scholarly journals Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

2017 ◽  
Author(s):  
Marissa Mourer ◽  
Katia Karadjova
Keyword(s):  
College Students ◽  
Virtual Reality ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Research Study ◽  
Public University ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
University Library ◽  
First Time

A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

scholarly journals Dare to Share the Silence: Tools & Practices of Contemplative Pedagogy in a Library Brain Booth

2018 ◽  
Author(s):  
Marissa Mourer ◽  
Katia Karadjova
Keyword(s):  
College Students ◽  
Virtual Reality ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Research Study ◽  
Public University ◽  
Contemplative Practices ◽  
Contemplative Pedagogy ◽  
University Library ◽  
First Time

A research study at a rural, public university revealed interest among college students in engaging in mindfulness and contemplative practices within their university library. This study also identified a gap between interest in contemplative pedagogy among faculty and their engagement in contemplative practices within this newly-created library space, The Library Brain Booth. This study shares the results of visits to the Library Brain Booth by both first-time and returning participants. It also provides mean usage time at each of the following stations which were created to support mindfulness and contemplation: biofeedback, color-relax, game-relax, light-relax, read-relax, silent-relax, sound-relax, audio-meditate, prompt-meditate, video-meditate, gratitude-express, and virtual reality-immerse. The results of the study are intended to support the explicit promotion of metacognition and mindfulness in the academic process, both through mindfulness activities within the library for students, and through contemplative pedagogy in information literacy instruction.

scholarly journals Mindfulness and gamification in the higher education classroom: Friends or foes?

2018 ◽  
Author(s):  
Katia G. Karadjova
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public University ◽  
Education Students ◽  
Scholarly Literature ◽  
Short Overview ◽  
Contemplative Pedagogy ◽  
Innovative Practice ◽  
The Brain

The paper provides short overview of the gamification, mindfulness and contemplative pedagogy approaches in the higher education with focus on specific experiences in the Information Literacy (IL) field in higher education. Students seem to engage eagerly with both mindfulness activities and games in the classroom. Although at first these two might give an impression of activities which stand on opposite sides an evident overlapping has been present through employing games as mindfulness activities. The paper discusses the Brain Booth Initiative at a rural, public university as an example of an innovative practice, which shows how mindfulness and gamification complement each other in helping students optimize learning and support their wellbeing. In addition to the scholarly literature the Brain Booth initiative shows that librarians are well-positioned to adopt contemplative pedagogy in their information literacy instruction and to serve as resources for departmental faculty, who may be willing to explore its use in their courses.

scholarly journals Teaching Algorithmic Bias in a Credit-Bearing Course

2019 ◽  
Author(s):  
Carolyn Gardner
Keyword(s):  
Decision Making ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public University ◽  
Approaches To Teaching ◽  
Collaborative Process ◽  
Evaluation Strategies ◽  
Critical Approaches ◽  
Literacy Course ◽  
Algorithmic Bias

Information literacy instruction has become increasingly nuanced with the widespread adoption of critical approaches to teaching and the ACRL Framework. Librarians are already teaching information evaluation strategies, however, more work can be done in the area of understanding algorithmic decision making and bias. This column describes how a public university integrated lessons on algorithmic bias into a credit-bearing information literacy course for a general undergraduate audience. The activities and readings can be adapted to a one-shot instruction environment and the collaborative process for designing the curriculum is also shared.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

2013 ◽  
Author(s):  
Heidi Julien
Keyword(s):  
Longitudinal Study ◽  
Information Literacy ◽  
National Survey ◽  
Longitudinal Analysis ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
The Third ◽  
Information Literacy Instruction ◽  
Étude Longitudinale ◽  
Etude Longitudinale

This paper reports a longitudinal study of information literacy instruction (ILI) in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results of the third national survey (1995, 2000, and 2005) of ILI are detailed. This research is intended to increase understanding of and to improve ILI.Cet article présente une étude longitudinale sur la formation en recherche d’information (FRI) dans les bibliothèques universitaires canadiennes et est axé sur la manière dont la formation est organisée, offerte et évaluée. Les résultats du troisième sondage national (1995, 2000, 2005) de la FRI sont présentés en détail. Cette recherche est destinée à améliorer la compréhension de la FRI dans le but de son amélioration. 

scholarly journals Integrating virtual reality in qualitative research methods: Making a case for the VR-assisted interview

2021 ◽  
Vol 14 (2) ◽  
pp. 205979912110307
Author(s):  
Dennis Mathysen ◽  
Ignace Glorieux
Keyword(s):  
Virtual Reality ◽  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Structured Interview ◽  
Good Effect ◽  
Valuable Alternative ◽  
Specialized Hardware ◽  
User Friendly ◽  
First Time

Virtual reality (VR) is still very much a niche technology despite its increasing popularity since recent years. VR has now reached a point where it can offer photorealistic experiences, while also being consumer-friendly and affordable. However, so far only a very limited amount of software has been developed for the specific purpose of conducting (social science) research. In this article, we illustrate that integrating virtual reality to good effect in social science research does not necessarily require specialized hardware or software, an abundance of expertise regarding VR-technology or even a large budget. We do this by discussing our use of a method we have come to call ‘VR-assisted interviews’: conducting a (semi-structured) interview while respondents are confronted with a virtual environment viewed via a VR-headset. This method allows respondents to focus on what they are seeing and experiencing, instead of having them worry about how to operate a device and navigate an interface they are using for the first time. ‘VR-assisted interviews’ are very user-friendly for respondents but also limits options for interactiveness. We believe this method can be a valuable alternative, both because of methodological and practical considerations, for more complex applications of VR-technology in social science research.

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