DepartmentTemple University (Health Sciences Center Campus). Library
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/179
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AbstractIn Libraries & Gardens: Growing Together, Carrie Scott Banks and Cindy Mediavilla bring librarianship into conversation with gardening. While the histories of gardens and libraries are intertwined, there has not been much written about library gardens. Banks and Mediavilla’s book encourages us to look at how library gardens “extend and enhance the library’s role as an information center and community space” (x). Writing from public library backgrounds, Banks and Mediavilla focus on how library gardens can contribute to the inclusiveness and accessibility of libraries. The book gives a tour of various kinds of library gardens, including many academic and research library gardens. In discussing library gardens, Libraries & Gardens: Growing Together contributes to a broader conversation about libraries as multisensory, experiential places.
CitationLaynor, G. (2019). Carrie Scott Banks and Cindy Mediavilla. Libraries & Gardens: Growing Together. Chicago, IL: ALA Editions, 2019. 144p. Paper. $57.99 (ISBN 978-0-8389-1855-5). LC 2018059577.. College & Research Libraries, 80(6), 893. doi:https://doi.org/10.5860/crl.80.6.893
Citation to related workAssociation of College and Research Libraries
Has partCollege & Research Libraries, Vol. 80, No. 6
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Staying True to the Core: Designing the Future Academic Library ExperienceBell, Steven; 0000-0003-3916-4013 (2014-07)In 2014, the practice of user experience design in academic libraries continues to evolve. It is typically applied in the context of interactions with digital interfaces. Some academic librarians are applying user experience approaches more broadly to design both environments and services with human-centered strategies. As the competition for the time and attention of students and faculty increases, along with expanding options for acquiring scholarly content that more frequently circumvent traditional libraries, academic librarians will seek new methods to understand and engage with the members of their community. This article envisions a future where user experience design moves from the periphery to the core of academic library operations. While it is a future shaped by advanced technology that radically changes user expectations, the author imagines an experience that is futuristic but rooted in the core values of contemporary academic library practice.
An Investigation of Tool Mediation in the Research Activity of Eighth-Grade StudentsSmith, Michael W. (Michael William), 1954-; Brooks, Wanda M., 1969-; Schifter, Catherine; Biagini, Mary K. (Mary Kathryn) (Temple University. Libraries, 2016)Technology and a variety of resources play an important role in students’ educational lives. Vygotsky’s (1987) theory of tool mediation suggests that cultural tools, such as computer software influence individuals’ thinking and action. However, it is not completely understood how technology and other resources influence student action. Middle school students are a particularly an understudied population. This qualitative study examined how material and psychological tools, including the presentational software tools PowerPoint and Prezi mediate middle school students’ actions when conducting research for two Earth Science research projects. Six eighth-grade students recorded computer screencasts and dialogue while conducting their research. I collected data from transcripts of computer screencasts, student interviews, and artifacts. Prior to coding, I established four major themes with 20 sub-categories. The four themes were content knowledge, previous tool use, resource use, and tool use. I segmented and coded the transcripts to reflect which different tools mediated student action. An analysis of the data revealed that library resources and the special features of PowerPoint and Prezi programs did not influence actions. Instead, I discovered that the assignment requirements and research topic content were the primary mediators of actions and behavior. However, despite the overall influence of the assignment requirements and topic content, each student employed different tools to complete each assignment. The results suggest that a variety of resources should be available to meet the individualistic tool use of students. The results also suggest that educators design less structured assignments that promote and encourage student centered learning and tool use.
BRINGING EARLY LITERACY RESEARCH TO THE PUBLIC LIBRARY: A CASE STUDY OF AN URBAN LIBRARY USING THE EVERY CHILD READY TO READ MODELHindman, Annemarie H.; Najera, Kristina; Brooks, Wanda M., 1969-; McGinley, Christopher W. (Temple University. Libraries, 2018)Public libraries are a free community resource available to families in communities across the United States. The Every Child Ready to Read Program (ECRR) is currently the only known research-based early literacy parent initiative available for public libraries to use. This current study presents the findings of a case study that included both librarian and parent interviews to explore how one suburban library utilized the ECRR program. Building upon current ECRR research, the study explores how librarians and parents utilized library storytimes. The key findings of the study include the discovery that the two librarians differed substantially in their implementation of the ECRR program, with one librarian being more willing to offer instruction to parents while the other librarian not directly wanting this as her role. One possible reason for this difference involves the different educational background and specific job duties of each librarian. In regards to parents, the study found that parents utilized library storytimes largely for social reasons for both themselves and their child. Furthermore, new mothers and Spanish-speaking mothers showed a special appreciation for storytimes, in that both attended storytimes for personal guidance. In light of parent-school trust literature, the library in the current study appeared as a place to establish and maintain trusting partnerships with parents. Implications of ECRR are discussed, as well as recommendations for further research