scholarly journals Boosting Student Success and Reducing Inequalities with Free Access to Course Materials

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Cheryl Cuillier
Keyword(s):  
Student Success ◽  
Academic Libraries ◽  
Online Resources ◽  
Limited Resources ◽  
Free Access ◽  
Course Materials ◽  
University Of Arizona ◽  
Course Material ◽  
Do It Yourself ◽  
The University

Research shows that COVID-19 has exacerbated student challenges and inequalities. One of the most impactful ways the University of Arizona Libraries foster student success and reduce inequities is through our course material initiatives: providing students with free day-one access to required materials. We are seeing greater demand for online resources, which can be challenging for academic libraries to provide. Our approach leverages campus partnerships, advocacy and education, and a “do-it-yourself” model supplemented with one-on-one assistance as needed. These practices can be replicated at other libraries with limited resources.

scholarly journals Delivering Information Literacy via Facebook: Here Comes the Spinach!

2019 ◽  
Vol 14 (2) ◽  
pp. 33-50
Author(s):  
A. F. Tyson ◽  
Anton Angelo ◽  
Brian McElwaine ◽  
Kiera Tauro
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Additional Method ◽  
Targeted Interventions ◽  
Student Clubs ◽  
The University ◽  
Library Marketing

Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content.  Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers.  Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

scholarly journals Walk-In Users and Their Access to Online Resources in Canadian Academic Libraries

2020 ◽  
Vol 15 (2) ◽  
pp. 1-25
Author(s):  
Pamela Carson ◽  
Krista Louise Alexander
Keyword(s):  
Academic Libraries ◽  
Online Survey ◽  
Public Access ◽  
Online Resources ◽  
Free Access ◽  
The Public ◽  
Association Of Research Libraries ◽  
Canadian Association ◽  
Site Access ◽  
User Access

In the past, a member of the public could access an academic library’s collection simply by visiting the library in person and browsing the shelves. However, now that online resources are prevalent and represent the majority of collections budgets and current collections, public access has become more complicated. In Canadian academic libraries, licences negotiated for online resources generally allow on-site access for walk-in users; however access is not granted uniformly across libraries. The goal of this study was to understand whether members of the public are indeed able to access online resources in major Canadian university libraries, whether access to supporting tools was offered, how access is provided, and whether access is monitored or promoted. The study used an online survey that targeted librarians responsible for user services at Canadian Association of Research Libraries (CARL) member libraries. The survey results indicated that some level of free access to digital resources was provided to walk-in users at 90% of libraries for which a survey response was received. However, limitations in methods and modes of access and availability of supporting resources, such as software and printing, varied between the institutions. The study also found that most libraries did not actively promote or monitor non-affiliated user access.  

The open technology specialist at the University of Toronto Libraries: A comprehensive approach to Wikimedia projects in the academic library

2021 ◽  
Author(s):  
Jesse Carliner ◽  
Ji Yun Alex Jung
Keyword(s):  
Academic Libraries ◽  
Comprehensive Approach ◽  
Relationship Building ◽  
Free Access ◽  
Library System ◽  
University Of Toronto ◽  
Part Time ◽  
One Year ◽  
The University ◽  
Technology Specialist

Wikipedian-in-Residence (WIR) programs are becoming more common in academic libraries. Although they hold a great deal of promise, they are often limited in scope given their frequently short-term and sometimes part-time nature. After a successful one-year, part-time WIR pilot, the University of Toronto Libraries (UTL) has piloted a one-year, full-time Open Technology Specialist (OTS) role to build upon the WIR’s accomplishments and allow for a more comprehensive approach to Wikimedia activities in the library. Through extensive research, outreach, and relationship-building, the OTS has considerably expanded the scope of WIR’s activities to advance a wide range of institutional strategic priorities for the long term. In line with UTL’s commitment to barrier-free access to all of the right information, the OTS incorporates Wikimedia activities into existing workflows across the library system in ways that prioritize support for historically excluded communities and collections while being sensitive to issues of access and description. In its pilot year, the OTS has created a network out of previously isolated Wikimedia engagement across the library system, trained staff, and volunteers across and beyond UTL, and helped launch formal projects that deepen institutional engagement. The OTS has also continued to contribute to Wikipedia, expanding their editing scope to the appropriate use of archival sources and the development of tools, which help bridge the gap between Wikipedia and Wikidata. Through the OTS, UTL has systematically deepened its contributions to the open Web. The UTL OTS pilot experience has demonstrated that positions dedicated to engagement in Wikimedia or other open technologies hold a great deal of potential and are worthy of further consideration for ongoing investment of staff and budget resources by academic libraries.

