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Library Archives For Workshops

Are your students on the right path? Not just the one that leads to your class or to the library, but the path to their future? Students at all stages of their college experience can take steps toward future success by joining us at this week’s Study Skills Seminar–

  • The Career Center: Not Just for Seniors!
  • Wednesday, November 3 at 6 pm
  • Thursday, November 4 at 4 pm
  • Education Center 118
  • Snacks served!

–where the helpful and knowledgeable staff from the Career Center will take students on a virtual tour of the Center’s resources, including How to Find a Part Time Job On or Off Campus, the What?/Why?/How? of Internships, Using your College Connections, and the Career Search. The Career Center has a wealth of valuable tools—both online and ‘face to face’—to help students start and stay on a career-oriented path!

Whether your students are first years, fifth years, or anywhere in between, please encourage them to join us this week!
Lindy Coleman

Coordinator, Study Skills program

Center for Student Learning

colemanm@cofc.edu

843.953.8180

A session and Library How-To Research Guide about interdisciplinary resources available to support the creation of scholarly digital projects and presentations.

Are your students creating presentations in your class?  Are you tired of the standard linear PowerPoint presentation (a presentation WMD)?  This session will showcase the many different production and presentation tools available to you and your students as well as the copyright and fair use considerations that go into creation of digital and online content (ever tried to put something up on YouTube and suffered the “copyright infringement smack down?”).   Learn about the creative commons, the Center for Social Media, and online production tools for any kind of multimedia presentation.  From finding media for digital storytelling to creating exceptionally memorable presentations with new software tools, this LITE session will spice up your teaching, your presentations, and pretty much your life* in general.

Feel free to stop in or email vanarnhemj@cofc.edu to reserve your seat for Thursday at 3pm in the Addlestone.

*please note that knowledge of digital presentation whiz-bang is a necessary, but not sufficient condition for life spicing

Don’t Miss the First fall 2010 LITE Workshop@Addlestone!

Posted on 8 September 2010 | 9:31 pm — 

Don’t miss the first fall LITE Workshop@Addlestone, this Thursday at 3pm! Send us an email to let us know you are coming or feel free to stop by :)

Collecting and Organizing Your Work
September 9th
3 – 4:30pm
Addlestone Library, Room 120

  • Need help managing all your sources for your paper?  Use Zotero to collect, manage, and cite your research sources.
  • Access your bookmarks anywhere, share them with study partners and organize your web research using Delicious or Diigo.
  • Use Citulike to discover, manage, store and share scholarly references.
  • Share photos and create slideshows with Flickr.
  • Use Wordle to generate word clouds.
  • Need help getting a handle on your research project?  Mind Mapping promotes creativity, helps you solve problems, and helps your brain remember information.

Re-Think Research!

Posted on 3 September 2010 | 11:10 am — 


Will you be sending your students to the library this semester to search for books, journals, and other resources for their papers and projects? Don’t send them into the stacks (real or virtual) alone! Encourage your students to equip themselves with the tools they need to make them more proficient and their library time more efficient by attending this week’s Study Skills Seminar

  • Re-Think Research!
    Wednesday, September 8 at 6 pm

    Thursday, September 9 at 4 pm

    Education Center 118

    Snacks served!

Students will meet the friendly and knowledgeable Addlestone librarians, take a virtual tour of the library, and decode some of the mysteries of online searching! A worthwhile 45 minutes, indeed! And you will have the benefit of knowing that your students possess the tools to get the job done!

Also–this week’s Lunch and Learn Seminar:

  • Read and Remember!
    Friday, September 10 at 12 noon

    Center for Student Learning

    Addlestone Library

    Snacks Served!

Want to see the full Seminar schedule, including downloadable PowerPoints, Seminar videos, and related handouts? Go to

http://csl.cofc.edu/study-skills/seminars/index.php

Come Celebrate Asian Pacific American Heritage Month at the Library!

