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Library:Virtual Museum

2026-07-15T17:56:47Z

SarahRobertson: /* Peña Room */ - updated room

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Have you ever wanted to know more about the rooms in the Barber Centre? Below we highlight just a few of the rooms in the [http://ikebarberlearningcentre.ubc.ca Irving K. Barber Learning Centre]. The majority of the rooms in the are named after historical places in British Columbia, but as you'll see, some are named after people as well.

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==Atlin Meeting Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 191]

[[File:Map of BC, from 'View in the Cascade Mountains'.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/596 UL 1002 0033], Map of BC]]
The town of Atlin and Atlin Lake are located along Highway 7, just south of the border with the Yukon. Atlin, often called “Switzerland of the North,” is known for its wintertime beauty and activities. The name Atlin is derived from the Tlingit word atlah, which means “big water.” <ref>BC Geographical Names Database. "Atlin." http://apps.gov.bc.ca/pub/bcgnws/names/40235.html</ref> The town was founded in the late 19th century when gold was struck in the area, drawing thousands of settlers; today the population is around 450 people.
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==Bamfield Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:Research and teaching activities at Bamfield Marine Station.jpg|thumb|University of British Columbia Archives, Information Services fonds, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/21672 UBC 41.1/1140-1], Bamfield Marine Station]]

Located on the southwestern side of Vancouver Island, this historic community was named after William Eddy Banfield, who came out to the coast aboard H.M.S. Constance in 1846. He later became an Indian Agent and collected a large amount of ethnological information about the First Nations communities in the area. Forty years later Banfield Creek was chosen as the northern terminus of the 7,000 mile long submarine cable linking the British possessions in North America and the British Commonwealth of Australia, with the first message transmitted December 8, 1902. The following year the Bamfield Post Office was established, and although the spelling mistake was quickly acknowledged by postal authorities, corrected cancellation stamps were never issued to the Banfield Postmaster.

For the next fifty years, provincial and federal maps identified Bamfield Post Office on the shore of Banfield Inlet. The Bamfield Marine Station opened in 1972, on the site once occupied by the cable station. Parks Canada has installed a National Historic Site tablet here. <ref>BC Geographical Names Database. "Bamfield." http://apps.gov.bc.ca/pub/bcgnws/names/11066.html</ref>
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==Bella Coola Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 193]

[[File:Fallheo Cannery, Bella Coola, BC.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/15652 CC-EX-8-7], Fallheo Cannery, Bella Coola, BC]]
Bella Coola is a small town on the Central Coast of B.C. home to the Nuxalk Nation.<ref>Nuxalk Smayusta. "Territory and Maps." http://www.nuxalk.net/html/maps.htm</ref>

The Bella Coola area is famous for the MacKenzie Rock, where in 1793 Alexander MacKenzie wrote his name on a rock to commemorate completing the first recorded journey across North America. In the early to mid 20th century, the Bella Coola area was home to the Tallheo Cannery, built in 1912 by the Canadian Fishing Company.<ref>BC Geographical Names Database. "Bella Coola." http://apps.gov.bc.ca/pub/bcgnws/names/3350.html</ref>

In the Barber Centre, the Bella Coola room is located on the first floor of the building.
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== Chapman Learning Commons==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 300]

[[File:Main Library concourse.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/413/rec/290 UBC 1.1/1057], Main Library concourse]]
The Chapman Learning Commons is named after Library benefactors Kay and Lloyd Chapman. Longtime supporters of UBC, the Chapmans have inspired innovative projects and programs that have improved the quality of life of students, faculty and the wider community.

Beginning in 1975, the Chapmans, UBC alums, have made a yearly gift to the library, focusing their efforts on inventive projects with the highest degree of impact. The proof of their desire to encourage innovative learning is on brilliant display in the Chapman Learning Commons in the Irving K. Barber Learning Centre.

Constructed in 2002, and reopened in 2008, the Chapman Learning Commons is an innovative space which encourages open discourse, group work and use of cutting-edge technology. Located in the heritage section of the former Main Library (now the Irving K. Barber Learning Centre), the Learning Commons has soaring ceilings, stained glass windows, and comfortable and spacious furniture. It is also home to an array of community events and lectures and student resources to aid in the learning experience including a laptop-lending program and a tutoring centre.<ref>The Chapman Learning Commons. http://support.library.ubc.ca/stories-of-support/community/chapman-learning-commons/</ref>

To find out more about the [http://learningcommons.ubc.ca/about-us/chapman-learning-commons/ Chapman Learning Commons], or to learn more about the innovative programs at the Irving K. Barber Learning Centre, visit their [http://ikebarberlearningcentre.ubc.ca website].
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==Chilcotin Board Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 256]

[[File:View of Barkerville.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/25030/rec/3 CC-PH-09370-40-033], View of Barkerville]]
Chilcotin, meaning "people of the red river," refers to the Chilcotin Plateau region in British Columbia, and to the Chilcotin (Tsilhqot'in) people. The Chilcotin (Tsilhqot'in) First Nation are a Dene (Athapaskan)<ref>Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref> speaking people who live between the Fraser River and the Coast Mountains in west-central BC. The BC Geographical Names database <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/5858.htm</ref> adds that the word "chilcotin" can also be translated as "ochre river people." Ochre, a mineralized substance (usually red or yellow), can be used as a base for paint or dyes. Ochre is used by many First Nations peoples even today.

In 1808 explorer Simon Fraser was the first European to encounter the Chilcotin people, or "Chilk-hodins" as he called them.<ref>Akrigg, Helen B. and Akrigg, G.P.V. "British Columbia Place Names." University of British Columbia Press 1997</ref>
The Hudson's Bay Company established an outpost in Chilcotin territory shortly after in 1827. The outpost closed in 1844. In 1859, gold miners proliferated on the banks of the Fraser River. The Chilcotin suffered heavy population loss in a smallpox epidemic shortly thereafter.<ref>Lane, Robert Lane. "Chilcotin-Tsilhqotin." Canadian Encyclopedia Online. http://www.thecanadianencyclopedia.com/articles/chilcotin-tsilhqotin.</ref>
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==Chung Room and Collection==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 111]

[[File:Merchant tailor shop.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/bookplate/id/137/rec/2 EX-5-6], Merchant tailor shop]]
From a young age, Wallace Chung had an affinity for discovery, collecting, and preserving. What began as a scrapbook of newspaper clippings and pictures from magazines became an assembly of over 25,000 rare and unique items. The collection was donated to UBC Library in 1997. The Chung Collection is now regarded as one of Canada’s national treasures and is of special importance in documenting the history of the CPR and the Chinese-Canadian experience.1 These priceless personal and historical artifacts amassed over a remarkable lifetime are now on permanent display in the Rare Books and Special Collections Chung Exhibition Room.

Dr. Chung's passion for collecting is evident in the dedication and dynamics behind the Chung Collection, which has three main themes: early B.C. history, immigration and settlement, and the Canadian Pacific Railway Company. The Chung Collection includes many rare and unique items: documents, books, maps, posters, paintings, photographs, silver, glass, ceramic ware and other artifacts. It is one of the most exceptional and extensive collections of its kind in North America.

''Golden Inheritance: The Wallace B. Chung and Madeline H. Chung Collection at UBC Library'', a recent book produced by UBC Library, provides an overview of Dr. Chung and his family, and the importance of the collection.<ref>UBC Library. Drs. Wallace and Madeline Chung. http://support.library.ubc.ca/stories-of-support/drs-wallace-and-madeline-chung/ </ref> <ref>http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=6392352</ref>

To learn more about the Chung Collection, or to explore the exhibit at the Irving K. Barber Learning Centre, visit the Chung Collection [http://chung.library.ubc.ca website]. You can also explore the [http://www.library.ubc.ca/chineseinbc/resources.html Chinese Experience in B.C. website] to learn more about the collection.
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==Columbia River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 316]

[[File:View of sail gillnetter boats on the Columbia River at Rivers Inlet.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [ http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/2892 BC 1532/1300/5], View of sail gillnetter boats]]
The Columbia River originates in the B.C. Rocky Mountains and flows down to the Pacific Ocean just north of Portland, Oregon. The river was named in 1792, by Captain Robert Gray of Boston, after his ship "Columbia."<ref>BC Geographical Names database. "Columbia River." http://apps.gov.bc.ca/pub/bcgnws/names/37961.html</ref> Gray also named several landmarks in the area, but many were subsequently renamed. His success in navigating the river would eventually be the basis for U.S. territorial claims to the Oregon Country.<ref>Lockley, Fred (1929). "Oregon Trail Blazers." New York, NY: The Knickerbocker Press. p. 369pp. LCCN 29030534.</ref>

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==Dodson Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 302]

[[File:Samuel Rothstein with Suzanne and Earl Dodson.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/29174/rec/3 UBC 70.1/15-5], the Dodsons]]
The Dodson Room was named after benefactors Suzanne Cates Dodson and Earl Dodson. UBC Library has long played an important role in their personal and professional lives. The pair first met at the Main Library (now the Irving K. Barber Learning Centre) back in the 1950s when they were both members of the Biology Club. Suzanne went on to work at the Library until her retirement in 1999.

In recognition of the Dodsons’ unwavering support of UBC Library, a restored reading room was named in their honour. Once a part of the former Main Library, the Suzanne Cates Dodson and Earl D. Dodson Reading Room is now located within the Chapman Learning Commons in the Irving K. Barber Learning Centre. The 1999 renovations rebuilt the room to its former 1925 glory with replicas of the only two remaining wrought iron and glass lamps that hung in the Main Library’s front hall, refinished wooden roof beams, and a hand-painted decorative frieze of Celtic design by UBC artists.<ref> UBC Library. The Dodsons: Champions of UBC Library. http://support.library.ubc.ca/stories-of-support/dodson/</ref>
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==Fernie Reading Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 380]

Located in the East Kootenay region of British Columbia, Fernie is nearer to Alberta than it is to the rest of the province. Known as ¢aqahak to the Ktunaxa<ref>FirstVoices. "Nature / Environment - place names: words." Ktunaxa. http://www.firstvoices.com/en/Ktunaxa/word-category/1f2fd0f8542dbe9f/--Nature--Environment---place-names</ref>, Fernie was named for William Fernie, a gold prospector, coal miner and later government agent. <ref>Akrigg, Helen B. and Akrigg, G.P.V. ''British Columbia Place Names''. University of British Columbia Press, 1997. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=2115253</ref> The town's main industry was and still is coal mining. Completely encircled by the Rocky Mountains, skiing and winter tourism is also popular.

In the Barber Centre, the Fernie Reading Room is number 380, and is a study area for the use of students in the UBC Gateway Programs: Arts One, Science One, Coordinated Arts and Coordinated Science.
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==Fraser River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 183]

[[File:Sceptre Fraser, a dredger on the Fraser River, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/769 BC 1532/380/1], Sceptre Fraser, a dredger on the Fraser River, B.C.]]

The Fraser River is, not surprisingly, named after the explorer Simon Fraser who fully explored the river in 1808. The longest river in British Columbia (over 2,200 km), it originates in the Rocky Mountains and flows into the Straight of Georgia.<ref>BC Geographical Names database. Fraser River. http://apps.gov.bc.ca/pub/bcgnws/names/40586.html</ref> With the most productive salmon fishery in the world, the Fraser River has been a focal point of culture for centuries. The river was the site of its first recorded settlements of Aboriginal people (see Musqueam, Sto:lo, St'at'imc, Secwepemc and Nlaka'pamux), the route of multitudes of prospectors during the Fraser Canyon Gold Rush and the main vehicle of the province's early commerce and industry. The river has been designated a Canadian Heritage River for its natural and human heritage.<ref>Canadian Heritage River System. Fraser River. http://www.chrs.ca/Rivers/Fraser/Fraser-F_e.php</ref>
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==Golden Jubilee Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 400]

[[File:Queen Elizabeth with Norman MacKenzie at UBC Faculty Club.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/6181/rec/20 UBC 1.1/2639-1], Queen Elizabeth]]

In 2002, Queen Elizabeth II became the second-longest reigning monarch in British history, celebrating 50 years on the British throne. Despite the deaths of her sister, Princess Margaret and her mother, Queen Elizabeth, the Queen Mother, in February and March of 2002 respectively, Queen Elizabeth II and her husband, Prince Phillip, undertook an international tour in which she “express[ed] her thanks to people, both personally and officially, for their support and loyalty over her reign.”<ref>Katherine Kalsbeek. Featured room: Golden Jubilee Room, from the New at Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2012/04/17/featured-room-golden-jubilee-room/</ref>

As part of that tour, Queen Elizabeth and Prince Phillip visited the University of British Columbia in October, 2002. They had visited Canada the campus three times before, in 1951, 1959 and 1983. To view digitized photographs of their previous visits, please take a look at the University Archives virtual display, [http://www.library.ubc.ca/archives/royalvisit/index.html Royal Visits to the UBC Campus].

During her 2002 visit to UBC, the Queen unveiled a plaque commemorating her visit and celebrating the naming of a room on the fourth floor of the Irving K Barber Learning Centre, the Golden Jubilee Room.
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==Gold River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 272]

[[File:Nootka, V.I.B.C..jpg|thumb|University of British Columbia Library's Chung Collection, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/24802/rec/39 CC-PH-09370-34-027], Nootka, V.I.B.C.]]
Located on the northeastern side of Muchalat Inlet in the Nootka Sound, Gold River is a village municipality located close to the geographic centre of Vancouver Island in British Columbia, Canada. Gold River developed in 1967 as a prototypical logging and pulp and paper industry community. Gold River quickly sprang into prosperity and established excellent community facilities. The village has attempted to capitalize on its idealistic setting among picturesque mountains, lakes, rivers, ocean, and forests to develop tourism and sport fishing as its main economic supports. <ref>BC Geographical Names database. Gold River. http://apps.gov.bc.ca/pub/bcgnws/names/9765.html</ref>

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==Hartley Bay Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 266]

[[File:View of the Sidney W moored at dock with crew on deck.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/2324/rec/3 BC 1532/1069/1], View of Sidney W.]]

Hartley Bay is the home of the [http://www.gitgaat.net/index.html Gitga’at First Nation], members of the Tsimshian cultural group. A village of 200, accessible only by air or water, Hartley Bay is located at the mouth of Douglas Channel, about 630 kilometres north of Vancouver and 145 kilometres south of Prince Rupert.<ref> Katherine Kalsbeek. Featured Place: Hartley Bay, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> The Tsimshian, whose name means “Inside the Skeena River,” live in southern Alaska and around Terrace and Prince Rupert, BC. <ref>www.tfntreaty.ca</ref>

On March 22, 2006, the people of Hartley Bay were the first responders to the passengers aboard the sinking BC Ferries Queen of the North. The community was recognized for their heroic actions by the Governor General on May 3, 2006 and received the Governor General’s Commendation for Outstanding Service.

UBC's Xwi7xwa Library, the only aboriginal branch of a university library in Canada, has a variety of material on the community of Hartley Bay, including material in their special collections. Visit their website for more information on accessing material in the special collections.
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==Keremeos Lounge==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 262]

[[File:Keremeos, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/23938/rec/1 CC-PH-09370-15-032], Keremeos, B.C.]]

Keremeos is a village in the Southern Interior, originally populated by the Similkameen people of the Syilx, or Okanagan First Nation. The name Keremeos originated from the Similkameen dialect of the Okanagan language word "Keremeyeus" meaning "creek which cuts its way through the flats" referring to Keremeos Creek. Keremeos is the only First Nations place name in the Interior that contains the letter "r." <ref>(BC Historical Quarterly, Vol 2, p 77.), Provincial Archives of BC "Place Names File" compiled 1945-1950 by A.G. Harvey</ref> The Okanagan language, Syilx'tsn, is part of the Interior Salishan linguistic group.<ref>www.syilx.org </ref>

Hudson's Bay Company established a trading post in 1860, after Fort Okanogan (in American territory) was closed. The Keremeos HBC post closed in 1872.<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/3779.html</ref>Keremeos was adopted as a town in 1936 by the BC Geological Survey.
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==Kootenay River Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 422]

[[File:Kootenay Landing, B.C.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20895 CC-PH-04251], Kootenay Landing]]
The Ktunaxa (pronounced ‘too-nah-ha’) people, formerly called the Kootenay or Kootenai, have occupied the lands adjacent to the Kootenay and Columbia Rivers and the Arrow Lakes of B.C. for more than 10,000 years.<ref>Ktunaxa. Who we are. http://www.ktunaxa.org/who-we-are/. see also: http://www.ktunaxa.org/who/popup_tradterritorymap.html</ref> The Kootenay River, named after the people, was called “McGillivray’s River” in the early 19th century after a European explorer, David Thompson, surveyed the river banks.<ref>Katherine Kalsbeek. New at Rare Books and Special Collections Blog. http://blogs.ubc.ca/rbscnew/2011/04/05/featured-place-kootenay-river/</ref> In 1864, the river was officially noted as the Kootenay River by the Geographic Board of Canada <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/6263.html </ref>
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==Peña Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 301]

In the Irving K. Barber Learning Centre, the Peña Room is part of the Chapman Learning Commons.

This room is dedicated in honour of Antonio and Marissa Peña, friends of the Library and benefactors to UBC. Originally from the Philippines, Tony and Marissa operated a successful money services and shipping business for many years, serving the Filipino Canadian community throughout Canada. In 2005, they were among the founding members of Societe Lifeline Society, a charitable organization established to support cancer research and raise awareness of non-related stem cell transplantation. In 2014, with permission from the Society’s Board of Directors, they changed the name to the Peña Family Foundation and turned their philanthropic focus to secondary and post-secondary students. Tony and Marissa then became involved in a number of programs designed to assist students new to Canada, including support for English language learners and mentorship for students adapting to a new culture.

Through a generous gift from the Peña Family Foundation, UBC Library has renovated this space to offer unique learning opportunities and deliver engaging events and programming to students, faculty, staff, and the UBC community. The room has been renamed The Antonio and Marissa Peña Learning and Events Room in their honour.

Officially opened April 2020<br />
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==Moresby Classroom==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 185]

[[File:Early time cruisers.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/macmillan/id/1051 BC 1930/301/1], Early timer cruisers beside their makeshift accommodation]]
Moresby Island is part of Haida Gwaii (formerly known as the Queen Charlotte Islands), a remote archipelago in northern B.C. Often called “the Galapagos of the north,” Haida Gwaii is home to distinct flora and fauna. Moresby Island is named for Admiral Fairfax Moresby <ref>Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2010/11/16/167/</ref>, but the traditional name in the Haida language is Gwaii Haanas.<ref>Haida Nation. http://www.haidanation.ca/Pages/history/haidanation.html </ref>
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==Namu Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 194]

[[File:View of the Nishga near Namu, British Columbia.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/1912 BC 1532/884/1], View of the Nishga near Namu]]
Namu is a small port town located in northern B.C. Just south of Bella Bella, the town was a former cannery site, which closed in the 1980s. The Heiltsuk First Nation is now attempting to clean up the area, which still contains industrial waste with old fuel tanks and buildings still on-site.<ref><em>Globe and Mail</em>. "The Namu lands of British Columbia." http://www.theglobeandmail.com/news/news-video/video-how-polluted-are-the-namu-lands-of-british-columbia/article19376722/</ref>
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==Parliamentary Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 155]

[[File:Sitting of Parliament, Victoria, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/19829/rec/13 CC-PH-02035], Parliamentary room]]

Every August 1, British Columbians celebrate British Columbia (BC) Day, a civic holiday. According to the Protocol and Events Branch of the British Columbia government, the “British Columbia Day Act, R.S.B.C. 1996 c.34 was first introduced in 1974 as Bill 61 by the Hon. Ernie Hall, the Provincial Secretary under Premier Dave Barrett. The explanatory notes prefacing the bill states: “The purposes of this Bill is to recognize the pioneers of British Columbia by declaring the first Monday of August in each year to be a public holiday known as British Columbia Day.”

The decision to make BC a holiday was debated during the 4th session of the 30th Parliament in 1974. This debate took place in the chamber of the British Columbia Parliament building.<ref>Katherine Kalsbeek. Featured room: Parliamentary Room, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/07/28/featured-room-parliamentary-room/</ref>

The Parliamentary Room in IKBLC was modeled after a room in the British Columbia Parliament. This room is quite different from a traditional lecture hall and is intended to support collaborative student learning and debate.
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==Peace River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 261]

[[File:Peace River ferry.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/15837 UBC 27/1.3], Peace River ferry]]

The Peace River originates in the Rocky Mountains of British Columbia and flows into Northern Alberta.

Peter Pond's maps of 1785 and 1787 refer to it as the "River of Peace." Other names have included Un-ja-ga/Unjigah, as recorded by explorer Sir Alexander Mackenzie (1764-1820), in his "Voyage to the Pacific Coast of Canada" in 1793. The exact original meaning of the word "Unjaga" is not certain<ref>BC Geographical Names Database. "Peace River." http://apps.gov.bc.ca/pub/bcgnws/names/6874.html</ref>.

The name "Peace River" was formally adopted in June 1912, along with the approved French form, "Rivière de la Paix."

The Peace River area is the traditional home of the Danezaa people - historically referred to as the Beaver tribe by European explorers. The Danezaa language is part of the Athapaskan language group, the second largest language family in North America.<ref>Lewis, M. Paul (ed.), 2009. <em>Ethnologue: Languages of the World</em>, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref>.
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==Qualicum Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 305]

[[File:Qualicum Beach, BC C.P.R. railroad station.jpg‎|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20067 CC-PH-02398], Qualicum Beach]

Qualicum Beach is located outside of Nanaimo, on Vancouver Island. The name "Qualicum" comes from a Pentlatch language term that means "Where the dog salmon (chum salmon) run."<ref> Francis (ed), Daniel (2000). "Encyclopedia of British Columbia." Harbour Publishing. p. 585. ISBN 1-55017-200-X.</ref> After a smallpox epidemic in 1862, the area was abandoned for many years, with settlers arriving in the 1860s.<ref>Mackie, Richard. "The Wilderness Profound, Victorian Life on the Gulf of Georgia." Victoria, BC: Sono Nis Press, 1995. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1076124</ref>
In the Barber Centre, the Qualicum Reading Room is room 305, the large, open study space at the top of the main stairs on the third floor, just outside the Chapman Learning Commons. This is a very popular space for studying and is also where the Chapman Learning Commons-AMS tutoring takes place.
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==Ridington Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 321]

[[File:John Ridington.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/819/rec/14 UBC 1.1/1510], John Ridington]]

The Ridington Room is named after an important person in the history of the University of British Columbia Library: John Ridington.

John Ridington was UBC’s first University Librarian. A former journalist and teacher, he started work on the library collection in August 1914 when UBC was in its temporary home at West 10th Avenue and Laurel Street (the Fairview Shacks). By 1916, he had been appointed University Librarian, a position he remained in until his retirement at the age of 72 in April 1940. According to information gathered by the UBC Archives, Ridington was known as a rigid authoritarian and was nicknamed ‘King John.’

The University Archives is responsible for collecting material related to the University and, therefore, holds the papers of John Ridington and his family. If you are interested in learning more about the life of UBC’s first University librarian, take a look at the [http://www.library.ubc.ca/archives/u_arch/ridfam.pdf finding aid] (“an aid for finding items in an archival collection”) to the collection that is available on the [http://www.library.ubc.ca/archives University Archives website].

The Ridington Room is definitely worth a visit if you haven’t already had the oppportunity to see the space. It is often called the “Harry Potter Room” by students, due to the winding staircase and the portrait-covered walls. A portrait of John Ridington, painted in 1912 by his brother-in-law Malcolm Charleston, hangs in the Ridington Room.

There is also a magnificent art installation by Vancouver artist John Nutter, who was commissioned by Jean Barber to to design a 45-panel glass sculpture that is intended to “flow like the Northern Lights,” and features intricate etchings designed around a series of compasses. Nutter felt the Library, like a compass, should be used “as a tool of discovery.” An ideal space for quiet study, the room is a hit with students and visitors alike<ref>Katherine Kalsbeek. Featured room: Ridington room, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/01/26/featured-room-ridington-room/ </ref>.
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==Skeena River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 317]

[[File:View of Emil Colman aboard his boat on the Skeena River, B.C.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3005 BC 1532/1329/2], Boat on the Skeena]]

The Skeena River Room is named after the Skeena River, the second-longest river entirely within British Columbia’s borders (the largest being the Fraser River). Six-hundred and twenty-one kilometers long, it flows south and west through the Skeena and Coast Mountains, reaching the Pacific Ocean at Prince Rupert.

For thousands of years, the Tsimshian (“People of the Skeena”), Gitxsan and Nisga'a have lived along the river.<ref>Canadian Museum of History. From Time Immemorial:
Tsimshian Prehistory. http://www.historymuseum.ca/cmc/exhibitions/aborig/tsimsian/intro00e.shtml</ref> Today there are approximately 10,000 Tsimshian living around the Skeena.

George Vancouver visited the mouth of the Skeena River in July 1793, but it wasn’t until the 1860s that the Gold Rush and railway brought more settlers along the river. In 1876, salmon canneries were built along the Skeena River - at one time there were as many as 18 canneries.

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==Stewart Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 184]

[[File:View of two boats the Columbian and the Phillip B. Low.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/framed/id/50 BRSC Frmd 015], Two boats]]

Stewart, B.C. is a border town near the end of the Portland canal and the border of Alaska. Forestry and mining are the two main industries of the area, mining being what prompted white settlers to the area in 1898. The Nisga’a First Nation called the Stewart area Skam-A-Kounst, meaning “safe house” or “strong house.” Stewart is named for the Stewart brothers from Victoria, who held interests in a number of mines in the area at the turn of the century. <ref> Sarah Romkey. Featured room: Stewart, BC, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/10/13/featured-place-stewart/</ref>

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==Stikine Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 260]

[[File:Head of Porter-Idaho tram, Stewart, B.C..jpg|thumb|University of British Columbia Library [http://rbscarchives.library.ubc.ca/index.php/head-of-porter-idaho-tram-stewart-b-c BC-1538], Head of Porter-Idaho tram, Stewart, B.C.]]

The Stikine River is in northwestern B.C., emptying into the ocean in southeastern Alaska. The river and its surroundings are considered to be an important piece of B.C. wilderness to preserve. If you search the library catalogue for the keyword Stikine, you will find a number of publications related to the preservation of this area.

Like many names of rivers and places, there have been variations of spelling in the name “Stikine” over time, including Shikene, Stachine, Stachin, Stah-Keena, Stahkin, Stakeen, Stickeen, Stickienes, Stikeen, Stikin, and Sucheen!<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/7821.html </ref>. However, like many place names, it was also known under completely different names. B.C. Geographical Names confirms that the Stikine was known by other names at different times- they cite St. Francis River, as well as Pelly’s River.

In the Barber Centre, the Stikine Room is room 260, currently the office for Enrolment Services.
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==Thompson Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 196]

[[File:View of Waterfall on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/295 UL 1001/0001], View of waterfall on the Thompson River]]
The Thompson Meeting Room is named after David Thompson, Canada’s great geographer, who surveyed for the Hudson’s Bay Company from 1816 to 1826. The explorer Simon Fraser gave the name to the area in tribute to Thompson, although Thompson himself never visited the any of the three Thompson Rivers in B.C.<ref>BC Geographical Names Database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref>

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==Thompson River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 315]

[[File:A view on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/langmann/id/402 UL 1001/0033], A view on the Thompson River]]
The Thompson River is located near Kamloops, B.C. before it splits into the North and South Thompson rivers. Named after David Thompson, a Canadian geographer, the river is the largest tributary of the Fraser River.<ref>GeoBC: British Columbia Geographical Names database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref> Thompson himself lived near Invermere, B.C., some 480 kilometres east of the Thompson Rivers.

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==Tofino Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:View of the waterfont at Tofino, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3155 BC 1532/1376/1], View of the waterfont at Tofino, B.C.]]

Located on the west coast of Vancouver Island, Tofino is the home of the world-famous Pacific Rim National Park and beautiful Long Beach. Major industries have traditionally included fishing and forestry, and in recent decades of course tourism, as visitors flock to the resorts and beaches in all seasons.

A number of photographs of this region in UBC Library's digital collection are from the [http://chung.library.ubc.ca/ Chung Collection], held in Rare Books and Special Collections. The [http://chung.library.ubc.ca/ Chung Collection] holds 8,000 historic photographs, many showing various locales in British Columbia.<ref>Sarah Romkey. Featured room: Tofino, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/08/10/featured-place-tofino/</ref>

In the Irving K. Barber Learning Centre, the Tofino Meeting Room is number 156.

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==Ucluelet Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 158]

[[File:View of fishing boats in Spring Cove, Ucluelet, Vancouver Island.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3090 BC 1532/1352H/4], Spring Cove]]
Ucluelet is located on the west coast of Vancouver Island. The name means “people of the safe harbor” in Nuu-chah-nulth language. The Nuu-chah-nulth people, comprised of many different nations, have inhabited the area for more than 10,000 years. The Yuułuʔiłʔatḥ Nation and Toquaht Nation currently live in the Ucluelet area. At the end of beautiful Long Beach, the area is a mecca for tourists.<ref>Ucluelet. http://ucluelet.ca/community/the-ucluelet-experience/history-ucluelet-bc-canada-vancouver-island-west-coast-first-nations</ref>

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==Victoria Learning Theatre ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 182]

[[File:Empress Hotel from steamer at Victoria, BC .jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/22115/rec/39 CC-PH-05474], Empress Hotel]]

The Victoria Learning Theatre is named after the city of Victoria.

On the southern tip of Vancouver Island, Victoria is our province’s capital and hence the place of many events in the province’s history. Rare Books and Special Collections contains almost innumerable books, maps, documents, and photographs related to Victoria. However, to rare books enthusiasts, there is one (or two) events from Victoria’s history that are of particular note: the publication of the first book (or books) to be printed in British Columbia.

What is largely accepted to be the first book printed in B.C. is ''Order in council constituting the Supreme Court of Civil Justice of Vancouver Island and rules of practice and forms to be used therein,'' which basically amounted to a 'rule book' for the Supreme Court in Victoria. It was printed at the Victoria Gazette in November 1858.

The library copy is particularly special: it was David Cameron‘s personal copy! David Cameron was the first Chief Justice of the Supreme Court of British Columbia- in other words, not only did he own the book, he wrote the book too. This copy was given to the Library by Dr. Wallace Chung, on the occasion of the re-opening of the Chung Collection in Spring 2008. David Cameron’s signature can be seen on the cover, and on the ''Act to provide for the Administration of Justice in Vancouver’s Island'', tipped in the front <ref>Katherine Kalsbeek. Featured place: Victoria, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2012/03/02/featured-place-victoria/ </ref>
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==Yukon Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 181]
[[File:Steamer Casca wrecked on the Yukon River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/18832 CC-PH-03769], Steamer Casca wrecked on the Yukon River]]

The Yukon Meeting Room is named after the territory of Yukon, established in 1898. The Yukon is named after the Yukon River, one of the longest rivers in North America. The original name was Yu-kan-ah, which means “great river” in an Athabaskan dialect. The Dinjii Zhuu people, formerly called the Gwichi’in. currently live in the Northwest Territories, Yukon and northern Alaska.
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==Allison Harbour==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 263]
[[File:Allison Harbour.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3207/rec/1]]

Allison Harbour the place is a harbour in the Queen Charlotte Straight, as well as a marine park. Allison Harbour was formerly known as False Bay or False Schooner Passage. Extending north from Queen Charlotte Strait to the southeast of Bramham Island, it is the site of the former post office and steamer landing of Allison Harbour, British Columbia. The Allison Reefs lie in the entrance to the sound; Allison Cone (185m), which is nearby between Shelter Bay and Cape Caution, was named in association with Allison Harbour.
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==Clearwater==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 264]
[[File:Clearwater2.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/17438/rec/1]]

Clearwater is a district municipality in the North Thompson River valley in British Columbia, Canada, where the Clearwater River empties into the North Thompson River. The Overlanders expedition to the Cariboo goldfields rafted down the North Thompson River in 1862. When they first arrived at the mouth of the Clearwater River, they named it for its distinct clarity compared to the relatively muddy waters of the North Thompson.
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==McBride==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 265]
[[File:UL_1028_25;_UL_1028_0025.png|thumb|Image of five men posing for a photograph. Clockwise, from upper left: E. M. Woods; L. McKinnon; Richard McBride, M.P.P.; Kenneth McLaren; Fritz Miller.]]
The Village of McBride is located in the Robson Valley region of British Columbia, Canada. The Village is located 210 km (130 mi) southeast of Prince George, British Columbia and 166 km (103 mi) west of Jasper, Alberta. Incorporated in 1932, McBride is a community with a variety of natural beauty surrounding the Village. McBride was founded in 1913 as Mile 90 of the Grand Trunk Pacific Railway. The Village received its name after the serving premier, Sir Richard McBride. McBride’s early industries were rail, shipping, forest harvesting and agricultural development of the valley. McBride is rich in farmland in the valley bottom, with a mix of forest and alpine surrounding the Valley. This unique mixture allows McBride to be a prime location for many industries. Current industries for McBride include railroad, forest, tourism, agriculture and small businesses.
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References: <references/>

[[Category:Web_Portal_Content]]

File:UL 1028 25; UL 1028 0025.png

2026-07-11T00:20:27Z

SarahRobertson: updated description

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Library:Virtual Museum

2026-07-11T00:18:39Z

SarahRobertson: Adding correct headshot

''This page has been viewed {{#googleanalyticsmetrics: metric=pageviews|page=Library:Virtual_Museum|startDate=2014-07-01}} times.''

Have you ever wanted to know more about the rooms in the Barber Centre? Below we highlight just a few of the rooms in the [http://ikebarberlearningcentre.ubc.ca Irving K. Barber Learning Centre]. The majority of the rooms in the are named after historical places in British Columbia, but as you'll see, some are named after people as well.

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==Atlin Meeting Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 191]

[[File:Map of BC, from 'View in the Cascade Mountains'.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/596 UL 1002 0033], Map of BC]]
The town of Atlin and Atlin Lake are located along Highway 7, just south of the border with the Yukon. Atlin, often called “Switzerland of the North,” is known for its wintertime beauty and activities. The name Atlin is derived from the Tlingit word atlah, which means “big water.” <ref>BC Geographical Names Database. "Atlin." http://apps.gov.bc.ca/pub/bcgnws/names/40235.html</ref> The town was founded in the late 19th century when gold was struck in the area, drawing thousands of settlers; today the population is around 450 people.
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==Bamfield Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:Research and teaching activities at Bamfield Marine Station.jpg|thumb|University of British Columbia Archives, Information Services fonds, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/21672 UBC 41.1/1140-1], Bamfield Marine Station]]

Located on the southwestern side of Vancouver Island, this historic community was named after William Eddy Banfield, who came out to the coast aboard H.M.S. Constance in 1846. He later became an Indian Agent and collected a large amount of ethnological information about the First Nations communities in the area. Forty years later Banfield Creek was chosen as the northern terminus of the 7,000 mile long submarine cable linking the British possessions in North America and the British Commonwealth of Australia, with the first message transmitted December 8, 1902. The following year the Bamfield Post Office was established, and although the spelling mistake was quickly acknowledged by postal authorities, corrected cancellation stamps were never issued to the Banfield Postmaster.

For the next fifty years, provincial and federal maps identified Bamfield Post Office on the shore of Banfield Inlet. The Bamfield Marine Station opened in 1972, on the site once occupied by the cable station. Parks Canada has installed a National Historic Site tablet here. <ref>BC Geographical Names Database. "Bamfield." http://apps.gov.bc.ca/pub/bcgnws/names/11066.html</ref>
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==Bella Coola Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 193]

[[File:Fallheo Cannery, Bella Coola, BC.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/15652 CC-EX-8-7], Fallheo Cannery, Bella Coola, BC]]
Bella Coola is a small town on the Central Coast of B.C. home to the Nuxalk Nation.<ref>Nuxalk Smayusta. "Territory and Maps." http://www.nuxalk.net/html/maps.htm</ref>

The Bella Coola area is famous for the MacKenzie Rock, where in 1793 Alexander MacKenzie wrote his name on a rock to commemorate completing the first recorded journey across North America. In the early to mid 20th century, the Bella Coola area was home to the Tallheo Cannery, built in 1912 by the Canadian Fishing Company.<ref>BC Geographical Names Database. "Bella Coola." http://apps.gov.bc.ca/pub/bcgnws/names/3350.html</ref>

In the Barber Centre, the Bella Coola room is located on the first floor of the building.
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== Chapman Learning Commons==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 300]

[[File:Main Library concourse.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/413/rec/290 UBC 1.1/1057], Main Library concourse]]
The Chapman Learning Commons is named after Library benefactors Kay and Lloyd Chapman. Longtime supporters of UBC, the Chapmans have inspired innovative projects and programs that have improved the quality of life of students, faculty and the wider community.

Beginning in 1975, the Chapmans, UBC alums, have made a yearly gift to the library, focusing their efforts on inventive projects with the highest degree of impact. The proof of their desire to encourage innovative learning is on brilliant display in the Chapman Learning Commons in the Irving K. Barber Learning Centre.

Constructed in 2002, and reopened in 2008, the Chapman Learning Commons is an innovative space which encourages open discourse, group work and use of cutting-edge technology. Located in the heritage section of the former Main Library (now the Irving K. Barber Learning Centre), the Learning Commons has soaring ceilings, stained glass windows, and comfortable and spacious furniture. It is also home to an array of community events and lectures and student resources to aid in the learning experience including a laptop-lending program and a tutoring centre.<ref>The Chapman Learning Commons. http://support.library.ubc.ca/stories-of-support/community/chapman-learning-commons/</ref>

To find out more about the [http://learningcommons.ubc.ca/about-us/chapman-learning-commons/ Chapman Learning Commons], or to learn more about the innovative programs at the Irving K. Barber Learning Centre, visit their [http://ikebarberlearningcentre.ubc.ca website].
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==Chilcotin Board Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 256]

[[File:View of Barkerville.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/25030/rec/3 CC-PH-09370-40-033], View of Barkerville]]
Chilcotin, meaning "people of the red river," refers to the Chilcotin Plateau region in British Columbia, and to the Chilcotin (Tsilhqot'in) people. The Chilcotin (Tsilhqot'in) First Nation are a Dene (Athapaskan)<ref>Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref> speaking people who live between the Fraser River and the Coast Mountains in west-central BC. The BC Geographical Names database <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/5858.htm</ref> adds that the word "chilcotin" can also be translated as "ochre river people." Ochre, a mineralized substance (usually red or yellow), can be used as a base for paint or dyes. Ochre is used by many First Nations peoples even today.

In 1808 explorer Simon Fraser was the first European to encounter the Chilcotin people, or "Chilk-hodins" as he called them.<ref>Akrigg, Helen B. and Akrigg, G.P.V. "British Columbia Place Names." University of British Columbia Press 1997</ref>
The Hudson's Bay Company established an outpost in Chilcotin territory shortly after in 1827. The outpost closed in 1844. In 1859, gold miners proliferated on the banks of the Fraser River. The Chilcotin suffered heavy population loss in a smallpox epidemic shortly thereafter.<ref>Lane, Robert Lane. "Chilcotin-Tsilhqotin." Canadian Encyclopedia Online. http://www.thecanadianencyclopedia.com/articles/chilcotin-tsilhqotin.</ref>
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==Chung Room and Collection==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 111]

[[File:Merchant tailor shop.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/bookplate/id/137/rec/2 EX-5-6], Merchant tailor shop]]
From a young age, Wallace Chung had an affinity for discovery, collecting, and preserving. What began as a scrapbook of newspaper clippings and pictures from magazines became an assembly of over 25,000 rare and unique items. The collection was donated to UBC Library in 1997. The Chung Collection is now regarded as one of Canada’s national treasures and is of special importance in documenting the history of the CPR and the Chinese-Canadian experience.1 These priceless personal and historical artifacts amassed over a remarkable lifetime are now on permanent display in the Rare Books and Special Collections Chung Exhibition Room.

Dr. Chung's passion for collecting is evident in the dedication and dynamics behind the Chung Collection, which has three main themes: early B.C. history, immigration and settlement, and the Canadian Pacific Railway Company. The Chung Collection includes many rare and unique items: documents, books, maps, posters, paintings, photographs, silver, glass, ceramic ware and other artifacts. It is one of the most exceptional and extensive collections of its kind in North America.

''Golden Inheritance: The Wallace B. Chung and Madeline H. Chung Collection at UBC Library'', a recent book produced by UBC Library, provides an overview of Dr. Chung and his family, and the importance of the collection.<ref>UBC Library. Drs. Wallace and Madeline Chung. http://support.library.ubc.ca/stories-of-support/drs-wallace-and-madeline-chung/ </ref> <ref>http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=6392352</ref>

To learn more about the Chung Collection, or to explore the exhibit at the Irving K. Barber Learning Centre, visit the Chung Collection [http://chung.library.ubc.ca website]. You can also explore the [http://www.library.ubc.ca/chineseinbc/resources.html Chinese Experience in B.C. website] to learn more about the collection.
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==Columbia River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 316]

[[File:View of sail gillnetter boats on the Columbia River at Rivers Inlet.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [ http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/2892 BC 1532/1300/5], View of sail gillnetter boats]]
The Columbia River originates in the B.C. Rocky Mountains and flows down to the Pacific Ocean just north of Portland, Oregon. The river was named in 1792, by Captain Robert Gray of Boston, after his ship "Columbia."<ref>BC Geographical Names database. "Columbia River." http://apps.gov.bc.ca/pub/bcgnws/names/37961.html</ref> Gray also named several landmarks in the area, but many were subsequently renamed. His success in navigating the river would eventually be the basis for U.S. territorial claims to the Oregon Country.<ref>Lockley, Fred (1929). "Oregon Trail Blazers." New York, NY: The Knickerbocker Press. p. 369pp. LCCN 29030534.</ref>

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==Dodson Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 302]

[[File:Samuel Rothstein with Suzanne and Earl Dodson.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/29174/rec/3 UBC 70.1/15-5], the Dodsons]]
The Dodson Room was named after benefactors Suzanne Cates Dodson and Earl Dodson. UBC Library has long played an important role in their personal and professional lives. The pair first met at the Main Library (now the Irving K. Barber Learning Centre) back in the 1950s when they were both members of the Biology Club. Suzanne went on to work at the Library until her retirement in 1999.

In recognition of the Dodsons’ unwavering support of UBC Library, a restored reading room was named in their honour. Once a part of the former Main Library, the Suzanne Cates Dodson and Earl D. Dodson Reading Room is now located within the Chapman Learning Commons in the Irving K. Barber Learning Centre. The 1999 renovations rebuilt the room to its former 1925 glory with replicas of the only two remaining wrought iron and glass lamps that hung in the Main Library’s front hall, refinished wooden roof beams, and a hand-painted decorative frieze of Celtic design by UBC artists.<ref> UBC Library. The Dodsons: Champions of UBC Library. http://support.library.ubc.ca/stories-of-support/dodson/</ref>
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==Fernie Reading Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 380]

Located in the East Kootenay region of British Columbia, Fernie is nearer to Alberta than it is to the rest of the province. Known as ¢aqahak to the Ktunaxa<ref>FirstVoices. "Nature / Environment - place names: words." Ktunaxa. http://www.firstvoices.com/en/Ktunaxa/word-category/1f2fd0f8542dbe9f/--Nature--Environment---place-names</ref>, Fernie was named for William Fernie, a gold prospector, coal miner and later government agent. <ref>Akrigg, Helen B. and Akrigg, G.P.V. ''British Columbia Place Names''. University of British Columbia Press, 1997. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=2115253</ref> The town's main industry was and still is coal mining. Completely encircled by the Rocky Mountains, skiing and winter tourism is also popular.

In the Barber Centre, the Fernie Reading Room is number 380, and is a study area for the use of students in the UBC Gateway Programs: Arts One, Science One, Coordinated Arts and Coordinated Science.
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==Fraser River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 183]

[[File:Sceptre Fraser, a dredger on the Fraser River, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/769 BC 1532/380/1], Sceptre Fraser, a dredger on the Fraser River, B.C.]]

The Fraser River is, not surprisingly, named after the explorer Simon Fraser who fully explored the river in 1808. The longest river in British Columbia (over 2,200 km), it originates in the Rocky Mountains and flows into the Straight of Georgia.<ref>BC Geographical Names database. Fraser River. http://apps.gov.bc.ca/pub/bcgnws/names/40586.html</ref> With the most productive salmon fishery in the world, the Fraser River has been a focal point of culture for centuries. The river was the site of its first recorded settlements of Aboriginal people (see Musqueam, Sto:lo, St'at'imc, Secwepemc and Nlaka'pamux), the route of multitudes of prospectors during the Fraser Canyon Gold Rush and the main vehicle of the province's early commerce and industry. The river has been designated a Canadian Heritage River for its natural and human heritage.<ref>Canadian Heritage River System. Fraser River. http://www.chrs.ca/Rivers/Fraser/Fraser-F_e.php</ref>
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==Golden Jubilee Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 400]

[[File:Queen Elizabeth with Norman MacKenzie at UBC Faculty Club.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/6181/rec/20 UBC 1.1/2639-1], Queen Elizabeth]]

In 2002, Queen Elizabeth II became the second-longest reigning monarch in British history, celebrating 50 years on the British throne. Despite the deaths of her sister, Princess Margaret and her mother, Queen Elizabeth, the Queen Mother, in February and March of 2002 respectively, Queen Elizabeth II and her husband, Prince Phillip, undertook an international tour in which she “express[ed] her thanks to people, both personally and officially, for their support and loyalty over her reign.”<ref>Katherine Kalsbeek. Featured room: Golden Jubilee Room, from the New at Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2012/04/17/featured-room-golden-jubilee-room/</ref>

As part of that tour, Queen Elizabeth and Prince Phillip visited the University of British Columbia in October, 2002. They had visited Canada the campus three times before, in 1951, 1959 and 1983. To view digitized photographs of their previous visits, please take a look at the University Archives virtual display, [http://www.library.ubc.ca/archives/royalvisit/index.html Royal Visits to the UBC Campus].

During her 2002 visit to UBC, the Queen unveiled a plaque commemorating her visit and celebrating the naming of a room on the fourth floor of the Irving K Barber Learning Centre, the Golden Jubilee Room.
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==Gold River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 272]

[[File:Nootka, V.I.B.C..jpg|thumb|University of British Columbia Library's Chung Collection, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/24802/rec/39 CC-PH-09370-34-027], Nootka, V.I.B.C.]]
Located on the northeastern side of Muchalat Inlet in the Nootka Sound, Gold River is a village municipality located close to the geographic centre of Vancouver Island in British Columbia, Canada. Gold River developed in 1967 as a prototypical logging and pulp and paper industry community. Gold River quickly sprang into prosperity and established excellent community facilities. The village has attempted to capitalize on its idealistic setting among picturesque mountains, lakes, rivers, ocean, and forests to develop tourism and sport fishing as its main economic supports. <ref>BC Geographical Names database. Gold River. http://apps.gov.bc.ca/pub/bcgnws/names/9765.html</ref>

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==Hartley Bay Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 266]

[[File:View of the Sidney W moored at dock with crew on deck.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/2324/rec/3 BC 1532/1069/1], View of Sidney W.]]

Hartley Bay is the home of the [http://www.gitgaat.net/index.html Gitga’at First Nation], members of the Tsimshian cultural group. A village of 200, accessible only by air or water, Hartley Bay is located at the mouth of Douglas Channel, about 630 kilometres north of Vancouver and 145 kilometres south of Prince Rupert.<ref> Katherine Kalsbeek. Featured Place: Hartley Bay, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> The Tsimshian, whose name means “Inside the Skeena River,” live in southern Alaska and around Terrace and Prince Rupert, BC. <ref>www.tfntreaty.ca</ref>

On March 22, 2006, the people of Hartley Bay were the first responders to the passengers aboard the sinking BC Ferries Queen of the North. The community was recognized for their heroic actions by the Governor General on May 3, 2006 and received the Governor General’s Commendation for Outstanding Service.

UBC's Xwi7xwa Library, the only aboriginal branch of a university library in Canada, has a variety of material on the community of Hartley Bay, including material in their special collections. Visit their website for more information on accessing material in the special collections.
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==Keremeos Lounge==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 262]

[[File:Keremeos, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/23938/rec/1 CC-PH-09370-15-032], Keremeos, B.C.]]

Keremeos is a village in the Southern Interior, originally populated by the Similkameen people of the Syilx, or Okanagan First Nation. The name Keremeos originated from the Similkameen dialect of the Okanagan language word "Keremeyeus" meaning "creek which cuts its way through the flats" referring to Keremeos Creek. Keremeos is the only First Nations place name in the Interior that contains the letter "r." <ref>(BC Historical Quarterly, Vol 2, p 77.), Provincial Archives of BC "Place Names File" compiled 1945-1950 by A.G. Harvey</ref> The Okanagan language, Syilx'tsn, is part of the Interior Salishan linguistic group.<ref>www.syilx.org </ref>

Hudson's Bay Company established a trading post in 1860, after Fort Okanogan (in American territory) was closed. The Keremeos HBC post closed in 1872.<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/3779.html</ref>Keremeos was adopted as a town in 1936 by the BC Geological Survey.
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==Kootenay River Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 422]

[[File:Kootenay Landing, B.C.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20895 CC-PH-04251], Kootenay Landing]]
The Ktunaxa (pronounced ‘too-nah-ha’) people, formerly called the Kootenay or Kootenai, have occupied the lands adjacent to the Kootenay and Columbia Rivers and the Arrow Lakes of B.C. for more than 10,000 years.<ref>Ktunaxa. Who we are. http://www.ktunaxa.org/who-we-are/. see also: http://www.ktunaxa.org/who/popup_tradterritorymap.html</ref> The Kootenay River, named after the people, was called “McGillivray’s River” in the early 19th century after a European explorer, David Thompson, surveyed the river banks.<ref>Katherine Kalsbeek. New at Rare Books and Special Collections Blog. http://blogs.ubc.ca/rbscnew/2011/04/05/featured-place-kootenay-river/</ref> In 1864, the river was officially noted as the Kootenay River by the Geographic Board of Canada <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/6263.html </ref>
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==Lillooet Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 301]

[[File:Lillooet, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/chung/id/17343/rec/8 EX-4-3], Lillooet, B.C.]]

In the Irving K. Barber Learning Centre, the Lillooet Room is part of the Chapman Learning Commons.

The town of Lillooet was founded as “Mile 0″ on the Cariboo/Barkerville gold rush wagon trail. Located 340 km northeast of Vancouver, Lillooet is included in the traditional land of the [http://www.statimc.net/ St’at’imc First Nation]. After the Gold Rush period, the main industries in Lillooet were centered around the railway, ranching, farming and forestry.<ref>Sarah Romkey. Featured Place: Lillooet, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> Both the St'at'imc First Nation and the Lil'wat Nation share the ''Ucwalmicwts'' (St’at’imc) language group.<ref>Lil'wat Nation. "Our language." http://www.lilwat.ca/lilwat7ul/our-language/</ref>
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==Moresby Classroom==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 185]

[[File:Early time cruisers.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/macmillan/id/1051 BC 1930/301/1], Early timer cruisers beside their makeshift accommodation]]
Moresby Island is part of Haida Gwaii (formerly known as the Queen Charlotte Islands), a remote archipelago in northern B.C. Often called “the Galapagos of the north,” Haida Gwaii is home to distinct flora and fauna. Moresby Island is named for Admiral Fairfax Moresby <ref>Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2010/11/16/167/</ref>, but the traditional name in the Haida language is Gwaii Haanas.<ref>Haida Nation. http://www.haidanation.ca/Pages/history/haidanation.html </ref>
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==Namu Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 194]

[[File:View of the Nishga near Namu, British Columbia.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/1912 BC 1532/884/1], View of the Nishga near Namu]]
Namu is a small port town located in northern B.C. Just south of Bella Bella, the town was a former cannery site, which closed in the 1980s. The Heiltsuk First Nation is now attempting to clean up the area, which still contains industrial waste with old fuel tanks and buildings still on-site.<ref><em>Globe and Mail</em>. "The Namu lands of British Columbia." http://www.theglobeandmail.com/news/news-video/video-how-polluted-are-the-namu-lands-of-british-columbia/article19376722/</ref>
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==Parliamentary Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 155]

[[File:Sitting of Parliament, Victoria, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/19829/rec/13 CC-PH-02035], Parliamentary room]]

Every August 1, British Columbians celebrate British Columbia (BC) Day, a civic holiday. According to the Protocol and Events Branch of the British Columbia government, the “British Columbia Day Act, R.S.B.C. 1996 c.34 was first introduced in 1974 as Bill 61 by the Hon. Ernie Hall, the Provincial Secretary under Premier Dave Barrett. The explanatory notes prefacing the bill states: “The purposes of this Bill is to recognize the pioneers of British Columbia by declaring the first Monday of August in each year to be a public holiday known as British Columbia Day.”

The decision to make BC a holiday was debated during the 4th session of the 30th Parliament in 1974. This debate took place in the chamber of the British Columbia Parliament building.<ref>Katherine Kalsbeek. Featured room: Parliamentary Room, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/07/28/featured-room-parliamentary-room/</ref>

The Parliamentary Room in IKBLC was modeled after a room in the British Columbia Parliament. This room is quite different from a traditional lecture hall and is intended to support collaborative student learning and debate.
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==Peace River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 261]

[[File:Peace River ferry.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/15837 UBC 27/1.3], Peace River ferry]]

The Peace River originates in the Rocky Mountains of British Columbia and flows into Northern Alberta.

