Networking opportunities


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

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.

While not strictly tied to collaborative teaching efforts, a recent planning session with my Collection Development colleague for a staff retreat focused on faculty outreach has prompted me to brainstorm the many ways in which I connect with professors.  I wrote them all down so as not to forget, but at tomorrow’s retreat, all of the librarians will brainstorm their own ways of collaborating.  We are sure to generate a long and very rich list.

Following are the thoughts that I’ve come up with.  I will try to combine similar activities so that this list doesn’t become too cumbersome.

Instructional efforts

  • Successful teaching collaborations (Anthropology, First-year Writing Seminar, Foreign Languages, Political Science, Psychology, RYSAG, Sociology) have led other professors to engage in similar instructional efforts
  • Successful teaching collaborations have led to greater opportunities for myself and for those with whom I teach (i.e., RYSAG)
  • Conference presentations incorporating librarian and professor (and sometimes student representatives) have led to faculty interest in similar teaching collaborations, at SUNY Geneseo and elsewhere
  • Attendance and participation at departmental meetings helps initiate interest in what librarians can do for professors in the classroom and for students outside of the classroom (i.e., research consultations)
  • Attempts at establishing formal librarian-professor meetings or get-togethers (i.e., Librarian-Faculty Learning Community)
  • Assisting professors with their curricular material that have a focus on information literacy skills (i.e., proofreading a student survey centered on issues of plagiarism)
  • Providing introductions of what the library instruction staff can do for various campus groups (i.e., new faculty, First-Year Writing Seminar professors, teaching assistants)
  • Writing short newsletter articles for campus publications on different instructional projects in which librarians are involved
  • Engaging in campus-wide activities that focus on pedagogy (i.e., Teaching and Learning Center workshops)
  • Involvement in teaching activities that expand beyond the library (i.e., RYSAG) has allowed me to make connections across campus and outside of the academic environment (i.e., high school teachers)
  • E-mail contact with professors to suggest one-shot classroom instruction over individual research consultations for every student in a course or to clarify tricky questions that a professor has added to a research assignment
  • Working on professional development opportunities that incorporate librarians (and teachers) from all different educational settings

Collection building

  • Meetings that involve collection development librarian, subject specialty librarian, department chair and departmental representative to the library to discuss such things as budget allocations, electronic resources suitable for the subject discipline in question and subject areas covered through print resources
  • Making personal recommendations for sources to professors based on what I know of their research and curricular interests
  • Assisting with suggestions for course texts
  • Writing short newsletter articles for campus publications on issues of weeding, purchasing, new collection initiatives, etc.
  • Advertising and administering regional access cards so professors can borrow from local college/library collections
  • Inviting professors to provide input and/or train in orientations to various electronic resources

Faculty research

  • Answering reference questions for faculty, whether in person, on the phone, via e-mail, etc.
  • Offering research consultations to faculty members; not just to students
  • Meeting professors and their research assistants to provide instruction on various tools as well as strategies for tackling the necessary research question/project
  • Providing instruction for student research can many times lead to professors learning of new strategies and resources for their own research
  • Informal conversations can lead to new ideas for faculty research endeavors

Campus-wide engagement

  • Involving oneself in College Senate
  • Choosing relevant Senate subcommittees in which to participate
  • Chairing a Senate subcommittee
  • Running for/serving on other campus-wide committee participation
  • Working on library committees that demand a teaching faculty representative
  • Attending campus functions

Finally, I think that not enough can be said for informal, social interactions with faculty colleagues, on or off-campus.  These serendipitous connections can truly lead to great things, the very least being a newly formed friendship.

I am anxious to hear of other ways that my local colleagues interact with professors and would certainly like to extend the conversation to anyone else reading this blog.  How do you most frequently connect with faculty on campus/at school?

Wow! I just looked at the date of my last post (besides the one I just posted about Julie Grob’s collaborative work) and more than a month has gone by with no news from me.  Not a surprise at all.

If you haven’t already heard, I ruptured my right calf muscle on July 1playing in a soccer game.  Nothing dramatic at all, as far as how it happened.  I just started to run and SNAP, my calf sprung like a worn-out, old rubber band.  I spent three hours that night in the ER with the only recommendation being to ice, elevate, and take some pain medication (vicodin was not my friend).  There’s nothing the doctor could do for me.  😦  And he felt my pain, considering he had had the same injury once or twice.

So, a week and a half in bed with the summer camp coming down the pike.  I spent some time at home literally crawling on my knees since I hate, hate, hate walking with crutches.  They are exhausting and uncomfortable.  I have to say that I became quite adept using them though, by the time the ordeal was over.  And they provided the perfect guise as we instructed our middle school students to be careful while at the dig site.  I told them that I had twisted my ankle at the site because I fell into one of the holes.  Not one student left camp injured from the dig site.  🙂  In the end, I finally came clean with a few of the students since the story would have seemed absurd to me, considering I was constantly on crutches for the full two weeks (because of a simple sprained ankle?).  A bruised and swollen ankle, due to fluid draining from the calf muscle, lent credibility to the story of my injury.

Physical therapy is working wonders, and a month after the injury (to the day), I am walking without crutches and can place my heel on the ground.  This was a BIG step.  I will see the Sports Medicine Specialist on Tuesday so he can gauge my progress.

I don’t know how I made it through, but the summer camp was a huge success.  Two news crews came to report on the camp and share the story of our students’ amazing discoveries (arrowheads, flakes, and fire-cracked rock from 5,000 years ago!).  The students were able to name the newly found archaeological site – Roc City – a name that will forever be attached to their work.  Any further excavations done within a certain number of miles from Geneseo, NY will be required by law to cite Roc City.  The dig location will be added permanently to a map of New York State.

