Recent Submissions

  • Building Global Relationships: OER and Collaborative Online International Learning Courses

    Orzech, Mary Jo; Zhang, Jie; Kegler, Jennifer; Pearlman (University of Rochester), Ann; Greenfield (Syracuse University), Victoria (Sage Journals, 2023)
    Using Open Educational Resources (OER) in Collaborative Online International Learning (COIL) courses provides students and faculty the opportunity to share content, enhance knowledge, and develop intercultural competence across geopolitical and other boundaries. Faculty perceptions at the research site regarding benefits and challenges of using OER are consistent with positive findings of other OER research that validate its potential. This case study describes experiences of two college courses taught with different international partners. It shares the journey of co-planning, implementing, and revising assignments highlighting OER instructional materials. Technology and accessibility considerations influence the curricular decisions for each course. They demonstrate how the timely availability of relevant OER content can be particularly impactful for international learning environments like COIL. The article underscores the faculty-librarian-instructional designer collaboration throughout the project and offers suggestions for future study.
  • Institutional Repository Migration: Opportunity for Change

    Laird, Dana; Orzech, Mary Jo; O'Sullivan, Pam; Wierxbowski, Ken (Association of College and Research Libraries, 2023)
    Migrating an institutional repository requires a special blend of skill, cooperation, and good fortune. This chapter outlines the mindset and management involved in moving an existing institutional repository from Digital Commons to another platform (DSpace) in a U.S. public comprehensive college library. This article highlights both challenges and opportunities and provides perspective for others considering similar undertakings. The migration required clear goals, tools, and administrative expertise. It prompted timely discussion about enhanced user experience, process improvements, inclusive patron practices, and sustainability.
  • Building global relationships: OER partners and practice

    Orzech, M.J.; Zhang, J.; Pearlman, A.; Greenfield, V.; Kegler, J. (SUNY Brockport, Drake Memorial Library, 2023-05-25)
    Using open educational resources (OER) as part of collaborative international exchange learning courses (COIL) provide students and faculty the opportunity to share content, enhance knowledge, and develop intercultural competence across geographical boundaries. The presenters will share their journey of co-planning, implementing, and revising the assignments, highlighting OER instructional materials. The presentation focuses on the faculty-librarian-instructional designer collaboration throughout the project.
  • TEAMing up with Students and Faculty: Using Microsoft Teams to Increase Student-Librarian Interaction in Asynchronous Learning

    Rath, Logan, PhD (SUNY Brockport, Drake Memorial Library, 2022-06)
    PowerPoint Presentation on ways to enhance student-librarian interactions through creative use of MS Teams.
  • Embedded Librarians: Supporting Student Research

    Kegler, Jennifer Little; Cowling, Charlie; Rath, Logan T.; Wright, Allison; The College at Brockport (2014-11-20)
    Collaborative partnerships between faculty and librarians to support student research is not a new idea; however, the practice of embedding a librarian within a course, department, or curriculum began in the early 2000s as library resources became more accessible in the virtual environment. Embedded librarians help to strengthen students’ engagement both in and outside of the classroom and helps to create a high impact learning opportunities for students. Panelists will describe a few of the many ways in which librarians are embedded here at Brockport: in face-to-face courses, completely online courses, in a department, and in the general education curriculum. Bring examples of partnerships you have held with librarians and questions about new approaches for improving your students’ research practices.
  • Staying Current after Graduation: A Survey of Social Work Alumni

    Hacker, Linda; The College at Brockport (2013-01-01)
    How do our alumni stay current once they graduate and are away from academic information resources? Very few studies have addressed how alumni stay current in their field after graduation. This research surveyed the graduate and undergraduate Social Work alumni of The College at Brockport in asking key questions. Are you able to stay current with research, especially without access to article databases? Do you receive support from your employer to stay current? Does this include money/time off for participating in Continuing Education Programs (CEP), conferences or accessing article databases? This paper looks at the methods for, and importance of, staying current and analyzes results from a survey and makes recommendations for graduates, departments and librarians regardless of profession.
  • A Tale of Two Repositories: The Brockport Full Service Model