Peter Pond's maps of 1785 and 1787 refer to it as the "River of Peace." Other names have included Un-ja-ga/Unjigah, as recorded by explorer Sir Alexander Mackenzie (1764-1820), in his "Voyage to the Pacific Coast of Canada" in 1793. The exact original meaning of the word "Unjaga" is not certain<ref>BC Geographical Names Database. "Peace River." http://apps.gov.bc.ca/pub/bcgnws/names/6874.html</ref>.

The name "Peace River" was formally adopted in June 1912, along with the approved French form, "Rivière de la Paix."

The Peace River area is the traditional home of the Danezaa people - historically referred to as the Beaver tribe by European explorers. The Danezaa language is part of the Athapaskan language group, the second largest language family in North America.<ref>Lewis, M. Paul (ed.), 2009. <em>Ethnologue: Languages of the World</em>, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref>.
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==Qualicum Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 305]

[[File:Qualicum Beach, BC C.P.R. railroad station.jpg‎|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20067 CC-PH-02398], Qualicum Beach]

Qualicum Beach is located outside of Nanaimo, on Vancouver Island. The name "Qualicum" comes from a Pentlatch language term that means "Where the dog salmon (chum salmon) run."<ref> Francis (ed), Daniel (2000). "Encyclopedia of British Columbia." Harbour Publishing. p. 585. ISBN 1-55017-200-X.</ref> After a smallpox epidemic in 1862, the area was abandoned for many years, with settlers arriving in the 1860s.<ref>Mackie, Richard. "The Wilderness Profound, Victorian Life on the Gulf of Georgia." Victoria, BC: Sono Nis Press, 1995. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1076124</ref>
In the Barber Centre, the Qualicum Reading Room is room 305, the large, open study space at the top of the main stairs on the third floor, just outside the Chapman Learning Commons. This is a very popular space for studying and is also where the Chapman Learning Commons-AMS tutoring takes place.
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==Ridington Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 321]

[[File:John Ridington.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/819/rec/14 UBC 1.1/1510], John Ridington]]

The Ridington Room is named after an important person in the history of the University of British Columbia Library: John Ridington.

John Ridington was UBC’s first University Librarian. A former journalist and teacher, he started work on the library collection in August 1914 when UBC was in its temporary home at West 10th Avenue and Laurel Street (the Fairview Shacks). By 1916, he had been appointed University Librarian, a position he remained in until his retirement at the age of 72 in April 1940. According to information gathered by the UBC Archives, Ridington was known as a rigid authoritarian and was nicknamed ‘King John.’

The University Archives is responsible for collecting material related to the University and, therefore, holds the papers of John Ridington and his family. If you are interested in learning more about the life of UBC’s first University librarian, take a look at the [http://www.library.ubc.ca/archives/u_arch/ridfam.pdf finding aid] (“an aid for finding items in an archival collection”) to the collection that is available on the [http://www.library.ubc.ca/archives University Archives website].

The Ridington Room is definitely worth a visit if you haven’t already had the oppportunity to see the space. It is often called the “Harry Potter Room” by students, due to the winding staircase and the portrait-covered walls. A portrait of John Ridington, painted in 1912 by his brother-in-law Malcolm Charleston, hangs in the Ridington Room.

There is also a magnificent art installation by Vancouver artist John Nutter, who was commissioned by Jean Barber to to design a 45-panel glass sculpture that is intended to “flow like the Northern Lights,” and features intricate etchings designed around a series of compasses. Nutter felt the Library, like a compass, should be used “as a tool of discovery.” An ideal space for quiet study, the room is a hit with students and visitors alike<ref>Katherine Kalsbeek. Featured room: Ridington room, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/01/26/featured-room-ridington-room/ </ref>.
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==Skeena River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 317]

[[File:View of Emil Colman aboard his boat on the Skeena River, B.C.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3005 BC 1532/1329/2], Boat on the Skeena]]

The Skeena River Room is named after the Skeena River, the second-longest river entirely within British Columbia’s borders (the largest being the Fraser River). Six-hundred and twenty-one kilometers long, it flows south and west through the Skeena and Coast Mountains, reaching the Pacific Ocean at Prince Rupert.

For thousands of years, the Tsimshian (“People of the Skeena”), Gitxsan and Nisga'a have lived along the river.<ref>Canadian Museum of History. From Time Immemorial:
Tsimshian Prehistory. http://www.historymuseum.ca/cmc/exhibitions/aborig/tsimsian/intro00e.shtml</ref> Today there are approximately 10,000 Tsimshian living around the Skeena.

George Vancouver visited the mouth of the Skeena River in July 1793, but it wasn’t until the 1860s that the Gold Rush and railway brought more settlers along the river. In 1876, salmon canneries were built along the Skeena River - at one time there were as many as 18 canneries.

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==Stewart Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 184]

[[File:View of two boats the Columbian and the Phillip B. Low.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/framed/id/50 BRSC Frmd 015], Two boats]]

Stewart, B.C. is a border town near the end of the Portland canal and the border of Alaska. Forestry and mining are the two main industries of the area, mining being what prompted white settlers to the area in 1898. The Nisga’a First Nation called the Stewart area Skam-A-Kounst, meaning “safe house” or “strong house.” Stewart is named for the Stewart brothers from Victoria, who held interests in a number of mines in the area at the turn of the century. <ref> Sarah Romkey. Featured room: Stewart, BC, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/10/13/featured-place-stewart/</ref>

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==Stikine Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 260]

[[File:Head of Porter-Idaho tram, Stewart, B.C..jpg|thumb|University of British Columbia Library [http://rbscarchives.library.ubc.ca/index.php/head-of-porter-idaho-tram-stewart-b-c BC-1538], Head of Porter-Idaho tram, Stewart, B.C.]]

The Stikine River is in northwestern B.C., emptying into the ocean in southeastern Alaska. The river and its surroundings are considered to be an important piece of B.C. wilderness to preserve. If you search the library catalogue for the keyword Stikine, you will find a number of publications related to the preservation of this area.

Like many names of rivers and places, there have been variations of spelling in the name “Stikine” over time, including Shikene, Stachine, Stachin, Stah-Keena, Stahkin, Stakeen, Stickeen, Stickienes, Stikeen, Stikin, and Sucheen!<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/7821.html </ref>. However, like many place names, it was also known under completely different names. B.C. Geographical Names confirms that the Stikine was known by other names at different times- they cite St. Francis River, as well as Pelly’s River.

In the Barber Centre, the Stikine Room is room 260, currently the office for Enrolment Services.
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==Thompson Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 196]

[[File:View of Waterfall on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/295 UL 1001/0001], View of waterfall on the Thompson River]]
The Thompson Meeting Room is named after David Thompson, Canada’s great geographer, who surveyed for the Hudson’s Bay Company from 1816 to 1826. The explorer Simon Fraser gave the name to the area in tribute to Thompson, although Thompson himself never visited the any of the three Thompson Rivers in B.C.<ref>BC Geographical Names Database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref>

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==Thompson River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 315]

[[File:A view on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/langmann/id/402 UL 1001/0033], A view on the Thompson River]]
The Thompson River is located near Kamloops, B.C. before it splits into the North and South Thompson rivers. Named after David Thompson, a Canadian geographer, the river is the largest tributary of the Fraser River.<ref>GeoBC: British Columbia Geographical Names database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref> Thompson himself lived near Invermere, B.C., some 480 kilometres east of the Thompson Rivers.

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==Tofino Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:View of the waterfont at Tofino, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3155 BC 1532/1376/1], View of the waterfont at Tofino, B.C.]]

Located on the west coast of Vancouver Island, Tofino is the home of the world-famous Pacific Rim National Park and beautiful Long Beach. Major industries have traditionally included fishing and forestry, and in recent decades of course tourism, as visitors flock to the resorts and beaches in all seasons.

A number of photographs of this region in UBC Library's digital collection are from the [http://chung.library.ubc.ca/ Chung Collection], held in Rare Books and Special Collections. The [http://chung.library.ubc.ca/ Chung Collection] holds 8,000 historic photographs, many showing various locales in British Columbia.<ref>Sarah Romkey. Featured room: Tofino, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/08/10/featured-place-tofino/</ref>

In the Irving K. Barber Learning Centre, the Tofino Meeting Room is number 156.

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==Ucluelet Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 158]

[[File:View of fishing boats in Spring Cove, Ucluelet, Vancouver Island.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3090 BC 1532/1352H/4], Spring Cove]]
Ucluelet is located on the west coast of Vancouver Island. The name means “people of the safe harbor” in Nuu-chah-nulth language. The Nuu-chah-nulth people, comprised of many different nations, have inhabited the area for more than 10,000 years. The Yuułuʔiłʔatḥ Nation and Toquaht Nation currently live in the Ucluelet area. At the end of beautiful Long Beach, the area is a mecca for tourists.<ref>Ucluelet. http://ucluelet.ca/community/the-ucluelet-experience/history-ucluelet-bc-canada-vancouver-island-west-coast-first-nations</ref>

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==Victoria Learning Theatre ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 182]

[[File:Empress Hotel from steamer at Victoria, BC .jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/22115/rec/39 CC-PH-05474], Empress Hotel]]

The Victoria Learning Theatre is named after the city of Victoria.

On the southern tip of Vancouver Island, Victoria is our province’s capital and hence the place of many events in the province’s history. Rare Books and Special Collections contains almost innumerable books, maps, documents, and photographs related to Victoria. However, to rare books enthusiasts, there is one (or two) events from Victoria’s history that are of particular note: the publication of the first book (or books) to be printed in British Columbia.

What is largely accepted to be the first book printed in B.C. is ''Order in council constituting the Supreme Court of Civil Justice of Vancouver Island and rules of practice and forms to be used therein,'' which basically amounted to a 'rule book' for the Supreme Court in Victoria. It was printed at the Victoria Gazette in November 1858.

The library copy is particularly special: it was David Cameron‘s personal copy! David Cameron was the first Chief Justice of the Supreme Court of British Columbia- in other words, not only did he own the book, he wrote the book too. This copy was given to the Library by Dr. Wallace Chung, on the occasion of the re-opening of the Chung Collection in Spring 2008. David Cameron’s signature can be seen on the cover, and on the ''Act to provide for the Administration of Justice in Vancouver’s Island'', tipped in the front <ref>Katherine Kalsbeek. Featured place: Victoria, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2012/03/02/featured-place-victoria/ </ref>
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==Yukon Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 181]
[[File:Steamer Casca wrecked on the Yukon River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/18832 CC-PH-03769], Steamer Casca wrecked on the Yukon River]]

The Yukon Meeting Room is named after the territory of Yukon, established in 1898. The Yukon is named after the Yukon River, one of the longest rivers in North America. The original name was Yu-kan-ah, which means “great river” in an Athabaskan dialect. The Dinjii Zhuu people, formerly called the Gwichi’in. currently live in the Northwest Territories, Yukon and northern Alaska.
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==Allison Harbour==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 263]
[[File:Allison Harbour.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3207/rec/1]]

Allison Harbour the place is a harbour in the Queen Charlotte Straight, as well as a marine park. Allison Harbour was formerly known as False Bay or False Schooner Passage. Extending north from Queen Charlotte Strait to the southeast of Bramham Island, it is the site of the former post office and steamer landing of Allison Harbour, British Columbia. The Allison Reefs lie in the entrance to the sound; Allison Cone (185m), which is nearby between Shelter Bay and Cape Caution, was named in association with Allison Harbour.
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==Clearwater==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 264]
[[File:Clearwater2.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/17438/rec/1]]

Clearwater is a district municipality in the North Thompson River valley in British Columbia, Canada, where the Clearwater River empties into the North Thompson River. The Overlanders expedition to the Cariboo goldfields rafted down the North Thompson River in 1862. When they first arrived at the mouth of the Clearwater River, they named it for its distinct clarity compared to the relatively muddy waters of the North Thompson.
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==McBride==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 265]
[[File:UL_1028_25;_UL_1028_0025.png|thumb|Image of five men posing for a photograph. Clockwise, from upper left: E. M. Woods; L. McKinnon; Richard McBride, M.P.P.; Kenneth McLaren; Fritz Miller.]]
The Village of McBride is located in the Robson Valley region of British Columbia, Canada. The Village is located 210 km (130 mi) southeast of Prince George, British Columbia and 166 km (103 mi) west of Jasper, Alberta. Incorporated in 1932, McBride is a community with a variety of natural beauty surrounding the Village. McBride was founded in 1913 as Mile 90 of the Grand Trunk Pacific Railway. The Village received its name after the serving premier, Sir Richard McBride. McBride’s early industries were rail, shipping, forest harvesting and agricultural development of the valley. McBride is rich in farmland in the valley bottom, with a mix of forest and alpine surrounding the Valley. This unique mixture allows McBride to be a prime location for many industries. Current industries for McBride include railroad, forest, tourism, agriculture and small businesses.
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References: <references/>

[[Category:Web_Portal_Content]]

File:UL 1028 25; UL 1028 0025.png

2026-07-11T00:17:53Z

SarahRobertson: Uploaded a work by Hirschfeld, Alfred Cyril from https://open.library.ubc.ca/collections/langmann/items/1.0440436?o=13 with UploadWizard

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{{Information
|description={{en|1=Image of five men posing for a photograph. Clockwise, from upper left: E. M. Woods; L. McKinnon; Richard McBride, M.P.P.; Kenneth McLaren; Fritz Miller.}}
|date=2024-02-29
|source=https://open.library.ubc.ca/collections/langmann/items/1.0440436?o=13
|author=Hirschfeld, Alfred Cyril
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Library:Virtual Museum

2026-07-11T00:12:52Z

SarahRobertson: Undo revision 900413 by SarahRobertson (talk)

''This page has been viewed {{#googleanalyticsmetrics: metric=pageviews|page=Library:Virtual_Museum|startDate=2014-07-01}} times.''

Have you ever wanted to know more about the rooms in the Barber Centre? Below we highlight just a few of the rooms in the [http://ikebarberlearningcentre.ubc.ca Irving K. Barber Learning Centre]. The majority of the rooms in the are named after historical places in British Columbia, but as you'll see, some are named after people as well.

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==Atlin Meeting Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 191]

[[File:Map of BC, from 'View in the Cascade Mountains'.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/596 UL 1002 0033], Map of BC]]
The town of Atlin and Atlin Lake are located along Highway 7, just south of the border with the Yukon. Atlin, often called “Switzerland of the North,” is known for its wintertime beauty and activities. The name Atlin is derived from the Tlingit word atlah, which means “big water.” <ref>BC Geographical Names Database. "Atlin." http://apps.gov.bc.ca/pub/bcgnws/names/40235.html</ref> The town was founded in the late 19th century when gold was struck in the area, drawing thousands of settlers; today the population is around 450 people.
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==Bamfield Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:Research and teaching activities at Bamfield Marine Station.jpg|thumb|University of British Columbia Archives, Information Services fonds, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/21672 UBC 41.1/1140-1], Bamfield Marine Station]]

Located on the southwestern side of Vancouver Island, this historic community was named after William Eddy Banfield, who came out to the coast aboard H.M.S. Constance in 1846. He later became an Indian Agent and collected a large amount of ethnological information about the First Nations communities in the area. Forty years later Banfield Creek was chosen as the northern terminus of the 7,000 mile long submarine cable linking the British possessions in North America and the British Commonwealth of Australia, with the first message transmitted December 8, 1902. The following year the Bamfield Post Office was established, and although the spelling mistake was quickly acknowledged by postal authorities, corrected cancellation stamps were never issued to the Banfield Postmaster.

For the next fifty years, provincial and federal maps identified Bamfield Post Office on the shore of Banfield Inlet. The Bamfield Marine Station opened in 1972, on the site once occupied by the cable station. Parks Canada has installed a National Historic Site tablet here. <ref>BC Geographical Names Database. "Bamfield." http://apps.gov.bc.ca/pub/bcgnws/names/11066.html</ref>
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==Bella Coola Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 193]

[[File:Fallheo Cannery, Bella Coola, BC.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/15652 CC-EX-8-7], Fallheo Cannery, Bella Coola, BC]]
Bella Coola is a small town on the Central Coast of B.C. home to the Nuxalk Nation.<ref>Nuxalk Smayusta. "Territory and Maps." http://www.nuxalk.net/html/maps.htm</ref>

The Bella Coola area is famous for the MacKenzie Rock, where in 1793 Alexander MacKenzie wrote his name on a rock to commemorate completing the first recorded journey across North America. In the early to mid 20th century, the Bella Coola area was home to the Tallheo Cannery, built in 1912 by the Canadian Fishing Company.<ref>BC Geographical Names Database. "Bella Coola." http://apps.gov.bc.ca/pub/bcgnws/names/3350.html</ref>

In the Barber Centre, the Bella Coola room is located on the first floor of the building.
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== Chapman Learning Commons==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 300]

[[File:Main Library concourse.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/413/rec/290 UBC 1.1/1057], Main Library concourse]]
The Chapman Learning Commons is named after Library benefactors Kay and Lloyd Chapman. Longtime supporters of UBC, the Chapmans have inspired innovative projects and programs that have improved the quality of life of students, faculty and the wider community.

Beginning in 1975, the Chapmans, UBC alums, have made a yearly gift to the library, focusing their efforts on inventive projects with the highest degree of impact. The proof of their desire to encourage innovative learning is on brilliant display in the Chapman Learning Commons in the Irving K. Barber Learning Centre.

Constructed in 2002, and reopened in 2008, the Chapman Learning Commons is an innovative space which encourages open discourse, group work and use of cutting-edge technology. Located in the heritage section of the former Main Library (now the Irving K. Barber Learning Centre), the Learning Commons has soaring ceilings, stained glass windows, and comfortable and spacious furniture. It is also home to an array of community events and lectures and student resources to aid in the learning experience including a laptop-lending program and a tutoring centre.<ref>The Chapman Learning Commons. http://support.library.ubc.ca/stories-of-support/community/chapman-learning-commons/</ref>

To find out more about the [http://learningcommons.ubc.ca/about-us/chapman-learning-commons/ Chapman Learning Commons], or to learn more about the innovative programs at the Irving K. Barber Learning Centre, visit their [http://ikebarberlearningcentre.ubc.ca website].
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==Chilcotin Board Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 256]

[[File:View of Barkerville.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/25030/rec/3 CC-PH-09370-40-033], View of Barkerville]]
Chilcotin, meaning "people of the red river," refers to the Chilcotin Plateau region in British Columbia, and to the Chilcotin (Tsilhqot'in) people. The Chilcotin (Tsilhqot'in) First Nation are a Dene (Athapaskan)<ref>Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref> speaking people who live between the Fraser River and the Coast Mountains in west-central BC. The BC Geographical Names database <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/5858.htm</ref> adds that the word "chilcotin" can also be translated as "ochre river people." Ochre, a mineralized substance (usually red or yellow), can be used as a base for paint or dyes. Ochre is used by many First Nations peoples even today.

In 1808 explorer Simon Fraser was the first European to encounter the Chilcotin people, or "Chilk-hodins" as he called them.<ref>Akrigg, Helen B. and Akrigg, G.P.V. "British Columbia Place Names." University of British Columbia Press 1997</ref>
The Hudson's Bay Company established an outpost in Chilcotin territory shortly after in 1827. The outpost closed in 1844. In 1859, gold miners proliferated on the banks of the Fraser River. The Chilcotin suffered heavy population loss in a smallpox epidemic shortly thereafter.<ref>Lane, Robert Lane. "Chilcotin-Tsilhqotin." Canadian Encyclopedia Online. http://www.thecanadianencyclopedia.com/articles/chilcotin-tsilhqotin.</ref>
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==Chung Room and Collection==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 111]

[[File:Merchant tailor shop.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/bookplate/id/137/rec/2 EX-5-6], Merchant tailor shop]]
From a young age, Wallace Chung had an affinity for discovery, collecting, and preserving. What began as a scrapbook of newspaper clippings and pictures from magazines became an assembly of over 25,000 rare and unique items. The collection was donated to UBC Library in 1997. The Chung Collection is now regarded as one of Canada’s national treasures and is of special importance in documenting the history of the CPR and the Chinese-Canadian experience.1 These priceless personal and historical artifacts amassed over a remarkable lifetime are now on permanent display in the Rare Books and Special Collections Chung Exhibition Room.

Dr. Chung's passion for collecting is evident in the dedication and dynamics behind the Chung Collection, which has three main themes: early B.C. history, immigration and settlement, and the Canadian Pacific Railway Company. The Chung Collection includes many rare and unique items: documents, books, maps, posters, paintings, photographs, silver, glass, ceramic ware and other artifacts. It is one of the most exceptional and extensive collections of its kind in North America.

''Golden Inheritance: The Wallace B. Chung and Madeline H. Chung Collection at UBC Library'', a recent book produced by UBC Library, provides an overview of Dr. Chung and his family, and the importance of the collection.<ref>UBC Library. Drs. Wallace and Madeline Chung. http://support.library.ubc.ca/stories-of-support/drs-wallace-and-madeline-chung/ </ref> <ref>http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=6392352</ref>

To learn more about the Chung Collection, or to explore the exhibit at the Irving K. Barber Learning Centre, visit the Chung Collection [http://chung.library.ubc.ca website]. You can also explore the [http://www.library.ubc.ca/chineseinbc/resources.html Chinese Experience in B.C. website] to learn more about the collection.
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==Columbia River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 316]

[[File:View of sail gillnetter boats on the Columbia River at Rivers Inlet.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [ http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/2892 BC 1532/1300/5], View of sail gillnetter boats]]
The Columbia River originates in the B.C. Rocky Mountains and flows down to the Pacific Ocean just north of Portland, Oregon. The river was named in 1792, by Captain Robert Gray of Boston, after his ship "Columbia."<ref>BC Geographical Names database. "Columbia River." http://apps.gov.bc.ca/pub/bcgnws/names/37961.html</ref> Gray also named several landmarks in the area, but many were subsequently renamed. His success in navigating the river would eventually be the basis for U.S. territorial claims to the Oregon Country.<ref>Lockley, Fred (1929). "Oregon Trail Blazers." New York, NY: The Knickerbocker Press. p. 369pp. LCCN 29030534.</ref>

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==Dodson Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 302]

[[File:Samuel Rothstein with Suzanne and Earl Dodson.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/29174/rec/3 UBC 70.1/15-5], the Dodsons]]
The Dodson Room was named after benefactors Suzanne Cates Dodson and Earl Dodson. UBC Library has long played an important role in their personal and professional lives. The pair first met at the Main Library (now the Irving K. Barber Learning Centre) back in the 1950s when they were both members of the Biology Club. Suzanne went on to work at the Library until her retirement in 1999.

In recognition of the Dodsons’ unwavering support of UBC Library, a restored reading room was named in their honour. Once a part of the former Main Library, the Suzanne Cates Dodson and Earl D. Dodson Reading Room is now located within the Chapman Learning Commons in the Irving K. Barber Learning Centre. The 1999 renovations rebuilt the room to its former 1925 glory with replicas of the only two remaining wrought iron and glass lamps that hung in the Main Library’s front hall, refinished wooden roof beams, and a hand-painted decorative frieze of Celtic design by UBC artists.<ref> UBC Library. The Dodsons: Champions of UBC Library. http://support.library.ubc.ca/stories-of-support/dodson/</ref>
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==Fernie Reading Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 380]

Located in the East Kootenay region of British Columbia, Fernie is nearer to Alberta than it is to the rest of the province. Known as ¢aqahak to the Ktunaxa<ref>FirstVoices. "Nature / Environment - place names: words." Ktunaxa. http://www.firstvoices.com/en/Ktunaxa/word-category/1f2fd0f8542dbe9f/--Nature--Environment---place-names</ref>, Fernie was named for William Fernie, a gold prospector, coal miner and later government agent. <ref>Akrigg, Helen B. and Akrigg, G.P.V. ''British Columbia Place Names''. University of British Columbia Press, 1997. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=2115253</ref> The town's main industry was and still is coal mining. Completely encircled by the Rocky Mountains, skiing and winter tourism is also popular.

In the Barber Centre, the Fernie Reading Room is number 380, and is a study area for the use of students in the UBC Gateway Programs: Arts One, Science One, Coordinated Arts and Coordinated Science.
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==Fraser River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 183]

[[File:Sceptre Fraser, a dredger on the Fraser River, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/769 BC 1532/380/1], Sceptre Fraser, a dredger on the Fraser River, B.C.]]

The Fraser River is, not surprisingly, named after the explorer Simon Fraser who fully explored the river in 1808. The longest river in British Columbia (over 2,200 km), it originates in the Rocky Mountains and flows into the Straight of Georgia.<ref>BC Geographical Names database. Fraser River. http://apps.gov.bc.ca/pub/bcgnws/names/40586.html</ref> With the most productive salmon fishery in the world, the Fraser River has been a focal point of culture for centuries. The river was the site of its first recorded settlements of Aboriginal people (see Musqueam, Sto:lo, St'at'imc, Secwepemc and Nlaka'pamux), the route of multitudes of prospectors during the Fraser Canyon Gold Rush and the main vehicle of the province's early commerce and industry. The river has been designated a Canadian Heritage River for its natural and human heritage.<ref>Canadian Heritage River System. Fraser River. http://www.chrs.ca/Rivers/Fraser/Fraser-F_e.php</ref>
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==Golden Jubilee Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 400]

[[File:Queen Elizabeth with Norman MacKenzie at UBC Faculty Club.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/6181/rec/20 UBC 1.1/2639-1], Queen Elizabeth]]

In 2002, Queen Elizabeth II became the second-longest reigning monarch in British history, celebrating 50 years on the British throne. Despite the deaths of her sister, Princess Margaret and her mother, Queen Elizabeth, the Queen Mother, in February and March of 2002 respectively, Queen Elizabeth II and her husband, Prince Phillip, undertook an international tour in which she “express[ed] her thanks to people, both personally and officially, for their support and loyalty over her reign.”<ref>Katherine Kalsbeek. Featured room: Golden Jubilee Room, from the New at Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2012/04/17/featured-room-golden-jubilee-room/</ref>

As part of that tour, Queen Elizabeth and Prince Phillip visited the University of British Columbia in October, 2002. They had visited Canada the campus three times before, in 1951, 1959 and 1983. To view digitized photographs of their previous visits, please take a look at the University Archives virtual display, [http://www.library.ubc.ca/archives/royalvisit/index.html Royal Visits to the UBC Campus].

During her 2002 visit to UBC, the Queen unveiled a plaque commemorating her visit and celebrating the naming of a room on the fourth floor of the Irving K Barber Learning Centre, the Golden Jubilee Room.
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==Gold River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 272]

[[File:Nootka, V.I.B.C..jpg|thumb|University of British Columbia Library's Chung Collection, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/24802/rec/39 CC-PH-09370-34-027], Nootka, V.I.B.C.]]
Located on the northeastern side of Muchalat Inlet in the Nootka Sound, Gold River is a village municipality located close to the geographic centre of Vancouver Island in British Columbia, Canada. Gold River developed in 1967 as a prototypical logging and pulp and paper industry community. Gold River quickly sprang into prosperity and established excellent community facilities. The village has attempted to capitalize on its idealistic setting among picturesque mountains, lakes, rivers, ocean, and forests to develop tourism and sport fishing as its main economic supports. <ref>BC Geographical Names database. Gold River. http://apps.gov.bc.ca/pub/bcgnws/names/9765.html</ref>

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==Hartley Bay Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 266]

[[File:View of the Sidney W moored at dock with crew on deck.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/2324/rec/3 BC 1532/1069/1], View of Sidney W.]]

Hartley Bay is the home of the [http://www.gitgaat.net/index.html Gitga’at First Nation], members of the Tsimshian cultural group. A village of 200, accessible only by air or water, Hartley Bay is located at the mouth of Douglas Channel, about 630 kilometres north of Vancouver and 145 kilometres south of Prince Rupert.<ref> Katherine Kalsbeek. Featured Place: Hartley Bay, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> The Tsimshian, whose name means “Inside the Skeena River,” live in southern Alaska and around Terrace and Prince Rupert, BC. <ref>www.tfntreaty.ca</ref>

On March 22, 2006, the people of Hartley Bay were the first responders to the passengers aboard the sinking BC Ferries Queen of the North. The community was recognized for their heroic actions by the Governor General on May 3, 2006 and received the Governor General’s Commendation for Outstanding Service.

UBC's Xwi7xwa Library, the only aboriginal branch of a university library in Canada, has a variety of material on the community of Hartley Bay, including material in their special collections. Visit their website for more information on accessing material in the special collections.
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==Keremeos Lounge==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 262]

[[File:Keremeos, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/23938/rec/1 CC-PH-09370-15-032], Keremeos, B.C.]]

Keremeos is a village in the Southern Interior, originally populated by the Similkameen people of the Syilx, or Okanagan First Nation. The name Keremeos originated from the Similkameen dialect of the Okanagan language word "Keremeyeus" meaning "creek which cuts its way through the flats" referring to Keremeos Creek. Keremeos is the only First Nations place name in the Interior that contains the letter "r." <ref>(BC Historical Quarterly, Vol 2, p 77.), Provincial Archives of BC "Place Names File" compiled 1945-1950 by A.G. Harvey</ref> The Okanagan language, Syilx'tsn, is part of the Interior Salishan linguistic group.<ref>www.syilx.org </ref>

Hudson's Bay Company established a trading post in 1860, after Fort Okanogan (in American territory) was closed. The Keremeos HBC post closed in 1872.<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/3779.html</ref>Keremeos was adopted as a town in 1936 by the BC Geological Survey.
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==Kootenay River Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 422]

[[File:Kootenay Landing, B.C.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20895 CC-PH-04251], Kootenay Landing]]
The Ktunaxa (pronounced ‘too-nah-ha’) people, formerly called the Kootenay or Kootenai, have occupied the lands adjacent to the Kootenay and Columbia Rivers and the Arrow Lakes of B.C. for more than 10,000 years.<ref>Ktunaxa. Who we are. http://www.ktunaxa.org/who-we-are/. see also: http://www.ktunaxa.org/who/popup_tradterritorymap.html</ref> The Kootenay River, named after the people, was called “McGillivray’s River” in the early 19th century after a European explorer, David Thompson, surveyed the river banks.<ref>Katherine Kalsbeek. New at Rare Books and Special Collections Blog. http://blogs.ubc.ca/rbscnew/2011/04/05/featured-place-kootenay-river/</ref> In 1864, the river was officially noted as the Kootenay River by the Geographic Board of Canada <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/6263.html </ref>
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==Lillooet Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 301]

[[File:Lillooet, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/chung/id/17343/rec/8 EX-4-3], Lillooet, B.C.]]

In the Irving K. Barber Learning Centre, the Lillooet Room is part of the Chapman Learning Commons.

The town of Lillooet was founded as “Mile 0″ on the Cariboo/Barkerville gold rush wagon trail. Located 340 km northeast of Vancouver, Lillooet is included in the traditional land of the [http://www.statimc.net/ St’at’imc First Nation]. After the Gold Rush period, the main industries in Lillooet were centered around the railway, ranching, farming and forestry.<ref>Sarah Romkey. Featured Place: Lillooet, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> Both the St'at'imc First Nation and the Lil'wat Nation share the ''Ucwalmicwts'' (St’at’imc) language group.<ref>Lil'wat Nation. "Our language." http://www.lilwat.ca/lilwat7ul/our-language/</ref>
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==Moresby Classroom==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 185]

[[File:Early time cruisers.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/macmillan/id/1051 BC 1930/301/1], Early timer cruisers beside their makeshift accommodation]]
Moresby Island is part of Haida Gwaii (formerly known as the Queen Charlotte Islands), a remote archipelago in northern B.C. Often called “the Galapagos of the north,” Haida Gwaii is home to distinct flora and fauna. Moresby Island is named for Admiral Fairfax Moresby <ref>Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2010/11/16/167/</ref>, but the traditional name in the Haida language is Gwaii Haanas.<ref>Haida Nation. http://www.haidanation.ca/Pages/history/haidanation.html </ref>
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==Namu Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 194]

[[File:View of the Nishga near Namu, British Columbia.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/1912 BC 1532/884/1], View of the Nishga near Namu]]
Namu is a small port town located in northern B.C. Just south of Bella Bella, the town was a former cannery site, which closed in the 1980s. The Heiltsuk First Nation is now attempting to clean up the area, which still contains industrial waste with old fuel tanks and buildings still on-site.<ref><em>Globe and Mail</em>. "The Namu lands of British Columbia." http://www.theglobeandmail.com/news/news-video/video-how-polluted-are-the-namu-lands-of-british-columbia/article19376722/</ref>
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==Parliamentary Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 155]

[[File:Sitting of Parliament, Victoria, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/19829/rec/13 CC-PH-02035], Parliamentary room]]

Every August 1, British Columbians celebrate British Columbia (BC) Day, a civic holiday. According to the Protocol and Events Branch of the British Columbia government, the “British Columbia Day Act, R.S.B.C. 1996 c.34 was first introduced in 1974 as Bill 61 by the Hon. Ernie Hall, the Provincial Secretary under Premier Dave Barrett. The explanatory notes prefacing the bill states: “The purposes of this Bill is to recognize the pioneers of British Columbia by declaring the first Monday of August in each year to be a public holiday known as British Columbia Day.”

The decision to make BC a holiday was debated during the 4th session of the 30th Parliament in 1974. This debate took place in the chamber of the British Columbia Parliament building.<ref>Katherine Kalsbeek. Featured room: Parliamentary Room, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/07/28/featured-room-parliamentary-room/</ref>

The Parliamentary Room in IKBLC was modeled after a room in the British Columbia Parliament. This room is quite different from a traditional lecture hall and is intended to support collaborative student learning and debate.
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==Peace River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 261]

[[File:Peace River ferry.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/15837 UBC 27/1.3], Peace River ferry]]

The Peace River originates in the Rocky Mountains of British Columbia and flows into Northern Alberta.

Peter Pond's maps of 1785 and 1787 refer to it as the "River of Peace." Other names have included Un-ja-ga/Unjigah, as recorded by explorer Sir Alexander Mackenzie (1764-1820), in his "Voyage to the Pacific Coast of Canada" in 1793. The exact original meaning of the word "Unjaga" is not certain<ref>BC Geographical Names Database. "Peace River." http://apps.gov.bc.ca/pub/bcgnws/names/6874.html</ref>.

The name "Peace River" was formally adopted in June 1912, along with the approved French form, "Rivière de la Paix."

The Peace River area is the traditional home of the Danezaa people - historically referred to as the Beaver tribe by European explorers. The Danezaa language is part of the Athapaskan language group, the second largest language family in North America.<ref>Lewis, M. Paul (ed.), 2009. <em>Ethnologue: Languages of the World</em>, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref>.
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==Qualicum Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 305]

[[File:Qualicum Beach, BC C.P.R. railroad station.jpg‎|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20067 CC-PH-02398], Qualicum Beach]

Qualicum Beach is located outside of Nanaimo, on Vancouver Island. The name "Qualicum" comes from a Pentlatch language term that means "Where the dog salmon (chum salmon) run."<ref> Francis (ed), Daniel (2000). "Encyclopedia of British Columbia." Harbour Publishing. p. 585. ISBN 1-55017-200-X.</ref> After a smallpox epidemic in 1862, the area was abandoned for many years, with settlers arriving in the 1860s.<ref>Mackie, Richard. "The Wilderness Profound, Victorian Life on the Gulf of Georgia." Victoria, BC: Sono Nis Press, 1995. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1076124</ref>
In the Barber Centre, the Qualicum Reading Room is room 305, the large, open study space at the top of the main stairs on the third floor, just outside the Chapman Learning Commons. This is a very popular space for studying and is also where the Chapman Learning Commons-AMS tutoring takes place.
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==Ridington Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 321]

[[File:John Ridington.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/819/rec/14 UBC 1.1/1510], John Ridington]]

The Ridington Room is named after an important person in the history of the University of British Columbia Library: John Ridington.

John Ridington was UBC’s first University Librarian. A former journalist and teacher, he started work on the library collection in August 1914 when UBC was in its temporary home at West 10th Avenue and Laurel Street (the Fairview Shacks). By 1916, he had been appointed University Librarian, a position he remained in until his retirement at the age of 72 in April 1940. According to information gathered by the UBC Archives, Ridington was known as a rigid authoritarian and was nicknamed ‘King John.’

The University Archives is responsible for collecting material related to the University and, therefore, holds the papers of John Ridington and his family. If you are interested in learning more about the life of UBC’s first University librarian, take a look at the [http://www.library.ubc.ca/archives/u_arch/ridfam.pdf finding aid] (“an aid for finding items in an archival collection”) to the collection that is available on the [http://www.library.ubc.ca/archives University Archives website].

The Ridington Room is definitely worth a visit if you haven’t already had the oppportunity to see the space. It is often called the “Harry Potter Room” by students, due to the winding staircase and the portrait-covered walls. A portrait of John Ridington, painted in 1912 by his brother-in-law Malcolm Charleston, hangs in the Ridington Room.

There is also a magnificent art installation by Vancouver artist John Nutter, who was commissioned by Jean Barber to to design a 45-panel glass sculpture that is intended to “flow like the Northern Lights,” and features intricate etchings designed around a series of compasses. Nutter felt the Library, like a compass, should be used “as a tool of discovery.” An ideal space for quiet study, the room is a hit with students and visitors alike<ref>Katherine Kalsbeek. Featured room: Ridington room, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/01/26/featured-room-ridington-room/ </ref>.
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==Skeena River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 317]

[[File:View of Emil Colman aboard his boat on the Skeena River, B.C.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3005 BC 1532/1329/2], Boat on the Skeena]]

The Skeena River Room is named after the Skeena River, the second-longest river entirely within British Columbia’s borders (the largest being the Fraser River). Six-hundred and twenty-one kilometers long, it flows south and west through the Skeena and Coast Mountains, reaching the Pacific Ocean at Prince Rupert.

For thousands of years, the Tsimshian (“People of the Skeena”), Gitxsan and Nisga'a have lived along the river.<ref>Canadian Museum of History. From Time Immemorial:
Tsimshian Prehistory. http://www.historymuseum.ca/cmc/exhibitions/aborig/tsimsian/intro00e.shtml</ref> Today there are approximately 10,000 Tsimshian living around the Skeena.

George Vancouver visited the mouth of the Skeena River in July 1793, but it wasn’t until the 1860s that the Gold Rush and railway brought more settlers along the river. In 1876, salmon canneries were built along the Skeena River - at one time there were as many as 18 canneries.

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==Stewart Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 184]

[[File:View of two boats the Columbian and the Phillip B. Low.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/framed/id/50 BRSC Frmd 015], Two boats]]

Stewart, B.C. is a border town near the end of the Portland canal and the border of Alaska. Forestry and mining are the two main industries of the area, mining being what prompted white settlers to the area in 1898. The Nisga’a First Nation called the Stewart area Skam-A-Kounst, meaning “safe house” or “strong house.” Stewart is named for the Stewart brothers from Victoria, who held interests in a number of mines in the area at the turn of the century. <ref> Sarah Romkey. Featured room: Stewart, BC, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/10/13/featured-place-stewart/</ref>

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==Stikine Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 260]

[[File:Head of Porter-Idaho tram, Stewart, B.C..jpg|thumb|University of British Columbia Library [http://rbscarchives.library.ubc.ca/index.php/head-of-porter-idaho-tram-stewart-b-c BC-1538], Head of Porter-Idaho tram, Stewart, B.C.]]

The Stikine River is in northwestern B.C., emptying into the ocean in southeastern Alaska. The river and its surroundings are considered to be an important piece of B.C. wilderness to preserve. If you search the library catalogue for the keyword Stikine, you will find a number of publications related to the preservation of this area.

Like many names of rivers and places, there have been variations of spelling in the name “Stikine” over time, including Shikene, Stachine, Stachin, Stah-Keena, Stahkin, Stakeen, Stickeen, Stickienes, Stikeen, Stikin, and Sucheen!<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/7821.html </ref>. However, like many place names, it was also known under completely different names. B.C. Geographical Names confirms that the Stikine was known by other names at different times- they cite St. Francis River, as well as Pelly’s River.

In the Barber Centre, the Stikine Room is room 260, currently the office for Enrolment Services.
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==Thompson Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 196]

[[File:View of Waterfall on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/295 UL 1001/0001], View of waterfall on the Thompson River]]
The Thompson Meeting Room is named after David Thompson, Canada’s great geographer, who surveyed for the Hudson’s Bay Company from 1816 to 1826. The explorer Simon Fraser gave the name to the area in tribute to Thompson, although Thompson himself never visited the any of the three Thompson Rivers in B.C.<ref>BC Geographical Names Database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref>

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==Thompson River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 315]

[[File:A view on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/langmann/id/402 UL 1001/0033], A view on the Thompson River]]
The Thompson River is located near Kamloops, B.C. before it splits into the North and South Thompson rivers. Named after David Thompson, a Canadian geographer, the river is the largest tributary of the Fraser River.<ref>GeoBC: British Columbia Geographical Names database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref> Thompson himself lived near Invermere, B.C., some 480 kilometres east of the Thompson Rivers.

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==Tofino Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:View of the waterfont at Tofino, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3155 BC 1532/1376/1], View of the waterfont at Tofino, B.C.]]

Located on the west coast of Vancouver Island, Tofino is the home of the world-famous Pacific Rim National Park and beautiful Long Beach. Major industries have traditionally included fishing and forestry, and in recent decades of course tourism, as visitors flock to the resorts and beaches in all seasons.

A number of photographs of this region in UBC Library's digital collection are from the [http://chung.library.ubc.ca/ Chung Collection], held in Rare Books and Special Collections. The [http://chung.library.ubc.ca/ Chung Collection] holds 8,000 historic photographs, many showing various locales in British Columbia.<ref>Sarah Romkey. Featured room: Tofino, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/08/10/featured-place-tofino/</ref>

In the Irving K. Barber Learning Centre, the Tofino Meeting Room is number 156.

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==Ucluelet Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 158]

[[File:View of fishing boats in Spring Cove, Ucluelet, Vancouver Island.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3090 BC 1532/1352H/4], Spring Cove]]
Ucluelet is located on the west coast of Vancouver Island. The name means “people of the safe harbor” in Nuu-chah-nulth language. The Nuu-chah-nulth people, comprised of many different nations, have inhabited the area for more than 10,000 years. The Yuułuʔiłʔatḥ Nation and Toquaht Nation currently live in the Ucluelet area. At the end of beautiful Long Beach, the area is a mecca for tourists.<ref>Ucluelet. http://ucluelet.ca/community/the-ucluelet-experience/history-ucluelet-bc-canada-vancouver-island-west-coast-first-nations</ref>

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==Victoria Learning Theatre ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 182]

[[File:Empress Hotel from steamer at Victoria, BC .jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/22115/rec/39 CC-PH-05474], Empress Hotel]]

The Victoria Learning Theatre is named after the city of Victoria.

On the southern tip of Vancouver Island, Victoria is our province’s capital and hence the place of many events in the province’s history. Rare Books and Special Collections contains almost innumerable books, maps, documents, and photographs related to Victoria. However, to rare books enthusiasts, there is one (or two) events from Victoria’s history that are of particular note: the publication of the first book (or books) to be printed in British Columbia.

What is largely accepted to be the first book printed in B.C. is ''Order in council constituting the Supreme Court of Civil Justice of Vancouver Island and rules of practice and forms to be used therein,'' which basically amounted to a 'rule book' for the Supreme Court in Victoria. It was printed at the Victoria Gazette in November 1858.

The library copy is particularly special: it was David Cameron‘s personal copy! David Cameron was the first Chief Justice of the Supreme Court of British Columbia- in other words, not only did he own the book, he wrote the book too. This copy was given to the Library by Dr. Wallace Chung, on the occasion of the re-opening of the Chung Collection in Spring 2008. David Cameron’s signature can be seen on the cover, and on the ''Act to provide for the Administration of Justice in Vancouver’s Island'', tipped in the front <ref>Katherine Kalsbeek. Featured place: Victoria, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2012/03/02/featured-place-victoria/ </ref>
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==Yukon Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 181]
[[File:Steamer Casca wrecked on the Yukon River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/18832 CC-PH-03769], Steamer Casca wrecked on the Yukon River]]

The Yukon Meeting Room is named after the territory of Yukon, established in 1898. The Yukon is named after the Yukon River, one of the longest rivers in North America. The original name was Yu-kan-ah, which means “great river” in an Athabaskan dialect. The Dinjii Zhuu people, formerly called the Gwichi’in. currently live in the Northwest Territories, Yukon and northern Alaska.
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==Allison Harbour==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 263]
[[File:Allison Harbour.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3207/rec/1]]

Allison Harbour the place is a harbour in the Queen Charlotte Straight, as well as a marine park. Allison Harbour was formerly known as False Bay or False Schooner Passage. Extending north from Queen Charlotte Strait to the southeast of Bramham Island, it is the site of the former post office and steamer landing of Allison Harbour, British Columbia. The Allison Reefs lie in the entrance to the sound; Allison Cone (185m), which is nearby between Shelter Bay and Cape Caution, was named in association with Allison Harbour.
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==Clearwater==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 264]
[[File:Clearwater2.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/17438/rec/1]]

Clearwater is a district municipality in the North Thompson River valley in British Columbia, Canada, where the Clearwater River empties into the North Thompson River. The Overlanders expedition to the Cariboo goldfields rafted down the North Thompson River in 1862. When they first arrived at the mouth of the Clearwater River, they named it for its distinct clarity compared to the relatively muddy waters of the North Thompson.
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==McBride==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 265]
[[File:mcbride.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/17438/rec/1]]

The Village of McBride is located in the Robson Valley region of British Columbia, Canada. The Village is located 210 km (130 mi) southeast of Prince George, British Columbia and 166 km (103 mi) west of Jasper, Alberta. Incorporated in 1932, McBride is a community with a variety of natural beauty surrounding the Village. McBride was founded in 1913 as Mile 90 of the Grand Trunk Pacific Railway. The Village received its name after the serving premier, Sir Richard McBride. McBride’s early industries were rail, shipping, forest harvesting and agricultural development of the valley. McBride is rich in farmland in the valley bottom, with a mix of forest and alpine surrounding the Valley. This unique mixture allows McBride to be a prime location for many industries. Current industries for McBride include railroad, forest, tourism, agriculture and small businesses.
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References: <references/>

[[Category:Web_Portal_Content]]

Library:Virtual Museum

2026-07-11T00:11:05Z

SarahRobertson:

''This page has been viewed {{#googleanalyticsmetrics: metric=pageviews|page=Library:Virtual_Museum|startDate=2014-07-01}} times.''

Have you ever wanted to know more about the rooms in the Barber Centre? Below we highlight just a few of the rooms in the [http://ikebarberlearningcentre.ubc.ca Irving K. Barber Learning Centre]. The majority of the rooms in the are named after historical places in British Columbia, but as you'll see, some are named after people as well.

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==Atlin Meeting Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 191]

[[File:Map of BC, from 'View in the Cascade Mountains'.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/596 UL 1002 0033], Map of BC]]
The town of Atlin and Atlin Lake are located along Highway 7, just south of the border with the Yukon. Atlin, often called “Switzerland of the North,” is known for its wintertime beauty and activities. The name Atlin is derived from the Tlingit word atlah, which means “big water.” <ref>BC Geographical Names Database. "Atlin." http://apps.gov.bc.ca/pub/bcgnws/names/40235.html</ref> The town was founded in the late 19th century when gold was struck in the area, drawing thousands of settlers; today the population is around 450 people.
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==Bamfield Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:Research and teaching activities at Bamfield Marine Station.jpg|thumb|University of British Columbia Archives, Information Services fonds, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/21672 UBC 41.1/1140-1], Bamfield Marine Station]]

Located on the southwestern side of Vancouver Island, this historic community was named after William Eddy Banfield, who came out to the coast aboard H.M.S. Constance in 1846. He later became an Indian Agent and collected a large amount of ethnological information about the First Nations communities in the area. Forty years later Banfield Creek was chosen as the northern terminus of the 7,000 mile long submarine cable linking the British possessions in North America and the British Commonwealth of Australia, with the first message transmitted December 8, 1902. The following year the Bamfield Post Office was established, and although the spelling mistake was quickly acknowledged by postal authorities, corrected cancellation stamps were never issued to the Banfield Postmaster.

For the next fifty years, provincial and federal maps identified Bamfield Post Office on the shore of Banfield Inlet. The Bamfield Marine Station opened in 1972, on the site once occupied by the cable station. Parks Canada has installed a National Historic Site tablet here. <ref>BC Geographical Names Database. "Bamfield." http://apps.gov.bc.ca/pub/bcgnws/names/11066.html</ref>
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==Bella Coola Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 193]

[[File:Fallheo Cannery, Bella Coola, BC.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/15652 CC-EX-8-7], Fallheo Cannery, Bella Coola, BC]]
Bella Coola is a small town on the Central Coast of B.C. home to the Nuxalk Nation.<ref>Nuxalk Smayusta. "Territory and Maps." http://www.nuxalk.net/html/maps.htm</ref>

The Bella Coola area is famous for the MacKenzie Rock, where in 1793 Alexander MacKenzie wrote his name on a rock to commemorate completing the first recorded journey across North America. In the early to mid 20th century, the Bella Coola area was home to the Tallheo Cannery, built in 1912 by the Canadian Fishing Company.<ref>BC Geographical Names Database. "Bella Coola." http://apps.gov.bc.ca/pub/bcgnws/names/3350.html</ref>

In the Barber Centre, the Bella Coola room is located on the first floor of the building.
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== Chapman Learning Commons==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 300]

[[File:Main Library concourse.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/413/rec/290 UBC 1.1/1057], Main Library concourse]]
The Chapman Learning Commons is named after Library benefactors Kay and Lloyd Chapman. Longtime supporters of UBC, the Chapmans have inspired innovative projects and programs that have improved the quality of life of students, faculty and the wider community.

Beginning in 1975, the Chapmans, UBC alums, have made a yearly gift to the library, focusing their efforts on inventive projects with the highest degree of impact. The proof of their desire to encourage innovative learning is on brilliant display in the Chapman Learning Commons in the Irving K. Barber Learning Centre.

Constructed in 2002, and reopened in 2008, the Chapman Learning Commons is an innovative space which encourages open discourse, group work and use of cutting-edge technology. Located in the heritage section of the former Main Library (now the Irving K. Barber Learning Centre), the Learning Commons has soaring ceilings, stained glass windows, and comfortable and spacious furniture. It is also home to an array of community events and lectures and student resources to aid in the learning experience including a laptop-lending program and a tutoring centre.<ref>The Chapman Learning Commons. http://support.library.ubc.ca/stories-of-support/community/chapman-learning-commons/</ref>

To find out more about the [http://learningcommons.ubc.ca/about-us/chapman-learning-commons/ Chapman Learning Commons], or to learn more about the innovative programs at the Irving K. Barber Learning Centre, visit their [http://ikebarberlearningcentre.ubc.ca website].
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==Chilcotin Board Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 256]

[[File:View of Barkerville.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/25030/rec/3 CC-PH-09370-40-033], View of Barkerville]]
Chilcotin, meaning "people of the red river," refers to the Chilcotin Plateau region in British Columbia, and to the Chilcotin (Tsilhqot'in) people. The Chilcotin (Tsilhqot'in) First Nation are a Dene (Athapaskan)<ref>Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref> speaking people who live between the Fraser River and the Coast Mountains in west-central BC. The BC Geographical Names database <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/5858.htm</ref> adds that the word "chilcotin" can also be translated as "ochre river people." Ochre, a mineralized substance (usually red or yellow), can be used as a base for paint or dyes. Ochre is used by many First Nations peoples even today.

In 1808 explorer Simon Fraser was the first European to encounter the Chilcotin people, or "Chilk-hodins" as he called them.<ref>Akrigg, Helen B. and Akrigg, G.P.V. "British Columbia Place Names." University of British Columbia Press 1997</ref>
The Hudson's Bay Company established an outpost in Chilcotin territory shortly after in 1827. The outpost closed in 1844. In 1859, gold miners proliferated on the banks of the Fraser River. The Chilcotin suffered heavy population loss in a smallpox epidemic shortly thereafter.<ref>Lane, Robert Lane. "Chilcotin-Tsilhqotin." Canadian Encyclopedia Online. http://www.thecanadianencyclopedia.com/articles/chilcotin-tsilhqotin.</ref>
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==Chung Room and Collection==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 111]

[[File:Merchant tailor shop.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/bookplate/id/137/rec/2 EX-5-6], Merchant tailor shop]]
From a young age, Wallace Chung had an affinity for discovery, collecting, and preserving. What began as a scrapbook of newspaper clippings and pictures from magazines became an assembly of over 25,000 rare and unique items. The collection was donated to UBC Library in 1997. The Chung Collection is now regarded as one of Canada’s national treasures and is of special importance in documenting the history of the CPR and the Chinese-Canadian experience.1 These priceless personal and historical artifacts amassed over a remarkable lifetime are now on permanent display in the Rare Books and Special Collections Chung Exhibition Room.

Dr. Chung's passion for collecting is evident in the dedication and dynamics behind the Chung Collection, which has three main themes: early B.C. history, immigration and settlement, and the Canadian Pacific Railway Company. The Chung Collection includes many rare and unique items: documents, books, maps, posters, paintings, photographs, silver, glass, ceramic ware and other artifacts. It is one of the most exceptional and extensive collections of its kind in North America.

