Building on the momentum from last year’s inaugural 3Ts conference, we invite you to spend a day with colleagues from across disciplines, moving beyond exploration and into active use of the technologies enhancing proven pedagogy.

Mark your calendars to participate in

3Ts 2012: Engaging Students with Teaching, Technology, and Transliteracy

March 16, 2012

Hosted by: University Libraries, University at Albany

Albany, NY

What is the 3Ts conference?  Visit: http://threetees.weebly.com/


Co-Sponsored by
CPD, FACT2, SUNY Librarians Association Working Group for Information Literacy (SUNYLA WGIL)

3Ts: Exploring New Frontiers in Teaching, Technology and Transliteracy
Fulton-Montgomery Community College, Johnstown, NY
March 25, 2011

As budgets continue to shrink and the number of online or blended classes continues to grow, the need for instructors who are comfortable with the wide array of digital learning tools becomes of paramount importance. From the writings of Donald E. Hanna and associates1, we are reminded that “the challenge is not simply to incorporate learning technologies into current institutional approaches, but rather to change our fundamental views about effective teaching and learning and to use technology to do so.” Keeping this in mind, the 3 T’s conference aims to explore issues surrounding the intersections between teaching, instructional technologies and the growing number of literacies all students need for learning and succeeding in today’s information-rich academic and professional worlds.

1. Hanna, Donald E. Associates, Higher Education in an Era of Digital Competition: Choices and Challenges, Atwood Publishing, 2000, p.61.

As one of the primary goals of the 3Ts planning committee, we are offering a discounted “buddy” registration fee to encourage cross-disciplinary discussion among our participants.

What constitutes a “buddy”? Buddies are created by a pair of attendees (registering at the same time) who are complementary and/or collaborating professionals (i.e., teaching faculty and a librarian, a librarian and an instructional designer, two teaching faculty from different disciplines).

SUNY Registration Fee $20.00; Non-SUNY Registration Fee $30.00
SUNY Buddy Registration Fee $15.00; Non-SUNY Buddy Registration Fee $25.00

What is Transliteracy? For conference information visit:
http://threetees.weebly.com

Co-Sponsored by SUNY Librarians Association Working Group for Information Literacy (SUNYLA WGIL)
SUNY Center for Professional Development
SUNY Faculty Advisory Council on Teaching & Technology (FACT2)

Are you interested in teaching, technology and transliteracy?

Do you use your students’ fluency across media, modes, and disciplines to their and your advantage?

Are you using technology to extend learning in the classroom (physical or virtual)?

Are you experienced in successfully blending technology into your teaching?

If you’ve answered yes to any of these questions, the conference planning committee for The 3 T’s: Exploring New Frontiers in Teaching, Technology, and Transliteracy wants YOU to consider submitting a proposal (now closed).

Co-sponsored by SUNY FACT2 and the SUNY Librarians Association Working Group for Information Literacy (SUNYLA WGIL), The 3 T’s: Exploring New Frontiers in Teaching, Technology, and Transliteracy is a one-day conference focused on placing pedagogical theory at the foundation of seamless, engaging and productive teaching practice when infusing various technologies into the classroom experience. Educators, Faculty, Instructional Designers, and Librarians hailing from K-12 and higher education institutions will gather in Johnstown, NY at Fulton-Montgomery Community College on March 25, 2011 to share their successes, challenges and overall understanding of the theory to practice connection.

Don’t miss out on your chance to spotlight your classroom ingenuity and achievements!

Proposals should address the following questions:

  • How have you drawn upon student transliteracy to support learning?
  • How have underlying principles and theories guided your inclusion of a specific technology or technologies in the classroom?
  • How did teaching and technology work collaboratively to improve both technological literacy and learning?

As proposals undergo a peer-reviewed process, emphasis on the following are highly encouraged:

  • Connecting theory to practice as discussed and modeled through your presentation delivery
  • Collaborative projects/lesson plans that could include (but are not limited to) cross-disciplinary teaching, faculty/librarian partnerships, K-12/college experiences

Proposals can include any meaningful integration of technology and teaching used to support the growing number of literacies students need for learning and succeeding in today’s information-rich academic and professional worlds.  Possible tracks and technologies might include:

Literacies Technologies
  • Information literacy
  • Visual literacy
  • Digital literacy
  • Media literacy
  • Cultural literacy
  • Critical literacy
  • Open Source Technologies
  • Web 2.0 Technology
  • Social Networking (Twitter, Tumblr, Facebook, Ning)
  • Mobile Technology (Mobile apps, texting)
  • Classroom Technologies (Smartboards)
  • Collaborative Technology (Wikis)
  • Multimedia (Podcasts, Vcasts)

Conference sessions will consist of 30 minutes speaking/workshop time with 15 minutes allocated for Q&A.

