UBC Wiki - User contributions [en]

Thread:Documentation talk:Course Design Intensive/Facilitators Guidebook/Case Studies on Learner Centered Teaching/Forestry course/reply

2018-06-15T22:50:35Z

LNathan:

I found this case study description crushing. Learners have little autonomy in their educational experience. They are told who they will work with, the projects they will choose from, how they will be graded, etc. I have a few ideas for re-orienting the learning environment in this course. The first would be to rethink and clearly address who is being graded, how and why for iPeer part of the assignment: ''"I include links on my syllabus on how to complete the iPeer evaluation. The responses from this peer evaluation are integrated into their participation marks. "'' Is the instructor grading learners in their ability to provide peer feedback? Is the peer feedback going directly to the student whom it is about? Is there a way to speak back to or address this feedback?

Thread:Documentation talk:Course Design Intensive/Facilitators Guidebook/Case Studies on Learner Centered Teaching/Forestry course/reply

2018-06-15T22:49:25Z

LNathan: Reply to Forestry course: community forests group work

I found this case study description to be crushing. The students have little autonomy in this educational experience. They are told who they will work with, the projects they will choose from, wow they will be graded, etc. I have a number of ideas for re-orienting the learning environment in this course. The first would be to rethink and clearly address who is being graded, how and why for this part of the assignment: ''"I include links on my syllabus on how to complete the iPeer evaluation. The responses from this peer evaluation are integrated into their participation marks. "'' Is the instructor grading learners in their ability to provide peer feedback? Is the peer feedback going directly to the student whom it is about? Is there a way to speak back to or address this feedback?

Thread:Documentation talk:Course Design Intensive/Facilitators Guidebook/Case Studies on Learner Centered Teaching/Stats course: real world data and infographics/reply (2)

2018-06-15T22:43:21Z

LNathan:

This course appears to have aspects of the five characteristics of learner-centered teaching put forward by Welmer (2012):

# How does it engage students in the hard, messy work of learning? '''[Students help create the rubrics]'''
# In what ways is explicit skill instruction included? '''["Suggestions for finding and using Creative Commons images"]'''
# What opportunities do students have to reflect on what they are learning and how they are learning it? '''[Peer review and assessment require some reflection on learning]'''
# How does it tap into student motivation by giving them some control over the learning processes? '''[Students know that they will be applying the grading rubric they helped create, so (hopefully) they have a better grounding in the objectives behind the rubric]'''
# How does it encourage collaboration? '''[Students appear to work in groups and give feedback to other groups]'''

Thread:Documentation talk:Course Design Intensive/Facilitators Guidebook/Case Studies on Learner Centered Teaching/Stats course: real world data and infographics/reply (2)

2018-06-15T22:39:20Z

LNathan:

This course appears to have aspects of all five characteristics of learner-centered teaching:

# Numbered list item
1. How does it engage students in the hard, messy work of learning? [Students help create the rubrics]
2. In what ways is explicit skill instruction included? ["Suggestions for finding and using Creative Commons images"]
3. What opportunities do students have to reflect on what they are learning and how they are learning it? [Peer review and assessment require some reflection on learning]
4. How does it tap into student motivation by giving them some control over the learning processes? [Students know that they will be applying the grading rubric they helped create, so (hopefully) they have a better grounding in the objectives behind the rubric].
5. How does it encourage collaboration? [Students appear to work in groups and give feedback to other groups]

Thread:Documentation talk:Course Design Intensive/Facilitators Guidebook/Case Studies on Learner Centered Teaching/Stats course: real world data and infographics/reply (2)

2018-06-15T22:37:50Z

LNathan: Reply to Stats course: real world data and infographics

This course appears to have aspects of all five characteristics of learner-centered teaching:

# Numbered list item
How does it engage students in the hard, messy work of learning? [Students help create the rubrics]
In what ways is explicit skill instruction included? ["Suggestions for finding and using Creative Commons images"]
What opportunities do students have to reflect on what they are learning and how they are learning it? [Peer review and assessment require some reflection on learning]
How does it tap into student motivation by giving them some control over the learning processes? [Students know that they will be applying the grading rubric they helped create, so (hopefully) they have a better grounding in the objectives behind the rubric].
How does it encourage collaboration? [Students appear to work in groups and give feedback to other groups]

Course:LIBR561/DiscussionLeading

2011-08-25T20:59:26Z

LNathan: /* **LIBR 561: Information Policy Class Discussion Leading Wiki** */

===[[LIBR561/How to Write An Information Policy Exploration]]===

Sandbox:561test

2011-01-18T20:14:03Z

LNathan: /* Policy Reviews */

== Links and Resources ==
Please use the "Shared Resources" page below to post any links and resources you would like to share with the class. The page is divided by course module so that you can collect relevant links based upon the topics we are discussing in the course.

[http://mediawiki.org Shared Resources]

==Information Policy Wiki Articles==
You are responsible for creating a Wiki resource page on an information policy topic of your choice. Your page will go through a period of critique and revision on this private, course based Wiki.

