Now showing items 1-20 of 169

    • Police Budgets on the Ballot before and After George Floyd’s Murder

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2022-01-06)
    • 3D Printed Arteries: Making Cardiovascular Anatomy Tangible & Accessible

      Perilli, Nicholas (2021-12-01)
      With accessible 3D printed models of a patient’s coronary arteries, makerspace librarians assisted cardiovascular fellows in understanding coronary fluoroscopic anatomy and improved accessibility to such teaching aids.
    • Game-Based Design for Inclusive and Accessible Digital Exhibits

      Council on Library and Information Resources (CLIR) (2020)
    • The Third Library and the Commons

      Council on Library and Information Resources (CLIR) (2020)
      The idea of the “commons” is often invoked in discussions of the academic library’s future, but these references are usually vague and rhetorical. What exactly does it mean for the library to be organized as a commons, and what might such a library look like? Does the concept of the commons offer a useful lens for identifying the library’s injustices or shortcomings? How might we draw on the concept of the commons to see beyond the horizon of the contemporary library, toward a “Third Library” that truly advances decolonial and democratic ends? This essay engages with such questions and explores how the constituent elements of the academic library—its knowledge assets, its workers, and its physical spaces—might be reoriented toward the commons. It argues that such an orientation might facilitate the emergence of a Third Library that is able to organize resistance to contemporary capitalism’s impetus toward the privatization and enclosure of knowledge, and to help recover a democratic conception of knowledge as a public good.
    • “Yeah, I Wrote That!”: Incorporating Critical Information Literacy to Build Community Inside and Outside of Wikipedia

      De Voe, Kristina; Shaw, Adrienne; De Voe|0000-0003-1590-3379; Shaw|0000-0001-5526-1839 (2021)
      In this chapter, we examine the relationship between open pedagogical practices and critical information literacy and how they intersect when Wikipedia is introduced in the classroom. Specifically, we discuss the collaboration between a librarian and a course instructor on iterations of Wikipedia assignments across three years and two classes. We unpack the importance of existing infrastructures, such as edit-a-thons and the WikiEdu dashboard, to support bringing Wikipedia assignments into the classroom. We also explore how we worked to connect course content to the renewable assignments and brought larger discussions of representation and community on Wikipedia into the classroom and assignments. Finally, we outline the lessons we learned through this collaboration. In sum, scaffolded projects allowed students to practice their contributions to Wikipedia in a supportive space and fostered critical engagement with course content. In their end-of-semester reflections, students stated that contributing to Wikipedia felt more meaningful and elicited feelings of pride that traditional, disposable assessments did not. They saw themselves as knowledge creators and scholarship creation as part of an ongoing conversation rather than an “end product.” By engaging in peer-review assignments, participating in edit-a-thons, and discussing the assignments with librarians who were not their professors, students also saw their work as part of a broader academic conversation. Through Wikipedia assignments, students can appreciate their own information privilege in terms of access to costly resources and become proactive in sharing that knowledge and their own growing expertise with a wider public.
    • Bridges: United States Academia for First-Generation and International College Students

      Higgins, Shawn; Higgins|0000-0001-5564-2412 (Temple University. North Broad Press, 2021)
      Bridges introduces students to a wide range of concepts, institutions, histories, and artifacts of United States college and university life. After discussing these items in easy-to-scan, concise, nuance-free prose, this textbook then offers useful lists, templates for writing and speaking in different discourses and situations, thought-provoking questions and activities for self-study and for classroom work, and pertinent hyperlinks for further information. Bridges is designed to help first-generation, first-year, English language learners, and/or culturally unfamiliarized students more fully and successfully explore their educational environments. By using this book, students will be better prepared for the academic and social challenges of successfully undertaking higher education in English.
    • Structural Analysis