The deadline for proposals has passed.

Presenters will be notified by November 15, 2010 if their proposal has been accepted.

Presenters will receive free registration for the conference and will have the opportunity to publish their work in the conference’s online proceedings.

For further questions, contact:

Kim Davies-Hoffman
Reference/Instruction Librarian
SUNY Geneseo
kdhoffman@geneseo.edu
(585) 245-5046 begin_of_the_skype_highlighting              (585) 245-5046      end_of_the_skype_highlighting begin_of_the_skype_highlighting              (585) 245-5046      end_of_the_skype_highlighting

As I get my head back in the game in terms of looking toward the opening day of classes, I wrote to a professor earlier today to see about a planning meeting for two library sessions and a workshop we’ll be offering early in the fall semester.  I thought that I’d have until next week before we met, but circumstances pushed for a spur-of-the-moment meeting this afternoon.  Fine by me!

Instead of the typical meeting held in one of our offices, I was on my way “uptown” for a coffee and that provided the perfect location for discussing lesson plans and upcoming projects.

This Anthropology professor is working toward an interdisciplinary food project that he hopes will take root and spread across campus.  The librarians at SUNY Geneseo, among other invested classroom faculty, are very interested in helping nurture this endeavor.  While plans were expected to be simple (work with our closest classroom faculty partners to suggest infusing a food-related slant into lectures or assignments, where appropriate, or solicit contributions of food-based research and/or creative projects to form a gallery show), they may turn out to be much more elaborate than any of us ever imagined.  Current thoughts are to write a grant proposal to secure funding for a full-out gallery exhibit (even multiple exhibits across campus), complimented by a series of cultural and academic events and encouragement to classroom faculty to incorporate food issues into student projects.  The hope here is to offer a scaled-down version of Heavens Above, an interdisciplinary, college-wide exhibits and programming project that Milne Library hosted in Fall 2007.

Professors in the Anthropology Department are committed to working with food-related issues, if only as a segment of their course content.  I am fortunate enough to have already established a close working relationship with these professors, feeling confident and well-respected enough to provide my own advice and librarian expertise to a topic that I, myself, am passionate about.  Who doesn’t love to talk about food?

So, what will we be working on in the fall?  Two courses – ANTH 100: Intro to Cultural Anthropology and ANTH 235: Ancient Civilization in the Americas – where I’ll work with the students in one library session a piece, another – ANTH 229: Film and Ethnography – where students may seek my help informally and a GOLD workshop entitled Food, Glorious Food: Working Personal Interests into your Research Projects where we (professor, librarian and a student) hope to excite student researchers into adapting food-related topics into course writing assignments.  That is our own personal agenda, but overall, the workshop will advise students to incorporate any personal interest into their scholarly writing . . . if applicable.  Food seems to be a ubiquitous enough concept to lend itself to just about any subject area.

The focus of the library sessions and/or informal assistance – helping students identify and access scholarly, peer-reviewed materials on their given topic(s).  Based on previous classes arranged by this professor, he has seen the value in outside contact and source evaluation by the librarian with students and has asked that I take a quick glance over first wiki submissions of students’ article/book choices.  If we (the professor and I) can cut students off at the pass of bad (inappropriate is a better word) material selection at the beginning of the semester, we hope that the growing annotated bibliography from the 70+ students will serve as a “study guide” of sorts, instilling the key characteristics of scholarly and academically-appropriate sources.

And it’s all about food.  What fun!

I think I have lost my creative, narrative mojo at this time of the day and the week, so here are “just the facts.”

RYSAG summer camp 2010

The storyline: Over 50 middle to high school students from the Rochester City School District (RCSD) arrived at SUNY Geneseo on the morning of July 19.  They were greeted with the news that SUNY Geneseo had received a national grant that allowed for two weeks of security training to prepare for the imminent migration of a new population.  For the first week of this two-week overnight academic camp, students would engage in a series of courses that would offer the necessary skills and knowledge to gain more information on the incoming population once security clearance was achieved. On the Monday of the second week, students were told that the Etans would be arriving from their planet Eta located some 20 light years away from Earth.  Not only would big Etan masses be settling in the Rochester area, as well as other areas of the world, some had already been living among us, scouting the location to determine the best cities to suit their needs.