Posted on 28 April 2010 | 9:29 am — 


LITE Workshops@Addlestone Special Instruction Session

April 5, 2010

Presenters:
Jolanda-Pieta (Joey)  van Arnhem | vanarnhemj@cofc.edu
Jared Seay  | seayj@cofc.edu

Download the Session Handout: https://docs.google.com/fileview?id=0B29rc1l_5uzpMDcxNGE5N2UtMjQ5Zi00ZGIyLTgwNmItODY3MGI1MmI4Zjhi&hl=en

Please Fill out the Session Evaluation: https://spreadsheets.google.com/viewform?hl=en&formkey=dFRPQlhlTFVGdk5XUGNLZThZUGNhRkE6MA

References
Bloom’s Digital Taxonomy: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Top 100 Tools for Learning 2009: http://www.c4lpt.co.uk/recommended/index.html

I was fortunate to give a session about research in the age of the real-time Web yesterday at the College of Charleston’s Addlestone Library as part of the library’s LITE series of technology seminars. Here are my notes from yesterday’s session, with links to other goodies as well.

  • Twitter’s built-in trends are primarily useful for identifying big news gathering a lot of reaction, but not necessarily too much else (especially with the prevalence of spam topics). Tools like Collecta surface trends more intelligently and, in the case of Collecta, provide a broader look at the Web beyond Twitter. Collecta brings in photos, blog posts, comments on blog posts, videos, and articles from mainstream media, giving a more complete picture of a news story or event.
  • Apps like Twitter Sentiment provide a visual way to take the temperature of the Tweeting populace’s thoughts on a topic. Using sentiment analysis tools to check favorability/unfavorability of a topic or person periodically over time can make for some fairly interesting analysis.
  • Wordle is a cool way to identify popular keywords in a document. As part of the LocalTweetStats project last winter, Wordle was used to flesh out top keywords, top hashtags, and the most talked-about users in a large sample of tweets by people in the Charleston metro during January and February 2009. Visualizations like this (also see Tweetcloud) make it very quick to scan large amounts of data and make them easily digestible.
  • Text mining tools like Termine are great for seeking needles in haystacks of large documents. This particular tool also can do some cross-referencing with libraries of academic journals. Text mining is expanding and increasingly important in a world where datasets are growing exponentially.

These notes will be cross-posted to the LITE blog on the College of Charleston site. Many thanks to Jolanda-Pieta van Arnhem for her help and the opportunity to give a little back to my alma mater!

LITE Session Twitters with Twits

Posted on 1 March 2010 | 5:46 pm — 

Some great ideas came out of The LITE session this last Thursday including: Feeding your Facebook wall to TwitterRead How To Sync Your Twitter and Facebook Status Updates for more … Read More

LITE Discussions@Addlestone Workshop Thursday@3

Posted on 23 February 2010 | 6:19 pm

Give Twitter a Try!

Still haven’t given Twitter a try? Now is the time! This hands-on workshop will make you a Twitter pro in less than an hour. This free, easy-to-use social networking service is a great tool to help energize and engage students.

This weeks special guest start lecturer is Megan Holt, who upon completion of her Masters in Mass Communications at the University of South Carolina committed one year of her life to volunteer service through the AmeriCorps VISTA program at the College of Charleston.

We hope to see you there!  Download the session flyer as a PDF to handout at class or send to friends:)

MeganHolt_Twitter_Emailrev2

Plagiarism and Assignments That Discourage It

Posted on 23 February 2010 | 3:51 pm — 
A great post sent out by Rick Reis from Tomorrows Professor on how Instructors can “lesson the temptations of students to commit fraud by avoiding traditional assignments.”   For more great tips subscribe to TOMORROW’S PROFESSOR at http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php

