This collection contains educational contributions and publications of the Temple University Libraries staff.

Recent Submissions

  • Getting Organized for Action: Governance Structure Models for Statewide OER Projects

    Bell, Steven; 0000-0003-3916-4013 (2020)
    When academic librarians began to address the high cost of textbooks a decade ago, they typically created textbook affordability programs tailored to the needs of their own institutions. Acting independently allowed for fast implementation and progress, but the downside of going it alone is the potential lack of sustainability. While colleges and universities continue to develop local programs, the predominant trend more recently is the statewide open educational resources initiative. This article reports the findings of a survey of these state initiatives to learn more about their governance structures, as no one model has emerged. This information can benefit existing and future statewide initiatives to optimally structure their governance model for productivity, inclusiveness, and sustainability.
  • Empathy-based VR: Harnessing emotion for learning

    Given Castello, Olivia; Hample, Jordan; Lyons, Patrick; 0000-0002-2721-9809 (2021-01-06)
    Temple Libraries’ Virtual Reality (VR) studios at Charles Library’s Duckworth Scholars Studio and Ginsburg Health Science Library’s Innovation Space host two empathy-based VR (EbVR) experiences that individuals can use by appointment and faculty members can integrate into their classes. EbVR may deepen students’ understanding of a topic and enhance their ability to empathize with those they will encounter in their professional life. One set of recent reviewers writes, “there is no single recipe for empathy development,” (Bertrand et al. 2018). Still, our experience hosting EbVR course collaborations suggests that, when supported by a structured curriculum, this may be an exciting new mode for engaging students by harnessing empathy and emotions for learning. This poster discusses the pedagogical potential of EbVR, presents details of Nursing and Social Work course collaborations, and links to more information on EbVR at Temple Libraries.
  • Trauma-informed Services Training for Library Staff: A school of social work-academic library-public library collaboration

    Association of Research Libraries; Free Library of Philadelphia; Temple University. School of Social Work (2020-11-20)
  • Across the Great Divide: Findings and Possibilities for Action from the 2016 Summit Meeting of Academic Libraries and University Presses with Administrative Relationships

    Association of Research Libraries; Association of American University Presses; Coalition for Networked Information (2016-10)
  • Gen Con Programs

    Scales, Gary; Jewell, Kaelin; Sarkar, Ritomaitree; Huang, Luling; Shoemaker, Matt (2020)
    This dataset contains spreadsheets detailing all events held at the Gen Con gaming convention from 1968 to 2017.
  • Undergraduate Chemistry Search Activity and Worksheet

    Jones, Sarah; 0000-0001-5277-4559 (2019-09-22)
  • When Computers Read: Literary Analysis and Digital Technology

    Jones, Sarah; 0000-0001-5277-4559 (2012-04-19)
    The study of literature is changing in dramatic ways, stimulated by new opportunities that digital technology presents. Data visualization upends the dynamic for literary analysis, focusing not on questions stemming from a critic's personal viewpoint but on revealing and displaying connections between elements of the literary experience. The dominant association between critic and text is downplayed, replaced with associations within the text and between it and its context. The basis of interpretation shifts from reading to seeing, from qualitative analysis to quantitative. The reader's role is transformed, as well, from following the critic's path of thinking to actively exploring a network of multisensory and interdisciplinary information. The distinction between the authoritative presenter/critic and the learner/explorer is blurred. By inviting literary scholars to ask different questions for computational analysis, digital technology and visualization inspire innovative investigations and enable new insights.
  • Three STEM Librarian Challenges SOLVED

    Jones, Sarah; 0000-0001-5277-4559 (2018-12-11)
  • Introduction to Concept Mapping Project

    Bell, Steven; 0000-0003-3916-4013 (2018-09)
  • Book Review: Libraries & Gardens: Growing Together

    Laynor, Gregory; 0000-0002-4578-4051 (2019-09-01)
    In 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.
  • Responding to a new generation of proprietary study resources in medical education

    O'Hanlon, Robin; Laynor, Gregory; 0000-0002-4578-4051 (2019-04-01)
    Traditionally, health sciences libraries have supported patrons who are preparing for medical licensure examinations by collecting and making accessible board exam preparation resources, such as question banks and study guides. However, when online board exam preparation resources are not available for licensing, providing equitable access to all library users can be a challenge. In recent years, a new generation of online study resources has emerged. Sites such as SketchyMedical and Picmonic use visual learning mnemonics, while resources such as Quizlet leverage crowd-sourcing to generate study content. While some of the content from these resources is made freely available, these resources are often limited to paid individual subscribers. This new generation of study resources, thus, presents a conundrum for health sciences librarians. On the one hand, these innovative resources offer new insights into how students learn and study, reflecting pedagogical trends in self-directed learning. On the other hand, the proprietary individual subscription–based model of these resources can widen the achievement gap between students who can afford to pay subscription costs and those who cannot. This commentary provides an overview of some of the most popular medical board examination preparation resources that have emerged in recent years. The authors suggest that health sciences librarians collaborate with medical students and educators to better understand and evaluate these resources.
  • Reaching Them Where They Are: Put the Library Where Students are Learning with LMS Integration

    Given Castello, Olivia; DeSarno, Nicole; 0000-0002-2721-9809 (2020-01-06)
  • Student trauma experiences, library instruction and existence under the 45th

    Gohr, Michelle; Nova, Vitalina A. (2020-01-08)
    Purpose: By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed. Design/methodology/approach: The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique. Findings: This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions. Practical implications: This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs. Social implications: The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change. Originality/value: Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.
  • Why Isn't The Library Link Linking To The Library?: Academic Libraries Confront The New Competitive Marketplace

    Bell, Steven; 0000-0003-3916-4013 (2001)
    Administrative portals, e-braries, and other commercial information providers are challenging the academic library’s traditional monopoly as the campus information gateway. Are these new information marketplace competitors a threat or opportunity for academic libraries? Might they draw away the library’s user base or can they be harnessed to provide access to more and better digital collections? This document examines the impact of these new competitors, presents results from a survey of library directors about their responses to information competition, and discusses strategies library directors can use to maintain the library’s status as the user’s first choice of information provider.
  • New Roles for the Road Ahead: Essays Commissioned for ACRL's 75th Anniversary

    Bell, Steven; Dempsey, Lorcan; Fister, Barbara; 0000-0003-3916-4013 (2015)
  • Wikipedia: From Academic Pariah to Campus Learning Partner

    Bell, Steven; 0000-0003-3916-4013 (2016-05)

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