[http://mediawiki.org E-Learning Policy in the North American University]

[http://mediawiki.org International Internet Pornography Policies]

[http://mediawiki.org Making Money by Giving Away Bits]

[http://mediawiki.org Selection vs. Censorship in Collection Management for Children]

[http://mediawiki.org Inter and Intra Agency Copyright Compliance]

[http://mediawiki.org Communication Breakdown: Data Overload in the Digital Age]

[http://mediawiki.org Fair Dealing under Canada's Copyright Act]

Course:LIBR501/Queries

2010-06-03T18:32:33Z

LNathan: Blanked the page

Course:LIBR501/InformationExpeditions

2010-06-03T18:31:52Z

LNathan: Blanked the page

Course:LIBR501

2010-06-03T18:31:05Z

LNathan: Blanked the page

Course:LIBR501/SeminarLeading

2010-06-03T18:30:16Z

LNathan: Blanked the page

Course:LIBR501/Queries

2010-04-11T02:10:52Z

LNathan:

'''Welcome to the Query page for LIBR 501!'''

Do you have questions regarding an assignment or reading? Post it here and we can build a community resource page.

''Remember that this is a publicly accessible site.''

----

'''1. For the reference list section of the expedition proposals, do you want us to explain why the source is pertinent, the way we did for the topic briefing proposal, or just list them?'''

Answer: ''Just listing is fine. These will likely be quite varied (e.g., website of an organization, newspaper article about the organization, plus items relevant to the particular topic).''

'''2. Is the reference list INCLUDED in the three page maximum for the expedition proposal or above and beyond it? (thanks)'''

Answer: ''As you noted, the Information Expedition .pdf on the course website states that there is a 3 page limit on the document you turn in on Wednesday. The reference list is included in the 3 page maximum. Remember this is to demonstrate to me that there is material for you to draw upon - it is the beginning of your research- not exhaustive. (your most welcome)''

'''3. Do team-members share their observation notes from expedition for their individual papers or do we each make individual observation with no discussion although we go there as a team?'''

Answer: Whether or not team members share their observation notes with each other is entirely up to the teams. Each team member is going to have a different perspective on the visit, which may or may not be of interest or use to other team members. However, to be clear, the final description and analysis that you turn in is to be your original work.

'''4. I still don’t have a very clear idea of the difference between a briefing document and a term paper. Would you mind helping me with the distinction?'''

Answer: I recommend you do some research online - there are many resources that offer tips and guidelines on how to write a briefing document. For one example:
'

1. http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/executive-writing [although the focus is on executive writing - there is a specific section on briefing papers and overall tips throughout the page work very well for creating a briefing.

These resources plus the instructions and grading rubric available on the course website should help you understand the difference between a term paper and a briefing document.

'''5. Some of the topic briefings I have looked at contain an abstract as well as a summary (but not all have a summary). Should we include an abstract and summary?'''

Answer: Totally up to you [although some type of summary or conclusion seems like a rather fine idea].

'''6. I would like to quote Museum placards and subject headings in my Information Expedition Paper. Is there any particular citation format that you would like me to use or do you have any suggestions about how I should acknowledge these materials?'''

Answer: An in text citation - similar to what is shown here for personal emails http://owl.english.purdue.edu/owl/resource/560/11/ - will suffice.

'''7. In the final written assignments are the bibliographies included in the page count/restrictions? Thank you.'''

'''
Answer: According to the instruction documents, the answer is different for the two assignments.

Information Expedition Paper Length: 6-8 pages '''[TOTAL]'''

Briefing Paper Length: 6-8 pages, plus references '''[References ADDED TO 6-8 pages]'''

'''8. I'm working away here on my topic briefing here and I have some confusing advice about synthesizing information and how one cites it, primarily because some general ideas may come from many sources not just one or two. For example, if a number of the papers I've read for this project say the same thing, do I need to cite every single paper's author? or can I say something like "Consensus among the literature is that there is some distrust among librarians/information specialists with regard to Wikipedia." Also, there are some things that I would consider to be public knowledge and therefore I don't need to cite them since they are generally known. But what if it's only generally known within a certain group? So in the case that there are some general ideas that are well known and expressed within social media circles (I hear them over and over again and read them over and over again for example, such as the principle that communities form around information), would it be appropriate to say something like "Consensus among social media enthusiasts is that.....", or am I going overboard here.'''

Answer: Thank you for the question - you are not going overboard. Even established scholars worry about this one - especially when trying to fit a paper into a word or page limit - citations sometimes appear to be the easiest thing to cut for space - until you try doing it.

For information that you feel is common knowledge - or common knowledge for the audience that you are writing for - you don't need to cite. If you are unsure - err on the side of caution and cite. For information that I want to demonstrate comes from multiple sources (thus is well established) a technique I use a lot is to use "e.g." which stands for "for example". Below is a line from an article I am working on with Meyers and Unsworth:

"Parents, educators, and researchers are concerned about how children interact in online space, the safety and security of websites for children, and the difficulties of providing age-appropriate play and learning opportunities for connected youth (e.g. Flanagan, 2007; Harwood, 2008; Palfrey & Gasser, 2008; Slatalla, 2007). "

This demonstrates that we are familiar with the literature - citing some key people who have noted this phenomenon - but we are not claiming to cite EVERYWHERE it has been written about.