''Golden Inheritance: The Wallace B. Chung and Madeline H. Chung Collection at UBC Library'', a recent book produced by UBC Library, provides an overview of Dr. Chung and his family, and the importance of the collection.<ref>UBC Library. Drs. Wallace and Madeline Chung. http://support.library.ubc.ca/stories-of-support/drs-wallace-and-madeline-chung/ </ref> <ref>http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=6392352</ref>

To learn more about the Chung Collection, or to explore the exhibit at the Irving K. Barber Learning Centre, visit the Chung Collection [http://chung.library.ubc.ca website]. You can also explore the [http://www.library.ubc.ca/chineseinbc/resources.html Chinese Experience in B.C. website] to learn more about the collection.
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==Columbia River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 316]

[[File:View of sail gillnetter boats on the Columbia River at Rivers Inlet.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [ http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/2892 BC 1532/1300/5], View of sail gillnetter boats]]
The Columbia River originates in the B.C. Rocky Mountains and flows down to the Pacific Ocean just north of Portland, Oregon. The river was named in 1792, by Captain Robert Gray of Boston, after his ship "Columbia."<ref>BC Geographical Names database. "Columbia River." http://apps.gov.bc.ca/pub/bcgnws/names/37961.html</ref> Gray also named several landmarks in the area, but many were subsequently renamed. His success in navigating the river would eventually be the basis for U.S. territorial claims to the Oregon Country.<ref>Lockley, Fred (1929). "Oregon Trail Blazers." New York, NY: The Knickerbocker Press. p. 369pp. LCCN 29030534.</ref>

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==Dodson Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 302]

[[File:Samuel Rothstein with Suzanne and Earl Dodson.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/29174/rec/3 UBC 70.1/15-5], the Dodsons]]
The Dodson Room was named after benefactors Suzanne Cates Dodson and Earl Dodson. UBC Library has long played an important role in their personal and professional lives. The pair first met at the Main Library (now the Irving K. Barber Learning Centre) back in the 1950s when they were both members of the Biology Club. Suzanne went on to work at the Library until her retirement in 1999.

In recognition of the Dodsons’ unwavering support of UBC Library, a restored reading room was named in their honour. Once a part of the former Main Library, the Suzanne Cates Dodson and Earl D. Dodson Reading Room is now located within the Chapman Learning Commons in the Irving K. Barber Learning Centre. The 1999 renovations rebuilt the room to its former 1925 glory with replicas of the only two remaining wrought iron and glass lamps that hung in the Main Library’s front hall, refinished wooden roof beams, and a hand-painted decorative frieze of Celtic design by UBC artists.<ref> UBC Library. The Dodsons: Champions of UBC Library. http://support.library.ubc.ca/stories-of-support/dodson/</ref>
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==Fernie Reading Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 380]

Located in the East Kootenay region of British Columbia, Fernie is nearer to Alberta than it is to the rest of the province. Known as ¢aqahak to the Ktunaxa<ref>FirstVoices. "Nature / Environment - place names: words." Ktunaxa. http://www.firstvoices.com/en/Ktunaxa/word-category/1f2fd0f8542dbe9f/--Nature--Environment---place-names</ref>, Fernie was named for William Fernie, a gold prospector, coal miner and later government agent. <ref>Akrigg, Helen B. and Akrigg, G.P.V. ''British Columbia Place Names''. University of British Columbia Press, 1997. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=2115253</ref> The town's main industry was and still is coal mining. Completely encircled by the Rocky Mountains, skiing and winter tourism is also popular.

In the Barber Centre, the Fernie Reading Room is number 380, and is a study area for the use of students in the UBC Gateway Programs: Arts One, Science One, Coordinated Arts and Coordinated Science.
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==Fraser River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 183]

[[File:Sceptre Fraser, a dredger on the Fraser River, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/769 BC 1532/380/1], Sceptre Fraser, a dredger on the Fraser River, B.C.]]

The Fraser River is, not surprisingly, named after the explorer Simon Fraser who fully explored the river in 1808. The longest river in British Columbia (over 2,200 km), it originates in the Rocky Mountains and flows into the Straight of Georgia.<ref>BC Geographical Names database. Fraser River. http://apps.gov.bc.ca/pub/bcgnws/names/40586.html</ref> With the most productive salmon fishery in the world, the Fraser River has been a focal point of culture for centuries. The river was the site of its first recorded settlements of Aboriginal people (see Musqueam, Sto:lo, St'at'imc, Secwepemc and Nlaka'pamux), the route of multitudes of prospectors during the Fraser Canyon Gold Rush and the main vehicle of the province's early commerce and industry. The river has been designated a Canadian Heritage River for its natural and human heritage.<ref>Canadian Heritage River System. Fraser River. http://www.chrs.ca/Rivers/Fraser/Fraser-F_e.php</ref>
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==Golden Jubilee Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 400]

[[File:Queen Elizabeth with Norman MacKenzie at UBC Faculty Club.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/6181/rec/20 UBC 1.1/2639-1], Queen Elizabeth]]

In 2002, Queen Elizabeth II became the second-longest reigning monarch in British history, celebrating 50 years on the British throne. Despite the deaths of her sister, Princess Margaret and her mother, Queen Elizabeth, the Queen Mother, in February and March of 2002 respectively, Queen Elizabeth II and her husband, Prince Phillip, undertook an international tour in which she “express[ed] her thanks to people, both personally and officially, for their support and loyalty over her reign.”<ref>Katherine Kalsbeek. Featured room: Golden Jubilee Room, from the New at Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2012/04/17/featured-room-golden-jubilee-room/</ref>

As part of that tour, Queen Elizabeth and Prince Phillip visited the University of British Columbia in October, 2002. They had visited Canada the campus three times before, in 1951, 1959 and 1983. To view digitized photographs of their previous visits, please take a look at the University Archives virtual display, [http://www.library.ubc.ca/archives/royalvisit/index.html Royal Visits to the UBC Campus].

During her 2002 visit to UBC, the Queen unveiled a plaque commemorating her visit and celebrating the naming of a room on the fourth floor of the Irving K Barber Learning Centre, the Golden Jubilee Room.
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==Gold River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 272]

[[File:Nootka, V.I.B.C..jpg|thumb|University of British Columbia Library's Chung Collection, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/24802/rec/39 CC-PH-09370-34-027], Nootka, V.I.B.C.]]
Located on the northeastern side of Muchalat Inlet in the Nootka Sound, Gold River is a village municipality located close to the geographic centre of Vancouver Island in British Columbia, Canada. Gold River developed in 1967 as a prototypical logging and pulp and paper industry community. Gold River quickly sprang into prosperity and established excellent community facilities. The village has attempted to capitalize on its idealistic setting among picturesque mountains, lakes, rivers, ocean, and forests to develop tourism and sport fishing as its main economic supports. <ref>BC Geographical Names database. Gold River. http://apps.gov.bc.ca/pub/bcgnws/names/9765.html</ref>

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==Hartley Bay Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 266]

[[File:View of the Sidney W moored at dock with crew on deck.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/2324/rec/3 BC 1532/1069/1], View of Sidney W.]]

Hartley Bay is the home of the [http://www.gitgaat.net/index.html Gitga’at First Nation], members of the Tsimshian cultural group. A village of 200, accessible only by air or water, Hartley Bay is located at the mouth of Douglas Channel, about 630 kilometres north of Vancouver and 145 kilometres south of Prince Rupert.<ref> Katherine Kalsbeek. Featured Place: Hartley Bay, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> The Tsimshian, whose name means “Inside the Skeena River,” live in southern Alaska and around Terrace and Prince Rupert, BC. <ref>www.tfntreaty.ca</ref>

On March 22, 2006, the people of Hartley Bay were the first responders to the passengers aboard the sinking BC Ferries Queen of the North. The community was recognized for their heroic actions by the Governor General on May 3, 2006 and received the Governor General’s Commendation for Outstanding Service.

UBC's Xwi7xwa Library, the only aboriginal branch of a university library in Canada, has a variety of material on the community of Hartley Bay, including material in their special collections. Visit their website for more information on accessing material in the special collections.
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==Keremeos Lounge==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 262]

[[File:Keremeos, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/23938/rec/1 CC-PH-09370-15-032], Keremeos, B.C.]]

Keremeos is a village in the Southern Interior, originally populated by the Similkameen people of the Syilx, or Okanagan First Nation. The name Keremeos originated from the Similkameen dialect of the Okanagan language word "Keremeyeus" meaning "creek which cuts its way through the flats" referring to Keremeos Creek. Keremeos is the only First Nations place name in the Interior that contains the letter "r." <ref>(BC Historical Quarterly, Vol 2, p 77.), Provincial Archives of BC "Place Names File" compiled 1945-1950 by A.G. Harvey</ref> The Okanagan language, Syilx'tsn, is part of the Interior Salishan linguistic group.<ref>www.syilx.org </ref>

Hudson's Bay Company established a trading post in 1860, after Fort Okanogan (in American territory) was closed. The Keremeos HBC post closed in 1872.<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/3779.html</ref>Keremeos was adopted as a town in 1936 by the BC Geological Survey.
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==Kootenay River Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 422]

[[File:Kootenay Landing, B.C.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20895 CC-PH-04251], Kootenay Landing]]
The Ktunaxa (pronounced ‘too-nah-ha’) people, formerly called the Kootenay or Kootenai, have occupied the lands adjacent to the Kootenay and Columbia Rivers and the Arrow Lakes of B.C. for more than 10,000 years.<ref>Ktunaxa. Who we are. http://www.ktunaxa.org/who-we-are/. see also: http://www.ktunaxa.org/who/popup_tradterritorymap.html</ref> The Kootenay River, named after the people, was called “McGillivray’s River” in the early 19th century after a European explorer, David Thompson, surveyed the river banks.<ref>Katherine Kalsbeek. New at Rare Books and Special Collections Blog. http://blogs.ubc.ca/rbscnew/2011/04/05/featured-place-kootenay-river/</ref> In 1864, the river was officially noted as the Kootenay River by the Geographic Board of Canada <ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/6263.html </ref>
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==Lillooet Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 301]

[[File:Lillooet, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/chung/id/17343/rec/8 EX-4-3], Lillooet, B.C.]]

In the Irving K. Barber Learning Centre, the Lillooet Room is part of the Chapman Learning Commons.

The town of Lillooet was founded as “Mile 0″ on the Cariboo/Barkerville gold rush wagon trail. Located 340 km northeast of Vancouver, Lillooet is included in the traditional land of the [http://www.statimc.net/ St’at’imc First Nation]. After the Gold Rush period, the main industries in Lillooet were centered around the railway, ranching, farming and forestry.<ref>Sarah Romkey. Featured Place: Lillooet, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/05/03/featured-place-hartley-bay/</ref> Both the St'at'imc First Nation and the Lil'wat Nation share the ''Ucwalmicwts'' (St’at’imc) language group.<ref>Lil'wat Nation. "Our language." http://www.lilwat.ca/lilwat7ul/our-language/</ref>
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==Moresby Classroom==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 185]

[[File:Early time cruisers.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/macmillan/id/1051 BC 1930/301/1], Early timer cruisers beside their makeshift accommodation]]
Moresby Island is part of Haida Gwaii (formerly known as the Queen Charlotte Islands), a remote archipelago in northern B.C. Often called “the Galapagos of the north,” Haida Gwaii is home to distinct flora and fauna. Moresby Island is named for Admiral Fairfax Moresby <ref>Rare Books and Special Collections blog. http://blogs.ubc.ca/rbscnew/2010/11/16/167/</ref>, but the traditional name in the Haida language is Gwaii Haanas.<ref>Haida Nation. http://www.haidanation.ca/Pages/history/haidanation.html </ref>
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==Namu Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 194]

[[File:View of the Nishga near Namu, British Columbia.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/1912 BC 1532/884/1], View of the Nishga near Namu]]
Namu is a small port town located in northern B.C. Just south of Bella Bella, the town was a former cannery site, which closed in the 1980s. The Heiltsuk First Nation is now attempting to clean up the area, which still contains industrial waste with old fuel tanks and buildings still on-site.<ref><em>Globe and Mail</em>. "The Namu lands of British Columbia." http://www.theglobeandmail.com/news/news-video/video-how-polluted-are-the-namu-lands-of-british-columbia/article19376722/</ref>
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==Parliamentary Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 155]

[[File:Sitting of Parliament, Victoria, B.C..jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/19829/rec/13 CC-PH-02035], Parliamentary room]]

Every August 1, British Columbians celebrate British Columbia (BC) Day, a civic holiday. According to the Protocol and Events Branch of the British Columbia government, the “British Columbia Day Act, R.S.B.C. 1996 c.34 was first introduced in 1974 as Bill 61 by the Hon. Ernie Hall, the Provincial Secretary under Premier Dave Barrett. The explanatory notes prefacing the bill states: “The purposes of this Bill is to recognize the pioneers of British Columbia by declaring the first Monday of August in each year to be a public holiday known as British Columbia Day.”

The decision to make BC a holiday was debated during the 4th session of the 30th Parliament in 1974. This debate took place in the chamber of the British Columbia Parliament building.<ref>Katherine Kalsbeek. Featured room: Parliamentary Room, from the "New at Rare Books and Special Collections blog." http://blogs.ubc.ca/rbscnew/2011/07/28/featured-room-parliamentary-room/</ref>

The Parliamentary Room in IKBLC was modeled after a room in the British Columbia Parliament. This room is quite different from a traditional lecture hall and is intended to support collaborative student learning and debate.
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==Peace River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 261]

[[File:Peace River ferry.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/arphotos/id/15837 UBC 27/1.3], Peace River ferry]]

The Peace River originates in the Rocky Mountains of British Columbia and flows into Northern Alberta.

Peter Pond's maps of 1785 and 1787 refer to it as the "River of Peace." Other names have included Un-ja-ga/Unjigah, as recorded by explorer Sir Alexander Mackenzie (1764-1820), in his "Voyage to the Pacific Coast of Canada" in 1793. The exact original meaning of the word "Unjaga" is not certain<ref>BC Geographical Names Database. "Peace River." http://apps.gov.bc.ca/pub/bcgnws/names/6874.html</ref>.

The name "Peace River" was formally adopted in June 1912, along with the approved French form, "Rivière de la Paix."

The Peace River area is the traditional home of the Danezaa people - historically referred to as the Beaver tribe by European explorers. The Danezaa language is part of the Athapaskan language group, the second largest language family in North America.<ref>Lewis, M. Paul (ed.), 2009. <em>Ethnologue: Languages of the World</em>, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/show_family.asp?subid=611-16</ref>.
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==Qualicum Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 305]

[[File:Qualicum Beach, BC C.P.R. railroad station.jpg‎|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/chung/id/20067 CC-PH-02398], Qualicum Beach]

Qualicum Beach is located outside of Nanaimo, on Vancouver Island. The name "Qualicum" comes from a Pentlatch language term that means "Where the dog salmon (chum salmon) run."<ref> Francis (ed), Daniel (2000). "Encyclopedia of British Columbia." Harbour Publishing. p. 585. ISBN 1-55017-200-X.</ref> After a smallpox epidemic in 1862, the area was abandoned for many years, with settlers arriving in the 1860s.<ref>Mackie, Richard. "The Wilderness Profound, Victorian Life on the Gulf of Georgia." Victoria, BC: Sono Nis Press, 1995. http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1076124</ref>
In the Barber Centre, the Qualicum Reading Room is room 305, the large, open study space at the top of the main stairs on the third floor, just outside the Chapman Learning Commons. This is a very popular space for studying and is also where the Chapman Learning Commons-AMS tutoring takes place.
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==Ridington Room ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 321]

[[File:John Ridington.jpg|thumb|University of British Columbia Archives, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/819/rec/14 UBC 1.1/1510], John Ridington]]

The Ridington Room is named after an important person in the history of the University of British Columbia Library: John Ridington.

John Ridington was UBC’s first University Librarian. A former journalist and teacher, he started work on the library collection in August 1914 when UBC was in its temporary home at West 10th Avenue and Laurel Street (the Fairview Shacks). By 1916, he had been appointed University Librarian, a position he remained in until his retirement at the age of 72 in April 1940. According to information gathered by the UBC Archives, Ridington was known as a rigid authoritarian and was nicknamed ‘King John.’

The University Archives is responsible for collecting material related to the University and, therefore, holds the papers of John Ridington and his family. If you are interested in learning more about the life of UBC’s first University librarian, take a look at the [http://www.library.ubc.ca/archives/u_arch/ridfam.pdf finding aid] (“an aid for finding items in an archival collection”) to the collection that is available on the [http://www.library.ubc.ca/archives University Archives website].

The Ridington Room is definitely worth a visit if you haven’t already had the oppportunity to see the space. It is often called the “Harry Potter Room” by students, due to the winding staircase and the portrait-covered walls. A portrait of John Ridington, painted in 1912 by his brother-in-law Malcolm Charleston, hangs in the Ridington Room.

There is also a magnificent art installation by Vancouver artist John Nutter, who was commissioned by Jean Barber to to design a 45-panel glass sculpture that is intended to “flow like the Northern Lights,” and features intricate etchings designed around a series of compasses. Nutter felt the Library, like a compass, should be used “as a tool of discovery.” An ideal space for quiet study, the room is a hit with students and visitors alike<ref>Katherine Kalsbeek. Featured room: Ridington room, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/01/26/featured-room-ridington-room/ </ref>.
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==Skeena River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 317]

[[File:View of Emil Colman aboard his boat on the Skeena River, B.C.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3005 BC 1532/1329/2], Boat on the Skeena]]

The Skeena River Room is named after the Skeena River, the second-longest river entirely within British Columbia’s borders (the largest being the Fraser River). Six-hundred and twenty-one kilometers long, it flows south and west through the Skeena and Coast Mountains, reaching the Pacific Ocean at Prince Rupert.

For thousands of years, the Tsimshian (“People of the Skeena”), Gitxsan and Nisga'a have lived along the river.<ref>Canadian Museum of History. From Time Immemorial:
Tsimshian Prehistory. http://www.historymuseum.ca/cmc/exhibitions/aborig/tsimsian/intro00e.shtml</ref> Today there are approximately 10,000 Tsimshian living around the Skeena.

George Vancouver visited the mouth of the Skeena River in July 1793, but it wasn’t until the 1860s that the Gold Rush and railway brought more settlers along the river. In 1876, salmon canneries were built along the Skeena River - at one time there were as many as 18 canneries.

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==Stewart Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 184]

[[File:View of two boats the Columbian and the Phillip B. Low.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/framed/id/50 BRSC Frmd 015], Two boats]]

Stewart, B.C. is a border town near the end of the Portland canal and the border of Alaska. Forestry and mining are the two main industries of the area, mining being what prompted white settlers to the area in 1898. The Nisga’a First Nation called the Stewart area Skam-A-Kounst, meaning “safe house” or “strong house.” Stewart is named for the Stewart brothers from Victoria, who held interests in a number of mines in the area at the turn of the century. <ref> Sarah Romkey. Featured room: Stewart, BC, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/10/13/featured-place-stewart/</ref>

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==Stikine Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 260]

[[File:Head of Porter-Idaho tram, Stewart, B.C..jpg|thumb|University of British Columbia Library [http://rbscarchives.library.ubc.ca/index.php/head-of-porter-idaho-tram-stewart-b-c BC-1538], Head of Porter-Idaho tram, Stewart, B.C.]]

The Stikine River is in northwestern B.C., emptying into the ocean in southeastern Alaska. The river and its surroundings are considered to be an important piece of B.C. wilderness to preserve. If you search the library catalogue for the keyword Stikine, you will find a number of publications related to the preservation of this area.

Like many names of rivers and places, there have been variations of spelling in the name “Stikine” over time, including Shikene, Stachine, Stachin, Stah-Keena, Stahkin, Stakeen, Stickeen, Stickienes, Stikeen, Stikin, and Sucheen!<ref>BC Geographical Names Database. http://apps.gov.bc.ca/pub/bcgnws/names/7821.html </ref>. However, like many place names, it was also known under completely different names. B.C. Geographical Names confirms that the Stikine was known by other names at different times- they cite St. Francis River, as well as Pelly’s River.

In the Barber Centre, the Stikine Room is room 260, currently the office for Enrolment Services.
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==Thompson Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 196]

[[File:View of Waterfall on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/langmann/id/295 UL 1001/0001], View of waterfall on the Thompson River]]
The Thompson Meeting Room is named after David Thompson, Canada’s great geographer, who surveyed for the Hudson’s Bay Company from 1816 to 1826. The explorer Simon Fraser gave the name to the area in tribute to Thompson, although Thompson himself never visited the any of the three Thompson Rivers in B.C.<ref>BC Geographical Names Database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref>

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==Thompson River Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 315]

[[File:A view on the Thompson River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/compoundobject/collection/langmann/id/402 UL 1001/0033], A view on the Thompson River]]
The Thompson River is located near Kamloops, B.C. before it splits into the North and South Thompson rivers. Named after David Thompson, a Canadian geographer, the river is the largest tributary of the Fraser River.<ref>GeoBC: British Columbia Geographical Names database. "Thompson River." http://apps.gov.bc.ca/pub/bcgnws/names/40908.html</ref> Thompson himself lived near Invermere, B.C., some 480 kilometres east of the Thompson Rivers.

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==Tofino Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 156]

[[File:View of the waterfont at Tofino, B.C..jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/ref/collection/fisherman/id/3155 BC 1532/1376/1], View of the waterfont at Tofino, B.C.]]

Located on the west coast of Vancouver Island, Tofino is the home of the world-famous Pacific Rim National Park and beautiful Long Beach. Major industries have traditionally included fishing and forestry, and in recent decades of course tourism, as visitors flock to the resorts and beaches in all seasons.

A number of photographs of this region in UBC Library's digital collection are from the [http://chung.library.ubc.ca/ Chung Collection], held in Rare Books and Special Collections. The [http://chung.library.ubc.ca/ Chung Collection] holds 8,000 historic photographs, many showing various locales in British Columbia.<ref>Sarah Romkey. Featured room: Tofino, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2011/08/10/featured-place-tofino/</ref>

In the Irving K. Barber Learning Centre, the Tofino Meeting Room is number 156.

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==Ucluelet Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 158]

[[File:View of fishing boats in Spring Cove, Ucluelet, Vancouver Island.jpg|thumb|Fisherman's Publishing Society, courtesy of University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3090 BC 1532/1352H/4], Spring Cove]]
Ucluelet is located on the west coast of Vancouver Island. The name means “people of the safe harbor” in Nuu-chah-nulth language. The Nuu-chah-nulth people, comprised of many different nations, have inhabited the area for more than 10,000 years. The Yuułuʔiłʔatḥ Nation and Toquaht Nation currently live in the Ucluelet area. At the end of beautiful Long Beach, the area is a mecca for tourists.<ref>Ucluelet. http://ucluelet.ca/community/the-ucluelet-experience/history-ucluelet-bc-canada-vancouver-island-west-coast-first-nations</ref>

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==Victoria Learning Theatre ==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 182]

[[File:Empress Hotel from steamer at Victoria, BC .jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/22115/rec/39 CC-PH-05474], Empress Hotel]]

The Victoria Learning Theatre is named after the city of Victoria.

On the southern tip of Vancouver Island, Victoria is our province’s capital and hence the place of many events in the province’s history. Rare Books and Special Collections contains almost innumerable books, maps, documents, and photographs related to Victoria. However, to rare books enthusiasts, there is one (or two) events from Victoria’s history that are of particular note: the publication of the first book (or books) to be printed in British Columbia.

What is largely accepted to be the first book printed in B.C. is ''Order in council constituting the Supreme Court of Civil Justice of Vancouver Island and rules of practice and forms to be used therein,'' which basically amounted to a 'rule book' for the Supreme Court in Victoria. It was printed at the Victoria Gazette in November 1858.

The library copy is particularly special: it was David Cameron‘s personal copy! David Cameron was the first Chief Justice of the Supreme Court of British Columbia- in other words, not only did he own the book, he wrote the book too. This copy was given to the Library by Dr. Wallace Chung, on the occasion of the re-opening of the Chung Collection in Spring 2008. David Cameron’s signature can be seen on the cover, and on the ''Act to provide for the Administration of Justice in Vancouver’s Island'', tipped in the front <ref>Katherine Kalsbeek. Featured place: Victoria, from the "New at Rare Books and Special Collections blog" http://blogs.ubc.ca/rbscnew/2012/03/02/featured-place-victoria/ </ref>
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==Yukon Meeting Room==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 181]
[[File:Steamer Casca wrecked on the Yukon River.jpg|thumb|University of British Columbia Library, [http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/chung/id/18832 CC-PH-03769], Steamer Casca wrecked on the Yukon River]]

The Yukon Meeting Room is named after the territory of Yukon, established in 1898. The Yukon is named after the Yukon River, one of the longest rivers in North America. The original name was Yu-kan-ah, which means “great river” in an Athabaskan dialect. The Dinjii Zhuu people, formerly called the Gwichi’in. currently live in the Northwest Territories, Yukon and northern Alaska.
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==Allison Harbour==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 263]
[[File:Allison Harbour.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/fisherman/id/3207/rec/1]]

Allison Harbour the place is a harbour in the Queen Charlotte Straight, as well as a marine park. Allison Harbour was formerly known as False Bay or False Schooner Passage. Extending north from Queen Charlotte Strait to the southeast of Bramham Island, it is the site of the former post office and steamer landing of Allison Harbour, British Columbia. The Allison Reefs lie in the entrance to the sound; Allison Cone (185m), which is nearby between Shelter Bay and Cape Caution, was named in association with Allison Harbour.
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==Clearwater==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 264]
[[File:Clearwater2.jpg|thumb|University of British Columbia Library,
[http://digitalcollections.library.ubc.ca/cdm/singleitem/collection/arphotos/id/17438/rec/1]]

Clearwater is a district municipality in the North Thompson River valley in British Columbia, Canada, where the Clearwater River empties into the North Thompson River. The Overlanders expedition to the Cariboo goldfields rafted down the North Thompson River in 1862. When they first arrived at the mouth of the Clearwater River, they named it for its distinct clarity compared to the relatively muddy waters of the North Thompson.
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==McBride==
[http://wiki.ubc.ca/images/a/af/IKBLCmap.pdf Room 265]
[[File:mcbride.jpg|thumb|University of British Columbia Library,
https://open.library.ubc.ca/collections/langmann/items/1.0440436?o=13]

The Village of McBride is located in the Robson Valley region of British Columbia, Canada. The Village is located 210 km (130 mi) southeast of Prince George, British Columbia and 166 km (103 mi) west of Jasper, Alberta. Incorporated in 1932, McBride is a community with a variety of natural beauty surrounding the Village. McBride was founded in 1913 as Mile 90 of the Grand Trunk Pacific Railway. The Village received its name after the serving premier, Sir Richard McBride. McBride’s early industries were rail, shipping, forest harvesting and agricultural development of the valley. McBride is rich in farmland in the valley bottom, with a mix of forest and alpine surrounding the Valley. This unique mixture allows McBride to be a prime location for many industries. Current industries for McBride include railroad, forest, tourism, agriculture and small businesses.
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References: <references/>

[[Category:Web_Portal_Content]]

Sandbox:Chapman Learning Commons Assistant Orientation/Equipment Troubleshooting

2025-09-18T02:29:09Z

SarahRobertson: /* Patron Has No Card */

'''Before you begin…''' Breathe. Take your time. If you’re calm, the patron will be calm, too :)

== Item did not get returned aka "Bad Discharges" / Fines ==
Here are the procedures for a bad discharge/ patron complaints when they have a fine:

* Inform the student that reviewing their information can take 1-2 business days, but if their fine is under $50 they can still use library services ( ie check out more equipment).
* If the patron would like to appeal the fine:
** Step 1: The patron '''must''' fill out a [https://services.library.ubc.ca/borrowing-services/library-account/my-library-account-assistance/?login?login Fine Appeal Form] if they would like their case reviewed
** Step 2: '''Email clc.staff@ubc.ca''' - Include:
*** Students name and/or student number
*** Student barcode (i.e. Library Number)
*** What the item is (eg laptop)
*** Item barcode
*** Ask the student to share the time they say they returned the time (and share that information with us)
*** Any additional details (for example, was the patron sick? was there bus delays?)

== Broken Equipment ==
# Test to see if the piece of equipment is actually not working. (ie, test the charger).
# If broken, fill out an item issue sheet and place it in the item bag. The item issue sheet can be found in the far right cabinet, with the opening and closing equipment, in the middle shelf all the way in the back.
# Place the item (w/ bag and slip) on the Equipment Graveyard Desk (behind Daniel's desk).
[[File:Item_Issue_Sheet.png|none|thumb|Item Issue Sheet]]

== Missing Part OR Patron Tries to Replace a Part ==
'''DO NOT''' discharge it! Instead:
# Tell the patron that because a piece of equipment is missing or replaced, you can’t discharge it due to our policy- even if they claim that it was like that when they got it.
#* Example: “I’ve noticed that this isn’t our cord, as we label our cords with colourful tape. My manager told me that we can’t check in a cord that doesn’t match ours.”
#* Example: “I see that the memory card is missing from this camera. Due to our policy I won’t be able to check this item back in with a missing piece.”
# Give them the Learning Services Librarian's or the Senior Program Assistant's card so that they can follow up with us about the missing or broken equipment. Tell them that we can answer their questions and concerns.
# Bring the item to the back office, and fill in an item sheet for missing/broken equipment.
Equipment must '''NOT''' be discharged or circulated until we have addressed the issue.

== Patron Has No Card ==
'''Student/Faculty/Staff'''

Ask the patron to pull up their [https://services.ubccard.ubc.ca/home Digital UBC Card](There is a QR code in the binder). If they do not have a physical or digital UBC card, we cannot loan an item to the patron. (No, we can't use their library card number, name, student number, gov ID)

'''Community User'''
# Inform them they can get a community user card for a year at Koerner for $40.
# Call a member of staff if they continue to push.
'''Alumni'''

They can apply for a card. Show them this page on the [https://services.library.ubc.ca/borrowing-services/library-cards/alumni-cards/ UBC Library website] or tell them to google "UBC Alumni" and "Library card"

'''Other'''

Go to this page and work with the patron to see what group they are in

https://services.library.ubc.ca/borrowing-services/library-cards/

== Patron Card Errors ==
If a patrons card has a message pop up there may be issues with their card. Common errors are as follows:
* “[Patron] barcode is lost”
** Patron card needs to be reactivated. Direct them to Koerner Library.
* “Address Expired”
** Patron needs to update their address. Direct them to Koerner Library.
* Patron has over $50 of fines or a block on their card.
** Pay at MAA circulation OR Koerner circulation.

== Item Appears as Lost ==
When an item is discharged, and a pop-up appears on the screen notifying you that the item is "marked as Lost", do the following:
# '''Do not un-check the boxes that appear'''. This will impact the fines. The Learning Services Librarian will assess fines subsequent to item discharge.
# Inform patron that their fines will be assessed and to check their account in a day or two.
# Do not tell patrons their fines at this moment. If the item is returned within 3 weeks of loan, you can reassure them that they will not be fined for the full item replacement. Direct their inquiries about fines to the Learning Services Librarian.
# '''Inform the CLC Staff''' that a lost item has been returned, and tell them the barcode.

Sandbox:Chapman Learning Commons Assistant Orientation/professionalcommunication

2025-09-18T02:26:13Z

SarahRobertson: /* Reporting an Issue */

== Desk Support (Help!) ==
If you find you are having trouble with a difficult patron or need more '''in person''' support in handling a query, the following options are available to you.

=== 8:00am-4:30pm weekday work hours: ===
'''First step: Double check the blog and stay calm.''' The answer can often be found on the blog. Communicate to the patron that you may need a bit more time to look for a solution/answer to their query, and do your best to use the search bar to find the relevant page. Their emergency is not your emergency!
''Tips for searching the blog:''
* Search using one or two keywords (e.g., loan chart, phone charger, etc.) not full sentences or questions.
* Adjust your search if you are not finding the appropriate content by thinking of other possible keywords/synonyms. For example, if you tried searching for information about our cameras using the keyword “camera”, consider searching using related words such as “DSLR”
* Communicate to the patron what you are doing. For example, “I don’t know the answer right now, but I am looking for an answer for you as fast as I can. Thanks for your patience!”

'''If you can't find the answer on the blog (complex questions or issues):'''
* '''Contact CLC staff''' by phone or message us on Teams: We will always come to the desk to assist you if we are available! We are also available over Teams if you prefer to communicate the question/issue over chat.
* '''Call security''' (7-3914) (IKB Security) or Campus Security (2-2222)
** Please never hesitate to call security. They are here to help with a range of situations (building issues, patron issues, safety issues, and more).
* '''Give them a CLC staff member's card''' and refer them to contact one of us. It's a good idea to let us know if you think a patron might be contacting us so that we have context ahead of time.
** Example script: “I’m so sorry that I haven’t been able to help you further. Here is the contact information for my supervisor, [Name], who you can reach out to for further help with [ ______].
** Example script: “I understand that you are frustrated. At the moment the best solution I can offer you is to give you my supervisor’s contact information. Here is their business card. You can definitely reach out for help with [ ____ ].”

=== After hours and weekends: ===
''After hours and weekends are limited service hours. This means that if a patron’s question goes beyond our regular operations (lending out equipment, basic directions, basic printer troubleshooting, etc.), they will need to wait until working hours for us to address the question.''

* Example Script - Patron Follow-up: “I understand you are having issues with _____. We are happy to provide you with further assistance, however we can only do so during regular business hours. I can take down your name and contact information to be sure that we follow up with you about _____.

* Example Script - Handing out business cards: “I understand you are having issues with _____. We are happy to provide you with further assistance, however weekends and evenings are limited service hours, meaning we are only providing basic assistance at this time. Here is my supervisor’s contact information on their business card. You are welcome to contact them, however a reminder that they are only available from Monday - Friday during working hours.”

'''Ensuring we follow up:''' Send an email with the patron’s name, contact info, details of the issue, and date and time of the interaction to the clc.assistants@ubc.ca. Leave the unread email in the inbox for the opening CLCA to follow up. The next CLCA working during business hours will assess how to follow up with the patron.

'''If you are the CLCA following up:'''

* When you start your shift, check the CLCA inbox for any patron follow-ups.
* Read the email left by your fellow CLCA carefully. Ask yourself: What does the patron need? What exactly are they looking for? Why would my colleague have had trouble with this question?
* Investigate the issue:
** Check the blog! Use the search tool and try to find a possible answer there.
** Other resources: Learning Commons website, Ask [[/ask.library.ubc.ca/|UBC Library]]
** If you need further support, contact CLC staff for help answering the question.
** If you do not have enough information from the patron: consider following up asking further clarifying questions to the patron directly.
* When answering the patron’s question:
** Reiterate that our weekend and evening hours are limited service hours, and thank them for their patience in responding to their query
** Give as much detail as possible in your response
** Invite them to follow up if they have further questions

==== If you need immediate support or back-up: ====
''If you have a scheduling issue (you are more than ten minutes late for an evening/weekend shift, you are suddenly sick, or need to leave the desk: '''Call the Learning Services Librarian or another staff member.'''''

'''Other issues''': Patron issues are typically not emergencies. Even if a patron is having a loaning issue, is accruing fines, or a similar query that feels time sensitive to them, you can note down their question for follow-up, reassuring the patron that we will follow up during business hours.

'''Who to contact:'''

* Call IKB security (7-3914) or Campus Security (2-2222)
* Use the Scenario cards with MAA circulation staff
** Scenario A- Circulation staff will call security for you (without alerting the patron)
** Scenario B- Circulation staff will come over to support you in letting the patron know that you (CLCAs) folks have done everything we can to support the patron at this time.
* Give them the Learning Services Librarian or Senior Program Assistants card and refer them to contact one of us
* If there is an urgent situation: Call Rochelle Mazar at (236) 994 3800

== Customer Service ==
'''Main points:'''
* Be clear, calm, and concise. Break things down into simple steps. After 3 steps, most people get confused.
* Greet patrons as they come to the desk. Be aware of what is going on around you.
* If someone looks lost, they probably are- ask them if they need assistance.
* Do one thing at a time.
* Help one patron at a time. If there is a line, ask them all if they need printing help, then help a group all at once.
* It's okay to not know. Look things up but don't refer someone somewhere unless you are '''100% certain''' that that is the right referral. You are not expected to be the expert on everything. Ask lots of questions of your colleagues and don't be afraid to ask for help!
* Communicate clearly with Circulation and Reference. Don't just send a patron to the other side, meet them and let the staff member know what the patron's inquiry is.
* Ask good follow up questions. Patrons might identify an issue but something else is actually going on. Asking good questions will help you solve the actual issue.

== Dealing with Difficult Patrons ==
During your time at the CLC, you may deal with patrons who are upset, angry, frustrated or up against a time crunch. This section is meant to provide some helpful tips to navigating those more difficult interactions. We cannot stress enough that we do not ever expect a student employee to tolerate unsafe, disrespectful behaviour from anyone.

'''Understanding the cause of anger:'''

It is important to recognize why a patron might be feeling angry or frustrated. Here are some common reasons:
* They are embarrassed that they don't know the answer
* They may have already been referred more than once and don't feel helped
* They have not left themselves enough time
* External factors: family, relationships, mental health
'''Setting expectations:'''

Sometimes we can preempt frustration in patrons by setting very clear expectations. Let's say a patron want you to come over to their workstation and show them how to use APA formatting. You can explain that you can get them a citation guide (available online or through a QR code at our desk) and start them on the process. That will show the patron that you are willing to help but that you are not going to do the work for them. The philosophy and approach of the Learning Commons is one of teaching and building capacity in others, not to do someone's work for them. You may tell them that you will set them up at the workstation, and that you'll come check on them if there are any follow-up questions.

'''What to do when someone is becoming frustrated or disrespectful:'''

Some important things to remember:
* Don't stare
* Avoid judgment
* Speak in a calm and clear voice
* Repeat lines of policies and avoid personal statements and judgments
* Confirm that you understand the problem and state what it is you can do to try and help
* Empathize with the patron's situation: "It sounds like you're quite frustrated that you can't get your print job printed. I am going get you logged into a computer and see what might be going on so we can get that printed out for you as soon as possible."
Clearly and calmly state that you are happy to assist if they are willing to calm down and/or be respectful you will continue to help them. An example is below:

"I'm very happy to assist you but if you're going to be disrespectful, I won't be able to help you. I will help you once you have calmed down."

== Desk Phone Policies ==
'''If the phone rings while you are on shift, pick it up. If you come to your shift and see a voicemail, listen to it and respond!'''

'''How to transfer a call after you have spoken with a patron:'''

1. From an active call, press '''transfer.'''

2. Enter the target number (number you wish to transfer the call to).

3. Stay on the line and wait for the transfer recipient to answer your call (let them know you will be transferring a call to them).

4. Press '''transfer''' again to complete the transfer and hang up (to cancel the transfer, press '''EndCall''').

Note: You cannot '''transfer''' to redirect a call on hold. Press '''resume''' to return to the call on hold before transferring it.

'''How to answer voicemail:'''

1. Press the 'messages' button (with the envelope on it, on the middle-right side of the phone).

2. Enter the voicemail pin.

3. Follow the instructions read to you to listen to messages.

4. Note anything that requires follow-up and call the patron back, or inform staff, accordingly.

'''Calling someone back:'''

If you miss a call and need to phone someone back, UBC's phones sometimes require us to dial extra numbers for a call to go through:

* To dial off-campus, dial 9 + ten digit number
* To dial within campus, dial last 5 numbers
* To dial long distance (outside of Vancouver/Lower mainland):
** within North America, dial 8 + 1 + Area Code + number
** for international calls, dial 8 + 011 + Country Code + City Code + number

'''Phone call tips:'''

When you answer the phone call at the Help Desk (or whenever you are interacting with customers over the phone), think of '''LAB''':

# Listen
# Ask
# (Look at the) Big picture

Listening is key to understanding the patron’s frustration, confusion, request, etc.

Asking is key to help you understand the teeny tiny details you need to know to make an informed suggestion. Looking at the big picture is key for you to help them out even further.

'''Example:'''

* Patron: Is IKBLC open right now? My computer just stopped working and I need somewhere to study. ('''Listen''')
* CLCA: Yes, are you a student, a staff member, or a community user? ('''Ask''' about the person)
* Patron: I am a community user.
* CLCA: Have you gotten guest access to our computers before?
* Patron: No, I haven't. How do I do that? ('''Listen''')
* CLCA: If you have picture ID, you can come and request guest access at our Help Desk during our opening hours. If you don't have a picture ID, I recommend that you go to a public library if there is one close to you. (Look at the '''big picture''')
* Patron: I have a picture ID, but I actually live closer to a public library so I might prefer to go there.
* CLCA: Great, there will be computers available there. Do you have any other questions?
* Patron: No, thank you, bye.

== Email Policies ==
* You will be using the '''clc.assistants@ubc.ca''' email [mailto:clc.assistants@ubc.ca%7Cclc.assistants@ubc.ca] to receive and send CLC-related correspondence and follow up on tickets. In order to keep our workflow smooth, we have split the email into multiple folders and sub-folders. All CLCAs are responsible for sorting emails during your shift. See descriptions below:

All incoming correspondence will come into the '''inbox''' folder, after which we will sort them into their proper folders. Here are some questions to ask when sorting emails:
==== Emails (correspondence with staff/patrons): ====
* Does the email need to be seen by other CLCAs on shift? '''Keep it in the inbox.'''
* Does it concern CLC social media accounts (Twitter, LinkedIn, Instagram, Hootsuite, etc.)? '''Move it to the Social Media folder'''.
* Is it related to a particular piece of equipment behind the desk (DSLR, tripod, charger, etc.)? '''Move it to the Equipment folder'''.
* Is it related to Open Athens and community/alumni/guest access? '''Move it to the OA Permanent Account Requests''' folder.
* Is a patron reaching out '''ahead''' of time (i.e not after they returned it) because they are unable to return a piece of equipment (sick, etc)? '''Forward to clc.staff@ubc.ca'''.
* Is it an email related to an existing '''ticket'''? See the tickets section (below).

==== Tickets: If it's the most recent response to a ticket that other CLCAs need to see, keep it in the inbox. If it is a previous response or the ticket has been resolved, sort it into one of the folders below: ====
*'''Heritage Core:''' Tickets related to anything that lives in the Heritage Core such as Macs and PCs and their accessories (Mice, Keyboards, AUX Ports, etc.)
*'''MAA Library:''' Equipment and rooms in the Music, Arts and Architecture Library. This includes Mac and Windows stations, printers, photocopiers, and MAA rooms.
*'''PayForPrint:''' Tickets concerning PayForPrint online system such as if the system is down, or a user is experiencing difficulty logging in. If a printer is having trouble with PayForPrint, the corresponding ticket should be filed under the printer's respective folder.
*'''Print Card Vendor:''' This folder concerns the print card reloader/dispenser located on Level 3 of IKB outside the Heritage Core. Tickets concerning this device are filed here.
*'''Ricoh L2:''' Tickets regarding the Ricoh printers on Level 2.

*'''Ricoh L3:''' Tickets regarding the Ricoh printers located on Level 3.
* Note: Xerox Printers folder is Archived as of Feb 2019. Tickets concerning either Xerox printers (on Level 2) are filed here.

*'''Other:''' If a ticket does not fit the description of any of the above folders, you may file it under Other. This may include Windows stations on Level 2, Stationery Vending Machine, etc.

== Email Templates ==
'''Extended Loan Request Form Template'''

Hi '''[Patron Name]''',

Thank you for reaching out to us!

To request an extended loan for a non-bookable item (excluding laptops and headphones), you can fill out an Extended Loan Request Form[https://ubc.ca1.qualtrics.com/jfe/form/SV_4ZKVawSXyGuRDmK?pagetitle=Borrow%20Equipment%20-%20Chapman%20Learning%20Commons<nowiki>] here and leave up to 24 hours for it to process, but please note that even with a 24-hour notice, approval will not be guaranteed.</nowiki>

For bookable items, please let us know what item you'd like an extension for and the desired time, and we will check its availability.

Information on whether items are bookable or non-bookable can be found on our Borrow Equipment webpage [ https://learningcommons.ubc.ca/borrow-equipment/].

Please let us know if you have any further questions.

'''Lost and Found Template'''

Hello '''[Patron Name]''',

Thank you for contacting the Chapman Learning Commons Helpdesk.

We are unable to confirm possession of lost-and-found items over email. Please reach out to us in person at the CLC Helpdesk (located on the 3rd floor of IKB library) during our opening hours and we will check for the item. You can find our location and hours here: <nowiki>https://hours.library.ubc.ca/#view-chapman</nowiki>.

Additionally, please be advised that the main lost-and-found is located at the UBC bookstore. You can check the list of items they currently have at <nowiki>https://lostandfound.ubc.ca/all-items</nowiki>.

Please let me know if I can support you further,

'''Patron wanting to Book Specific Equipment Template'''

Hello '''[Patron Name]''',

Thanks for reaching out to us! You can see what equipment we loan here [ https://learningcommons.ubc.ca/borrow-equipment/]. For each item, there is a dropdown point that shows all the information about the piece of equipment and an external link that can be used to reserve that item; the link will also show the item's availability. Please note, some equipment is not bookable ahead of time.

If you want to loan multiple of the same items or loan an item over our loan period, you can fill out this form[ https://ubc.ca1.qualtrics.com/jfe/form/SV_4ZKVawSXyGuRDmK?pagetitle=Borrow%20Equipment%20-%20Chapman%20Learning%20Commons&pagetitle=Borrow%20Equipment%20-%20Learning%20Commons&pagetitle=Borrow%20Equipment%20-%20Learning%20Commons].

You can also come to the CLC help desk on the 3rd floor of IKB for more help in booking equipment.

Please let us know if you have any more questions.

Kind Regards,

'''Fine Appeal Form Template'''

Dear [Patron’s Name],

Thank you for reaching out to us regarding the fines.

We understand that you have concerns about the fines imposed and would like to offer you our Fine Appeal Form [https://services.library.ubc.ca/borrowing-services/library-account/my-library-account-assistance/<nowiki>], from where UBC Library will review your situation.</nowiki>
Please be assured that your appeal is being taken seriously, and UBC Library will carefully consider all the information provided and get back to you in a timely manner.
Let us know if you have any questions.

== Reporting an Issue ==
Report any and all abusive or disrespectful behaviour to your supervisors immediately. If you have an immediate concern for your, or someone else's safety- call Campus Security (2-2222). Security will come by the desk and simply be a reassuring presence if need be.
* If a patron acts inappropriately towards you, and you are uncomfortable serving them; you must tell the staff team (anyone that is in at that time) immediately. Call us and also send an email detailing, specifically, what occurred to cause your discomfort. We want to make sure that you are setting boundaries and not doing anything you’re uncomfortable with, but we need to thoroughly document each of these situations.

'''Sending Staff a message about a patron loaning issue? Use this format:'''

Date of Interaction:

Time of Interaction:

Patron Name and Library Card Number:

Equipment Name & Barcode (last 4 digits):

Is this message… General or Urgent?

Message: ''please use bullet points''

'''Here is an example message:'''

Date: Monday, April 3

Time: 11:03am

Patron: Lisa Popplewell (123456789)

Equipment: Handheld Mic (5712)

General

Message:

* brought microphone back late (due at 9am on Monday, April 3) & received fine ($5)
* said brought late due to illness
* patron will fill out fine appeal form

Sandbox:Chapman Learning Commons Assistant Orientation/professionalcommunication

2025-09-18T02:25:05Z

SarahRobertson: /* Email Policies */

== Desk Support (Help!) ==
If you find you are having trouble with a difficult patron or need more '''in person''' support in handling a query, the following options are available to you.

=== 8:00am-4:30pm weekday work hours: ===
'''First step: Double check the blog and stay calm.''' The answer can often be found on the blog. Communicate to the patron that you may need a bit more time to look for a solution/answer to their query, and do your best to use the search bar to find the relevant page. Their emergency is not your emergency!
''Tips for searching the blog:''
* Search using one or two keywords (e.g., loan chart, phone charger, etc.) not full sentences or questions.
* Adjust your search if you are not finding the appropriate content by thinking of other possible keywords/synonyms. For example, if you tried searching for information about our cameras using the keyword “camera”, consider searching using related words such as “DSLR”
* Communicate to the patron what you are doing. For example, “I don’t know the answer right now, but I am looking for an answer for you as fast as I can. Thanks for your patience!”

'''If you can't find the answer on the blog (complex questions or issues):'''
* '''Contact CLC staff''' by phone or message us on Teams: We will always come to the desk to assist you if we are available! We are also available over Teams if you prefer to communicate the question/issue over chat.
* '''Call security''' (7-3914) (IKB Security) or Campus Security (2-2222)
** Please never hesitate to call security. They are here to help with a range of situations (building issues, patron issues, safety issues, and more).
* '''Give them a CLC staff member's card''' and refer them to contact one of us. It's a good idea to let us know if you think a patron might be contacting us so that we have context ahead of time.
** Example script: “I’m so sorry that I haven’t been able to help you further. Here is the contact information for my supervisor, [Name], who you can reach out to for further help with [ ______].
** Example script: “I understand that you are frustrated. At the moment the best solution I can offer you is to give you my supervisor’s contact information. Here is their business card. You can definitely reach out for help with [ ____ ].”

=== After hours and weekends: ===
''After hours and weekends are limited service hours. This means that if a patron’s question goes beyond our regular operations (lending out equipment, basic directions, basic printer troubleshooting, etc.), they will need to wait until working hours for us to address the question.''

* Example Script - Patron Follow-up: “I understand you are having issues with _____. We are happy to provide you with further assistance, however we can only do so during regular business hours. I can take down your name and contact information to be sure that we follow up with you about _____.

* Example Script - Handing out business cards: “I understand you are having issues with _____. We are happy to provide you with further assistance, however weekends and evenings are limited service hours, meaning we are only providing basic assistance at this time. Here is my supervisor’s contact information on their business card. You are welcome to contact them, however a reminder that they are only available from Monday - Friday during working hours.”

'''Ensuring we follow up:''' Send an email with the patron’s name, contact info, details of the issue, and date and time of the interaction to the clc.assistants@ubc.ca. Leave the unread email in the inbox for the opening CLCA to follow up. The next CLCA working during business hours will assess how to follow up with the patron.

'''If you are the CLCA following up:'''

* When you start your shift, check the CLCA inbox for any patron follow-ups.
* Read the email left by your fellow CLCA carefully. Ask yourself: What does the patron need? What exactly are they looking for? Why would my colleague have had trouble with this question?
* Investigate the issue:
** Check the blog! Use the search tool and try to find a possible answer there.
** Other resources: Learning Commons website, Ask [[/ask.library.ubc.ca/|UBC Library]]
** If you need further support, contact CLC staff for help answering the question.
** If you do not have enough information from the patron: consider following up asking further clarifying questions to the patron directly.
* When answering the patron’s question:
** Reiterate that our weekend and evening hours are limited service hours, and thank them for their patience in responding to their query
** Give as much detail as possible in your response
** Invite them to follow up if they have further questions

==== If you need immediate support or back-up: ====
''If you have a scheduling issue (you are more than ten minutes late for an evening/weekend shift, you are suddenly sick, or need to leave the desk: '''Call the Learning Services Librarian or another staff member.'''''

'''Other issues''': Patron issues are typically not emergencies. Even if a patron is having a loaning issue, is accruing fines, or a similar query that feels time sensitive to them, you can note down their question for follow-up, reassuring the patron that we will follow up during business hours.

'''Who to contact:'''

* Call IKB security (7-3914) or Campus Security (2-2222)
* Use the Scenario cards with MAA circulation staff
** Scenario A- Circulation staff will call security for you (without alerting the patron)
** Scenario B- Circulation staff will come over to support you in letting the patron know that you (CLCAs) folks have done everything we can to support the patron at this time.
* Give them the Learning Services Librarian or Senior Program Assistants card and refer them to contact one of us
* If there is an urgent situation: Call Rochelle Mazar at (236) 994 3800

== Customer Service ==
'''Main points:'''
* Be clear, calm, and concise. Break things down into simple steps. After 3 steps, most people get confused.
* Greet patrons as they come to the desk. Be aware of what is going on around you.
* If someone looks lost, they probably are- ask them if they need assistance.
* Do one thing at a time.
* Help one patron at a time. If there is a line, ask them all if they need printing help, then help a group all at once.
* It's okay to not know. Look things up but don't refer someone somewhere unless you are '''100% certain''' that that is the right referral. You are not expected to be the expert on everything. Ask lots of questions of your colleagues and don't be afraid to ask for help!
* Communicate clearly with Circulation and Reference. Don't just send a patron to the other side, meet them and let the staff member know what the patron's inquiry is.
* Ask good follow up questions. Patrons might identify an issue but something else is actually going on. Asking good questions will help you solve the actual issue.

== Dealing with Difficult Patrons ==
During your time at the CLC, you may deal with patrons who are upset, angry, frustrated or up against a time crunch. This section is meant to provide some helpful tips to navigating those more difficult interactions. We cannot stress enough that we do not ever expect a student employee to tolerate unsafe, disrespectful behaviour from anyone.

'''Understanding the cause of anger:'''

It is important to recognize why a patron might be feeling angry or frustrated. Here are some common reasons:
* They are embarrassed that they don't know the answer
* They may have already been referred more than once and don't feel helped
* They have not left themselves enough time
* External factors: family, relationships, mental health
'''Setting expectations:'''

Sometimes we can preempt frustration in patrons by setting very clear expectations. Let's say a patron want you to come over to their workstation and show them how to use APA formatting. You can explain that you can get them a citation guide (available online or through a QR code at our desk) and start them on the process. That will show the patron that you are willing to help but that you are not going to do the work for them. The philosophy and approach of the Learning Commons is one of teaching and building capacity in others, not to do someone's work for them. You may tell them that you will set them up at the workstation, and that you'll come check on them if there are any follow-up questions.

'''What to do when someone is becoming frustrated or disrespectful:'''

Some important things to remember:
* Don't stare
* Avoid judgment
* Speak in a calm and clear voice
* Repeat lines of policies and avoid personal statements and judgments
* Confirm that you understand the problem and state what it is you can do to try and help
* Empathize with the patron's situation: "It sounds like you're quite frustrated that you can't get your print job printed. I am going get you logged into a computer and see what might be going on so we can get that printed out for you as soon as possible."
Clearly and calmly state that you are happy to assist if they are willing to calm down and/or be respectful you will continue to help them. An example is below:

"I'm very happy to assist you but if you're going to be disrespectful, I won't be able to help you. I will help you once you have calmed down."

