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Item Putting Theory into Practice: Incorporating Digital Curation Skills into a Library and Information Science Curriculum(2022-09-28) Pieczko, Brandon T.This presentation discusses lessons learned from the development of a new course to introduce Master of Library and Information Science students to practical tools and techniques for curating born-digital archival objects. The course was developed in response to increasing demand from students seeking practical, hands-on digital curation learning experiences. Lessons learned, challenges encountered, and limitations discovered from two offerings of the course, as well as areas for improvement in future iterations of the course, are discussed.Item Motives, Conflicts and Mediation in Home Engineering Design Challenges as Family Pedagogical Practices (Fundamental)(ASEE, 2021) Kim, Jungsun; Kim, Soo Hyeon; Library and Information Science, School of Informatics and ComputingMuch is known about the importance of the family as a learning environment in STEM education [1], but less is known about conducting engineering design challenge activities in home environments. Although many studies highlight the development of STEM concepts and skills, more research is needed to understand how to support this development through caregiver-child interactions at home. This study aims to (a) investigate caregiver-child interactions that support the development of child(ren)’s STEM conceptualizations and skills in engineering design challenge activities within family pedagogical practices, and (b) examine caregivers’ pedagogical expectations within family pedagogy. Guided by Vygotsky’s cultural-historical view, the authors analyze child(ren)’s development of STEM conceptualizations and skills in parent-child interactions, with a focus on motives, conflicts, and mediation. Seven families with nine children (grades 1-5) participated in three to five engineering activities over six months. The research team sent at-home engineering kits that contained an instruction card, materials, and tools for engineering challenge activities in five engineering disciplines. Caregivers were instructed to video-record their engineering activities, creating approximately 100 hours of video data. Then, caregivers participated in in-depth online interviews about their pedagogical expectations in educating children, specifically in STEM education. Qualitative findings from the home engineering data indicated that conflicts occurred (a) between caregivers’ suggestions and children’s ideas, (b) in misalignments between children’s readiness to take risks and caregivers’ level of facilitation, and (c) between caregivers’ and children’s motives. From the in-depth interviews, caregivers’ narratives illustrated their pedagogical expectations in STEM learning as (a) broadening the child’s understanding of engineering and STEM domains, (b) developing independent learning skills through quality family time, and (c) nurturing thinking and problem-solving skills in daily conversations. For the first theme, caregivers commonly highlighted the value of failures and trial-and-error in lifelong education. Secondly, caregivers noted the importance of independent learning skills through their families’ life experiences. The final theme was caregivers’ awareness of the how their communities valued STEM skills.Item Insights from Engineering a Community-Family Partnership Project(ASEE, 2021) Simpson, Amber; Maltese, Adam V.; Yang, Jing; Kim, Jungsun; Knox, Peter N.; Kim, Soo Hyeon; D’Souza, Nikeetha F.; Library and Information Science, School of Informatics and ComputingThe objective of this three-year National Science Foundation’s Innovative Technology Experiences for Students and Teachers (NSF-ITEST) project is to develop, implement, and refine a program for integrating engineering design practices with an emphasis on emerging technologies (i.e., making, DIY electronics) into home environments of families with a child in grade 3-6 from under-resourced communities. This project has two components. Each family (1) defines a home- or community-based problem and creates a prototype to improve the lives of self or others; and (2) engages in low-cost engineering design kits in their home environments. This paper presents findings from two years of interview data, as well video data collected in project sessions and home environments from 21 families. Results are presented as highlights of finding from on-going analyses to address three research aims.Item A Comprehensive Primer to Library Learning Analytics Practices, Initiatives, and Privacy Issues(American Library Association, 2020-04) Jones, Kyle M. L.; Briney, Kristin A.; Goben, Abigail; Salo, Dorothea; Asher, Andrew; Perry, Michael R.; Library and Information Science, School of Informatics and ComputingUniversities are pursuing learning analytics practices to improve returns from their investments, develop behavioral and academic interventions to improve student success, and address political and financial pressures. Academic libraries are additionally undertaking learning analytics to demonstrate value to stakeholders, assess learning gains from instruction, and analyze student-library usage, et cetera. The adoption of these techniques leads to many professional ethics issues and practical concerns related to privacy. In this narrative literature review, we provide a foundational background in the field of learning analytics, library adoption of these practices, and identify ethical and practical privacy issues.Item Labs, Stations, and Studios: A Dozen Spaces to Explore Social Studies Themes(EL Kurdyla Publishing LLC, 2020-06) Lamb, Annette; Library and Information Science, School of Informatics and ComputingThe article explores dozen spaces that feature humanities, history, and cultural heritage resources. Topics include many school libraries use a learning stations approach; growing number of schools have 3D printers available in a 3D printer lab; and digital audio workspace allows students to create their own oral history projects.Item Keep It Real Part 2: Live Streams, Webcams and Deep Thinking(2020) Lamb, Annette; Library and Information Science, School of Informatics and ComputingItem Keeping It Real, Part 1: Live Video across the Curriculum(2020-04) Lamb, Annette; Library and Information Science, School of Informatics and ComputingWith so much pre-recorded video available, why participate in live streaming events or access images through real-time webcams? The answer lies in the excitement of “keeping it real”. Youth easily tire of contrived story problems and made-for-classroom videos. They thrive on authentic experiences and connecting with real-world problems.Item The Temptation of Data-Enabled Surveillance(ACM, 2020-04) Rubel, Alan; Jones, Kyle M. L.; Library and Information Science, School of Informatics and ComputingItem Rural librarians' perspectives on makerspaces and community engagement(Wiley, 2020) Kim, Soo Hyeon; Copeland, Andrea; Library and Information Science, School of Informatics and ComputingThis study investigates eight rural librarians' perspectives related to makerspaces, community engagement, and youth informal learning through cultural probes and semi-structured interviews. Preliminary findings through content analysis suggest the importance of aligning the librarians and the youths' interests in making to support learning within library-based makerspaces and highlight the need to support rural librarians to develop STEM competencies and strategic partnerships.Item Towards a Stronger Conceptualization of the Maker Mindset: A Case Study of an After School Program with Squishy Circuits(ACM, 2017-10) Kim, Soo Hyeon; Toomey Zimmerman, Heather; Library and Information Science, School of Informatics and ComputingThis study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.