May 2023 - gslisadjuncts@lists.qc.cuny.edu

Gslisadjuncts GSLIS Adjuncts Town Hall
by James Lowry 14 Sep '23

14 Sep '23

Hi all, Last semester we held an adjuncts town hall, and I’d like to start doing this each semester. It’s an opportunity to get an update on what is happening at GSLIS, and to ask questions or share concerns. The Spring town hall will be held: Thursday February 2nd 7pm, Zoom Register at: https://urldefense.proofpoint.com/v2/url?u=https-3A__us02web.zoom.us_meetin… The meeting will begin with a briefing on developments in the department, particularly around ALA accreditation and the ongoing curriculum reform work. The newly constituted Research and Pedagogy Committee will be offering development opportunities for adjuncts this semester; last semester’s rescheduled workshop on accessibility technology, and a workshop on developing student learning outcomes and implementing the new GSLIS syllabus template. Details will be circulated via this mailing list. We are also aware of the need for an onboarding process for our new adjuncts, and a source of guidance on various matters related to teaching in GSLIS. As a first step in that direction, we want to crowdsource an Adjuncts Handbook. I’d be grateful if you could share your thoughts on what should be covered by the handbook, by commenting here: https://urldefense.proofpoint.com/v2/url?u=https-3A__docs.google.com_docume… Thanks for all you do for CUNY and our library students! With best wishes for an enriching Spring semester, James Dr. James Lowry (he/him) Associate Professor Chair and Director, Information Studies, Queens College<https://urldefense.proofpoint.com/v2/url?u=https-3A__sites.google.com_view_… > City University of New York<https://www.cuny.edu/> Series Editor, Routledge Studies in Archives<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.routledge.com_Rout… > @JamesLowryATL

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Gslisadjuncts Grade submission
by James Lowry 22 May '23

22 May '23

From: Ekaterina Pechenkina <Kate.Pechenkina(a)qc.cuny.edu> Date: Monday, May 22, 2023 at 11:21 AM To: Stephen Grover <Stephen.Grover(a)qc.cuny.edu>, Peter Vellon <Peter.Vellon(a)qc.cuny.edu>, Larissa Swedell <Larissa.Swedell(a)qc.cuny.edu>, Shige Song <Shige.Song(a)qc.cuny.edu>, Francois Pierre-Louis <Francois.Pierrelouis(a)qc.cuny.edu>, James Lowry <James.Lowry(a)qc.cuny.edu>, Tarry Hum <Tarry.Hum(a)qc.cuny.edu>, David Gabel <David.Gabel(a)qc.cuny.edu>, Qianyun (Ivy) Huang <Qianyun.Huang(a)qc.cuny.edu> Subject: It's Monday Dear Chairs, Grades are due on May 26, this Friday. Please impress upon all faculty members the importance of this deadline. Issuing diplomas to the students in a timely manner depends on the timely submission of the final grades. Cheers k Kate Pechenkina, Ph.D. Dean of Faculty School of Social Sciences <https://www.qc.cuny.edu/academics/ss/> Queens College Powdermaker Hall 335 917-6707009 (mobile)

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Gslisadjuncts For department newsletter: Faculty, students, and alumni scholarship and accomplishments
by Johnathan Thayer 05 May '23

05 May '23

Colleagues, I am collecting highlights of faculty, current students, and alumni scholarship and accomplishments for our (new) end-of-semester department newsletter. I'll be including content from our website's News & Events<https://sites.google.com/view/qcgslis/news-events> thread, but if you would like other content to be considered for inclusion, please send notes directly to me. Please send notes by Wednesday next week. Johnathan Johnathan Thayer, PhD, MLS Assistant Professor Graduate School of Library and Information Studies<https://sites.google.com/view/qcgslis> Queens College, City University of New York

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Gslisadjuncts Program feedback from alumni and employers
by James Lowry 01 May '23

01 May '23

Colleagues, I have reviewed the results of our alumni and employers surveys, conducted by the Planning and Assessment Committee, and while the following points are being or will soon be looked at closely by the Curriculum Committee with a view to making structural changes to our program, it would be beneficial if all faculty could reflect on how the following points could be addressed in their own syllabi and lesson plans: * Employers reported problems with writing skills and communication skills more generally. While we’d hope that students would have developed these skills before coming to graduate school, the fact is that students coming from different educational systems will have different capabilities in this area. Please try to provide feedback on these skills in your assessments of student work wherever possible, encourage the use of spellchecking and be sure to refer students to the QC Writing Center<https://www.qc.cuny.edu/academics/wc/> for support. The Curriculum Committee is currently considering a professional writing class for GSLIS students. * Employers and alumni both reported a desire for more practical experience in librarianship, suggesting mandatory internships for all students, more teaching based in local libraries, and more practical exercises during class time. The Curriculum Committee will look at these suggestions, but in the interim it would be useful if faculty could consider how to develop more classroom activities that allow students to practice skills, as well as acquire theoretical knowledge. * Employers and alumni both reported the need for more technical content in the GSLIS curriculum, a finding borne out by our recent ALA Accreditation visit. In Fall, the Curriculum Committee will begin a review of all technical courses and the gaps in the curriculum related to technology, classification, knowledge organization, etc. Additionally, it would be helpful if faculty could think about how in-class exercises and assessment methods might make use of various technologies that students may need to use in their working life. * Alumni reported that some faculty are not sufficiently engaged with the profession or with the current research in their fields, to the detriment of their teaching. These alumni tended to have graduated some years ago now, and more recent feedback has been more positive, but it is a reminder that we are teaching in a rapidly developing field and currency is important. Please make sure your syllabi reflect current best practice, reference up to date literature, and afford students with opportunities to engage in the current discourse themselves. There were many positive experiences reported by respondents to both surveys, so we have a lot to be proud of, but let’s continue building this program into the program New York needs it to be. With thanks, James Dr. James Lowry (he/him) Associate Professor Chair and Director, Information Studies, Queens College<https://sites.google.com/view/qcgslis> Ellen Libretto and Adam Conrad Endowed Chair in Information Studies City University of New York<https://www.cuny.edu/> https://us02web.zoom.us/my/jlowrycuny @JamesLowryATL

