scholarly journals Positioning the Writing Centre

2020 ◽  
Vol 12 (2) ◽  
pp. 71-77
Author(s):  
David A. Burke
Keyword(s):  
Academic Writing ◽  
Open Future ◽  
University Library ◽  
The Future ◽  
The Open Future ◽  
Key Aspects ◽  
University Of Oslo ◽  
The University ◽  
Support Students ◽  
Successes And Challenges

Implicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing. But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so. This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs. As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future. On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library.

scholarly journals Challenges for Change Agents. Best Practices at the University Library of Freie Universität Berlin

ABI-Technik ◽  
2020 ◽  
Vol 40 (4) ◽  
pp. 357-364
Author(s):  
Martin Lee ◽  
Christina Riesenweber
Keyword(s):  
Best Practices ◽  
Change Agents ◽  
Large Change ◽  
University Library ◽  
The Future ◽  
The University ◽  
Insight Into

AbstractThe authors of this article have been managing a large change project at the university library of Freie Universität Berlin since January 2019. At the time of writing this in the summer of 2020, the project is about halfway completed. With this text, we would like to give some insight into our work and the challenges we faced, thereby starting conversations with similar undertakings in the future.

Time and Truth: The Presentism-Eternalism Debate

Philosophy ◽  
2009 ◽  
Vol 84 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Tom Stoneham
Keyword(s):  
Open Future ◽  
Equal Footing ◽  
The Past ◽  
The Future ◽  
Future Events ◽  
Growing Block ◽  
The Open Future ◽  
Block Universe ◽  
The Way

AbstractThere are many questions we can ask about time, but perhaps the most fundamental is whether there are metaphysically interesting differences between past, present and future events. An eternalist believes in a block universe: past, present and future events are all on an equal footing. A gradualist believes in a growing block: he agrees with the eternalist about the past and the present but not about the future. A presentist believes that what is present has a special status. My first claim is that the familiar ways of articulating these views result in there being no substantive disagreement at all between the three parties. I then show that if we accept the controversial truthmaking principle, we can articulate a substantive disagreement. Finally, I apply this way of formulating the debate to related questions such as the open future and determinism, showing that these do not always line up in quite the way one would expect.

scholarly journals NTNU Academic Writing - developed with UX

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Anne Lillevoll Lorange
Keyword(s):  
Learning Styles ◽  
Information Literacy ◽  
Academic Writing ◽  
Technological Development ◽  
Visual Learning ◽  
Writing Skills ◽  
University Library ◽  
Starting Point ◽  
Other Information ◽  
The University

In spring 2017, the University Library of the Norwegian University of Science and Technology (NTNU) launched VIKO, the redesigned tool for fostering information literacy and academic writing skills. The digital and technological development as well as new requirements for information literacy and academic writing skills have made it necessary to revise this tool. A working group at NTNU University Library developed and carried out an electronic survey to map specific needs of students, teachers, and researchers. We involved our users in developing our information literacy tool in order to give them a more useful user experience. We asked the following questions: Is information about academic writing something you need? Where do you go to find information about this? What kind of content do you desire? The answers suggested that “Yes!” this was something both students and teachers wanted. They were eager to get all the information they needed in their studies in one place. Results of this survey and additional depth interviews with students and staff have been the starting point for both the updated content and the new graphical design of VIKO. To accommodate the wish of having all information in one place, all content is now placed on the University Intranet together with all other information relevant for the students. A page listing relevant topics helps students navigate in the content relating to academic writing. The content of the redesigned tool is structured into four topics: defining a research topic, finding sources, structuring your text, and using and citing sources. We know that people have different ways of learning, so offering content for different learning styles like visual learning, auditory learning, and read/write learning will contribute to improving the learning outcomes.