== Desk Phone Policies ==
'''If the phone rings while you are on shift, pick it up. If you come to your shift and see a voicemail, listen to it and respond!'''

'''How to transfer a call after you have spoken with a patron:'''

1. From an active call, press '''transfer.'''

2. Enter the target number (number you wish to transfer the call to).

3. Stay on the line and wait for the transfer recipient to answer your call (let them know you will be transferring a call to them).

4. Press '''transfer''' again to complete the transfer and hang up (to cancel the transfer, press '''EndCall''').

Note: You cannot '''transfer''' to redirect a call on hold. Press '''resume''' to return to the call on hold before transferring it.

'''How to answer voicemail:'''

1. Press the 'messages' button (with the envelope on it, on the middle-right side of the phone).

2. Enter the voicemail pin.

3. Follow the instructions read to you to listen to messages.

4. Note anything that requires follow-up and call the patron back, or inform staff, accordingly.

'''Calling someone back:'''

If you miss a call and need to phone someone back, UBC's phones sometimes require us to dial extra numbers for a call to go through:

* To dial off-campus, dial 9 + ten digit number
* To dial within campus, dial last 5 numbers
* To dial long distance (outside of Vancouver/Lower mainland):
** within North America, dial 8 + 1 + Area Code + number
** for international calls, dial 8 + 011 + Country Code + City Code + number

'''Phone call tips:'''

When you answer the phone call at the Help Desk (or whenever you are interacting with customers over the phone), think of '''LAB''':

# Listen
# Ask
# (Look at the) Big picture

Listening is key to understanding the patron’s frustration, confusion, request, etc.

Asking is key to help you understand the teeny tiny details you need to know to make an informed suggestion. Looking at the big picture is key for you to help them out even further.

'''Example:'''

* Patron: Is IKBLC open right now? My computer just stopped working and I need somewhere to study. ('''Listen''')
* CLCA: Yes, are you a student, a staff member, or a community user? ('''Ask''' about the person)
* Patron: I am a community user.
* CLCA: Have you gotten guest access to our computers before?
* Patron: No, I haven't. How do I do that? ('''Listen''')
* CLCA: If you have picture ID, you can come and request guest access at our Help Desk during our opening hours. If you don't have a picture ID, I recommend that you go to a public library if there is one close to you. (Look at the '''big picture''')
* Patron: I have a picture ID, but I actually live closer to a public library so I might prefer to go there.
* CLCA: Great, there will be computers available there. Do you have any other questions?
* Patron: No, thank you, bye.

== Email Policies ==
* You will be using the '''clc.assistants@ubc.ca''' email [mailto:clc.assistants@ubc.ca%7Cclc.assistants@ubc.ca] to receive and send CLC-related correspondence and follow up on tickets. In order to keep our workflow smooth, we have split the email into multiple folders and sub-folders. All CLCAs are responsible for sorting emails during your shift. See descriptions below:

All incoming correspondence will come into the '''inbox''' folder, after which we will sort them into their proper folders. Here are some questions to ask when sorting emails:
==== Emails (correspondence with staff/patrons): ====
* Does the email need to be seen by other CLCAs on shift? '''Keep it in the inbox.'''
* Does it concern CLC social media accounts (Twitter, LinkedIn, Instagram, Hootsuite, etc.)? '''Move it to the Social Media folder'''.
* Is it related to a particular piece of equipment behind the desk (DSLR, tripod, charger, etc.)? '''Move it to the Equipment folder'''.
* Is it related to Open Athens and community/alumni/guest access? '''Move it to the OA Permanent Account Requests''' folder.
* Is a patron reaching out '''ahead''' of time (i.e not after they returned it) because they are unable to return a piece of equipment (sick, etc)? '''Forward to clc.staff@ubc.ca'''.
* Is it an email related to an existing '''ticket'''? See the tickets section (below).

==== Tickets: If it's the most recent response to a ticket that other CLCAs need to see, keep it in the inbox. If it is a previous response or the ticket has been resolved, sort it into one of the folders below: ====
*'''Heritage Core:''' Tickets related to anything that lives in the Heritage Core such as Macs and PCs and their accessories (Mice, Keyboards, AUX Ports, etc.)
*'''MAA Library:''' Equipment and rooms in the Music, Arts and Architecture Library. This includes Mac and Windows stations, printers, photocopiers, and MAA rooms.
*'''PayForPrint:''' Tickets concerning PayForPrint online system such as if the system is down, or a user is experiencing difficulty logging in. If a printer is having trouble with PayForPrint, the corresponding ticket should be filed under the printer's respective folder.
*'''Print Card Vendor:''' This folder concerns the print card reloader/dispenser located on Level 3 of IKB outside the Heritage Core. Tickets concerning this device are filed here.
*'''Ricoh L2:''' Tickets regarding the Ricoh printers on Level 2.

*'''Ricoh L3:''' Tickets regarding the Ricoh printers located on Level 3.
* Note: Xerox Printers folder is Archived as of Feb 2019. Tickets concerning either Xerox printers (on Level 2) are filed here.

*'''Other:''' If a ticket does not fit the description of any of the above folders, you may file it under Other. This may include Windows stations on Level 2, Stationery Vending Machine, etc.

== Email Templates ==
'''Extended Loan Request Form Template'''

Hi '''[Patron Name]''',

Thank you for reaching out to us!

To request an extended loan for a non-bookable item (excluding laptops and headphones), you can fill out an Extended Loan Request Form[https://ubc.ca1.qualtrics.com/jfe/form/SV_4ZKVawSXyGuRDmK?pagetitle=Borrow%20Equipment%20-%20Chapman%20Learning%20Commons<nowiki>] here and leave up to 24 hours for it to process, but please note that even with a 24-hour notice, approval will not be guaranteed.</nowiki>

For bookable items, please let us know what item you'd like an extension for and the desired time, and we will check its availability.

Information on whether items are bookable or non-bookable can be found on our Borrow Equipment webpage [ https://learningcommons.ubc.ca/borrow-equipment/].

Please let us know if you have any further questions.

'''Lost and Found Template'''

Hello '''[Patron Name]''',

Thank you for contacting the Chapman Learning Commons Helpdesk.

We are unable to confirm possession of lost-and-found items over email. Please reach out to us in person at the CLC Helpdesk (located on the 3rd floor of IKB library) during our opening hours and we will check for the item. You can find our location and hours here: <nowiki>https://hours.library.ubc.ca/#view-chapman</nowiki>.

Additionally, please be advised that the main lost-and-found is located at the UBC bookstore. You can check the list of items they currently have at <nowiki>https://lostandfound.ubc.ca/all-items</nowiki>.

Please let me know if I can support you further,

'''Patron wanting to Book Specific Equipment Template'''

Hello '''[Patron Name]''',

Thanks for reaching out to us! You can see what equipment we loan here [ https://learningcommons.ubc.ca/borrow-equipment/]. For each item, there is a dropdown point that shows all the information about the piece of equipment and an external link that can be used to reserve that item; the link will also show the item's availability. Please note, some equipment is not bookable ahead of time.

If you want to loan multiple of the same items or loan an item over our loan period, you can fill out this form[ https://ubc.ca1.qualtrics.com/jfe/form/SV_4ZKVawSXyGuRDmK?pagetitle=Borrow%20Equipment%20-%20Chapman%20Learning%20Commons&pagetitle=Borrow%20Equipment%20-%20Learning%20Commons&pagetitle=Borrow%20Equipment%20-%20Learning%20Commons].

You can also come to the CLC help desk on the 3rd floor of IKB for more help in booking equipment.

Please let us know if you have any more questions.

Kind Regards,

'''Fine Appeal Form Template'''

Dear [Patron’s Name],

Thank you for reaching out to us regarding the fines.

We understand that you have concerns about the fines imposed and would like to offer you our Fine Appeal Form [https://services.library.ubc.ca/borrowing-services/library-account/my-library-account-assistance/<nowiki>], from where UBC Library will review your situation.</nowiki>
Please be assured that your appeal is being taken seriously, and UBC Library will carefully consider all the information provided and get back to you in a timely manner.
Let us know if you have any questions.

== Reporting an Issue ==
Report any and all abusive or disrespectful behaviour to your supervisors immediately. If you have an immediate concern for your, or someone else's safety- call Campus Security (2-2222). Security will come by the desk and simply be a reassuring presence if need be.
* If a patron acts inappropriately towards you, and you are uncomfortable serving them; you must tell the staff team (anyone that is in at that time) immediately. Call us and also send an email detailing, specifically, what occurred to cause your discomfort. We want to make sure that you are setting boundaries and not doing anything you’re uncomfortable with, but we need to thoroughly document each of these situations.

'''Sending Lisa, or Daniel a message about a patron loaning issue? Use this format:'''

Date of Interaction:

Time of Interaction:

Patron Name and Library Card Number:

Equipment Name & Barcode (last 4 digits):

Is this message… General or Urgent?

Message: ''please use bullet points''

'''Here is an example message:'''

Date: Monday, April 3

Time: 11:03am

Patron: Lisa Popplewell (123456789)

Equipment: Handheld Mic (5712)

General

Message:

* brought microphone back late (due at 9am on Monday, April 3) & received fine ($5)
* said brought late due to illness
* patron will fill out fine appeal form

Sandbox:Chapman Learning Commons Assistant Orientation/professionalcommunication

2025-09-18T02:24:41Z

SarahRobertson: /* Reporting an Issue */

== Desk Support (Help!) ==
If you find you are having trouble with a difficult patron or need more '''in person''' support in handling a query, the following options are available to you.

=== 8:00am-4:30pm weekday work hours: ===
'''First step: Double check the blog and stay calm.''' The answer can often be found on the blog. Communicate to the patron that you may need a bit more time to look for a solution/answer to their query, and do your best to use the search bar to find the relevant page. Their emergency is not your emergency!
''Tips for searching the blog:''
* Search using one or two keywords (e.g., loan chart, phone charger, etc.) not full sentences or questions.
* Adjust your search if you are not finding the appropriate content by thinking of other possible keywords/synonyms. For example, if you tried searching for information about our cameras using the keyword “camera”, consider searching using related words such as “DSLR”
* Communicate to the patron what you are doing. For example, “I don’t know the answer right now, but I am looking for an answer for you as fast as I can. Thanks for your patience!”

'''If you can't find the answer on the blog (complex questions or issues):'''
* '''Contact CLC staff''' by phone or message us on Teams: We will always come to the desk to assist you if we are available! We are also available over Teams if you prefer to communicate the question/issue over chat.
* '''Call security''' (7-3914) (IKB Security) or Campus Security (2-2222)
** Please never hesitate to call security. They are here to help with a range of situations (building issues, patron issues, safety issues, and more).
* '''Give them a CLC staff member's card''' and refer them to contact one of us. It's a good idea to let us know if you think a patron might be contacting us so that we have context ahead of time.
** Example script: “I’m so sorry that I haven’t been able to help you further. Here is the contact information for my supervisor, [Name], who you can reach out to for further help with [ ______].
** Example script: “I understand that you are frustrated. At the moment the best solution I can offer you is to give you my supervisor’s contact information. Here is their business card. You can definitely reach out for help with [ ____ ].”

=== After hours and weekends: ===
''After hours and weekends are limited service hours. This means that if a patron’s question goes beyond our regular operations (lending out equipment, basic directions, basic printer troubleshooting, etc.), they will need to wait until working hours for us to address the question.''

* Example Script - Patron Follow-up: “I understand you are having issues with _____. We are happy to provide you with further assistance, however we can only do so during regular business hours. I can take down your name and contact information to be sure that we follow up with you about _____.

* Example Script - Handing out business cards: “I understand you are having issues with _____. We are happy to provide you with further assistance, however weekends and evenings are limited service hours, meaning we are only providing basic assistance at this time. Here is my supervisor’s contact information on their business card. You are welcome to contact them, however a reminder that they are only available from Monday - Friday during working hours.”

'''Ensuring we follow up:''' Send an email with the patron’s name, contact info, details of the issue, and date and time of the interaction to the clc.assistants@ubc.ca. Leave the unread email in the inbox for the opening CLCA to follow up. The next CLCA working during business hours will assess how to follow up with the patron.

'''If you are the CLCA following up:'''

* When you start your shift, check the CLCA inbox for any patron follow-ups.
* Read the email left by your fellow CLCA carefully. Ask yourself: What does the patron need? What exactly are they looking for? Why would my colleague have had trouble with this question?
* Investigate the issue:
** Check the blog! Use the search tool and try to find a possible answer there.
** Other resources: Learning Commons website, Ask [[/ask.library.ubc.ca/|UBC Library]]
** If you need further support, contact CLC staff for help answering the question.
** If you do not have enough information from the patron: consider following up asking further clarifying questions to the patron directly.
* When answering the patron’s question:
** Reiterate that our weekend and evening hours are limited service hours, and thank them for their patience in responding to their query
** Give as much detail as possible in your response
** Invite them to follow up if they have further questions

==== If you need immediate support or back-up: ====
''If you have a scheduling issue (you are more than ten minutes late for an evening/weekend shift, you are suddenly sick, or need to leave the desk: '''Call the Learning Services Librarian or another staff member.'''''

'''Other issues''': Patron issues are typically not emergencies. Even if a patron is having a loaning issue, is accruing fines, or a similar query that feels time sensitive to them, you can note down their question for follow-up, reassuring the patron that we will follow up during business hours.

'''Who to contact:'''

* Call IKB security (7-3914) or Campus Security (2-2222)
* Use the Scenario cards with MAA circulation staff
** Scenario A- Circulation staff will call security for you (without alerting the patron)
** Scenario B- Circulation staff will come over to support you in letting the patron know that you (CLCAs) folks have done everything we can to support the patron at this time.
* Give them the Learning Services Librarian or Senior Program Assistants card and refer them to contact one of us
* If there is an urgent situation: Call Rochelle Mazar at (236) 994 3800

== Customer Service ==
'''Main points:'''
* Be clear, calm, and concise. Break things down into simple steps. After 3 steps, most people get confused.
* Greet patrons as they come to the desk. Be aware of what is going on around you.
* If someone looks lost, they probably are- ask them if they need assistance.
* Do one thing at a time.
* Help one patron at a time. If there is a line, ask them all if they need printing help, then help a group all at once.
* It's okay to not know. Look things up but don't refer someone somewhere unless you are '''100% certain''' that that is the right referral. You are not expected to be the expert on everything. Ask lots of questions of your colleagues and don't be afraid to ask for help!
* Communicate clearly with Circulation and Reference. Don't just send a patron to the other side, meet them and let the staff member know what the patron's inquiry is.
* Ask good follow up questions. Patrons might identify an issue but something else is actually going on. Asking good questions will help you solve the actual issue.

== Dealing with Difficult Patrons ==
During your time at the CLC, you may deal with patrons who are upset, angry, frustrated or up against a time crunch. This section is meant to provide some helpful tips to navigating those more difficult interactions. We cannot stress enough that we do not ever expect a student employee to tolerate unsafe, disrespectful behaviour from anyone.

'''Understanding the cause of anger:'''

It is important to recognize why a patron might be feeling angry or frustrated. Here are some common reasons:
* They are embarrassed that they don't know the answer
* They may have already been referred more than once and don't feel helped
* They have not left themselves enough time
* External factors: family, relationships, mental health
'''Setting expectations:'''

Sometimes we can preempt frustration in patrons by setting very clear expectations. Let's say a patron want you to come over to their workstation and show them how to use APA formatting. You can explain that you can get them a citation guide (available online or through a QR code at our desk) and start them on the process. That will show the patron that you are willing to help but that you are not going to do the work for them. The philosophy and approach of the Learning Commons is one of teaching and building capacity in others, not to do someone's work for them. You may tell them that you will set them up at the workstation, and that you'll come check on them if there are any follow-up questions.

'''What to do when someone is becoming frustrated or disrespectful:'''

Some important things to remember:
* Don't stare
* Avoid judgment
* Speak in a calm and clear voice
* Repeat lines of policies and avoid personal statements and judgments
* Confirm that you understand the problem and state what it is you can do to try and help
* Empathize with the patron's situation: "It sounds like you're quite frustrated that you can't get your print job printed. I am going get you logged into a computer and see what might be going on so we can get that printed out for you as soon as possible."
Clearly and calmly state that you are happy to assist if they are willing to calm down and/or be respectful you will continue to help them. An example is below:

"I'm very happy to assist you but if you're going to be disrespectful, I won't be able to help you. I will help you once you have calmed down."

== Desk Phone Policies ==
'''If the phone rings while you are on shift, pick it up. If you come to your shift and see a voicemail, listen to it and respond!'''

'''How to transfer a call after you have spoken with a patron:'''

1. From an active call, press '''transfer.'''

2. Enter the target number (number you wish to transfer the call to).

3. Stay on the line and wait for the transfer recipient to answer your call (let them know you will be transferring a call to them).

4. Press '''transfer''' again to complete the transfer and hang up (to cancel the transfer, press '''EndCall''').

Note: You cannot '''transfer''' to redirect a call on hold. Press '''resume''' to return to the call on hold before transferring it.

'''How to answer voicemail:'''

1. Press the 'messages' button (with the envelope on it, on the middle-right side of the phone).

2. Enter the voicemail pin.

3. Follow the instructions read to you to listen to messages.

4. Note anything that requires follow-up and call the patron back, or inform staff, accordingly.

'''Calling someone back:'''

If you miss a call and need to phone someone back, UBC's phones sometimes require us to dial extra numbers for a call to go through:

* To dial off-campus, dial 9 + ten digit number
* To dial within campus, dial last 5 numbers
* To dial long distance (outside of Vancouver/Lower mainland):
** within North America, dial 8 + 1 + Area Code + number
** for international calls, dial 8 + 011 + Country Code + City Code + number

'''Phone call tips:'''

When you answer the phone call at the Help Desk (or whenever you are interacting with customers over the phone), think of '''LAB''':

# Listen
# Ask
# (Look at the) Big picture

Listening is key to understanding the patron’s frustration, confusion, request, etc.

Asking is key to help you understand the teeny tiny details you need to know to make an informed suggestion. Looking at the big picture is key for you to help them out even further.

'''Example:'''

* Patron: Is IKBLC open right now? My computer just stopped working and I need somewhere to study. ('''Listen''')
* CLCA: Yes, are you a student, a staff member, or a community user? ('''Ask''' about the person)
* Patron: I am a community user.
* CLCA: Have you gotten guest access to our computers before?
* Patron: No, I haven't. How do I do that? ('''Listen''')
* CLCA: If you have picture ID, you can come and request guest access at our Help Desk during our opening hours. If you don't have a picture ID, I recommend that you go to a public library if there is one close to you. (Look at the '''big picture''')
* Patron: I have a picture ID, but I actually live closer to a public library so I might prefer to go there.
* CLCA: Great, there will be computers available there. Do you have any other questions?
* Patron: No, thank you, bye.

== Email Policies ==
* You will be using the '''clc.assistants@ubc.ca''' email [mailto:clc.assistants@ubc.ca%7Cclc.assistants@ubc.ca] to receive and send CLC-related correspondence and follow up on tickets. In order to keep our workflow smooth, we have split the email into multiple folders and sub-folders. All CLCAs are responsible for sorting emails during your shift. See descriptions below:

All incoming correspondence will come into the '''inbox''' folder, after which we will sort them into their proper folders. Here are some questions to ask when sorting emails:
==== Emails (correspondence with staff/patrons): ====
* Does the email need to be seen by other CLCAs on shift? '''Keep it in the inbox.'''
* Does it concern CLC social media accounts (Twitter, LinkedIn, Instagram, Hootsuite, etc.)? '''Move it to the Social Media folder'''.
* Is it related to a particular piece of equipment behind the desk (DSLR, tripod, charger, etc.)? '''Move it to the Equipment folder'''.
* Is it related to Open Athens and community/alumni/guest access? '''Move it to the OA Permanent Account Requests''' folder.
* Is a patron reaching out '''ahead''' of time (i.e not after they returned it) because they are unable to return a piece of equipment (sick, etc)? '''Forward to Alex, Lisa, & Daniel'''.
* Is it an email related to an existing '''ticket'''? See the tickets section (below).

==== Tickets: If it's the most recent response to a ticket that other CLCAs need to see, keep it in the inbox. If it is a previous response or the ticket has been resolved, sort it into one of the folders below: ====
*'''Heritage Core:''' Tickets related to anything that lives in the Heritage Core such as Macs and PCs and their accessories (Mice, Keyboards, AUX Ports, etc.)
*'''MAA Library:''' Equipment and rooms in the Music, Arts and Architecture Library. This includes Mac and Windows stations, printers, photocopiers, and MAA rooms.
*'''PayForPrint:''' Tickets concerning PayForPrint online system such as if the system is down, or a user is experiencing difficulty logging in. If a printer is having trouble with PayForPrint, the corresponding ticket should be filed under the printer's respective folder.
*'''Print Card Vendor:''' This folder concerns the print card reloader/dispenser located on Level 3 of IKB outside the Heritage Core. Tickets concerning this device are filed here.
*'''Ricoh L2:''' Tickets regarding the Ricoh printers on Level 2.

*'''Ricoh L3:''' Tickets regarding the Ricoh printers located on Level 3.
* Note: Xerox Printers folder is Archived as of Feb 2019. Tickets concerning either Xerox printers (on Level 2) are filed here.

*'''Other:''' If a ticket does not fit the description of any of the above folders, you may file it under Other. This may include Windows stations on Level 2, Stationery Vending Machine, etc.

== Email Templates ==
'''Extended Loan Request Form Template'''

Hi '''[Patron Name]''',

Thank you for reaching out to us!

To request an extended loan for a non-bookable item (excluding laptops and headphones), you can fill out an Extended Loan Request Form[https://ubc.ca1.qualtrics.com/jfe/form/SV_4ZKVawSXyGuRDmK?pagetitle=Borrow%20Equipment%20-%20Chapman%20Learning%20Commons<nowiki>] here and leave up to 24 hours for it to process, but please note that even with a 24-hour notice, approval will not be guaranteed.</nowiki>

For bookable items, please let us know what item you'd like an extension for and the desired time, and we will check its availability.

Information on whether items are bookable or non-bookable can be found on our Borrow Equipment webpage [ https://learningcommons.ubc.ca/borrow-equipment/].

Please let us know if you have any further questions.

'''Lost and Found Template'''

Hello '''[Patron Name]''',

Thank you for contacting the Chapman Learning Commons Helpdesk.

We are unable to confirm possession of lost-and-found items over email. Please reach out to us in person at the CLC Helpdesk (located on the 3rd floor of IKB library) during our opening hours and we will check for the item. You can find our location and hours here: <nowiki>https://hours.library.ubc.ca/#view-chapman</nowiki>.

Additionally, please be advised that the main lost-and-found is located at the UBC bookstore. You can check the list of items they currently have at <nowiki>https://lostandfound.ubc.ca/all-items</nowiki>.

Please let me know if I can support you further,

'''Patron wanting to Book Specific Equipment Template'''

Hello '''[Patron Name]''',

Thanks for reaching out to us! You can see what equipment we loan here [ https://learningcommons.ubc.ca/borrow-equipment/]. For each item, there is a dropdown point that shows all the information about the piece of equipment and an external link that can be used to reserve that item; the link will also show the item's availability. Please note, some equipment is not bookable ahead of time.

If you want to loan multiple of the same items or loan an item over our loan period, you can fill out this form[ https://ubc.ca1.qualtrics.com/jfe/form/SV_4ZKVawSXyGuRDmK?pagetitle=Borrow%20Equipment%20-%20Chapman%20Learning%20Commons&pagetitle=Borrow%20Equipment%20-%20Learning%20Commons&pagetitle=Borrow%20Equipment%20-%20Learning%20Commons].

You can also come to the CLC help desk on the 3rd floor of IKB for more help in booking equipment.

Please let us know if you have any more questions.

Kind Regards,

'''Fine Appeal Form Template'''

Dear [Patron’s Name],

Thank you for reaching out to us regarding the fines.

We understand that you have concerns about the fines imposed and would like to offer you our Fine Appeal Form [https://services.library.ubc.ca/borrowing-services/library-account/my-library-account-assistance/<nowiki>], from where UBC Library will review your situation.</nowiki>
Please be assured that your appeal is being taken seriously, and UBC Library will carefully consider all the information provided and get back to you in a timely manner.
Let us know if you have any questions.

== Reporting an Issue ==
Report any and all abusive or disrespectful behaviour to your supervisors immediately. If you have an immediate concern for your, or someone else's safety- call Campus Security (2-2222). Security will come by the desk and simply be a reassuring presence if need be.
* If a patron acts inappropriately towards you, and you are uncomfortable serving them; you must tell the staff team (anyone that is in at that time) immediately. Call us and also send an email detailing, specifically, what occurred to cause your discomfort. We want to make sure that you are setting boundaries and not doing anything you’re uncomfortable with, but we need to thoroughly document each of these situations.

'''Sending Lisa, or Daniel a message about a patron loaning issue? Use this format:'''

Date of Interaction:

Time of Interaction:

Patron Name and Library Card Number:

Equipment Name & Barcode (last 4 digits):

Is this message… General or Urgent?

Message: ''please use bullet points''

'''Here is an example message:'''

Date: Monday, April 3

Time: 11:03am

Patron: Lisa Popplewell (123456789)

Equipment: Handheld Mic (5712)

General

Message:

* brought microphone back late (due at 9am on Monday, April 3) & received fine ($5)
* said brought late due to illness
* patron will fill out fine appeal form

Sandbox:Chapman Learning Commons Assistant Orientation/keys

2025-09-15T22:26:51Z

SarahRobertson: /* Keys */

==Keys==

The keys should be kept on or near a CLCA when on the desk. '''<u>Never leave the keys behind</u>''' to work with a patron or do rounds.

{| class="wikitable"
|-
! Primary Lanyard (Red) !! Secondary Lanyard (Blue) !! Key Colour/ Description!! Key Number + Purpose
|-
|Yes
|Yes
|Gold, "C" label, Comox brand
|Cabinet Key (2 tall side cabinets and 3 lower cabinets in credenza)
|-
|Yes
|Yes (Pink Crescent)
|Paw print
|Padlock for large cabinet on the left (if facing MAA library)
|-
|Yes
|
|Clover
|Padlock for center left cabinet (if facing MAA library)
|-
|Yes
|Yes (Saturn)
|Apple
|Padlock for center cabinet (if facing MAA library)
|-
|Yes
|
|Umbrella
|Padlock for center right cabinet (if facing MAA library)
|-
|Yes
|Yes (Silver Star)
|Skull
|Padlock for large cabinet on the right (if facing MAA library)
|-
|Yes
|Yes
|S
|Keys for stationary drawers under the desk
|-
| Yes || Yes || CRL 1 (small silver key with holes) - labelled LL|| 11-L 618 // Key for Learning Lounge (Peer Coaching Programs, Profs in Commons)
|-
|Yes
|No
|Small black key, "LL Cabinet"
|080- Unlocks the cabinet in the Learning Lounge to retrieve materials for SPAC, etc.
|-
|Yes
|Yes
|CRL 1 (small silver key with holes) - labelled LL
|Key for CWSC
|-
| Yes || Yes || Green (P&D)|| 11-L 616 // Key Pena/Dodson Rooms
|-
|Yes
|
|Faded yellow (W)
|Qualicum Room space - Peer Coaches
|-
|Yes
|
|Bright yellow (DIY)
|DIY Media Studio
|-
| Yes || || SC003 (key with cylinder shaped head)|| All printers & photocopiers (*Note* There are two of these, one on the red lanyard, and one on a detachable clip)
|-
|Yes
|
|Yellow (DIY)
|Digital Media Studio (Room 323, MAA Library)
|-
|Yes
|
|White plastic H shape
|To unlock sanitizing stations to refill sanitizer stands.
|-
|Yes
|
|Silver 'Hafele' Key
|Staff laptop cabinet in CLC back office.
|}

Sandbox:Chapman Learning Commons Assistant Orientation/keys

2025-09-15T22:24:46Z

SarahRobertson: /* Keys */

==Keys==

The keys should be kept on or near a CLCA when on the desk. '''<u>Never leave the keys behind</u>''' to work with a patron or do rounds.

{| class="wikitable"
|-
! Primary Lanyard (Red) !! Secondary Lanyard (Blue) !! Key Colour/ Description!! Key Number + Purpose
|-
|Yes
|Yes
|Gold, "C" label, Comox brand
|Cabinet Key (2 tall side cabinets and 3 lower cabinets in credenza)
|-
|Yes
|Yes (Pink Crescent)
|Paw print
|Padlock for large cabinet on the left (if facing MAA library)
|-
|Yes
|
|Clover
|Padlock for center left cabinet (if facing MAA library)
|-
|Yes
|Yes (Saturn)
|Apple
|Padlock for center cabinet (if facing MAA library)
|-
|Yes
|
|Umbrella
|Padlock for center right cabinet (if facing MAA library)
|-
|Yes
|Yes (Silver Star)
|Skull
|Padlock for large cabinet on the right (if facing MAA library)
|-
|Yes
|Yes
|S
|Keys for stationary drawers under the desk
|-
| Yes || Yes || CRL 1 (small silver key with holes) - labelled LL|| 11-L 618 // Key for Learning Lounge (Peer Coaching Programs, Profs in Commons)
|-
|Yes
|No
|Small black key, "LL Cabinet"
|080- Unlocks the cabinet in the Learning Lounge to retrieve materials for SPAC, etc.
|-
|Yes
|Yes
|CRL 1 (small silver key with holes) - labelled LL
|Key for CWSC
|-
| Yes || Yes || Green (P&D)|| 11-L 616 // Key Pena/Dodson Rooms
|-
| Yes || || SC003 (key with cylinder shaped head)|| All printers & photocopiers (*Note* There are two of these, one on the red lanyard, and one on a detachable clip)
|-
|Yes
|
|Yellow (DIY)
|Digital Media Studio (Room 323, MAA Library)
|-
|Yes
|
|White plastic H shape
|To unlock sanitizing stations to refill sanitizer stands.
|-
|Yes
|
|Silver 'Hafele' Key
|Staff laptop cabinet in CLC back office.
|}

Learning Commons:Chapman Learning Commons/DIY Media Studio/how to

2025-07-04T21:45:09Z

SarahRobertson:

Room Specs
* [https://wiki.ubc.ca/images/3/31/DIY_Media_Studio_Documentation.pdf DIY Media Room Information] - To learn more about the equipment and software programs space
Recording How To
* [https://learningcommons.ubc.ca/recording-101/ Recording 101] - CLC Tech Support page to learn more about how to record and podcast
* [https://wiki.ubc.ca/images/4/47/Audacity_Cheat_Sheet_2023.pdf Audacity Cheat Sheet (PDF)]- Tips on using the free recording program Audacity
* [https://wiki.ubc.ca/images/2/29/Recording_Both_Mics_on_Different_Tracks.pdf Record Two Microphones on Different Audacity Tracks (PDF)] - Instructions on setting up Audacity when using multiple microphones
* [https://wiki.ubc.ca/images/2/20/How_to_Use_the_Marantz_Turret_%28Instructions%29.pdf How to Use the Marantz Turret Mic (PDF)]- Instructions on setting up and using the Marantz Turret Microphone
* [https://learningcommons.ubc.ca/tech-support/equipment-lending/microphones-recording-devices/ More microphones and recording equipment for rent] (for student, faculty, staff)
Troubleshooting

* Refer to the 3rd page of the [https://wiki.ubc.ca/images/3/33/DIY_Media_Studio_Documentation3.pdf DIY Media Room Information] for settings. Make sure all setting match this document including headphones plugins, and knob settings.
* Have questions on how to operate the Mac Computer? Check out [https://learningcommons.ubc.ca/use-our-computers/ our FAQ]!
* If the sound isn't working, restart the computer.
* Check in with the Chapman Learning Commons Help Desk

Learning Commons:Chapman Learning Commons/DIY Media Studio/how to

2025-06-18T23:27:44Z

SarahRobertson:

Room Specs
* [https://wiki.ubc.ca/images/3/31/DIY_Media_Studio_Documentation.pdf DIY Media Room Information] - To learn more about the equipment and software programs space
Recording How To
* [https://learningcommons.ubc.ca/recording-101/ Recording 101] - CLC Tech Support page to learn more about how to record and podcast
* [https://wiki.ubc.ca/images/4/47/Audacity_Cheat_Sheet_2023.pdf Audacity Cheat Sheet (PDF)]- Tips on using the free recording program Audacity
* [https://wiki.ubc.ca/images/2/29/Recording_Both_Mics_on_Different_Tracks.pdf Record Two Microphones on Different Audacity Tracks (PDF)] - Instructions on setting up Audacity when using multiple microphones
* [https://wiki.ubc.ca/images/2/20/How_to_Use_the_Marantz_Turret_%28Instructions%29.pdf How to Use the Marantz Turret Mic (PDF)]- Instructions on setting up and using the Marantz Turret Microphone
* [https://learningcommons.ubc.ca/tech-support/equipment-lending/microphones-recording-devices/ More microphones and recording equipment for rent] (for student, faculty, staff)
Troubleshooting

* Refer to the 3rd page of the [https://wiki.ubc.ca/images/3/33/DIY_Media_Studio_Documentation3.pdf DIY Media Room Information] for settings. Make sure all setting match this document including headphones plugins, and knob settings.
* Have questions on how to operate the Mac Computer? Check out [https://learningcommons.ubc.ca/use-our-computers/ our FAQ]!
* If sound isn't working, restart the computer.
* Check in with the Chapman Learning Commons Help Desk

File:Screenshot 2025-06-14 at 10.34.39 AM.png

2025-06-14T17:37:09Z

SarahRobertson: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=DIY Media Studio Checklist}}
|date=2025-06-14
|source={{own}}
|author=[[User:SarahRobertson|SarahRobertson]]
|permission=
|other versions=
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=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

Sandbox:Chapman Learning Commons Assistant Orientation/lendingprocedures

2025-06-04T18:04:36Z

SarahRobertson:

'''Before you begin…''' Breathe. Take your time. If you’re calm, the patron will be calm, too :)

== Before Lending Procedures ==
* ''Greet the patron when they come to the desk!''
* If they are asking for equipment, ensure you know exactly what they need (i.e. Magsafe or Magsafe 2 chargers, VGA vs HDMI adapter)
* The patron must have a physical or digital UBC card, or library card to be able to borrow equipment.
* Lending Agreement Form: Check the 'notes' section of Voyager to see if they have signed a lending agreement form. If they haven't, ask them to sign one and double check that all sections are filled out correctly before bringing it to Circulation to file away.
** Exceptions: Patrons do not need to sign a lending agreement form for '''same-day loans (loans due back by end of day).''' This includes headphones, adapters, chargers, and office supplies.
** Laptops have a separate laptop lending agreement form.
* For equipment:
** Ensure ''ALL'' pieces are present before lending it out AND the barcodes on the equipment match the bag. Make sure patron is aware of all the pieces.
** Do not loan out more than 1 of each item without consulting a staff member first. Patrons can loan out multiple different types of items at the same time.
*On Voyager:
** [[File:VoyagerOptionsSettings.png|thumb|Your Voyager Session Preferences should look like this. ]]Make sure you have changed your preferences so that the app does not try to print a receipt. Voyaver Circulation > Options > Session Preferences > Uncheck boxes for 'Print Hold Slips' and select 'No Due Date Slip'.

== Items are Returned Procedures ==
* ''Greet the patron when they come to the desk.'' Ask them to wait at the desk while you inspect the item.
* Inspect the equipment and ensure that ALL parts of the item are there
* Ask them if they had any problems with the item they borrowed. ''If there was an issue let a staff member know.''
* If an item is damaged, do not check it in Voyager!!! Inform patron staff must review. Fill in an item issue form and bring it to the back, and put it on the broken equipment desk. A follow up email is also helpful (see "Reporting an Issue" [https://blogs.ubc.ca/commons/professional-communication/ here]).
* '''Returning Items:'''
* CLCA must check all parts of any loaned item are returned and functioning. – be sure to check the item’s checklist if it has one. '''DO NOT''' check the item back in aka "discharge" if something is missing or not working. Once approved by the CLCA, the item can be discharged from Voyager.
**'<nowiki/>''Voyager:''' If item has ''all pieces'' and is working: scan the barcode of the item in Voyager to discharge: ''make sure it reads 'Discharged!''' If you are unsure click item. The item should pop up and say discharge. This is very important. [i.e. Do not just 'trust' the beep.]
** Place the item in its corresponding bag if applicable (make sure that the barcode on the item and bag match!!!) and return the item to the equipment cabinet.
*** Laptop is returned: make sure to [https://blogs.ubc.ca/commons/ipads/ “yellow disk”] it and plug it in to charge. (You do not need to yellow disk Employee loaner laptops)
*** iPad returned: make sure to "clear" it. Directions are under the 'iPads' tab in the equipment lending tab on the blog.
* '''NOTE''': Patrons must wait 1 hour between returning an item and loaning out the same piece of equipment (i.e. if a patron returns a laptop at 12:00pm, they must wait until 1:00pm to loan out another one)
* '''Fines:'''
* If the patron has fines, be sure to let them know how much the fines are. They can pay these online or at the Circulation Desk.
* If the patron has an issue with any of the fines, let them know they can appeal the fines by filling in an appeal form online [https://services.library.ubc.ca/borrowing-services/loan-policies-and-fines/ubc-library-fines-appeal-form/ here].
* Be sure to jot down all details of the interaction: Patron’s ID number, time and circumstances of the late return, barcode of the item and e-mail these details to Alex and the Learning Commons Coordinator (CC Daniel).

== Item Returns & Closing==
*''CLCAs are expected to accept item returns right up until closing.'' '''Do not leave the desk early!'''
*If you do not have enough time before closing to inspect an item properly, do not discharge it. Inform the patron that the item will be dealt with the following morning and bring it to room 318. Leave it on Daniel's desk with an item issue sheet explaining that it has not been discharged and note the date and time of its return.
*If the scenario above occurs on a Friday evening or Weekend, send a message to the next opening CLCA informing them of the situation. After inspecting the item properly and confirming that it is not broken or missing any components, the opener can then ask MAA staff to discharge the item the following morning.
*''CLCAs are NOT expected to accept items after closing.'' If a patron attempts to return an item after closing, please inform them that they will have to return the item the following morning instead.

==Renewing Items==
Now that we offer all equipment on a first come first serve basis, patrons can renew items themselves (up to the maximum loan time). Check the [https://blogs.ubc.ca/commons/loan-chart-reference/ loan chart] or the [https://learningcommons.ubc.ca/borrow-equipment/ borrowing equipment page] for specific renewal times for items.

'''No items can be borrowed for longer than the standard loan time including renewals'''. This is to ensure that our first come first served model can provide equitable access to our equipment for all patrons.

It is always best to educate patrons on how to renew their own items so that they can do it for themselves in the future.

'''How to renew items:'''

Instructions also found here: https://learningcommons.ubc.ca/changes-to-equipment-bookings-faq/

#Visit the library home page: library.ubc.ca
#Click on the ‘Log In’ button on the top right corner of the screen

#Select ‘My Library Account Login’.

#Log in using one of two methods:
#*'''CWL Login:''' Press the Blue ‘CWL Login’ Button and log in with your CWL username and password. You may need to use Duo Multi-Factor Authentication.
#*'''Standard Library Login:''' Enter your library barcode (found on the back of your UBC card) and your pin. If you forgot your pin, you can reset it using your library barcode and your email address.
#*Once you are logged in, you will see all the items you have borrowed. To renew a specific item, select the item and click on the yellow ‘Request Renewal’ button.
#The new due date will be reflected under the column for ‘Due date’.
#*If your item is not eligible for renewal, the attempt will be unsuccessful and an error message will show up.
'''Renewing items on Voyager:'''

If a patron is in a rush or doesn't know how to renew, you are welcome to do it for them via Voyager. You're encouraged to teach patrons how to complete the process themselves.

The patron does not need to bring the item with them for you to renew.

Renewals are only allowed on some items. All the information is on the equipment loan chart.

#On Voyager Circulation, select 'Patron'
# Scan the patron's barcode or enter their library card number
#Select the card catalogue item to see their charged items (i.e., the items they have checked out). [[File:ChargedItemsIcon.png|thumb|Charged Items Icon]]
#Select the item they want to renew. The selected item will be highlighted in blue.
#[[File:Image (5).png|thumb|Renew Only]]Press the 'Renew Only' button.
#Double check that the new due date has updated.
#*Voyager will stop you if a renewal is not possible!

==Returning Items Marked 'Lost'==
Items are automatically marked lost by Voyager lost once they have been overdue for a certain amount of time. You will know that an item is ‘lost’ once you try to discharge through Voyager.

'''Important''': Patrons will not always tell you that their item is very overdue or lost. '''Pay close attention to the Voyager pop-ups and notices.'''

*Greet the patron. Ask them to wait at the desk until the process is complete.

===Step 1: Call Staff & Check for damage===

*CLCA must call a staff member to help with the return and check all parts of any loaned item are returned and functioning. – be sure to check the item’s checklist if it has one. DO NOT check the item back in aka "discharge" if something is missing or not working. Once approved by the CLCA, the item can be discharged from Voyager and (if reserved) LibCal.
**'''If item is missing pieces or damaged:''' If an item is damaged, do not check it in Voyager!!! Inform patron that staff must review. Fill in an item issue form and bring it to the back, and put it on the broken equipment desk. A follow up email is also helpful (see "Reporting an Issue" [https://blogs.ubc.ca/commons/professional-communication/ here]).
***Item issue forms are found in the stationary cabinets (first drawer).

===Step 2: Discharge on Voyager===
''This will look different to discharging regular items. Follow the steps below.''

*If item has all pieces and is working: scan the barcode of the item in Voyager to discharge
*'''Pop-up 1 - 'Item marked as 'Lost<nowiki>''</nowiki>:''' The screenshot below shows a pop-up on Voyager. This indicates that the item has a ‘lost’ status. Make sure you thoroughly inspect the item for damage. '''If no damage, Select 'OK'.'''
**If damaged/missing pieces: Select 'Cancel' and proceed with Item Issue Form, informing patron that further inspection is necessary.[[File:VoyagerPopUp1.png|thumb|Pop-up 1: Voyager lost item status|none]]

* '''Pop-up 2 - 'Remove Lost Item Status?':''' Select ''''Yes'''<nowiki/>'. We want the lost status removed so that the item will be marked available for other patrons.[[File:VoyagerPopUp2.png|thumb|Voyager Pop-Up 2: Remove Lost Item Status?|none]]

*'''Pop-up 3 - Checkboxes:''' This pop-up asks you whether to remove the lost item replacement fee and the lost item processing fee.
**'''Select 'OK', and leave the boxes checked, as we DO want to remove the fees. This means they will not be charged a replacement fee for losing the item.''' If you change the boxes and uncheck them, the patron will receive fees for the lost item despite having returned it. This does not affect overdue fines. [[File:VoyagerPopUp3.png|thumb|Voyager Pop Up 3: Remove Lost Item Fees?|none]]

*'''Pop-up 4 - Outstanding Fines:''' This pop-up may appear, indicating that there are overdue fees.
** '''Select 'OK'.''' Explain to patron that they will still have late fees on their account. '''Refer them to the fine appeals form and let staff know about the interaction''' (Patron ID number, time, circumstances of late return, barcode of the item, in an email to Alex and the Learning Commons Coordinator, with Daniel CC'd). [[File:VoyagerPopUp4.png|thumb|Voyager Pop up 4: Overdue fines|none]]

*'''Normal Discharge Window:''' You should now see the discharge window as it regularly appears. You will likely not see a dollar amount for patron fines - this is okay, the patron's fines will still show up on their account. See instructions below on how to check a patron's account for fees. [[File:VoyagerDischargeWindow.png|thumb|Voyager Discharge Window: Likely no fees will appear, but the patron will still have overdue fees on their account.|none]]
*'''Need to check a patron's account for fines?''' It's a good idea to check a patron's account to communicate with them how much they owe in fines. Step-by-step instructions:
**If you still have the discharge window open, select 'Patron' on the top Voyager tab. You will then see the patron's account information.
***The green dollar sign symbol represents fines and fees. You can click on this to see a detailed breakdown of all their fines.
*** Communicate the dollar amount to the patron.
***Refer them to the fine appeals form if there are any issues and report the issue to staff.
**If you closed the discharge window:
***In Voyager, select 'Patron'.
***In 'Patron Search', select 'Barcode' to search by library card barcode.
***Scan the patron's library card.
***Click on the green dollar sign.
***Communicate the dollar amount to the patron.
***Refer them to the fine appeals form if there are any issues and report the issue to staff
===Step 4: Let staff know that a lost item has been returned.===

*Details to note: Patron ID number, Item Barcode, Date, Time and Circumstances of Late Return, and whether they will be submitting a fine appeal form.

==Wipe Memory Cards (Camcorders/Cameras/GoPros)==
When lending equipment (camcorders/cameras/GoPros etc.) remind the patron that the device contents will be deleted. Ask them to clear the memory card themselves. When they return the equipment, double check that the memory card is cleared.

To clear a SD Card on any returned camera equipment:

1. Press the MENU button

2. Select 'Settings' or 'Setup'

3. Select 'Format'

This should do the trick to clear all data for the next patron!

==Equipment Loan Chart ==
Refer to the [https://blogs.ubc.ca/commons/loan-chart-reference/ chart at the desk/ on the blog] that lists all the equipment we loan, the details of who can borrow it, the loan period, and fine rates.

Remember:

*"End of Day" loans are due back ''the same day you loan them'' a half hour before closing! If they need an extension ask a staff member.
* 24 Hour or "1-day" loans are due back exactly 24 hours from when they are loaned out. In some cases, you might need to add on a few hours if the desk is not open at the time they are supposed to return it.
*Don't share the loan chart with patrons
== Item did not get returned aka "Bad Discharges" / Fines==
Here are the procedures for a bad discharge/ patron complaints when they have a fine- when a CLCA goes to charge a piece of equipment and realizes it was never discharged:
*'''Email Alex, the Learning Commons Coordinator and Daniel''' - Include
**Students name and/or student number
** Student barcode
**What the item is (eg laptop)
**Item barcode
**Ask the student to share the time they say they returned the time (and share that information with us).
* Inform the student that reviewing their information can take 1-2 business days, but if their fine is under $50 they can still use library services ( ie check out more equipment).
*They can also submit a Fine Appeal Loan Form - Link is in quick links on the blog.
*If the student is visibly upset: give them a staff member's card to contact them directly (NOTE: staff members will not initiate emails with patrons)

==Sending staff a message about a loaning issue? Use this format!==
Date of Interaction:

Time of Interaction:

Patron Name:

Equipment Name & Barcode (last 4 digits):

Is this message… General or Urgent?

Message: ''please use bullet points''

==='''Here is an example message:'''===
Date: Monday, April 3

Time: 11:03am

Patron: Spongebob SquarePants

Equipment: Handheld Mic (5712)

General

Message:

*brought microphone back late (due at 9am on Monday, April 3) & received fine
*said brought late due to illness
*patron will fill out fine appeal form
==CLCAs Borrowing Equipment==
As a UBC student, you are absolutely welcome to borrow the equipment that the CLC offers, during the hours we are open. Please just remember to keep the following in mind:
*Loan out the equipment properly- with your UBC Card. Do not just grab the piece of equipment you need.
* Only loan out equipment during our operational hours.

==NO CLCA at the Desk ==
Occasionally there will be no CLCA at the desk - either due to single staffing or both CLCAs leaving the desk to help patrons. In this event, the last CLCA to leave the desk unattended should '''''always''''' inform MAA staff how long they will be away, even if it is just for a few minutes.

==Important Notes ==
* When logging into Voyager make sure to use CWL and chose password. Choose "CLC (IKLBC) circulation". Once logged in select "Options" from the top tab. Choose "No Due Date Slip" '''[See video below]'''
*When loaning out scissors, ask the patron if they are using them at the desk or away from the desk. If they just need to use them at the desk, you do not need to scan the scissors out in Voyager.
*Items given out freely / without ID: Scrap Paper & Golf Pencils.
*Items we do not have / give out: Blank paper; pens (unless they are our CLC pens): and be selective about earplugs- these are only for construction/loud events!
*Patrons will have to go to Staples or the UBC bookstore should they have any additional stationery needs.
*If a Patron returns a "LOST" item, check it back into Voyager and wait for a pop up to appear with two boxes. The boxes will be labelled 1) "remove item late fee" and 2) "remove item replacement fee". ''<u>Do not un-check these boxes</u>'', please press the "Accept" pop-up and continue to discharge the item back into inventory. Let a staff member know when an item comes back as 'Lost'.
*Please ensure that, when signing in to Voyager, you select UBC and not Training / Testing. Training / Testing mode does not connect to the server and will not allow any charges or discharges to be recorded.

File:Screenshot 2025-05-27 at 11.44.05 AM.png

2025-05-27T18:56:44Z

SarahRobertson: Uploaded own work with UploadWizard

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File:Screenshot 2025-05-27 at 11.43.54 AM.png

2025-05-27T18:56:44Z

SarahRobertson: Uploaded own work with UploadWizard

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File:Screenshot 2025-05-27 at 11.47.12 AM.png

2025-05-27T18:56:44Z

SarahRobertson: Uploaded own work with UploadWizard

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Sandbox:Chapman Learning Commons Assistant Orientation/clcgraphicdesign

2025-05-14T20:30:39Z

SarahRobertson:

<h2>Basic Design Principles</h2>

'''Layout'''
<div class="panel">
<p>The "rule of thirds" is one way to consider dividing up your page; 2 lines are drawn horizontally and vertically to divide the page into 3 equal rows and columns. Using this rule, the "subject" or what you would like to have the most emphasis should be on one of the lines (and ideally on one of the intersecting points!). If your preference it to centre the subject, it should fill the entire centre column for maximum emphasis.<p>Why this works: in this example, the photographer has placed the subject on the left vertical gridline and aligned the dock and mountain range roughly along the two horizontal gridlines creating a dynamic and visually interesting image. <p> <h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<h4>Negative Space</h4>
This is the space around elements that's "blank". Leaving negative space is important in creating breathing room between elements, and can help create emphasis and intrigue in your design.

Why this works: this example shows a bold use of negative space to create visual intrigue. Rather than one central image of a record, the off-page alignment and repetition of the record motif pulls the viewer in. The bold yellow negative space helps to create "The Feel" the designer is aiming for.</p>
<p><h4>Visual Hierarchy</h4>
Implementing hierarchy in your design helps to emphasis what the most important point is as well as to capture and centre the viewer's focus. Hierarchy can be achieved a number of ways, including: size, contrast, repetition, colour, alignment, and proximity. Learn more here: <a href="https://www.zekagraphic.com/visual-hierarchy-graphic-design-principles/">10 principals to create visual hierarchy </a>

</div>

<button class="accordion">Text</button>
<div class="panel">
<p>LOne major element in all of our designs is text. It's important to consider what your main point is (what do you want the viewer to immediately take away?) and what is supplemental information. We can create emphasis on our main point using the design principals below:</p>
<p><h4>Alignment</h4>
Text can be aligned to the left, centre, or right. Consider playing with the alignment to create intrigue or make it clear what your main idea is (like a heading) versus detail (like a paragraph).

