UBC Wiki - User contributions [en]

Documentation:CTLT programs/CTLT Institute/2020-Remote-Teaching-Institute

2020-05-14T13:59:50Z

Amyperreault: /* Session Resources */

Resource Page for the 2020 RTI

== Overview ==
[[File:RemoteTeachingInstitute-nodate.jpg|800px|CTLT Remote Teaching Institute. Join us online.]]

[https://institute.ctlt.ubc.ca/remote-teaching-institute/ The Centre for Teaching, Learning and Technology’s (CTLT) Remote Teaching Institute] supports UBC educators with an opportunity to explore teaching in remote learning spaces. Resources from these sessions can be found below.

For additional pedagogical and technical resources and support to help you develop your own strategies for meeting the needs of your courses online, please refer to [https://keepteaching.ubc.ca/ UBC’s Keep Teaching website].

== Session Resources ==

{| class="wikitable"
|+
!Session Title
!Session Description
!Facilitator(s)
!Relevant Workshop Resources and Materials
|-
|Blended Learning Through a Different Lens
|With the transition to online learning, instructors are confronted by an unfamiliar environment and are responding with agility to emerging questions:
* Where do I start?

* How can I teach online effectively?
* How can I engage my students online and make sure they achieve the learning objectives?
This session, discusses ways of developing an online course based on a blended learning approach with a mix of real-time teaching (synchronous) and course material that students can complete at their own pace (asynchronous).
|
* Manuel Dias (CTLT)
* Jocelyn Micallef (CTLT)
|
* Session [[:File:2020-04-20 Blended Learning From a Different Focus.pdf|Slides]]
* Session [https://youtu.be/D9Kaznj4Cis Recording] April 20
* Session [https://youtu.be/OiP-__vASiw Recording] April 28
|-
|Sample Canvas Course Template(s) for Remote Teaching
|This session introduces Canvas course design templates that are developed by learning designers. The templates can be used as sample content placeholders for a course and can be imported into a course site for the instructors to customize it. These can also help instructors easily set up the course structure and effective communications in the remote teaching environment.
|
* Hailan Chen (CTLT)
* Namsook Jahng (CTLT)
|
* [[:File:RTI Templates for Well-structured Canvas Courses Finalized.pdf|Session Slides]]
* Session [https://youtu.be/p3nf1jRU7dU Recording] May 5
|-
|Course Examples of Moving from F2F to Remote Teaching
|This session presents course examples from different faculties at UBC that recently moved from face-to-face (F2F) to online. Facilitators will discuss the key aspects and features that should be considered when moving courses online. The examples include:
* Moving activities online
* Modifying assessments and assignments
* Redesigning content presentation
|
* Namsook Jahng (CTLT)
* Bosung Kim (CTLT)
* Hailan Chen (CTLT)
|
* [[:File:Course Examples of Moving from F@F to Remote Teaching.pdf|Session Slides]]
* Review the following guide to help you find specific resources presented in the session:
** Slide 9: Audio and Video samples of redesigned course content
** Slide 16: self-enrollment link to the Arts Remote Teaching Template site
** Slide 19: Self-enrollment link to the Kaltura 101 site
** Slide 24: links to rubrics
|-
|Teaching Remotely in the Midst of a Crisis: How to Keep Equity, Diversity, and Inclusion in Mind

|Suddenly shifting a face-to-face course to an online learning environment or designing a new online course in a short period is a pedagogical and technological challenge for many instructors. What are some of the key issues that we need to consider so that equity and inclusion remain essential elements in our courses? Many instructors are still adjusting to the sudden and unexpected shift to the online teaching and learning platforms, and we are continuing to learn as we go, including when it comes to inclusive teaching practices. Learn from the experiences of our panellists, who come from different areas of expertise and disciplinary backgrounds.
|Panelists:
* Aftab Erfan, (Equity & Inclusion Office/School of Community and Regional Planning)
* Louise Longridge (Department of Earth, Ocean and Atmospheric Sciences)
* Afsaneh Sharif (CTLT)
Moderator:
* Natasha Fox (EIO/Geography)
|
* [[:File:Teaching Remotely in the Midst of Crisis.pdf|Slides]] (revised after the session with additional slides)
* [https://youtu.be/rIXM1mwkdNE Session recording]
* [https://docs.google.com/document/d/1RmUap8Fw8rN2jS9cF2VygRgQRNfZyogTjWwixp0GVeM/edit?usp=sharing Resources]
* Handout - [https://ctlt-inclusiveteaching.sites.olt.ubc.ca/files/2020/04/Equity-Diversity-Inclusion-Online-Teaching.pdf "Equity, Diversity, & Inclusion in Online Teaching: Where to Begin?"]
|-
|Using the UBC Wiki to Enhance Student Learning Through Open Assignments
|The UBC Wiki is an excellent tool that can enable student collaboration, host online discussions and support open assignments that involve students as co-creators of knowledge and learning resources.

This session explores different approaches to using the UBC Wiki for courses, including supporting open assignments, best practices for course and project organization, and enabling student collaboration.
|
* Will Engle (CTLT)
* Rie Namba (CTLT)
|
*[https://wiki.ubc.ca/images/0/0d/UBC_Wiki_-_Remote_Teaching_2020.pdf Slides]
*Additional resources, slides, and links to example courses: [[Sandbox:RTI Wiki Session|https://wiki.ubc.ca/Sandbox:RTI_Wiki_Session]]
*Session [https://youtu.be/zjNiwvuQ9kg Recording] May 4th
|-
|Centring Indigenous Perspectives in Online Spaces
|Learn how online spaces can host conversations around decolonizing and Indigenous-centered practices. This session presents CTLT Indigenous Initiatives resources and discusses ways that these resources can be brought into your classroom.
|
* Amy Perreault (CTLT)
* Erin Yun (CTLT)
* Will Engle (CTLT)
* Emily Renoe (CTLT)
* Sarah Dupont & Karleen Delaurier-Lyle (Xwi7xwa Library)
|
*[https://wiki.ubc.ca/images/2/29/Centring_Indigenous_Perspectives_in_Online_Spaces_Presentation.pdf Session Slides]
|-
|Supporting Student Bandwidths in Online Learning Environments
|What can we do to support students and instructors as they learn online? When we consider student learning in online environments, it is not enough to be learner-centred. How can we support the whole student? How can we focus on activities that are accessible to students within limitations of time, bandwidth and devices?
This session explores how instructors can create space for themselves and their students to lead less stressful lives while acknowledging that learning and living at this time are very closely intertwined.
|
* Lucas Wright (CTLT)
* Janey Lew (CTLT)
* Chloe Erlendson (CTLT)
* Dave Gaertner (Institute for Critical Indigenous Studies)
* Emma MacFarlane (Learning Commons)
* Alexandra Kuskowski (Learning Commons)
|[https://docs.google.com/document/d/1U-4MvgkmbDjeAiT-_qcl7klTZ9KAX6B2euSU-p10y04/edit Session Resources]
[https://youtu.be/7iRN6XGi2cs Session Recording]
|-
|Facilitating Active Peer-to-Peer Engagement in Online Spaces
|For those of us who facilitate group work and student discussions during our face-to-face classes/sessions, the idea of moving to an online environment can seem daunting. In this session, we explore how to adapt to the online space and continue with peer-to-peer engagement. We will use Collaborate’s breakout rooms to model some common active learning techniques while teaching synchronously.
|
* Sue Hampton (CTLT)
* Kari Grain (CTLT)
|[[:File:RTI Peer2Peer Apr22.pdf|Session Slides]]
|-
|Supporting Student Wellbeing in an Online Learning Environment
|Everyone plays a vital role in supporting student mental health and wellbeing. In this session, we share how student wellbeing services and resources have shifted to respond to remote delivery, with information on how to connect students to supports they may need during these challenging times.

The session provided an opportunity to connect with other members of the teaching and learning community and share ideas for embedding strategies that foster wellbeing in your online course design and delivery.
|
* Patty Hambler (Health Promotion & Education)
* Jocelyn Micallef (CTLT & Health Promotion & Education)
|
* [https://docs.google.com/document/d/1a7WXaxe2H_9khNnvzwuK2FBpZwiuN05gsJx3qq_cw9U/edit?usp=sharing Session Resources]
|-
|Building Online Assessment to Minimize Academic Misconduct
|Online courses come with their own set of challenges - some new, some old. This seminar focuses on the challenge of designing online assessments (e.g. exams), which minimize academic misconduct. In this session, the facilitators share their approach, which focuses on practical guidance for instructors. They shared their experiences, some of the different tools available at UBC and provided a space where seminar participants shared ideas, challenges, and best practices.
|
* Jonathan Graves (Vancouver School of Economics)
* Emrul Hasan (Vancouver School of Economics)
|
* [[:File:Building Online Assessments to Minimize Academic Misconduct.pdf|Session slides]]
* '''Stack, Steven.''' 2015. “The impact of exam environments on student test scores in online courses.” ''Journal'' ''of Criminal Justice Education'', 26(3): 273–282. Publisher: Taylor & Francis.
|-
|Exploring Zoom
|Explore Zoom - an online gathering and sharing space that we use in remote teaching and learning. This session demonstrates the basics of setting up and running a Zoom session and best practices for interactive and effective teaching.The session also considers how Zoom performs in three important areas: student access, student privacy and flexibility.
|Lucas Wright (LT Hub, CTLT)
|[[:File:Exploring Zoom Slides.pdf|Session Slides]]
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[[Category:TLPD]]
[[Category:CTLT Institute]]
[[Category:CTLT_Resources]]
[[Category:Teaching and Learning]]

Flash Interview

2018-10-31T21:29:15Z

Amyperreault: linking document

[[:File:Exploring Indigenous Perspectives Flash interviews.docx]]

Documentation:II-Design Lab/Workshop materials

2018-10-24T20:13:13Z

Amyperreault: Added a power point for Positionally and Place

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1vSs3Dtsum2qT1SLt9biEkHg3r-ej2Kzr7ccNpvz0yBPosu1O8OW-eaFcpcY03iUCBq6mm21mZZNVJ6B}}
* [[File:Exploring_Indigenous_Perspectives_Flash_interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet:


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in coversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.

==== Activity 1: First Day of Class Introduction ====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

===Workshop Agenda=== ''(currently under review for 2018)''
# Agenda, housekeeping, territory acknowledgements
# Where are we now? mapping activity
# Sharing and feedback (presentations)
# Where are we headed: open discussion
# Wrap-up, closing, and summative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

Presentations order sign-up: http://bit.ly/2k2HS8H

===Workshop Evaluation===
Summative feedback survey for the series: https://survey.ubc.ca/s/Dec11feedback/



==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Home

2018-07-25T22:11:26Z

Amyperreault: changed date

'''Fall 2018 Series'''

===Exploring Indigenous Perspectives in Teaching Practice and Learning Design===

This three-part workshop series is designed for any instructors who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

This series builds off of aspects of the day-long workshop ''Integrating Indigenous Content into your Course Design''. This series offers participants the opportunity to dig into aspects of course design, share practice and approaches, and test resources that can be brought into the learning environment. Participants are encouraged to sign up for the entire series as each session builds off the previous one, and the series is a space to build connections and test out ideas in a supportive peer-to-peer environment.

