Browsing Libraries & Cultural Resources by Department "Research and Learning Services"
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- ItemOpen AccessCollaborating to Incorporate Library and Writing Skills in an Interdisciplinary Course: A Case Study(2015-11-13) Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; Beatty, Susan; McDermott, BrendaLibrarians and writing centre staff were invited by the instructor of a first-year interdisciplinary course to collaborate with him on a course redesign emphasizing skill development in research and writing. Ferer (2012) highlights how library and writing support connections help students cross institutional boundaries. This case study is an example of using these connections to benefit students in a course. The team re-designed the library and writing portions of a first-year inquiry based learning course to incorporate many flipped classroom initiatives (Mangan, 2013) including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Hands-on exercises were used to help engage students and promote skill development and critical thinking throughout the research and writing sessions. The instructor showed the importance of research and writing skills by dedicating lectures and assigning 25% of the course grade to pre-tests and a summative assessment. All techniques and assignments focussed on building resources to further the students’ final research project in the course. The instructor embedded the team at every possible step to achieve the course learning goals. Librarians and writing support staff were involved in developing the syllabus and lectures, creating and grading assessment pieces, and assisting student research and writing processes throughout the course. Ethics approval was acquired to conduct a research survey designed to understand student learning experiences. This session will provide an overview of the course with examples of how the instructor embedded librarians and writing centre staff throughout the course through collaboration. We will detail the flipped classroom techniques we incorporated, discuss survey results, and provide personal reflections on the process for student learning objectives as well as our own professional development for incorporating these flipped classroom techniques in future teaching opportunities.
- ItemOpen AccessEffective Indigenous Terminology in Canadian Legal Research for the Arctic(2017-06-09) Hoffman, NadineTerms used in today’s society to describe Indigenous Peoples and cultures are significantly different than historical terminology. Contemporary Arctic and Indigenous researchers will know current keywords to conduct their research, but may not be able to locate historical documents if they are not cognizant of the changing terms used throughout history. This paper will analyze appropriate contemporary and historical keywords in the context of Canadian legal research best practices. Keywords used to effectively find Aboriginal resources will illustrate changes in taxonomy reflecting changes in societal norms, database practices, legal definitions, and the various jurisdictions of Aboriginal Peoples. A survey of Canadian law libraries will be conducted to analyze subject headings found in library catalogues, legal indexes, and other primary and secondary resources. Given the interdisciplinary nature of law, this paper will be applicable to most Indigenous scholars across the Social Sciences and Humanities.