[caption id="" align="aligncenter" width="211"]<img src="https://www.adobe.com/express/learn/blog/media_1b788bbd45c099a28f91e233061d034fd19665f19.png?width=400&format=png&optimize=medium" alt="" width="211" height="375" /> Why this works: although both text boxes are aligned to the left, the off-centre placement and lines pulling off the page (in a Z Layout Pattern - see above) begs the viewer to continue reading.[/caption]</p>
<p><h4>Type Hierarchy</h4>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6">When you bold, underline, and/ or increase the font size of the title of an essay, that's implementing typographic hierarchy! There are a number of ways to increase emphasis on a word or phrase, including: type size, CASE, <strong>weight</strong>, <span style="color: #ff00ff;">colour</span>, and font. Learn more here: <a href="https://www.zekagraphic.com/typographic-hierarchy-in-graphic-design/">typographic hierarchy elements</a>.</p>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Typographic-Hierarchy-Elements-in-Graphic-Design-scaled.jpg?fit=957%2C2560&ssl=1" alt="Typographic Hierarchy Elements in Graphic Design" width="238" height="637" /></p></p>
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Fonts</b></h4>
There are a few broad categories of fonts to keep in mind:
<ul>
<li>Serif - has "feet" (called serifs) at the end points of letter. These fonts are traditional and tend to feel conservative.
<ul>
<li>Serif fonts include: Time New Roman, Century, Baskerville Old Face, and Georgia.</li>
</ul>
</li>
<li>Sans Serif - these fonts do not have "feet" and tend to feel bolder and more modern. Due to their clean lines, Sans Serif fonts are also easier to read and are a great option when keeping accessibility in mind.
<ul>
<li>Sans Serif fonts include: Arial, Calibri, Century Gothic, SAS Monospace, and Helvetica (<a href="https://www.designandpaper.com/the-story-of-the-worlds-most-famous-font-helvetica/">the most famous font</a>).</li>
</ul>
</li>
<li>Script - a specific type of decorative font, script is made to look like cursive or handwriting. While often beautiful to look at, it can be more difficult to read script fonts.</li>
<li>Display or Decorative - these fonts have distinct design elements, whether that be bubble letters, negative space, bock letters, etc. While extremely distinctive and eye-catching, decorative fonts are usually difficult to read and should be used sparingly (for emphasis only).</li>
</ul>
<img class="aligncenter" src="https://www.sturdysign.com.sg/wp-content/uploads/2019/06/fonts-image-1-.png" alt="Font types for Signs | Sturdy Sign" width="311" height="311" />

Finding fonts that work together can be difficult - this is the wild west of graphic design (there are no "rules" to follow here)! My advice is to take a step back and view it like an <a href="https://en.wikipedia.org/wiki/Impressionism">Impressionist</a> painting - you want it to all make sense and flow together. The personality of each font should compliment the other. Here are some additional resources on font pairing:
<ul>
<li><a href="https://visme.co/blog/pairing-fonts/">Beginner guide to pairing fonts</a></li>
<li><a href="https://www.canva.com/learn/the-ultimate-guide-to-font-pairing/">List of 30 great font pairings</a></li>
<li><a href="https://fontjoy.com/">Font pairing generator</a></li>
</ul>
 

[caption id="attachment_15566" align="aligncenter" width="325"]<a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png"><img class="wp-image-15566" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png" alt="" width="325" height="324" /></a> Why this works: the designer has used font to emphasize the central idea (refresh). Containing 3 distinct fonts (serif, sans serif, and script), they all work together as each font is assigned a distinct role.[/caption]</p>
</div>

<button class="accordion">Colour</button>
<div class="panel">
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Colour</b></h4>
Digitally, colours are assigned a HEX code (for example, white is #FFFFFF) while printers use CMYK to translate colour (fun fact: this is why images often look different when you print them!). Our graphics are almost always digital, so you'll mostly be working with HEX code. Colour is one of the most important tools in your design-box! It can help set the mood (calming, alarming, cheerful, etc) and can create emphasis. It's important to think about how all of the colours in your graphic work together using the ideas below. It's also really important to take colour into consideration when making our designs accessible, like ensuring there's enough contrast so text is readable for example. You may find the following website useful for <a href="https://coolors.co/">creating a colour palette</a>.
[caption id="" align="aligncenter" width="421"]<img src="https://images.ctfassets.net/j001bqnk84dk/Dhgha2JGlOMnboDwdNzQ2/4a9644e1f1aaa7ce61b1c122cae08f51/colour-wheel-segments.png?fm=webp" alt="How To Use a Colour Wheel | Dulux" width="421" height="316" /> The Colour Wheel[/caption]
</p>
<p><h4>Contrast</h4>
Using contrasting colours creates a bold image helps make your focal point stand out. Looking at the colour wheel above, contrasting (also called complimentary) colours are directly across the colour wheel from each other (for example, red and green). Try using the following <a href="https://coolors.co/contrast-checker/112a46-acc8e5">contrast checker</a> to check how accessible your text is.

[caption id="" align="aligncenter" width="495"]<img src="https://blog.simplified.com/wp-content/uploads/2021/06/neg-space-poster.png" alt="What is negative space in graphic design?⎮Simplified" width="495" height="321" /> Why this works: This high contrast graphic helps clue the viewer into the tone of the show - bold with 2 sides to the story. The use of high contrasting colours (and shades) makes it extremely attention grabbing, while drawing attention to subtle details like the drink glass, cigarette, and clasped hands.[/caption]</p>
<p><h4>Monochrome</h4>
Monochrome colour palettes use multiple shades of the same colour. Looking at the colour wheel above, it's every colour in the same "pie slice". Using monochrome palettes can be highly effective in creating a mood in your graphic. In fact, UBC's brand uses different shades of blue for our colour palette!

[caption id="" align="aligncenter" width="561"]<img src="https://s.studiobinder.com/wp-content/uploads/2020/12/What-are-Monochromatic-Colors-%E2%80%94-Types-of-Color-in-Film-Featured.jpg" alt="What is a Monochromatic Color Scheme — Definition, Examples" width="561" height="315" /> Wes Anderson famously uses monochromatic colour schemes to help convey the feeling or mood of a scene. What does each frame make you feel?[/caption]
<h4 data-parsoid="{"dsr":[7963,8161,0,0]}">Additional Colour Resources</h4>
<ul>
<li><a href="https://coolors.co/">Colour Palette Generator</a></li>
<li><a href="https://www.canva.com/colors/color-wheel/">Colour Theory</a></li>
<li><a href="https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/">UBC Brand Guidelines</a></li>
</ul>
 
<ul>
<li><b data-parsoid="{"dsr":[6869,6896,3,3]}">A note on representation:</b> We want to promote an inclusive environment at the CLC. When using graphics and images that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons and UBC community. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm.</li>
</ul></p>
</div>

<h2>Graphic Design Resources</h2>
<button class="accordion">Graphic Design Resources</button>
<div class="panel">
<p><a href="https://github.com/UKHomeOffice/posters/blob/master/accessibility/dos-donts/posters_en-UK/accessibility-posters-set.pdf">Designing for Accessibility</a>: These posters help to clearly layout some principals to keep in mind to ensure our designs are easily understandable & viewable for all folks!
</p>
</div>

<button class="accordion">CLCA Logo:</button>
<div class="panel">
<p><ul>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png">Black: <img class="alignnone wp-image-15712" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png" alt="" width="206" height="85" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"> Red:</a> <a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"><img class="alignnone wp-image-15713" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png" alt="" width="204" height="84" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"> White:</a><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"><img class="alignnone wp-image-15714" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png" alt="" width="213" height="88" /></a></li>
</ul>
Want to learn more? Check out these resources on your spare time:
<ul>
<li><a href="https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics">8 basic design principals</a></li>
<li><a href="https://www.toptal.com/designers/gui/principles-of-design-infographic">Breaking down graphic design</a></li>
<li><a href="https://www.canva.com/designschool/courses/graphic-design-essentials/?lesson=welcome-graphic-design">Graphic design basics - Canva course</a></li>
<li><a href="https://www.linkedin.com/learning/graphic-design-foundations-typography-22699113">Typography Basics - LinkedIn Learning course</a></li>
</ul>
<img class="" src="https://assets.toptal.io/images?url=https%3A%2F%2Fbs-uploads.toptal.io%2Fblackfish-uploads%2Fuploaded_file%2Ffile%2F575051%2Fimage-1617817536361-5b257690d75839f3fcd8f4eca09cdbbe.png" width="377" height="2087" />
<ul>
<li><strong>Image Attribution</strong>: If you are using creative commons images, such as those from Unsplash, they will need to be cited. More details can be found on <a href="https://blogs.ubc.ca/commons/project-work-proposal/?refresh=190659aa99">the blog here</a> (under <em>Images, Photography, and Image Attribution</em>), or in our toolkit on <a class="external text" href="https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login" rel="mw:ExtLink" data-parsoid="{"dsr":[8955,9066,82,1]}" data-ve-attributes="{"rel":"mw:ExtLink"}">Using Creative Commons Media</a>, but generally it will look like:
<ul data-parsoid="{"dsr":[9120,9359,0,0]}">
<li data-parsoid="{"dsr":[9120,9359,2,0,1,0]}">"[Image name if available]" by [name with link] from [database/website name with link], [CC license]
<ul data-parsoid="{"dsr":[9224,9359,0,0]}">
<li data-parsoid="{"dsr":[9224,9288,3,0,1,0]}">e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0</li>
<li data-parsoid="{"dsr":[9289,9359,3,0,1,0]}">*if there is no name for the image, simply replace with "Image by.</li>
</ul>
</li>
</ul>
</li>
</ul>

<hr /></p>
</div>

<h2>Platforms</h2>
<button class="accordion">Canva</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[4971,4987,0,0]}"><b data-parsoid="{"dsr":[4971,4987,3,3]}">Canva</b></h3>
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Canva is a great (free!) online platform to create graphics that is extremely user friendly.
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Please note: we sadly do not have a premium account at this time so please be aware that some design elements are not available. Do not use any of their content that requires payment.</li>
</ul>
</li>
</ul>
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li>Canva has a ton templates to get you started. Sometimes it can be easier to start with a template and change or delete elements to suit your needs, rather than starting with a blank page. To find templates, click "Design" on the left menu, then "Templates"
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li><a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png"><img class="alignnone wp-image-15572" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png" alt="" width="342" height="92" /></a></li>
</ul>
</li>
<li>Want to add illustrations to your graphic? Click "Elements" on the left menu, then "See all" beside "Graphics". You can use the search bar to find exactly what you're looking for.</li>
<li>Here's <a href="https://www.canva.com/learn/how-to-canva-beginners-guide/">a beginner's guide to using Canva</a></li>
</ul></p>
</div>

<button class="accordion">Dimensions</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[6006,6408,0,0]}">
<li data-parsoid="{"dsr":[6006,6408,1,0,1,0]}">While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
<ul data-parsoid="{"dsr":[6130,6408,0,0]}">
<li data-parsoid="{"dsr":[6130,6196,2,0,1,0]}">Instagram
<ul data-parsoid="{"dsr":[6143,6196,0,0]}">
<li data-parsoid="{"dsr":[6143,6170,3,0,1,0]}">Stories: 1080 x 1920 px</li>
<li data-parsoid="{"dsr":[6171,6196,3,0,1,0]}">Posts: 1080 x 1080 px</li>
</ul>
</li>
</ul>
</li>
</ul></p>
</div>

<button class="accordion">InDesign</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[9361,9415,4,4,-1,1]}" data-mw-section-id="8">InDesign</h3>
InDesign is much less user friendly than Canva. Unless you have prior experience using InDesign (or have talked to Alex & the CLC Staff <span style="text-decoration: underline;">ahead</span> of time), do not use InDesign to create your graphics project. Please include "PW:" in the subject/title line of your email.
<ul>
<li><a href="https://creativecloud.adobe.com/en-x-AFRICA/learn/app/indesign">Adobe InDesign Tutorials</a></li>
</ul></p>
</div>

<button class="accordion">Exporting with High Quality (InDesign)</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[9416,10533,0,0]}">
<li data-parsoid="{"dsr":[9416,9620,1,0,1,0]}">Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".</li>
<li data-parsoid="{"dsr":[9621,9851,1,0,1,0]}">Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.</li>
<li data-parsoid="{"dsr":[9852,10146,1,0,1,0]}">After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.</li>
<li data-parsoid="{"dsr":[10147,10533,1,0,1,1]}">Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!</li>
</ul></p>
</div>

Sandbox:Chapman Learning Commons Assistant Orientation/clcgraphicdesign

2025-05-14T20:29:24Z

SarahRobertson:

<h2>Basic Design Principles</h2>

'''Layout'''
<div class="panel">
<p>The "rule of thirds" is one way to consider dividing up your page; 2 lines are drawn horizontally and vertically to divide the page into 3 equal rows and columns. Using this rule, the "subject" or what you would like to have the most emphasis should be on one of the lines (and ideally on one of the intersecting points!). If your preference it to centre the subject, it should fill the entire centre column for maximum emphasis.<p>[caption id="" align="aligncenter" width="366"]<img src="https://assets.videomaker.com/2023/02/lake-03-3.jpg" alt="A beginner's guide to the rule of thirds - Videomaker" width="366" height="206" /> <p>Why this works: in this example, the photographer has placed the subject on the left vertical gridline and aligned the dock and mountain range roughly along the two horizontal gridlines creating a dynamic and visually interesting image.[/caption]
<h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p> <h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p><h4>Negative Space</h4>
This is the space around elements that's "blank". Leaving negative space is important in creating breathing room between elements, and can help create emphasis and intrigue in your design.

[caption id="" align="aligncenter" width="229"]<nowiki><img src="https://www.adobe.com/express/learn/blog/media_1678c2f5ff3f0464f66f7f46173dc6112c4e0e9e7.png?width=400&amp;format=png&amp;optimize=medium" alt="Shape, logo, company name Description automatically generated" width="229" height="324" /></nowiki> Why this works: this example shows a bold use of negative space to create visual intrigue. Rather than one central image of a record, the off-page alignment and repetition of the record motif pulls the viewer in. The bold yellow negative space helps to create "The Feel" the designer is aiming for.[/caption]</p>
<p><h4>Visual Hierarchy</h4>
Implementing hierarchy in your design helps to emphasis what the most important point is as well as to capture and centre the viewer's focus. Hierarchy can be achieved a number of ways, including: size, contrast, repetition, colour, alignment, and proximity. Learn more here: <a href="https://www.zekagraphic.com/visual-hierarchy-graphic-design-principles/">10 principals to create visual hierarchy </a>

<img class="aligncenter" src="https://i1.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Size-and-Scale-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Size and Scale Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i0.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Color-and-Contrast-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Color and Contrast Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Proximity-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Proximity Visual Hierarchy Principles in Graphic Design" width="384" height="192" />
</p>
</div>

<button class="accordion">Text</button>
<div class="panel">
<p>LOne major element in all of our designs is text. It's important to consider what your main point is (what do you want the viewer to immediately take away?) and what is supplemental information. We can create emphasis on our main point using the design principals below:</p>
<p><h4>Alignment</h4>
Text can be aligned to the left, centre, or right. Consider playing with the alignment to create intrigue or make it clear what your main idea is (like a heading) versus detail (like a paragraph).

[caption id="" align="aligncenter" width="211"]<img src="https://www.adobe.com/express/learn/blog/media_1b788bbd45c099a28f91e233061d034fd19665f19.png?width=400&format=png&optimize=medium" alt="" width="211" height="375" /> Why this works: although both text boxes are aligned to the left, the off-centre placement and lines pulling off the page (in a Z Layout Pattern - see above) begs the viewer to continue reading.[/caption]</p>
<p><h4>Type Hierarchy</h4>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6">When you bold, underline, and/ or increase the font size of the title of an essay, that's implementing typographic hierarchy! There are a number of ways to increase emphasis on a word or phrase, including: type size, CASE, <strong>weight</strong>, <span style="color: #ff00ff;">colour</span>, and font. Learn more here: <a href="https://www.zekagraphic.com/typographic-hierarchy-in-graphic-design/">typographic hierarchy elements</a>.</p>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Typographic-Hierarchy-Elements-in-Graphic-Design-scaled.jpg?fit=957%2C2560&ssl=1" alt="Typographic Hierarchy Elements in Graphic Design" width="238" height="637" /></p></p>
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Fonts</b></h4>
There are a few broad categories of fonts to keep in mind:
<ul>
<li>Serif - has "feet" (called serifs) at the end points of letter. These fonts are traditional and tend to feel conservative.
<ul>
<li>Serif fonts include: Time New Roman, Century, Baskerville Old Face, and Georgia.</li>
</ul>
</li>
<li>Sans Serif - these fonts do not have "feet" and tend to feel bolder and more modern. Due to their clean lines, Sans Serif fonts are also easier to read and are a great option when keeping accessibility in mind.
<ul>
<li>Sans Serif fonts include: Arial, Calibri, Century Gothic, SAS Monospace, and Helvetica (<a href="https://www.designandpaper.com/the-story-of-the-worlds-most-famous-font-helvetica/">the most famous font</a>).</li>
</ul>
</li>
<li>Script - a specific type of decorative font, script is made to look like cursive or handwriting. While often beautiful to look at, it can be more difficult to read script fonts.</li>
<li>Display or Decorative - these fonts have distinct design elements, whether that be bubble letters, negative space, bock letters, etc. While extremely distinctive and eye-catching, decorative fonts are usually difficult to read and should be used sparingly (for emphasis only).</li>
</ul>
<img class="aligncenter" src="https://www.sturdysign.com.sg/wp-content/uploads/2019/06/fonts-image-1-.png" alt="Font types for Signs | Sturdy Sign" width="311" height="311" />

Finding fonts that work together can be difficult - this is the wild west of graphic design (there are no "rules" to follow here)! My advice is to take a step back and view it like an <a href="https://en.wikipedia.org/wiki/Impressionism">Impressionist</a> painting - you want it to all make sense and flow together. The personality of each font should compliment the other. Here are some additional resources on font pairing:
<ul>
<li><a href="https://visme.co/blog/pairing-fonts/">Beginner guide to pairing fonts</a></li>
<li><a href="https://www.canva.com/learn/the-ultimate-guide-to-font-pairing/">List of 30 great font pairings</a></li>
<li><a href="https://fontjoy.com/">Font pairing generator</a></li>
</ul>
 

[caption id="attachment_15566" align="aligncenter" width="325"]<a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png"><img class="wp-image-15566" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png" alt="" width="325" height="324" /></a> Why this works: the designer has used font to emphasize the central idea (refresh). Containing 3 distinct fonts (serif, sans serif, and script), they all work together as each font is assigned a distinct role.[/caption]</p>
</div>

<button class="accordion">Colour</button>
<div class="panel">
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Colour</b></h4>
Digitally, colours are assigned a HEX code (for example, white is #FFFFFF) while printers use CMYK to translate colour (fun fact: this is why images often look different when you print them!). Our graphics are almost always digital, so you'll mostly be working with HEX code. Colour is one of the most important tools in your design-box! It can help set the mood (calming, alarming, cheerful, etc) and can create emphasis. It's important to think about how all of the colours in your graphic work together using the ideas below. It's also really important to take colour into consideration when making our designs accessible, like ensuring there's enough contrast so text is readable for example. You may find the following website useful for <a href="https://coolors.co/">creating a colour palette</a>.
[caption id="" align="aligncenter" width="421"]<img src="https://images.ctfassets.net/j001bqnk84dk/Dhgha2JGlOMnboDwdNzQ2/4a9644e1f1aaa7ce61b1c122cae08f51/colour-wheel-segments.png?fm=webp" alt="How To Use a Colour Wheel | Dulux" width="421" height="316" /> The Colour Wheel[/caption]
</p>
<p><h4>Contrast</h4>
Using contrasting colours creates a bold image helps make your focal point stand out. Looking at the colour wheel above, contrasting (also called complimentary) colours are directly across the colour wheel from each other (for example, red and green). Try using the following <a href="https://coolors.co/contrast-checker/112a46-acc8e5">contrast checker</a> to check how accessible your text is.

[caption id="" align="aligncenter" width="495"]<img src="https://blog.simplified.com/wp-content/uploads/2021/06/neg-space-poster.png" alt="What is negative space in graphic design?⎮Simplified" width="495" height="321" /> Why this works: This high contrast graphic helps clue the viewer into the tone of the show - bold with 2 sides to the story. The use of high contrasting colours (and shades) makes it extremely attention grabbing, while drawing attention to subtle details like the drink glass, cigarette, and clasped hands.[/caption]</p>
<p><h4>Monochrome</h4>
Monochrome colour palettes use multiple shades of the same colour. Looking at the colour wheel above, it's every colour in the same "pie slice". Using monochrome palettes can be highly effective in creating a mood in your graphic. In fact, UBC's brand uses different shades of blue for our colour palette!

[caption id="" align="aligncenter" width="561"]<img src="https://s.studiobinder.com/wp-content/uploads/2020/12/What-are-Monochromatic-Colors-%E2%80%94-Types-of-Color-in-Film-Featured.jpg" alt="What is a Monochromatic Color Scheme — Definition, Examples" width="561" height="315" /> Wes Anderson famously uses monochromatic colour schemes to help convey the feeling or mood of a scene. What does each frame make you feel?[/caption]
<h4 data-parsoid="{"dsr":[7963,8161,0,0]}">Additional Colour Resources</h4>
<ul>
<li><a href="https://coolors.co/">Colour Palette Generator</a></li>
<li><a href="https://www.canva.com/colors/color-wheel/">Colour Theory</a></li>
<li><a href="https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/">UBC Brand Guidelines</a></li>
</ul>
 
<ul>
<li><b data-parsoid="{"dsr":[6869,6896,3,3]}">A note on representation:</b> We want to promote an inclusive environment at the CLC. When using graphics and images that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons and UBC community. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm.</li>
</ul></p>
</div>

<h2>Graphic Design Resources</h2>
<button class="accordion">Graphic Design Resources</button>
<div class="panel">
<p><a href="https://github.com/UKHomeOffice/posters/blob/master/accessibility/dos-donts/posters_en-UK/accessibility-posters-set.pdf">Designing for Accessibility</a>: These posters help to clearly layout some principals to keep in mind to ensure our designs are easily understandable & viewable for all folks!
</p>
</div>

<button class="accordion">CLCA Logo:</button>
<div class="panel">
<p><ul>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png">Black: <img class="alignnone wp-image-15712" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png" alt="" width="206" height="85" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"> Red:</a> <a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"><img class="alignnone wp-image-15713" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png" alt="" width="204" height="84" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"> White:</a><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"><img class="alignnone wp-image-15714" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png" alt="" width="213" height="88" /></a></li>
</ul>
Want to learn more? Check out these resources on your spare time:
<ul>
<li><a href="https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics">8 basic design principals</a></li>
<li><a href="https://www.toptal.com/designers/gui/principles-of-design-infographic">Breaking down graphic design</a></li>
<li><a href="https://www.canva.com/designschool/courses/graphic-design-essentials/?lesson=welcome-graphic-design">Graphic design basics - Canva course</a></li>
<li><a href="https://www.linkedin.com/learning/graphic-design-foundations-typography-22699113">Typography Basics - LinkedIn Learning course</a></li>
</ul>
<img class="" src="https://assets.toptal.io/images?url=https%3A%2F%2Fbs-uploads.toptal.io%2Fblackfish-uploads%2Fuploaded_file%2Ffile%2F575051%2Fimage-1617817536361-5b257690d75839f3fcd8f4eca09cdbbe.png" width="377" height="2087" />
<ul>
<li><strong>Image Attribution</strong>: If you are using creative commons images, such as those from Unsplash, they will need to be cited. More details can be found on <a href="https://blogs.ubc.ca/commons/project-work-proposal/?refresh=190659aa99">the blog here</a> (under <em>Images, Photography, and Image Attribution</em>), or in our toolkit on <a class="external text" href="https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login" rel="mw:ExtLink" data-parsoid="{"dsr":[8955,9066,82,1]}" data-ve-attributes="{"rel":"mw:ExtLink"}">Using Creative Commons Media</a>, but generally it will look like:
<ul data-parsoid="{"dsr":[9120,9359,0,0]}">
<li data-parsoid="{"dsr":[9120,9359,2,0,1,0]}">"[Image name if available]" by [name with link] from [database/website name with link], [CC license]
<ul data-parsoid="{"dsr":[9224,9359,0,0]}">
<li data-parsoid="{"dsr":[9224,9288,3,0,1,0]}">e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0</li>
<li data-parsoid="{"dsr":[9289,9359,3,0,1,0]}">*if there is no name for the image, simply replace with "Image by.</li>
</ul>
</li>
</ul>
</li>
</ul>

<hr /></p>
</div>

<h2>Platforms</h2>
<button class="accordion">Canva</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[4971,4987,0,0]}"><b data-parsoid="{"dsr":[4971,4987,3,3]}">Canva</b></h3>
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Canva is a great (free!) online platform to create graphics that is extremely user friendly.
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Please note: we sadly do not have a premium account at this time so please be aware that some design elements are not available. Do not use any of their content that requires payment.</li>
</ul>
</li>
</ul>
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li>Canva has a ton templates to get you started. Sometimes it can be easier to start with a template and change or delete elements to suit your needs, rather than starting with a blank page. To find templates, click "Design" on the left menu, then "Templates"
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li><a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png"><img class="alignnone wp-image-15572" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png" alt="" width="342" height="92" /></a></li>
</ul>
</li>
<li>Want to add illustrations to your graphic? Click "Elements" on the left menu, then "See all" beside "Graphics". You can use the search bar to find exactly what you're looking for.</li>
<li>Here's <a href="https://www.canva.com/learn/how-to-canva-beginners-guide/">a beginner's guide to using Canva</a></li>
</ul></p>
</div>

<button class="accordion">Dimensions</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[6006,6408,0,0]}">
<li data-parsoid="{"dsr":[6006,6408,1,0,1,0]}">While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
<ul data-parsoid="{"dsr":[6130,6408,0,0]}">
<li data-parsoid="{"dsr":[6130,6196,2,0,1,0]}">Instagram
<ul data-parsoid="{"dsr":[6143,6196,0,0]}">
<li data-parsoid="{"dsr":[6143,6170,3,0,1,0]}">Stories: 1080 x 1920 px</li>
<li data-parsoid="{"dsr":[6171,6196,3,0,1,0]}">Posts: 1080 x 1080 px</li>
</ul>
</li>
</ul>
</li>
</ul></p>
</div>

<button class="accordion">InDesign</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[9361,9415,4,4,-1,1]}" data-mw-section-id="8">InDesign</h3>
InDesign is much less user friendly than Canva. Unless you have prior experience using InDesign (or have talked to Alex & the CLC Staff <span style="text-decoration: underline;">ahead</span> of time), do not use InDesign to create your graphics project. Please include "PW:" in the subject/title line of your email.
<ul>
<li><a href="https://creativecloud.adobe.com/en-x-AFRICA/learn/app/indesign">Adobe InDesign Tutorials</a></li>
</ul></p>
</div>

<button class="accordion">Exporting with High Quality (InDesign)</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[9416,10533,0,0]}">
<li data-parsoid="{"dsr":[9416,9620,1,0,1,0]}">Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".</li>
<li data-parsoid="{"dsr":[9621,9851,1,0,1,0]}">Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.</li>
<li data-parsoid="{"dsr":[9852,10146,1,0,1,0]}">After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.</li>
<li data-parsoid="{"dsr":[10147,10533,1,0,1,1]}">Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!</li>
</ul></p>
</div>

Sandbox:Chapman Learning Commons Assistant Orientation/clcgraphicdesign

2025-05-14T20:28:48Z

SarahRobertson:

<h2>Basic Design Principles</h2>

'''Layout'''
<div class="panel">
<p>The "rule of thirds" is one way to consider dividing up your page; 2 lines are drawn horizontally and vertically to divide the page into 3 equal rows and columns. Using this rule, the "subject" or what you would like to have the most emphasis should be on one of the lines (and ideally on one of the intersecting points!). If your preference it to centre the subject, it should fill the entire centre column for maximum emphasis.

<nowiki>https://assets.videomaker.com/2023/02/lake-03-3.jpg</nowiki>" alt="A beginner's guide to the rule of thirds - Videomaker" width="366" height="206" /> Why this works: in this example, the photographer has placed the subject on the left vertical gridline and aligned the dock and mountain range roughly along the two horizontal gridlines creating a dynamic and visually interesting image.[/caption]
<h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p> <h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p><h4>Negative Space</h4>
This is the space around elements that's "blank". Leaving negative space is important in creating breathing room between elements, and can help create emphasis and intrigue in your design.

[caption id="" align="aligncenter" width="229"]<nowiki><img src="https://www.adobe.com/express/learn/blog/media_1678c2f5ff3f0464f66f7f46173dc6112c4e0e9e7.png?width=400&amp;format=png&amp;optimize=medium" alt="Shape, logo, company name Description automatically generated" width="229" height="324" /></nowiki> Why this works: this example shows a bold use of negative space to create visual intrigue. Rather than one central image of a record, the off-page alignment and repetition of the record motif pulls the viewer in. The bold yellow negative space helps to create "The Feel" the designer is aiming for.[/caption]</p>
<p><h4>Visual Hierarchy</h4>
Implementing hierarchy in your design helps to emphasis what the most important point is as well as to capture and centre the viewer's focus. Hierarchy can be achieved a number of ways, including: size, contrast, repetition, colour, alignment, and proximity. Learn more here: <a href="https://www.zekagraphic.com/visual-hierarchy-graphic-design-principles/">10 principals to create visual hierarchy </a>

<img class="aligncenter" src="https://i1.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Size-and-Scale-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Size and Scale Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i0.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Color-and-Contrast-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Color and Contrast Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Proximity-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Proximity Visual Hierarchy Principles in Graphic Design" width="384" height="192" />
</p>
</div>

<button class="accordion">Text</button>
<div class="panel">
<p>LOne major element in all of our designs is text. It's important to consider what your main point is (what do you want the viewer to immediately take away?) and what is supplemental information. We can create emphasis on our main point using the design principals below:</p>
<p><h4>Alignment</h4>
Text can be aligned to the left, centre, or right. Consider playing with the alignment to create intrigue or make it clear what your main idea is (like a heading) versus detail (like a paragraph).

[caption id="" align="aligncenter" width="211"]<img src="https://www.adobe.com/express/learn/blog/media_1b788bbd45c099a28f91e233061d034fd19665f19.png?width=400&format=png&optimize=medium" alt="" width="211" height="375" /> Why this works: although both text boxes are aligned to the left, the off-centre placement and lines pulling off the page (in a Z Layout Pattern - see above) begs the viewer to continue reading.[/caption]</p>
<p><h4>Type Hierarchy</h4>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6">When you bold, underline, and/ or increase the font size of the title of an essay, that's implementing typographic hierarchy! There are a number of ways to increase emphasis on a word or phrase, including: type size, CASE, <strong>weight</strong>, <span style="color: #ff00ff;">colour</span>, and font. Learn more here: <a href="https://www.zekagraphic.com/typographic-hierarchy-in-graphic-design/">typographic hierarchy elements</a>.</p>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Typographic-Hierarchy-Elements-in-Graphic-Design-scaled.jpg?fit=957%2C2560&ssl=1" alt="Typographic Hierarchy Elements in Graphic Design" width="238" height="637" /></p></p>
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Fonts</b></h4>
There are a few broad categories of fonts to keep in mind:
<ul>
<li>Serif - has "feet" (called serifs) at the end points of letter. These fonts are traditional and tend to feel conservative.
<ul>
<li>Serif fonts include: Time New Roman, Century, Baskerville Old Face, and Georgia.</li>
</ul>
</li>
<li>Sans Serif - these fonts do not have "feet" and tend to feel bolder and more modern. Due to their clean lines, Sans Serif fonts are also easier to read and are a great option when keeping accessibility in mind.
<ul>
<li>Sans Serif fonts include: Arial, Calibri, Century Gothic, SAS Monospace, and Helvetica (<a href="https://www.designandpaper.com/the-story-of-the-worlds-most-famous-font-helvetica/">the most famous font</a>).</li>
</ul>
</li>
<li>Script - a specific type of decorative font, script is made to look like cursive or handwriting. While often beautiful to look at, it can be more difficult to read script fonts.</li>
<li>Display or Decorative - these fonts have distinct design elements, whether that be bubble letters, negative space, bock letters, etc. While extremely distinctive and eye-catching, decorative fonts are usually difficult to read and should be used sparingly (for emphasis only).</li>
</ul>
<img class="aligncenter" src="https://www.sturdysign.com.sg/wp-content/uploads/2019/06/fonts-image-1-.png" alt="Font types for Signs | Sturdy Sign" width="311" height="311" />

Finding fonts that work together can be difficult - this is the wild west of graphic design (there are no "rules" to follow here)! My advice is to take a step back and view it like an <a href="https://en.wikipedia.org/wiki/Impressionism">Impressionist</a> painting - you want it to all make sense and flow together. The personality of each font should compliment the other. Here are some additional resources on font pairing:
<ul>
<li><a href="https://visme.co/blog/pairing-fonts/">Beginner guide to pairing fonts</a></li>
<li><a href="https://www.canva.com/learn/the-ultimate-guide-to-font-pairing/">List of 30 great font pairings</a></li>
<li><a href="https://fontjoy.com/">Font pairing generator</a></li>
</ul>
 

[caption id="attachment_15566" align="aligncenter" width="325"]<a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png"><img class="wp-image-15566" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png" alt="" width="325" height="324" /></a> Why this works: the designer has used font to emphasize the central idea (refresh). Containing 3 distinct fonts (serif, sans serif, and script), they all work together as each font is assigned a distinct role.[/caption]</p>
</div>

<button class="accordion">Colour</button>
<div class="panel">
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Colour</b></h4>
Digitally, colours are assigned a HEX code (for example, white is #FFFFFF) while printers use CMYK to translate colour (fun fact: this is why images often look different when you print them!). Our graphics are almost always digital, so you'll mostly be working with HEX code. Colour is one of the most important tools in your design-box! It can help set the mood (calming, alarming, cheerful, etc) and can create emphasis. It's important to think about how all of the colours in your graphic work together using the ideas below. It's also really important to take colour into consideration when making our designs accessible, like ensuring there's enough contrast so text is readable for example. You may find the following website useful for <a href="https://coolors.co/">creating a colour palette</a>.
[caption id="" align="aligncenter" width="421"]<img src="https://images.ctfassets.net/j001bqnk84dk/Dhgha2JGlOMnboDwdNzQ2/4a9644e1f1aaa7ce61b1c122cae08f51/colour-wheel-segments.png?fm=webp" alt="How To Use a Colour Wheel | Dulux" width="421" height="316" /> The Colour Wheel[/caption]
</p>
<p><h4>Contrast</h4>
Using contrasting colours creates a bold image helps make your focal point stand out. Looking at the colour wheel above, contrasting (also called complimentary) colours are directly across the colour wheel from each other (for example, red and green). Try using the following <a href="https://coolors.co/contrast-checker/112a46-acc8e5">contrast checker</a> to check how accessible your text is.

[caption id="" align="aligncenter" width="495"]<img src="https://blog.simplified.com/wp-content/uploads/2021/06/neg-space-poster.png" alt="What is negative space in graphic design?⎮Simplified" width="495" height="321" /> Why this works: This high contrast graphic helps clue the viewer into the tone of the show - bold with 2 sides to the story. The use of high contrasting colours (and shades) makes it extremely attention grabbing, while drawing attention to subtle details like the drink glass, cigarette, and clasped hands.[/caption]</p>
<p><h4>Monochrome</h4>
Monochrome colour palettes use multiple shades of the same colour. Looking at the colour wheel above, it's every colour in the same "pie slice". Using monochrome palettes can be highly effective in creating a mood in your graphic. In fact, UBC's brand uses different shades of blue for our colour palette!

[caption id="" align="aligncenter" width="561"]<img src="https://s.studiobinder.com/wp-content/uploads/2020/12/What-are-Monochromatic-Colors-%E2%80%94-Types-of-Color-in-Film-Featured.jpg" alt="What is a Monochromatic Color Scheme — Definition, Examples" width="561" height="315" /> Wes Anderson famously uses monochromatic colour schemes to help convey the feeling or mood of a scene. What does each frame make you feel?[/caption]
<h4 data-parsoid="{"dsr":[7963,8161,0,0]}">Additional Colour Resources</h4>
<ul>
<li><a href="https://coolors.co/">Colour Palette Generator</a></li>
<li><a href="https://www.canva.com/colors/color-wheel/">Colour Theory</a></li>
<li><a href="https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/">UBC Brand Guidelines</a></li>
</ul>
 
<ul>
<li><b data-parsoid="{"dsr":[6869,6896,3,3]}">A note on representation:</b> We want to promote an inclusive environment at the CLC. When using graphics and images that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons and UBC community. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm.</li>
</ul></p>
</div>

<h2>Graphic Design Resources</h2>
<button class="accordion">Graphic Design Resources</button>
<div class="panel">
<p><a href="https://github.com/UKHomeOffice/posters/blob/master/accessibility/dos-donts/posters_en-UK/accessibility-posters-set.pdf">Designing for Accessibility</a>: These posters help to clearly layout some principals to keep in mind to ensure our designs are easily understandable & viewable for all folks!
</p>
</div>

<button class="accordion">CLCA Logo:</button>
<div class="panel">
<p><ul>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png">Black: <img class="alignnone wp-image-15712" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png" alt="" width="206" height="85" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"> Red:</a> <a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"><img class="alignnone wp-image-15713" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png" alt="" width="204" height="84" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"> White:</a><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"><img class="alignnone wp-image-15714" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png" alt="" width="213" height="88" /></a></li>
</ul>
Want to learn more? Check out these resources on your spare time:
<ul>
<li><a href="https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics">8 basic design principals</a></li>
<li><a href="https://www.toptal.com/designers/gui/principles-of-design-infographic">Breaking down graphic design</a></li>
<li><a href="https://www.canva.com/designschool/courses/graphic-design-essentials/?lesson=welcome-graphic-design">Graphic design basics - Canva course</a></li>
<li><a href="https://www.linkedin.com/learning/graphic-design-foundations-typography-22699113">Typography Basics - LinkedIn Learning course</a></li>
</ul>
<img class="" src="https://assets.toptal.io/images?url=https%3A%2F%2Fbs-uploads.toptal.io%2Fblackfish-uploads%2Fuploaded_file%2Ffile%2F575051%2Fimage-1617817536361-5b257690d75839f3fcd8f4eca09cdbbe.png" width="377" height="2087" />
<ul>
<li><strong>Image Attribution</strong>: If you are using creative commons images, such as those from Unsplash, they will need to be cited. More details can be found on <a href="https://blogs.ubc.ca/commons/project-work-proposal/?refresh=190659aa99">the blog here</a> (under <em>Images, Photography, and Image Attribution</em>), or in our toolkit on <a class="external text" href="https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login" rel="mw:ExtLink" data-parsoid="{"dsr":[8955,9066,82,1]}" data-ve-attributes="{"rel":"mw:ExtLink"}">Using Creative Commons Media</a>, but generally it will look like:
<ul data-parsoid="{"dsr":[9120,9359,0,0]}">
<li data-parsoid="{"dsr":[9120,9359,2,0,1,0]}">"[Image name if available]" by [name with link] from [database/website name with link], [CC license]
<ul data-parsoid="{"dsr":[9224,9359,0,0]}">
<li data-parsoid="{"dsr":[9224,9288,3,0,1,0]}">e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0</li>
<li data-parsoid="{"dsr":[9289,9359,3,0,1,0]}">*if there is no name for the image, simply replace with "Image by.</li>
</ul>
</li>
</ul>
</li>
</ul>

<hr /></p>
</div>

<h2>Platforms</h2>
<button class="accordion">Canva</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[4971,4987,0,0]}"><b data-parsoid="{"dsr":[4971,4987,3,3]}">Canva</b></h3>
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Canva is a great (free!) online platform to create graphics that is extremely user friendly.
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Please note: we sadly do not have a premium account at this time so please be aware that some design elements are not available. Do not use any of their content that requires payment.</li>
</ul>
</li>
</ul>
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li>Canva has a ton templates to get you started. Sometimes it can be easier to start with a template and change or delete elements to suit your needs, rather than starting with a blank page. To find templates, click "Design" on the left menu, then "Templates"
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li><a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png"><img class="alignnone wp-image-15572" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png" alt="" width="342" height="92" /></a></li>
</ul>
</li>
<li>Want to add illustrations to your graphic? Click "Elements" on the left menu, then "See all" beside "Graphics". You can use the search bar to find exactly what you're looking for.</li>
<li>Here's <a href="https://www.canva.com/learn/how-to-canva-beginners-guide/">a beginner's guide to using Canva</a></li>
</ul></p>
</div>

<button class="accordion">Dimensions</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[6006,6408,0,0]}">
<li data-parsoid="{"dsr":[6006,6408,1,0,1,0]}">While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
<ul data-parsoid="{"dsr":[6130,6408,0,0]}">
<li data-parsoid="{"dsr":[6130,6196,2,0,1,0]}">Instagram
<ul data-parsoid="{"dsr":[6143,6196,0,0]}">
<li data-parsoid="{"dsr":[6143,6170,3,0,1,0]}">Stories: 1080 x 1920 px</li>
<li data-parsoid="{"dsr":[6171,6196,3,0,1,0]}">Posts: 1080 x 1080 px</li>
</ul>
</li>
</ul>
</li>
</ul></p>
</div>

<button class="accordion">InDesign</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[9361,9415,4,4,-1,1]}" data-mw-section-id="8">InDesign</h3>
InDesign is much less user friendly than Canva. Unless you have prior experience using InDesign (or have talked to Alex & the CLC Staff <span style="text-decoration: underline;">ahead</span> of time), do not use InDesign to create your graphics project. Please include "PW:" in the subject/title line of your email.
<ul>
<li><a href="https://creativecloud.adobe.com/en-x-AFRICA/learn/app/indesign">Adobe InDesign Tutorials</a></li>
</ul></p>
</div>

<button class="accordion">Exporting with High Quality (InDesign)</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[9416,10533,0,0]}">
<li data-parsoid="{"dsr":[9416,9620,1,0,1,0]}">Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".</li>
<li data-parsoid="{"dsr":[9621,9851,1,0,1,0]}">Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.</li>
<li data-parsoid="{"dsr":[9852,10146,1,0,1,0]}">After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.</li>
<li data-parsoid="{"dsr":[10147,10533,1,0,1,1]}">Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!</li>
</ul></p>
</div>

Sandbox:Chapman Learning Commons Assistant Orientation/clcgraphicdesign

2025-05-14T20:28:23Z

SarahRobertson:

<h2>Basic Design Principles</h2>

'''Layout'''
<div class="panel">
<p>The "rule of thirds" is one way to consider dividing up your page; 2 lines are drawn horizontally and vertically to divide the page into 3 equal rows and columns. Using this rule, the "subject" or what you would like to have the most emphasis should be on one of the lines (and ideally on one of the intersecting points!). If your preference it to centre the subject, it should fill the entire centre column for maximum emphasis.

[caption id="" align="aligncenter" width="366"]<img src="https://assets.videomaker.com/2023/02/lake-03-3.jpg" alt="A beginner's guide to the rule of thirds - Videomaker" width="366" height="206" /> Why this works: in this example, the photographer has placed the subject on the left vertical gridline and aligned the dock and mountain range roughly along the two horizontal gridlines creating a dynamic and visually interesting image.[/caption]
<h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p> <h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p><h4>Negative Space</h4>
This is the space around elements that's "blank". Leaving negative space is important in creating breathing room between elements, and can help create emphasis and intrigue in your design.

[caption id="" align="aligncenter" width="229"]<img src="https://www.adobe.com/express/learn/blog/media_1678c2f5ff3f0464f66f7f46173dc6112c4e0e9e7.png?width=400&format=png&optimize=medium" alt="Shape, logo, company name Description automatically generated" width="229" height="324" /> Why this works: this example shows a bold use of negative space to create visual intrigue. Rather than one central image of a record, the off-page alignment and repetition of the record motif pulls the viewer in. The bold yellow negative space helps to create "The Feel" the designer is aiming for.[/caption]</p>
<p><h4>Visual Hierarchy</h4>
Implementing hierarchy in your design helps to emphasis what the most important point is as well as to capture and centre the viewer's focus. Hierarchy can be achieved a number of ways, including: size, contrast, repetition, colour, alignment, and proximity. Learn more here: <a href="https://www.zekagraphic.com/visual-hierarchy-graphic-design-principles/">10 principals to create visual hierarchy </a>

<img class="aligncenter" src="https://i1.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Size-and-Scale-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Size and Scale Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i0.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Color-and-Contrast-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Color and Contrast Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Proximity-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Proximity Visual Hierarchy Principles in Graphic Design" width="384" height="192" />
</p>
</div>

<button class="accordion">Text</button>
<div class="panel">
<p>LOne major element in all of our designs is text. It's important to consider what your main point is (what do you want the viewer to immediately take away?) and what is supplemental information. We can create emphasis on our main point using the design principals below:</p>
<p><h4>Alignment</h4>
Text can be aligned to the left, centre, or right. Consider playing with the alignment to create intrigue or make it clear what your main idea is (like a heading) versus detail (like a paragraph).

[caption id="" align="aligncenter" width="211"]<img src="https://www.adobe.com/express/learn/blog/media_1b788bbd45c099a28f91e233061d034fd19665f19.png?width=400&format=png&optimize=medium" alt="" width="211" height="375" /> Why this works: although both text boxes are aligned to the left, the off-centre placement and lines pulling off the page (in a Z Layout Pattern - see above) begs the viewer to continue reading.[/caption]</p>
<p><h4>Type Hierarchy</h4>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6">When you bold, underline, and/ or increase the font size of the title of an essay, that's implementing typographic hierarchy! There are a number of ways to increase emphasis on a word or phrase, including: type size, CASE, <strong>weight</strong>, <span style="color: #ff00ff;">colour</span>, and font. Learn more here: <a href="https://www.zekagraphic.com/typographic-hierarchy-in-graphic-design/">typographic hierarchy elements</a>.</p>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Typographic-Hierarchy-Elements-in-Graphic-Design-scaled.jpg?fit=957%2C2560&ssl=1" alt="Typographic Hierarchy Elements in Graphic Design" width="238" height="637" /></p></p>
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Fonts</b></h4>
There are a few broad categories of fonts to keep in mind:
<ul>
<li>Serif - has "feet" (called serifs) at the end points of letter. These fonts are traditional and tend to feel conservative.
<ul>
<li>Serif fonts include: Time New Roman, Century, Baskerville Old Face, and Georgia.</li>
</ul>
</li>
<li>Sans Serif - these fonts do not have "feet" and tend to feel bolder and more modern. Due to their clean lines, Sans Serif fonts are also easier to read and are a great option when keeping accessibility in mind.
<ul>
<li>Sans Serif fonts include: Arial, Calibri, Century Gothic, SAS Monospace, and Helvetica (<a href="https://www.designandpaper.com/the-story-of-the-worlds-most-famous-font-helvetica/">the most famous font</a>).</li>
</ul>
</li>
<li>Script - a specific type of decorative font, script is made to look like cursive or handwriting. While often beautiful to look at, it can be more difficult to read script fonts.</li>
<li>Display or Decorative - these fonts have distinct design elements, whether that be bubble letters, negative space, bock letters, etc. While extremely distinctive and eye-catching, decorative fonts are usually difficult to read and should be used sparingly (for emphasis only).</li>
</ul>
<img class="aligncenter" src="https://www.sturdysign.com.sg/wp-content/uploads/2019/06/fonts-image-1-.png" alt="Font types for Signs | Sturdy Sign" width="311" height="311" />

Finding fonts that work together can be difficult - this is the wild west of graphic design (there are no "rules" to follow here)! My advice is to take a step back and view it like an <a href="https://en.wikipedia.org/wiki/Impressionism">Impressionist</a> painting - you want it to all make sense and flow together. The personality of each font should compliment the other. Here are some additional resources on font pairing:
<ul>
<li><a href="https://visme.co/blog/pairing-fonts/">Beginner guide to pairing fonts</a></li>
<li><a href="https://www.canva.com/learn/the-ultimate-guide-to-font-pairing/">List of 30 great font pairings</a></li>
<li><a href="https://fontjoy.com/">Font pairing generator</a></li>
</ul>
 

[caption id="attachment_15566" align="aligncenter" width="325"]<a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png"><img class="wp-image-15566" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png" alt="" width="325" height="324" /></a> Why this works: the designer has used font to emphasize the central idea (refresh). Containing 3 distinct fonts (serif, sans serif, and script), they all work together as each font is assigned a distinct role.[/caption]</p>
</div>

<button class="accordion">Colour</button>
<div class="panel">
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Colour</b></h4>
Digitally, colours are assigned a HEX code (for example, white is #FFFFFF) while printers use CMYK to translate colour (fun fact: this is why images often look different when you print them!). Our graphics are almost always digital, so you'll mostly be working with HEX code. Colour is one of the most important tools in your design-box! It can help set the mood (calming, alarming, cheerful, etc) and can create emphasis. It's important to think about how all of the colours in your graphic work together using the ideas below. It's also really important to take colour into consideration when making our designs accessible, like ensuring there's enough contrast so text is readable for example. You may find the following website useful for <a href="https://coolors.co/">creating a colour palette</a>.
[caption id="" align="aligncenter" width="421"]<img src="https://images.ctfassets.net/j001bqnk84dk/Dhgha2JGlOMnboDwdNzQ2/4a9644e1f1aaa7ce61b1c122cae08f51/colour-wheel-segments.png?fm=webp" alt="How To Use a Colour Wheel | Dulux" width="421" height="316" /> The Colour Wheel[/caption]
</p>
<p><h4>Contrast</h4>
Using contrasting colours creates a bold image helps make your focal point stand out. Looking at the colour wheel above, contrasting (also called complimentary) colours are directly across the colour wheel from each other (for example, red and green). Try using the following <a href="https://coolors.co/contrast-checker/112a46-acc8e5">contrast checker</a> to check how accessible your text is.

[caption id="" align="aligncenter" width="495"]<img src="https://blog.simplified.com/wp-content/uploads/2021/06/neg-space-poster.png" alt="What is negative space in graphic design?⎮Simplified" width="495" height="321" /> Why this works: This high contrast graphic helps clue the viewer into the tone of the show - bold with 2 sides to the story. The use of high contrasting colours (and shades) makes it extremely attention grabbing, while drawing attention to subtle details like the drink glass, cigarette, and clasped hands.[/caption]</p>
<p><h4>Monochrome</h4>
Monochrome colour palettes use multiple shades of the same colour. Looking at the colour wheel above, it's every colour in the same "pie slice". Using monochrome palettes can be highly effective in creating a mood in your graphic. In fact, UBC's brand uses different shades of blue for our colour palette!

[caption id="" align="aligncenter" width="561"]<img src="https://s.studiobinder.com/wp-content/uploads/2020/12/What-are-Monochromatic-Colors-%E2%80%94-Types-of-Color-in-Film-Featured.jpg" alt="What is a Monochromatic Color Scheme — Definition, Examples" width="561" height="315" /> Wes Anderson famously uses monochromatic colour schemes to help convey the feeling or mood of a scene. What does each frame make you feel?[/caption]
<h4 data-parsoid="{"dsr":[7963,8161,0,0]}">Additional Colour Resources</h4>
<ul>
<li><a href="https://coolors.co/">Colour Palette Generator</a></li>
<li><a href="https://www.canva.com/colors/color-wheel/">Colour Theory</a></li>
<li><a href="https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/">UBC Brand Guidelines</a></li>
</ul>
 
<ul>
<li><b data-parsoid="{"dsr":[6869,6896,3,3]}">A note on representation:</b> We want to promote an inclusive environment at the CLC. When using graphics and images that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons and UBC community. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm.</li>
</ul></p>
</div>

<h2>Graphic Design Resources</h2>
<button class="accordion">Graphic Design Resources</button>
<div class="panel">
<p><a href="https://github.com/UKHomeOffice/posters/blob/master/accessibility/dos-donts/posters_en-UK/accessibility-posters-set.pdf">Designing for Accessibility</a>: These posters help to clearly layout some principals to keep in mind to ensure our designs are easily understandable & viewable for all folks!
</p>
</div>

<button class="accordion">CLCA Logo:</button>
<div class="panel">
<p><ul>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png">Black: <img class="alignnone wp-image-15712" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png" alt="" width="206" height="85" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"> Red:</a> <a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"><img class="alignnone wp-image-15713" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png" alt="" width="204" height="84" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"> White:</a><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"><img class="alignnone wp-image-15714" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png" alt="" width="213" height="88" /></a></li>
</ul>
Want to learn more? Check out these resources on your spare time:
<ul>
<li><a href="https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics">8 basic design principals</a></li>
<li><a href="https://www.toptal.com/designers/gui/principles-of-design-infographic">Breaking down graphic design</a></li>
<li><a href="https://www.canva.com/designschool/courses/graphic-design-essentials/?lesson=welcome-graphic-design">Graphic design basics - Canva course</a></li>
<li><a href="https://www.linkedin.com/learning/graphic-design-foundations-typography-22699113">Typography Basics - LinkedIn Learning course</a></li>
</ul>
<img class="" src="https://assets.toptal.io/images?url=https%3A%2F%2Fbs-uploads.toptal.io%2Fblackfish-uploads%2Fuploaded_file%2Ffile%2F575051%2Fimage-1617817536361-5b257690d75839f3fcd8f4eca09cdbbe.png" width="377" height="2087" />
<ul>
<li><strong>Image Attribution</strong>: If you are using creative commons images, such as those from Unsplash, they will need to be cited. More details can be found on <a href="https://blogs.ubc.ca/commons/project-work-proposal/?refresh=190659aa99">the blog here</a> (under <em>Images, Photography, and Image Attribution</em>), or in our toolkit on <a class="external text" href="https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login" rel="mw:ExtLink" data-parsoid="{"dsr":[8955,9066,82,1]}" data-ve-attributes="{"rel":"mw:ExtLink"}">Using Creative Commons Media</a>, but generally it will look like:
<ul data-parsoid="{"dsr":[9120,9359,0,0]}">
<li data-parsoid="{"dsr":[9120,9359,2,0,1,0]}">"[Image name if available]" by [name with link] from [database/website name with link], [CC license]
<ul data-parsoid="{"dsr":[9224,9359,0,0]}">
<li data-parsoid="{"dsr":[9224,9288,3,0,1,0]}">e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0</li>
<li data-parsoid="{"dsr":[9289,9359,3,0,1,0]}">*if there is no name for the image, simply replace with "Image by.</li>
</ul>
</li>
</ul>
</li>
</ul>

<hr /></p>
</div>

<h2>Platforms</h2>
<button class="accordion">Canva</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[4971,4987,0,0]}"><b data-parsoid="{"dsr":[4971,4987,3,3]}">Canva</b></h3>
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Canva is a great (free!) online platform to create graphics that is extremely user friendly.
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Please note: we sadly do not have a premium account at this time so please be aware that some design elements are not available. Do not use any of their content that requires payment.</li>
</ul>
</li>
</ul>
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li>Canva has a ton templates to get you started. Sometimes it can be easier to start with a template and change or delete elements to suit your needs, rather than starting with a blank page. To find templates, click "Design" on the left menu, then "Templates"
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li><a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png"><img class="alignnone wp-image-15572" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png" alt="" width="342" height="92" /></a></li>
</ul>
</li>
<li>Want to add illustrations to your graphic? Click "Elements" on the left menu, then "See all" beside "Graphics". You can use the search bar to find exactly what you're looking for.</li>
<li>Here's <a href="https://www.canva.com/learn/how-to-canva-beginners-guide/">a beginner's guide to using Canva</a></li>
</ul></p>
</div>

<button class="accordion">Dimensions</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[6006,6408,0,0]}">
<li data-parsoid="{"dsr":[6006,6408,1,0,1,0]}">While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
<ul data-parsoid="{"dsr":[6130,6408,0,0]}">
<li data-parsoid="{"dsr":[6130,6196,2,0,1,0]}">Instagram
<ul data-parsoid="{"dsr":[6143,6196,0,0]}">
<li data-parsoid="{"dsr":[6143,6170,3,0,1,0]}">Stories: 1080 x 1920 px</li>
<li data-parsoid="{"dsr":[6171,6196,3,0,1,0]}">Posts: 1080 x 1080 px</li>
</ul>
</li>
</ul>
</li>
</ul></p>
</div>

<button class="accordion">InDesign</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[9361,9415,4,4,-1,1]}" data-mw-section-id="8">InDesign</h3>
InDesign is much less user friendly than Canva. Unless you have prior experience using InDesign (or have talked to Alex & the CLC Staff <span style="text-decoration: underline;">ahead</span> of time), do not use InDesign to create your graphics project. Please include "PW:" in the subject/title line of your email.
<ul>
<li><a href="https://creativecloud.adobe.com/en-x-AFRICA/learn/app/indesign">Adobe InDesign Tutorials</a></li>
</ul></p>
</div>

<button class="accordion">Exporting with High Quality (InDesign)</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[9416,10533,0,0]}">
<li data-parsoid="{"dsr":[9416,9620,1,0,1,0]}">Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".</li>
<li data-parsoid="{"dsr":[9621,9851,1,0,1,0]}">Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.</li>
<li data-parsoid="{"dsr":[9852,10146,1,0,1,0]}">After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.</li>
<li data-parsoid="{"dsr":[10147,10533,1,0,1,1]}">Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!</li>
</ul></p>
</div>

Sandbox:Chapman Learning Commons Assistant Orientation/clcgraphicdesign

2025-05-14T20:27:53Z

SarahRobertson: Created page with "<h2>Basic Design Principles</h2> <button class="accordion">Layout</button> <div class="panel"> <p>The "rule of thirds" is one way to consider dividing up your page; 2 lines are drawn horizontally and vertically to divide the page into 3 equal rows and columns. Using this rule, the "subject" or what you would like to have the most emphasis should be on one of the lines (and ideally on one of the intersecting points!). If your preference it to centre the subject, it sho..."

