Integrative Teaching: The Classroom Meets Real Life

Rose-Marie Chierici speaks to patients at mobile clinic in HaitiOn Friday, April 25, 2014, the College will celebrate Dr. Rose-Marie Chierici, a dynamic Professor and Department Chair who has brought her field work in Haiti (Haiti Outreach-Pwoje Espwa, H.O.P.E.) to the Geneseo classroom. Dr. Chierici began her career at SUNY Geneseo in 1994, and was promoted (belatedly, in this librarian’s opinion) to Full Professor in August 2013. We now say goodbye to this inspirational teacher, researcher, and applied anthropologist . . . but not before she teaches one more course in Fall 2014.

Dr. Chierici first worked with Librarian Kim Davies-Hoffman in 2002 which sparked a long journey of efforts to infuse scholarly research skills into her students’ coursework. Between the two instructors, they experimented with many combinations of and approaches to teaching – from a one-time classroom visit from the librarian to a more collaborative and semester-long schedule of mini librarian visits, to the latest and most successful mixing of anthropological and development theory, practical on-the-ground skills, and research and technology training.

It is this last model of collaborative teaching that will keep Dr. Chierici on campus, in the classroom, for one more semester.

Opening ppt slide of a student-run presentation, 3Ts ConferenceIn March 2014, several students from Dr. Chierici’s course, ANTH 307: Third World Development, joined Kim Davies-Hoffman in a 3Ts Conference presentation that spotlighted the high-impact class experience that transformed typical college students into NGO development workers, if only for a semester. With a unique classroom structure, students learned anthropological and development theory on Tuesdays and became members of a simulated nongovernmental organization on Thursdays. The first few Thursdays were spent in class with Davies-Hoffman learning different research strategies and technological tools, but after that, two student-ran NGOs (M.A.R.K., Mothers Advocating for Reproductive Knowledge and The Epula Project) created their own destiny. With two team leaders guiding their respective NGO, students were responsible for researching and making crucial decisions for their project.

– In what region of the world would they focus their work?
– On what issue(s) would they focus their work?
– How would they discover enough detailed information to truly “know” the region and its people?
– What programs would they put into place to address their chosen development issue?

The culminating fruits of the NGOs’ labor was a 75-minute presentation to classmates, as well as respected professors and administrators on campus, supported by a project website that detailed all their research, ideas, and reflections. A follow-up conference presentation was icing on the cake as students had the opportunity to share their transformational learning experience with professionals (teachers, instructional designers, librarians, etc.) around New York State. A potential idea of pairing up with students at the Naples Central School District on similar NGO projects was discussed following the Geneseo students’ presentation.

Jordan Laux graduated in December 2013Since Fall 2013, many students of ANTH 307 have expressed their continued enthusiasm for the NGO experience, stating that it was the best class they have taken at SUNY Geneseo. As many of those students look to graduating in May and contemplate future career plans, development work has become a much more real possibility.  Jordan Laux (pictured on the far right), a member of and webmaster for M.A.R.K.,  graduated in December 2013 and has reported back on the immediate connections she has made from her lessons learned in Third World Development and her current daily work in Syracuse, NY.  Take a listen to what ANTH 307 and her experience working with Dr. Rose-Marie Chierici and Kim Davies-Hoffman has meant to Jordan.

 

Commit An Act of Green for Earth Day

earthday2014This year, earthday.org is focusing their theme on reaching 2 Billion Acts of Green.  Commit your act of green by telling earthday.org what you are doing to save the earth!

Need some ideas?  Here are a few to help reduce your ecological footprint:

  • Purchase products that use less packaging and those you do purchase should be made out of post-consumer recycled materials.
  • Take less vacations involving air travel.
  • Carpool and purchase vehicles with better fuel economy.
  • Buy locally produced food (less packaging, trasport costs and the like mean a smaller footprint).
  • Plant a fruit/vegetable garden and compost organic materials (zero packaging or transport costs).
  • Plan the week’s meals in advance to cut down on food waste, trips to the market and impulse buying.
  • Buy second-hand items and donate or sell your unwanted appliances, clothes, books and furniture.
  • Lower your thermostat by 4 degrees (and program it to stay low!)
  • Recycle (list of recyclables from the EPA).
  • Use the green option from your public utilities provider.

