anu library: responding to new needs
DESCRIPTION
Presentation to ACT Teacher Librarians moderation DayTRANSCRIPT
ANU Library: responding to new needs
Roxanne Missingham, University Librarian, ANU
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• MOOCS – reaching out• Search and finding• Cognition and literacy• Open access – resources at your
fingertips (or almost)
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MOOCs
Arbyreed Shake, rattle and roll http://www.flickr.com/photos/19779889@N00/3010403895/
Libraries
Universities Students
Community
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“That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.” ― Plato, The Republic
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Student expectations
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Libraries looking outside the box (or slipper)
Bazely2356 Camoflage http://bazely2356.deviantart.com/art/Camouflage-60301697
support
copyright
Open access educational resources
Online guides – Libguides etc
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Collections and searching
Café press Neil Gaiman quote http://www.cafepress.com.au/mf/68351917/libraryfrontwhite_tshirt?productId=651339039
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Finding Jan_June 2014
Jan_June 2013 Change
Average searches of Library Catalogue per day
38,005 20,901 +%81.82
Average search of Supersearch per day
8,824 8,099 +%8.95
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ContentE-Resources Jan_June
2014Jan_June
2013
Size of collection number of e-titles available
545,895 449,404 +%21.47
Number of uses (downloads/searches)
1,808,305 1,486,374 +%21.65
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Information literacy: Cognition and learning• Mayer’s theory of multimedia learning• Anderson’s theory of ACT-R cognitive
architecture• Cognitive load
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Cognitive Load Theory
• instructional guidance that promotes efficient learning is most successful
• the learner’s “working memory” correlates to their ability to sensually process information
• Vs Constructivism – which emphasises deep learning – a conceptual understanding of the learning material
Vogel-Walcutt, J.J., Gebrim, J.B., Bowers, C., Carper, T.M. and Nicholson, D. (2011), Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?. Journal of Computer Assisted Learning, 27: 133–145. doi: 10.1111/j.1365-2729.2010.00381.x
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Anderson’s theory of ACT-R cognitive architecture• To analyse knowledge processing • A framework for tasks for learning• Programmatic approach
http://act-r.psy.cmu.edu/
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Cognitive load
• Building knowledge using schemas• “encourages learner activities that
optimize intellectual performance”• worked-examples and goal-free problems.
Paas, F., Renkel, A., & Sweller, J. (2004). "Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture". Instructional Science 32: 1–8. doi:10.1023/B:TRUC.0000021806.17516.d0.
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Redesigning
• Beyond the eye tracking test• Incorporating narrative • Taking account of research that supports
MOOC developments
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Open access
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Looking to the future
Another Dimension by Felix-L-Gato http://felix-l-gato.deviantart.com/art/Another-Dimension-94929606
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Changing pace
• Scholarly publishing – taking the bull by the horns – ANU’s first eText
• Digitisation– Copyright
• Collaboration– Across nations
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Librarians confess their darkest secrets
http://www.boredpanda.org/librarian-shaming-confessions/