==Session 1: Motivation and Context==
'''October 3rd''' (9AM-12PM) 
Registration Deadline: September 19th 
Deadline extended to September 26th at 4:30pm 
[http://events.ctlt.ubc.ca/events/motivation-and-context/ REGISTER HERE]

In this workshop, you will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register. Please complete your pre-survey to confirm your registration by September 26th. There will be pre-work that should be completed before attending this session.

==Session 2: Positionality and Place==
'''November 14th''' (9AM-12PM) 
Registration deadline: Nov 1st at 4:30pm 
[http://events.ctlt.ubc.ca/events/positionality-and-place/ REGISTER HERE]

Building off previous work on motivation and context from session 1, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will take a closer look at classroom climate, instructor/student positionality, and place. Register by Nov. 1. There will be pre-work that should be completed before attending this session. If you have previously registered in this series there is no need to fill out the pre-survey.

==Session 3: Design Lab==
'''December 11th''' (9AM-12PM) 
Registration deadline: tbd 
[http://events.ctlt.ubc.ca/events/design-lab/ REGISTER HERE]

Session 3 will continue working with you in threading Indigenous perspectives and topics into your course. You'll get the opportunity to check in on your goals, share work-in-progress, test out your lesson plans or course redesign, and get feedback in a supportive peer-to-peer environment. There will be pre-work that should be completed before attending this session. NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''Facilitators''': Sue Hampton, Janey Lew, Amy Perreault [[http://wiki.ubc.ca/Documentation:II-Design_Lab/About|Read more about the series and the facilitators here]].

==Contact==
For more information about this series, contact [http://mailto:janey.lew@ubc.ca Janey Lew, Educational Consultant, Indigenous Initiatives.]

[[Category:Indigenous Initiatives]]

Documentation:CTLT programs/Indigenous Initiatives

2018-05-30T20:52:56Z

Amyperreault:

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Documentation:CTLT programs/Indigenous Initiatives

2018-05-30T20:52:04Z

Amyperreault:

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Documentation:CTLT programs/Indigenous Initiatives/Professional Development

2018-05-30T20:49:23Z

Amyperreault:

==Professional Development Opportunities==

Indigenous Initiatives establishes and maintains mechanisms through which faculty, teaching assistants, and staff can better understand student concerns, and develop more effective and professional techniques for conducting discussions of difficult issues, specifically around Indigenous content.

Professional development opportunities are available to all faculty, staff, and teaching assistants at the University. The development of academic and professional programming in the area of classroom climate is relatively new and unexplored. Indigenous Initiatives has responded by creating an innovative series of professional development workshops, curriculum, and academic resources that focus the classes and discussions on Indigenous and non-Indigenous histories and relationships, especially how these conversations play out in the classroom.

Learn more about previous sessions we’ve hosted and the impact they can have on your professional development at the [http://ctlt.ubc.ca/programs/all-our-programs/classroom-climate-series/ Classroom Climate Series] page.

==Curriculum Development ==

Indigenous Initiatives liaises with, supports, and serves as a resource to UBC faculties, departments, schools, and institutes in developing Indigenous focused curriculum, pedagogical approaches to improving classroom climate, and program development in this area.  Take a look at some of our educational resources which we are working to integrate into an array of curricula and programming: http://ctlt.ubc.ca/programs/aboriginal-initiatives/resources

==Faculty TA Program Consultations ==

Indigenous Initiatives works closely with Teaching Assistant (TA) coordinators to design and implement discipline-specific programming that establishes and maintains venues, for dedicated, in-depth discussions of classroom conversations around Indigenous content.

Through one on one meetings, group consultations, and departmental presentations, we connect those doing work in the field of Indigenous research and studies, and highlight connections to enhance discussions and strategies to make the classroom a more productive environment.

We are currently seeking opportunities to work with Departmental TA Coordinators from across campus to develop TA training streams for creating a respectful and productive classroom environment, particularly in teaching and discussing Indigenous issues and issues related to cultural and social diversity. Please contact [mailto:amy.perreault@ubc.ca Amy Perreault], Strategist, Indigenous Initiatives and/or [janey.lew@ubc.ca Janey Lew], Educational Consultant, Indigenous Initiatives with questions or interest in collaborating on a TA training program.

*Read our 2014 TA Training Coordinator Spotlight on Leigh Barrick and Jessica Hallenbeck: http://ctlt.ubc.ca/2014/09/01/ta-training-coordinator-spotlight-leigh-barrick-and-jessica-hallenbeck

==Advisories on Indigenous Classroom Climate Issues==

The Faculty Advisory Group on Indigenous Classroom Climate Issues meets once a term to identify and discuss key issues involved in working with Indigenous material in the classroom. This working group is comprised of Indigenous faculty and instructors who work with Indigenous material. Everyone involved are particularly knowledgeable of the issues and challenges both students and instructors face.

The Musqueam Advisory Group on the Classroom Climate Series meets bi-annualy to discuss and develop Musqueam-led sessions to start off each semester - one every September and every January.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2017-12-11T17:53:23Z

Amyperreault: /* October 3, 2017 - Motivation and Context */

== Group Guidelines/Community Agreements ==

=== October 3, 2017 - Motivation and Context ===
==== How do you approach group agreements in your own courses (with particular attention to classroom climate)? ====
* Call out (invitation) - participatory development
* Anonymous contributions
* Honour intention while being aware of impact
* "Charter"-model: iterative, invitation, grouping, and context specific
* Takes time to come back to again and again
* "Is it worth it?"
* Depends on size of group - challenging in a large group
* Sometimes introduce pre-developed guidelines
* "If you have a lot to contribute, think of yourself as a facilitator"
* Thinking about the different roles you can take within a group
* 3-point assignment for group agreements in the larger class
* Wordle/Word Cloud
*Before difficult dialogue revisit the group agreements and ask people to share ( Conflict Engagement example)
*Important to have in a close self selected group as well as in a classroom environment
*Aspect of learning connected to the affective domain
*

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/

===Articles shared===
*http://www.cbc.ca/news/canada/toronto/childrens-textbook-includes-inaccurate-account-of-indigenous-history-1.4315945
* Sena, Peter, Zimm, Michael. “Dear Tech World, STEMism Is Hurting Us.” Venture Beat, September 30, 2017. https://venturebeat.com/2017/09/30/dear-tech-world-stemism-is-hurting-us/amp/?utm_source=Academica+Top+Ten&utm_campaign=ba741924f3-EMAIL_CAMPAIGN_2017_10_04&utm_medium=email&utm_term=0_b4928536cf-ba741924f3-51914085.
* Beck, Abaki. “UNNATURAL SELECTION HOW RACISM WARPS SCIENTIFIC TRUTHS.” Bitch, Fall 2017. https://www.bitchmedia.org/article/unnatural-selection/how-racism-warps-scientific-truths.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-11-21T21:55:22Z

Amyperreault: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

===Pre-workshop materials===
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in: 

:'''Group A''': Please review the following two resources:
*[[File:Group A-Indigenous Foundations - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group B''': Please review the following two resources:
*[[File:Group B-Time and Place - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group C''': Please review the following resource:
*[[File:Group C-Power of a Name - Explore2 Activity.docx|thumb|resource for II-Design Lab]]

==='''Workshop Agenda'''===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

==='''Workshop materials'''===

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}

* [[File:Motivation and context - activity handout.pdf|thumb|Motivation and Context - Activity Handout]]

==='''Workshop Evaluation'''===
Please complete via padlet:
https://padlet.com/amy_perreault/ojnix17pva15

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

===Pre-workshop instructions===
Please review the two items below and complete before the workshop on November 14th.

'''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm our registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.'''
====The Big Idea====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course.
'''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Then come back. Revise your ideas over the next month! Here is some structure to get you started:

# What is your course about? What are the '''BIG IDEAS''' within your course? ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most important thing they learned in your class. What do you hope it is? Go with your immediate response(s)---and write it down!''
# In what ways do you think Indigenous content/approaches might intersect or map onto the BIG IDEAS of your course? ''Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives and approaches?''
# In addition to your course’s Big Ideas, what do you want LEARNERS to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous content (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

=== Workshop Agenda ===
* Introductions, agenda, and territory acknowledgement
* Icebreaker (“When Will We Be Ready”?)
* Shifting the centre of your course: synthesizing “The Big Idea” with “Motivation & Context”
* Positionality and place – Classroom Climate
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 11th "Design Lab"
* Wrap-up, closing, and formative feedback

===Workshop materials===

{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}

* [[File:Exploring Indigenous Perspectives Flash interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet: https://padlet.com/janey_lew/Nov14feedback

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
'''First Day of Class Introduction: Activity'''

In our last session discussed ways that positionally and place are connected to and embedded within the classroom climate. Throughout the workshop we explored various layers that contributed a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to take ''no more than 15 minutes'' to draft an introduction for your course and for yourself as an instructor that would draw on a variety of aspects of the Classroom Climate model that was presented.

'''Process:''' To get you started here are some guiding questions. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session. Have fun and don't worry this is an evolving draft and can be built upon through feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?

Resources on Territory Acknowledgements:
http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources:
http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-11-21T21:50:16Z

Amyperreault: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

===Pre-workshop materials===
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in: 

:'''Group A''': Please review the following two resources:
*[[File:Group A-Indigenous Foundations - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group B''': Please review the following two resources:
*[[File:Group B-Time and Place - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group C''': Please review the following resource:
*[[File:Group C-Power of a Name - Explore2 Activity.docx|thumb|resource for II-Design Lab]]

==='''Workshop Agenda'''===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

==='''Workshop materials'''===

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}

* [[File:Motivation and context - activity handout.pdf|thumb|Motivation and Context - Activity Handout]]

==='''Workshop Evaluation'''===
Please complete via padlet:
https://padlet.com/amy_perreault/ojnix17pva15

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

===Pre-workshop instructions===
Please review the two items below and complete before the workshop on November 14th.

'''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm our registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.'''
====The Big Idea====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course.
'''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Then come back. Revise your ideas over the next month! Here is some structure to get you started:

# What is your course about? What are the '''BIG IDEAS''' within your course? ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most important thing they learned in your class. What do you hope it is? Go with your immediate response(s)---and write it down!''
# In what ways do you think Indigenous content/approaches might intersect or map onto the BIG IDEAS of your course? ''Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives and approaches?''
# In addition to your course’s Big Ideas, what do you want LEARNERS to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous content (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

=== Workshop Agenda ===
* Introductions, agenda, and territory acknowledgement
* Icebreaker (“When Will We Be Ready”?)
* Shifting the centre of your course: synthesizing “The Big Idea” with “Motivation & Context”
* Positionality and place – Classroom Climate
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 11th "Design Lab"
* Wrap-up, closing, and formative feedback

===Workshop materials===

{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}

* [[File:Exploring Indigenous Perspectives Flash interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet: https://padlet.com/janey_lew/Nov14feedback

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
'''First Day of Class Introduction: Activity'''

In our last session discussed ways that positionally and place are connected to and embedded within the classroom climate. Throughout the workshop we explored various layers that contributed a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on a variety of aspects of the Classroom Climate model that was presented. To get you started here are some guiding questions. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in our Design Lab session. Don't worry this is an evolving draft and can be built upon through feedback, shared ideas and creative sparks that might be flowing during our session.

* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?

Resources on Territory Acknowledgements:
http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources:
http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-11-21T21:26:43Z

Amyperreault: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

===Pre-workshop materials===
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in: 

:'''Group A''': Please review the following two resources:
*[[File:Group A-Indigenous Foundations - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group B''': Please review the following two resources:
*[[File:Group B-Time and Place - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group C''': Please review the following resource:
*[[File:Group C-Power of a Name - Explore2 Activity.docx|thumb|resource for II-Design Lab]]

==='''Workshop Agenda'''===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

==='''Workshop materials'''===

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}

* [[File:Motivation and context - activity handout.pdf|thumb|Motivation and Context - Activity Handout]]

==='''Workshop Evaluation'''===
Please complete via padlet:
https://padlet.com/amy_perreault/ojnix17pva15

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

===Pre-workshop instructions===
Please review the two items below and complete before the workshop on November 14th.

'''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm our registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.'''
====The Big Idea====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course.
'''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Then come back. Revise your ideas over the next month! Here is some structure to get you started:

# What is your course about? What are the '''BIG IDEAS''' within your course? ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most important thing they learned in your class. What do you hope it is? Go with your immediate response(s)---and write it down!''
# In what ways do you think Indigenous content/approaches might intersect or map onto the BIG IDEAS of your course? ''Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives and approaches?''
# In addition to your course’s Big Ideas, what do you want LEARNERS to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous content (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

=== Workshop Agenda ===
* Introductions, agenda, and territory acknowledgement
* Icebreaker (“When Will We Be Ready”?)
* Shifting the centre of your course: synthesizing “The Big Idea” with “Motivation & Context”
* Positionality and place – Classroom Climate
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 11th "Design Lab"
* Wrap-up, closing, and formative feedback

===Workshop materials===

{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}

* [[File:Exploring Indigenous Perspectives Flash interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet: https://padlet.com/janey_lew/Nov14feedback

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
TBD

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 
'''First Day of Class Introduction: Activity'''

In our last session discussed ways that positionally and place are connected to and embedded within the classroom climate. Throughout the workshop we explored various layers that contributed a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on a variety of aspects of the Classroom Climate model that was presented. To get you started here are some guiding questions. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in our Design Lab session. Don't worry this is an evolving draft and can be built upon through feedback, shared ideas and creative sparks that might be flowing during our session.

* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?

Resources on Territory Acknowledgements:
http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources:
http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-11-21T21:14:22Z

Amyperreault: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

===Pre-workshop materials===
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in: 

:'''Group A''': Please review the following two resources:
*[[File:Group A-Indigenous Foundations - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group B''': Please review the following two resources:
*[[File:Group B-Time and Place - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group C''': Please review the following resource:
*[[File:Group C-Power of a Name - Explore2 Activity.docx|thumb|resource for II-Design Lab]]

==='''Workshop Agenda'''===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

==='''Workshop materials'''===

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}

* [[File:Motivation and context - activity handout.pdf|thumb|Motivation and Context - Activity Handout]]

==='''Workshop Evaluation'''===
Please complete via padlet:
https://padlet.com/amy_perreault/ojnix17pva15

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

===Pre-workshop instructions===
Please review the two items below and complete before the workshop on November 14th.

'''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm our registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.'''
====The Big Idea====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course.
'''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Then come back. Revise your ideas over the next month! Here is some structure to get you started:

# What is your course about? What are the '''BIG IDEAS''' within your course? ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most important thing they learned in your class. What do you hope it is? Go with your immediate response(s)---and write it down!''
# In what ways do you think Indigenous content/approaches might intersect or map onto the BIG IDEAS of your course? ''Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives and approaches?''
# In addition to your course’s Big Ideas, what do you want LEARNERS to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous content (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

=== Workshop Agenda ===
* Introductions, agenda, and territory acknowledgement
* Icebreaker (“When Will We Be Ready”?)
* Shifting the centre of your course: synthesizing “The Big Idea” with “Motivation & Context”
* Positionality and place – Classroom Climate
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 11th "Design Lab"
* Wrap-up, closing, and formative feedback

===Workshop materials===

{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}

* [[File:Exploring Indigenous Perspectives Flash interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet: https://padlet.com/janey_lew/Nov14feedback

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
TBD

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 
'''First Day of Class Introduction: Activity'''

In our last session discussed ways that positionally and place are connected to and embedded within the classroom climate. Throughout the workshop we explored various layers that contributed a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on a variety of aspects of the Classroom Climate model that was presented. To get you started here are some guiding questions. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in our Design Lab session. Don't worry this is an evolving draft and can be built upon through feedback, shared ideas and creative sparks that might be flowing during our session.

* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-11-21T21:13:51Z

Amyperreault: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

===Pre-workshop materials===
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in: 

:'''Group A''': Please review the following two resources:
*[[File:Group A-Indigenous Foundations - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group B''': Please review the following two resources:
*[[File:Group B-Time and Place - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group C''': Please review the following resource:
*[[File:Group C-Power of a Name - Explore2 Activity.docx|thumb|resource for II-Design Lab]]

==='''Workshop Agenda'''===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

==='''Workshop materials'''===

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}

* [[File:Motivation and context - activity handout.pdf|thumb|Motivation and Context - Activity Handout]]

==='''Workshop Evaluation'''===
Please complete via padlet:
https://padlet.com/amy_perreault/ojnix17pva15

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

===Pre-workshop instructions===
Please review the two items below and complete before the workshop on November 14th.

'''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm our registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.'''
====The Big Idea====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course.
'''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Then come back. Revise your ideas over the next month! Here is some structure to get you started:

# What is your course about? What are the '''BIG IDEAS''' within your course? ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most important thing they learned in your class. What do you hope it is? Go with your immediate response(s)---and write it down!''
# In what ways do you think Indigenous content/approaches might intersect or map onto the BIG IDEAS of your course? ''Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives and approaches?''
# In addition to your course’s Big Ideas, what do you want LEARNERS to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous content (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

=== Workshop Agenda ===
* Introductions, agenda, and territory acknowledgement
* Icebreaker (“When Will We Be Ready”?)
* Shifting the centre of your course: synthesizing “The Big Idea” with “Motivation & Context”
* Positionality and place – Classroom Climate
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 11th "Design Lab"
* Wrap-up, closing, and formative feedback

===Workshop materials===

{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}

* [[File:Exploring Indigenous Perspectives Flash interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet: https://padlet.com/janey_lew/Nov14feedback

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
TBD

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 
'''First Day of Class Introduction: Activity'''
In our last session discussed ways that positionally and place are connected to and embedded within the classroom climate. Throughout the workshop we explored various layers that contributed a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on a variety of aspects of the Classroom Climate model that was presented. To get you started here are some guiding questions. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in our Design Lab session. Don't worry this is an evolving draft and can be built upon through feedback, shared ideas and creative sparks that might be flowing during our session.

* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?

Some resources to explore:

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-11-21T21:03:36Z

Amyperreault: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

===Pre-workshop materials===
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in: 

:'''Group A''': Please review the following two resources:
*[[File:Group A-Indigenous Foundations - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group B''': Please review the following two resources:
*[[File:Group B-Time and Place - Explore Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

:'''Group C''': Please review the following resource:
*[[File:Group C-Power of a Name - Explore2 Activity.docx|thumb|resource for II-Design Lab]]

==='''Workshop Agenda'''===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

==='''Workshop materials'''===

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}

* [[File:Motivation and context - activity handout.pdf|thumb|Motivation and Context - Activity Handout]]

==='''Workshop Evaluation'''===
Please complete via padlet:
https://padlet.com/amy_perreault/ojnix17pva15

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

===Pre-workshop instructions===
Please review the two items below and complete before the workshop on November 14th.

'''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm our registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.'''
====The Big Idea====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course.
'''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Then come back. Revise your ideas over the next month! Here is some structure to get you started:

# What is your course about? What are the '''BIG IDEAS''' within your course? ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most important thing they learned in your class. What do you hope it is? Go with your immediate response(s)---and write it down!''
# In what ways do you think Indigenous content/approaches might intersect or map onto the BIG IDEAS of your course? ''Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives and approaches?''
# In addition to your course’s Big Ideas, what do you want LEARNERS to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous content (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

=== Workshop Agenda ===
* Introductions, agenda, and territory acknowledgement
* Icebreaker (“When Will We Be Ready”?)
* Shifting the centre of your course: synthesizing “The Big Idea” with “Motivation & Context”
* Positionality and place – Classroom Climate
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 11th "Design Lab"
* Wrap-up, closing, and formative feedback

===Workshop materials===

{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}

* [[File:Exploring Indigenous Perspectives Flash interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet: https://padlet.com/janey_lew/Nov14feedback

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
TBD

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 
First Day of Class Introduction: Activity
In our last session discussed ways that positionally and place are connected to and embedded within the classroom climate. Throughout the workshop we explored various layers that contributed a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on a variety of aspects of the Classroom Climate model that was presented. To get you started here are some guiding questions. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction.

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2017-09-27T20:30:04Z

Amyperreault: /* Pre-workshop materials */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

====Pre-workshop materials====
As part of the workshop, we'll be exploring a set of UBC-developed resources together. These resources may facilitate your own learning and we hope may also become a resource for you to use in your own classrooms. In order to facilitate discussion during the session, we require you to explore one of the learning resources on your own, and be prepared to discuss it in the session with your peers. The pre-work email you received should have outlined which group you are in:

Group A: Please review Indigenous Foundations 
Group B: Please review Time and Place 
Group C: Please review Power of a Name 

* [[File:Indigenous_Foundations_-_Explore_Activity.docx|thumb|Explore Learning Resources Jigsaw]]
* [[File:Time and Place - Explore Activity.docx|thumb|Explore Learning Resources Jigsaw]]
* [[File:Power of a Name - Explore Activity.docx|thumb|Explore Learning Resources Jigsaw]]
* [[File:Identity and Terminology Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]
* [[File:Our time and place.pdf|thumb|Explore Learning Resources Jigsaw]]

'''Workshop Agenda'''
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

'''Workshop materials''' 
Coming soon!

'''Workshop Evaluation''' 
Coming soon!

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

'''Pre-workshop instructions''' 
TBD

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 
Coming soon!

'''Workshop Evaluation''' 
Coming soon!

==Part 3: Design Lab==

'''Pre-workshop instructions''' 
TBD

'''Workshop Agenda''' 
Coming soon!

'''Workshop materials''' 
Coming soon!

'''Workshop Evaluation''' 
TBD

[[Category:Indigenous Initiatives]]

File:Indigenous Foundations - Explore Activity.docx

2017-09-27T20:28:09Z

Amyperreault:

[[File:Indigenous Foundations - Explore Activity.docx|thumbnail|Indigenous Foundations Pre-Workshop Activity]]
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|date=2017-09-21 21:17:34
|source={{own}}
|author=[[User:JaneyLew|JaneyLew]]
|permission=
|other_versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]
[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:38:06Z

Amyperreault: /* Sample Email Text */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

'''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'''
This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series. All sessions will be held in CTLT IKBLC room 2.22.