The challenge: As selected peace agent candidates, our students were asked to compile the necessary information and develop the necessary skills to craft a final peaceful integration plan that would merge the incoming Etan community into the existing Rochester population with as little conflict as possible.  The proposal would be presented to a panel of highly esteemed “officials” – one from NASA, another from Homeland Security and a third from the National Grant Office.  Presentations required the following pieces of data:  an introduction to the history of immigration in Rochester, a profile of the Etan people, potential conflicts that could arise with the merging of two communities and each teams’ ideas for strategies to mitigate conflict and promote a peaceful coexistence.

Security training: Students rotated through four core classes – homeland security science lab, natural resources lab, global studies and communication.  In homeland security lab, students learned how to detect gunpowder residue and how to isolate DNA and create personalized DNA necklaces.  They also engaged in chromatography and forensic toxicology.  In natural resources lab, students were instructed in the scarcity of resources like fresh water and how a competition over such resources can lead to conflict and war.  A simulation was created in the classroom that encouraged students to fight over desired resources and then reflect on the reasons behind the behavior.  Peace agent candidates studied issues of immigration, both legal and illegal, in global studies as well as viewing other cultures with a subjective lens.  In this context, an activity surrounding the anthropological study, Nacirema, helped students to see American culture from an outsider’s perspective.  Finally, in communication class, students worked inside and outside of the classroom.  In class, they learned of different key concepts in intercultural communication – chronemics, chromatics, proxemics, appearance, artifacts and nonverbal communication . . . to name a few.  Outside of class, students split up into subgroups and interviewed a number of campus staff and faculty to gather more information about a wide array of experience in cultural transition, conflict and resolution and peacekeeping.  Some of the interviewees posed as Etans and donned the traditional markings from their culture.  Within the first week, the Etans’ stories needed to be believable within a modern day context (an argument with a family member over cultural beliefs, inner conflict over the inability to bear children, a living adjustment from one place to another), but needed to also represent the Etan story of struggle and migration once their identity was confirmed in the second week of camp.

The fun: Using the face of a faculty member who has been tangentially involved in past camp storylines, librarians, professors and RYSAG planning members created an Etan persona of this “first male leader” by tinting his photo blue, inserting his messages into each team’s blog, displaying his photo prominently (or in some cases, subtley) during scheduled interviews and producing a final day message from the “mothership” that addressed the good work completed by each team.  Additional hijinx included a “peace offering” that was left at each team’s headquarter location – a wine glass decorated with the Etan female symbol for water and maturity (envision the aquarius symbol) and filled with blue liquid (blue Kool-aid), a blue candleholder with one flameless candle lit and scattered multicolored beads – and a screen shot of a fake wikipedia entry describing the Etan culture fed into each team’s blog.  And did I forget to mention the Etan Intergalactic Library Blog?

Anyway . . . the general gist of the camp.  Perhaps the following video can bring greater life to the engaging, enriching and unforgettable camp experience.

Here we go again!  Another summer, another exciting RYSAG camp!  We are just a week and two days away from counselor orientation and then on Monday, July 19, about 60 middle and high school students from the Rochester City School District (RCSD) will descend upon SUNY Geneseo‘s campus.  This is the time of the summer when my organizational efforts really hit mach speed.

Thanks to the diligence and consciensciousness of one of our outstanding counselors, currently home for the summer and away from the hustle and bustle of confirming plans for the camp organization and storyline, I’ve been (positively) pushed to focus on finalizing schedules and google docs so that everyone involved will have the necessary information before arriving on campus.  Last night, I spent time refining the camp storyline in a google doc, adding notes from a previous meeting with the Camp Director as well as new ideas developed in a recent meeting with the camp’s faculty planning group.

Potential volunteer interviewees (faculty and staff from all different academic disciplines) have been contacted and most have responded with their availability to meet with our students to discuss personal experiences with conflict, difference and/or adaptation.  One more reminder should hopefully push the lagging interviewees along.  The hope is to have a nearly finalized interview schedule before our Monday (7/12) meeting with all camp volunteers.  At this meeting, everyone will be informed of the general camp plan, goals and expectations, putting us all on the same page.  We arranged for a similar meeting two years ago and that really helped for a smooth transition into the camp’s “theater.”

This year’s camp, whose theme focuses on peacekeeping and conflict negotiation, should be interesting with two teams consisting of brand new (to RYSAG) RCSD students entering seventh and eighth grades in the fall.  For the past two years, we’ve seen a lot of repeat students, many of whom have participated in every camp experience since the 2007 inception.  Our numbers for four-peaters are dwindling but we have still retained nine of the original RYSAG CSI candidates.  Understandable considering these students are likely to be entering the tenth grade this fall, where scholastic expectations and requirements are heightened and students are now at an age where they can begin working full-time summer jobs.