Course:LIBR501/Queries

2010-04-11T01:53:55Z

LNathan:

'''Welcome to the Query page for LIBR 501!'''

Do you have questions regarding an assignment or reading? Post it here and we can build a community resource page.

''Remember that this is a publicly accessible site.''

----

'''1. For the reference list section of the expedition proposals, do you want us to explain why the source is pertinent, the way we did for the topic briefing proposal, or just list them?'''

Answer: ''Just listing is fine. These will likely be quite varied (e.g., website of an organization, newspaper article about the organization, plus items relevant to the particular topic).''

'''2. Is the reference list INCLUDED in the three page maximum for the expedition proposal or above and beyond it? (thanks)'''

Answer: ''As you noted, the Information Expedition .pdf on the course website states that there is a 3 page limit on the document you turn in on Wednesday. The reference list is included in the 3 page maximum. Remember this is to demonstrate to me that there is material for you to draw upon - it is the beginning of your research- not exhaustive. (your most welcome)''

'''3. Do team-members share their observation notes from expedition for their individual papers or do we each make individual observation with no discussion although we go there as a team?'''

Answer: Whether or not team members share their observation notes with each other is entirely up to the teams. Each team member is going to have a different perspective on the visit, which may or may not be of interest or use to other team members. However, to be clear, the final description and analysis that you turn in is to be your original work.

'''4. I still don’t have a very clear idea of the difference between a briefing document and a term paper. Would you mind helping me with the distinction?'''

Answer: I recommend you do some research online - there are many resources that offer tips and guidelines on how to write a briefing document. For one example:
'

1. http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/executive-writing [although the focus is on executive writing - there is a specific section on briefing papers and overall tips throughout the page work very well for creating a briefing.

These resources plus the instructions and grading rubric available on the course website should help you understand the difference between a term paper and a briefing document.

'''5. Some of the topic briefings I have looked at contain an abstract as well as a summary (but not all have a summary). Should we include an abstract and summary?'''

Answer: Totally up to you [although some type of summary or conclusion seems like a rather fine idea].

'''6. I would like to quote Museum placards and subject headings in my Information Expedition Paper. Is there any particular citation format that you would like me to use or do you have any suggestions about how I should acknowledge these materials?'''

Answer: An in text citation - similar to what is shown here for personal emails http://owl.english.purdue.edu/owl/resource/560/11/ - will suffice.

'''7. In the final written assignments are the bibliographies included in the page count/restrictions? Thank you.'''

'''
Answer: According to the instruction documents, the answer is different for the two assignments.

Information Expedition Paper Length: 6-8 pages '''[TOTAL]'''

Briefing Paper Length: 6-8 pages, plus references '''[References ADDED TO 6-8 pages]'''

'''8. I'm working away here on my topic briefing here and I have some confusing advice about synthesizing information and how one cites it, primarily because some general ideas may come from many sources not just one or two.

For example, if a number of the papers I've read for this project say the same thing, do I need to cite every single paper's author? or can I say something like "Consensus among the literature is that there is some distrust among librarians/information specialists with regard to Wikipedia ....."

Also, there are some things that I would consider to be public knowledge and therefore I don't need to cite them since they are generally known. But what if it's only generally known within a certain group? So in the case that there are some general ideas that are well known and expressed within social media circles (I hear them over and over again and read them over and over again for example, such as the principle that communities form around information), would it be appropriate to say something like "Consensus among social media enthusiasts is that.....", or am I going overboard here.'''

Answer: Thank you for the question - you are not going overboard. Even established scholars worry about this one - especially when trying to fit a paper into a word or page limit - citations sometimes appear to be the easiest thing to cut for space - until you try doing it.

For information that you feel is common knowledge - or common knowledge for the audience that you are writing for - you don't need to cite. If you are unsure - err on the side of caution and cite. For information that I want to demonstrate comes from multiple sources (thus is well established) a technique I use a lot is to use "e.g." which stands for "for example". Below is a line from an article I am working on with Meyers and Unsworth:

"Parents, educators, and researchers are concerned about how children interact in online space, the safety and security of websites for children, and the difficulties of providing age-appropriate play and learning opportunities for connected youth (e.g. Flanagan, 2007; Harwood, 2008; Palfrey & Gasser, 2008; Slatalla, 2007). "

This demonstrates that we are familiar with the literature - citing some key people who have noted this phenomenon - but we are not claiming to cite EVERYWHERE it has been written about.

Course:LIBR501/Queries

2010-04-11T01:52:54Z

LNathan:

'''Welcome to the Query page for LIBR 501!'''

Do you have questions regarding an assignment or reading? Post it here and we can build a community resource page.

''Remember that this is a publicly accessible site.''

----

'''1. For the reference list section of the expedition proposals, do you want us to explain why the source is pertinent, the way we did for the topic briefing proposal, or just list them?'''

Answer: ''Just listing is fine. These will likely be quite varied (e.g., website of an organization, newspaper article about the organization, plus items relevant to the particular topic).''

