A New Look for the Drew Library Online

On Thursday, January 11, the Drew Library unveiled our new online presence. Updated to match the main Drew website design, the library website has also been reorganized to simplify access to library resources and services. Our gratitude to the nearly 100 Drew students, faculty and staff who participated in our user testing/survey of the draft site in November!

You’ll find all the Research Resources  you are familiar with, such as the “Ask a Librarian Chat” – now on every page—  the Library Catalog and Journals list, subject and course guides, along with special landing pages for Faculty, Caspersen Graduate Students, Theological School Students, and Alumni.  We invite you to browse the special collections and exhibits online; we hope you’ll check out our improved  News and Events listing too.

The redesign was a team effort. Many thanks to University Communications, especially Justin Jackson, Faith Jackson, Lynne Delade, Lauren Nelson, and Neil McIntyre — and to the library & ITS team who worked on the project: Johanna Edge, Kathy Juliano, Brian Shetler, Rick Mikulski, Verna Holcomb and Jennifer Heise.
Although the site has changed, the URL has not. Please join us at www.drew.edu/library
For more information on how to navigate the new page please give us a call at 973-408-3588 or e-mail reference@drew.edu.

Andrew

Let’s Keep Talking is back online

image: talking snails (bronze door plaque detail, Knight Library, Univ of Oregon)

After a lengthy hiatus, Let’s Keep Talking is back online, thanks to the excellent services of Reclaim Hosting and the generosity and creativity of my new colleagues at Drew University.  The rebuild is a work in progress, but stay tuned and watch this space for updates, observations, and reflections from the Drew Library, the Drew Domains project (thank you, Andrew W. Mellon Foundation), and the EDUCAUSE Learning Initiative.

With all best wishes,

Andrew Bonamici, University Librarian
abonamici [at] drew [dot] edu

 

UO Libraries Diversity Statement

UO Libraries Diversity Statement
The University of Oregon Libraries embraces diversity in all of its dimensions including, but not limited to, age, differences in ability, race, ethnicity, national origin or citizenship, gender, gender identity or expression, sexual orientation, religion, political beliefs, and socio-economic class or status.

Our physical and virtual environments, programs, services, and collections support the work and pursuits of all University of Oregon staff members, faculty members, and students, as well as the community at large. In accord with the University Mission Statement’s references to diversity, we in the Libraries are committed to inclusion and non-discrimination; we recognize and celebrate the intrinsic value of each individual because we believe that a diverse community is a stronger community.

A number of individual staff, faculty, and administrators in the Libraries have prepared and signed the following open letter to the UO Community as a statement of professional philosophy and practice. Although the letter is not an official policy, we are publishing it on the Libraries’ diversity page as a reflection and affirmation of the UO Libraries’ Diversity Statement and of the UO’s institutional values of diversity, equity, and inclusion:

Open Letter to the UO Community on Diversity, Inclusion, Intellectual Freedom, and Equality

What do we want our learners to become?

On Saturday, Feb 9, 2013, I attended an excellent regional workshop sponsored by the Learning Spaces Collaboratory (formerly known as Project Kaleidoscope, or PKAL). Participants responded to four questions key to the focused and successful process of planning and assessing learning spaces:

  • What do we want our learners to become? 
  • What experiences make that ‘becoming’ happen? 
  • What spaces enable those experiences?
  • How do we know? 

Note that the first two questions need to be tackled before space planning begins.

The first question generated some spirited discussion, with inspiring results. Here are some sample posters:

 

image: what do we want our learners to become?
We want our learners to be…. ethical, intentional, respectful, self-aware, self-assessing, global citizens, and resilient global citizens, critical thinkers, collaborators, and creators of new knowledge.
image: what do we want our learners to become?
We want our learners to be….. critical consumers of content, contributors to a community, able practitioners, self aware and reflective, flexible and adaptable, fearless communicators and listeners, and ethical.

image: What do we want our learners to become?
We want our learners to be… focused, imaginative, able to ask questions about what they imagine, problem identifiers, able to know when they don’t know, ask for help, read non-verbal communications, successfully communicate( including nonverbal), agree to disagree, think about and practice sustainability, confident scientists, comfortable in ambiguity, unafraid of failure, aware of their surroundings (with global perspective), community builders, science literate citizens, socially responsible, successful collaborators.

image" What do we want our learners to become?

We want our learners to be…. creative, original, flexible, interdisciplinary, confident, risk takers, communicators, ethical, civic-minded, reasoners, aesthetic, thoughtful, curious, engaged, team players, leaders, participants, collaborative, affiliated.
image: What do we want our learners to be?
We want our learners to be…
risk taker + agility = creative
resourceful + confident = effective problem solver
inspired + empowered = contributor
communicator + diverse perspectives = integrator
all with a purpose — to serve the community.


Madeline Kunin: “Finding a Work/Life Balance: How Can It Be Sustained?”

This was an inspiring talk by Madeline Kunin, former governor of Vermont and ambassador to Switzerland.

Watch the Video on the UO Channel.

image: Madeline Kunin speaking at podiumMadeline Kunin was the first woman governor of Vermont and the first woman in the U.S. to serve three terms as governor. She served as deputy secretary of education and as ambassador to Switzerland during the Clinton administration. She is a founder and board member of the global Institute for Sustainable Communities (ISC), a non-governmental organization focused on climate change and civil society.