Or, try some of these other ideas for living green.

You can also take the  footprint calculator quiz to measure your ecological footprint.  The calculator measures how much land it would take to support your lifestyle based on the country’s average consumption profile.

Change Passwords to Avoid the Heartache of Heartbleed

HeartbleedIf you’ve been under a rock the past week, you may not be aware that many of your online accounts might have been compromised by the heartbleed bug.  The security breach is with the servers you have been logging into (e.g. Gmail, instant messaging, Facebook, Instagram, Netflix, Dropbox, etc.), so the best thing that you can do is change your passwords for those accounts sooner rather than later.

Mashable has compiled a great list of accounts that may have been affected including social networks, email providers, online shopping sites, financial institutions and more.  Bottom line, now might be a good time to update your passwords and continue to do so on a regular basis.

Geneseo’s CIT NewsBytes offers some other tips as well and will continue to update the campus on this issue.

Latest Open SUNY Textbook Features Interactive Elements

by Cyril Oberlander

OpenSUNYTextbook-InfoLit-blogWhat makes a good researcher? When navigating today’s complex information ecosystem, researchers in any setting must have a variety of tools at their disposal, as well as the knowledge and focus to use them in an efficient and productive manner.

The authors of The Information Literacy User’s Guide have provided an essential roadmap for becoming a successful and self-aware researcher. This textbook introduces students to critical concepts of information literacy using relevant techniques and materials designed for maneuvering through an information-saturated and technology-rich world. Specifically, it utilizes two essential concepts: The Seven Pillars Model, developed by the Society of College, National, and University Libraries in the United Kingdom, as well as, the concept of information literacy as a “metaliteracy,” a model developed by Trudi Jacobson of SUNY University at Albany, and Thomas Mackey of SUNY Empire State College.

The Information Literacy User’s Guide examines information literacy as it relates to the liberal arts as well as the hard sciences. This textbook is designed for undergraduate level courses with a research component and information literacy courses, or for independent learning. The individual chapters can also be incorporated into one-shot sessions or flipped classrooms. Intelligently engaging, with relevant examples of real-life research pitfalls, case studies, and scenarios, this textbook offers many hands-on exercises and interactive quizzes to aid the progress of the audience from researching novices to capable information locators, creators, and sharers.
Available free online at: opensuny.org

About Open SUNY Textbooks

Open SUNY Textbooks is a ground-breaking open access textbook publishing initiative established by State University of New York libraries and supported by SUNY Innovative Instruction Technology Grants. This highly innovative initiative publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as an integral part of the publishing infrastructure.

Launched in 2012, this pioneering initiative provides an opportunity for higher education to be more involved in publishing high-quality affordable textbooks. The first pilot will produce 15 published titles in 2013-2014, with 15 more titles to be published in a second pilot for 2014-2015. Participating libraries in the first pilot include SUNY Geneseo, College at Brockport, College of Environmental Science and Forestry, SUNY Fredonia, Upstate Medical University, and University at Buffalo, with support from other SUNY libraries and SUNY Press.

Lastly, with much appreciation to the authors and editors for making this textbook possible, we would also like to thank Chris Rudecoff (SUNY Morrisville), Allison Brown, Leah Root, and other members of the SUNY Geneseo Publishing Team, participating SUNY libraries, SUNY IITG grant funding, and SUNY Press for helping to make this publication a reality. Publishing open textbooks is as much about providing access to educational resources and lowering the cost of education, as it is about empowering teaching and learning, authors and readers.

For more information and to access these open textbooks, please see http://opensuny.org.

Geneseo Pride Alliance Sponsors LGBTQ Display in Milne

by Thomas Mccarthy

LGBTQ-Display_blog

LGBTQ Display near the stairs on Milne’s main level

Geneseo’s SA sponsored LGBTQ group on campus is the Pride Alliance. The organization serves a variety of roles from providing a weekly safe space for members of the community to outreach onand outside the scope of campus. Pride focuses, like other cultural clubs, on building a local community within Geneseo. A subgroup of Pride, Advocacy, was formed to specialize in activism and outreach projects at Geneseo and to the surrounding community. Projects in the past that Advocacy formed range from combating the “Ban on Gay Blood” during blood drives to contacting local high schools organizations similar to Pride and sharing resources/ having dialogues with them.