Following are the news stories (and video) of our students’ camp experience.  I will write more on the many collaborations that took place during the camp in the next few days.

Students at SUNY Geneseo Camp Really Digging Archaeology

Digging History . . . and Making It! (Look for the yellow icon to view the video)

Many more pictures and video to come . . .

I spent a beautiful spring day at a one-day workshop in Brockport, NY today. The focus: how libraries and librarians integrate themselves into campus culture using a LMS. Many good sessions although after spending three days at the Computers in Libraries (CIL) conference, today’s workshops just flew by. I could have actually sat through a few more presentations. But a little at a time is a good thing. I was happy that the venue was so close to home. The keynote speakers came from Penn State and I was immediately reminded of speakers from CIL, also from Penn State, and they presented on similar topics. The modules/tutorials/library course guides (however you want to call it) sound fantastic. And Penn State uses ANGEL, which is great since Geneseo is on the same system. For librarians not familiar with and/or adept at HTML, the PA librarians have figured out a way to get the necessary resources into the professors’ and students’ hands in the online environment. What sounded like the perfect system became very confusing as it was never explained, until later, that the templates Penn State uses have been customized in-house. Luckily, they are very willing to share the templates and have suggested this to ANGEL, but were rebuffed since “no one else was expressing a need for such resources.” If other librarians and IT depts were aware of these capabilities, there would be many of us clamoring to avoid reinventing the wheel. I will definitely have to contact the higher-ups to make my recommendation.

Other interesting sessions included the use and/or development of tutorials, using Captivate, Camtasia, and other software programs. This gives me the idea of creating an interactive tutorial/scavenger hunt for the DIG students this summer. Not only can I make the hunt come alive and make it interesting and fun for our middle school students, I can be teaching them basic research skills in the process – something that during the two week camp, I may not have time to do. I may need to enlist the help from a few librarians to create the tutorial that I envision. Student assistants may be out of the question at this point since they are so swamped with final projects and exams.

The last light bulb that popped up over my head today pertains to the situation of E-reserves. With the implementation of ANGEL, the library’s e-res system as we know it will fade away at the end of this semester. Currently, the LOR (learning object repository) for course reserves looks like a mess, and without library intervention, I’m not so sure that professors will be as diligent about cleaning out their reserves list at the end of each semester. I have already run into the problem of outdated material in an ANTH course I worked with this semester. The only syllabi I could find within the ANTH course, using ANGEL, were 2-3 years old. And the list of resources within the list were unweilding. So, my thought . . . I will see what dept meetings I can visit before the end of the semester and suggest to faculty that rather than hassle with adding articles and books to their course reserve list (time consuming to find the sources, create the PDFs, link them and then figure out whether the documentation falls within copyright parameters), I can check to see if the library has access to the materials and, if so, recommend a brief session and/or online tutorial (probably the better idea, which should be an attractive choice to busy professors worried about time constraints for delivering their course content) demonstrating to students how to access these chosen resources. Once they have the skill, it will be practiced many times over throughout the semester, cementing this process into their minds. With any luck, students in these courses will no longer come to the reference desk asking questions about how to know if the library owns such and such journal/article/book. Because course readings will be part of a student’s final grade for the semester, it will be to their benefit to perfect the skill of knowing how to access particular, pre-designated materials. Without accessing the required source, they cannot do the reading, which in turn prevents them from coming to class prepared to discuss their homework reading assignment. This may later affect their performance on course exams. I have already been utilizing such a strategy in Ellen’s courses (ANTH) and I haven’t heard of any problems from the students. As the saying goes, “Give a man a fish; you have fed him for today. Teach a man to fish; and you have fed him for a lifetime.”

The additional benefits of meeting with academic departments before the semester is up is to remind the professors of new and existing resources in the library that they may want to consider and experiment with over the summer. Scopus seemed to be hugely popular with the science faculty, but they were the only ones to attend the demonstration earlier this week. Scopus is a great tool for the Social Sciences as well. The alterior motive, of course, is to remind the departments with whom I work that I am at their service, during the summer and certainly in the fall semester.

I just attended a database demonstration for one of our newest purchases. Lots of science faculty there, which was wonderful to see. Apparently, our teaching faculty can be lured in with free food. 🙂 I was able to talk summer camp stuff with our Chemistry partner. Eric has fantastic ideas when it comes to teaching the middle school students in the sciences. They loved him last year and were even asking for him this past weekend. He and our resident Archaeologist will make a tremendous teaching team. It’s interesting to work with professors beyond the typical one-shot library sessions. I think in a more collaborative and teaching-intensive environment, professors can truly see what librarians are capable of in the classroom. Research skills become merely the means for students to learn the content. Once students are empowered with research abilities, their world of knowledge opens up. I have definitely seen this in cooperative classes with Dr. Kintz, Anthropology. But it’s essential that librarians and faculty teach together beyond that one-shot session.

The database demo becomes a perfect opportunity to connect with faculty who we typically don’t work with. It’s important to see where their needs and interests lie. It’s essential to get a conversation started, whether it’s over a shameless “carrot” of free food and technology or before/after a campus-centered meeting. Librarians must become increasingly involved in campus activities so that they can get their face out there and become a recognizable member of the college community. Even to this day, I find it difficult to leave the library when there is so much work to be done at my desk. But without “outside” visits, friendly lunches, cooperative volunteer/service work, no one on campus will be aware of all that the library has to offer. Professors and students know to a certain extent, but they are always amazed when you can keep wowing them with new discoveries. I heard that very level of excitement from Eric who was just discovering the power of Scopus.