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This paper presents the ongoing design, development, and implementation of a K-16 maker movement centered around a joint public school/university library whose minimal dedicated space has expanded opportunities for public participation, partnerships, and shared resources. As the library sought to circulate STEM resources for K-9 teachers and students in 2011, University instructors were seeking opportunities for preservice teachers to interact meaningfully with authentic, technology-rich environments. These separate endeavors coalesced over time to form a robust community of various school, university, and public stakeholders focused on mathematics and science learning. Because the space was not bound to a single physical location, proponents were able to leverage various resources, mobile tools, and settings to explore and apply STEM knowledge, construct products, and attract new and returning users. This design case articulates how the maker movement provides curricular programming while maintaining a playful atmosphere that encourages personal exploration regardless of age and ability.
This paper aims to share the current state of embedded librarianship in learning management systems as reported by academic librarians. The paper highlights the best practices, as well as continuing questions, in the field of embedded librarianship. Design/methodology/approach The authors collected participant feedback in two active, participatory panel discussions at national conferences. The open forums were centered on three guiding themes of embedded librarianship: building connections with faculty and students; utilizing technology tools; and providing information literacy and assessment. Participants answered directed questions, and their responses were recorded and analyzed for this paper. Findings Librarians report an increasing demand for library services in learning management systems. Collaboration and partnerships across campus are required for successful embedded librarian projects. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment. Originality/value This paper provides a snapshot of the current state of embedded librarianship in learning management systems. It offers insights about what academic librarians value, what they have learned and what concerns they still have about library instruction in online environments.
After several years of hiring freezes, the University of Wyoming (UW) Libraries received approval from university administration to recruit three entry-level librarians for our Research and Instruction Services (R&I) department. Staffing reductions made dedicated librarian support for disciplines unrealistic, so three traditional liaison positions were reframed as learning and engagement, student success, and instructional design librarians to align with the university’s emphasis on undergraduate retention. Library administration assembled a committee in January 2018 to conduct a triple search.
University faculty members, librarians, and support staff developed hands-on, consumable, science, technology, engineering, and mathematics (STEM) curricular materials that could be inexpensively provided to large audiences. Goals included fostering STEM interest, teaching STEM principles, and encouraging continued exploration in home and school settings. This case describes design processes to realize these goals through basic circuits with paper airplanes and simple origami. Following several design implementations, kits costing ~$0.33 each were created and distributed to learners. Within these kits, learners created a back-lit paper airplane as they explored concepts regarding circuit definitions; open, closed, series, and parallel circuits; shorts; polarity; and current. Additional activities included LED bracelets, cubes, and greeting cards. Within this paper, we document successive design decisions, failures, reflections, and iterations that moved goals to reality. We also describe new design challenges, including waste management, sustained exploration, and advanced concept introductions.
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