'''October 3rd 9-12''': ''Motivation and Context''
Registration deadline- September 19th at 4:30pm
- Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

'''November 14th 9-12:''' ''Positionality and Place''
- Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''December 11th: 9-12''' -''Design Lab''
- Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* Throughout the series we will be doing various activities that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:36:04Z

Amyperreault: /* Fall 2017 Series */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

'''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'''
This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series. All sessions will be held in CTLT IKBLC room 2.22.

'''October 3rd 9-12''': ''Motivation and Context''
Registration deadline- September 19th at 4:30pm
- Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

'''November 14th 9-12:''' ''Positionality and Place''
- Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''December 11th: 9-12''' -''Design Lab''
- Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:35:32Z

Amyperreault: /* Fall 2017 Series */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

'''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'''
This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series. All sessions will be held in CTLT IKBLC room 2.22.

'''October 3rd 9-12''': ''Motivation and Context''
Registration deadline- September 19th at 4:30pm
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

'''November 14th 9-12:''' ''Positionality and Place''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''December 11th: 9-12''' -''Design Lab''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:34:53Z

Amyperreault: /* Fall 2017 Series */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

'''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'''
This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series. All sessions will be held in CTLT IKBLC room 2.22.

'''October 3rd 9-12''': ''Motivation and Context''
<Registration deadline- September 19th at 4:30pm>
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

'''November 14th 9-12:''' ''Positionality and Place''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''December 11th: 9-12''' -''Design Lab''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:34:08Z

Amyperreault: /* Fall 2017 Series */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

'''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'''
This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series. All sessions will be held in CTLT IKBLC room 2.22.

'''October 3rd 9-12''': ''Motivation and Context''
Registration deadline- September 19th at 4:30pm
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

'''November 14th 9-12:''' ''Positionality and Place''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''December 11th: 9-12''' -''Design Lab''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:33:31Z

Amyperreault: /* Fall 2017 Series */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

'''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'''
This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series. All sessions will be held in CTLT IKBLC room 2.22.

'''October 3rd 9-12''': ''Motivation and Context''
Registration deadline- September 19th at 4:30pm
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

'''November 14th 9-12:''' ''Positionality and Place''
Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

'''December 11th: 9-12''' -''Design Lab
''Part of the three-workshop series Exploring Indigenous Perspectives in Teaching Practice and Learning Design this series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:29:50Z

Amyperreault: /* Sample Email Text */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2017-08-29T16:29:30Z

Amyperreault: /* Sample Email Text */

{{draft}}

== Pre-workshop materials ==

==Registration process==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion

==Auto-generated registration email text==

Thank you for your interest in Integrating Indigenous Content into Your Course Design. Your registration is not yet complete until you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email [facilitator's email].

Thank You!

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* We will be providing a light lunch for participants. Please let us know if you have any dietary restrictions and/or preferences (Vegan, vegetarian, dairy-free, egg-free, gluten-free, wheat-free, shellfish-free, soy-free, corn-free, nut-free, peanut-free, halal, kosher, etc.), and we will do our best to accommodate your needs.
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* We will be doing an activity that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

==Pre-workshop checklist==

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab

2017-08-29T16:28:09Z

Amyperreault: /* Facilitator Bios */

{{Template:Infobox_Indigenous_CDI}}
== About / History of workshop==
==Past Facilitators==
===December 2016===
* Amy Perreault
* Janey Lew
* Erin Yun
* Jennifer Thomas (SFU)
===May 2017===
* Amy Perreault
* Janey Lew
* Sue Hampton
===Fall 2017===
* Amy Perreault
* Janey Lew
* Sue Hampton
==Facilitator Bios==

'''Sue Hampton'''
Educational Consultant, Facilitation and Process Design
[[susan.hampton@ubc.ca]]
604–822–9397

Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

'''Janey Lew'''
Educational Developer, Indigenous Initiatives
604 827 4398
[[janey.lew@ubc.ca]]

Janey joined CTLT’s Indigenous Initiatives team in August 2015. She is grateful to have learned, worked, and taught at UBC on the unceded, ancestral territories of the Musqueam people, since 1996. As Educational Developer: Indigenous Initiatives, Janey develops and implements resources and provides consultation and support for teaching and learning, specializing in intersectional differences, social justice, and critical Indigenous studies. Janey brings over 15 years experience as a facilitator in a variety of community and educational settings, and is completing her PhD in Comparative Ethnic Studies at the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

'''Amy Perreault'''
Strategist, Indigenous Initiatives
604 827 4398
[[amy.perreault@ubc.ca]]

Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum.

==Contact==

Documentation:II-Design Lab

2017-08-29T16:27:20Z

Amyperreault: /* Facilitator Bios */

{{Template:Infobox_Indigenous_CDI}}
== About / History of workshop==
==Past Facilitators==
===December 2016===
* Amy Perreault
* Janey Lew
* Erin Yun
* Jennifer Thomas (SFU)
===May 2017===
* Amy Perreault
* Janey Lew
* Sue Hampton
===Fall 2017===
* Amy Perreault
* Janey Lew
* Sue Hampton
==Facilitator Bios==

Sue Hampton
Educational Consultant, Facilitation and Process Design
susan.hampton@ubc.ca
604–822–9397

Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

Janey Lew
Educational Developer, Indigenous Initiatives
604 827 4398
janey.lew@ubc.ca

Janey joined CTLT’s Indigenous Initiatives team in August 2015. She is grateful to have learned, worked, and taught at UBC on the unceded, ancestral territories of the Musqueam people, since 1996. As Educational Developer: Indigenous Initiatives, Janey develops and implements resources and provides consultation and support for teaching and learning, specializing in intersectional differences, social justice, and critical Indigenous studies. Janey brings over 15 years experience as a facilitator in a variety of community and educational settings, and is completing her PhD in Comparative Ethnic Studies at the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

Amy Perreault
Strategist, Indigenous Initiatives
604 827 4398
amy.perreault@ubc.ca

Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum.

==Contact==

Documentation:Setting the Climate: Creating Supportive Learning Environments

2016-08-24T22:07:37Z

Amyperreault:

===== Prior knowledge =====

Campbell, L., & Campbell, B. (2008). Mindful learning: 101 proven strategies for student and teacher success. Corwin Press. Retrieved from http://tinyurl.com/hghk5sc
 

Lewis, A. Laurel School District; Aleta Thompson, Cape Henlopen School District (2010);
Retrieved August 9, 2016, from http://www.gcasd.org/Downloads/Activating_Strategies.pdf
 

Lucero, R. (n.d.). Building a Positive Classroom Culture and Climate. Retrieved August 9, 2016, from http://teaching.colostate.edu/tips/tip.cfm?tipid=136
 

Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67.

===== Student Demographics at UBC? =====
http://pair2016.sites.olt.ubc.ca/files/2016/04/UBCV-factsheet.pdf
 

http://pair2016.sites.olt.ubc.ca/files/2016/04/2015-Enrolment-Report.pdf

===== More than numbers: Looking at the complexity of student experiences here at UBC? =====

UBC Alma Mater Society ( AMS) Academic Experiences 2015/16 Report http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey 20Report%202015%20Final.pdf
 

Time and Place at UBC: Our Histories and Relations. (n.d.). Retrieved August 9, 2016, from http://timeandplace.ubc.ca

 

Tsukada, H. (2016, July 8). How many Aboriginal students are there at UBC? Retrieved August 9, 2016, http://timeandplace.ubc.ca/developers-stories/story-2-how-many-aboriginal-students-are-there-at-ubc/

Documentation:Setting the Climate: Creating Supportive Learning Environments

2016-08-24T22:06:33Z

Amyperreault:

===== Prior knowledge =====

Campbell, L., & Campbell, B. (2008). Mindful learning: 101 proven strategies for student and teacher success. Corwin Press. Retrieved from http://tinyurl.com/hghk5sc

Lewis, A. Laurel School District; Aleta Thompson, Cape Henlopen School District (2010);
Retrieved August 9, 2016, from http://www.gcasd.org/Downloads/Activating_Strategies.pdf

Lucero, R. (n.d.). Building a Positive Classroom Culture and Climate. Retrieved August 9, 2016, from http://teaching.colostate.edu/tips/tip.cfm?tipid=136

Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67.

===== Student Demographics at UBC? =====
http://pair2016.sites.olt.ubc.ca/files/2016/04/UBCV-factsheet.pdf

http://pair2016.sites.olt.ubc.ca/files/2016/04/2015-Enrolment-Report.pdf

===== More than numbers: Looking at the complexity of student experiences here at UBC? =====

UBC Alma Mater Society ( AMS) Academic Experiences 2015/16 Report http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey 20Report%202015%20Final.pdf

Time and Place at UBC: Our Histories and Relations. (n.d.). Retrieved August 9, 2016, from http://timeandplace.ubc.ca

Tsukada, H. (2016, July 8). How many Aboriginal students are there at UBC? Retrieved August 9, 2016, http://timeandplace.ubc.ca/developers-stories/story-2-how-many-aboriginal-students-are-there-at-ubc/

User:Amyperreault/Books/desktop

2016-08-24T21:59:23Z

Amyperreault: Created page with "{{saved_book | setting-papersize = A4 | setting-showtoc = 1 | setting-columns = 1 }} :Documentation:Setting the Climate: Creating Supportive Learning Environments C..."

{{saved_book
| setting-papersize = A4
| setting-showtoc = 1
| setting-columns = 1
}}

:[[Documentation:Setting the Climate: Creating Supportive Learning Environments]]

[[Category:Books|desktop]]

Documentation:Setting the Climate: Creating Supportive Learning Environments

2016-08-24T21:58:53Z

Amyperreault:

===== Prior knowledge =====

Campbell, L., & Campbell, B. (2008). Mindful learning: 101 proven strategies for student and teacher success. Corwin Press. Retrieved from http://tinyurl.com/hghk5sc

Lewis, A. Laurel School District; Aleta Thompson, Cape Henlopen School District (2010);
Retrieved August 9, 2016, from http://www.gcasd.org/Downloads/Activating_Strategies.pdf

Lucero, R. (n.d.). Building a Positive Classroom Culture and Climate. Retrieved August 9, 2016, from http://teaching.colostate.edu/tips/tip.cfm?tipid=136

Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67.

===== Student Demographics at UBC? =====
http://pair2016.sites.olt.ubc.ca/files/2016/04/UBCV-factsheet.pdf

http://pair2016.sites.olt.ubc.ca/files/2016/04/2015-Enrolment-Report.pdf

===== More than numbers: Looking at the complexity of student experiences here at UBC? =====

UBC Alma Mater Society ( AMS) Academic Experiences 2015/16 Report http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey 20Report%202015%20Final.pdf

Time and Place at UBC: Our Histories and Relations. (n.d.). Retrieved August 9, 2016, from http://timeandplace.ubc.ca

Tsukada, H. (2016, July 8). How many Aboriginal students are there at UBC? Retrieved August 9, 2016, http://timeandplace.ubc.ca/developers-stories/story-2-how-many-aboriginal-students-are-there-at-ubc/

Documentation:Setting the Climate: Creating Supportive Learning Environments

2016-08-24T21:53:53Z

Amyperreault:

== Setting the Climate: Creating Supportive Learning Environments Additional Resources
==
===== Prior knowledge =====

Campbell, L., & Campbell, B. (2008). Mindful learning: 101 proven strategies for student and teacher success. Corwin Press. Retrieved from http://tinyurl.com/hghk5sc

Lewis, A. Laurel School District; Aleta Thompson, Cape Henlopen School District (2010);
Retrieved August 9, 2016, from http://www.gcasd.org/Downloads/Activating_Strategies.pdf

Lucero, R. (n.d.). Building a Positive Classroom Culture and Climate. Retrieved August 9, 2016, from http://teaching.colostate.edu/tips/tip.cfm?tipid=136

Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67.

