Pre-conference featuring our keynote speaker, Donna Lanclos, at Westminster College Alumni House. Additional advanced registration was required for the pre-conference. To check if you are registered for the pre-conference or for questions about the provided transportation between University of Utah housing and Westminster, contact Emily Swanson (eswanson@westminstercollege.edu) or Amy Kelly (akelly@westminstercollege.edu).
Workshop Description:
Visitors & Residents – the concept
Visitors and Residents is a way of describing the range of ways we engage with the Web. In particular, V+R encourages us to think about the social traces (rather than data traces) that we leave online. In Visitor mode, you might access an online resource in a purely instrumental way, i.e. simply to get some information. In Resident mode, you view the web as a series of spaces or places; you engage with people – not just with information. As a Resident you typically have a profile, and at the extreme end of residency you are visible to others on the open web, i.e. you will show up in search results (e.g. your Twitter profile, your blog, etc.).
We are never wholly Visitors or Residents, however. Our behaviour depends on our choices and our context, i.e. what we are doing and with whom. V+R is a continuum. Somewhere in the middle of these two poles, Visitor and Resident, is where a lot of online activity happens – behavior which is “resident in character but within bounded communities”, i.e. resident behaviour which is not visible on the open web. This would include interactions within Facebook groups, within members-only wikis or discussion forums, or in module discussion boards within VLEs, for example.
V+R mapping
Visitors & Residents mapping is a useful exercise for “making the virtual visible”, and thus for reflection. The metaphor helps us to talk about the digital as a space or a place: “the web is a place where we do stuff… mapping helps make it more visible.” In this workshop we will map our practices to spark discussion around the implications of the digital, not just as a set of tools, but a series of spaces in which teaching, learning, and other social interactions can and do take place.
Outcomes:
The Wednesday reception is included in the conference registration fee and everyone is welcome and encouraged to attend! The reception is 5pm-7pm at Westminster College Giovale Library, and hors d’oeuvres will be served. The registration desk will be available at the reception, where you'll receive your nametag and a printed schedule-at-a-glance.
We will be offering free shuttles between the University of Utah residence halls and Westminster College for the reception. Transportation pickup will begin at 4:30pm on the west side of the residence halls' Heritage Center by the campus shuttle stop--please arrive a little before 4:30pm, as we'll need to load quickly since this location is very near a campus shuttle stop. Shuttles will run continuously between Westminster and the Heritage Center throughout the reception and Dine Arounds. A conference volunteer will be at the shuttle stop beginning at 4pm to answer questions. The photo below shows the Heritage Center shuttle stop.
Transportation--
Free transportation by bus will be provided. Pickup will be outside the southwest side of the Marriott Library at 5pm and 5:30pm (we will have two rounds of busses to transport everyone). Busses will leave the aviary at 8:30pm, 9pm, and 9:30pm, dropping off attendees at Marriott Library and Heritage Center at the residence halls.
Active learning, constructivism, critical pedagogy - these learning theories are more than just buzzwords. They're important instructional strategies that can play central roles in shaping and motivating learners. Rather than viewing theory and practice as discrete, mutually exclusive approaches to our roles as educators, this presentation will focus on elevating our teaching through praxis: the negotiation of theory into practice with a reflective component. Through a series of exercises and interactions facilitated by four experienced instruction librarians, this presentation will help you understand what these pedagogical practices mean and how (and why) you should be using them in your instruction.
Librarians endeavor to engage students and faculty with the library. The hike can be frustrating and sometimes feels like it is all uphill, but the oxygen-deprivation and tired muscles are a worthy investment for the views along the way. The augustana human library takes students on their own journey by providing them with a unique way to explore a research topic through real-life narratives. This presentation describes library/faculty collaboration on assignments for undergraduate courses in women's studies and developmental psychology. Students ‘read’ Human Books who speak about firsthand experiences relevant to the course. For women’s studies, topics have included eating disorders, being transgender, bisexuality, losing a child, and sexual abuse. For psychology, topics have included autism, parenting a premature baby, and being visually impaired. Faculty members report that students value the human library as a way to integrate their learning with scholarly information. The combination of information ‘formats’ (i.e. oral narratives and journal articles) provides them with a unique and immersive learning experience.