<h2>Basic Design Principles</h2>

<button class="accordion">Layout</button>
<div class="panel">
<p>The "rule of thirds" is one way to consider dividing up your page; 2 lines are drawn horizontally and vertically to divide the page into 3 equal rows and columns. Using this rule, the "subject" or what you would like to have the most emphasis should be on one of the lines (and ideally on one of the intersecting points!). If your preference it to centre the subject, it should fill the entire centre column for maximum emphasis.

[caption id="" align="aligncenter" width="366"]<img src="https://assets.videomaker.com/2023/02/lake-03-3.jpg" alt="A beginner's guide to the rule of thirds - Videomaker" width="366" height="206" /> Why this works: in this example, the photographer has placed the subject on the left vertical gridline and aligned the dock and mountain range roughly along the two horizontal gridlines creating a dynamic and visually interesting image.[/caption]
<h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p> <h4>Z-Pattern Layout</h4>
Placing text or images in a Z-pattern helps the viewer to follow your visual story. Just as people scan from left to right while reading, they also do so when viewing a graphic.

<img class="aligncenter" src="https://storage.googleapis.com/website-production/uploads/2017/01/z-pattern-angles.png" alt="This picture shows marketers how to create post-click landing pages using the Z-Pattern design to increase conversions." /></p>
<p><h4>Negative Space</h4>
This is the space around elements that's "blank". Leaving negative space is important in creating breathing room between elements, and can help create emphasis and intrigue in your design.

[caption id="" align="aligncenter" width="229"]<img src="https://www.adobe.com/express/learn/blog/media_1678c2f5ff3f0464f66f7f46173dc6112c4e0e9e7.png?width=400&format=png&optimize=medium" alt="Shape, logo, company name Description automatically generated" width="229" height="324" /> Why this works: this example shows a bold use of negative space to create visual intrigue. Rather than one central image of a record, the off-page alignment and repetition of the record motif pulls the viewer in. The bold yellow negative space helps to create "The Feel" the designer is aiming for.[/caption]</p>
<p><h4>Visual Hierarchy</h4>
Implementing hierarchy in your design helps to emphasis what the most important point is as well as to capture and centre the viewer's focus. Hierarchy can be achieved a number of ways, including: size, contrast, repetition, colour, alignment, and proximity. Learn more here: <a href="https://www.zekagraphic.com/visual-hierarchy-graphic-design-principles/">10 principals to create visual hierarchy </a>

<img class="aligncenter" src="https://i1.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Size-and-Scale-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Size and Scale Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i0.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Color-and-Contrast-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Color and Contrast Visual Hierarchy Principles in Graphic Design" width="384" height="192" /><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Proximity-Visual-Hierarchy-Principles-in-Graphic-Design.jpg?fit=1600%2C800&ssl=1" alt="Proximity Visual Hierarchy Principles in Graphic Design" width="384" height="192" />
</p>
</div>

<button class="accordion">Text</button>
<div class="panel">
<p>LOne major element in all of our designs is text. It's important to consider what your main point is (what do you want the viewer to immediately take away?) and what is supplemental information. We can create emphasis on our main point using the design principals below:</p>
<p><h4>Alignment</h4>
Text can be aligned to the left, centre, or right. Consider playing with the alignment to create intrigue or make it clear what your main idea is (like a heading) versus detail (like a paragraph).

[caption id="" align="aligncenter" width="211"]<img src="https://www.adobe.com/express/learn/blog/media_1b788bbd45c099a28f91e233061d034fd19665f19.png?width=400&format=png&optimize=medium" alt="" width="211" height="375" /> Why this works: although both text boxes are aligned to the left, the off-centre placement and lines pulling off the page (in a Z Layout Pattern - see above) begs the viewer to continue reading.[/caption]</p>
<p><h4>Type Hierarchy</h4>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6">When you bold, underline, and/ or increase the font size of the title of an essay, that's implementing typographic hierarchy! There are a number of ways to increase emphasis on a word or phrase, including: type size, CASE, <strong>weight</strong>, <span style="color: #ff00ff;">colour</span>, and font. Learn more here: <a href="https://www.zekagraphic.com/typographic-hierarchy-in-graphic-design/">typographic hierarchy elements</a>.</p>
<p data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><img class="aligncenter" src="https://i2.wp.com/www.zekagraphic.com/wp-content/uploads/2021/03/Typographic-Hierarchy-Elements-in-Graphic-Design-scaled.jpg?fit=957%2C2560&ssl=1" alt="Typographic Hierarchy Elements in Graphic Design" width="238" height="637" /></p></p>
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Fonts</b></h4>
There are a few broad categories of fonts to keep in mind:
<ul>
<li>Serif - has "feet" (called serifs) at the end points of letter. These fonts are traditional and tend to feel conservative.
<ul>
<li>Serif fonts include: Time New Roman, Century, Baskerville Old Face, and Georgia.</li>
</ul>
</li>
<li>Sans Serif - these fonts do not have "feet" and tend to feel bolder and more modern. Due to their clean lines, Sans Serif fonts are also easier to read and are a great option when keeping accessibility in mind.
<ul>
<li>Sans Serif fonts include: Arial, Calibri, Century Gothic, SAS Monospace, and Helvetica (<a href="https://www.designandpaper.com/the-story-of-the-worlds-most-famous-font-helvetica/">the most famous font</a>).</li>
</ul>
</li>
<li>Script - a specific type of decorative font, script is made to look like cursive or handwriting. While often beautiful to look at, it can be more difficult to read script fonts.</li>
<li>Display or Decorative - these fonts have distinct design elements, whether that be bubble letters, negative space, bock letters, etc. While extremely distinctive and eye-catching, decorative fonts are usually difficult to read and should be used sparingly (for emphasis only).</li>
</ul>
<img class="aligncenter" src="https://www.sturdysign.com.sg/wp-content/uploads/2019/06/fonts-image-1-.png" alt="Font types for Signs | Sturdy Sign" width="311" height="311" />

Finding fonts that work together can be difficult - this is the wild west of graphic design (there are no "rules" to follow here)! My advice is to take a step back and view it like an <a href="https://en.wikipedia.org/wiki/Impressionism">Impressionist</a> painting - you want it to all make sense and flow together. The personality of each font should compliment the other. Here are some additional resources on font pairing:
<ul>
<li><a href="https://visme.co/blog/pairing-fonts/">Beginner guide to pairing fonts</a></li>
<li><a href="https://www.canva.com/learn/the-ultimate-guide-to-font-pairing/">List of 30 great font pairings</a></li>
<li><a href="https://fontjoy.com/">Font pairing generator</a></li>
</ul>
 

[caption id="attachment_15566" align="aligncenter" width="325"]<a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png"><img class="wp-image-15566" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-2.31.25-PM.png" alt="" width="325" height="324" /></a> Why this works: the designer has used font to emphasize the central idea (refresh). Containing 3 distinct fonts (serif, sans serif, and script), they all work together as each font is assigned a distinct role.[/caption]</p>
</div>

<button class="accordion">Colour</button>
<div class="panel">
<p><h4 id="Fonts" data-parsoid="{"dsr":[8163,8184,4,4,1,1]}" data-mw-section-id="6"><b data-parsoid="{"dsr":[8168,8179,3,3]}">Colour</b></h4>
Digitally, colours are assigned a HEX code (for example, white is #FFFFFF) while printers use CMYK to translate colour (fun fact: this is why images often look different when you print them!). Our graphics are almost always digital, so you'll mostly be working with HEX code. Colour is one of the most important tools in your design-box! It can help set the mood (calming, alarming, cheerful, etc) and can create emphasis. It's important to think about how all of the colours in your graphic work together using the ideas below. It's also really important to take colour into consideration when making our designs accessible, like ensuring there's enough contrast so text is readable for example. You may find the following website useful for <a href="https://coolors.co/">creating a colour palette</a>.
[caption id="" align="aligncenter" width="421"]<img src="https://images.ctfassets.net/j001bqnk84dk/Dhgha2JGlOMnboDwdNzQ2/4a9644e1f1aaa7ce61b1c122cae08f51/colour-wheel-segments.png?fm=webp" alt="How To Use a Colour Wheel | Dulux" width="421" height="316" /> The Colour Wheel[/caption]
</p>
<p><h4>Contrast</h4>
Using contrasting colours creates a bold image helps make your focal point stand out. Looking at the colour wheel above, contrasting (also called complimentary) colours are directly across the colour wheel from each other (for example, red and green). Try using the following <a href="https://coolors.co/contrast-checker/112a46-acc8e5">contrast checker</a> to check how accessible your text is.

[caption id="" align="aligncenter" width="495"]<img src="https://blog.simplified.com/wp-content/uploads/2021/06/neg-space-poster.png" alt="What is negative space in graphic design?⎮Simplified" width="495" height="321" /> Why this works: This high contrast graphic helps clue the viewer into the tone of the show - bold with 2 sides to the story. The use of high contrasting colours (and shades) makes it extremely attention grabbing, while drawing attention to subtle details like the drink glass, cigarette, and clasped hands.[/caption]</p>
<p><h4>Monochrome</h4>
Monochrome colour palettes use multiple shades of the same colour. Looking at the colour wheel above, it's every colour in the same "pie slice". Using monochrome palettes can be highly effective in creating a mood in your graphic. In fact, UBC's brand uses different shades of blue for our colour palette!

[caption id="" align="aligncenter" width="561"]<img src="https://s.studiobinder.com/wp-content/uploads/2020/12/What-are-Monochromatic-Colors-%E2%80%94-Types-of-Color-in-Film-Featured.jpg" alt="What is a Monochromatic Color Scheme — Definition, Examples" width="561" height="315" /> Wes Anderson famously uses monochromatic colour schemes to help convey the feeling or mood of a scene. What does each frame make you feel?[/caption]
<h4 data-parsoid="{"dsr":[7963,8161,0,0]}">Additional Colour Resources</h4>
<ul>
<li><a href="https://coolors.co/">Colour Palette Generator</a></li>
<li><a href="https://www.canva.com/colors/color-wheel/">Colour Theory</a></li>
<li><a href="https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/">UBC Brand Guidelines</a></li>
</ul>
 
<ul>
<li><b data-parsoid="{"dsr":[6869,6896,3,3]}">A note on representation:</b> We want to promote an inclusive environment at the CLC. When using graphics and images that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons and UBC community. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm.</li>
</ul></p>
</div>

<h2>Graphic Design Resources</h2>
<button class="accordion">Graphic Design Resources</button>
<div class="panel">
<p><a href="https://github.com/UKHomeOffice/posters/blob/master/accessibility/dos-donts/posters_en-UK/accessibility-posters-set.pdf">Designing for Accessibility</a>: These posters help to clearly layout some principals to keep in mind to ensure our designs are easily understandable & viewable for all folks!
</p>
</div>

<button class="accordion">CLCA Logo:</button>
<div class="panel">
<p><ul>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png">Black: <img class="alignnone wp-image-15712" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_black.png" alt="" width="206" height="85" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"> Red:</a> <a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png"><img class="alignnone wp-image-15713" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_transparent.png" alt="" width="204" height="84" /></a></li>
<li><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"> White:</a><a href="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png"><img class="alignnone wp-image-15714" src="https://blogs.ubc.ca/commons/files/2024/01/CLCLogo_white_transparent.png" alt="" width="213" height="88" /></a></li>
</ul>
Want to learn more? Check out these resources on your spare time:
<ul>
<li><a href="https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics">8 basic design principals</a></li>
<li><a href="https://www.toptal.com/designers/gui/principles-of-design-infographic">Breaking down graphic design</a></li>
<li><a href="https://www.canva.com/designschool/courses/graphic-design-essentials/?lesson=welcome-graphic-design">Graphic design basics - Canva course</a></li>
<li><a href="https://www.linkedin.com/learning/graphic-design-foundations-typography-22699113">Typography Basics - LinkedIn Learning course</a></li>
</ul>
<img class="" src="https://assets.toptal.io/images?url=https%3A%2F%2Fbs-uploads.toptal.io%2Fblackfish-uploads%2Fuploaded_file%2Ffile%2F575051%2Fimage-1617817536361-5b257690d75839f3fcd8f4eca09cdbbe.png" width="377" height="2087" />
<ul>
<li><strong>Image Attribution</strong>: If you are using creative commons images, such as those from Unsplash, they will need to be cited. More details can be found on <a href="https://blogs.ubc.ca/commons/project-work-proposal/?refresh=190659aa99">the blog here</a> (under <em>Images, Photography, and Image Attribution</em>), or in our toolkit on <a class="external text" href="https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login" rel="mw:ExtLink" data-parsoid="{"dsr":[8955,9066,82,1]}" data-ve-attributes="{"rel":"mw:ExtLink"}">Using Creative Commons Media</a>, but generally it will look like:
<ul data-parsoid="{"dsr":[9120,9359,0,0]}">
<li data-parsoid="{"dsr":[9120,9359,2,0,1,0]}">"[Image name if available]" by [name with link] from [database/website name with link], [CC license]
<ul data-parsoid="{"dsr":[9224,9359,0,0]}">
<li data-parsoid="{"dsr":[9224,9288,3,0,1,0]}">e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0</li>
<li data-parsoid="{"dsr":[9289,9359,3,0,1,0]}">*if there is no name for the image, simply replace with "Image by.</li>
</ul>
</li>
</ul>
</li>
</ul>

<hr /></p>
</div>

<h2>Platforms</h2>
<button class="accordion">Canva</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[4971,4987,0,0]}"><b data-parsoid="{"dsr":[4971,4987,3,3]}">Canva</b></h3>
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Canva is a great (free!) online platform to create graphics that is extremely user friendly.
<ul data-parsoid="{"dsr":[4988,5362,0,0]}">
<li data-parsoid="{"dsr":[4988,5214,1,0,1,0]}">Please note: we sadly do not have a premium account at this time so please be aware that some design elements are not available. Do not use any of their content that requires payment.</li>
</ul>
</li>
</ul>
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li>Canva has a ton templates to get you started. Sometimes it can be easier to start with a template and change or delete elements to suit your needs, rather than starting with a blank page. To find templates, click "Design" on the left menu, then "Templates"
<ul data-parsoid="{"dsr":[5364,5976,0,0]}">
<li><a href="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png"><img class="alignnone wp-image-15572" src="https://blogs.ubc.ca/commons/files/2023/10/Screenshot-2023-10-12-at-4.00.00-PM.png" alt="" width="342" height="92" /></a></li>
</ul>
</li>
<li>Want to add illustrations to your graphic? Click "Elements" on the left menu, then "See all" beside "Graphics". You can use the search bar to find exactly what you're looking for.</li>
<li>Here's <a href="https://www.canva.com/learn/how-to-canva-beginners-guide/">a beginner's guide to using Canva</a></li>
</ul></p>
</div>

<button class="accordion">Dimensions</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[6006,6408,0,0]}">
<li data-parsoid="{"dsr":[6006,6408,1,0,1,0]}">While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
<ul data-parsoid="{"dsr":[6130,6408,0,0]}">
<li data-parsoid="{"dsr":[6130,6196,2,0,1,0]}">Instagram
<ul data-parsoid="{"dsr":[6143,6196,0,0]}">
<li data-parsoid="{"dsr":[6143,6170,3,0,1,0]}">Stories: 1080 x 1920 px</li>
<li data-parsoid="{"dsr":[6171,6196,3,0,1,0]}">Posts: 1080 x 1080 px</li>
</ul>
</li>
</ul>
</li>
</ul></p>
</div>

<button class="accordion">InDesign</button>
<div class="panel">
<p><h3 data-parsoid="{"dsr":[9361,9415,4,4,-1,1]}" data-mw-section-id="8">InDesign</h3>
InDesign is much less user friendly than Canva. Unless you have prior experience using InDesign (or have talked to Alex & the CLC Staff <span style="text-decoration: underline;">ahead</span> of time), do not use InDesign to create your graphics project. Please include "PW:" in the subject/title line of your email.
<ul>
<li><a href="https://creativecloud.adobe.com/en-x-AFRICA/learn/app/indesign">Adobe InDesign Tutorials</a></li>
</ul></p>
</div>

<button class="accordion">Exporting with High Quality (InDesign)</button>
<div class="panel">
<p><ul data-parsoid="{"dsr":[9416,10533,0,0]}">
<li data-parsoid="{"dsr":[9416,9620,1,0,1,0]}">Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".</li>
<li data-parsoid="{"dsr":[9621,9851,1,0,1,0]}">Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.</li>
<li data-parsoid="{"dsr":[9852,10146,1,0,1,0]}">After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.</li>
<li data-parsoid="{"dsr":[10147,10533,1,0,1,1]}">Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!</li>
</ul></p>
</div>

Sandbox:Chapman Learning Commons Assistant Orientation/prodresources

2025-03-15T20:48:22Z

SarahRobertson: Updating broken link

== Ongoing Professional Development: CLC Meeting Resources ==
We will have multiple professional development workshops in our meetings. Feel free to connect with your supervisors to get access to the most current resources related to each topic that we cover. Key topics include:

* Cultivating respectful and inclusive workplace environments
* Setting boundaries and responding to difficult patrons
* Making referrals to Circulation, Reference, and other UBC units (we may have visitors from the Wellness Centre, Rare Books and Special Collections, and more!)
* Professional skill development
* Determining your professional goals and connecting personal and professional skills
* Empathy mapping: considering the needs of patrons

== Ongoing Professional Development: CSI&C and CareersOnline ==

=== Centre for Student Involvement and Careers ===
The [https://students.ubc.ca/about-student-services/ubc-career-centre/ UBC Career Centre] connects students to resources, experiences, and people that will help them achieve their personal and professional goals. In addition to the Work-Learn program, the CSI&C provides career development workshops, one-on-one consultations with career peer advisors, and more. They are an excellent resource- connect with Emma if you'd like to learn more about their work!

[https://students.ubc.ca/career UBC CareersOnline] is an online portal that shares resources, information, and job postings for students. You likely applied to the CLCA position through CareersOnline!

== Ongoing Professional Development: After the CLC ==

=== What Do I Do After Working at the CLC? ===
See here for a [https://www.youtube.com/watch?time_continue=157&v=quefoXRrZVc&feature=emb_title video] from past CLCAs.

Our CLCAs have moved onto various roles at UBC and beyond. We encourage you to connect with your supervisors and reflect on transferrable skills that you've gained, and to see how those can apply to various future jobs. We also encourage you to consider how you can select project work that will support your personal and professional goals!

Sandbox:Desk Support

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SarahRobertson: Updating broken link

'''Report any and all abusive or disrespectful behaviour to your supervisors immediately.''' If you have an immediate concern for your, or someone else's safety- call Campus Security (2-2222). Security will come by the desk and simply be a reassuring presence if need be.

* If a patron acts inappropriately towards you, and you are uncomfortable serving them; please tell the Learning Commons Coordinator and Alex immediately. We are here to help and can step in if you need to remove yourself from the situation (it '''is''' okay to step away from the desk if a patron is acting inappropriately, but please do alert us if this happens).
* You can call us for back-up.
* You can leave the desk and come to the back office.
* We do need to document these situations. We will ask you to send us an email detailing what occurred. We want to make sure that you are setting boundaries and not doing anything you’re uncomfortable with! Documenting helps us keep track of incidents and helps us stay aware of patrons that may need a reminder of our code of conduct.

==Desk Support (Help!)==
If you find you are having trouble with a difficult patron or need more '''in person''' support in handling a query, the following options are available to you.
===8:00am-4:30pm weekday work hours:===
'''First step: Double check the blog and stay calm.''' The answer can often be found on the blog. Communicate to the patron that you may need a bit more time to look for a solution/answer to their query, and do your best to use the search bar to find the relevant page. Their emergency is not your emergency! ''Tips for searching the blog:''
*Search using one or two keywords (e.g., loan chart, phone charger, etc.) not full sentences or questions.
*Adjust your search if you are not finding the appropriate content by thinking of other possible keywords/synonyms. For example, if you tried searching for information about our cameras using the keyword “camera”, consider searching using related words such as “DSLR”
*Communicate to the patron what you are doing. For example, “I don’t know the answer right now, but I am looking for an answer for you as fast as I can. Thanks for your patience!”
'''If you can't find the answer on the blog (complex questions or issues):'''
*'''Contact CLC staff''' by phone or message us on Teams: We will always come to the desk to assist you if we are available! We are also available over Teams if you prefer to communicate the question/issue over chat.
*'''Call security''' (7-3914) (IKB Security) or Campus Security (2-2222)
**Please never hesitate to call security. They are here to help with a range of situations (building issues, patron issues, safety issues, and more).
*'''Give them the Learning Commons Coordinator's card, Alex's card, or Daniel's card''' and refer them to contact one of us. It's a good idea to let us know if you think a patron might be contacting us so that we have context ahead of time.
**Example script: “I’m so sorry that I haven’t been able to help you further. Here is the contact information for my supervisor, [Name], who you can reach out to for further help with [ ______].
**Example script: “I understand that you are frustrated. At the moment the best solution I can offer you is to give you my supervisor’s contact information. Here is their business card. You can definitely reach out for help with [ ____ ].”
===After hours and weekends:===
''After hours and weekends are limited service hours. This means that if a patron’s question goes beyond our regular operations (lending out equipment, basic directions, basic printer troubleshooting, etc.), they will need to wait until working hours for us to address the question.''
*Example Script - Patron Follow-up: “I understand you are having issues with _____. We are happy to provide you with further assistance, however we can only do so during regular business hours. I can take down your name and contact information to be sure that we follow up with you about _____.

*Example Script - Handing out business cards: “I understand you are having issues with _____. We are happy to provide you with further assistance, however weekends and evenings are limited service hours, meaning we are only providing basic assistance at this time. Here is my supervisor’s contact information on their business card. You are welcome to contact them, however a reminder that they are only available from Monday - Friday during working hours.”
'''Ensuring we follow up:''' Send an email with the patron’s name, contact info, details of the issue, and date and time of the interaction to the clc.assistants@ubc.ca. Leave the unread email in the inbox for the opening CLCA to follow up. The next CLCA working during business hours will assess how to follow up with the patron.

'''If you are the CLCA following up:'''
*When you start your shift, check the CLCA inbox for any patron follow-ups.
*Read the email left by your fellow CLCA carefully. Ask yourself: What does the patron need? What exactly are they looking for? Why would my colleague have had trouble with this question?
*Investigate the issue:
**Check the blog! Use the search tool and try to find a possible answer there.
**Other resources: Learning Commons website, Ask [https://www.askme.ubc.ca/form/s/ UBC Library]
**If you need further support, contact CLC staff for help answering the question.
**If you do not have enough information from the patron: consider following up asking further clarifying questions to the patron directly.
*When answering the patron’s question:
**Reiterate that our weekend and evening hours are limited service hours, and thank them for their patience in responding to their query
**Give as much detail as possible in your response
**Invite them to follow up if they have further questions
====If you need immediate support or back-up:====
''If you have a scheduling issue (you are more than ten minutes late for an evening/weekend shift, you are suddenly sick, or need to leave the desk: '''Call the Learning Commons Coordinator or Alex on our cellphones'''''

'''Other issues''': Patron issues are typically not emergencies. Even if a patron is having a loaning issue, is accruing fines, or a similar query that feels time sensitive to them, you can note down their question for follow-up, reassuring the patron that we will follow up during business hours.

'''Who to contact:'''
*Call IKB security (7-3914) or Campus Security (2-2222)
*Use the Scenario cards with MAA circulation staff
**Scenario A- Circulation staff will call security for you (without alerting the patron)
**Scenario B- Circulation staff will come over to support you in letting the patron know that you (CLCAs) folks have done everything we can to support the patron at this time.
*Give them the Learning Commons Coordinator's card, Alex's card, Daniel's card, or Rochelle’s card, and refer them to contact one of us
*If there is an urgent situation: Call Rochelle Mazar at (236) 994 3800
==Dealing with Difficult Patrons==
During your time at the CLC, you may deal with patrons who are upset, angry, frustrated or up against a time crunch. This section is meant to provide some helpful tips to navigating those more difficult interactions. We cannot stress enough that we do not ever expect a student employee to tolerate unsafe, disrespectful behaviour from anyone.

'''Understanding the cause of anger:'''

It is important to recognize why a patron might be feeling angry or frustrated. Here are some common reasons:
*They are embarrassed that they don't know the answer
*They may have already been referred more than once and don't feel helped
*They have not left themselves enough time
*External factors: family, relationships, mental health
'''Setting expectations:'''

Sometimes we can preempt frustration in patrons by setting very clear expectations. Let's say a patron want you to come over to their workstation and show them how to use APA formatting. You can explain that you can get them a citation guide (available online or through a QR code at our desk) and start them on the process. That will show the patron that you are willing to help but that you are not going to do the work for them. The philosophy and approach of the Learning Commons is one of teaching and building capacity in others, not to do someone's work for them. You may tell them that you will set them up at the workstation, and that you'll come check on them if there are any follow-up questions.

'''What to do when someone is becoming frustrated or disrespectful:'''

Some important things to remember:
*Don't stare
*Avoid judgment
*Speak in a calm and clear voice
*Repeat lines of policies and avoid personal statements and judgments
*Confirm that you understand the problem and state what it is you can do to try and help
*Empathize with the patron's situation: "It sounds like you're quite frustrated that you can't get your print job printed. I am going get you logged into a computer and see what might be going on so we can get that printed out for you as soon as possible."
Clearly and calmly state that you are happy to assist if they are willing to calm down and/or be respectful you will continue to help them. An example is below:

"I'm very happy to assist you but if you're going to be disrespectful, I won't be able to help you. I will help you once you have calmed down.

Sandbox:Chapman Learning Commons Assistant Orientation/clcreferrals

2025-03-15T19:31:27Z

SarahRobertson: Updating broken link

== Citation ==
While there are no on-campus resources specifically for citation assistant on campus (that I'm aware of!), you can suggest the following resources:
* How to Cite- https://guides.library.ubc.ca/howtocite
*[[Images/f/fc/Mlastyle2017.pdf|MLA]] , [https://guides.library.ubc.ca/apacitationstyle APA] Library guides
*[https://guides.library.ubc.ca/citationmanagement Citation Management Help]-- send them to the Graduate Academic Assistants to use Zotero!
* Looking up a specific question? Purdue OWL for [https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html MLA], [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html APA], [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html Chicago] is helpful!

== Library Help ==
[https://www.library.ubc.ca/ '''UBC Library''']
* For immediate help, refer them to the MAA reference desk (if open)
* Refer them to Ask Us! (orange button on UBC Library homepage, takes them here https://ask.library.ubc.ca/)
** AskAway: Live chat with a librarian from universities/colleges across BC (actual human librarians, not bots!). Useful when MAA is closed as the hours for AskAway are usually longer. Students can ask for research, citation help, and general library help.
** [https://directory.library.ubc.ca/subjectlibrarians/ Subject Librarian Directory]: Each subject/discipline (e.g., anthropology, health, architecture) has a designated subject librarian that students can contact over email, phone, or make an appointment. Subject librarians have specialized knowledge about research, citation, and publication in that discipline, and are always happy to help!
*Research Guides: https://guides.library.ubc.ca/
**Librarians create LibGuides/Research Guides on important and popular topics. Research Guides link to major books/articles/authors and provide a starting point for research. This is a great first place to refer patrons to!
*Library Skills Tutorial: https://guides.library.ubc.ca/library_tutorial
**The Library Skills tutorial is a basic Canvas course students can take in their own time (self-directed, self-enrolled). It goes over everything from reading a call number to searching in Summon (the library search) and evaluating sources.
*How to get access to the Library: https://services.library.ubc.ca/borrowing-services/get-library-access/

== Tech Help ==

* [https://students.ubc.ca/enrolment/finances/awards-scholarships-bursaries/ubc-vancouver-technology-bursary '''UBC Tech Bursary'''] can help students get funds to purchase a computer or other equipment they might need.
* [https://it.ubc.ca/got-question-about-it-products-and-support '''UBC IT Help Desk'''] in Koerner Library - For questions related to Internet connectivity, VPN, and more complex questions about learning software such as Canvas.
* ''Other places to loan equipment:''
** Sauder students can borrow from the [https://mybcom.sauder.ubc.ca/clc/book-and-equipment-borrowing '''David Lam Library.''']
** AHVA student, staff and faculty, and students registered in a VISA course can borrow from the [https://ahva.ubc.ca/about/facilities/visual-resource-centre/ '''Visual Resources Centre'''].
** AMS clubs can borrow A/V gear from the '''[https://www.ams.ubc.ca/student-life/clubs/the-commons-lounge-clubs-resource-centre/crc-equipment-loan/ AMS Clubs Resource Centre]'''.
** Students can rent home supplies (ie. cooking, sewing) and miscellaneous kits from the '''[https://www.ams.ubc.ca/what-we-stand-for/sustainability/lending-library/ AMS Lending Library]''' for a small rental fee between $2 and $5!
** Other [https://services.library.ubc.ca/computers-technology/technology-borrowing/ '''UBC Libraries'''] also have their own range of equipment available for loan.

== In Our Space ==
==== Centre for Writing and Scholarly Communication ====
* Writing Consultants work with students to improve their writing process and to achieve academic goals. The CWSC does '''<u>not</u>''' provide a ‘tutoring’ service (Writing Consultants do not edit work for grammar, or provide ‘answers’ to students). The consultations are a ‘conversation’ about the student’s work, and how they might improve it.
* '''Primary contact for students:''' cwsc.info@ubc.ca
* '''Booking a Consultation:''' If students are looking for more information on the CWSC, refer them to this page: https://writing.library.ubc.ca/?login.

==== Profs-in-Commons ====

* Professors host office hours in the Learning Lounge on the 3rd floor of IKBLC, beside the CLC Help Desk.
* '''Schedule:''' Find professors' schedule here: https://learningcommons.ubc.ca/profs-in-commons/

==== Peer Academic Coaches ====

* Peer Academic Coaches work one-on-one with students to help them achieve their academic goals through coaching conversations. Below are faculty-specific programs:
** [https://science.ubc.ca/students/spac Science Peer Academic Coaches (SPAC)] - in our space
** [https://kin.educ.ubc.ca/undergraduate/get-involved/kpac/?login Kinesiology Peer Academic Coaches (KPAC)] - in our space
** [https://www.arts.ubc.ca/student-support/academic-support/peer-academic-support/ Arts Peer Academic Coaches (APAC)]
** [https://www.landfood.ubc.ca/current/undergraduate/lfs-academic-and-career-engagement-team/ LFS ACE Team]
** [https://gothunderbirds.ca/sports/2009/10/19/athserv-support.aspx Varsity Team Academic Coaches]<br />

== Academic Help ==

* [https://learningcommons.ubc.ca/tutoring-coaching-and-writing/ '''Tutoring & Coaching'''] page on our site shows available supports for students based on faculty / class they are taking

* '''[https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising#how-academic-advisors-can-help Academic Advising]:''' course planning, checking graduation requirements, understanding academic concessions, confirming transfer credits
* [https://www.ams.ubc.ca/support-services/student-services/tutoring/ '''AMS Tutoring''']: offers free group tutoring for most first year and some upper year courses
* '''Peer Assisted Study Sessions (PASS)''': free, structured group study sessions designed to help students understand key concepts and practice the skills necessary for success in traditionally challenging courses
** [https://www.landfood.ubc.ca/current/undergraduate/academic-support-and-advising/pass/ LFS PASS]
** [https://forestry.ubc.ca/students/undergraduate-student-portal/peer-assisted-study-sessions/ Forestry PASS]
** [https://mybcom.sauder.ubc.ca/get-better-grades/pass Sauder PASS]
* '''Science Learning Centres''': many departments in the Sciences have set up Learning Centres where TAs/Peer Tutors are available to answer questions. Note - most learning centres are targeted at first year students.
** [https://www.botany.ubc.ca/facilities/biology-learning-centre Biology Learning Centre]: Biological Science Building, Room 1114 | Mon-Fri, 7:30am-8pm
** [https://www.math.ubc.ca/undergraduate/advising-and-resources/drop-help Math Learning Centre]: LSK Rooms 301 & 302 | Mon-Fri, 12-5pm
** Chemistry Resource Centre: Chemistry B357 | Mon-Fri, 7am-6:30pm
** [https://phas.ubc.ca/undergraduate-drop-in-centre Physic Drop-in Centre]: Hebb Room 112 | Mon-Fri, 7:30am-5pm
*'''[https://indigenous.ubc.ca/students/current-students/student-resources/academic-resources/ First Nations House of Learning (FNHL) Academic Resources]''': additional support, mentoring, and networking opportunities for Indigenous students; includes:
**[https://indigenous.ubc.ca/students/current-students/experiential-learning/research-mentorship/ Indigenous Undergraduate Student Research Mentorship]
**[https://fnhl.ubc.ca/students/longhouse-tutoring/ Tutoring at the Lounghouse]
**[https://indigenous.educ.ubc.ca/community/sage-supporting-aboriginal-graduate-enhancement/ Supporting Aboriginal Graduate Enhancement (SAGE)]
**Science & LFS Indigenous Student Initiative

== Health and Wellbeing Resources ==

* [https://students.ubc.ca/health/wellness-centre '''Wellness Centre''']: Located in the UBC Life Building, the Wellness Centre is a peer-hosted space that offers many wellbeing programs for students. Programs include:
** [https://students.ubc.ca/health/wellness-centre/wellness-centre-sexual-health-shop Sexual Health Shop]
** [https://students.ubc.ca/health/wellness-centre/wellbeing-training-education Workshops] (Naloxone Training, Safer Parties, Mental Health, and more)
** [https://students.ubc.ca/health/ubc-student-recovery-community Student Recovery Community] (SRC)
* [https://students.ubc.ca/health/counselling-services '''UBC Counselling Services''']: first point of contact for all mental health concerns—whether you would like to see a doctor, a counsellor, or get more information about [https://students.ubc.ca/health/counselling-services/mental-health-care-ubc/#:~:text=The%20first%20step%20is%20usually,or%20Zoom%20Wellness%20Advising%20appointment. mental health care at UBC].
* '''[https://students.ubc.ca/health/student-health-service Student Health Service]:''' offers a range of health assessments and treatments provided by doctors, nurse practitioners, and nurses. Appointments are available to students in British Columbia by phone, video, or in person.
* '''[https://www.ams.ubc.ca/support-services/health-dental/ AMS Health & Dental Plan]''': designed by students for students to take care of expenses not covered by basic health care plans. All AMS & GSS members are automatically enrolled but can choose to opt out.
* '''[https://www.amssasc.ca/ AMS Sexual Assault Support Centre] (SASC)''': educate, support, and empower people of all genders who are survivors of sexualized violence, and their family & friends.
* '''[https://students.ubc.ca/about-student-services/simon-k-y-lee-global-lounge-resource-centre Global Lounge]''': If you're an international student, new to Canada, or simply want to learn more about how to navigate UBC, life, and culture in Canada, drop into the Global Lounge space to make friends, and connect with peers.

== Food Resources ==

* '''[https://www.ams.ubc.ca/support-services/student-services/food-bank/ AMS Food Bank]''': Emergency food relief for students in need. UBC students can use the food bank up to 16 times per term.
* '''[https://linktr.ee/acadiafoodhub Acadia Food Hub]''': supporting households with food and baby supplies.
* '''[https://foodhub.ubc.ca/mealshare/ UBC Meal Share Program]''': UBC students experiencing food insecurity can apply for non-repayable funds to access food through this program. Note - there are very specific application dates & eligibility requirements for this program (click the link to find out details)
* '''[https://foodhub.ubc.ca/market/ Food Hub Market]:''' at-cost grocery essentials on UBC Vancouver campus.
* '''[https://www.ubcsprouts.ca/ Sprouts]''': 100% volunteer and student-run organization at UBC aiming to make healthy, affordable, and sustainably produced food accessible to everyone on campus. Initiatives include:
** Community Fridge
** Produce Market
** Community Eats
** Free Meal Program
** Sprouts Cafe
* '''[https://blogs.ubc.ca/agora/ Agroa Cafe]:''' A student volunteer-run, not-for-profit café that aims to provide affordable, accessible, healthy, local and organic food choices to students, faculty, and staff from Sept-April
* '''[https://food.ubc.ca/nutrition/ UBC Residence Dietitian]''': supports students in residence at UBC Vancouver by providing resources and guidance for various food and nutrition topics.

== Career Help ==

* [https://students.ubc.ca/career/career-resources Online tips] for prepping a job application - everything from resume writing to job offer negotiations!
* '''[https://students.ubc.ca/about-student-services/ubc-career-centre/ Career Centre]''': Through workshops, advising, work integrated learning, and industry and alumni connections, the UBC Career Centre helps students and graduates from all academic disciplines. Services include:
** Drop-in and appointment-based Career Advising
** Career Fairs
** CareersOnline job boards
* '''[https://students.ubc.ca/career/community-experiences/find-mentor Career Mentorship]''': many faculties or departments have career mentorship programs to help students learn from the experiences of others that can help you develop and practice skills, meet new people, and determine what matters to you (all programs are listed in the link).

== Accessibility ==

* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility Centre for Accessibility]''': facilitates disability-related accommodations and programming initiatives designed to remove barriers for students with disabilities and ongoing medical conditions. Services include:
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/types-academic-accommodations#:~:text=The%20Centre%20for%20Accessibility%20facilitates,Read%20and%20Write%20Gold Accommodations for courses] (for example, getting a notetaker)
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/exam-accommodation-guidelines-expectations Exam accommodations]
** Workshops
** Adaptive Equipment (screen readers, voice-to-text software, etc)
* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility/ubc-accessibility-shuttle Accessibility Shuttle]''': free, shared ride service for people with conditions that impact their mobility. Important Note - The shuttle has a limited-storage trunk that can transport mobility aids (i.e. folks in a wheelchair or larger mobility scooter '''<u>cannot</u>''' be accommodated).

== Faculty & Staff ==

* [https://lthub.ubc.ca/support/lt-hub/ CTLT Learning Technology Hub]: A central hub of resources geared toward instructors. The LT Hub website has information and guides on many types of learning software and can provide support for faculty.
* [https://lthub.ubc.ca/support/tech-rovers/ Learning Tech Rovers (Faculty-Specific)]: Another resource for instructors and faculty members; the LTR's are embedded in particular faculties. Check the appropriate contact info at the above link before referring a faculty member to their LTR.
* [https://keepteaching.ubc.ca/ Keep Teaching]: The Keep Teaching website supports faculty in developing their own strategies to continue to meet the needs of their courses online, if there are disruptions in on-campus teaching and learning.
* [https://isit.arts.ubc.ca/ Arts ISIT]: Arts ISIT provides support for faculty. They have compiled a list of helpful resources and tools to best support remote working, teaching, and learning during this time.

== Community Members ==

* '''[https://101.science.ubc.ca/ Science 101]''': A three-month, non-credit, free course offered to residents of Vancouver's Downtown Eastside and other surrounding communities. Food, course materials, transportation, and field trip costs are all provided. Student cards which give access to UBC facilities are also provided.
* '''[https://humanities101.arts.ubc.ca/ Humanities 101]''': Four non-credit, university-level courses at UBC for people living in the Downtown Eastside, Downtown South (DTES/South) and surrounding areas who have a lust for learning. Courses are tuition free, and all participants receive course materials, meal vouchers and childcare (if required), as well as student cards which give access to UBC facilities and services.
* '''[https://learningexchange.ubc.ca/ Learning Exchange]''': We’re here to connect people – local residents, UBC students and faculty, and community organizations – to learn in new ways. We create a unique shared space for exploring ideas and opportunities, a learning hub where members of the community and the university can exchange experience and expertise.
* '''[https://geeringup.apsc.ubc.ca/ UBC Geering Up]''': A team within the Faculty of Applied Science with the mandate of promoting science, engineering, and technology to youth across British Columbia. Their current programming focuses on teachers, youth, and Indigenous Youth.

Sandbox:Chapman Learning Commons Assistant Orientation/clcreferrals

2025-03-15T19:29:30Z

SarahRobertson: Updating broken link

== Citation ==
While there are no on-campus resources specifically for citation assistant on campus (that I'm aware of!), you can suggest the following resources:
* How to Cite- https://guides.library.ubc.ca/howtocite
*[[Images/f/fc/Mlastyle2017.pdf|MLA]] , [https://guides.library.ubc.ca/apacitationstyle APA] Library guides
*[https://guides.library.ubc.ca/citationmanagement Citation Management Help]-- send them to the Graduate Academic Assistants to use Zotero!
* Looking up a specific question? Purdue OWL for [https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html MLA], [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html APA], [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html Chicago] is helpful!

== Library Help ==
[https://www.library.ubc.ca/ '''UBC Library''']
* For immediate help, refer them to the MAA reference desk (if open)
* Refer them to Ask Us! (orange button on UBC Library homepage, takes them here https://ask.library.ubc.ca/)
** AskAway: Live chat with a librarian from universities/colleges across BC (actual human librarians, not bots!). Useful when MAA is closed as the hours for AskAway are usually longer. Students can ask for research, citation help, and general library help.
** [https://directory.library.ubc.ca/subjectlibrarians/ Subject Librarian Directory]: Each subject/discipline (e.g., anthropology, health, architecture) has a designated subject librarian that students can contact over email, phone, or make an appointment. Subject librarians have specialized knowledge about research, citation, and publication in that discipline, and are always happy to help!
*Research Guides: https://guides.library.ubc.ca/
**Librarians create LibGuides/Research Guides on important and popular topics. Research Guides link to major books/articles/authors and provide a starting point for research. This is a great first place to refer patrons to!
*Library Skills Tutorial: https://guides.library.ubc.ca/library_tutorial
**The Library Skills tutorial is a basic Canvas course students can take in their own time (self-directed, self-enrolled). It goes over everything from reading a call number to searching in Summon (the library search) and evaluating sources.
*How to get access to the Library: https://services.library.ubc.ca/borrowing-services/get-library-access/

== Tech Help ==

* [https://students.ubc.ca/enrolment/finances/awards-scholarships-bursaries/ubc-vancouver-technology-bursary '''UBC Tech Bursary'''] can help students get funds to purchase a computer or other equipment they might need.
* [https://it.ubc.ca/got-question-about-it-products-and-support '''UBC IT Help Desk'''] in Koerner Library - For questions related to Internet connectivity, VPN, and more complex questions about learning software such as Canvas.
* ''Other places to loan equipment:''
** Sauder students can borrow from the [https://mybcom.sauder.ubc.ca/clc/book-and-equipment-borrowing '''David Lam Library.''']
** AHVA student, staff and faculty, and students registered in a VISA course can borrow from the [https://ahva.ubc.ca/about/facilities/visual-resource-centre/ '''Visual Resources Centre'''].
** AMS clubs can borrow A/V gear from the '''[https://www.ams.ubc.ca/student-life/clubs/the-commons-lounge-clubs-resource-centre/crc-equipment-loan/ AMS Clubs Resource Centre]'''.
** Students can rent home supplies (ie. cooking, sewing) and miscellaneous kits from the '''[https://www.ams.ubc.ca/what-we-stand-for/sustainability/lending-library/ AMS Lending Library]''' for a small rental fee between $2 and $5!
** Other [https://services.library.ubc.ca/computers-technology/technology-borrowing/ '''UBC Libraries'''] also have their own range of equipment available for loan.

== In Our Space ==
==== Centre for Writing and Scholarly Communication ====
* Writing Consultants work with students to improve their writing process and to achieve academic goals. The CWSC does '''<u>not</u>''' provide a ‘tutoring’ service (Writing Consultants do not edit work for grammar, or provide ‘answers’ to students). The consultations are a ‘conversation’ about the student’s work, and how they might improve it.
* '''Primary contact for students:''' cwsc.info@ubc.ca
* '''Booking a Consultation:''' If students are looking for more information on the CWSC, refer them to this page: https://writing.library.ubc.ca/?login.

==== Profs-in-Commons ====

* Professors host office hours in the Learning Lounge on the 3rd floor of IKBLC, beside the CLC Help Desk.
* '''Schedule:''' Find professors' schedule here: https://learningcommons.ubc.ca/profs-in-commons/

==== Peer Academic Coaches ====

* Peer Academic Coaches work one-on-one with students to help them achieve their academic goals through coaching conversations. Below are faculty-specific programs:
** [https://science.ubc.ca/students/spac Science Peer Academic Coaches (SPAC)] - in our space
** [https://kin.educ.ubc.ca/undergraduate/get-involved/kpac/?login Kinesiology Peer Academic Coaches (KPAC)] - in our space
** [https://www.arts.ubc.ca/student-support/academic-support/peer-academic-support/ Arts Peer Academic Coaches (APAC)]
** [https://www.landfood.ubc.ca/current/undergraduate/lfs-academic-and-career-engagement-team/ LFS ACE Team]
** [https://gothunderbirds.ca/sports/2009/10/19/athserv-support.aspx Varsity Team Academic Coaches]<br />

== Academic Help ==

* [https://learningcommons.ubc.ca/tutoring-coaching-and-writing/ '''Tutoring & Coaching'''] page on our site shows available supports for students based on faculty / class they are taking

* '''[https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising#how-academic-advisors-can-help Academic Advising]:''' course planning, checking graduation requirements, understanding academic concessions, confirming transfer credits
* [https://www.ams.ubc.ca/support-services/student-services/tutoring/ '''AMS Tutoring''']: offers free group tutoring for most first year and some upper year courses
* '''Peer Assisted Study Sessions (PASS)''': free, structured group study sessions designed to help students understand key concepts and practice the skills necessary for success in traditionally challenging courses
** [https://www.landfood.ubc.ca/current/undergraduate/academic-support-and-advising/pass/ LFS PASS]
** [https://forestry.ubc.ca/students/undergraduate-student-portal/peer-assisted-study-sessions/ Forestry PASS]
** [https://mybcom.sauder.ubc.ca/get-better-grades/pass Sauder PASS]
* '''Science Learning Centres''': many departments in the Sciences have set up Learning Centres where TAs/Peer Tutors are available to answer questions. Note - most learning centres are targeted at first year students.
** [https://www.botany.ubc.ca/facilities/biology-learning-centre Biology Learning Centre]: Biological Science Building, Room 1114 | Mon-Fri, 7:30am-8pm
** [https://www.math.ubc.ca/undergraduate/advising-and-resources/drop-help Math Learning Centre]: LSK Rooms 301 & 302 | Mon-Fri, 12-5pm
** Chemistry Resource Centre: Chemistry B357 | Mon-Fri, 7am-6:30pm
** [https://phas.ubc.ca/undergraduate-drop-in-centre Physic Drop-in Centre]: Hebb Room 112 | Mon-Fri, 7:30am-5pm
*'''[https://indigenous.ubc.ca/students/current-students/student-resources/academic-resources/ First Nations House of Learning (FNHL) Academic Resources]''': additional support, mentoring, and networking opportunities for Indigenous students; includes:
**[https://indigenous.ubc.ca/students/current-students/experiential-learning/research-mentorship/ Indigenous Undergraduate Student Research Mentorship]
**[https://fnhl.ubc.ca/students/longhouse-tutoring/ Tutoring at the Lounghouse]
**[https://indigenous.educ.ubc.ca/community/sage-supporting-aboriginal-graduate-enhancement/ Supporting Aboriginal Graduate Enhancement (SAGE)]
**Science & LFS Indigenous Student Initiative

== Health and Wellbeing Resources ==

* [https://students.ubc.ca/health/wellness-centre '''Wellness Centre''']: Located in the UBC Life Building, the Wellness Centre is a peer-hosted space that offers many wellbeing programs for students. Programs include:
** [https://students.ubc.ca/health/wellness-centre/wellness-centre-sexual-health-shop Sexual Health Shop]
** [https://students.ubc.ca/health/wellness-centre/wellbeing-training-education Workshops] (Naloxone Training, Safer Parties, Mental Health, and more)
** [https://students.ubc.ca/health/ubc-student-recovery-community Student Recovery Community] (SRC)
* [https://students.ubc.ca/health/counselling-services '''UBC Counselling Services''']: first point of contact for all mental health concerns—whether you would like to see a doctor, a counsellor, or get more information about [https://students.ubc.ca/health/counselling-services/mental-health-care-ubc/#:~:text=The%20first%20step%20is%20usually,or%20Zoom%20Wellness%20Advising%20appointment. mental health care at UBC].
* '''[https://students.ubc.ca/health/student-health-service Student Health Service]:''' offers a range of health assessments and treatments provided by doctors, nurse practitioners, and nurses. Appointments are available to students in British Columbia by phone, video, or in person.
* '''[https://www.ams.ubc.ca/support-services/health-dental/ AMS Health & Dental Plan]''': designed by students for students to take care of expenses not covered by basic health care plans. All AMS & GSS members are automatically enrolled but can choose to opt out.
* '''[https://www.amssasc.ca/ AMS Sexual Assault Support Centre] (SASC)''': educate, support, and empower people of all genders who are survivors of sexualized violence, and their family & friends.
* '''[https://students.ubc.ca/about-student-services/simon-k-y-lee-global-lounge-resource-centre Global Lounge]''': If you're an international student, new to Canada, or simply want to learn more about how to navigate UBC, life, and culture in Canada, drop into the Global Lounge space to make friends, and connect with peers.

== Food Resources ==

* '''[https://www.ams.ubc.ca/support-services/student-services/food-bank/ AMS Food Bank]''': Emergency food relief for students in need. UBC students can use the food bank up to 16 times per term.
* '''[https://linktr.ee/acadiafoodhub Acadia Food Hub]''': supporting households with food and baby supplies.
* '''[https://foodhub.ubc.ca/mealshare/ UBC Meal Share Program]''': UBC students experiencing food insecurity can apply for non-repayable funds to access food through this program. Note - there are very specific application dates & eligibility requirements for this program (click the link to find out details)
* '''[https://foodhub.ubc.ca/market/ Food Hub Market]:''' at-cost grocery essentials on UBC Vancouver campus.
* '''[https://www.ubcsprouts.ca/ Sprouts]''': 100% volunteer and student-run organization at UBC aiming to make healthy, affordable, and sustainably produced food accessible to everyone on campus. Initiatives include:
** Community Fridge
** Produce Market
** Community Eats
** Free Meal Program
** Sprouts Cafe
* '''[https://blogs.ubc.ca/agora/ Agroa Cafe]:''' A student volunteer-run, not-for-profit café that aims to provide affordable, accessible, healthy, local and organic food choices to students, faculty, and staff from Sept-April
* '''[https://food.ubc.ca/nutrition/ UBC Residence Dietitian]''': supports students in residence at UBC Vancouver by providing resources and guidance for various food and nutrition topics.

== Career Help ==

* [https://students.ubc.ca/career/career-resources Online tips] for prepping a job application - everything from resume writing to job offer negotiations!
* '''[https://students.ubc.ca/about-student-services/ubc-career-centre/ Career Centre]''': Through workshops, advising, work integrated learning, and industry and alumni connections, the UBC Career Centre helps students and graduates from all academic disciplines. Services include:
** Drop-in and appointment-based Career Advising
** Career Fairs
** CareersOnline job boards
* '''[https://students.ubc.ca/career/community-experiences/find-mentor Career Mentorship]''': many faculties or departments have career mentorship programs to help students learn from the experiences of others that can help you develop and practice skills, meet new people, and determine what matters to you (all programs are listed in the link).