===== Student Demographics at UBC? =====
http://pair2016.sites.olt.ubc.ca/files/2016/04/UBCV-factsheet.pdf

http://pair2016.sites.olt.ubc.ca/files/2016/04/2015-Enrolment-Report.pdf

===== More than numbers: Looking at the complexity of student experiences here at UBC? =====

UBC Alma Mater Society ( AMS) Academic Experiences 2015/16 Report http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey 20Report%202015%20Final.pdf

Time and Place at UBC: Our Histories and Relations. (n.d.). Retrieved August 9, 2016, from http://timeandplace.ubc.ca

Tsukada, H. (2016, July 8). How many Aboriginal students are there at UBC? Retrieved August 9, 2016, http://timeandplace.ubc.ca/developers-stories/story-2-how-many-aboriginal-students-are-there-at-ubc/

Documentation:Setting the Climate: Creating Supportive Learning Environments

2016-08-24T21:53:19Z

Amyperreault: Created page with "== Setting the Climate: Creating Supportive Learning Environments Additional Resources == ===== Prior knowledge ===== Campbell, L., & Campbell, B. (2008). Mindful learning:..."

== Setting the Climate: Creating Supportive Learning Environments
Additional Resources
==
===== Prior knowledge =====

Campbell, L., & Campbell, B. (2008). Mindful learning: 101 proven strategies for student and teacher success. Corwin Press. Retrieved from http://tinyurl.com/hghk5sc

Lewis, A. Laurel School District; Aleta Thompson, Cape Henlopen School District (2010);
Retrieved August 9, 2016, from http://www.gcasd.org/Downloads/Activating_Strategies.pdf

Lucero, R. (n.d.). Building a Positive Classroom Culture and Climate. Retrieved August 9, 2016, from http://teaching.colostate.edu/tips/tip.cfm?tipid=136

Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67.

===== Student Demographics at UBC? =====
http://pair2016.sites.olt.ubc.ca/files/2016/04/UBCV-factsheet.pdf

http://pair2016.sites.olt.ubc.ca/files/2016/04/2015-Enrolment-Report.pdf

===== More than numbers: Looking at the complexity of student experiences here at UBC? =====

UBC Alma Mater Society ( AMS) Academic Experiences 2015/16 Report http://www.ams.ubc.ca/wp-content/uploads/2015/07/Academic%20Experience%20Survey 20Report%202015%20Final.pdf

Time and Place at UBC: Our Histories and Relations. (n.d.). Retrieved August 9, 2016, from http://timeandplace.ubc.ca

Tsukada, H. (2016, July 8). How many Aboriginal students are there at UBC? Retrieved August 9, 2016, http://timeandplace.ubc.ca/developers-stories/story-2-how-many-aboriginal-students-are-there-at-ubc/

Sandbox:Prior Knowledge

2016-03-07T20:05:59Z

Amyperreault:

According to Ambrose and colleagues students' prior knowledge can help or hinder learning ( Ambrose et al., 2010, p. 13)

Sandbox:Prior Knowledge

2016-03-07T19:34:17Z

Amyperreault: Created page with "According to Ambrose and colleagues students' prior knowledge can help or hinder learning ( ( Ambrose et al., 2010, p. 13)"

According to Ambrose and colleagues students' prior knowledge can help or hinder learning ( ( Ambrose et al., 2010, p. 13)

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-27T01:36:18Z

Amyperreault: /* Current uses */

The socially based promotion of special collections in libraries and other institutions is not a new phenomenon. The joining of special collections and social media builds on approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness, and social media increasingly forms a large part of these efforts.<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016 from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>

Statistics collected from a social media and special collections wiki show 185 institutions on [http://twitter.com/ Twitter], 115 with [http://tumblr.com/ Tumblrs], and 170 blogs in this field.<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> These numbers do not include individual librarians, researchers, collectors, and dealers on those platforms.<ref>Werner, S. (2015, July 31). How to Destroy Special Collections with Social Media. Retrieved January 24, 2016 from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>

[[File:UWMspeccoll.png|thumb|490px|A screenshot of the University of Wisconsin Milwaukee's Special Collections Tumblr, featuring information about the microblog and ongoing projects such as "Typography Tuesday."]]

== Definitions ==
=== Social media ===
Social media has been used as a buzzword to encompass a variety of digital acts of communication and sharing.<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016 from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref> Since social behavior is something that has existed for millennia, and the media is an ever changing, expanding and evolving entity, a clear and simple definition of what social media is can be hard to find and is often prefaced with “it’s complicated”. The Oxford Dictionary defines social media as “websites and applications that enable users to create and share content or to participate in social networking.”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016 from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>

=== Special collections ===
Special collections in libraries exist in order to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense; however, there may be tension between the need for preservation and the desire to use these materials to reach out to audiences. Social media can circumvent this barrier by letting the materials stay in their physical site while also being promoted through digital domains.

== Considerations for use ==
=== Positive Aspects ===
==== Expanding audiences ====
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.
==== Adding sociality ====
In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. The communication network that can be built through social media in special collections allows access to not only the materials in the collections but also to the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like [http://facebook.com/ Facebook], Twitter, and blogs where users feel they have something to add to the collections. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

Social media allows libraries to get the word out about what they are doing, share their expressions and feelings about it, and provide information on just what makes them special, unique, and original. In order to keep this information current, interesting, and have it reach more people, libraries will need to build a path for audiences and participants to find them, follow them, and keep listening. Social media creates many possibilities, but like anything that is worth doing, it is an investment of time, resources and energy.

=== Critiques ===
Social media use in libraries has been researched and critiqued by a number of scholars in the field. (e.g. Winner, 1988, Chu & Meuleman 2008, Dumpter, 2009)<ref>Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> A research study on social media and university libraries conducted by CIBER researchers identified a number of critiques or limitations of social media use within libraries at three major British research universities and one scholarly publisher.<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some critiques are:
* Libraries are an afterthought when it comes to larger institutional social media strategies.
* A lack of clarity on whose territory social media falls under leads to lack of funding for these initiatives.
* A view of libraries as bounded spaces that do not provide access to borderless types of information means social media is not seen as a library domain.
* A lack of enthusiasm among librarians for social media.
* Social media has a tendency to offer "information lite" and is not regarded as legitimate.

In responding to critiques of social media use, particularly in special collections, Sarah Werner's work ''How to Destroy Special Collections with Social Media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016 from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

=== Guidelines for use ===
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions and individuals have shared guides and primers based on their own experiences and practices.<ref>Hopman, Rebecca. "Social Media." Personal website. Retrieved January 26, 2016 from http://rebeccahopman.com/socialmedia/ </ref><ref>Chowcat, Ian, Kay, David, and Stephens, Owen. "Using Social Media to Promote Your Digital Collections." Jisc. Retrieved January 26, 2016 from https://www.jisc.ac.uk/guides/using-social-media-to-promote-your-digital-collections</ref>
==== Choosing a platform ====
[[File:Social media 08-22-2014-2.png|thumb|320px|Some of the most common social media platforms.]]
Dedicated accounts for special collections may not be for every organization. Many small libraries may be better served incorporating special collections as part of their regular social media promotion of news, events, and the general collection.

If separate special collections accounts are deemed necessary, the platforms used should be based on the expected needs and habits of the actual and desired audiences. Academic libraries that host large populations of engaged youth may find success with platforms popular with younger users, such as [http://www.snapchat.com/ Snapchat] and [http://instagram.com Instagram]. Public libraries with lots of families in the service area may see high engagement with a Facebook page sharing posts aimed at middle-aged parents.

Institutions should also consider the unique affordances of each platform, since the combinations of features are different for each one. Platforms may limit length of posts, as with Twitter's 144-character limit, have unique feedback tools, such as liking on Facebook and upvoting and downvoting on [http://reddit.com/ Reddit], or feature time-sensitive content, like on Snapchat. In general, platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Another important aspect is time management. Using platforms that connect themselves to others, such as Instagram to Facebook, can save time when disseminating content, as can tools such as [https://ifttt.com/ IFTTT] and [http://hootsuite.com HootSuite].

==== Assessment and return on investment ====
Assessing the professional value of social media use and engagement within special collections is a fairly new undertaking for many North American libraries, but assessment as a tool is critical for libraries to be able to justify the effort of maintaining an online presence to stakeholders and their parent institution. Assessment tools provide an excellent opportunity for the library measure important elements such as the impact, effort, and value of doing social media work on a continual basis. Scholarly literature is beginning to acknowledge this issue. For example, a recent empirical investigation introduces readers to the concept of applying “return on investment” (ROI) as an assessment tool for libraries who engage in social media for their special collections.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3).</ref>

Griffin et. al. completed an extensive empirical study in 2013 by examining social media usage in special collections departments of current ARL (Association of Research Libraries) members. The authors believed that “analyzing publicly available data from profiles on a variety of social media platforms” could help them better understand how special collections units “employ social networking tools, and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supports.”<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 255.</ref> Put more simply, the authors wanted to find out the extent to which the social media is encouraging participatory engagement between users, the collection, and the library.

As a tool, ROI can assess the value or benefit of an investment based on a simple equation: net profit divided by investment. Applying this concept is a way for libraries to assess “actual value of social media engagement by using likes, shares, followers, and friends for net profits and staff energy and time for investment costs.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 267.</ref> For example, if a library’s Facebook page had 304 comments posted to Facebook updates in 47 posts over 1 month of a given year, the number of comments (304, net profit) would be divided by the number of posts (47, investment) to arrive a percentage of nearly 647% ROI. This is particularly useful as an assessment tool as the resulting data can help justify staffing time dedicated to a social media librarian or similar role. The authors acknowledge that the idea of “engagement” can’t truly be defined by likes and shares, but also that they remain indicative that these platforms do help promote the library, its collections, and its relevance on a local and global scale.

== Current uses ==
Examples of libraries and archives promoting special collections through social media:
{| class="wikitable"
|-
! Institution !! Social Media Platform(s)
|-
| University of Iowa || [http://uispeccoll.tumblr.com/ Tumblr], [https://www.instagram.com/uispeccoll/ Instagram], [https://twitter.com/uispeccoll/ Twitter]
|-
| University of Wisconsin - Milwaukee || [http://uwmspeccoll.tumblr.com/ Tumblr], [https://www.facebook.com/UwmLibrariesSpecialCollections Facebook]
|-
| University of Missouri || [http://muspeccoll.tumblr.com/ Tumblr], [https://twitter.com/MUSpecColl Twitter], [https://www.facebook.com/Mizzou.SCARAB Facebook]
|-
| Folger Shakespeare Library || [https://twitter.com/folgerlibrary/ Twitter], [https://www.facebook.com/folgershakespearelibrary/ Facebook],[https://www.flickr.com/photos/folgershakespearelibrary/ Flickr]
|-
| Folger Shakespeare Library || [http:// http://www.folger.edu]
|}

== References ==
{{reflist}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-27T01:35:22Z

Amyperreault: /* Current uses */

The socially based promotion of special collections in libraries and other institutions is not a new phenomenon. The joining of special collections and social media builds on approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness, and social media increasingly forms a large part of these efforts.<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016 from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>

Statistics collected from a social media and special collections wiki show 185 institutions on [http://twitter.com/ Twitter], 115 with [http://tumblr.com/ Tumblrs], and 170 blogs in this field.<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> These numbers do not include individual librarians, researchers, collectors, and dealers on those platforms.<ref>Werner, S. (2015, July 31). How to Destroy Special Collections with Social Media. Retrieved January 24, 2016 from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>

[[File:UWMspeccoll.png|thumb|490px|A screenshot of the University of Wisconsin Milwaukee's Special Collections Tumblr, featuring information about the microblog and ongoing projects such as "Typography Tuesday."]]