'''2. Is the reference list INCLUDED in the three page maximum for the expedition proposal or above and beyond it? (thanks)'''

Answer: ''As you noted, the Information Expedition .pdf on the course website states that there is a 3 page limit on the document you turn in on Wednesday. The reference list is included in the 3 page maximum. Remember this is to demonstrate to me that there is material for you to draw upon - it is the beginning of your research- not exhaustive. (your most welcome)''

'''3. Do team-members share their observation notes from expedition for their individual papers or do we each make individual observation with no discussion although we go there as a team?'''

Answer: Whether or not team members share their observation notes with each other is entirely up to the teams. Each team member is going to have a different perspective on the visit, which may or may not be of interest or use to other team members. However, to be clear, the final description and analysis that you turn in is to be your original work.

'''4. I still don’t have a very clear idea of the difference between a briefing document and a term paper. Would you mind helping me with the distinction?'''

Answer: I recommend you do some research online - there are many resources that offer tips and guidelines on how to write a briefing document. For one example:
'

1. http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/executive-writing [although the focus is on executive writing - there is a specific section on briefing papers and overall tips throughout the page work very well for creating a briefing.

These resources plus the instructions and grading rubric available on the course website should help you understand the difference between a term paper and a briefing document.

'''5. Some of the topic briefings I have looked at contain an abstract as well as a summary (but not all have a summary). Should we include an abstract and summary?'''

Answer: Totally up to you [although some type of summary or conclusion seems like a rather fine idea].

'''6. I would like to quote Museum placards and subject headings in my Information Expedition Paper. Is there any particular citation format that you would like me to use or do you have any suggestions about how I should acknowledge these materials?'''

Answer: An in text citation - similar to what is shown here for personal emails http://owl.english.purdue.edu/owl/resource/560/11/ - will suffice.

'''7. In the final written assignments are the bibliographies included in the page count/restrictions? Thank you.'''

'''
Answer: According to the instruction documents, the answer is different for the two assignments.

Information Expedition Paper Length: 6-8 pages '''[TOTAL]'''

Briefing Paper Length: 6-8 pages, plus references '''[References ADDED TO 6-8 pages]'''

'''8. I'm working away here on my topic briefing here and I have some confusing advice about synthesizing information and how one cites it, primarily because some general ideas may come from many sources not just one or two.

For example, if a number of the papers I've read for this project say the same thing, do I need to cite every single paper's author? or can I say something like "Consensus among the literature is that there is some distrust among librarians/information specialists with regard to Wikipedia ....."

Also, there are some things that I would consider to be public knowledge and therefore I don't need to cite them since they are generally known. But what if it's only generally known within a certain group? So in the case that there are some general ideas that are well known and expressed within social media circles (I hear them over and over again and read them over and over again for example, such as the principle that communities form around information), would it be appropriate to say something like "Consensus among social media enthusiasts is that.....", or am I going overboard here.'''

Answer: Thank you for the question - you are not going overboard. Even established scholars worry about this one - especially when trying to fit a paper into a word or page limit - citations sometimes appear to be the easiest thing to cut for space - until you try doing it.

For information that you feel is common knowledge - or common knowledge for the audience that you are writing for - you don't need to cite. If you are unsure - err on the side of caution and cite. For information that I want to demonstrate comes from multiple sources (thus is well established) a technique I use a lot is to use "e.g." which stands for "for example". Below is a line from an article I am working on with Meyers and Unsworth:

"Parents, educators, and researchers are concerned about how children interact in online space, the safety and security of websites for children, and the difficulties of providing age-appropriate play and learning opportunities for connected youth (e.g. Flanagan, 2007; Harwood, 2008; Palfrey & Gasser, 2008; Slatalla, 2007). "

This demonstrates that we are familiar with the literature - citing some key people who have noted this phenomenon - but we are not claiming to cite EVERYWHERE it has been written about.

Course:LIBR501/Queries

2010-04-11T01:49:59Z

LNathan:

'''Welcome to the Query page for LIBR 501!'''

Do you have questions regarding an assignment or reading? Post it here and we can build a community resource page.

''Remember that this is a publicly accessible site.''

----

'''1. For the reference list section of the expedition proposals, do you want us to explain why the source is pertinent, the way we did for the topic briefing proposal, or just list them?'''

Answer: ''Just listing is fine. These will likely be quite varied (e.g., website of an organization, newspaper article about the organization, plus items relevant to the particular topic).''

'''2. Is the reference list INCLUDED in the three page maximum for the expedition proposal or above and beyond it? (thanks)'''

Answer: ''As you noted, the Information Expedition .pdf on the course website states that there is a 3 page limit on the document you turn in on Wednesday. The reference list is included in the 3 page maximum. Remember this is to demonstrate to me that there is material for you to draw upon - it is the beginning of your research- not exhaustive. (your most welcome)''

'''3. Do team-members share their observation notes from expedition for their individual papers or do we each make individual observation with no discussion although we go there as a team?'''

Answer: Whether or not team members share their observation notes with each other is entirely up to the teams. Each team member is going to have a different perspective on the visit, which may or may not be of interest or use to other team members. However, to be clear, the final description and analysis that you turn in is to be your original work.