The Open Future

2021 ◽  
Author(s):  
Patrick Todd
Keyword(s):  
Classical Logic ◽  
Philosophy Of Religion ◽  
Future Contingents ◽  
Open Future ◽  
Radical Interpretation ◽  
Norms Of Assertion ◽  
The Future ◽  
The Open Future ◽  
Patrick Todd

In The Open Future: Why Future Contingents are All False, Patrick Todd launches a sustained defense of a radical interpretation of the doctrine of the open future, one according to which all claims about undetermined aspects of the future are simply false. Todd argues that this theory is metaphysically more parsimonious than its rivals, and that objections to its logical and practical coherence are much overblown. Todd shows how proponents of this view can maintain classical logic, and argues that the view has substantial advantages over Ockhamist, supervaluationist, and relativist alternatives. Todd draws inspiration from theories of “neg-raising” in linguistics, from debates about omniscience within the philosophy of religion, and defends a crucial comparison between his account of future contingents and certain more familiar theories of counterfactuals. Further, Todd defends his theory of the open future from the charges that it cannot make sense of our practices of betting, makes our credences regarding future contingents unintelligible, and is at odds with proper norms of assertion. In the end, in Todd’s classical open future, we have a compelling new solution to the longstanding “problem of future contingents”.

Grounding the Open Future

2021 ◽  
pp. 8-20
Author(s):  
Patrick Todd
Keyword(s):  
Open Future ◽  
General Thesis ◽  
The Past ◽  
Starting Point ◽  
The Future ◽  
The Open Future ◽  
Patrick Todd

In this chapter, Patrick Todd considers how presentists can argue that the future is open, holding fixed that they maintain that the past is not. He argues that any such presentist argument is doomed to failure, if it proceeds by appeal to a general thesis about truth (such as that “truth supervenes on being”). Thus, he contends, presentist open futurists should not argue for the open future from an intuition about truth in general, but from an intuition about the future in particular. The result, however, is that presentist open futurists cannot make their case by appeal to anything like a metaphysically neutral starting point. Nevertheless, due to certain asymmetries between facts about the past and facts about the future, a presentist open future view remains substantially theoretically motivated.

scholarly journals “Being speculative is better than to not do it at all”: an interview with Natalie Zemon Davis

Itinerario ◽  
2015 ◽  
Vol 39 (1) ◽  
pp. 3-15
Author(s):  
Jessica Roitman ◽  
Karwan Fatah-Black
Keyword(s):  
Early Modern ◽  
University Library ◽  
Societal Relevance ◽  
The Future ◽  
The University ◽  
Better Than

Jessica Roitman and Karwan Fatah-Black meet Natalie Zemon Davis outside the University Library in Leiden for lunch and an interview. Although Davis is eager to study a Sranan-German dictionary she retrieved from the library, the three of them sit down for an engaging conversation on the historian’s craft, its societal relevance and the future of early modern studies.

The Co-creation of Exam Support: Students as partners in the research, planning, design and quality assurance of learning resources.

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Nicola Jane Grayson ◽  
Jennie Blake ◽  
Megan Stock
Keyword(s):  
Quality Assurance ◽  
Academic Writing ◽  
Best Practice ◽  
Learning Resources ◽  
Topic Area ◽  
Award Winning ◽  
The University ◽  
University Of Manchester ◽  
Support Students

This case study outlines the role of students as partners in the co-creation of workshops for the University of Manchester Library’s award-winning ‘My Learning Essentials’ (MLE) skills programme. It focuses on a new workshop – developed, piloted and delivered in 2017 and called ’Academic Writing for Exams’ – and situates it within the context of the wider MLE programme. The process of developing new workshops is outlined, to illustrate how student members of staff (the Library Student Team) contribute to the creation of new learning resources. The study reveals the extent of the Library’s partnership with students, in relation to researching the topic area, producing high-quality slides and materials and participating in the quality-assurance processes for all new and refreshed resources. The aim is to share best practice and explore how a student/staff working partnership can be mutually beneficial and lead to the design of excellent, inclusive and relevant academic skills support. The study includes valuation data from the live workshop and reflects on the partnership and the process, with a view to developing current practice for the future.

scholarly journals The mobile future of university libraries and an analysis of the Turkish case

2017 ◽  
Vol 118 (3/4) ◽  
pp. 120-140 ◽  
Author(s):  
Gulcin Kubat
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Instant Messaging ◽  
The Internet ◽  
Library Services ◽  
University Libraries ◽  
Content Type ◽  
University Library ◽  
The Future ◽  
The University