scholarly journals Factors Affecting Staff Demand for an Electronic Course Materials Service

2021 ◽  
Author(s):  
◽  
Upeksha Sajeevani Amarathunga
Keyword(s):  
Online Courses ◽  
Academic Staff ◽  
Academic Departments ◽  
Percentage Increase ◽  
Factors Affecting ◽  
Staff Members ◽  
Course Materials ◽  
Reading Materials ◽  
Course Material ◽  
The University

<p>Additional reading materials that are prescribed for undergraduate and postgraduate courses offered by the University of Auckland have a high demand. The Electronic Course Materials (ECM) service of the University of Auckland Library digitizes and provides online access to such materials. The demand for the ECM service varies between different staff members. Thus, this research project aims to investigate the factors affecting the staff demand for the Electronic Course Material (ECM) service provided by the University of Auckland Library. The current research revealed that - percentage increase in usage of the ECM Collection in 2008 was less significant than that in 2007 - there is a correlation between the academic staff awareness and the staff uptake of the ECM service - only 50% of the staff members who were aware of the ECM service used the service to digitize course materials - subject Librarians play an important role in promoting the ECM service in academic departments / units that had a high staff uptake - the Library ECM webpage was less significant in promoting the ECM service - the University of Auckland Library does not have a standard method of promoting the ECM service throughout all the academic departments / units - most preferred method of providing access to course materials was through nDeva, Cecil and WebCT. The ECM service was the third preferred method - there was no relationship between the timeliness of the ECM service, restriction on the types of materials that can be digitized through the ECM service, availability of distant or online courses and the staff uptake of the ECM service Recommendations mentioned in page 61 were made based on these findings.</p>

scholarly journals Factors Affecting Staff Demand for an Electronic Course Materials Service

2021 ◽  
Author(s):  
◽  
Upeksha Sajeevani Amarathunga
Keyword(s):  
Online Courses ◽  
Academic Staff ◽  
Academic Departments ◽  
Percentage Increase ◽  
Factors Affecting ◽  
Staff Members ◽  
Course Materials ◽  
Reading Materials ◽  
Course Material ◽  
The University

<p>Additional reading materials that are prescribed for undergraduate and postgraduate courses offered by the University of Auckland have a high demand. The Electronic Course Materials (ECM) service of the University of Auckland Library digitizes and provides online access to such materials. The demand for the ECM service varies between different staff members. Thus, this research project aims to investigate the factors affecting the staff demand for the Electronic Course Material (ECM) service provided by the University of Auckland Library. The current research revealed that - percentage increase in usage of the ECM Collection in 2008 was less significant than that in 2007 - there is a correlation between the academic staff awareness and the staff uptake of the ECM service - only 50% of the staff members who were aware of the ECM service used the service to digitize course materials - subject Librarians play an important role in promoting the ECM service in academic departments / units that had a high staff uptake - the Library ECM webpage was less significant in promoting the ECM service - the University of Auckland Library does not have a standard method of promoting the ECM service throughout all the academic departments / units - most preferred method of providing access to course materials was through nDeva, Cecil and WebCT. The ECM service was the third preferred method - there was no relationship between the timeliness of the ECM service, restriction on the types of materials that can be digitized through the ECM service, availability of distant or online courses and the staff uptake of the ECM service Recommendations mentioned in page 61 were made based on these findings.</p>