'''4. I still don’t have a very clear idea of the difference between a briefing document and a term paper. Would you mind helping me with the distinction?'''

Answer: I recommend you do some research online - there are many resources that offer tips and guidelines on how to write a briefing document. For one example:
'

1. http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/executive-writing [although the focus is on executive writing - there is a specific section on briefing papers and overall tips throughout the page work very well for creating a briefing.

These resources plus the instructions and grading rubric available on the course website should help you understand the difference between a term paper and a briefing document.

'''5. Some of the topic briefings I have looked at contain an abstract as well as a summary (but not all have a summary). Should we include an abstract and summary?'''

Answer: Totally up to you [although some type of summary or conclusion seems like a rather fine idea].

'''6. I would like to quote Museum placards and subject headings in my Information Expedition Paper. Is there any particular citation format that you would like me to use or do you have any suggestions about how I should acknowledge these materials?'''

Answer: An in text citation - similar to what is shown here for personal emails http://owl.english.purdue.edu/owl/resource/560/11/ - will suffice.

'''7. In the final written assignments are the bibliographies included in the page count/restrictions? Thank you.'''

'''
Answer: According to the instruction documents, the answer is different for the two assignments.

Information Expedition Paper Length: 6-8 pages '''[TOTAL]'''

Briefing Paper Length: 6-8 pages, plus references '''[References ADDED TO 6-8 pages]'''

''''''''8. I'm working away here on my topic briefing here and I have some confusing advice about synthesizing information and how one cites it, primarily because some general ideas may come from many sources not just one or two.

For example, if a number of the papers I've read for this project say the same thing, do I need to cite every single paper's author? or can I say something like "Consensus among the literature is that there is some distrust among librarians/information specialists with regard to Wikipedia ....."
''''''''

Also, there are some things that I would consider to be public knowledge and therefore I don't need to cite them since they are generally known. But what if it's only generally known within a certain group? So in the case that there are some general ideas that are well known and expressed within social media circles (I hear them over and over again and read them over and over again for example, such as the principle that communities form around information), would it be appropriate to say something like "Consensus among social media enthusiasts is that.....", or am I going overboard here? ''''''

Answer: Thank you for the question - you are not going overboard. Even established scholars worry about this one - especially when trying to fit a paper into a word or page limit - citations sometimes appear to be the easiest thing to cut for space - until you try doing it.

For information that you feel is common knowledge - or common knowledge for the audience that you are writing for - you don't need to cite. If you are unsure - err on the side of caution and cite. For information that I want to demonstrate comes from multiple sources (thus is well established) a technique I use a lot is to use "e.g." which stands for "for example". Below is a line from an article I am working on with Meyers and Unsworth:

"Parents, educators, and researchers are concerned about how children interact in online space, the safety and security of websites for children, and the difficulties of providing age-appropriate play and learning opportunities for connected youth (e.g. Flanagan, 2007; Harwood, 2008; Palfrey & Gasser, 2008; Slatalla, 2007). "

This demonstrates that we are familiar with the literature - citing some key people who have noted this phenomenon - but we are not claiming to cite EVERYWHERE it has been written about.

Course:LIBR501/Queries

2010-04-05T19:09:10Z

LNathan:

Course:LIBR501/Queries

2010-04-05T19:08:23Z

LNathan:

Course:LIBR501/Queries

2010-04-05T19:07:50Z

LNathan:

Course:LIBR501/Queries

2010-03-31T18:13:02Z

LNathan:

Course:LIBR501/Queries

2010-03-31T18:12:07Z

LNathan:

Course:LIBR501/SeminarLeading

2010-03-13T18:14:39Z

LNathan:

{| class="wikitable" border="1"
|+ Seminar Discussion Leading
Sign Up
! Seminar # !! Date !! Group Members (4-5) !! Topic
|-

| '''7'''|| March 24th || Eleanor C., Leah, Yuan Fang (Jodie), Benitta, Jen R. || New initiatives/resources in encouraging literacy in children
|-
| '''8'''|| March 24th || Marlene, Milena || Is "book burning" possible in digital age?
|-
| '''9'''|| March 24th || enter first names here || enter topic here
'''
|}

'''Requirements for the seminar:'''

* Groups will consist of 4-5 students.
* Topic must be vetted by the instructor one week prior to your seminar. Send you topic idea to the instructor by 8pm the Wednesday before your seminar.
* ALL STUDENTS in the seminar group must participate in leading the discussion.
* It is up to the group to determine the structure of the seminar and the role each person will play.
* Seminar leaders may use objects, images, the Web, acting, and/or presentation software to facilitate the seminar.
* Seminar leaders should provide the class with a handout (1 page, double sided if necessary) that summarizes the main points of the seminar [see instructor or TA for assistance making photocopies; a copy of the handout must be submitted for printing by Tuesday at 5 pm (electronic preferred); otherwise you will have to do your own photocopying].
* Leaders will have 20-25 minutes to present the seminar.