== Definitions ==
=== Social media ===
Social media has been used as a buzzword to encompass a variety of digital acts of communication and sharing.<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016 from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref> Since social behavior is something that has existed for millennia, and the media is an ever changing, expanding and evolving entity, a clear and simple definition of what social media is can be hard to find and is often prefaced with “it’s complicated”. The Oxford Dictionary defines social media as “websites and applications that enable users to create and share content or to participate in social networking.”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016 from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>

=== Special collections ===
Special collections in libraries exist in order to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense; however, there may be tension between the need for preservation and the desire to use these materials to reach out to audiences. Social media can circumvent this barrier by letting the materials stay in their physical site while also being promoted through digital domains.

== Considerations for use ==
=== Positive Aspects ===
==== Expanding audiences ====
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.
==== Adding sociality ====
In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. The communication network that can be built through social media in special collections allows access to not only the materials in the collections but also to the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like [http://facebook.com/ Facebook], Twitter, and blogs where users feel they have something to add to the collections. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

Social media allows libraries to get the word out about what they are doing, share their expressions and feelings about it, and provide information on just what makes them special, unique, and original. In order to keep this information current, interesting, and have it reach more people, libraries will need to build a path for audiences and participants to find them, follow them, and keep listening. Social media creates many possibilities, but like anything that is worth doing, it is an investment of time, resources and energy.

=== Critiques ===
Social media use in libraries has been researched and critiqued by a number of scholars in the field. (e.g. Winner, 1988, Chu & Meuleman 2008, Dumpter, 2009)<ref>Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> A research study on social media and university libraries conducted by CIBER researchers identified a number of critiques or limitations of social media use within libraries at three major British research universities and one scholarly publisher.<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some critiques are:
* Libraries are an afterthought when it comes to larger institutional social media strategies.
* A lack of clarity on whose territory social media falls under leads to lack of funding for these initiatives.
* A view of libraries as bounded spaces that do not provide access to borderless types of information means social media is not seen as a library domain.
* A lack of enthusiasm among librarians for social media.
* Social media has a tendency to offer "information lite" and is not regarded as legitimate.

In responding to critiques of social media use, particularly in special collections, Sarah Werner's work ''How to Destroy Special Collections with Social Media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016 from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

=== Guidelines for use ===
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions and individuals have shared guides and primers based on their own experiences and practices.<ref>Hopman, Rebecca. "Social Media." Personal website. Retrieved January 26, 2016 from http://rebeccahopman.com/socialmedia/ </ref><ref>Chowcat, Ian, Kay, David, and Stephens, Owen. "Using Social Media to Promote Your Digital Collections." Jisc. Retrieved January 26, 2016 from https://www.jisc.ac.uk/guides/using-social-media-to-promote-your-digital-collections</ref>
==== Choosing a platform ====
[[File:Social media 08-22-2014-2.png|thumb|320px|Some of the most common social media platforms.]]
Dedicated accounts for special collections may not be for every organization. Many small libraries may be better served incorporating special collections as part of their regular social media promotion of news, events, and the general collection.

If separate special collections accounts are deemed necessary, the platforms used should be based on the expected needs and habits of the actual and desired audiences. Academic libraries that host large populations of engaged youth may find success with platforms popular with younger users, such as [http://www.snapchat.com/ Snapchat] and [http://instagram.com Instagram]. Public libraries with lots of families in the service area may see high engagement with a Facebook page sharing posts aimed at middle-aged parents.

Institutions should also consider the unique affordances of each platform, since the combinations of features are different for each one. Platforms may limit length of posts, as with Twitter's 144-character limit, have unique feedback tools, such as liking on Facebook and upvoting and downvoting on [http://reddit.com/ Reddit], or feature time-sensitive content, like on Snapchat. In general, platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Another important aspect is time management. Using platforms that connect themselves to others, such as Instagram to Facebook, can save time when disseminating content, as can tools such as [https://ifttt.com/ IFTTT] and [http://hootsuite.com HootSuite].

==== Assessment and return on investment ====
Assessing the professional value of social media use and engagement within special collections is a fairly new undertaking for many North American libraries, but assessment as a tool is critical for libraries to be able to justify the effort of maintaining an online presence to stakeholders and their parent institution. Assessment tools provide an excellent opportunity for the library measure important elements such as the impact, effort, and value of doing social media work on a continual basis. Scholarly literature is beginning to acknowledge this issue. For example, a recent empirical investigation introduces readers to the concept of applying “return on investment” (ROI) as an assessment tool for libraries who engage in social media for their special collections.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3).</ref>

Griffin et. al. completed an extensive empirical study in 2013 by examining social media usage in special collections departments of current ARL (Association of Research Libraries) members. The authors believed that “analyzing publicly available data from profiles on a variety of social media platforms” could help them better understand how special collections units “employ social networking tools, and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supports.”<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 255.</ref> Put more simply, the authors wanted to find out the extent to which the social media is encouraging participatory engagement between users, the collection, and the library.

As a tool, ROI can assess the value or benefit of an investment based on a simple equation: net profit divided by investment. Applying this concept is a way for libraries to assess “actual value of social media engagement by using likes, shares, followers, and friends for net profits and staff energy and time for investment costs.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 267.</ref> For example, if a library’s Facebook page had 304 comments posted to Facebook updates in 47 posts over 1 month of a given year, the number of comments (304, net profit) would be divided by the number of posts (47, investment) to arrive a percentage of nearly 647% ROI. This is particularly useful as an assessment tool as the resulting data can help justify staffing time dedicated to a social media librarian or similar role. The authors acknowledge that the idea of “engagement” can’t truly be defined by likes and shares, but also that they remain indicative that these platforms do help promote the library, its collections, and its relevance on a local and global scale.

== Current uses ==
Examples of libraries and archives promoting special collections through social media:
{| class="wikitable"
|-
! Institution !! Social Media Platform(s)
|-
| University of Iowa || [http://uispeccoll.tumblr.com/ Tumblr], [https://www.instagram.com/uispeccoll/ Instagram], [https://twitter.com/uispeccoll/ Twitter]
|-
| University of Wisconsin - Milwaukee || [http://uwmspeccoll.tumblr.com/ Tumblr], [https://www.facebook.com/UwmLibrariesSpecialCollections Facebook]
|-
| University of Missouri || [http://muspeccoll.tumblr.com/ Tumblr], [https://twitter.com/MUSpecColl Twitter], [https://www.facebook.com/Mizzou.SCARAB Facebook]
|-
| Folger Shakespeare Library || [https://twitter.com/folgerlibrary/Twitter],[https://www.facebook.com/folgershakespearelibrary/Facebook],[https://www.flickr.com/photos/folgershakespearelibrary//Flickr],
|-
| Folger Shakespeare Library || [http:// http://www.folger.edu]
|}

== References ==
{{reflist}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-27T01:23:29Z

Amyperreault: /* Current Uses */

The socially based promotion of special collections in libraries and other institutions is not a new phenomenon. The joining of special collections and social media builds on approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness, and social media increasingly forms a large part of these efforts.<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016 from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>

Statistics collected from a social media and special collections wiki show 185 institutions on [http://twitter.com/ Twitter], 115 with [http://tumblr.com/ Tumblrs], and 170 blogs in this field.<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> These numbers do not include individual librarians, researchers, collectors, and dealers on those platforms.<ref>Werner, S. (2015, July 31). How to Destroy Special Collections with Social Media. Retrieved January 24, 2016 from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>

[[File:UWMspeccoll.png|thumb|490px|A screenshot of the University of Wisconsin Milwaukee's Special Collections Tumblr, featuring information about the collections and ongoing projects such as "Typography Tuesday."]]

== Definitions ==
=== Social media ===
Social media has been used as a buzzword to encompass a variety of digital acts of communication and sharing.<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016 from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref> Since social behavior is something that has existed for millennia, and the media is an ever changing, expanding and evolving entity, a clear and simple definition of what social media is can be hard to find and is often prefaced with “it’s complicated”. The Oxford Dictionary defines social media as “websites and applications that enable users to create and share content or to participate in social networking.”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016 from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>

=== Special Collections ===
Special collections in libraries exist in order to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense; however, there may be tension between the need for preservation and the desire to use these materials to reach out to audiences. Social media can circumvent this barrier by letting the materials stay in their physical site while also being promoted through digital domains.

== Considerations for Use ==
=== Positive Aspects ===
==== Expanding Audiences ====
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.
==== Adding Sociality ====
In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. The communication network that can be built through social media in special collections allows access to not only the materials in the collections but also to the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like [http://facebook.com/ Facebook], Twitter, and blogs where users feel they have something to add to the collections. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

Social media allows libraries to get the word out about what they are doing, share their expressions and feelings about it, and provide information on just what makes them special, unique, and original. In order to keep this information current, interesting, and have it reach more people, libraries will need to build a path for audiences and participants to find them, follow them, and keep listening. Social media creates many possibilities, but like anything that is worth doing, it is an investment of time, resources and energy.

=== Critiques ===
Social media use in libraries has been researched and critiqued by a number of scholars in the field. (e.g. Winner, 1988, Chu & Meuleman 2008, Dumpter, 2009)<ref>Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> A research study on social media and university libraries conducted by CIBER researchers identified a number of critiques or limitations of social media use within libraries at three major British research universities and one scholarly publisher.<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some critiques are:
* Libraries are an afterthought when it comes to larger institutional social media strategies.
* A lack of clarity on whose territory social media falls under leads to lack of funding for these initiatives.
* A view of libraries as bounded spaces that do not provide access to borderless types of information means social media is not seen as a library domain.
* A lack of enthusiasm among librarians for social media.
* Social media has a tendency to offer "information lite" and is not regarded as legitimate.

In responding to critiques of social media use, particularly in special collections, Sarah Werner's work ''How to Destroy Special Collections with Social Media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016 from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

=== Guidelines for Use ===
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions and individuals have shared guides and primers based on their own experiences and practices.<ref>Hopman, Rebecca. "Social Media." Personal website. Retrieved January 26, 2016 from http://rebeccahopman.com/socialmedia/ </ref><ref>Chowcat, Ian, Kay, David, and Stephens, Owen. "Using Social Media to Promote Your Digital Collections." Jisc. Retrieved January 26, 2016 from https://www.jisc.ac.uk/guides/using-social-media-to-promote-your-digital-collections</ref>
==== Choosing a Platform ====
[[File:Social media 08-22-2014-2.png|thumb|320px|Some of the most common social media platforms.]]
Dedicated accounts for special collections may not be for every organization. Many small libraries may be better served incorporating special collections as part of their regular social media promotion of news, events, and the general collection.