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Gslisadjuncts FW: Currently seeking applications for our 2023-2024 fellowship!
by James Lowry 01 May '23

01 May '23

From: oer-research-fellows(a)googlegroups.com <oer-research-fellows(a)googlegroups.com> on behalf of Clinton-Lisell, Virginia <virginia.clinton(a)und.edu> Date: Friday, April 28, 2023 at 12:34 PM To: oer-research-fellows(a)googlegroups.com <oer-research-fellows(a)googlegroups.com> Subject: Currently seeking applications for our 2023-2024 fellowship! Hello emeritus and current fellows! We are seeking applicants for the next cohort! I would really appreciate it if you would share the call for applications below in your professional networks. The Open Education Group thanks to generous support from the Hewlett foundation is seeking to support early career researchers to conduct studies in open education (what is open education, click here<https://urldefense.com/v3/__https://sparcopen.org/open-education/__;!!M2cvx…>) through the open education research fellowship. The purpose is to support education professionals to develop their open education scholarship ideas into published works. Specifically, this fellowship seeks to provide mentorship, community, and some financial support to carry out their ideas in open education research. Financial support includes attendance at the Open Education Conference in 2023 (November 7-9, virtual) and 2024 (in person in the United States, TBD). The fellowship will also pay for article processing charges to allow for publications developed in this fellowship to be publicly available (around $3,000). In addition, fellows will receive a stipend of $1200 per article submitted prior to January 15, 2025, based on their fellowship work. Applications will be assessed based on its potential contribution to open education, feasibility, and novelty. In the application, prospective fellows will be asked to explain how your proposed research project would be relevant to diversity, inclusion, equity, and access to education. Applicants should have some prior research training and will be asked to list their previous research coursework. For the purpose of this fellowship, the following groups are considered early career researchers: doctoral graduate student (PhD, EdD, PsyD, DSW, DNP, DBA), postdoctoral researchers, pre-tenure faculty, teaching-track/clinical faculty (including librarians), and faculty at teaching-intensive institutions (liberal arts, community colleges, regional institutions, etc.), K-12 administrators and teachers, and public education employees. Full or part time status applicants are eligible. Tenured faculty at research institutions (R1 or R2) would generally not be considered early career researchers. Please feel free to contact Virginia Clinton-Lisell with questions about eligibility at virginia.clinton(a)und.edu. Note, due to legal reasons, we can only offer this fellowship to early career researchers working in the United States. If you have a work visa for the United States, please check with your visa guidelines regarding payment eligibility from the fellowship prior to applying. While this fellowship is limited to US residents, we strongly encourage research projects with global perspectives, particularly in the Global South. Learning more about the fellowship in this video<https://urldefense.com/v3/__https://youtu.be/cxFTRH6dPLU__;!!M2cvx14AM25G!w…>. https://youtu.be/cxFTRH6dPLU<https://urldefense.com/v3/__https://youtu.be/cxFTRH6dPLU__;!!M2cvx14AM25G!w…> Applications are due June 15th, 2023, at 11:59 pm Central Daylight Time and may be found here.<https://urldefense.com/v3/__https://byu.az1.qualtrics.com/jfe/form/SV_dj5IT…> https://byu.az1.qualtrics.com/jfe/form/SV_dj5ITUWTogyKvhr<https://urldefense.com/v3/__https://byu.az1.qualtrics.com/jfe/form/SV_dj5IT…> Examples of research projects previously supported for publication in the fellowship include the following (see a comprehensive list here<https://urldefense.com/v3/__https://openedgroup.org/fellowship/publications…>): Brandle, S. M. (2020). It’s (not) in the reading: American government textbooks’ limited representation of historically marginalized groups<https://urldefense.com/v3/__https://www.cambridge.org/core/journals/ps-poli…>. PS: Political Science & Politics, 53(4), 734-740. Essmiller, K., Thompson, P. , & Alvarado-Albertorio, F. (2019). Performance Improvement Technology for Building a Sustainable OER Initiative in an Academic Library<https://urldefense.com/v3/__https://link.springer.com/article/10.1007/s1152…>. TechTrends, 1-10. Gumb, L. & Cross, W. (2022). In Keeping with Academic Tradition: Copyright Ownership in Higher Education and Potential Implications for Open Education<https://urldefense.com/v3/__https://www.jcel-pub.org/article/view/14946__;!