Drew is a GAE institution, so we also have Google Sites available. Here is my practice site: https://sites.google.com/drew.edu/arbsitetest
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.
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
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:
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:
This was an inspiring talk by Madeline Kunin, former governor of Vermont and ambassador to Switzerland.
Madeline 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.
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.
Lots of media this week: edX:
Harvard and MIT invest $60M in platform for massively open online courses (aka MOOCs).
- Steve Kolowich in Inside Higher Ed
- Tamar Lewin in New York Times
- Nick deSantis in Chronicle of Higher Ed
The Imperiled Promise of College (Frank Bruni, NYT)
Taking Knowledge Out of College (Jonah Lehrer, WSJ)
From the April 14, 2012 Symposium:
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.
Digital Scholars, take note:
Julia 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.
For more information, contact Stephanie Wood, 541-346-5771, firstname.lastname@example.org.
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.
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.