ANTARES: A gateway to ZTF and LSST alerts

2019 ◽  
Vol 15 (S357) ◽  
pp. 24-27
Author(s):  
Chien-Hsiu Lee ◽  
Monika Soraisam ◽  
Gautham Narayan ◽  
Thomas Matheson ◽  
Abhijit Saha ◽  
...  
Keyword(s):  
Time Domain ◽  
White Dwarfs ◽  
Temporal Analysis ◽  
Limited Resources ◽  
Training Set ◽  
Timely Manner ◽  
University Of Arizona ◽  
The Time Domain ◽  
The University

AbstractStudies of white dwarfs have greatly benefited from time-domain surveys and subsequent follow-up observations. However, with the avalanche of alerts delivered by ZTF and LSST and the limited resources for follow-up, we will need brokers to select intriguing alerts that warrant follow-up in a timely manner. At the University of Arizona and NSF’s OIR Lab, we are developing the Arizona-NOAO Temporal Analysis and Response to Events System, to hunt for the rarest of the rare events in the time-domain. In this work, we provide an overview of the ANTARES system, how we use ZTF as a training set, and the way forwards to LSST.

Can Ali Pass the Program? An Empirical Study of a Blind ICT Student challenges at Arab Open University

2014 ◽  
Vol 13 (6) ◽  
pp. 4593-4602
Author(s):  
Ali AlSoufi
Keyword(s):  
Visually Impaired ◽  
First Year ◽  
Open University ◽  
Visual Aids ◽  
Course Materials ◽  
Course Material ◽  
Visually Impaired Students ◽  
Materials Used ◽  
The University ◽  
Education Courses

We live in visually oriented society, in which the computer is becoming as commonplace and integral part of every student’s educational experience. It plays essential role in transforming the way in which postsecondary programs educate and communicate with their students. Faculty is encouraged, often strongly, to incorporate more computer technology and web-enhanced components in their courses as well as to develop distance education courses and programs. Recently many textbooks include CDs that contain additional course material, course assignments, animated visual aids and tests to support both faculty and the students. Students usually use their computers to write papers, register a course and communicate with faculty and other students. These actions constitute challenges for students that are visually impaired or blind. People with disabilities are often misunderstood and discriminated against when it comes to education and especially when they pursue their higher education. The purpose of study is to explore challenges with respect to the course materials used in the first degree in IT at Arab Open University. To achieve this a blind student, who is the first experience at the university, is used as a case through studying his background and monitoring his progress in the first year of study, while a comprehensive analysis on the course material, that he will be covering in the 4 years of the program, was conducted to predict whether he will able to complete his studies successfully in the IT program. Furthermore the challenges explored would be used to enhance the program delivery for visually impaired students.

scholarly journals PROGRAMMATIC, SYSTEMATIC, AUTOMATIC: AN ONLINE COURSE ACCESSIBILITY SUPPORT MODEL

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kathleen Bastedo ◽  
Amy Sugar ◽  
Nancy Swenson ◽  
Jessica Vargas
Keyword(s):  
Universal Design For Learning ◽  
Online Course ◽  
Development Programs ◽  
Central Florida ◽  
Noticeable Increase ◽  
Course Materials ◽  
Design For Learning ◽  
Course Material ◽  
The University ◽  
Support Model

Over the past few years, there has been a noticeable increase in the number of requests for online course material accommodations at the University of Central Florida (UCF). In response to these requests, UCF’s Center for Distributed Learning (CDL) formed new teams, reevaluated its processes, and initiated a partnership with UCF’s Student Disability Services (SDS) office to address these needs. This article presents the Online Course Accessibility Support Model that was developed and implemented by CDL. This model was designed to provide a scalable and programmatic approach to creating accessible online course materials. It identifies the following three strategies that were developed specifically to address these needs: 1. Teach faculty Universal Design for Learning (UDL) principles through professional development programs as UDL relates to accessible online materials for new courses; 2. Provide legacy faculty members with the opportunity to update their existing online course materials to accommodate diverse learners; and 3. Expedite accommodations for online course materials to address immediate needs (e.g., when a student is currently enrolled in a class that has some inaccessible materials). As a result of implementing this model, the overall communication between CDL and SDS improved, roles related to making course materials accessible were defined, and students gained faster access to accessible online course materials.

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