This semester Advocacy formally reconvened after a brief hiatus, and some of the first projects the group decided to pursue was establishing a LGBTQ display in Milne Library and acquiring and maintaining a communal book shelf outside the Pride office. Both projects had similar goals: to not only increase visibility and awareness outside the Pride community about LGBTQ history, politics, and modern issues, but also to help those inside the community find resources when often they can be fragmented.

Both projects sought to introduce students to materials they otherwise might have not known
about or familiar. Most educational experiences, to my understanding talking to people inside and outside of Pride, do not cover or educate about any LGBTQ topics. Various education systems fail students when they do not recognize history and lived experiences of any group of people. LGBTQ students have much higher risks for mental health problems and suicide, so the necessity of acknowledging and giving space for these students to discover themselves and for others to begin to understand them is essential.

Teachers and Educators should be made aware of ongoing issues and concerns for LGBTQ students, and be conscious and sensitive to the difficulties and potential marginalization and abuse these students can face. The sharing and studying of these texts takes these experiences and people out of the “taboo” area which only perpetuates the harms towards these students even more. By sharing these texts or even making people aware of them, we hoped to articulate and shed light on the histories, literature, and figures in the LGBTQ timeline that are relegated, consciously or not, in pre-collegiate education systems.

The direct benefit of teaching and educating about LGBTQ issues and texts is that students can begin to view these people as legitimate and common rather than taboo and deviant. By normalizing these discussions and communications, especially by studying and being made aware of the texts, not only can LGBTQ students feel more comfortable and more receptive in educational settings, but teachers can begin to respond to and intervene on behalf of these students in environments that may feel hostile or unsafe for LGBTQ students.

Many texts also work as tools to help LGBTQ students even if they do not initially appear to be LGBTQ related. Tons of our canonized authors from Greek poets to Shakespeare to Thoreau are thought or known to have been what today is classified under the LGBTQ umbrella. Although their experiences are different, acknowledging these authors, and not rewriting them as heterosexual, supports and validates the students struggling with these issues. Many of the texts that are displayed in Milne are historical texts that are highlight facts about previous societies and peoples that had spaces and recognition for LGBTQ and same sex relationships.

Stories are our fundamentally way of situating ourselves to those around us. So often the stories of LGBTQ people are not shared or ignored. The goal of this project is to help others become aware of these experiences that support and validate LGBTQ students and to also to make others outside those identities aware of the value of those people around them today and the richness and meaning that can be learned and taught from experiences of LGBTQ people.

Be sure to check out the LGBTQ education display near the staircase on the main level!

To find out more or to get involved, attend a weekly Pride and Advocacy meeting on Thursdays at 8 pm in the College Union’s Hunt Room (Rm. 135).

For research help on LGBTQ issues, check out Milne’s LGBTQ Studies library Guide.

Internships available in Milne Library for Fall 2014

Milne Library has openings for student interns for the fall semester.

While we can’t offer you a paycheck, internships at Milne offer course credit and some other distinct advantages:

  • On campus
  • No one will ask you to make coffee
  • The only photocopying you will do will be for your own projects
  • You’re here anyway, might as well get 2-4 course credits
  • Library staff are dedicated to making your internship a learning experience
  • Experience working in a library or on publishing projects will look good on your resume

InternshipInternships in Milne will be geared towards your interests, related to services and projects the library is working on. While the amount of credit you can receive for internships varies, most library internships work best at the 2-4 credit hour level (about 5 to 11 hours per week).

Milne Library internships are ideal for students who are interested in exploring careers in publishing, libraries, archives or museums.

We are seeking interns related to:

Library Reference – For students who love library research and are considering a career as a librarian, this internship will give you hands on experience assisting students and faculty with their research at our reference desk.  Interns will receive comprehensive training and mentoring.  Interns will also have the opportunity to develop special projects such as tutorials, research guides or other tools to assist students with research.

Editing and publishing – Milne Library Scholarship and Publishing Services is seeking interns to assist with editorial and production tasks ranging from preparing manuscripts for text layout and production using Adobe InDesign, to copyediting and proofreading manuscripts using track changes in MS-WORD. Depending on skills and needs, internship may also be focused on specific areas of publishing, such as; marketing or graphic design.