Plagiarism and Assignments That Discourage It
Concerns about plagiarized papers in college used to be connected to a fling cabinet at the fraternity house. Those days seem nearly quaint in light of how widespread the problem has become. Students learn how to use computer programs and the Internet at an early age. Many report that they were not corrected in high school when they copied text from a Web site into a paper without citing the source. No wonder some of them come to college feeling puzzled about the fuss surrounding plagiarism.
An assignment such as, “Write a 15-page paper on Dante’s Inferno” or “write a 10-page paper on the financial failures of the Stock Market in 1987′ is unfortunately an invitation, especially for students who are short of time, to go to the Web where papers that suit the requirement can be purchased for $40 to $70 on sites such as Schoolsucks and Termpapers. Sadly, these sites even offer papers on demand, written by freelancers to fulfill a specific assignment.
In some courses, instructors locate a free student paper from their discipline on the Web and ask their students to read it and critique it as a small-group activity in class or as a threaded discussion on a class Wed site. This exercise lets students know that you’re aware of what is available, and it gives them a chance to be thoughtful about the actual quality of the free papers.
Instructors can lesson the temptations of students to commit fraud by avoiding traditional assignments. The two chief methods of doing so are to use the activities and conversations in your own class as a basis for assignments or to use novel assignment structures.
The first type depends upon stretching the assignment to two or more phases. Link activities and discussions from the classroom to small tasks that may, if it suits you, become part of larger assignments. An example of ways to break down the writing of a term paper can be found on pp. 135-141 in chapter 10.
Another technique to employ is that of scaffolding, a term connected to Lev Vygotsky’s (1978) Zone of Proximal Development, described in chapter 2. Scaffolding requires the instructor to guide a student to what the student is learning, “engage students’ interest, simplify tasks so they are manageable, and motivate students to pursue the instructional goal” (Riddle & Dabbagh, 1999). Essentially, the teacher needs to mediate between the student and the task to keep the student attached to and believing in the project. With such involvement from both sides, the likelihood of plagiarism decreases dramatically.
Here are a few additional ideas:

  • Assign teams to interview each other on course readings or assignments and prepare an appropriate summary.
  • Use pairs to “pass the baton.” Create an assignment with two parts. Have one student complete part one, then have the student pass it to his or her partner, who must rely on what the first student did, to complete part two. You might also have the students switch roles for another pair of activities. The pieces can, of course, be modified according to the goals of different assignments and to a variety of media.

Some methods for creating alternative assignments would be to:

  • Ask students to interview a local person regarding actions or policies relevant to your course content.
  • Ask students to write a dialogue between two people they have been studying.
  • Ask students to create a list of paragraphs, quotes, or sample problems from sources you give them or sources you tell them to locate. Such a task resembles an annotated bibliography, but instead of the typical forms of annotation, students will locate a piquant or cogent paragraph, explanation, diagram, problem set, or comment type that you designate. As with a typical bibliography assignment, they should include all citation information.
  • Ask students to employ their knowledge about a media form to analyze material. They might create a portion of “directors notes for the destruction of an overpass, a re-creation of a historical event, or the announcement of a merger.
  • Use the form of a letter or a memo with invented roles for students and the audience the memo is addressed to.
  • Invite students to adopt the voice or style of a newscaster to report on and then analyze and event in your discipline.

Another direction to take, which overlaps with the suggestions above, involves asking students to discuss points made by other students during a discussion in person or online.
Another source of assignments is your department. Compare assignment ideas with your peers. Lots of suggestions float around that can be modified for your purposes. The more inventive you are, the less likely that students will fulfill the assignment in a fraudulent manner. A final reason–not to be overlooked–for developing an assignment in an unusual way is that students may attend to a creative assignment partly because they will be excited by the novelty of the design. They are accustomed to the kinds of class activities that are so familiar to all of us. A fresh way of approaching a problem can be captivating and intriguing.

References

Riddle, E.M,, &Dabbagh. N., (1999). Lev Vygotsky’s social development theory. Rerieved December 3, 2007, from http://www.balancedreading.com/vygotsky.html

Vygotsky, L. S. (1978). Mind and society: The development of higher mentl processes. Cambridge, MA: Harvard University Press.