment was conducted with a narrow scope of research data services, the methodologies employed can easily be adapted and used to study and assess other Library services.