Book marketing – Milne Library Scholarship and Publishing Services is seeking Book Marketing Interns to assist with marketing tasks for a range of publications, including; Open SUNY Textbooks, Special Collections Reprints, and other publications. Intern will evaluate book marketing strategies, develop and conduct marketing material and strategies for forthcoming titles.

Library Special Collections – The Milne Library Technical Services unit is looking for a student interested in learning and applying new skills in special collections and archives practice; digitization, metadata and collection management. Most suitable for students interested in history, museums, archives, or libraries.

Students interested in any library internships can contact Milne Library Business Manager Ryann Fair ([email protected], 585.245.5591).

Transforming Teaching and Learning with Digital Resources

We are happy to announce a new resource available to SUNY Geneseo School of Education (SOE) students and faculty – PBS LearningMedia.  The link to the site is included in this blog and can also be found on the Education Lesson Planning library guide.

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PBS LearningMedia
PBS LearningMedia provides direct access to thousands of classroom-ready, curriculum-targeted digital resources. Resources are aligned to Common Core and national standards and include videos and interactives, as well as audio, documents, and in-depth lesson plans. The site contains free as well as *subscription-based content.

A sample from their new collection – Engaging Math Resources for Grades 5-8 – contains over 400 digital resources aligned with grades 5-8 Common Core State Standards for Mathematics and focused on critical middle school math concepts. Collection includes videos, interactives, animations, and infographics and addresses topics such as; Operations and Algebraic Thinking, Number & Operations—Fractions, The Number System, Number & Operations in Base Ten.

*You must have a SOE email address to access the subscription-based content.
Openclipart.org. (2013). Android. Retrieved from http://pixabay.com/en/android-bot-robot-television-happy-161184/

Can’t access library databases? Try clearing your browser cache.

A recent security update to Milne Library’s EZProxy system (the system that permits off campus use of library databases) has lead to problems for some library users.

Clicking on a bookmarked database link or a link from the homepage may result in an error message related to the SSL certificate, or the browser may simply freeze.

If you are experiencing this issue, try clearing your browser cache. WikiHow provides step-by-step directions to clear your cache for most browsers.

SSL Certificate issue

 

If you are still having problems, stop by the library to talk with our Tech Help staff or call us at 585-245-5608.

Spring Break Hours for Milne

SpringBreakCal

Milne Library hours for March 15 – March 23 are as follows:
CLOSED – Saturday, March 15 & Sunday, March 16
OPEN –  Monday, March 17 (8:00 AM – 4:00 PM)
OPEN –  Tuesday, March 18 (8:00 AM – 4:00 PM)
OPEN –  Wednesday, March 19 (8:00 AM – 4:00 PM)
OPEN –  Thursday, March 20 (8:00 AM – 4:00 PM)
OPEN – Friday, March 21 (8:00 AM – 4:00 PM)
CLOSED – Saturday, March 22
OPEN – Sunday, March 23 (12:00 PM – 1:00 AM)
Regular semester hours resume on Monday, March 24.
Please see our Library Hours webpage for more information about library hours.

Daylight Saving Time begins Sunday, March 9.  

springDaylight Saving Time begins on Sunday, March 9.  Don’t forget to set your clocks ahead by 1 hour!

Some of our clocks may be incorrect for a while…
Some of the library’s clocks will reset automatically on Sunday.  Unfortunately, not all of them are controlled by the master clock.  We do have folks manually resetting them, but it may take some time to get to all of them.  Thanks for your patience as we make the change!

What is daylight savings time anyway, and why do we do it?
Daylight-savings time is the advancing of the clock one hour ahead of the local standard time in order to increase the hours of daylight available at the end of the day.

The idea originated with none other than Benjamin Franklin in the 1700s.  But it didn’t really catch on until WWI when England and Germany put it into practice as a wartime measure for making full use of daylight hours.  By 1925, it became permanent in England.

The U.S. also took advantage of daylight savings for both World Wars, but it didn’t become a permanent fixture for most states until the oil crisis in the mid-1960′s.

Source: Summer Time. (2002). In Brewer’s Dictionary of Modern Phrase and Fable.