    Myers, Kim L.; The College at Brockport (2013-06-13)
  • LILAC Innovative Program for Instruction Librarians

    Costello, MIchelle; Kegler, Jennifer Little; Hoffman, Kim; Rath, Logan T.; Alvarez, Barbara; Kettell, Elizabeth; SUNY Geneseo; The College at Brockport; University of Rochester (2010-11-01)
    Librarians from Rochester-area colleges worked together to create LILAc -- the Library Instruction Leadership Academy. The aim of the academy was to prepare librarians to be better instructors in their current or future jobs. The program was a huge success and is now being duplicated by other areas in New York State.
  • eTextbook Exploration: Are Students Ready to Declare Their Independence From the Printed Text?

    Maxwell, Patricia E.; Little, Jennifer J.; Stites-Doe, Susan; The College at Brockport (2011-03-01)
    A team of faculty, library, IT, and bookstore staff collaborated on a longitudinal study to track how 50 students use e-textbooks and whether using them improves learning outcomes. The Fall 2010 pilot study, “Tracking Student Interest in e-Textbooks”, gathered both quantitative and qualitative data from students registered in online and physical sections of an upper level business course. Student participants accessed the e-textbook with their personal laptops, but several reported using a Kindle, iPad, and even an iPhone. Of particular interest to the researchers were the possible correlates of students’ successful use of the e-textbooks, e.g., their habits regarding the use of social network sites, electronic commerce, blogs, etc. Another purpose of the study was to discover the impact of assistive interventions offered students throughout the length of the study. These included: (1) e-textbook help sessions from both bookstore and IT staff; (2) e-textbook current event emails from a librarian with a reminder of help contacts, and (3) help consultations by phone, email, or in the Library. At the beginning and end of the study, participants completed pre- and post-surveys measuring their experience with and attitudes toward computers, the Internet, e-textbooks and print textbooks. Research findings indicate: (1) 65% of the students are willing to read another e-textbook and (2) cost savings is the most compelling reason to read the e-textbook. Students encountered technical difficulties (page/highlighting freezes, printing problems, and slow network) that were frustrating enough that 10% of the participants switched to print textbooks. Students acknowledge the need to focus when reading their e-textbook. Many students voiced a preference to read their next e-textbook on an e-reader because first, the reader was a physical object reminding the student to read and second, offered no distractions such as the ability to simultaneously access social networking sites. 10% of the students actively sought assistance and/or responded to email messages from the librarians. A review of recent literature indicates more needs to be learned about student digital reading comprehension, barriers to accepting e-textbooks, and the pedagogical implications for e-textbook use (as well as for online study). Bibliography available on request.
  • Learning from Our Students: Qualitative Analysis of Feedback Forms

    Rath, Logan T.; Kegler, Jennifer Little; Hacker, Linda; The College at Brockport (2020-06-18)
    Assessment an important aspect of library instruction. This past year, we instituted a common assessment form across all of our library instruction sessions. In order to understand the responses to one of our questions, “Name three things you learned today,” we decided to employ qualitative data analysis methods (Miles et al., 2014). This presentation will discuss the instrument we used, our analysis method, and lessons learned as a result of our analysis.
  • Strategic Planning: First Steps in Sharing Information Literacy Goals with Faculty Across Disciplines

    Kegler, Jennifer Little; Tuten, Jane H.; The College at Brockport; University of South Carolina Aiken (2006-01-01)
    Grounded in a campus-wide strategic planning effort and funded through a campus-wide lottery-based grant, the library at a small state-supported institution began a year long initiative with the primary objective of familiarizing faculty with the concept of information literacy. All librarians facilitated a series of hands-on, discipline-based workshops offered to faculty. The workshops served as the groundwork for the initial steps toward embedding information literacy concepts into the general education curriculum with the majority of classroom faculty participating in one of the workshops by the end of the academic year. This article outlines the history and steps taken in the process.
  • Discover, Write, Submit: Convert your ideas into published works

