• 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 (1/1/2006)
      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.
    • Veterans Among Us 2013

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (1/1/2013)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2013.
    • E-readers, computer screens, or paper: Does reading comprehension change across media platforms?

      Margolin, Sara J.; Toland, Michael J.; Driscoll, Casey; Kegler, Jennifer Little; The College at Brockport (1/1/2013)
      The present research examined the impact of technology on reading comprehension. While previous research has examined memory for text, and yielded mixed results of the impact technology has on one’s ability to remember what they have read, the reading literature has not yet examined comprehension. In comparing paper, computers, and e-readers, results from this study indicated that these three different presentation modes do not differentially affect comprehension of narrative or expository text. Additionally, readers were not consistently compensating for difficulties with comprehension by engaging in different reading behaviors when presented with text in different formats. These results suggest that reading can happen effectively in a variety of presentation formats.
    • Staying Current after Graduation: A Survey of Social Work Alumni

      Hacker, Linda; The College at Brockport (1/1/2013)
      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.
    • Business Students’ Learning Engagement as a Function of Reading Assigned E-Textbooks

      Stites-Doe, Susan; Maxwell, Patricia E.; Kegler, Jennifer Little; The College at Brockport (1/1/2013)
      In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement.
    • Veterans Among Us 2014

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (1/1/2014)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2014.
    • African American Students at Brockport: A Historical View

      Cowling, Charlie; The College at Brockport (1/1/2015)
      A slide show focusing on the history of African American students at Brockport since its early days. Done Summer 2015 for a reunion of the BSLF (Black Student Liberation Front.)
    • APA Reference List Rubric for Blackboard

      Rath, Logan T.; The College at Brockport (1/1/2016)
      This rubric provides 10 criteria by which to score an APA formatted reference list. A zip file version of the rubric is available for import directly into Blackboard.
    • Veterans Among Us 2016

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (1/1/2016)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2016.
    • Transitioning from Face-to-Face to Online with USER in Mind

      Rath, Logan; The College at Brockport (1/1/2017)
      This chapter focuses on how one librarian used the USER instructional design framework to redesign a seventy-five-minute, face-to-face information literacy session for the online environment.
    • A Pilot Study of Student Perceptions of Embedded Library Instruction

      Rath, Logan T.; Wright, Allison; The College at Brockport (1/1/2018)
      Research in the field of education strongly supports that collaboration among professionals in the field will enhance students’ educational experiences. While this is true at all levels of education it is particularly true in higher education where professionals from various areas of expertise work together to ensure their shared students receive instructional supports that will allow the students to reach their fullest potential. The reality is that many instructors become primarily focused on their own courses as opposed to reaching out to colleagues whose knowledge and skills might act as a complement to their own. The result of which means that college students are left to seek out the individuals who are best able to help them to be successful when meeting assignment requirements. While there is a value to this approach the benefits of college professionals working together closely can offer invaluable support to the students not only as they meet the objectives established in their courses, but as they develop their networking and collaborative skills – skills they will take with them beyond their college experiences. One of the key collaborators essential to any teachers’ success as they head out into field is librarians. Introducing them to academic librarians throughout their college experiences is the first step in fostering this lifelong practice.
    • History of the College Library

      Cowling, Charlie (1/1/2019)
      A slide show capturing something of the history of libraries at the college, from our days as a private academy to the school of today.
    • Rooftop Garden Ratatouille: Developing Plaza/Deck Library Greenspace

      Orzech, Mary Jo; The College at Brockport (1/1/2019)
      This chapter outlines a recipe for planning and implementing library plaza and rooftop greenspace.
    • Keeping the Lid on Textbook Costs through a Textbook-on-Reserve Program

      Orzech, Mary Jo; The College at Brockport (1/1/2019)
      This article provides a recipe for creating a textbook-on-reserve program in an academic library.
    • Adopting an Open Access Policy at a Four-Year Comprehensive College

      Orzech, Mary Jo; Myers, Kim; The College at Brockport (1/1/2020)
    • The Library as YOUR Research Partner

      Myers, Kim; The College at Brockport (1/12/2016)
      Presented at the 2016 Grant Writing Workshop, with the goal of helping attendees realize that the library is their research partner. From finding and obtaining resources, and individual research consultations, to getting an ORCiD and setting up a research profile, Drake Library staff stand ready to help.
    • Planning a Digital Scholarship Center

      Orzech, Mary Jo; The College at Brockport (1/23/2019)
      This video outlines some of the background being used in planning a Digital Scholarship Center in Drake Memorial Library, at The College at Brockport. Initial steps are highlighted in developing buy-in from administration, and support from a variety of stakeholders. Building on existing strengths and creating ‘use cases’ can help others to share and own the vision. Starting a digital media lab is expected to provide a proof of concept. Integrated planning and consistent messaging are stressed and references are shared.
    • E-Book Readers: Exploration and Experiences

      Maxwell, Patricia E.; Little, Jennifer J.; The College at Brockport (10/1/2010)
      This presentation for the Rochester Regional Library Council described the Drake Memorial Library's experience with e-readers (Kindles). It features circulation and cataloging details, and user survey results.
    • Increasing first-year information literacy sessions

      Kegler, Jennifer Little; The College at Brockport (10/1/2014)
    • Professional Writing for Librarians

      Kegler, Jennifer Little; The College at Brockport (10/1/2015)
      •During this session prospective authors will learn how one librarian wrote and published articles as a sole author, co-author and with a group of authors. Creative opportunities and projects abound in and around the library; the hard part is converting these projects into publishable material. •Discover ways to generate research ideas through regular job duties, patron interactions, coursework, and grants. •Learn how to take ideas and projects and publish them as scholarly articles for library journals. •Bring your own topics and/or drafts, and we will work on them together. •Identify publishing opportunities: both "traditional" journals and open access titles and peruse helpful publishing resources. •Learn how to create a consistent online presence on Google scholar, ORCID, and/or your institutional repository, where you can also keep track of all types of scholarly work.