== Accessibility ==

* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility Centre for Accessibility]''': facilitates disability-related accommodations and programming initiatives designed to remove barriers for students with disabilities and ongoing medical conditions. Services include:
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/types-academic-accommodations#:~:text=The%20Centre%20for%20Accessibility%20facilitates,Read%20and%20Write%20Gold Accommodations for courses] (for example, getting a notetaker)
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/exam-accommodation-guidelines-expectations Exam accommodations]
** Workshops
** Adaptive Equipment (screen readers, voice-to-text software, etc)
* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility/ubc-accessibility-shuttle Accessibility Shuttle]''': free, shared ride service for people with conditions that impact their mobility. Important Note - The shuttle has a limited-storage trunk that can transport mobility aids (i.e. folks in a wheelchair or larger mobility scooter '''<u>cannot</u>''' be accommodated).

== Faculty & Staff ==

* [https://lthub.ubc.ca/support/lt-hub/ CTLT Learning Technology Hub]: A central hub of resources geared toward instructors. The LT Hub website has information and guides on many types of learning software and can provide support for faculty.
* [https://lthub.ubc.ca/support/tech-rovers/ Learning Tech Rovers (Faculty-Specific)]: Another resource for instructors and faculty members; the LTR's are embedded in particular faculties. Check the appropriate contact info at the above link before referring a faculty member to their LTR.
* [https://keepteaching.ubc.ca/ Keep Teaching]: The Keep Teaching website supports faculty in developing their own strategies to continue to meet the needs of their courses online, if there are disruptions in on-campus teaching and learning.
* [https://isit.web.arts.ubc.ca/covid-19-campus-updates-resources-support/ Arts ISIT]: Arts ISIT provides support for faculty. They have compiled a list of helpful resources and tools to best support remote working, teaching, and learning during this time.

== Community Members ==

* '''[https://101.science.ubc.ca/ Science 101]''': A three-month, non-credit, free course offered to residents of Vancouver's Downtown Eastside and other surrounding communities. Food, course materials, transportation, and field trip costs are all provided. Student cards which give access to UBC facilities are also provided.
* '''[https://humanities101.arts.ubc.ca/ Humanities 101]''': Four non-credit, university-level courses at UBC for people living in the Downtown Eastside, Downtown South (DTES/South) and surrounding areas who have a lust for learning. Courses are tuition free, and all participants receive course materials, meal vouchers and childcare (if required), as well as student cards which give access to UBC facilities and services.
* '''[https://learningexchange.ubc.ca/ Learning Exchange]''': We’re here to connect people – local residents, UBC students and faculty, and community organizations – to learn in new ways. We create a unique shared space for exploring ideas and opportunities, a learning hub where members of the community and the university can exchange experience and expertise.
* '''[https://geeringup.apsc.ubc.ca/ UBC Geering Up]''': A team within the Faculty of Applied Science with the mandate of promoting science, engineering, and technology to youth across British Columbia. Their current programming focuses on teachers, youth, and Indigenous Youth.

Sandbox:Chapman Learning Commons Assistant Orientation/clcreferrals

2025-03-15T19:28:02Z

SarahRobertson: Updating broken link

== Citation ==
While there are no on-campus resources specifically for citation assistant on campus (that I'm aware of!), you can suggest the following resources:
* How to Cite- https://guides.library.ubc.ca/howtocite
*[[Images/f/fc/Mlastyle2017.pdf|MLA]] , [https://guides.library.ubc.ca/apacitationstyle APA] Library guides
*[https://guides.library.ubc.ca/citationmanagement Citation Management Help]-- send them to the Graduate Academic Assistants to use Zotero!
* Looking up a specific question? Purdue OWL for [https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html MLA], [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html APA], [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html Chicago] is helpful!

== Library Help ==
[https://www.library.ubc.ca/ '''UBC Library''']
* For immediate help, refer them to the MAA reference desk (if open)
* Refer them to Ask Us! (orange button on UBC Library homepage, takes them here https://ask.library.ubc.ca/)
** AskAway: Live chat with a librarian from universities/colleges across BC (actual human librarians, not bots!). Useful when MAA is closed as the hours for AskAway are usually longer. Students can ask for research, citation help, and general library help.
** [https://directory.library.ubc.ca/subjectlibrarians/ Subject Librarian Directory]: Each subject/discipline (e.g., anthropology, health, architecture) has a designated subject librarian that students can contact over email, phone, or make an appointment. Subject librarians have specialized knowledge about research, citation, and publication in that discipline, and are always happy to help!
*Research Guides: https://guides.library.ubc.ca/
**Librarians create LibGuides/Research Guides on important and popular topics. Research Guides link to major books/articles/authors and provide a starting point for research. This is a great first place to refer patrons to!
*Library Skills Tutorial: https://guides.library.ubc.ca/library_tutorial
**The Library Skills tutorial is a basic Canvas course students can take in their own time (self-directed, self-enrolled). It goes over everything from reading a call number to searching in Summon (the library search) and evaluating sources.
*How to get access to the Library: https://services.library.ubc.ca/borrowing-services/get-library-access/

== Tech Help ==

* [https://students.ubc.ca/enrolment/finances/awards-scholarships-bursaries/ubc-vancouver-technology-bursary '''UBC Tech Bursary'''] can help students get funds to purchase a computer or other equipment they might need.
* [https://it.ubc.ca/got-question-about-it-products-and-support '''UBC IT Help Desk'''] in Koerner Library - For questions related to Internet connectivity, VPN, and more complex questions about learning software such as Canvas.
* ''Other places to loan equipment:''
** Sauder students can borrow from the [https://mybcom.sauder.ubc.ca/clc/book-and-equipment-borrowing '''David Lam Library.''']
** AHVA student, staff and faculty, and students registered in a VISA course can borrow from the [https://ahva.ubc.ca/about/facilities/visual-resource-centre/ '''Visual Resources Centre'''].
** AMS clubs can borrow A/V gear from the '''[https://www.ams.ubc.ca/student-life/clubs/the-commons-lounge-clubs-resource-centre/crc-equipment-loan/ AMS Clubs Resource Centre]'''.
** Students can rent home supplies (ie. cooking, sewing) and miscellaneous kits from the '''[https://www.ams.ubc.ca/what-we-stand-for/sustainability/lending-library/ AMS Lending Library]''' for a small rental fee between $2 and $5!
** Other [https://services.library.ubc.ca/computers-technology/technology-borrowing/ '''UBC Libraries'''] also have their own range of equipment available for loan.

== In Our Space ==
==== Centre for Writing and Scholarly Communication ====
* Writing Consultants work with students to improve their writing process and to achieve academic goals. The CWSC does '''<u>not</u>''' provide a ‘tutoring’ service (Writing Consultants do not edit work for grammar, or provide ‘answers’ to students). The consultations are a ‘conversation’ about the student’s work, and how they might improve it.
* '''Primary contact for students:''' cwsc.info@ubc.ca
* '''Booking a Consultation:''' If students are looking for more information on the CWSC, refer them to this page: https://writing.library.ubc.ca/?login.

==== Profs-in-Commons ====

* Professors host office hours in the Learning Lounge on the 3rd floor of IKBLC, beside the CLC Help Desk.
* '''Schedule:''' Find professors' schedule here: https://learningcommons.ubc.ca/profs-in-commons/

==== Peer Academic Coaches ====

* Peer Academic Coaches work one-on-one with students to help them achieve their academic goals through coaching conversations. Below are faculty-specific programs:
** [https://science.ubc.ca/students/spac Science Peer Academic Coaches (SPAC)] - in our space
** [https://kin.educ.ubc.ca/undergraduate/get-involved/kpac/?login Kinesiology Peer Academic Coaches (KPAC)] - in our space
** [https://www.arts.ubc.ca/student-support/academic-support/peer-academic-support/ Arts Peer Academic Coaches (APAC)]
** [https://www.landfood.ubc.ca/current/undergraduate/lfs-academic-and-career-engagement-team/ LFS ACE Team]
** [https://gothunderbirds.ca/sports/2009/10/19/athserv-support.aspx Varsity Team Academic Coaches]<br />

== Academic Help ==

* [https://learningcommons.ubc.ca/tutoring-coaching-and-writing/ '''Tutoring & Coaching'''] page on our site shows available supports for students based on faculty / class they are taking

* '''[https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising#how-academic-advisors-can-help Academic Advising]:''' course planning, checking graduation requirements, understanding academic concessions, confirming transfer credits
* [https://www.ams.ubc.ca/support-services/student-services/tutoring/ '''AMS Tutoring''']: offers free group tutoring for most first year and some upper year courses
* '''Peer Assisted Study Sessions (PASS)''': free, structured group study sessions designed to help students understand key concepts and practice the skills necessary for success in traditionally challenging courses
** [https://www.landfood.ubc.ca/current/undergraduate/academic-support-and-advising/pass/ LFS PASS]
** [https://forestry.ubc.ca/students/undergraduate-student-portal/peer-assisted-study-sessions/ Forestry PASS]
** [https://mybcom.sauder.ubc.ca/get-better-grades/pass Sauder PASS]
* '''Science Learning Centres''': many departments in the Sciences have set up Learning Centres where TAs/Peer Tutors are available to answer questions. Note - most learning centres are targeted at first year students.
** [https://www.botany.ubc.ca/facilities/biology-learning-centre Biology Learning Centre]: Biological Science Building, Room 1114 | Mon-Fri, 7:30am-8pm
** [https://www.math.ubc.ca/undergraduate/advising-and-resources/drop-help Math Learning Centre]: LSK Rooms 301 & 302 | Mon-Fri, 12-5pm
** Chemistry Resource Centre: Chemistry B357 | Mon-Fri, 7am-6:30pm
** [https://phas.ubc.ca/undergraduate-drop-in-centre Physic Drop-in Centre]: Hebb Room 112 | Mon-Fri, 7:30am-5pm
*'''[https://indigenous.ubc.ca/students/current-students/student-resources/academic-resources/ First Nations House of Learning (FNHL) Academic Resources]''': additional support, mentoring, and networking opportunities for Indigenous students; includes:
**[https://indigenous.ubc.ca/students/current-students/experiential-learning/research-mentorship/ Indigenous Undergraduate Student Research Mentorship]
**[https://fnhl.ubc.ca/students/longhouse-tutoring/ Tutoring at the Lounghouse]
**[https://indigenous.educ.ubc.ca/community/sage-supporting-aboriginal-graduate-enhancement/ Supporting Aboriginal Graduate Enhancement (SAGE)]
**Science & LFS Indigenous Student Initiative

== Health and Wellbeing Resources ==

* [https://students.ubc.ca/health/wellness-centre '''Wellness Centre''']: Located in the UBC Life Building, the Wellness Centre is a peer-hosted space that offers many wellbeing programs for students. Programs include:
** [https://students.ubc.ca/health/wellness-centre/wellness-centre-sexual-health-shop Sexual Health Shop]
** [https://students.ubc.ca/health/wellness-centre/wellbeing-training-education Workshops] (Naloxone Training, Safer Parties, Mental Health, and more)
** [https://students.ubc.ca/health/ubc-student-recovery-community Student Recovery Community] (SRC)
* [https://students.ubc.ca/health/counselling-services '''UBC Counselling Services''']: first point of contact for all mental health concerns—whether you would like to see a doctor, a counsellor, or get more information about [https://students.ubc.ca/health/counselling-services/mental-health-care-ubc/#:~:text=The%20first%20step%20is%20usually,or%20Zoom%20Wellness%20Advising%20appointment. mental health care at UBC].
* '''[https://students.ubc.ca/health/student-health-service Student Health Service]:''' offers a range of health assessments and treatments provided by doctors, nurse practitioners, and nurses. Appointments are available to students in British Columbia by phone, video, or in person.
* '''[https://www.ams.ubc.ca/support-services/health-dental/ AMS Health & Dental Plan]''': designed by students for students to take care of expenses not covered by basic health care plans. All AMS & GSS members are automatically enrolled but can choose to opt out.
* '''[https://www.amssasc.ca/ AMS Sexual Assault Support Centre] (SASC)''': educate, support, and empower people of all genders who are survivors of sexualized violence, and their family & friends.
* '''[https://students.ubc.ca/about-student-services/simon-k-y-lee-global-lounge-resource-centre Global Lounge]''': If you're an international student, new to Canada, or simply want to learn more about how to navigate UBC, life, and culture in Canada, drop into the Global Lounge space to make friends, and connect with peers.

== Food Resources ==

* '''[https://www.ams.ubc.ca/support-services/student-services/food-bank/ AMS Food Bank]''': Emergency food relief for students in need. UBC students can use the food bank up to 16 times per term.
* '''[https://linktr.ee/acadiafoodhub Acadia Food Hub]''': supporting households with food and baby supplies.
* '''[https://foodhub.ubc.ca/mealshare/ UBC Meal Share Program]''': UBC students experiencing food insecurity can apply for non-repayable funds to access food through this program. Note - there are very specific application dates & eligibility requirements for this program (click the link to find out details)
* '''[https://foodhub.ubc.ca/market/ Food Hub Market]:''' at-cost grocery essentials on UBC Vancouver campus.
* '''[https://www.ubcsprouts.ca/ Sprouts]''': 100% volunteer and student-run organization at UBC aiming to make healthy, affordable, and sustainably produced food accessible to everyone on campus. Initiatives include:
** Community Fridge
** Produce Market
** Community Eats
** Free Meal Program
** Sprouts Cafe
* '''[https://blogs.ubc.ca/agora/ Agroa Cafe]:''' A student volunteer-run, not-for-profit café that aims to provide affordable, accessible, healthy, local and organic food choices to students, faculty, and staff from Sept-April
* '''[https://food.ubc.ca/nutrition/ UBC Residence Dietitian]''': supports students in residence at UBC Vancouver by providing resources and guidance for various food and nutrition topics.

== Career Help ==

* [https://students.ubc.ca/career/career-resources Online tips] for prepping a job application - everything from resume writing to job offer negotiations!
* '''[https://students.ubc.ca/career-centre Career Centre]''': Through workshops, advising, work integrated learning, and industry and alumni connections, the UBC Career Centre helps students and graduates from all academic disciplines. Services include:
** Drop-in and appointment-based Career Advising
** Career Fairs
** CareersOnline job boards
* '''[https://students.ubc.ca/career/community-experiences/find-mentor Career Mentorship]''': many faculties or departments have career mentorship programs to help students learn from the experiences of others that can help you develop and practice skills, meet new people, and determine what matters to you (all programs are listed in the link).

== Accessibility ==

* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility Centre for Accessibility]''': facilitates disability-related accommodations and programming initiatives designed to remove barriers for students with disabilities and ongoing medical conditions. Services include:
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/types-academic-accommodations#:~:text=The%20Centre%20for%20Accessibility%20facilitates,Read%20and%20Write%20Gold Accommodations for courses] (for example, getting a notetaker)
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/exam-accommodation-guidelines-expectations Exam accommodations]
** Workshops
** Adaptive Equipment (screen readers, voice-to-text software, etc)
* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility/ubc-accessibility-shuttle Accessibility Shuttle]''': free, shared ride service for people with conditions that impact their mobility. Important Note - The shuttle has a limited-storage trunk that can transport mobility aids (i.e. folks in a wheelchair or larger mobility scooter '''<u>cannot</u>''' be accommodated).

== Faculty & Staff ==

* [https://lthub.ubc.ca/support/lt-hub/ CTLT Learning Technology Hub]: A central hub of resources geared toward instructors. The LT Hub website has information and guides on many types of learning software and can provide support for faculty.
* [https://lthub.ubc.ca/support/tech-rovers/ Learning Tech Rovers (Faculty-Specific)]: Another resource for instructors and faculty members; the LTR's are embedded in particular faculties. Check the appropriate contact info at the above link before referring a faculty member to their LTR.
* [https://keepteaching.ubc.ca/ Keep Teaching]: The Keep Teaching website supports faculty in developing their own strategies to continue to meet the needs of their courses online, if there are disruptions in on-campus teaching and learning.
* [https://isit.web.arts.ubc.ca/covid-19-campus-updates-resources-support/ Arts ISIT]: Arts ISIT provides support for faculty. They have compiled a list of helpful resources and tools to best support remote working, teaching, and learning during this time.

== Community Members ==

* '''[https://101.science.ubc.ca/ Science 101]''': A three-month, non-credit, free course offered to residents of Vancouver's Downtown Eastside and other surrounding communities. Food, course materials, transportation, and field trip costs are all provided. Student cards which give access to UBC facilities are also provided.
* '''[https://humanities101.arts.ubc.ca/ Humanities 101]''': Four non-credit, university-level courses at UBC for people living in the Downtown Eastside, Downtown South (DTES/South) and surrounding areas who have a lust for learning. Courses are tuition free, and all participants receive course materials, meal vouchers and childcare (if required), as well as student cards which give access to UBC facilities and services.
* '''[https://learningexchange.ubc.ca/ Learning Exchange]''': We’re here to connect people – local residents, UBC students and faculty, and community organizations – to learn in new ways. We create a unique shared space for exploring ideas and opportunities, a learning hub where members of the community and the university can exchange experience and expertise.
* '''[https://geeringup.apsc.ubc.ca/ UBC Geering Up]''': A team within the Faculty of Applied Science with the mandate of promoting science, engineering, and technology to youth across British Columbia. Their current programming focuses on teachers, youth, and Indigenous Youth.

Sandbox:Chapman Learning Commons Assistant Orientation/clcreferrals

2025-03-15T19:25:28Z

SarahRobertson: Updating broken link

== Citation ==
While there are no on-campus resources specifically for citation assistant on campus (that I'm aware of!), you can suggest the following resources:
* How to Cite- https://guides.library.ubc.ca/howtocite
*[[Images/f/fc/Mlastyle2017.pdf|MLA]] , [https://guides.library.ubc.ca/apacitationstyle APA] Library guides
*[https://guides.library.ubc.ca/citationmanagement Citation Management Help]-- send them to the Graduate Academic Assistants to use Zotero!
* Looking up a specific question? Purdue OWL for [https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html MLA], [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html APA], [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html Chicago] is helpful!

== Library Help ==
[https://www.library.ubc.ca/ '''UBC Library''']
* For immediate help, refer them to the MAA reference desk (if open)
* Refer them to Ask Us! (orange button on UBC Library homepage, takes them here https://ask.library.ubc.ca/)
** AskAway: Live chat with a librarian from universities/colleges across BC (actual human librarians, not bots!). Useful when MAA is closed as the hours for AskAway are usually longer. Students can ask for research, citation help, and general library help.
** [https://directory.library.ubc.ca/subjectlibrarians/ Subject Librarian Directory]: Each subject/discipline (e.g., anthropology, health, architecture) has a designated subject librarian that students can contact over email, phone, or make an appointment. Subject librarians have specialized knowledge about research, citation, and publication in that discipline, and are always happy to help!
*Research Guides: https://guides.library.ubc.ca/
**Librarians create LibGuides/Research Guides on important and popular topics. Research Guides link to major books/articles/authors and provide a starting point for research. This is a great first place to refer patrons to!
*Library Skills Tutorial: https://guides.library.ubc.ca/library_tutorial
**The Library Skills tutorial is a basic Canvas course students can take in their own time (self-directed, self-enrolled). It goes over everything from reading a call number to searching in Summon (the library search) and evaluating sources.
*How to get access to the Library: https://services.library.ubc.ca/borrowing-services/get-library-access/

== Tech Help ==

* [https://students.ubc.ca/enrolment/finances/awards-scholarships-bursaries/ubc-vancouver-technology-bursary '''UBC Tech Bursary'''] can help students get funds to purchase a computer or other equipment they might need.
* [https://it.ubc.ca/got-question-about-it-products-and-support '''UBC IT Help Desk'''] in Koerner Library - For questions related to Internet connectivity, VPN, and more complex questions about learning software such as Canvas.
* ''Other places to loan equipment:''
** Sauder students can borrow from the [https://mybcom.sauder.ubc.ca/clc/book-and-equipment-borrowing '''David Lam Library.''']
** AHVA student, staff and faculty, and students registered in a VISA course can borrow from the [https://ahva.ubc.ca/about/facilities/visual-resource-centre/ '''Visual Resources Centre'''].
** AMS clubs can borrow A/V gear from the '''[https://www.ams.ubc.ca/student-life/clubs/the-commons-lounge-clubs-resource-centre/crc-equipment-loan/ AMS Clubs Resource Centre]'''.
** Students can rent home supplies (ie. cooking, sewing) and miscellaneous kits from the '''[https://www.ams.ubc.ca/what-we-stand-for/sustainability/lending-library/ AMS Lending Library]''' for a small rental fee between $2 and $5!
** Other [https://services.library.ubc.ca/computers-technology/technology-borrowing/ '''UBC Libraries'''] also have their own range of equipment available for loan.

== In Our Space ==
==== Centre for Writing and Scholarly Communication ====
* Writing Consultants work with students to improve their writing process and to achieve academic goals. The CWSC does '''<u>not</u>''' provide a ‘tutoring’ service (Writing Consultants do not edit work for grammar, or provide ‘answers’ to students). The consultations are a ‘conversation’ about the student’s work, and how they might improve it.
* '''Primary contact for students:''' cwsc.info@ubc.ca
* '''Booking a Consultation:''' If students are looking for more information on the CWSC, refer them to this page: https://writing.library.ubc.ca/?login.

==== Profs-in-Commons ====

* Professors host office hours in the Learning Lounge on the 3rd floor of IKBLC, beside the CLC Help Desk.
* '''Schedule:''' Find professors' schedule here: https://learningcommons.ubc.ca/profs-in-commons/

==== Peer Academic Coaches ====

* Peer Academic Coaches work one-on-one with students to help them achieve their academic goals through coaching conversations. Below are faculty-specific programs:
** [https://science.ubc.ca/students/spac Science Peer Academic Coaches (SPAC)] - in our space
** [https://kin.educ.ubc.ca/undergraduate/get-involved/kpac/?login Kinesiology Peer Academic Coaches (KPAC)] - in our space
** [https://www.arts.ubc.ca/student-support/academic-support/peer-academic-support/ Arts Peer Academic Coaches (APAC)]
** [https://www.landfood.ubc.ca/current/undergraduate/lfs-academic-and-career-engagement-team/ LFS ACE Team]
** [https://gothunderbirds.ca/sports/2009/10/19/athserv-support.aspx Varsity Team Academic Coaches]<br />

== Academic Help ==

* [https://learningcommons.ubc.ca/tutoring-coaching-and-writing/ '''Tutoring & Coaching'''] page on our site shows available supports for students based on faculty / class they are taking

* '''[https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising#how-academic-advisors-can-help Academic Advising]:''' course planning, checking graduation requirements, understanding academic concessions, confirming transfer credits
* [https://www.ams.ubc.ca/support-services/student-services/tutoring/ '''AMS Tutoring''']: offers free group tutoring for most first year and some upper year courses
* '''Peer Assisted Study Sessions (PASS)''': free, structured group study sessions designed to help students understand key concepts and practice the skills necessary for success in traditionally challenging courses
** [https://www.landfood.ubc.ca/current/undergraduate/academic-support-and-advising/pass/ LFS PASS]
** [https://forestry.ubc.ca/students/undergraduate-student-portal/peer-assisted-study-sessions/ Forestry PASS]
** [https://mybcom.sauder.ubc.ca/get-better-grades/pass Sauder PASS]
* '''Science Learning Centres''': many departments in the Sciences have set up Learning Centres where TAs/Peer Tutors are available to answer questions. Note - most learning centres are targeted at first year students.
** [https://www.botany.ubc.ca/facilities/biology-learning-centre Biology Learning Centre]: Biological Science Building, Room 1114 | Mon-Fri, 7:30am-8pm
** [https://www.math.ubc.ca/undergraduate/advising-and-resources/drop-help Math Learning Centre]: LSK Rooms 301 & 302 | Mon-Fri, 12-5pm
** Chemistry Resource Centre: Chemistry B357 | Mon-Fri, 7am-6:30pm
** [https://phas.ubc.ca/undergraduate-drop-in-centre Physic Drop-in Centre]: Hebb Room 112 | Mon-Fri, 7:30am-5pm
*'''[https://indigenous.ubc.ca/students/current-students/student-resources/academic-resources/ First Nations House of Learning (FNHL) Academic Resources]''': additional support, mentoring, and networking opportunities for Indigenous students; includes:
**[https://indigenous.ubc.ca/students/current-students/experiential-learning/research-mentorship/ Indigenous Undergraduate Student Research Mentorship]
**[https://fnhl.ubc.ca/students/longhouse-tutoring/ Tutoring at the Lounghouse]
**[https://indigenous.educ.ubc.ca/community/sage-supporting-aboriginal-graduate-enhancement/ Supporting Aboriginal Graduate Enhancement (SAGE)]
**Science & LFS Indigenous Student Initiative

== Health and Wellbeing Resources ==

* [https://students.ubc.ca/health/wellness-centre '''Wellness Centre''']: Located in the UBC Life Building, the Wellness Centre is a peer-hosted space that offers many wellbeing programs for students. Programs include:
** [https://students.ubc.ca/health/wellness-centre/wellness-centre-sexual-health-shop Sexual Health Shop]
** [https://students.ubc.ca/health/wellness-centre/wellbeing-training-education Workshops] (Naloxone Training, Safer Parties, Mental Health, and more)
** [https://students.ubc.ca/health/ubc-student-recovery-community Student Recovery Community] (SRC)
* [https://students.ubc.ca/health/counselling-services '''UBC Counselling Services''']: first point of contact for all mental health concerns—whether you would like to see a doctor, a counsellor, or get more information about [[/students.ubc.ca/health/counselling-services/mental-health-care-ubc|mental health care at UBC]].
* '''[https://students.ubc.ca/health/student-health-service Student Health Service]:''' offers a range of health assessments and treatments provided by doctors, nurse practitioners, and nurses. Appointments are available to students in British Columbia by phone, video, or in person.
* '''[https://www.ams.ubc.ca/support-services/health-dental/ AMS Health & Dental Plan]''': designed by students for students to take care of expenses not covered by basic health care plans. All AMS & GSS members are automatically enrolled but can choose to opt out.
* '''[https://www.amssasc.ca/ AMS Sexual Assault Support Centre] (SASC)''': educate, support, and empower people of all genders who are survivors of sexualized violence, and their family & friends.
* '''[https://students.ubc.ca/about-student-services/simon-k-y-lee-global-lounge-resource-centre Global Lounge]''': If you're an international student, new to Canada, or simply want to learn more about how to navigate UBC, life, and culture in Canada, drop into the Global Lounge space to make friends, and connect with peers.

== Food Resources ==

* '''[https://www.ams.ubc.ca/support-services/student-services/food-bank/ AMS Food Bank]''': Emergency food relief for students in need. UBC students can use the food bank up to 16 times per term.
* '''[https://linktr.ee/acadiafoodhub Acadia Food Hub]''': supporting households with food and baby supplies.
* '''[https://foodhub.ubc.ca/mealshare/ UBC Meal Share Program]''': UBC students experiencing food insecurity can apply for non-repayable funds to access food through this program. Note - there are very specific application dates & eligibility requirements for this program (click the link to find out details)
* '''[https://foodhub.ubc.ca/market/ Food Hub Market]:''' at-cost grocery essentials on UBC Vancouver campus.
* '''[https://www.ubcsprouts.ca/ Sprouts]''': 100% volunteer and student-run organization at UBC aiming to make healthy, affordable, and sustainably produced food accessible to everyone on campus. Initiatives include:
** Community Fridge
** Produce Market
** Community Eats
** Free Meal Program
** Sprouts Cafe
* '''[https://blogs.ubc.ca/agora/ Agroa Cafe]:''' A student volunteer-run, not-for-profit café that aims to provide affordable, accessible, healthy, local and organic food choices to students, faculty, and staff from Sept-April
* '''[https://food.ubc.ca/nutrition/ UBC Residence Dietitian]''': supports students in residence at UBC Vancouver by providing resources and guidance for various food and nutrition topics.

== Career Help ==

* [https://students.ubc.ca/career/career-resources Online tips] for prepping a job application - everything from resume writing to job offer negotiations!
* '''[https://students.ubc.ca/career-centre Career Centre]''': Through workshops, advising, work integrated learning, and industry and alumni connections, the UBC Career Centre helps students and graduates from all academic disciplines. Services include:
** Drop-in and appointment-based Career Advising
** Career Fairs
** CareersOnline job boards
* '''[https://students.ubc.ca/career/community-experiences/find-mentor Career Mentorship]''': many faculties or departments have career mentorship programs to help students learn from the experiences of others that can help you develop and practice skills, meet new people, and determine what matters to you (all programs are listed in the link).

== Accessibility ==

* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility Centre for Accessibility]''': facilitates disability-related accommodations and programming initiatives designed to remove barriers for students with disabilities and ongoing medical conditions. Services include:
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/types-academic-accommodations#:~:text=The%20Centre%20for%20Accessibility%20facilitates,Read%20and%20Write%20Gold Accommodations for courses] (for example, getting a notetaker)
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-accommodations-disabilities/exam-accommodation-guidelines-expectations Exam accommodations]
** Workshops
** Adaptive Equipment (screen readers, voice-to-text software, etc)
* '''[https://students.ubc.ca/about-student-services/centre-for-accessibility/ubc-accessibility-shuttle Accessibility Shuttle]''': free, shared ride service for people with conditions that impact their mobility. Important Note - The shuttle has a limited-storage trunk that can transport mobility aids (i.e. folks in a wheelchair or larger mobility scooter '''<u>cannot</u>''' be accommodated).

== Faculty & Staff ==

* [https://lthub.ubc.ca/support/lt-hub/ CTLT Learning Technology Hub]: A central hub of resources geared toward instructors. The LT Hub website has information and guides on many types of learning software and can provide support for faculty.
* [https://lthub.ubc.ca/support/tech-rovers/ Learning Tech Rovers (Faculty-Specific)]: Another resource for instructors and faculty members; the LTR's are embedded in particular faculties. Check the appropriate contact info at the above link before referring a faculty member to their LTR.
* [https://keepteaching.ubc.ca/ Keep Teaching]: The Keep Teaching website supports faculty in developing their own strategies to continue to meet the needs of their courses online, if there are disruptions in on-campus teaching and learning.
* [https://isit.web.arts.ubc.ca/covid-19-campus-updates-resources-support/ Arts ISIT]: Arts ISIT provides support for faculty. They have compiled a list of helpful resources and tools to best support remote working, teaching, and learning during this time.

== Community Members ==

* '''[https://101.science.ubc.ca/ Science 101]''': A three-month, non-credit, free course offered to residents of Vancouver's Downtown Eastside and other surrounding communities. Food, course materials, transportation, and field trip costs are all provided. Student cards which give access to UBC facilities are also provided.
* '''[https://humanities101.arts.ubc.ca/ Humanities 101]''': Four non-credit, university-level courses at UBC for people living in the Downtown Eastside, Downtown South (DTES/South) and surrounding areas who have a lust for learning. Courses are tuition free, and all participants receive course materials, meal vouchers and childcare (if required), as well as student cards which give access to UBC facilities and services.
* '''[https://learningexchange.ubc.ca/ Learning Exchange]''': We’re here to connect people – local residents, UBC students and faculty, and community organizations – to learn in new ways. We create a unique shared space for exploring ideas and opportunities, a learning hub where members of the community and the university can exchange experience and expertise.
* '''[https://geeringup.apsc.ubc.ca/ UBC Geering Up]''': A team within the Faculty of Applied Science with the mandate of promoting science, engineering, and technology to youth across British Columbia. Their current programming focuses on teachers, youth, and Indigenous Youth.

Sandbox:Chapman Learning Commons Assistant Orientation/emergencies

2025-03-08T23:30:14Z

SarahRobertson: minor edit to CLC Staff

== Inclement Weather (Snow) ==
Your supervisors will keep CLCAs up to date regarding snow closures and hours changes via Teams. We will also directly contact those who have a shift scheduled and will be impacted.

* Note: The Chapman Learning Commons may remain open even if classes are cancelled for the day. Please ensure you are checking Teams regularly for the most up-to-date information.

If the Chapman Learning Commons is open, CLCAs are expected to make a '''best effort''' to get to their shift on time. This includes:

* leaving early in anticipation of travel delays
* checking the forecast ahead of your shift, to estimate if conditions will get better or worse
* letting the Learning Commons Coordinator and Alex know about travel issues as they come up via Teams or text message

If snow is expected to occur over a weekend or other low staff times, the Learning Commons Coordinator & Alex may arrange shift backups in advance

* Shift backups should be prepared to cover their assigned shifts, should the original CLCA be unable to make it to campus
* CLCAs will receive a Teams message or text from the Learning Commons Coordinator or Alex no later than ''1 hour in advance'' of their backup shift letting them know if they are expected to be at the desk
** If you are assigned a backup shift, please ensure you are checking your phone and maintaining an open channel of communication with staff

== Internet Down ==
Refer patrons to the UBC IT Help Desk (2-2008 or send them to Koerner) to report issues with UBC Secure or UBC Visitor.

== Pay for Print Down ==
Call '''UBC IT''' to report this, and follow up with a written ticket via the online UBC Library Help Desk.

Ask a supervisor for an Emergency Printing Sheet right away. We can use a USB stick to print emergency jobs from the staff office, under the following conditions:
* It must be within 15 mins of the patron's assignment being due
* It must be a black and white print job, one copy only
* It cannot exceed 10 pages (though if they have one job with 11 pages we won't say no)
Ask patrons to record their emergency print jobs on the sheet so that you can track them when you print them, and so that we can have a sense of the number of jobs being printed.

== Rude or Aggressive Patron ==
If you have an immediate concern for your, or someone else's, safety- call '''Campus Security (2-2222)'''.

Security will come by the desk and simply be a reassuring presence if need be.

Report any and all abusive or disrespectful behaviour to your supervisors immediately. Include the date, time, details of the patron, and a detailed explanation of what happened.

If you do not have an immediate concern for your safety, but don't feel able to step away from the patron interaction to send a text or teams message, use the Help Desk button. Press the 'C' to call or 'T' to text the CLC Staff or Alex. This will automatically send a text to both the Learning Commons Coordinator and Alex, who will come to the desk. This is only a good option during staff working hours. See more info under [https://blogs.ubc.ca/commons/professional-communication/ 'Professional Communication'].

== Voyager Down ==

* Ways to tell that Voyager is down: slower to load than usual, freezing, crashing. If another CLC Peer Advisor is staffing the desk with you, see if they are having the same issue. You can also check in with MAA Circ staff to see if it's working for them.
* Let your supervisors know:
** Send the date, time, and what you notice on Voyager. Alert them of any possible bad discharges, etc. using 'reporting a patron issue' format.
* If Voyager is down, we will need to loan items out '''manually.'''
** Manual loan forms can be found in the CLC binder at the desk or in the emergency bin in the back office (next to the cubbies).
** Explain to patrons that the system is down and that you are still lending out equipment, but that it will be a slower process than usual.
** When loaning equipment, follow all procedures as usual, but instead of loaning out on Voyager, fill out the details on the manual loan form.
** Hand manual loan forms to Daniel. He will enter transactions into Voyager once it is back up again.

== Fire Alarm ==
Put on the reflective vest located in the right-hand stationery cabinet. Lock up the equipment at the desk if possible.

Encourage people to leave the building with you, but don't lag behind. '''Your safety is the top priority'''.

Meet outside the building on the left-hand side (exiting the front doors) across the street. Check in with a supervisor.

== Power Outage ==
Just because the power is out, doesn't mean that the building will shut down! The building has back-up power which will kick in and usually lasts long enough for the problem to be resolved.

Here is what you should do if the power goes out:

* If it is after staff hours, call Rochelle to let her know!
* Grab the Emergency Bin from the back office - inside there is:
** Flashlight(s)
** Emergency Vest(s)
** Paper equipment loaning sheets
** Building Map
** Building Signage
** Sharpie(s)
* You are expected to man the desk until a staff member says otherwise. Continue to loan and accept equipment using the paper equipment loaning sheets.
* '''IF''' you are advised that the building is shutting down, follow these steps:
*# Lock up all equipment and supplies at the desk
*# Put on your emergency vest
*# Affix building signage to doors to advise patrons the building is closed
*# Assist security in clearing the building of patrons
*# Once the building has been cleared, please check in with a staff member before departing

Learning Commons:Chapman Learning Commons/Project Work Proposal

2022-08-23T21:48:29Z

SarahRobertson: Changes to heading to make it match the rest

== Project Work Intro ==
In addition to your shifts at the CLC Help Desk, you are responsible for "Project Work" throughout the course of each term. Project work supports the mission of the Chapman Learning Commons, our patrons, website, and team. You will work on large projects as part of a team, and on smaller projects individually.

'''Down time on the desk should be used for project work'''. Some folks may have 1-2 unscheduled hours to work on project work (potentially); Project work hours completed when you are '''not on the desk''' can be recorded in your '''payroll''' (e.g. if you have 8 hours on the desk, you will have 1 hour each week to complete project work).<u>You cannot report these as extra hours if you are already on the desk.</u>

== Project Work Step By Step ==
'''Step 1:''' Review the table below
{| class="wikitable"
|Requirements:
|'''CLCAs must complete AT LEAST one blog post and one larger project per term.''' This is the minimum; we expect that all downtime is filled with project work.
|-
|Signing Up:
|Take a look at the different project work types at the bottom of the '''Project Work Sign Up Sheet'''- spreadsheet (the tabs), and sign up for any that you're interested in!
|-
|
|Some projects might be highlighted as priority, due to the seasonality or urgent need for the project's completion. Help out when you can!
|-
|
|Blog posts should usually be written by one person, but you can collaborate with your colleagues for other project types!
|-
|Proposals:
|If you do not see a project you would like to do reflected on the sign up sheet, jump down to the Project Work Proposal tab below to propose a project you would like to do. Once your proposal has been accepted move on to the next steps below.
|-
|
|Blog posts require a one-paragraph email proposal, summarizing your topic and purpose. More complex projects require you to submit a proposal.
|-
|
|See the CLCA blog for more information on project proposal guidelines.
|-
|Resources:
|If you own a Mac, you may be able to gain access to the student Mac in the CLC office remotely. Use the sign-up sheet below, and contact Alex for details.
|-
|
|Take a look at the templates, advice, and other resources on the CLCA blog under "Project Work Resources".
|-
|New Projects:
|If you don't see anything you like here, ask the team (including the staff and web team) if anyone needs an extra hand.
|-
|
|Sometimes a new project will be mentioned during a meeting and not reflected here!
|-
|
|}
'''Step 2:''' Email Alex and Emma right away to confirm the project work you have signed up for. Please include a short description of your plan ( a few sentences) for your project and a timeline estimation.

'''Step 3:''' Before starting to work on the project, review:
# Project work requirements for your type of project
#* Review [[Learning Commons:Writing Guidelines|Learning Commons Writing Guidelines]] and "Images, Photography and Image Attribution" below for any project that involves text or images. (hint: they all do
# Deliverables (below)
# Web Team Collaboration (below)
# Templates and Checklists (below)
#* Ensure you are planning your project timeline- example Gantt Chart in 'Templates' section.

== Project Work Proposal ==
If you require a proposal, fill out the Project Work Proposal Form (Word Doc linked at bottom of this page) and send it to '''Alex.''' We will debrief together and your project will be approved before you start. When writing your proposal: Identify a deficit in the services offered by the Chapman Learning Commons.

* What already exists that could be streamlined, improved, updated, or built upon?
* What doesn't exist that would be beneficial to students and community members at UBC?
* What is your timeline? When will will you have a 1st draft? 2nd draft?
* Remember to keep the scope of your idea manageable within your time frame; whether it's a blog post, a toolkit for the website, an informational guide about a service or piece of equipment we offer, a video, a public presentation, or workshop in a class or residence, or something else entirely

== Deliverables ==
Submit to the following in a timely manner.
*'''1st draft:''' Get staff feedback to Alex - Google docs is OKAY, Teams doc sharing is good; Word docs are also good. No PDFs please. It is your responsibility to resolve ALL the comments made on your document before submitting a second draft. (or to ask clarifying questions on anything you are confused about)
*'''2nd draft:''' Submit a second draft for further staff feedback. All comments from this draft should be resolved before moving forward.
*'''Final drafts:''' Check with Alex about who to submit this to, but know the following:
**'''Always required for ''any'' final draft of content (AKA "THE CHECKLIST")'''
*** Send to both Alex at minimum. Often you will also be asked to send things to the web team too.
***'''All comments from previous drafts must be resolved'''! Alex will finalize both title and content.
****'''DELETE all comments in your final version before sending a document to the web team.''' Otherwise, resolved comments will still appear.
*** 3 bullet points of short, key takeaways from your content (blog post, video, etc) (to appear on the Instagram graphic)
*** 1-sentence excerpt to appear on the slideshow on the front page of the website
*** Find a Creative Commons Image to use for the blog post slideshow. Share the link to the photo, too!
**** Any images you use should be attached to the email you send in addition to being correctly cited elsewhere (not just embedded in the word/google doc). '''Unless they serve a functional purpose, the maximum number for pictures is 3.'''
**** Note the appropriate attributions for the images you didn't take yourself: e.g. Photo by <u>Charlie89</u>, from <u>Unsplash</u>, <u>Unsplash License</u> (with each item linking to the appropriate web page)
*** Is there a time-sensitive nature to your creation being posted? Let the web team know! They can't always schedule the blog post immediately, but they will try to keep the seasonality of the post in mind.
***'''''<u>Include in the Email:</u>'''''
**** Title of Post
**** [link or attach your content itself - As a WORD/GOOGLE DOC, <u>not a PDF</u>]
**** 1 Sentence for slider
**** 3 Bullet points for Instagram post
****<u>[https://learningcommons.ubc.ca/resource-guides/cite-sources/ APA citation] list</u> should be included for:
***** Any content you referred to or use for information in your content.
******'''<u>ANY</u>''' multimedia use ([https://learningcommons.ubc.ca/resource-guides/find-images/ images], music, photos, memes, a shot of a movie you like in your video) Citations for media should look like this:
******* Photo by [name] on [platform ex. Unsplash, Flickr] ([URL])
******* Note: Creative Commons (aka CC) is preferred for multimedia use.

== Blog Posts ==

==== Blog Post Content/Writing ====

* Read the first section of [[Learning Commons:Writing Guidelines|Learning Commons Writing Guidelines.]]
* Make sure you are meeting the "Deliverables" for each draft!
* Blog posts should be between 250-500 words.

==== '''Blog Post Media''' (audio, images, graphics etc) ====

* If you create media: If you are creating graphics see "Graphics" below. Always send the finalized media to Emma and Alex first.
* If you use other people's media: When using an image in your project work, it is important to write a correct attribution to credit the original creator of the image. See "Images, Photography and Image Attribution" (below) for more information.
* All blog posts and their graphics are posted on Fridays, at 1pm PT! Please be aware of this when submitting blog posts. ''<u>'''If you want to design a graphic for your own blog post''', please mention this when you propose your blog post to Alex!</u>''

== Workshops ==

==== Workshop Content ====

* Review the [http://blogs.ubc.ca/commons/project-work-resources/workshop-development-guide/ '''Workshop Development Guide'''] '''Advice from CLCAs''': [https://docs.google.com/document/d/14oq5lycwpzNvtgbYmdglyOL4J3DJFeASfJ6OZ2EbYGQ/edit# This Google Doc] lists advice from CLCAs who have hosted online workshops during the summer of 2020. '''Template for the [http://blogs.ubc.ca/commons/files/2020/06/CLC-1-Page-PDF-Resource-Template.docx PDF Resource Handout] (1-page follow up document to share at the end of the session).''' Alternatively, copy paste this URL into your browser to download the file: http://blogs.ubc.ca/commons/files/2020/06/CLC-1-Page-PDF-Resource-Template.docx

==== Workshop Graphics ====
If you are creating graphics see "Graphics" below.

If you use other people's media: When using an image in your project work, it is important to write a correct attribution to credit the original creator of the image. See "Images, Photography and Image Attribution" (below) for more information.

== Graphics ==
'''''Before designing your own graphic''', take a look at existing promotions on our Instagram and Twitter. Get a sense for the aesthetic that we're going for, and incorporate those common themes into your own vision!''

==== Canva Tips ====

* ''<u>'''Before you start!''' Make sure that you're logged into your Canva Team profile (you will see a "WT" badge on your icon if you are) before creating a graphic - this helps us keep a record of all past promotions!</u>''
* All graphics must be created on Canva (within the Canva team that we will send you the invite to) once you have formally signed up for a project.

* Canva has a lot of great free elements and resources to get you into the groove of designing things. It is also extremely user friendly. But if at any point you have issues or concerns, talk to us about it! Do not use any of their content that requires payment.
* Once you've made a graphic (following the guidelines below), share it to the "Promotions" folder. You can also browse this folder to see how others have created graphics previously!
** To share to the "Promotions" folder, click the "File" button on the top left then "Save to Folder". You can find the "Promotions" folder under "Shared with You".

==== '''Dimensions''' ====

* While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
** Instagram
*** Stories: 1080 x 1920 px
*** Posts: 1080 x 1080 px
** Blog Post Website Headers
*** While our headers are currently being designed by Tiffany, if you decide that you want to try your hand at it (and we have approved this request), the dimensions are 2210x1050 px

'''Within our Canva team, we have a folder entitled "Colours and Fonts."''' Here you will find:

==== '''Colors''' ====

* The broad colours that we keep consistent for certain types of content. For example, profs in commons events are promoted in green, and other workshops are promoted in a tan/yellow shade. You will be adhering to these broad colour schemes or the UBC/CLC brand colours when you collaborate with us, though some exceptions may be made.
* '''Icon/Graphic colours.''' We want to promote an inclusive environment at the CLC. When using graphics that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm overall.
* '''Highlight colours''' aren't pre-selected, but keep in mind that it can look more professional to keep a relatively simple colour palate for one post. For example, if you use a bright orange on slide 1, it looks good if that orange repeats in small or large elements throughout the whole swipe post.
** When choosing your own colours:
*** Consider whether your colour combination adds to the post, or takes away from it. Having contrasting colors can work well to bring attention to certain elements, but some colours aren't complimentary, and can make things harder to read, or make the whole post look de-saturated, or too bright.

To avoid color clashes, use different screens to check how the color you picked will appear to users. What looks fine on your computer may look odd on your phone, especially with blue light filters.

==== '''Fonts''' ====

* We stick to a small list of fonts for consistency, which you can review in this folder. Double check that you don't leave any text in Canva's default, which is Open Sans.
* Likewise with accent colors, consistency makes things look neater. Unless contrast is your intent, pay attention to the font sizes you use. Is the title large enough? Is one text box "43" point while the other is "40"?

==== '''Adding Elements''' ====

* Try and add elements to make your graphic stand out - images and sketches of people, everyday things, or even screenshots from your personal life (if you are comfortable sharing, it is by no means expected).
* If you are using creative commons images, such as those from Unsplash, they will need to be cited. You can review our toolkit on [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] for how to do this, but generally it will look like:
** "[Image name if available]" by [name with link] from [database/website name with link], [CC license]
*** e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0
*** *if there is no name for the image, simply replace with "Image by.

==== '''Exporting with High Quality (InDesign)''' ====
* Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".
* Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.
* After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.
* Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!

_______________________________________________________________________

'''Graphics for Videos'''

* You can only sign up to promote specific videos that are already in the works. We will usually share these during CLCOA weekly meetings.
* The graphics accompanying would have to go on our social media channels on the same day as when we post the video.
* If it is a live event on collaborate ultra, we will be following the same timeline as workshop graphics (1 week prior + 1 day prior). Make sure you have your materials in order accordingly!

'''Graphics for Workshops'''

* '''''Send polished drafts to Web Team AT LEAST 2 weeks before workshop.'''''

* Don't start working on your graphic until you've contacted the web team and have been added to the Canva Team (read more in "Canva Tips".
* All workshop graphics will have two iterations- one that can be posted one week before the workshop and one on the day before.
* These graphics will contain short bullet points about what the workshop will cover as well as information about registering/signing up.
* You should also include possible questions students may have that the workshop can potentially answer, to give our audience a better sense as to why they should attend!

== Images, Photography and Image Attribution ==

==== '''Taking Photographs''' ====
For those taking photographs as a part of their project work, review the resource sheet before getting started. [https://drive.google.com/file/d/1C7OTmJFm_Cz9YQ26q63BmnT2wDF9acap/view?usp=sharing Download it here].

For guidance on making resources with photographs, such as graphics and blog posts, please review the rest of this section.

==== Image Attribution Guidelines ====

* When using an image (photo etc) that you did not create in your project work, it is important to write a correct attribution to credit the original creator of the image.
** For information about how to write an attribution, check out the [https://ubcca.sharepoint.com/:b:/r/teams/ubcLBRY-gr-IKBLCCLCStudentStaff/Shared%20Documents/Project%20Work/Image%20Attribution%20-%20Slides.pdf?csf=1&web=1&e=oX6DBV Image Attribution Presentation] and [https://ubcca.sharepoint.com/:w:/r/teams/ubcLBRY-gr-IKBLCCLCStudentStaff/Shared%20Documents/Project%20Work/Image%20Attribution%20Presentation.docx?d=w062f28e2bb97435985dbd7dd277227c4&csf=1&web=1&e=D58Lnb Notes].
* ''<big>Some citation free-sources we can use for images are:</big>''
** [https://www.flickr.com/photos/134760388@N08/albums '''UBC Brand and Marketing Flickr'''] (browse their albums for images)
** [https://www.flickr.com/photos/ubcpublicaffairs/albums '''UBC Media Relations Flickr'''] (browse their albums for images)
** [https://www.flickr.com/photos/ubclibrary/albums '''UBC Library Flickr'''] (browse their albums for images)
** '''CLC-owned photographs''' - ask the web team for any images from past projects that were taken by CLCAs or the web team.

* <big>''Some citation-required Creative Commons images can be found at:''</big>
** [https://unsplash.com/ '''Unsplash'''] (You will need to share the photographer, source website, and license information)
** [https://pixabay.com/ '''Pixabay'''] (Their images are Pixabay License, meaning no attribution is required, but as these are not owned by UBC we cite the source website in an end-credit slide).
** You can review our toolkit on [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] for how to properly cite CC images.

* '''Be careful!'''
** '''''We cannot use any images with people in them without their written consent forms''.''' Please ask Emma and Alex for the form if needed.
** ''Some CLC media (like the blog post slideshows) use very specific dimensions.'' Check this guide or ask a web team member for specifics '''before''' taking pictures to avoid issues.
** ''When sending the web team your chosen image, '''attach the image OR provide the link''' for where you found it.'' This allows us to double check your attribution prior to publication.

== Videos ==
A lot of multimedia-related project work (such as toolkit videos, interviews, etc.) requires time, energy and feedback. '''''<u>Be prepared to go through several rounds of edits for each stage.</u>'''''

=== Video Creation ===
'''Starting Your Video'''

* Start with a Storyboard. [[Documentation:Digital Tattoo Student Orientation/Story Board|See here for some resources related to storyboarding!]]
* All videos should be 5 minutes or less. Once approved, a storyboarding/detailed outline is submitted and approved. Only then can you begin developing the video and audio.
* Review the '''Check-list for Visual Content and Audio''' at the bottom of this page.

'''Pick the platform(s) you are going to use to create it.'''

* Powerpoint/iMovie: Videos with PowerPoint and iMovie (Summer 2020): [https://docs.google.com/document/d/1javnuXDq-3hbpBmVpLuiiJLYW7QEFKReDLGIb1QAUWo/edit?usp=sharing https://docs.google.com/document/d/1javnuXDq-3hbpBmVpLuiiJLYW7QEFKReDLGIb1QAUWo/edit?usp=sharin]
* Camtasia (recommended):
** See the bottom of this page for a PDF document with video editing tips and tricks, from UBC Library's Discovery, Access and Learning committee. This covers Camtasia, Kaltura, and Canva.
** [http://blogs.ubc.ca/commons/project-work-resources/ Project Work Resources] page.
** Videos with Camtasia and Audacity + Storyboarding Tips (by Minori, Summer 2021): [[:File:Video Creation Tutorial Presentation.docx]]

'''Creating the Video'''

* Make sure that all images and music that you source from elsewhere is available for our use - this usually means that you either have expressed permission from the creator, or that it has been shared online under a type of creative commons licensing. Read more on this topic [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login here].
* Opening and Ending Cards:
** Most of our videos open with a pdf of the Chapman Learning Commons Logo. Please receive this from the web or staff team, to make sure that it isn't pixelated.
** You will be required to attribute any music or images that you source from elsewhere, in the end card. Review the [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] resource guide for more direction.
** Take a look at our exisiting examples for more information on what this should look like!
* ''Export final product to YouTube dimensions'' E.g. 1280 x 720 (720p), 1920 x 1080 (1080p)
** ''If you're using Camtasia, look in the top left and double check your dimensions. Navigate from "File" > "Project Settings" > and make sure your dimensions are set to 1080 x 1920 pixels.''

=== Types of Videos ===

==== Student Reflection Series (Guidelines) ====

* Student Reflection series shows students reflecting on various aspects of academic life.
** With permission: Prep a script and storyboard with what you intend to talk about ([http://blogs.ubc.ca/commons/files/2021/04/Student-Reflection-Series-Script.docx see an example here]).
** Creating the video
*** Look at the existing examples of the Student Reflection Series, to see how these videos are put together.
*** Create your slides using [http://blogs.ubc.ca/commons/files/2021/04/Student-Reflection-Series-Slide-Template.pptx this template]
*** Find music from a creative commons archive or other free to use source
*** Clean up your audio with Audacity if necessary
*** Combine all elements and send to the web team and Emma & Alex for feedback
*** Finalize and upload to YouTube, and schedule the video's promotion!

