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

Recent Submissions

  • Metadata Requirements for 3D Data

    Blundell, Jon; Clark, Jasmine L.; DeVet, Katherine E.; Hardesty, Juliet L. (2020)
    The “Metadata Requirements for 3D Data” chapter provides recommendations for metadatai based on the five-stage digital asset lifecycleii. The “Create” section covers some of the principal ways 3D models are created and discusses what metadata can be captured during the creation process. This section looks at not only what metadata could be captured during model creation, but also why capturing that information is important. The “Manage” section covers the metadata needs for organizing, verifying, and providing accessiii to 3D data. Recommendations include grouping files together as much as possible (by 3D object, by collection of objects, and by project) in order to apply organizational metadata that can be used for access and reuse purposes. The Distribution and Publication section discusses the need for a variety of distribution platforms that support the broadly varying metadata needs of different disciplines. Examples include the need for more granular metadata to support reproducibility and privacy in certain fields, as well as concerns around metadata requirements for accessibility for disability more broadly. Though the circulation and access norms for 3D data are still evolving, the Access and Reuse section posits key metadata anticipated to be useful in the discoveryiv and access of 3D data and models for research or reuse. The “Archive” section utilizes PREMIS as a basis for its recommendations. The rapid changes in the tools and platforms that support the creation and utilization of 3D data results in heavier emphasis on metadata that provides context to data that is often no longer supported by the latest technologies. Additional portions of PREMIS that may be of interest to readers are also specified. The chapter ends with an overall table of recommended metadata fields along with future work needed, naming annotation metadata and metadata for accessibility needs as top priorities for standardization and best practice recommendations.
  • Taking OER to the LIS: Designing and Developing an Open Education Course for Library Science Students

    Bell, Steven; 0000-0003-3916-4013 (2021-05-26)
    One often overlooked member of the open education community is the aspiring librarian. Students currently pursuing their Master in Library Science (MLS) degree are potential future leaders for a sustainable open education movement. The lack of formal course options in existing library science education programs, for learning about open education, is a potential barrier to an open movement that is inclusive of library science graduate students. This article describes the design, development, and implementation of what is believed to be the first formal, dedicated course in open education librarianship offered by an American Library Association accredited library and information science (LIS) program. The nature of the course content, learning outcomes, assignments and student reactions to and reflections of the course are discussed, along with the potential implications for both LIS programs and the open education community. Expanding the number of LIS programs that offer formal open education courses has the potential to contribute to the sustainability of the open education movement through the preparation of a future generation of advocates and leaders.
  • Barriers to Supporting Accessible VR in Academic Libraries

    Clark, Jasmine; Lischer-Katz, Zack (2020-05-20)
    Virtual reality (VR) shows great promise for enhancing the learning experience of students in higher education and academic libraries are at the forefront of efforts to bring VR into the curriculum as an innovative learning tool. This paper reviews some of the growing applications and benefits of VR technologies for supporting pedagogy in academic libraries and outlines the challenges of making VR accessible for disabled students. It defines existing regulations and guidelines for designing accessible digital technologies and offers two case studies drawn from each of the authors’ own academic libraries, at Temple University and at the University of Oklahoma, in order to provide insight into the challenges and benefits of making VR more accessible for students. The paper argues that to continue to serve their mission of equitable access to information for the entire student population, academic libraries that implement VR programs need to balance innovation with inclusion by allocating sufficient staff time and technical resources and bringing accessibility thinking into VR projects from the beginning. To accomplish this, libraries will need the assistance of software developers and accessibility experts, and librarians will need to act as strong advocates for better support from commercial software and hardware vendors and to promote change in their institutions.
  • Good Leaders Never Stop Learning

    Cosby, Michelle; 0000-0002-5087-094X (2020)
  • Using Data to Tell Your Story: Tap into AALL's Resources

    Cosby, Michelle; 0000-0002-5087-094X (2019)
  • Moving Forward: Unveiling Our New Strategic Plan

    Cosby, Michelle; 0000-0002-5087-094X (2019)
  • Taking on Tech: Discover What Works Best for You

    Cosby, Michelle; 0000-0002-5087-094X (2020-05-01)
  • Empower Yourself: AALL Publications, Programs, and Meetings

    Cosby, Michelle; 0000-0002-5087-094X (2020)
  • Rediscovering an Old Genre: Open Textbook Publishing and University Presses

    Johnson, Ann (2020)
    Most discussions about university presses focus on presses as monograph publishers. This article examines university presses as textbook publishers, and argues that presses could potentially play an important role in supporting the proliferation of open textbooks. I begin by tracing the long history of university presses’ involvement in textbook publishing, and more recently, presses’ involvement in open textbook publishing. I describe the different types of presses that are interested in open textbook publishing, and then attempt to classify the open textbooks that are currently being published by university presses.
  • 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.
  • 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)
  • 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.

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