Below are suggestions on the format of the seminar, you are encouraged to think creatively to engage and inspire your colleagues:

* The group presents a “debate” on an issue, where each side argues the pros or cons
* Members of the group assume the perspective of different stakeholders affected by an issue and present their perspective
* The group designs an active learning exercise for the class

Course:LIBR501/Queries

2010-03-07T20:19:05Z

LNathan:

Course:LIBR501/SeminarLeading

2010-03-04T20:09:57Z

LNathan:

{| class="wikitable" border="1"
|+ Seminar Discussion Leading
Sign Up
! Seminar # !! Date !! Group Members (4-5) !! Topic
|-

| '''5'''||March 10th || Alex, Shane, Jenn L., Michael K.|| Preservation vs Access at Special Collections and Libraries
|-
| '''6'''|| March 10th || Julie, Shawna K., Danielle W., Jeff, Shukoon, Geneviève || Immigrant User Needs in Public Libraries
|-
| '''7'''|| March 24th || Eleanor C., Leah, Yuan Fang (Jodie), Benitta, Jen R. || New initiatives/resources in encouraging literacy in children
|-
| '''8'''|| March 24th || Marlene, Milena || Is "book burning" possible in digital age?
|-
| '''9'''|| March 24th || enter first names here || enter topic here
'''
|}

'''Requirements for the seminar:'''

* Groups will consist of 4-5 students.
* Topic must be vetted by the instructor one week prior to your seminar. Send you topic idea to the instructor by 8pm the Wednesday before your seminar.
* ALL STUDENTS in the seminar group must participate in leading the discussion.
* It is up to the group to determine the structure of the seminar and the role each person will play.
* Seminar leaders may use objects, images, the Web, acting, and/or presentation software to facilitate the seminar.
* Seminar leaders should provide the class with a handout (1 page, double sided if necessary) that summarizes the main points of the seminar [see instructor or TA for assistance making photocopies; a copy of the handout must be submitted for printing by Tuesday at 5 pm (electronic preferred); otherwise you will have to do your own photocopying].
* Leaders will have 20-25 minutes to present the seminar.

Below are suggestions on the format of the seminar, you are encouraged to think creatively to engage and inspire your colleagues:

* The group presents a “debate” on an issue, where each side argues the pros or cons
* Members of the group assume the perspective of different stakeholders affected by an issue and present their perspective
* The group designs an active learning exercise for the class

Course:LIBR501/Queries

2010-03-04T17:04:32Z

LNathan:

Course:LIBR501/Queries

2010-03-04T17:00:04Z

LNathan:

Course:LIBR501/Queries

2010-03-03T21:58:02Z

LNathan:

Course:LIBR501/Queries

2010-03-03T21:57:29Z

LNathan:

Course:LIBR501/Queries

2010-03-03T21:56:54Z

LNathan:

Course:LIBR501/Queries

2010-03-03T21:56:26Z

LNathan:

Course:LIBR501/Queries

2010-02-08T19:58:19Z

LNathan:

Course:LIBR501/Queries

2010-02-05T17:19:34Z

LNathan:

Course:LIBR501/Queries

2010-02-05T17:19:01Z

LNathan:

Course:LIBR501/Queries

2010-02-05T17:18:12Z

LNathan:

Course:LIBR501/Queries

2010-02-05T17:16:51Z

LNathan:

Course:LIBR501/Queries

2010-02-05T17:16:22Z

LNathan:

Course:LIBR501/InformationExpeditions

2010-01-28T16:12:38Z

LNathan:

{| class="wikitable" border="1"
|+ Information Expedition
Sign Up
! Group # !! Group Members (2-3) !! Organizations!! Topic
|-
| '''1''' || names here ||places here||topic here ||
|-
| '''2''' || names here ||places here||topic here ||
|-
| '''3''' || names here ||places here||topic here ||
|-
| '''4'''|| names here ||places here||topic here ||
|-
| '''5'''|| names here ||places here||topic here ||
|-
| '''6'''|| names here ||places here||topic here ||
|-
| '''7'''|| names here ||places here||topic here ||
|-
| '''8'''|| names here ||places here||topic here ||
|-
| '''9'''||names here ||places here||topic here ||
|-
| '''10'''|| names here ||places here||topic here ||
|-
| '''11'''|| names here ||places here||topic here ||
|-
| '''12'''|| names here ||places here||topic here ||
|-
|'''13'''|| names here ||places here||topic here ||
|-
| '''14'''|| names here ||places here||topic here ||
|-
| '''15'''|| names here ||places here||topic here ||
|-
| '''16'''|| names here ||places here||topic here ||
|-
| '''17'''|| names here ||places here||topic here ||
|-
| '''18'''|| names here ||places here||topic here ||
|-
| '''19'''|| names here ||places here||topic here ||
|-
'''
|}

Course:LIBR501/InformationExpeditions

2010-01-28T16:12:08Z

LNathan:

{| class="wikitable" border="1"
|+ Information Expedition
Sign Up
! Group # !! Group Members (2-3) !! Organizations!! Topic
|-
| '''1''' || names here ||places here||topic here |
|-
| '''2''' || names here ||places here||topic here ||
|-
| '''3''' || names here ||places here||topic here ||
|-
| '''4'''|| names here ||places here||topic here ||
|-
| '''5'''|| names here ||places here||topic here ||
|-
| '''6'''|| names here ||places here||topic here ||
|-
| '''7'''|| names here ||places here||topic here ||
|-
| '''8'''|| names here ||places here||topic here ||
|-
| '''9'''||names here ||places here||topic here ||
|-
| '''10'''|| names here ||places here||topic here ||
|-
| '''11'''|| names here ||places here||topic here ||
|-
| '''12'''|| names here ||places here||topic here ||
|-
|'''13'''|| names here ||places here||topic here ||
|-
| '''14'''|| names here ||places here||topic here ||
|-
| '''15'''|| names here ||places here||topic here ||
|-
| '''16'''|| names here ||places here||topic here ||
|-
| '''17'''|| names here ||places here||topic here ||
|-
| '''18'''|| names here ||places here||topic here ||
|-
| '''19'''|| names here ||places here||topic here ||
|-
'''
|}

Course:LIBR501/InformationExpeditions

2010-01-28T16:11:02Z

LNathan:

{| class="wikitable" border="1"
|+ Information Expedition
Sign Up
! Group # !! Group Members (2-3) !! Organizations!! Topic !!
|-
| '''1''' || names here ||places here||topic here |
|-
| '''2''' || names here ||places here||topic here ||
|-
| '''3''' || names here ||places here||topic here ||
|-
| '''4'''|| names here ||places here||topic here ||
|-
| '''5'''|| names here ||places here||topic here ||
|-
| '''6'''|| names here ||places here||topic here ||
|-
| '''7'''|| names here ||places here||topic here ||
|-
| '''8'''|| names here ||places here||topic here ||
|-
| '''9'''||names here ||places here||topic here ||
-
| '''10'''|| names here ||places here||topic here ||
|-
| '''11'''|| names here ||places here||topic here ||
|-
| '''12'''|| names here ||places here||topic here ||
-
'''13'''|| names here ||places here||topic here ||
|-
| '''14'''|| names here ||places here||topic here ||
|-
| '''15'''|| names here ||places here||topic here ||
|-
| '''16'''|| names here ||places here||topic here ||
|-
| '''17'''|| names here ||places here||topic here ||
|-
| '''18'''|| names here ||places here||topic here ||
|-
| '''19'''|| names here ||places here||topic here ||
|-
'''
|}

Course:LIBR501/InformationExpeditions

2010-01-28T16:08:25Z

LNathan:

Course:LIBR501/InformationExpeditions

2010-01-28T16:08:07Z

LNathan:

Course:LIBR501/InformationExpeditions

2010-01-28T16:07:39Z

LNathan:

Course:LIBR501/InformationExpeditions

2010-01-28T16:06:13Z

LNathan:

{| class="wikitable" border="1"
|+ Information Expedition
Sign Up
! Group # !! Group Members (2-3) !! Organizations
|-
| '''1''' || names here ||places here
|-
| '''2''' || names here ||places here
|-
| '''3''' || names here ||places here
|-
| '''4'''|| names here ||places here
|-
| '''5'''|| names here ||places here
|-
| '''6'''|| names here ||places here
|-
| '''7'''|| names here ||places here
|-
| '''8'''|| names here ||places here
|-
| '''9'''||names here ||places here
'''
|}

Course:LIBR501/InformationExpeditions

2010-01-28T16:04:17Z

LNathan: Created page with ' {| class="wikitable" border="1" |+ Information Expedition Sign Up ! Group # !! Group Members (2-3) !! Organizations |- | '''1''' || name here ||places here |- | '''2''' || Feb…'

{| class="wikitable" border="1"
|+ Information Expedition
Sign Up
! Group # !! Group Members (2-3) !! Organizations
|-
| '''1''' || name here ||places here
|-
| '''2''' || Feb. 3rd || Tammie, Medj, Shawn, Patricia, Terra, ||Issues/Concerns related to Digital Information
|-
| '''3''' || March 3rd || Helen, Cristina, Kevin, Sara M., Frank || ? censorship/access to information/public policy?
|-
| '''4'''|| March 3rd || Danielle L., Fiona, Sarah T., Maggie, Shawna T. || preserving and accessing dissident/marginalized information
|-
| '''5'''||March 10th || Alex, Shane, Jenn L., Michael K.|| Preservation vs Access at Special Collections and Libraries
|-
| '''6'''|| March 10th || Julie, Shawna K., Danielle W., Jeff, Shukoon, Geneviève || Library services in a linguistically diverse community
|-
| '''7'''|| March 24th || Eleanor C., Leah, Yuan Fang (Jodie), Benitta, Jen R. || Libraries + Technology and their impacts on Children's Literacy
|-
| '''8'''|| March 24th || Marlene, Milena || Is "book burning" possible in digital age?
|-
| '''9'''|| March 24th || enter first names here || enter topic here
'''
|}

Course:LIBR501

2010-01-28T16:02:29Z

LNathan:

'''Welcome to the Wiki for LIBR 501!'''