…>. Journal of Copyright Education and Librarianship Jordan, J. (2023). Compounded labor: Developing OER as a marginalized creator. In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2023/compounded-labor-developin…<https://urldefense.com/v3/__https://www.inthelibrarywiththeleadpipe.org/202…> Kelly, A.E., Laurin, J.N., Clinton-Lisell, V. (in-press). Making Psychology’s hidden figures visible using open educational resources: A replication and extension study<https://urldefense.com/v3/__https://doi.org/10.1177*2F00986283221108129__;J…>. Teaching of Psychology. Nusbaum, A. T., Cuttler, C., & Swindell, S. (2019). Open Educational Resources as a Tool for Educational Equity: Evidence from an Introductory Psychology Class<https://urldefense.com/v3/__https://www.frontiersin.org/articles/10.3389/fe…>. In Frontiers in Education (Vol. 4, p. 152). Frontiers. Ozdemir, O., & Bonk, C. (2017). Turkish Teachers’ Awareness and Perceptions of Open Educational Resources<https://urldefense.com/v3/__http://www.jl4d.org/index.php/ejl4d/article/vie…>. Journal of Learning for Development-JL4D, 4(3)Smith, N. D., Grimaldi, P. J., & Basu Mallick, D. (2020). Impact of Zero Cost Books Adoptions on Student Success at a Large, Urban Community College. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.579580<https://urldefense.com/v3/__https://doi.org/10.3389/feduc.2020.579580__;!!M…> Tang, H., Lin, Y. J., & Qian, Y. (2020). Understanding K-12 teachers’ intention to adopt open educational resources: A mixed methods inquiry<https://urldefense.com/v3/__https://doi.org/10.1111/bjet.12937__;!!M2cvx14A…>. British Journal of Educational Technology. Wynants, S. A., & Dennis, J. M. (2022, March). Redesigning a research methods course with personalized, interactive OER: A case study of student perceptions and performance<https://urldefense.com/v3/__https://scholarworks.iu.edu/journals/index.php/…>. Journal of the Scholarship of Teaching and Learning, 22(1). Virginia Clinton-Lisell, PhD (hear how to pronounce my name here<https://urldefense.com/v3/__https://youtu.be/E2ftI-tVkEU__;!!M2cvx14AM25G!w…>) Associate Professor Educational Foundations and Research Rose Isabella Kelly Fischer Professor Education 260 (701) 777-5793 Pronouns: she/her/hers Open Education Group<https://urldefense.com/v3/__https://openedgroup.org/people__;!!M2cvx14AM25G…> Primary Researcher Editor of Active Learning in Higher Education<https://urldefense.com/v3/__https://journals.sagepub.com/home/alh__;!!M2cvx…> https://twitter.com/drclintonlisell<https://urldefense.com/v3/__https://twitter.com/drclintonlisell__;!!M2cvx14…> My recent research Open Educational Resource efficacy with nontraditional and online students<https://urldefense.com/v3/__https://www.tandfonline.com/eprint/AKAIT3BMPMPF…> Meta-analysis of reading and listening comprehension comparisons<https://urldefense.com/v3/__https://journals.sagepub.com/doi/pdf/10.3102/00…> Interest and reading from screens<https://urldefense.com/v3/__https://www.tandfonline.com/doi/full/10.1080/01…> Interactive features of e-texts <https://urldefense.com/v3/__https://www.tandfonline.com/eprint/RKZUYQ3NDVV8…> Open pedagogy systematic review<https://urldefense.com/v3/__https://jl4d.org/index.php/ejl4d/article/view/5…> Reading differences between narrative and expository texts <https://urldefense.com/v3/__https://rdcu.be/b3sug__;!!M2cvx14AM25G!wObdInnl…> -- You received this message because you are subscribed to the Google Groups "OER Research Fellows" group. To unsubscribe from this group and stop receiving emails from it, send an email to oer-research-fellows+unsubscribe(a)googlegroups.com<mailto:oer-research-fellows+unsubscribe@googlegroups.com>. To view this discussion on the web visit https://groups.google.com/d/msgid/oer-research-fellows/DM6PR08MB495458BF321…<https://urldefense.com/v3/__https://groups.google.com/d/msgid/oer-research-…>. ________________________________ This reply will go ONLY to the person who posted the original message unless you select Reply-All. By using this list, you agree that you have read and will follow the list's rules & guidelines: https://ols-support.cuny.edu/listservs/list-policy To unsubscribe from the CULIBS-L list, click the following link: https://LISTSERV.CUNY.EDU/scripts/wa.exe?SUBED1=CULIBS-L&A=1<https://listserv.cuny.edu/scripts/wa.exe?SUBED1=CULIBS-L&A=1>

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