If separate special collections accounts are deemed necessary, the platforms used should be based on the expected needs and habits of the actual and desired audiences. Academic libraries that host large populations of engaged youth may find success with platforms popular with younger users, such as [http://www.snapchat.com/ Snapchat] and [http://instagram.com Instagram]. Public libraries with lots of families in the service area may see high engagement with a Facebook page sharing posts aimed at middle-aged parents.

Institutions should also consider the unique affordances of each platform, since the combinations of features are different for each one. Platforms may limit length of posts, as with Twitter's 144-character limit, have unique feedback tools, such as liking on Facebook and upvoting and downvoting on [http://reddit.com/ Reddit], or feature time-sensitive content, like on Snapchat. In general, platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Another important aspect is time management. Using platforms that connect themselves to others, such as Instagram to Facebook, can save time when disseminating content, as can tools such as [https://ifttt.com/ IFTTT] and [http://hootsuite.com HootSuite].

==== Assessment and Return on Investment ====
Assessing the professional value of social media use and engagement within special collections is a fairly new undertaking for many North American libraries, but assessment as a tool is critical for libraries to be able to justify the effort of maintaining an online presence to stakeholders and their parent institution. Assessment tools provide an excellent opportunity for the library measure important elements such as the impact, effort, and value of doing social media work on a continual basis. Scholarly literature is beginning to acknowledge this issue. For example, a recent empirical investigation introduces readers to the concept of applying “return on investment” (ROI) as an assessment tool for libraries who engage in social media for their special collections.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3).</ref>

Griffin et. al. completed an extensive empirical study in 2013 by examining social media usage in special collections departments of current ARL (Association of Research Libraries) members. The authors believed that “analyzing publicly available data from profiles on a variety of social media platforms” could help them better understand how special collections units “employ social networking tools, and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supports.”<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 255.</ref> Put more simply, the authors wanted to find out the extent to which the social media is encouraging participatory engagement between users, the collection, and the library.

As a tool, ROI can assess the value or benefit of an investment based on a simple equation: net profit divided by investment (qtd in Farris et. al 2010). Applying this concept is a way for libraries to assess “actual value of social media engagement by using likes, shares, followers, and friends for net profits and staff energy and time for investment costs”(ibid 267). For example, if a library’s Facebook page had 304 comments posted to Facebook updates in 47 posts over 1 month of a given year, the number of comments (304, net profit) would be divided by the number of posts (47, investment) to arrive a percentage of nearly 647% ROI. This is particularly useful as an assessment tool as the resulting data can help justify staffing time dedicated to a social media librarian or similar role. The authors acknowledge that the idea of “engagement” can’t truly be defined by likes and shares, but also that they remain indicative that these platforms do help promote the library, its collections, and its relevance on a local and global scale.

== Current Uses ==
Examples of libraries and archives who promote special collections through social media:

{| class="wikitable"
|-
! Institution !! Social Media Platform(s)
|-
| University of Iowa || [http://uispeccoll.tumblr.com/ Tumblr], [https://www.instagram.com/uispeccoll/ Instagram], [https://twitter.com/uispeccoll/ Twitter]
|-
| University of Wisconsin - Milwaukee || [http://uwmspeccoll.tumblr.com/ Tumblr], [https://www.facebook.com/UwmLibrariesSpecialCollections Facebook]
|-
| University of Missouri || [http://muspeccoll.tumblr.com/ Tumblr], [https://twitter.com/MUSpecColl Twitter], [https://www.facebook.com/Mizzou.SCARAB Facebook]
|-
| Folger Shakespeare Library || [http:// http://www.folger.edu]
|-
| Folger Shakespeare Library || [http:// http://www.folger.edu]
|}

== References ==
{{reflist|2}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T21:56:50Z

Amyperreault: /* Return on Investment */

[[File:Social media 08-22-2014-2.png | align right Social Media]]

The socially based promotion of special collections in [[libraries|library]] and other institutions is not a new phenomenon. The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>, and social media increasingly forms a large part of these efforts.

Statistics collected from a social media and special collections wiki show 185 institutions on twitter, 115 with tumblrs, and 170 blogs in this field.<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> These numbers do not include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

=== Definitions ===

==== Social media ====

'''Social media''' has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>

==== Special Collections ====

'''Special collections''' in libraries exist in order to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense; however, there may be tension between the need for preservation and the desire to use these materials to reach out to audiences. Social media can circumvent this barrier by making

=== '''Reasons for Use''' ===

Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. The communication network that can be built through social media in special collections allows access to not only the materials in the collections but also to the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections<ref>Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.</ref>

Social media allows libraries to get the word out about what they are doing, share their expressions and feelings about it, and provide information on just what makes them special, unique, and original. In order to keep this information current, interesting, and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

=== Return on Investment ===

A research completed by Griffin et. al.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 255.</ref> shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

=== Considering Platforms ===
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth may find success with platforms popular with younger users, such as Snapchat and Instagram.

=== Best Practices ===
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

=== Critiques ===
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some critiques are:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* A lack of clarity on whose territory social media falls under leads to lack of funding for these initiatives
* A view of libraries as bounded spaces that do not provide access to borderless types of information means social media is not seen as a library domain
* A lack of enthusiasm among librarians for social media
* Social media has a tendency to offer "information lite" and is not regarded as legitimate

In responding to critiques of social media use, particularly in special collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

=== Current Use ===
Examples of Association of Research Libraries (ARL) members who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

=== '''References''' ===
{{Reflist}}

=== '''Notes''' ===
{{Notes}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T21:56:16Z

Amyperreault: /* Return on Investment */

[[File:Social media 08-22-2014-2.png | align right Social Media]]

The socially based promotion of special collections in [[libraries|library]] and other institutions is not a new phenomenon. The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>, and social media increasingly forms a large part of these efforts.

Statistics collected from a social media and special collections wiki show 185 institutions on twitter, 115 with tumblrs, and 170 blogs in this field.<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> These numbers do not include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

=== Definitions ===

==== Social media ====

'''Social media''' has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>

==== Special Collections ====

'''Special collections''' in libraries exist in order to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense; however, there may be tension between the need for preservation and the desire to use these materials to reach out to audiences. Social media can circumvent this barrier by making

=== '''Reasons for Use''' ===

Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. The communication network that can be built through social media in special collections allows access to not only the materials in the collections but also to the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections<ref>Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.</ref>

Social media allows libraries to get the word out about what they are doing, share their expressions and feelings about it, and provide information on just what makes them special, unique, and original. In order to keep this information current, interesting, and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

=== Return on Investment ===

A research completed by Griffin et. al.<ref>Griffin, M., & Taylor, T. I. (2013). Of fans, friends, and followers: Methods for assessing social media outreach in special collections repositories. Journal of Web Librarianship, 7(3), 255.<?ref> shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

=== Considering Platforms ===
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth may find success with platforms popular with younger users, such as Snapchat and Instagram.

=== Best Practices ===
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

=== Critiques ===
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some critiques are:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* A lack of clarity on whose territory social media falls under leads to lack of funding for these initiatives
* A view of libraries as bounded spaces that do not provide access to borderless types of information means social media is not seen as a library domain
* A lack of enthusiasm among librarians for social media
* Social media has a tendency to offer "information lite" and is not regarded as legitimate

In responding to critiques of social media use, particularly in special collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

=== Current Use ===
Examples of Association of Research Libraries (ARL) members who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

=== '''References''' ===
{{Reflist}}

=== '''Notes''' ===
{{Notes}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T21:54:24Z

Amyperreault:

[[File:Social media 08-22-2014-2.png | align right Social Media]]

The socially based promotion of special collections in [[libraries|library]] and other institutions is not a new phenomenon. The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>, and social media increasingly forms a large part of these efforts.

Statistics collected from a social media and special collections wiki show 185 institutions on twitter, 115 with tumblrs, and 170 blogs in this field.<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> These numbers do not include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

=== Definitions ===

==== Social media ====

'''Social media''' has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>

==== Special Collections ====

'''Special collections''' in libraries exist in order to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense; however, there may be tension between the need for preservation and the desire to use these materials to reach out to audiences. Social media can circumvent this barrier by making

=== '''Reasons for Use''' ===

Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. The communication network that can be built through social media in special collections allows access to not only the materials in the collections but also to the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections<ref>Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.</ref>

Social media allows libraries to get the word out about what they are doing, share their expressions and feelings about it, and provide information on just what makes them special, unique, and original. In order to keep this information current, interesting, and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

=== Return on Investment ===

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

=== Considering Platforms ===
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth may find success with platforms popular with younger users, such as Snapchat and Instagram.

=== Best Practices ===
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

=== Critiques ===
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some critiques are:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* A lack of clarity on whose territory social media falls under leads to lack of funding for these initiatives
* A view of libraries as bounded spaces that do not provide access to borderless types of information means social media is not seen as a library domain
* A lack of enthusiasm among librarians for social media
* Social media has a tendency to offer "information lite" and is not regarded as legitimate

In responding to critiques of social media use, particularly in special collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

=== Current Use ===
Examples of Association of Research Libraries (ARL) members who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

=== '''References''' ===
{{Reflist}}

=== '''Notes''' ===
{{Notes}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T05:09:02Z

Amyperreault: /* Reasons for Use */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of Special Collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections<ref>Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.</ref>

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

==== '''Notes''' ====
{{notelist}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T05:08:14Z

Amyperreault: /* Notes */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of Special Collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

==== '''Notes''' ====
{{notelist}}

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T05:07:35Z

Amyperreault: /* References */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of Special Collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

==== '''Notes''' ====
{{notelist}}
''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:59:59Z

Amyperreault: /* References */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of Special Collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:57:10Z

Amyperreault: /* Critiques */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of Special Collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009)<ref> Jonathan Bodnar & Ameet Doshi (2011) Asking the Right Questions: A
Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4, 102-110,
DOI:
10.1080/15228959.2011.6235.</ref> In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

''Critiques''
{{Reflist}}
Bodnar, Jonathan & Doshi, Ameet (2011) Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4,102-110,DOI:10.1080/15228959.2011.623594

Dumpter, L. (2009, Summer). Digital native or digitally naive? Library and infor-mation services for the next generation.
Refer, 12–15. Found in Bodner & Doshi (2011)

Chu, M., & Meulemans, Y. (2008). The problems and potential of Myspace and Facebook usage in academic libraries. Internet Reference Services Quarterly,12
(1), 69–85. Found in Bodner & Doshi (2011)

Winner, L. (1988). Mythinformation. In The whale and the reactor: A search for limits in an age of high technology (pp. 98–120). Chicago, IL: University of Chicago
Press. Found in Bodner & Doshi (2011)

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:55:36Z

Amyperreault: /* Definitions */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of Special Collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009). In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

''Critiques''
{{Reflist}}
Bodnar, Jonathan & Doshi, Ameet (2011) Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4,102-110,DOI:10.1080/15228959.2011.623594

