Browsing by Author "Morrow, Leeanne"
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- ItemOpen AccessFoundational Literacies & Academic Integrity Skills: Ideas for Supporting Students in an Artificial Intelligence Era(2023-04-04) Morrow, Leeanne; Moya, BeatrizThe emergence of algorithmic writing technologies capable of producing text from scratch or with little input has disrupted the post-secondary education context and become an invitation for educators to rethink their teaching, learning, and assessment practices. In this webinar, we will invite participants to discuss some limitations and capabilities of these new tools, their potential implications for academic integrity, and explore some recommendations to develop students’ foundational literacies and academic integrity skills in ways that could prevent potential threats to academic integrity. Participants will also have opportunities to share their questions, insights, and recommendations.
- ItemOpen AccessKidding Around(2016-08-04) Clarke, Kim; Morrow, Leeanne
- ItemOpen AccessLibrarians Building Strong Town-Gown Relationships(2016-08) Clarke, Kim; Morrow, Leeanne
- ItemOpen AccessLibrary learning spaces: fostering engagement in informal and structured learning spaces(2015-05-13) Beatty, Susan; Morrow, Leeanne; Tetrault, DylanMuch learning occurs outside of the classroom and some of that learning occurs in the library. New academic libraries are being designed for learning (Beagle, 2006; Bennett, 2006; Turner, Welsh, Reynolds, 2013) but little is known about the relationship of the space to learning and student engagement. Jamieson (2009) calls upon academic developers to consider the informal learning of students when they are planning their learning spaces. He points to the library as being “essential to the university’s status as a place of learning” in its role as a learning centre. Bennett (2014) calls for conscious academic design that fosters learning rather than just creating a space with a bunch of things. Heeding that call makes for challenging times as libraries attempt to engage students in deep learning through providing new spaces and new technologies such as display wall and 3D printing in a neutral environment. But how can learning spaces promote this exploration and deep learning without devolving into a “bunch of things”? Join a group of librarians, learning specialists and technology experts in a roundtable discussion on learning spaces in a library. Each will present a brief overview of a specific type of space. Participants will be asked to consider how these spaces can foster greater engagement with the students. Participants will gain an appreciation of the learning potential of new spaces in libraries. They will be able to apply that appreciation to the development and design of learning spaces in their own units and institutions.
- ItemOpen AccessStudent Athletes: Strategies for Library Outreach and Engagement(2019-04-27) Murphy, James E.; Morrow, LeeanneStudent athletes can prove to be a challenging group for the library and library staff to connect with. They are often on the road and have training demands that put pressure on the already busy student schedule. James and Leeanne will review ideas, strategies and programs that academic libraries or school libraries can use to connect with this group. This session will explore the hurdles and successes that the University of Calgary Libraries have had over the past few years trying to improve the information literacy skills of this important student group.
- ItemOpen AccessA Tale of Two Spaces: Applying Lessons from a Large Construction Project to a Small Renovation Project(American Library Association, 2015-06-28) Cloutier, Claudette; Morrow, LeeanneBuilding a new library or renovating a facility is an exciting yet daunting experience. How will students interact with the new space? How do we want them to interact with the space? How will staff work within the new space? The University of Calgary opened the Taylor Family Digital Library (TFDL) in September 2011. This new collaborative learning space was unlike anything students, faculty and staff had experienced before and settling into the building was not without its challenges. Furniture had been selected for design elements and flexibility so that students could create their own learning environments. Behavior expectations around noise, work space, and food consumption previously understood in our old space were no longer respected in this new, more open facility. The last three years have been spent adjusting to our new space and shifting furniture as well as student and staff expectations. The renovation of the Gallagher Library, a small branch library, in 2014 was the perfect opportunity to reflect on what we had learned from the TFDL experience and to apply our new knowledge. Whether you are building a new library or renovating a smaller space, come benefit from the lessons we have learned.