In her most recent book, The New Feminist Agenda : Defining the Next Revolution for Women, Work, and Family, Kunin looks back over five decades of advocacy and analyzes where progress stalled, looks at the successes of other countries and charts the course for the next feminist revolution—one that mobilizes women, and men, to call for the kind of government and workplace policies that can improve the lives of women and strengthen their families.

Kunin’s talk is sponsored by the UO Libraries, Center for the Study of Women in Society, UO Department of Planning, Public Policy and Management, and The Duck Store.

Habits of Mind and the purposes of a university education

Today’s Chronicle of Higher Education includes a good article about a structured, defined approach to helping students develop intellectual virtues or habits of mind:

…the real value of a college education is how it affects the way students think and act, ideally for years after they graduate. Shape your students’ underlying attitudes and intellectual characteristics, the theory goes, and a lifetime of deep and lasting learning will follow.

These characteristics go by different names, like intellectual virtues or habits of mind. And they originate in several disciplines, including education, philosophy, and psychology. They all boil down to an emphasis on underlying traits: curiosity, open-mindedness, and intellectual courage, thoroughness, and humility.

Textualities in the Digital Age: Stanley Fish Keynote

From the April 14, 2012 Symposium:

image: Stanley Fish at University of Oregon Symposium

Watch video of Prof. Fish’s keynote

Stanley Fish, Humanities and Law, Florida International University

“Textualities in the Digital Age” focuses on concrete examples of digital projects and then moves to broader considerations of tools and approaches to help the audience consider how digital methodologies might expand the horizons of their own research. The symposium participants present a range of approaches to digital texts, from digital critical editions to computer-assisted historical inquiry.

Save the Dates: Digital Scholarship and Open Education Resources

Digital Scholars, take note:

julia flandersJulia Flanders, director of the Women Writers Project at Brown University will speak on “Making Digital Humanities Count” at 4 p.m. on Wed., May 16, in Knight Library’s Browsing Room.

Flanders is president of the Association for Computers in the Humanities and editor-in-chief of the Digital Humanities Quarterly, an open-access, peer-reviewed digital journal covering all aspects of digital media in the humanities. She serves on the board of directors for the Text Encoding Initiative, an international consortium that establishes standards for encoding machine-readable texts for the broad sharing and mining of data.

The talk is sponsored by the University of Oregon Libraries and the Oregon Humanities Center.

For more information, contact Stephanie Wood, 541-346-5771, swood@uoregon.edu.

David Wiley, nationally recognized scholar, teacher, and expert on open education, will speak in Knight Library’s Browsing Room at 4 p.m. on Thursday, May 17. The lecture is presented as part of the Philip H. Knight Dean of Libraries Distinguished Speaker Series. image: David Wiley, courtesy of Brigham Young University

In his talk “Open Education, Open Access, and Challenges to Higher Ed,” Wiley will discuss how traditional degree-granting institutions might respond to technological, social, and political trends that have created new market forces, putting them in steep competition with a new wave of edupreneurs, for-profit education initiatives such as Udacity, and open education prototypes such as MITx.

Wiley is a leader in the open education movement, which posits that access to education is a basic human right. His career is dedicated to increasing access to educational opportunity for everyone around the world. His much-read blog, “Iterating Toward Openness,” chronicles recent technological developments and their impact on education.

An associate professor of instructional psychology and technology in the David O. McKay School of Education at Brigham Young University, Wiley directs the Open Education Group, which conducts research that focuses on how openness can dramatically increase access and enhance the affordability of education while improving student success. He is a founder of the Open High School of Utah, a completely online charter school that uses open educational resources exclusively.

Wiley is senior advisor to Flat World Knowledge, the largest publisher of open college textbooks for students worldwide, and was recently named senior fellow for open education at the National Center for Research in Advanced Information and Digital Technologies, also known as Digital Promise, a new national center founded to spur breakthrough technologies that can help transform the way teachers teach and students learn.

Cosponsoring the event with the UO Libraries are the College of Arts and Sciences, College of Education, Lundquist College of Business, and School of Architecture and Allied Arts.

Photo courtesy of Brigham Young University

Imaginary John Cage No. 1 (for 12 video games)


UPDATE: Here is an early release of the audio from Friday’s premiere:

Keep an eye on the Imaginary John Cage site for additional mixes.

Poster: Imaginary John Cage, April 20 2012

We have some very creative and innovative people here at the University of Oregon Libraries. This week’s evidence includes the upcoming world premiere of an original work in celebration of the John Cage Centennial:

Imaginary John Cage No. 1 (for 12 video games) is designed to take some of those variables out of our control. Twelve video games / instruments are played, live, by twelve players / performers. Audio from each game is routed into a single audio mixer, and from there to the performance space’s speakers. The score is written for the mixer, and details the volume level of each channel at a given time. (The complexity of the score and the mixer has led us to assign two people to this task, roles that John [Russell] and I will fill …)

The only instructions to the performers are when to begin and when to end. What they do in their individual games, and so what audio is being sent to the mixer, is entirely up to them. The score only dictates which channel’s audio is passed to the speakers, and at what level, at a given time. Further, we allowed the performers to exercise broad discretion in their choice of game / instrument. Similarly, the score does not dictate channel assignment, so theoretically the same performers with the same instruments could produce two vastly different performances by simply altering the audio routing.

Keep in mind that in this conceptualization, there is no visual component. We will hear what the performers are doing according to the provisions of the score; but we will not see. Sight will be reserved for the performers alone, which is another way to say that it is withheld from everyone else.

So, yes, a lot of unknowns to go along with the unknowables…