      Udoeyo, Felix F. (Temple University. North Broad Press, 2020)
      Structural Analysis by Felix Udeyo is intended to teach students the methods and techniques for the analysis of structures. A sound knowledge of structures is a prerequisite for their proper design and ensures the structural integrity of civil engineering infrastructural systems. This textbook is comprised of three parts. The first part consists of an overview of structural analysis and introduces several structural loadings that may be considered during the analysis and subsequent design of structures. The second part covers classic methods of the analysis of determinate structures. The final section discusses classic methods for the analysis of indeterminate structures as well as methods for the analysis and construction of influence lines for indeterminate structures.
    • ¡Que viva la música! Repaso de conversación en español

      Corrales-Martin, Norma; Corrales-Martin|0000-0001-6935-7778 (Temple University. North Broad Press, 2021)
      ¡Qué viva la música! Repaso de conversación en español, or Long Live Music! Spanish Conversational Review is an open textbook intended for conversational review, typically a fourth-semester Spanish class. The textbook is organized around nine different songs that provide students opportunities to practice, aurally and orally, as well as in writing, the main communicative goals and key grammatical structures learned in previous classes. It can also be used in similar high school classes.
    • Advancing the Transition to Open Publishing at Temple University Libraries

      De Voe, Kristina; Fennell, Lauri; Finnerty, Erin; Johnson, Ann; Kohn, Karen; Lloyd, Rebecca; Pucci, Alicia; Tagge , Natalie; De Voe|0000-0003-1590-3379; Finnerty|0000-0002-2015-1637; Johnson|0000-0003-4021-2473; Kohn|0000-0003-0454-3080; Pucci|0000-0002-6061-2688; Lloyd|0000-0002-0853-6729 (2021)
    • The Virtual Blockson: Immersive Technologies for Teaching Primary Source Literacy on the African Diaspora

      Clark, Jasmine; Wermer-Colan, Alex; Clark|0000-0003-0674-6535 (2020-06-14)
      By overviewing a collaborative project between Temple University’s Charles L. Blockson Afro-American Collection, the Loretta C. Duckworth Scholars Studio, and local Philadelphia educators, this essay explores how experimentation with immersive technology can enhance the work of librarians and teachers seeking to teach primary source literacy. As a recreation of the space and the experience of visiting the Blockson Collection through interactive game-play and multimedia 3D content, the Virtual Blockson aims to combat black erasure from the historical record and school curricula, introducing students to the roles they can play in history’s creation and preservation. This essay will highlight the Virtual Blockson’s design for integrating the Society of American Archivists’ Guidelines for Primary Source Literacy, as well as the Common Core standards for historical understanding and critical thinking. Digital humanities projects that remediate special collections with interactive spatial simulations can offer promising opportunities to contextualize and explore the imbrication of primary source and digital literacies for marginalized communities.
    • Have Your Cake and Eat it Too: Throw a Public Domain Party and Engage Students in Discussions About Copyright

      Johnson, Ann; Lloyd, Rebecca; De Voe, Kristina; Johnson|0000-0003-4021-2473; De Voe|0000-0003-1590-3379; Lloyd|0000-0002-0853-6729 (2021)
    • Supporting Big Data Research at Temple University

      Dean, Will; Rowland, Fred; Shambaugh, Adam; Sneff, Gretchen (2021-10)
    • COVID-19 Sparks an Overdue Discussion on Education Reform: An Optimistic Vision

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-05-25)
    • State Policy, Local Impact: How Policy Choices Will Shape the Financial Future of Pennsylvania School Districts

      Sances, Michael W.; Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-06)
    • Challenging Heteronormative Practices in the Juvenile Justice System

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-06-17)
    • COVID-19, Mental Health, and Socioeconomic Status

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-06-17)
    • Short- and Long-Term Impacts of COVID-19 on Outdoor Public Spaces

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-07-20)
    • The Effect of Parental Legalization on Poverty among Children in Immigrant Families

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-06-17)
    • From Struggle Space to an Inclusive and Climate-Ready Philadelphia: Policy Proposals for a More Equitable Green Future

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-07-20)
    • The Policy Challenges of Urban Flooding, Managed Retreat, and Social Equity

      Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2021-07-27)