    Kegler, Jennifer Little; The College at Brockport (2013-10-18)
    This poster will describe the varied ways in which one librarian worked to write and publish peer-reviewed articles and a book chapter. Discover ways to generate research ideas through regular job duties, faculty interactions, coursework, and grants. Creative opportunities abound on a college campus; the harder part is converting these projects into publishable material. Learn how to write about your ideas, as a sole author, co-author, or with a group of authors, and identify appropriate publishing outlets in journals or books. Finish your work and submit the draft. Expect to make revisions and re-submit, and in some cases, to re-write and submit to a different outlet. The author has published several peer-reviewed articles and a book chapter over the past nine years, as sole author, co-author, and group author. Her article, “Cognitive load theory and library research guides,” was selected as one of the top twenty library instruction articles by the Library Instruction Round Table (ALA) for the year 2010. She has also presented at numerous state and national conferences and realizes that finding the time to convert presentations and projects into an article is a time-consuming, yet rewarding, process.
  • Demonstrating Impact through Effective Communication

    Myers, Kim L.; The College at Brockport (2013-08-08)
    Digital Commons represents a significant investment for most institutions. This presentation will focus on how to demonstrate the value to your stakeholders. From creating a Communication Plan, recognizing who your stakeholders are, to providing both periodic and annual reports, a successful repository manager must have a variety of tools available and know when to use them.
  • The Brockport Staffing Model

    Myers, Kim L.; Wierzbowski, Kenneth R.; The College at Brockport (2013-08-09)
    This poster presentation shows how 68% of the Drake Memorial Library staff contribute to the success of Digital Commons @Brockport in small, manageable ways.
  • The Brockport Staffing Model 2 page handout

    Myers, Kim L.; The College at Brockport (2013-08-09)
    This two page handout accompanies the poster The Brockport Staffing Model and explains in more detail how we run our repository.
  • Valuing e-textbooks: Business students report on their use of e-texts

    Maxwell, Patricia E.; Stites-Doe, Susan; Kegler, Jennifer Little; The College at Brockport (2012-07-01)
    A series of longitudinal studies explored student attitudes towards e-textbooks and reported experience reading a course textbook in digital format. Students in both online and traditional classes accessed the e-textbooks with their personal laptops, Kindles, iPads, and smartphones. 65% of the students are likely to purchase another e-textbook; cost savings is the most compelling reason. Descriptive results include student preferences, dislikes, and recommendations.
  • Concepts for all researchers: the 21st century information landscape

    Kegler, Jennifer Little; Dumuhosky, Laura; The College at Brockport (2014-03-13)
    Research tools for scholars are abundant and will continue to evolve. What ideas, or threshold concepts, are necessary for today’s researchers? Where and when should students learn how to research effectively and cite correctly? Who should take responsibility for this learning? Librarians Laura Dumuhosky and Jennifer Kegler will describe the current information landscape and provide practical examples to use in your courses (or that you may already be using). They will share information from the draft Framework for Information Literacy for Higher Education recently published by the ACRL. Come prepared to discuss your experiences with student research projects and where you believe information literacy abilities should be taught at Brockport.
  • Veterans Among Us 2013

    Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (2013-01-01)
    This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2013.
  • 3D Technologies at Brockport. What's Next?

    Toth, Gregory; Myers, Kim; Wierzbowski, Kenneth R.; Prince, Wendy; The College at Brockport (2014-04-04)
    Presentation on 3D printing and related technologies made at The College at Brockport's Center for Excellence in Learning and Teaching (CELT). Provides a broad overview of 3D technologies and applications, describes implementation and initial reception of 3D printing in The College's Drake Memorial Library as well as programs at Cornell University and SUNY New Paltz. Reviews potential applications of these technologies in the teaching/learning environment and expansion to a yearlong Faculty Learning Community focus and/or a campus makerspace.
  • iPad Use Among Freshmen Honors Students [Summary Report]

    Maxwell, Patricia E.; The College at Brockport (2013-06-21)
    The College at Brockport Honors College Scholarship awards iPads to incoming freshmen. This report summarizes findings of post and pre surveys measuring: (1) the extent and nature of use of the iPad among freshmen Honors students, and (2) their reported level of satisfaction regarding the iPad in terms of functionality (support, connectivity, wi-fi, etc.), and usage.

View more