Our four-peaters, and even a handful of three-peaters, form one of our four camp teams and serve as CITs – counselors-in-training – where leadership skills and roles are stressed, placing the students in good stead for future counselor positions.  How amazing will it be if/when these students return in their pre-senior and even post-senior/college summers to assist with the running of the camp!!!!  Our first introduction to these students was when they were entering seventh grade!  How quickly time passes.

But I digress . . . the reasoning behind the title of this post refers to a recent SUNYLA conference presentation I offered.  I had two main reasons for developing the presentation.  First, to highlight the amazing RYSAG camp experience, which I’ve been wanting to boast about for a few years now.  The second reason was to encourage librarians, especially those new to the field, to identify their strengths and interests – both personal and professional – and promote them by joining campus projects and committees where librarian talents are seriously needed.

The strengths and interests I identified within myself at the presentation include:

  • organizational skills, especially where logic and scheduling are involved
  • technological knowledge and ability to make practical use of technological tools to bring people together
  • creativity
  • risk taking
  • pedagogical knowledge
  • team player, wanting to bring people together in meaningful and fun ways
  • mediator, using my contacts and knowledge among various academic departments

All of these attributes have come in handy when putting together the RYSAG camp infrastructure.  From creating rotating schedules for campers, instructors, counselors and interviewees to using a variety of social networking tools for the good of document and idea sharing (i.e., google docs, wikis, blogs), camper communication and training (i.e., gmail accounts, blogs, Truveo multimedia searching, interactive web scavenger hunt), and tracking volunteers’ availability (i.e., Doodle) to suggesting key players to the camp storyline based on a wide range of contacts in different departments due to library instruction efforts and other campus-wide committee participation.

As mentioned in the SUNYLA presentation, while I am well aware of the amazing skills and special talents librarians bring to the table, especially in campus-wide forums, I become downright giddy when I hear of stories where librarians lead the faculty/staff pack and offer a sense of unity, focus, organization, creativity and expertise.  It is these stories that remind me what a valuable service we provide to the campus community.

And again, I encourage all librarians to realize the unique attributes they have to offer, to get involved in campus projects and to promote the good that our librarian superpowers can foster.

It’s interesting (and sad) how I seem to post entries on this blog about once a year.  I can hardly call myself a blogger.  :-(  But once again, I will try to spur myself on to remain committed to posting.

The writers group meeting that I just attended will hopefully help toward keeping myself disciplined.  A small group of like-minded and equally busy librarians will try to build in some accountability among us so that we can all achieve our goals of slowly but surely producing good pieces of writing – for professional purposes mainly, but perhaps some creative writing will seep into our efforts.  That would be a big plus for me!

So, one of my three goals before next week’s meeting is to publish a blog post (after almost a year’s hiatus).  Here I am!

I can’t explain why I don’t add to this blog more frequently.  The original goal was to write short pieces that track my daily/weekly activities working collaboratively with classroom faculty, mostly in terms of teaching.  That should be an easy and enjoyable task.  And I certainly have lots that I can add.  But as usual, I think I build these tasks up in my mind so that they soon become so insurmountable, that I give up entirely rather than contributing just a little.  Such is the story of my life!

As I have done in the past, here are a few topics on my mind that I hope to write about in the near future.

  • The disappointment over an Anthropology course that E.K. and I had big plans for that was recently cancelled due to low enrollment
  • A growing working relationship with the new chair of our ANTH Dept, including course and assignment development, teaching and the purchase of new books
  • Helping the ANTH Dept with assessment endeavors related to information literacy which has lead to new faculty interest in greater teaching collaborations
  • Working with J.A. toward his plans for an interdisciplinary food project
  • A recent conference presentation that highlighted the teaching collaboration between C.R. and me
  • With C.R. moving to a new institution, plans to continue our collaboration for future presentations and publications
  • Forging new relationships and collaborative projects with faculty in the Foreign Languages
  • Working with E.K. to finally write articles on our work over the past few years
  • The newest RYSAG camp – preparations for and implementation during the last two weeks of July
  • Plans toward a COCID/SUNY CPD sponsored conference that will encourage collaborative presentations between classroom faculty and librarians
  • Participation on and activities toward our library’s new Scholarly Communications Team

And the list goes on . . . Wow, I guess I better start writing!  :-)

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