Purpose The purpose of this study is to search for any evidence for university libraries that are accessible by mobile technology in Turkey as relevant models of the future; having regard to the fact that smartphones will very soon become the standard means by which the internet is accessed, and the rates of connection from mobile devices will supersede those which are computer-based. Design/methodology/approach In the study, both domestic and foreign literature surveys were undertaken to determine which mobile library services are offered in university libraries. Thirty random central libraries of both private and state universities were selected from across the seven regions of Turkey. To gather data, a 26-question electronic survey was generated and e-mailed to the library managers. The questions were based on findings regarding the mobile library services provided by university libraries around the world. Findings By examining the survey results, it was determined that Turkish university libraries utilise a comparable level of mobile technology and demonstrate a similar level of care with regard to the services they offer. There are mobile sites (separate sites or mobile sites as applications), mobile library catalogues, short messaging services, chat rooms, consultations via instant messaging tools, mobile device-lending services, and augmented reality and QR code applications. Research limitations/implications In Turkey, the structures of university libraries operate under variable conditions because of the lack of established standards. This causes negative results for the delivery of library services. For this reason, university library standards should be set practicable as soonas reasonable, considering the social/economic and cultural structure of the country. Practical implications Owing to the transformative effect technology and the internet have had on services information and communication technologies, infrastructure has been added as a sixth element to the five traditional library items, namely, building budget personnel collection and users. Globalisation through the web has resulted in the individualisation of services and the slogan content is king has been changed to the customer experience is king. Fundamental library services are being adapted to allow mobile technology access, and this approach best reflects the new slogan. Therefore, the university library of the future may well be the one entirely based on mobile technology. Social implications Mobile devices lead to new forms of engagement with student learning; so academic libraries are expected to be strong partners in the teaching and learning processes of their institution. Originality/value The hypothesis of this study is that a university library accessible by mobile technology will be the model of the future, and its purpose is to search for any evidence for which the university libraries in Turkey are prepared to meet this challenge. This study is also meaningful because there have not been any study of Turkish university libraries in terms of mobile library services to users. This paper is the first time that a comprehensive study has been made of current mobile technology-based services, and is also the first comparison of the applications in Turkish university libraries. Additionally, paper synthesises developments and provides suggestions for the future.

scholarly journals The Open Future, Free Will and Divine Assurance: Responding to Three Common Objections to the Open View

2015 ◽  
Vol 7 (3) ◽  
pp. 207-222
Author(s):  
Gregory Boyd
Keyword(s):  
Free Will ◽  
Open Future ◽  
Classical Theism ◽  
The Third ◽  
The Future ◽  
The Open Future

In this essay I respond to three of the most forceful objections to the open view of the future. It is argued that a) open view advocates must deny bivalence; b) the open view offers no theodicy advantages over classical theism; and c) the open view can’t assure believers that God can work all things to the better (Rom. 8:28). I argue that the first objection is premised on an inadequate assessment of future tensed propositions, the second is rooted in an inadequate assessment of free will, and the third is grounded in an inadequate assessment of God’s intelligence.

scholarly journals Akademisk fagskriving på ingeniørstudiet

2020 ◽  
Vol 12 (2) ◽  
pp. 4-19
Author(s):  
Gunvor Sofia Almlie
Keyword(s):  
Academic Writing ◽  
Interdisciplinary Collaboration ◽  
Writing In The Disciplines ◽  
Close Collaboration ◽  
Writing Courses ◽  
University Library ◽  
Writing Course ◽  
Engineering Study ◽  
Study Programs ◽  
The University

   In the Norwegian engineering education, there has been an increasing focus on writinginstruction in the last decade. Although writing in the disciplines seems to be the overall goal,the disciplines themselves are not prepared for nor equipped to provide the writing instructionthe students need. This article attempts to measure the effect of a writing course that was given in the firstsemester of the engineering study at the University of Agder in 2018. The writing course was acollaboration between the disciplines of engineering, the university library and a writinginstructor with permanent affiliation to the Department of Engineering. The aim of thecollaboration was to gather the expertise from the disciplines and the university library in thedesign of writing courses in engineering. The survey seeks to find answers to the students'experience of the writing course, and the challenges they face in academic disciplinary writing.Answers from the students are compared with answers from conversations with studycoordinators and subject teachers in the five engineering study programs at UiA.The results show that the students find teaching and supervision useful, both to achievethe learning outcomes for the course, but also for use in other writing situations in theireducation. The problems students have with academic writing are both discipline-specific andgeneral. They experience challenges in three areas in particular: genre orientation, text structureand information literacy. The close collaboration between the writing instructor, the library and the engineers isbridge-building and contributes to a holistic writing instruction in the engineering education.The interdisciplinary collaboration also raises the competence of all staff involved.

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