Dumpter, L. (2009, Summer). Digital native or digitally naive? Library and infor-mation services for the next generation.
Refer, 12–15. Found in Bodner & Doshi (2011)

Chu, M., & Meulemans, Y. (2008). The problems and potential of Myspace and Facebook usage in academic libraries. Internet Reference Services Quarterly,12
(1), 69–85. Found in Bodner & Doshi (2011)

Winner, L. (1988). Mythinformation. In The whale and the reactor: A search for limits in an age of high technology (pp. 98–120). Chicago, IL: University of Chicago
Press. Found in Bodner & Doshi (2011)

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:52:50Z

Amyperreault: /* Current Use */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009). In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

{| class="wikitable"
|-
! Institution !! URL Link !! Type of Social Media
|-
| Example || Example || Example
|-
| Example || Example || Example
|-
| Example || Example || Example
|}

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

''Critiques''
{{Reflist}}
Bodnar, Jonathan & Doshi, Ameet (2011) Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4,102-110,DOI:10.1080/15228959.2011.623594

Dumpter, L. (2009, Summer). Digital native or digitally naive? Library and infor-mation services for the next generation.
Refer, 12–15. Found in Bodner & Doshi (2011)

Chu, M., & Meulemans, Y. (2008). The problems and potential of Myspace and Facebook usage in academic libraries. Internet Reference Services Quarterly,12
(1), 69–85. Found in Bodner & Doshi (2011)

Winner, L. (1988). Mythinformation. In The whale and the reactor: A search for limits in an age of high technology (pp. 98–120). Chicago, IL: University of Chicago
Press. Found in Bodner & Doshi (2011)

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:50:00Z

Amyperreault: /* Critiques */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009). In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques of social media use particularly in Special Collections, Sarah Werner's 2015 work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

Institution:
URL Link / Type of Social Media:

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

''Critiques''
{{Reflist}}
Bodnar, Jonathan & Doshi, Ameet (2011) Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4,102-110,DOI:10.1080/15228959.2011.623594

Dumpter, L. (2009, Summer). Digital native or digitally naive? Library and infor-mation services for the next generation.
Refer, 12–15. Found in Bodner & Doshi (2011)

Chu, M., & Meulemans, Y. (2008). The problems and potential of Myspace and Facebook usage in academic libraries. Internet Reference Services Quarterly,12
(1), 69–85. Found in Bodner & Doshi (2011)

Winner, L. (1988). Mythinformation. In The whale and the reactor: A search for limits in an age of high technology (pp. 98–120). Chicago, IL: University of Chicago
Press. Found in Bodner & Doshi (2011)

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:46:38Z

Amyperreault: /* Critiques */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009). In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques above or of a similar nature it might be useful to reference Sarah Werner's work ''How to destroy special collections with social media''<ref>Werner, S. (2015, July 31). how to destroy special collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref> she uses a tongue in cheek approach to discuss ways that special collections can benefit from the use of social media.

(http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

Institution:
URL Link / Type of Social Media:

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

''Critiques''
{{Reflist}}
Bodnar, Jonathan & Doshi, Ameet (2011) Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4,102-110,DOI:10.1080/15228959.2011.623594

Dumpter, L. (2009, Summer). Digital native or digitally naive? Library and infor-mation services for the next generation.
Refer, 12–15. Found in Bodner & Doshi (2011)

Chu, M., & Meulemans, Y. (2008). The problems and potential of Myspace and Facebook usage in academic libraries. Internet Reference Services Quarterly,12
(1), 69–85. Found in Bodner & Doshi (2011)

Winner, L. (1988). Mythinformation. In The whale and the reactor: A search for limits in an age of high technology (pp. 98–120). Chicago, IL: University of Chicago
Press. Found in Bodner & Doshi (2011)

LIBR 559M Wiki Assignment: Social Media in Special Collections

2016-01-26T04:43:17Z

Amyperreault: /* Critiques */

[[File:Social media 08-22-2014-2.png|align right Social Media]]

'''Topic:''' Using Social Media in Special Collections

==== Definitions ====

'''What is social media?'''

Social media has been described as a buzzword for acts of communication and sharing<ref>boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved January 22, 2016, from http://www.danah.org/papers/talks/MSRTechFest2009.html</ref>. This is something that humans have been doing for centuries. Social Media is an ever changing, expanding and evolving entity. As a result, a clear and simple definition of what social media is can be hard hard to find and is often prefaced with “it’s complicated”. According to the Oxford Dictionary social media is defined as “Websites and applications that enable users to create and share content or to participate in social networking”<ref>social media: Learner’s Dictionary. (n.d.). Retrieved January 22, 2016, from http://www.oxforddictionaries.com/definition/learner/social-media
</ref>
Simply put, social media allows you to get the word out about what you are doing, share your expressions of it, feelings about it all while sharing information on just what makes you special, unique and original. In order to keep this information current, interesting and have it reach more people you have to build a path for audiences and participants to find you, like you and keep on listening. Social media creates many possibilities but like anything that is worth doing it is an investment of time, resources and energy.

'''What are Special Collections?'''

Special Collections in libraries exist in order to provide a level of security and services to protect and preserve materials such as rare books, manuscripts, photographs, archives, and digital records<ref>Special collections. (2015, November 26). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Special_collections&oldid=692555962</ref>. The protection and preservation of these materials make perfect sense however if the intention is to reach out to audiences with these materials this may cause some barriers in doing so. Or does it?

According to the Special Collections + Social Media wiki<ref> Special Collections + Social Media [licensed for non-commercial use only] / Special Collections and Social Media. (n.d.). Retrieved January 25, 2016, from http://specialcollectionssocialmedia.pbworks.com/w/page/67443183/Special%20Collections%20and%20Social%20Media</ref> social media use within special collections is not a new phenomena. The statistics collected from the wiki show that 185 institutions are on twitter, there are 115 tumblrs, and 170 blogs in this field and these numbers don’t include individual librarians, researchers, collectors, and dealers on those platforms<ref>Werner, S. (2015, July 31). How to destroy Special Collections with social media. Retrieved January 24, 2016, from http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/</ref>.

'''How do social media and Special Collections work together?'''

The joining of special collections and social media builds off of approaches that libraries in general have been using for quite some time. In order to increase user participation, libraries have been looking at different strategies for promotion and awareness<ref>Green, Daryl. (2012, June) “Utilizing social media to promote Special Collections: What works and what doesn’t” 2012 IFLA WLIC , Helsinki Finland. Retrieved January 24, 2016, from http://conference.ifla.org/past-wlic/2012/87-green-en.pdf</ref>.The use of social media as a strategy within special collections is no different. However, you need to find an authentic way to personally connect with your networks of users and not just reaching out the masses. The communication loop that can be built through social media in special collections allows access to not only the materials in the collections but the intimate conversations between curators and collections that was once only accessible to those working in these spaces. Now these conversations can happen in spaces like Facebook, Twitter and blogs where users feel they have something to add and contribute to the collections.

==== '''Reasons for Use''' ====
Promoting & Showcasing:
Social media promotion is ideal for institutions that view their audience as consisting of more than a geographically bound user population and want to grow their brand and awareness through virtual means.

Social media use can help to showcase what is unique about the institution, making it stand out from other libraries and competitors. Promoting content, especially when that material is available digitally, has the potential to direct people to the library and to bring the content to the user instead of vice versa. It is a way of demonstrating value in the institution when that value may not be immediately apparent. Librarians and archivists faced with collections that may be locked away or suffer from poor circulation can in effect use their collections to raise awareness of the collections.

In addition to promotion, the social component of digital media is important. It affords the chance of connections and services beyond those possible in the physical building, establishing the library as a social institution and not merely a curatorial one. It is also a means of sharing with other libraries and exchanging ideas for what can be done with their specific collections.

'''ROI (Return on Investment)'''

A research completed by Griffin et. al. shows that increasing adoption and implementation of social media applications “suggests a cultural shift in the way special collections departments communicate with external constituents. Their article includes the results of an empirical study that examined social media usage in special collections departments by 125 Associations of Research Libraries (ARL) member institutions. They believe that “by analyzing publicly available data from profiles on a variety of social meida platforms, the authors explore how special collections units employ social networking tools and whether it is possible to determine success in terms of benefits received by the department, such as increased dialogue between departments and supporters” (Griffin et. al 255).
p. 255: “By using return on investment, this study found that special collections departments achieve moderate success when using social media to advertise collections, events, and activities, but they have little success when using social media to engage with external constituents. To address less successful aspects of social media projects, departments can engage in routine assessment

==== Considering Platforms ====
Platforms should support visual content such as photos and videos, which are stickier than purely text-based posts.

Academic libraries that host populations of engaged youth, may find success with platforms popular with younger users, such as Snapchat and Instagram.

==== Best Practices ====
Because the intersections of social media promotion and special collections are both decentralized and relatively new, there are no primary authorities on the subject. Many institutions have shared guides and primers [cite]

==== Critiques ====
Social media use in libraries has been researched and critiqued by a number of scholars in the field ( Winner, 1988, Chu & Meuleman's 2008,Dumpter, 2009). In a research study about Social Media, Academic Research and the Role of University Libraries conducted by CIBER researchers Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011) they identified a number of critiques or limitations of social media use within libraries at three major British research universities and one and at one scholarly publisher (Taylor & Francis)<ref>Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social media, academic research and the role of university libraries. The Journal of Academic Librarianship, 37(5), 373–375.</ref>

Some of the critiques were:
* Libraries are an afterthought when it comes to larger institutional social media strategies
* Unclear on whose territory social media is leading to lack of funding for these initiatives
* Libraries can be seen as confined spaces that do not provide access to borderless types of information so social media is not seen as a library domain
* Lack of enthusiasm amnongst librarians for social media
* Social media had a tendency to offer "information lite" and was not regarded as legitimate

In responding to critiques above or of a similar nature it might be useful to reference Sarah Werner's work ''How to destroy a special collection''

(http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/

==== Current Use ====
Example Institutions of Association of Research Libraries (ARL) who host special collections through social media:

Institution:
URL Link / Type of Social Media:

http://uispeccoll.tumblr.com/post/136828537672/looking-back-on-2015-at-the-university-of-iowa

==== '''References''' ====
{{Reflist}}

''Reasons for Use''

Griffin, Melanie, and Tomaro I. Taylor. "Of Fans, Friends, and Followers: Methods for Assessing Social Media Outreach in Special Collections Repositories." Journal of Web Librarianship 7.3 (2013): 255. Web.

''Critiques''
{{Reflist}}
Bodnar, Jonathan & Doshi, Ameet (2011) Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries, Public Services Quarterly, 7:3-4,102-110,DOI:10.1080/15228959.2011.623594

Dumpter, L. (2009, Summer). Digital native or digitally naive? Library and infor-mation services for the next generation.
Refer, 12–15. Found in Bodner & Doshi (2011)

Chu, M., & Meulemans, Y. (2008). The problems and potential of Myspace and Facebook usage in academic libraries. Internet Reference Services Quarterly,12
(1), 69–85. Found in Bodner & Doshi (2011)

Winner, L. (1988). Mythinformation. In The whale and the reactor: A search for limits in an age of high technology (pp. 98–120). Chicago, IL: University of Chicago
Press. Found in Bodner & Doshi (2011)