Waterloo Libraryhttp://hdl.handle.net/10012/99582024-03-29T14:54:36Z2024-03-29T14:54:36ZTranscending Academic Power Structures: Navigating STEM Misinformation for Undergraduate LearningMutch, StephanieMercer, KathrynWeaver, Kari D.http://hdl.handle.net/10012/184262022-07-06T02:31:07Z2022-02-01T00:00:00ZTranscending Academic Power Structures: Navigating STEM Misinformation for Undergraduate Learning
Mutch, Stephanie; Mercer, Kathryn; Weaver, Kari D.
When students enter university, they learn that there are two types of information: information that can be found using library resources and the information that is found using Google. Sources are often framed in opposition to one another, with the library’s resources representing good and authoritative information, while other sources are considered risky and inferior. Librarians have started to question the usefulness of privileging certain types of information over others, acknowledging that highly useful and reliable information does exist outside of the confines of library resources. Specifically, by inherently devaluing sources found outside of the traditional academic context, how are we unintentionally perpetuating a power system that devalues non-academic voices, experiences, and contexts. Further, individuals with alternative viewpoints must first learn to act, think, and excel on academia’s terms before their worldviews and the information they have to share will be granted legitimacy by the academy. This poster uses critical theory to help position information as an element within the broader academic power structure. We are advocating for a more inclusive approach used in library instruction that encourages students to critically evaluate information on an individual basis.
2022-02-01T00:00:00ZReport on Transformative AgreementsByl, LaurenChee, MikeDavies, MarianHale, JordanHarding, TomHutchinson, RebeccaMancia, Cynthiahttp://hdl.handle.net/10012/184232022-07-07T02:30:58Z2022-01-01T00:00:00ZReport on Transformative Agreements
Byl, Lauren; Chee, Mike; Davies, Marian; Hale, Jordan; Harding, Tom; Hutchinson, Rebecca; Mancia, Cynthia
This report was prepared for the University of Waterloo Library's Collection Strategy Committee to describe the current landscape of non-traditional publishing agreements between academic libraries and publishers. In addition to identifying and defining these types of agreements, this report provides criteria to use when deciding to sign a non-traditional agreement and suggests recommendations for moving forward with open access initiatives at Waterloo.
2022-01-01T00:00:00ZWhite Paper on OER: Seven Recommendations to Improve OER Uptake in Higher Education InstitutionsChee, MichaelWeaver, Kari D.http://hdl.handle.net/10012/181672022-04-26T02:30:56Z2022-01-01T00:00:00ZWhite Paper on OER: Seven Recommendations to Improve OER Uptake in Higher Education Institutions
Chee, Michael; Weaver, Kari D.
A qualitative study conducted with 13 faculty instructors at Waterloo on their interest, motivation, and use of OER informed seven recommendations made in this white paper. Recommendations are grouped in three categories: new framings for the OER conversation, new practices for institutions, and new supports for institutions. Each recommendation represents a concrete direction for higher education institutions looking to improve local OER uptake.
2022-01-01T00:00:00ZPDF Accessibility: Considerations and Best Practices for Learning Objects and Other Library MaterialsVoichita, StefaniadaKholodova, JannaChee, MikeWeaver, Kari D.http://hdl.handle.net/10012/181262022-04-01T02:30:49Z2022-03-30T00:00:00ZPDF Accessibility: Considerations and Best Practices for Learning Objects and Other Library Materials
Voichita, Stefaniada; Kholodova, Janna; Chee, Mike; Weaver, Kari D.
Despite concerns raised about accessibility compliance, libraries and vendors still commonly create and use PDFs for information sharing and information literacy instruction, a trend heightened by the recent increase in online learning. Like other formats, PDF’s require remediation, specifically in the form of tagging, to be transformed into an accessible instructional format. Academic librarians are increasingly looking to enhance the inclusivity of services and support, drawing on established work from domains such as Universal Design for Learning. What remains challenging is making the transition from theory to practice. Appropriately tagging PDFs for accessibility represents a concrete step for practitioners keen to enact inclusive instructional practice. This poster shares the best practices, training, and decision making framework a collaborative library instructional design team has developed, tested, and implemented to effectively tag PDFs for accessibility, including lessons learned and still open questions for debate. This presentation is of particular importance, both because of the wide use of the PDF format, but also the need for libraries to develop tagging practices that reflect some of our unique content needs like citations and database screenshots often used in library-created PDFs.
2022-03-30T00:00:00Z