==== Foundational Skills Video (Guidelines) ====

* Foundational Skills shows everyone basic tips on using software and computers (ex Zoom, lockdown browser etc)
** With permission: Prep a script and storyboard with what you intend to talk about
** Creating the video
*** Look at the existing examples of the Foundational Skills Videos, to see how these videos are put together.
*** ''See the Chapman Learning Commons "T-Drive" for a Camtasia file of one of these videos, for a template of this video type.''
*** Create your slides using the UBC Typographic PowerPoint Template ([https://brand.ubc.ca/guidelines/downloads/print-and-presentation-templates/?login find it here])
**** Slide formatting notes:
**** When you download the package, use the '''WIDESCREEN''' slide format (16:9) for sake of consistency!
***** 'OPENING' SLIDE: Use the slide titled "Title Slide - 2". Use the BLUE one. Include the following information:
****** TITLE (IN ALL CAPS): HOW TO ______________
****** Subtitle: Foundational Skills Video
****** TINY TEXT BELOW: FIRST NAME, CHAPMAN LEARNING COMMONS ASSISTANT
***** 'CONTENTS' SLIDE: IF you are listing '''multiple''' things you will show in your video (we will agree to this in your script), include a slide '''after the title slide'''. Use the 'Copy Slide- 2' (the blue slide with a capitalized title bar, and lowercase text content). Populate the text as follows: Example: HOW TO ENTER A ZOOM MEETING
*****# Using a link and password
*****# Entering a Zoom meeting in a Canvas course
***** 'SUBSECTION' SLIDE: Only use this slide IF you include a 'Contents' slide, to differentiate between each section of your video. Use 'Subsection Slide- 3' to name the section of the video. For example: USING A LINK AND PASSWORD
***** 'ENDING' SLIDE: Use the 'Graphics Slide- 1'- with the WHITE background. Include the following information:
****** Centered in the middle, a PNG image of the red CLC Logo. (This can be found on the front page of the blog, or ask Emma.)
*** Film your segments using Camtasia.
*** Record your audio (borrow a mic from the desk if you need to, and get rid of white noise with Audacity if necessary). Do not add music.
**** Ending the video: Say "Thanks for watching. For more information and to view our other foundational skills videos, visit learningcommons.ubc.ca."
**** Use Camtasia to record your screen, free to download through UBC.
**** Record using a Blue Yeti or Lavalier mic: Send us the barcode and loan time and we can check it out to you. If you need to extend your loan past your given time, let us know so you aren't charged for 'late' equipment. Here's where you can find our equipment map(s) on the blog: https://blogs.ubc.ca/commons/desk-map-reference/
**** Please format your script into the following audio transcript template: https://lc2016.sites.olt.ubc.ca/files/2021/01/CLC-Foundational-Skills-Video-Transcript-Template.docx
*** Combine all elements and send to the web team and Emma & Alex for feedback
*** [http://blogs.ubc.ca/commons/files/2021/04/CLC-Foundational-Skills-Video-Transcript-Template.docx Create an audio transcript using the template] - you can look at examples of this under the embedded videos on the [https://learningcommons.ubc.ca/tech-support/foundational-skills/ Foundational Skills] page, on the learning commons website.
*** Finalize and upload to YouTube, and schedule the video's promotion!

*

[[File:Template_Slide_Reference_Image.png|thumb|UBC Template Slide Reference Image]]

== Templates ==
'''Gantt Chart Template'''

* A useful guide to plan your project: [https://docs.google.com/spreadsheets/d/1TsEjQjb-p5c7nJfDMBECtFT90Bv0iy_F7lZO64Ss1LA/edit#gid=1561232165 Make a copy of this template.]

==== Equipment Guide Templates ====

* Equipment Quick Guides: CLC Notecards & Quick Guide Templates
** For '''note cards''' (for including in equipment bags): [https://docs.google.com/presentation/d/15G_V46yS2Q-N2KZqB2mzKaCXo34ojEkqqHvUPytAujk/edit Use this template].
** For '''Infographic PDFs''': Use this [http://blogs.ubc.ca/commons/files/2020/05/CLC-Infographic-Template.pdf Equipment Quick Guide PDF].

* Equipment User Guides: CLC Pages Templates
** A template for creating pages that will be posted for patrons on our webpage and at our desk is available through indesign. Ask Emma or Alex for a copy. Example: [[Images/d/d7/Blue Yeti Guide.pdf|Blue Yeti Guide]]

==== UBC Brand Templates ====

* [https://brand.ubc.ca/guidelines/downloads/print-and-presentation-templates/ '''UBC Print and Presentation Templates''']: here you will find PowerPoint templates to download, as well as research poster templates.
** Use the PowerPoint template for public workshops and presentations.
** Use the Research Poster templates for large posters in our space

* '''Scroll to the bottom of the page for the UBC Library Templates.'''

= Check-Lists =

=== Check-List for Text-Based Resources (like blog posts) ===

==== 1. Proofread with a Peer ====
Have you had a fellow CLCA read over your content or graphic for formatting errors (such as unnecessary extra spaces between words, strange indenting, etc.) and spelling errors? This must be done before you send your materials to the web team. This CLCA can be anyone, but consider sending it to whoever is currently on shift, for quick turnaround.

==== 2. Formatting and Design ====
Have you read through the sections of this guide that are relevant to your project? Make sure that you are in compliance with the rubric explained above, to reduce the amount of feedback necessary to bring your project to completion.

==== 3. Compare ====
Give one last look at other, published examples of projects similar to yours. Does your project look similar? Is it following the general aesthetic or formatting?

==== 4. Send for Final Peer Feedback ====
Have one CLCA look over your project one last time, in case there are any last minute errors.

==== 5. Send for Web and Staff Team Feedback ====
Reviewing the [https://wiki.ubc.ca/Learning_Commons:Student_Orientation/Collaboration_communication#Sending_for_Feedback Communication Guide], send in your polished draft if you have done all of the previous steps. Depending on the project type, this may be to both the staff and web teams, or just one. You will receive feedback to make sure that your project is the best it can be.

=== Check-List for Visual Content and Audio ===

==== 1. What is the volume like? ====
Check narration volume, background music volume ( are they too low or too high?) Listen with headphones ''and'' on speakers at least one time through each. If you're using music, make sure that it can be used for non-commercial purposes, and that you give credit.

==== 2. Can you hear breathing? ====
Breathing into the microphone can spoil good audio. It happens a lot with hard sounds b's/t's/ph's when the microphone is too close to your face. It can help to use a high quality microphone (i.e. please one of the CLC microphones-- do not use your computer/ headphone microphone to record sound!) Lack of animation is narration (dead-pan voice)

==== 3. Can people follow the information? ====
Make sure any text or images (i.e. anything anyone will read/ see) are up long enough to read 2x through fully ''S-L-O-W-L-Y''. A good test-- show it to someone who hasn't seen it before!

==== 4. Typos ====
Check for typos! Read (and re-read) anything written on the screen and in the closed captioning you make. This includes capitalization and periods! Pay attention to headers and titles too.

==== 5. Pixilation on images ====
Use high quality images. Images taken from online can look pixelated quickly. If you are using our CLC logo - make sure you get it from the web team (don't grab it from another video or a website). Also make sure that whatever image you're using is creative commons, or clearly allowed for our use of it - and as always, attribute!

== Group Work and Workshops ==
For group project work and workshops you will be responsible for

* Working with your partners to set up a reasonable time to work together as needed
* Maintaining your initially agreed upon timeline throughout the term (be sure to get your projects approved first!)
* See 'Workshop Moderation Resources' and 'Workshop Development Guide' for existing workshop materials (to use/adapt) and tips.

== Web Team Collaboration ==
If you are collaborating with the Web Team know the following:

'''Working with the Web team:'''

* '''Confirm with the web team the best mode of communication for your project:''' email or Teams. Please check whatever platform you determine together regularly to follow up with questions/updates.
* '''Please be mindful of the Web Team members' time.''' ANY issues making any deadline with the web team should be treated like a desk shift (this includes focus groups, meetings, turning in content etc) - AT MINIMUM you should email them the night before to let them know you might not make your deadline/meeting etc.
* '''Some projects may be more time-sensitive than others'''. Keeping your various time commitments (including things outside of the CLCA responsibilities, such as assignments) in mind, plan ahead! If you know you will be busy at a certain point, try to complete tasks ahead of time, or communicate your limitations to the web team. They have been there, and as long as they know what's going on, we can work something out!
* '''Any content sent to the web team should be as free as you can make it of errors and previous revision comments.''' Review "THE Checklist" (above) as well as as the checklists under Project Work Requirements before sending anything to the web team. All citations should be formatted correctly.
* '''The Web team may have to make small tweaks to content (mainly photos and social media pieces) after you submit''' due to patron/web/formatting requirements without CLCA notice. If you have questions about changes you see, reach out to Alex and Emma. CLCAs will always be informed of big content changes.

Learning Commons:Chapman Learning Commons/Project Work Proposal

2022-08-23T21:45:01Z

SarahRobertson: Added instructions for exporting high resolution infographics from InDesign for future use.

== Project Work Intro ==
In addition to your shifts at the CLC Help Desk, you are responsible for "Project Work" throughout the course of each term. Project work supports the mission of the Chapman Learning Commons, our patrons, website, and team. You will work on large projects as part of a team, and on smaller projects individually.

'''Down time on the desk should be used for project work'''. Some folks may have 1-2 unscheduled hours to work on project work (potentially); Project work hours completed when you are '''not on the desk''' can be recorded in your '''payroll''' (e.g. if you have 8 hours on the desk, you will have 1 hour each week to complete project work).<u>You cannot report these as extra hours if you are already on the desk.</u>

== Project Work Step By Step ==
'''Step 1:''' Review the table below
{| class="wikitable"
|Requirements:
|'''CLCAs must complete AT LEAST one blog post and one larger project per term.''' This is the minimum; we expect that all downtime is filled with project work.
|-
|Signing Up:
|Take a look at the different project work types at the bottom of the '''Project Work Sign Up Sheet'''- spreadsheet (the tabs), and sign up for any that you're interested in!
|-
|
|Some projects might be highlighted as priority, due to the seasonality or urgent need for the project's completion. Help out when you can!
|-
|
|Blog posts should usually be written by one person, but you can collaborate with your colleagues for other project types!
|-
|Proposals:
|If you do not see a project you would like to do reflected on the sign up sheet, jump down to the Project Work Proposal tab below to propose a project you would like to do. Once your proposal has been accepted move on to the next steps below.
|-
|
|Blog posts require a one-paragraph email proposal, summarizing your topic and purpose. More complex projects require you to submit a proposal.
|-
|
|See the CLCA blog for more information on project proposal guidelines.
|-
|Resources:
|If you own a Mac, you may be able to gain access to the student Mac in the CLC office remotely. Use the sign-up sheet below, and contact Alex for details.
|-
|
|Take a look at the templates, advice, and other resources on the CLCA blog under "Project Work Resources".
|-
|New Projects:
|If you don't see anything you like here, ask the team (including the staff and web team) if anyone needs an extra hand.
|-
|
|Sometimes a new project will be mentioned during a meeting and not reflected here!
|-
|
|}
'''Step 2:''' Email Alex and Emma right away to confirm the project work you have signed up for. Please include a short description of your plan ( a few sentences) for your project and a timeline estimation.

'''Step 3:''' Before starting to work on the project, review:
# Project work requirements for your type of project
#* Review [[Learning Commons:Writing Guidelines|Learning Commons Writing Guidelines]] and "Images, Photography and Image Attribution" below for any project that involves text or images. (hint: they all do
# Deliverables (below)
# Web Team Collaboration (below)
# Templates and Checklists (below)
#* Ensure you are planning your project timeline- example Gantt Chart in 'Templates' section.

== Project Work Proposal ==
If you require a proposal, fill out the Project Work Proposal Form (Word Doc linked at bottom of this page) and send it to '''Alex.''' We will debrief together and your project will be approved before you start. When writing your proposal: Identify a deficit in the services offered by the Chapman Learning Commons.

* What already exists that could be streamlined, improved, updated, or built upon?
* What doesn't exist that would be beneficial to students and community members at UBC?
* What is your timeline? When will will you have a 1st draft? 2nd draft?
* Remember to keep the scope of your idea manageable within your time frame; whether it's a blog post, a toolkit for the website, an informational guide about a service or piece of equipment we offer, a video, a public presentation, or workshop in a class or residence, or something else entirely

== Deliverables ==
Submit to the following in a timely manner.
*'''1st draft:''' Get staff feedback to Alex - Google docs is OKAY, Teams doc sharing is good; Word docs are also good. No PDFs please. It is your responsibility to resolve ALL the comments made on your document before submitting a second draft. (or to ask clarifying questions on anything you are confused about)
*'''2nd draft:''' Submit a second draft for further staff feedback. All comments from this draft should be resolved before moving forward.
*'''Final drafts:''' Check with Alex about who to submit this to, but know the following:
**'''Always required for ''any'' final draft of content (AKA "THE CHECKLIST")'''
*** Send to both Alex at minimum. Often you will also be asked to send things to the web team too.
***'''All comments from previous drafts must be resolved'''! Alex will finalize both title and content.
****'''DELETE all comments in your final version before sending a document to the web team.''' Otherwise, resolved comments will still appear.
*** 3 bullet points of short, key takeaways from your content (blog post, video, etc) (to appear on the Instagram graphic)
*** 1-sentence excerpt to appear on the slideshow on the front page of the website
*** Find a Creative Commons Image to use for the blog post slideshow. Share the link to the photo, too!
**** Any images you use should be attached to the email you send in addition to being correctly cited elsewhere (not just embedded in the word/google doc). '''Unless they serve a functional purpose, the maximum number for pictures is 3.'''
**** Note the appropriate attributions for the images you didn't take yourself: e.g. Photo by <u>Charlie89</u>, from <u>Unsplash</u>, <u>Unsplash License</u> (with each item linking to the appropriate web page)
*** Is there a time-sensitive nature to your creation being posted? Let the web team know! They can't always schedule the blog post immediately, but they will try to keep the seasonality of the post in mind.
***'''''<u>Include in the Email:</u>'''''
**** Title of Post
**** [link or attach your content itself - As a WORD/GOOGLE DOC, <u>not a PDF</u>]
**** 1 Sentence for slider
**** 3 Bullet points for Instagram post
****<u>[https://learningcommons.ubc.ca/resource-guides/cite-sources/ APA citation] list</u> should be included for:
***** Any content you referred to or use for information in your content.
******'''<u>ANY</u>''' multimedia use ([https://learningcommons.ubc.ca/resource-guides/find-images/ images], music, photos, memes, a shot of a movie you like in your video) Citations for media should look like this:
******* Photo by [name] on [platform ex. Unsplash, Flickr] ([URL])
******* Note: Creative Commons (aka CC) is preferred for multimedia use.

== Blog Posts ==

==== Blog Post Content/Writing ====

* Read the first section of [[Learning Commons:Writing Guidelines|Learning Commons Writing Guidelines.]]
* Make sure you are meeting the "Deliverables" for each draft!
* Blog posts should be between 250-500 words.

==== '''Blog Post Media''' (audio, images, graphics etc) ====

* If you create media: If you are creating graphics see "Graphics" below. Always send the finalized media to Emma and Alex first.
* If you use other people's media: When using an image in your project work, it is important to write a correct attribution to credit the original creator of the image. See "Images, Photography and Image Attribution" (below) for more information.
* All blog posts and their graphics are posted on Fridays, at 1pm PT! Please be aware of this when submitting blog posts. ''<u>'''If you want to design a graphic for your own blog post''', please mention this when you propose your blog post to Alex!</u>''

== Workshops ==

==== Workshop Content ====

* Review the [http://blogs.ubc.ca/commons/project-work-resources/workshop-development-guide/ '''Workshop Development Guide'''] '''Advice from CLCAs''': [https://docs.google.com/document/d/14oq5lycwpzNvtgbYmdglyOL4J3DJFeASfJ6OZ2EbYGQ/edit# This Google Doc] lists advice from CLCAs who have hosted online workshops during the summer of 2020. '''Template for the [http://blogs.ubc.ca/commons/files/2020/06/CLC-1-Page-PDF-Resource-Template.docx PDF Resource Handout] (1-page follow up document to share at the end of the session).''' Alternatively, copy paste this URL into your browser to download the file: http://blogs.ubc.ca/commons/files/2020/06/CLC-1-Page-PDF-Resource-Template.docx

==== Workshop Graphics ====
If you are creating graphics see "Graphics" below.

If you use other people's media: When using an image in your project work, it is important to write a correct attribution to credit the original creator of the image. See "Images, Photography and Image Attribution" (below) for more information.

== Graphics ==
'''''Before designing your own graphic''', take a look at existing promotions on our Instagram and Twitter. Get a sense for the aesthetic that we're going for, and incorporate those common themes into your own vision!''

==== Canva Tips ====

* ''<u>'''Before you start!''' Make sure that you're logged into your Canva Team profile (you will see a "WT" badge on your icon if you are) before creating a graphic - this helps us keep a record of all past promotions!</u>''
* All graphics must be created on Canva (within the Canva team that we will send you the invite to) once you have formally signed up for a project.

* Canva has a lot of great free elements and resources to get you into the groove of designing things. It is also extremely user friendly. But if at any point you have issues or concerns, talk to us about it! Do not use any of their content that requires payment.
* Once you've made a graphic (following the guidelines below), share it to the "Promotions" folder. You can also browse this folder to see how others have created graphics previously!
** To share to the "Promotions" folder, click the "File" button on the top left then "Save to Folder". You can find the "Promotions" folder under "Shared with You".

==== '''Dimensions''' ====

* While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
** Instagram
*** Stories: 1080 x 1920 px
*** Posts: 1080 x 1080 px
** Blog Post Website Headers
*** While our headers are currently being designed by Tiffany, if you decide that you want to try your hand at it (and we have approved this request), the dimensions are 2210x1050 px

'''Within our Canva team, we have a folder entitled "Colours and Fonts."''' Here you will find:

==== '''Colors''' ====

* The broad colours that we keep consistent for certain types of content. For example, profs in commons events are promoted in green, and other workshops are promoted in a tan/yellow shade. You will be adhering to these broad colour schemes or the UBC/CLC brand colours when you collaborate with us, though some exceptions may be made.
* '''Icon/Graphic colours.''' We want to promote an inclusive environment at the CLC. When using graphics that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm overall.
* '''Highlight colours''' aren't pre-selected, but keep in mind that it can look more professional to keep a relatively simple colour palate for one post. For example, if you use a bright orange on slide 1, it looks good if that orange repeats in small or large elements throughout the whole swipe post.
** When choosing your own colours:
*** Consider whether your colour combination adds to the post, or takes away from it. Having contrasting colors can work well to bring attention to certain elements, but some colours aren't complimentary, and can make things harder to read, or make the whole post look de-saturated, or too bright.

To avoid color clashes, use different screens to check how the color you picked will appear to users. What looks fine on your computer may look odd on your phone, especially with blue light filters.

==== '''Fonts''' ====

* We stick to a small list of fonts for consistency, which you can review in this folder. Double check that you don't leave any text in Canva's default, which is Open Sans.
* Likewise with accent colors, consistency makes things look neater. Unless contrast is your intent, pay attention to the font sizes you use. Is the title large enough? Is one text box "43" point while the other is "40"?

==== '''Adding Elements''' ====

* Try and add elements to make your graphic stand out - images and sketches of people, everyday things, or even screenshots from your personal life (if you are comfortable sharing, it is by no means expected).
* If you are using creative commons images, such as those from Unsplash, they will need to be cited. You can review our toolkit on [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] for how to do this, but generally it will look like:
** "[Image name if available]" by [name with link] from [database/website name with link], [CC license]
*** e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0
*** *if there is no name for the image, simply replace with "Image by.
'''Exporting with High Quality (InDesign)'''

* Make sure that you're viewing your graphic or design at the highest quality. Go to "View" in the topic menu, choose "Display Performance" from the drop-down menu, and then choose "High Quality Display".
* Go to "File" and then "Export", and a pop-up menu will appear for saving the file. Make sure to save the file with the correct naming convention as a Adobe PDF file since that is the format that the template has been created in.
* After pressing "Save", a new menu will appear on the page. This is where you change the settings to make sure that the PDF will be of the highest quality when you export it. Make sure that the setting at the top of the menu is “High Quality Print” or “High Quality Print (modified)”.
* Next, go to the “Compression” option on the menu to the left and you will see different options for “Image Quality”. It’s listed twice for "Colour Images" and "Greyscale Images". Make sure to change the image quality to “Maximum” accordingly. With those settings changed, you can simply hit the “Export” button in the bottom right corner and you will have finished!

_______________________________________________________________________

'''Graphics for Videos'''

* You can only sign up to promote specific videos that are already in the works. We will usually share these during CLCOA weekly meetings.
* The graphics accompanying would have to go on our social media channels on the same day as when we post the video.
* If it is a live event on collaborate ultra, we will be following the same timeline as workshop graphics (1 week prior + 1 day prior). Make sure you have your materials in order accordingly!

'''Graphics for Workshops'''

* '''''Send polished drafts to Web Team AT LEAST 2 weeks before workshop.'''''

* Don't start working on your graphic until you've contacted the web team and have been added to the Canva Team (read more in "Canva Tips".
* All workshop graphics will have two iterations- one that can be posted one week before the workshop and one on the day before.
* These graphics will contain short bullet points about what the workshop will cover as well as information about registering/signing up.
* You should also include possible questions students may have that the workshop can potentially answer, to give our audience a better sense as to why they should attend!

== Images, Photography and Image Attribution ==

==== '''Taking Photographs''' ====
For those taking photographs as a part of their project work, review the resource sheet before getting started. [https://drive.google.com/file/d/1C7OTmJFm_Cz9YQ26q63BmnT2wDF9acap/view?usp=sharing Download it here].

For guidance on making resources with photographs, such as graphics and blog posts, please review the rest of this section.

==== Image Attribution Guidelines ====

* When using an image (photo etc) that you did not create in your project work, it is important to write a correct attribution to credit the original creator of the image.
** For information about how to write an attribution, check out the [https://ubcca.sharepoint.com/:b:/r/teams/ubcLBRY-gr-IKBLCCLCStudentStaff/Shared%20Documents/Project%20Work/Image%20Attribution%20-%20Slides.pdf?csf=1&web=1&e=oX6DBV Image Attribution Presentation] and [https://ubcca.sharepoint.com/:w:/r/teams/ubcLBRY-gr-IKBLCCLCStudentStaff/Shared%20Documents/Project%20Work/Image%20Attribution%20Presentation.docx?d=w062f28e2bb97435985dbd7dd277227c4&csf=1&web=1&e=D58Lnb Notes].
* ''<big>Some citation free-sources we can use for images are:</big>''
** [https://www.flickr.com/photos/134760388@N08/albums '''UBC Brand and Marketing Flickr'''] (browse their albums for images)
** [https://www.flickr.com/photos/ubcpublicaffairs/albums '''UBC Media Relations Flickr'''] (browse their albums for images)
** [https://www.flickr.com/photos/ubclibrary/albums '''UBC Library Flickr'''] (browse their albums for images)
** '''CLC-owned photographs''' - ask the web team for any images from past projects that were taken by CLCAs or the web team.

* <big>''Some citation-required Creative Commons images can be found at:''</big>
** [https://unsplash.com/ '''Unsplash'''] (You will need to share the photographer, source website, and license information)
** [https://pixabay.com/ '''Pixabay'''] (Their images are Pixabay License, meaning no attribution is required, but as these are not owned by UBC we cite the source website in an end-credit slide).
** You can review our toolkit on [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] for how to properly cite CC images.

* '''Be careful!'''
** '''''We cannot use any images with people in them without their written consent forms''.''' Please ask Emma and Alex for the form if needed.
** ''Some CLC media (like the blog post slideshows) use very specific dimensions.'' Check this guide or ask a web team member for specifics '''before''' taking pictures to avoid issues.
** ''When sending the web team your chosen image, '''attach the image OR provide the link''' for where you found it.'' This allows us to double check your attribution prior to publication.

== Videos ==
A lot of multimedia-related project work (such as toolkit videos, interviews, etc.) requires time, energy and feedback. '''''<u>Be prepared to go through several rounds of edits for each stage.</u>'''''

=== Video Creation ===
'''Starting Your Video'''

* Start with a Storyboard. [[Documentation:Digital Tattoo Student Orientation/Story Board|See here for some resources related to storyboarding!]]
* All videos should be 5 minutes or less. Once approved, a storyboarding/detailed outline is submitted and approved. Only then can you begin developing the video and audio.
* Review the '''Check-list for Visual Content and Audio''' at the bottom of this page.

'''Pick the platform(s) you are going to use to create it.'''

* Powerpoint/iMovie: Videos with PowerPoint and iMovie (Summer 2020): [https://docs.google.com/document/d/1javnuXDq-3hbpBmVpLuiiJLYW7QEFKReDLGIb1QAUWo/edit?usp=sharing https://docs.google.com/document/d/1javnuXDq-3hbpBmVpLuiiJLYW7QEFKReDLGIb1QAUWo/edit?usp=sharin]
* Camtasia (recommended):
** See the bottom of this page for a PDF document with video editing tips and tricks, from UBC Library's Discovery, Access and Learning committee. This covers Camtasia, Kaltura, and Canva.
** [http://blogs.ubc.ca/commons/project-work-resources/ Project Work Resources] page.
** Videos with Camtasia and Audacity + Storyboarding Tips (by Minori, Summer 2021): [[:File:Video Creation Tutorial Presentation.docx]]

'''Creating the Video'''

* Make sure that all images and music that you source from elsewhere is available for our use - this usually means that you either have expressed permission from the creator, or that it has been shared online under a type of creative commons licensing. Read more on this topic [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login here].
* Opening and Ending Cards:
** Most of our videos open with a pdf of the Chapman Learning Commons Logo. Please receive this from the web or staff team, to make sure that it isn't pixelated.
** You will be required to attribute any music or images that you source from elsewhere, in the end card. Review the [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] resource guide for more direction.
** Take a look at our exisiting examples for more information on what this should look like!
* ''Export final product to YouTube dimensions'' E.g. 1280 x 720 (720p), 1920 x 1080 (1080p)
** ''If you're using Camtasia, look in the top left and double check your dimensions. Navigate from "File" > "Project Settings" > and make sure your dimensions are set to 1080 x 1920 pixels.''

=== Types of Videos ===

==== Student Reflection Series (Guidelines) ====

* Student Reflection series shows students reflecting on various aspects of academic life.
** With permission: Prep a script and storyboard with what you intend to talk about ([http://blogs.ubc.ca/commons/files/2021/04/Student-Reflection-Series-Script.docx see an example here]).
** Creating the video
*** Look at the existing examples of the Student Reflection Series, to see how these videos are put together.
*** Create your slides using [http://blogs.ubc.ca/commons/files/2021/04/Student-Reflection-Series-Slide-Template.pptx this template]
*** Find music from a creative commons archive or other free to use source
*** Clean up your audio with Audacity if necessary
*** Combine all elements and send to the web team and Emma & Alex for feedback
*** Finalize and upload to YouTube, and schedule the video's promotion!

==== Foundational Skills Video (Guidelines) ====

* Foundational Skills shows everyone basic tips on using software and computers (ex Zoom, lockdown browser etc)
** With permission: Prep a script and storyboard with what you intend to talk about
** Creating the video
*** Look at the existing examples of the Foundational Skills Videos, to see how these videos are put together.
*** ''See the Chapman Learning Commons "T-Drive" for a Camtasia file of one of these videos, for a template of this video type.''
*** Create your slides using the UBC Typographic PowerPoint Template ([https://brand.ubc.ca/guidelines/downloads/print-and-presentation-templates/?login find it here])
**** Slide formatting notes:
**** When you download the package, use the '''WIDESCREEN''' slide format (16:9) for sake of consistency!
***** 'OPENING' SLIDE: Use the slide titled "Title Slide - 2". Use the BLUE one. Include the following information:
****** TITLE (IN ALL CAPS): HOW TO ______________
****** Subtitle: Foundational Skills Video
****** TINY TEXT BELOW: FIRST NAME, CHAPMAN LEARNING COMMONS ASSISTANT
***** 'CONTENTS' SLIDE: IF you are listing '''multiple''' things you will show in your video (we will agree to this in your script), include a slide '''after the title slide'''. Use the 'Copy Slide- 2' (the blue slide with a capitalized title bar, and lowercase text content). Populate the text as follows: Example: HOW TO ENTER A ZOOM MEETING
*****# Using a link and password
*****# Entering a Zoom meeting in a Canvas course
***** 'SUBSECTION' SLIDE: Only use this slide IF you include a 'Contents' slide, to differentiate between each section of your video. Use 'Subsection Slide- 3' to name the section of the video. For example: USING A LINK AND PASSWORD
***** 'ENDING' SLIDE: Use the 'Graphics Slide- 1'- with the WHITE background. Include the following information:
****** Centered in the middle, a PNG image of the red CLC Logo. (This can be found on the front page of the blog, or ask Emma.)
*** Film your segments using Camtasia.
*** Record your audio (borrow a mic from the desk if you need to, and get rid of white noise with Audacity if necessary). Do not add music.
**** Ending the video: Say "Thanks for watching. For more information and to view our other foundational skills videos, visit learningcommons.ubc.ca."
**** Use Camtasia to record your screen, free to download through UBC.
**** Record using a Blue Yeti or Lavalier mic: Send us the barcode and loan time and we can check it out to you. If you need to extend your loan past your given time, let us know so you aren't charged for 'late' equipment. Here's where you can find our equipment map(s) on the blog: https://blogs.ubc.ca/commons/desk-map-reference/
**** Please format your script into the following audio transcript template: https://lc2016.sites.olt.ubc.ca/files/2021/01/CLC-Foundational-Skills-Video-Transcript-Template.docx
*** Combine all elements and send to the web team and Emma & Alex for feedback
*** [http://blogs.ubc.ca/commons/files/2021/04/CLC-Foundational-Skills-Video-Transcript-Template.docx Create an audio transcript using the template] - you can look at examples of this under the embedded videos on the [https://learningcommons.ubc.ca/tech-support/foundational-skills/ Foundational Skills] page, on the learning commons website.
*** Finalize and upload to YouTube, and schedule the video's promotion!

*

[[File:Template_Slide_Reference_Image.png|thumb|UBC Template Slide Reference Image]]

== Templates ==
'''Gantt Chart Template'''

* A useful guide to plan your project: [https://docs.google.com/spreadsheets/d/1TsEjQjb-p5c7nJfDMBECtFT90Bv0iy_F7lZO64Ss1LA/edit#gid=1561232165 Make a copy of this template.]

==== Equipment Guide Templates ====

* Equipment Quick Guides: CLC Notecards & Quick Guide Templates
** For '''note cards''' (for including in equipment bags): [https://docs.google.com/presentation/d/15G_V46yS2Q-N2KZqB2mzKaCXo34ojEkqqHvUPytAujk/edit Use this template].
** For '''Infographic PDFs''': Use this [http://blogs.ubc.ca/commons/files/2020/05/CLC-Infographic-Template.pdf Equipment Quick Guide PDF].

* Equipment User Guides: CLC Pages Templates
** A template for creating pages that will be posted for patrons on our webpage and at our desk is available through indesign. Ask Emma or Alex for a copy. Example: [[Images/d/d7/Blue Yeti Guide.pdf|Blue Yeti Guide]]

==== UBC Brand Templates ====

* [https://brand.ubc.ca/guidelines/downloads/print-and-presentation-templates/ '''UBC Print and Presentation Templates''']: here you will find PowerPoint templates to download, as well as research poster templates.
** Use the PowerPoint template for public workshops and presentations.
** Use the Research Poster templates for large posters in our space

* '''Scroll to the bottom of the page for the UBC Library Templates.'''

= Check-Lists =

=== Check-List for Text-Based Resources (like blog posts) ===

==== 1. Proofread with a Peer ====
Have you had a fellow CLCA read over your content or graphic for formatting errors (such as unnecessary extra spaces between words, strange indenting, etc.) and spelling errors? This must be done before you send your materials to the web team. This CLCA can be anyone, but consider sending it to whoever is currently on shift, for quick turnaround.

==== 2. Formatting and Design ====
Have you read through the sections of this guide that are relevant to your project? Make sure that you are in compliance with the rubric explained above, to reduce the amount of feedback necessary to bring your project to completion.

==== 3. Compare ====
Give one last look at other, published examples of projects similar to yours. Does your project look similar? Is it following the general aesthetic or formatting?

==== 4. Send for Final Peer Feedback ====
Have one CLCA look over your project one last time, in case there are any last minute errors.

==== 5. Send for Web and Staff Team Feedback ====
Reviewing the [https://wiki.ubc.ca/Learning_Commons:Student_Orientation/Collaboration_communication#Sending_for_Feedback Communication Guide], send in your polished draft if you have done all of the previous steps. Depending on the project type, this may be to both the staff and web teams, or just one. You will receive feedback to make sure that your project is the best it can be.

=== Check-List for Visual Content and Audio ===

==== 1. What is the volume like? ====
Check narration volume, background music volume ( are they too low or too high?) Listen with headphones ''and'' on speakers at least one time through each. If you're using music, make sure that it can be used for non-commercial purposes, and that you give credit.

==== 2. Can you hear breathing? ====
Breathing into the microphone can spoil good audio. It happens a lot with hard sounds b's/t's/ph's when the microphone is too close to your face. It can help to use a high quality microphone (i.e. please one of the CLC microphones-- do not use your computer/ headphone microphone to record sound!) Lack of animation is narration (dead-pan voice)

==== 3. Can people follow the information? ====
Make sure any text or images (i.e. anything anyone will read/ see) are up long enough to read 2x through fully ''S-L-O-W-L-Y''. A good test-- show it to someone who hasn't seen it before!

==== 4. Typos ====
Check for typos! Read (and re-read) anything written on the screen and in the closed captioning you make. This includes capitalization and periods! Pay attention to headers and titles too.

==== 5. Pixilation on images ====
Use high quality images. Images taken from online can look pixelated quickly. If you are using our CLC logo - make sure you get it from the web team (don't grab it from another video or a website). Also make sure that whatever image you're using is creative commons, or clearly allowed for our use of it - and as always, attribute!

== Group Work and Workshops ==
For group project work and workshops you will be responsible for

* Working with your partners to set up a reasonable time to work together as needed
* Maintaining your initially agreed upon timeline throughout the term (be sure to get your projects approved first!)
* See 'Workshop Moderation Resources' and 'Workshop Development Guide' for existing workshop materials (to use/adapt) and tips.

== Web Team Collaboration ==
If you are collaborating with the Web Team know the following:

'''Working with the Web team:'''

* '''Confirm with the web team the best mode of communication for your project:''' email or Teams. Please check whatever platform you determine together regularly to follow up with questions/updates.
* '''Please be mindful of the Web Team members' time.''' ANY issues making any deadline with the web team should be treated like a desk shift (this includes focus groups, meetings, turning in content etc) - AT MINIMUM you should email them the night before to let them know you might not make your deadline/meeting etc.
* '''Some projects may be more time-sensitive than others'''. Keeping your various time commitments (including things outside of the CLCA responsibilities, such as assignments) in mind, plan ahead! If you know you will be busy at a certain point, try to complete tasks ahead of time, or communicate your limitations to the web team. They have been there, and as long as they know what's going on, we can work something out!
* '''Any content sent to the web team should be as free as you can make it of errors and previous revision comments.''' Review "THE Checklist" (above) as well as as the checklists under Project Work Requirements before sending anything to the web team. All citations should be formatted correctly.
* '''The Web team may have to make small tweaks to content (mainly photos and social media pieces) after you submit''' due to patron/web/formatting requirements without CLCA notice. If you have questions about changes you see, reach out to Alex and Emma. CLCAs will always be informed of big content changes.

Learning Commons:Student Orientation/Formating web team collboration

2022-03-11T18:39:53Z

SarahRobertson: /* Blog Posts */

= Signing Up and Getting Feedback =
Please review the [[Learning Commons:Student Orientation/Collaboration communication#Sending for Feedback|Communication Guide]]!

= Timelines & Procedures =
* Depending on the project, you may need to submit a proposal to the staff team. Review the [http://blogs.ubc.ca/commons/project-work-proposal/ proposal guidelines] on the blog.
* We are hoping to pre-schedule all of the content you create before sharing them on our social media. There are some specific timelines for certain kinds of graphics. We will discuss specifics by category, below.
* As mentioned in the Wording section below, ensure that you are getting a fellow CLCOA to check your grammar/aesthetics before you send it in to the web team. By the time it is sent to us, we expect there to be few errors on those fronts as we hope to be evaluating just the overall styling of your work.

== Workshops ==

=== Workshop Content ===
* Review the [https://www.notion.so/Web-Team-Graphic-Collaboration-Guide-bd2528baca0b4cb88e2e3f4326c00c4e#6eece778d62d49edbd7dae1df897dead Workshop Development Guide on the CLCA Blog] and follow its recommendations!

=== Workshop Graphics ===
'''''<u>Send polished drafts to Web Team 2 weeks before workshop</u>'''''
* Don't start working on your graphic until you've [[Learning Commons:Student Orientation/Collaboration communication|contacted the web team]] and have been added to the Canva Team (read more in [[Learning Commons:Student Orientation/Formating web team collboration#Graphic Specifics|''Canva Tips'']] below).
* All workshop graphics will have two iterations- one that can be posted one week before the workshop and one on the day before
* These graphics will contain short bullet points about what the workshop will cover as well as information about registering/signing up.
* You should also include possible questions students may have that the workshop can potentially answer, to give our audience a better sense as to why they should attend!

== Blog Posts ==
All blog posts and their graphics are posted on Fridays, at 1pm PT!

''<u>'''If you want to design a graphic for your own blog post''', please mention this when you propose your blog post to Emma and Alex!</u>''

=== Blog Post Content ===
* Follow the blog post submission and proposal steps outlined in the [https://blogs.ubc.ca/commons/project-work-signup-sheet/ CLCA Project Work Sign Up Spreadsheet] and contact Emma and Alex, to for the writing and editing process.
* Following the [[Learning Commons:Student Orientation/Formating web team collboration#Check-List for Visual Content and Audio|Audio-Visual checklist]] below, send the finalized blog post to Emma and Alex. Once it's perfect, follow this checklist:

=== '''''Check-List'' for sending in blog posts to the web team!''' ===
* '''''Include:'''''
**'''Title of Post'''
** '''[link or attach your blog itself - As a WORD/GOOGLE DOC, not a PDF]'''- make sure to DELETE comments in your final version. Comments that are RESOLVED will still appear.
** '''List image citations''': Photo by [name] on [platform ex. Unsplash, Flickr] ([URL])
** '''1 Sentence for slider'''
** '''3 Bullet points for Instagram post'''
** '''Attach all images as attachments to the email'''
* '''''Then Check the Following Before Sending:'''''
** Have you finalized both content and title with Emma and Alex?
** Find a Creative Commons Image to use for the blog post slide show (Review the [[Learning Commons:Student Orientation/Formating web team collboration|#Photos]] section if you need help!). Share <u>the link</u> to the photo, too!
** Have you <u>''attached''</u> all images you want to use as attachments to the email (not just embedded in the word/google doc)? '''Unless they serve a functional purpose, the maximum number for pictures is 3.'''
** Have you noted the appropriate attributions for the images you didn't take yourself? e.g. Photo by <u>Charlie89</u>, from <u>Unsplash</u>, <u>Unsplash License</u> (with each item linking to the appropriate web page)
** Have you made 3 bullet points of short, key takeaways from your blog post (to appear on the Instagram graphic)?
** Have you written us a 1-sentence excerpt to appear on the slideshow on the front page of the website?
** If there is a seasonality/time-sensitive nature to your blog post being posted, let the web team know! We can't always schedule the blog post immediately, but we'll try to keep the seasonality of the post in mind.

== Bingo ==

=== Bingo Content ===
'''<u>''This content and content submission has flexible timelines''</u>'''
* Bingo projects are generally 5x5 grids with a center "free" spot, which means you will need to create 24 entries.
* We may suggest removing/altering certain entries depending on fitness to the theme of the bingo.

=== Bingo Graphics ===
* These don't have a hard and fast deadline but we can only post them 2 weeks after you have sent them over to us so that we have adequate time to go through the content you have put in and send you the appropriate revisions.
* We want:
** 1st Slide: Primary bingo content
** 2nd Slide: "Did you get Bingo? Tag Us" type content
** 3rd Slide: Link back to our website somehow
*** e.g. for an Online Learning bingo, link back to our Online Learning guide

== Videos ==

=== General Guidelines ===
'''''<u>Videos require time, energy and feedback. Be prepared to go through several rounds of edits for each stage. Check with Web Team for more information.</u>'''''

For Camtasia tips, check out the very bottom of the [http://blogs.ubc.ca/commons/project-work-resources/ Project Work Resources] page.

==== Content ====
* Video projects are generally themed multi-step projects, and are often proposed by the web team to the CLCAs. However, if there are no ongoing projects, or if you feel that one should be created, follow the project proposal steps outlined on the blog. All videos should be 5 minutes or less. Once approved, a storyboarding/detailed outline is submitted and approved. Only then can you begin developing the video and audio.
* Make sure that all images and music that you source from elsewhere is available for our use - this usually means that you either have expressed permission from the creator, or that it has been shared online under a type of creative commons licensing. Read more on this topic [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login here].
* Opening and Ending Cards:
** Most of our videos open with a pdf of the Chapman Learning Commons Logo. Please receive this from the web or staff team, to make sure that it isn't pixelated.
** You will be required to attribute any music or images that you source from elsewhere, in the end card. Review the [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] resource guide for more direction.
** Take a look at our exisiting examples for more information on what this should look like!
*'''''Export to YouTube dimensions, for software supporting this. Most do!''''' E.g. 1280 x 720 (720p), 1920 x 1080 (1080p)
* '''''If you're using Camtasia, look in the top left and double check your dimensions. Navigate from "File" > "Project Settings" > and make sure your dimensions are set to 1080 x 1920 pixels.'''''
* Please make sure to review the '''Check-list for Visual Content and Audio''' at the bottom of this page. Keep this in mind while developing and recording your video.
* Certain space- or resource-related videos may be fast-tracked or time sensitive. Please notify the web and staff team if you may have limited availability.

==== Graphics for Videos ====
* You can only sign up to promote specific videos that are already in the works. We will usually share these during CLCOA weekly meetings.
* The graphics accompanying would have to go on our social media channels on the same day as when we post the video.
* If it is a live event on collaborate ultra, we will be following the same timeline as workshop graphics (1 week prior + 1 day prior). Make sure you have your materials in order accordingly!

=== Student Reflection Series Guidelines ===

* Start your project by pitching the idea to Emma and Alex
* Once you've got their permission, start by preparing a script with what you intend to talk about ([http://blogs.ubc.ca/commons/files/2021/04/Student-Reflection-Series-Script.docx see an example here]).
* Once that script has been approved by Emma and Alex, get filming!
* Creating the video
** Look at the existing examples of the Student Reflection Series, to see how these videos are put together.
** Create your slides using [http://blogs.ubc.ca/commons/files/2021/04/Student-Reflection-Series-Slide-Template.pptx this template]
** Find music from a creative commons archive or other free to use source
** Clean up your audio with Audacity if necessary
** Combine all elements and send to the web team and Emma & Alex for feedback
* Finalize and upload to YouTube, and schedule the video's promotion!

=== Foundational Skills Video Guidelines ===
'''''Please refer to the Chapman Learning Commons "T-Drive" for a Camtasia file of one of these videos, for a template of this video type.'''''

* Start your project by pitching the idea to Emma and Alex, or by signing up on the Project Work Sign-Up Sheet
* Once you've got permission, start by preparing a script.
* Once that script has been approved by Emma and Alex, get filming!
* Creating the video
** Look at the existing examples of the Foundational Skills Series, to see how these videos are put together.
** Create your slides using the UBC Typographic PowerPoint Template ([https://brand.ubc.ca/guidelines/downloads/print-and-presentation-templates/?login find it here])
** Film your segments using Camtasia
** Record your audio (borrow a mic from the desk if you need to, and get rid of white noise with Audacity if necessary)
** Don't add music!
** Combine all elements and send to the web team and Emma & Alex for feedback
* Finalize and upload to YouTube, and schedule the video's promotion!
* Make sure to [http://blogs.ubc.ca/commons/files/2021/04/CLC-Foundational-Skills-Video-Transcript-Template.docx create an audio transcript using the template] - you can look at examples of this under the embedded videos on the [https://learningcommons.ubc.ca/tech-support/foundational-skills/ Foundational Skills] page, on the learning commons website.

== Other Projects ==
* We may occasionally have content and promotion opportunities that don't fall within the above categories. If you decide to sign up or propose these types of projects, be sure to get in touch with the web and staff teams (following the communication guidelines) and see whether the project is a good fit for you! If necessary, you may be asked to fill out a formal [http://blogs.ubc.ca/commons/project-work-proposal/ proposal document].

= Graphic Specifics =

== Canva Tips ==
''<u>'''Before you start!''' Make sure that you're logged into your Canva Team profile (you will see a "WT" badge on your icon if you are) before creating a graphic - this helps us keep a record of all past promotions!</u>''
* All graphics must be created on Canva (within the Canva team that we will send you the invite to) once you have formally signed up for a project.
* Canva has a lot of great free elements and resources to get you into the groove of designing things. It is also extremely user friendly. But if at any point you have issues or concerns, talk to us about it! Do not use any of their content that requires payment.
* Once you've made a graphic (following the guidelines below), share it to the "Promotions" folder. You can also browse this folder to see how others have created graphics previously!
** To share to the "Promotions" folder, click the "File" button on the top left then "Save to Folder". You can find the "Promotions" folder under "Shared with You".

== Photos ==
<p id="photos">When using photographs on our website, printed materials, or social media, they must be sourced by UBC, ourselves, or a Creative Commons source with its required attributions (aka citations).</p>

''<big>Some citation free-sources we can use for images are:</big>''
* [https://www.flickr.com/photos/134760388@N08/albums '''UBC Brand and Marketing Flickr'''] (browse their albums for images)
* [https://www.flickr.com/photos/ubcpublicaffairs/albums '''UBC Media Relations Flickr'''] (browse their albums for images)
* [https://www.flickr.com/photos/ubclibrary/albums '''UBC Library Flickr'''] (browse their albums for images)
* '''CLC-owned photographs''' - ask the web team for any images from past projects that were taken by CLCAs or the web team

<big>''Some citation-required Creative Commons images can be found at:''</big>

* [https://unsplash.com/ '''Unsplash'''] (You will need to share the photographer, source website, and license information)
* [https://pixabay.com/ '''Pixabay'''] (Their images are Pixabay License, meaning no attribution is required, but as these are not owned by UBC we cite the source website in an end-credit slide).
* You can review our toolkit on [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] for how to properly cite CC images.

=== Be careful! ===

* '''''We cannot use any images with people in them without their written consent forms''.''' Please ask Emma and Alex for the form if needed.
* ''Some CLC media (like the blog post slideshows) use very specific dimensions.'' Check this guide or ask a web team member for specifics '''before''' taking pictures to avoid issues.
* ''When sending the web team your chosen image, '''attach the image OR provide the link''' for where you found it.'' This allows us to double check your attribution prior to publication.

== Wording ==
[[File:Positive-review.png|thumb|Icon made by [https://www.flaticon.com/authors/freepik Freepik] from [https://www.flaticon.com/ Flaticon], [https://creativecommons.org/licenses/by/4.0/ CC BY 4.0]|250x250px]]

''<u>'''Proofread!''' share your typed content with a CLCA on shift with you, before sending it in to the web team. This gives an added layer of protection against embarrassing typos!</u>''

Keep the following in mind when generating text for the Chapman Learning Commons:
# '''Avoid using acronyms as much as possible.''' This is because people who are not familiar with the CLC might not understand what they stand for. For example, try using words like 'student staff' instead of 'CLCA'
# '''Avoid making direct mentions of COVID-19.''' You can try using words like 'pandemic' or 'circumstances' but it would be best to avoid making direct mentions of COVID-19 (novel corona-virus).
# '''Avoid making definitive, declarative statements about our space, the availability, or the hours.''' A lot of factors linked to the physical space undergo changes rapidly and constantly so it is best to avoid putting it on a graphic. Instead, you can mention where people can go to check that information.
# '''Avoid sounding too severe.''' The CLC's role in UBC's mediascape is to be primarily peer-oriented, and sounding too stern can take away from that. Even when communicating serious subjects, such as rules, try to frame it in a friendly way. When in doubt, run your wording past the staff team for feedback!
These guidelines allow our content to remain relevant for longer, feel friendly and approachable, and be more accessible to people who aren't familiar with our terminology.

== Aesthetics ==
''<u>'''Before designing your own graphic''', take a look at existing promotions on our Instagram and Twitter. Get a sense for the aesthetic that we're going for, and incorporate those common themes into your own vision!</u>''

=== '''Dimensions''' ===
While Canva allows you to easily select the relevant size for your graphic, here are the dimensions in case you get lost.
* Instagram
** Stories: 1080 x 1920 px
** Posts: 1080 x 1080 px
* Blog Post Website Headers
** While our headers are currently being designed by Tiffany, if you decide that you want to try your hand at it (and we have approved this request), the dimensions are 2210x1050 px
'''Within our Canva team, we have a folder entitled "Colours and Fonts."''' Here you will find:

=== '''Colors''' ===
* The broad colours that we keep consistent for certain types of content. For example, profs in commons events are promoted in green, and other workshops are promoted in a tan/yellow shade. You will be adhering to these broad colour schemes or the UBC/CLC brand colours when you collaborate with us, though some exceptions may be made.
* '''Icon/Graphic colours.''' We want to promote an inclusive environment at the CLC. When using graphics that feature people, we try to use colours for their skin and features to reflect the diversity of our patrons. Naturally, not every image can be edited for colours, and that doesn't mean you can't use a preferred graphic, but since icons and graphics still often exclude representations of POC, we aim to be more representative than the norm overall.
* '''Highlight colours''' aren't pre-selected, but keep in mind that it can look more professional to keep a relatively simple colour palate for one post. For example, if you use a bright orange on slide 1, it looks good if that orange repeats in small or large elements throughout the whole swipe post.
** When choosing your own colours:
*** Consider whether your colour combination adds to the post, or takes away from it. Having contrasting colors can work well to bring attention to certain elements, but some colours aren't complimentary, and can make things harder to read, or make the whole post look de-saturated, or too bright.
To avoid color clashes, use different screens to check how the color you picked will appear to users. What looks fine on your computer may look odd on your phone, especially with blue light filters.

=== '''Fonts''' ===
* We stick to a small list of fonts for consistency, which you can review in this folder. Double check that you don't leave any text in Canva's default, which is Open Sans.
* Likewise with accent colors, consistency makes things look neater. Unless contrast is your intent, pay attention to the font sizes you use. Is the title large enough? Is one text box "43" point while the other is "40"?

=== '''Adding Elements''' ===
* Try and add elements to make your graphic stand out - images and sketches of people, everyday things, or even screenshots from your personal life (if you are comfortable sharing, it is by no means expected).
* If you are using creative commons images, such as those from Unsplash, they will need to be cited. You can review our toolkit on [https://learningcommons.ubc.ca/resource-guides/use-creative-commons-media/?login Using Creative Commons Media] for how to do this, but generally it will look like:
** "[Image name if available]" by [name with link] from [database/website name with link], [CC license]
*** e.g. "Twitter free icon" by Freepik from Flaticon, CC BY 4.0
*** *if there is no name for the image, simply replace with "Image by.

= Check-Lists =

=== General Check-List ===

==== 1. Proofread with a Peer ====
Have you had a fellow CLCA read over your content or graphic for formatting errors (such as unnecessary extra spaces between words, strange indenting, etc.) and spelling errors? This must be done before you send your materials to the web team. This CLCA can be anyone, but consider sending it to whoever is currently on shift, for quick turnaround.

==== 2. Formatting and Design ====
Have you read through the sections of this guide that are relevant to your project? Make sure that you are in compliance with the rubric explained above, to reduce the amount of feedback necessary to bring your project to completion.

==== 3. Compare ====
Give one last look at other, published examples of projects similar to yours. Does your project look similar? Is it following the general aesthetic or formatting?

==== 4. Send for Final Peer Feedback ====
Have one CLCA look over your project one last time, in case there are any last minute errors.

==== 5. Send for Web and Staff Team Feedback ====
Reviewing the [https://wiki.ubc.ca/Learning_Commons:Student_Orientation/Collaboration_communication#Sending_for_Feedback Communication Guide], send in your polished draft if you have done all of the previous steps. Depending on the project type, this may be to both the staff and web teams, or just one. You will receive feedback to make sure that your project is the best it can be.

=== Check-List for Visual Content and Audio ===

==== 1. What is the volume like? ====
Check narration volume, background music volume ( are they too low or too high?) Listen with headphones ''and'' on speakers at least one time through each. If you're using music, make sure that it can be used for non-commercial purposes, and that you give credit.

==== 2. Can you hear breathing? ====
Breathing into the microphone can spoil good audio. It happens a lot with hard sounds b's/t's/ph's when the microphone is too close to your face. It can help to use a high quality microphone (i.e. please one of the CLC microphones-- do not use your computer/ headphone microphone to record sound!) Lack of animation is narration (dead-pan voice)

==== 3. Can people follow the information? ====
Make sure any text or images (i.e. anything anyone will read/ see) are up long enough to read 2x through fully ''S-L-O-W-L-Y''. A good test-- show it to someone who hasn't seen it before!

==== 4. Typos ====
Check for typos! Read (and re-read) anything written on the screen and in the closed captioning you make. This includes capitalization and periods! Pay attention to headers and titles too.

==== 5. Pixilation on images ====
Use high quality images. Images taken from online can look pixelated quickly. If you are using our CLC logo - make sure you get it from the web team (don't grab it from another video or a website). Also make sure that whatever image you're using is creative commons, or clearly allowed for our use of it - and as always, attribute!