It is your responsibility to learn how to use UbcWiki over the term.
Please feel free to create new pages to support class presentations, discussions, activities, study groups or other activities related to 501.
''
Remember that this is a publicly accessible site.''

1. Sign up for Seminar Discussion Leading - [[Course:LIBR501/SeminarLeading]]

2. Class Queries - [[Course:LIBR501/Queries]] Have a question about an assignment or reading? Post it here!

3. Information Expedition Groups [[Course:LIBR501/InformationExpeditions]]

Course:LIBR501

2010-01-28T16:02:04Z

LNathan:

Course:LIBR501/Queries

2010-01-27T19:29:21Z

LNathan:

Course:LIBR501

2010-01-25T23:18:27Z

LNathan:

'''Welcome to the Wiki for LIBR 501!'''

It is your responsibility to learn how to use UbcWiki over the term.
Please feel free to create new pages to support class presentations, discussions, activities, study groups or other activities related to 501.
''
Remember that this is a publicly accessible site.''

1. To sign up for Seminar Discussion Leading click on [[Course:LIBR501/SeminarLeading]]

2. Class Queries - [[Course:LIBR501/Queries]] Have a question about an assignment or reading? Post it here!

Course:LIBR501/Queries

2010-01-25T23:17:10Z

LNathan: Created page with ''''Welcome to the Query page for LIBR 501!''' Do you have questions regarding an assignment or reading? Post it here and we can start to build a community resource page. ''Reme…'

'''Welcome to the Query page for LIBR 501!'''

Do you have questions regarding an assignment or reading? Post it here and we can start to build a community resource page.

''Remember that this is a publicly accessible site.''

1.

Course:LIBR501

2010-01-25T23:15:40Z

LNathan:

'''Welcome to the Wiki for LIBR 501!'''

It is your responsibility to learn how to use UbcWiki over the term.
Please feel free to create new pages to support class presentations, discussions, activities, study groups or other activities related to 501.
''
Remember that this is a publicly accessible site.''

1. To sign up for Seminar Discussion Leading click on [[Course:LIBR501/SeminarLeading]]

2. Class Queries - [[Course:LIBR501/Queries]] Have a question about an assignment or reading - post it here!

Course:LIBR501/SeminarLeading

2010-01-25T23:13:22Z

LNathan:

'''NOTE: The topics for some of these seminars (1, 4, 6, and possiblly 5) are sounding very similar! This may not be an accurate read as some groups have likely morphed their topic since placing descriptions in this table. However, I ask that you consider changing or significantly shifting topics if you perceive potential overlap with another group (and update the table accordingly). There is an infinite amount of topics to choose from so PLEASE diversify.'''

{| class="wikitable" border="1"
|+ Seminar Discussion Leading
Sign Up
! Seminar # !! Date !! Group Members (4-5) !! Topic
|-
| '''1''' || Feb. 3rd || Josh, Jen S, Sarah H-S, Kyrsti, Davey ||? community wikis ?
|-
| '''2''' || Feb. 3rd || Tammie, Medj, Shawn, Patricia, Terra, ||Issues/Concerns related to Digital Information
|-
| '''3''' || March 3rd || Helen, Cristina, Kevin, Sara M., Frank || ? censorship/access to information/public policy?
|-
| '''4'''|| March 3rd || Danielle L., Fiona, Sarah T., Maggie, Shawna T. || preserving and accessing dissident/marginalized information
|-
| '''5'''||March 10th || Alex, Shane, Jenn L., Michael K.|| Preservation vs Access at Special Collections and Libraries
|-
| '''6'''|| March 10th || Julie, Shawna K., Danielle W., Jeff, Shukoon, Geneviève || Library services in a linguistically diverse community
|-
| '''7'''|| March 24th || Eleanor C., Leah, Yuan Fang (Jodie), Benitta, Jen R. || Libraries + Technology and their impacts on Children's Literacy
|-
| '''8'''|| March 24th || Marlene, Milena || Is "book burning" possible in digital age?
|-
| '''9'''|| March 24th || enter first names here || enter topic here
'''
|}

'''Requirements for the seminar:'''

* Groups will consist of 4-5 students.
* Topic must be vetted by the instructor one week prior to your seminar. Send you topic idea to the instructor by 8pm the Wednesday before your seminar.
* ALL STUDENTS in the seminar group must participate in leading the discussion.
* It is up to the group to determine the structure of the seminar and the role each person will play.
* Seminar leaders may use objects, images, the Web, acting, and/or presentation software to facilitate the seminar.
* Seminar leaders should provide the class with a handout (1 page, double sided if necessary) that summarizes the main points of the seminar [see instructor or TA for assistance making photocopies; a copy of the handout must be submitted for printing by Tuesday at 5 pm (electronic preferred); otherwise you will have to do your own photocopying].
* Leaders will have 20-25 minutes to present the seminar.

Below are suggestions on the format of the seminar, you are encouraged to think creatively to engage and inspire your colleagues:

* The group presents a “debate” on an issue, where each side argues the pros or cons
* Members of the group assume the perspective of different stakeholders affected by an issue and present their perspective
* The group designs an active learning exercise for the class