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1Designing Effective Instruction

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The book is available for download in "texts" format, the size of the file-s is: 846.68 Mbs, the file-s for this book were downloaded 109 times, the file-s went public at Mon Sep 24 2018.

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2Designing Effective Instruction

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The book is available for download in "texts" format, the size of the file-s is: 2054.78 Mbs, the file-s for this book were downloaded 54 times, the file-s went public at Wed Mar 16 2022.

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3Excellence In Teaching: A Workshop For Faculty Designing More Effective Instruction Workshops Poster

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Poster for the Excellence in Teaching workshop offered in December 1975.

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  • Title: ➤  Excellence In Teaching: A Workshop For Faculty Designing More Effective Instruction Workshops Poster
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1.27 Mbs, the file-s for this book were downloaded 6 times, the file-s went public at Tue Apr 08 2025.

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4ERIC ED373767: Under What Conditions Are Embedded Versus Generative Cognitive Strategy Activators Effective? Two Prescriptive Models For Designing Instruction.

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

“ERIC ED373767: Under What Conditions Are Embedded Versus Generative Cognitive Strategy Activators Effective? Two Prescriptive Models For Designing Instruction.” Metadata:

  • Title: ➤  ERIC ED373767: Under What Conditions Are Embedded Versus Generative Cognitive Strategy Activators Effective? Two Prescriptive Models For Designing Instruction.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 36.47 Mbs, the file-s for this book were downloaded 89 times, the file-s went public at Sun Oct 19 2014.

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5Designing Effective Online Instruction : A Handbook For Web-based Courses

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

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The book is available for download in "texts" format, the size of the file-s is: 597.07 Mbs, the file-s for this book were downloaded 56 times, the file-s went public at Thu Jun 28 2018.

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6Designing Effective Instruction

In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 879.81 Mbs, the file-s for this book were downloaded 79 times, the file-s went public at Sat Jul 08 2023.

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7Designing Effective Mathematics Instruction : A Direct Instruction Approach

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

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  • Title: ➤  Designing Effective Mathematics Instruction : A Direct Instruction Approach
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 191.69 Mbs, the file-s for this book were downloaded 91 times, the file-s went public at Wed Sep 19 2012.

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8Designing Effective Science Instruction : What Works In Science Classrooms

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

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The book is available for download in "texts" format, the size of the file-s is: 467.19 Mbs, the file-s for this book were downloaded 268 times, the file-s went public at Sat Feb 08 2020.

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9Designing Effective Instruction

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

“Designing Effective Instruction” Metadata:

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1130.39 Mbs, the file-s for this book were downloaded 173 times, the file-s went public at Wed Mar 13 2019.

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10Designing Effective Instruction

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

“Designing Effective Instruction” Metadata:

  • Title: ➤  Designing Effective Instruction
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 629.88 Mbs, the file-s for this book were downloaded 103 times, the file-s went public at Fri Sep 21 2018.

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11Designing Effective Instruction

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

“Designing Effective Instruction” Metadata:

  • Title: ➤  Designing Effective Instruction
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 769.09 Mbs, the file-s for this book were downloaded 50 times, the file-s went public at Thu May 26 2022.

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12Designing Effective Instruction

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In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

“Designing Effective Instruction” Metadata:

  • Title: ➤  Designing Effective Instruction
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1297.52 Mbs, the file-s for this book were downloaded 352 times, the file-s went public at Mon Jun 11 2018.

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13ERIC ED363602: Living The Lesson: Designing More Balanced & Effective Graduate-Level Qualitative/Quantitative Course Content & Instruction.

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Qualitative research procedures such as interviewing and recording observations are in large measure intuitively easier to apply and understand than their quantitative counterparts, and seem more doable than complementary statistical analyses. The purpose of this paper is to provide some recommendations for planning and teaching a graduate-level introduction to qualitative research procedures. A two-part model of course content and activities is presented and discussed. Special focus is placed upon presenting qualitative procedures as a complementary approach to the quantitative methods--"different" as opposed to "instead of." Rather than fueling misconceptions of better or worse and competitiveness of numbers versus words, the goal is to highlight the different, but equally important, relative advantages of each approach. Ideally, this will provide the educational research graduate student with a clear understanding of how to select the best procedure for a given research setting or need--as well as to consider the creation of a multimethod study. Appendixes provide a qualitative course reading reference list; a comparative quantitative/qualitative research and analysis procedures handout; and a qualitative course syllabus. (Contains 21 references.) (LL)

“ERIC ED363602: Living The Lesson: Designing More Balanced & Effective Graduate-Level Qualitative/Quantitative Course Content & Instruction.” Metadata:

  • Title: ➤  ERIC ED363602: Living The Lesson: Designing More Balanced & Effective Graduate-Level Qualitative/Quantitative Course Content & Instruction.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 34.94 Mbs, the file-s for this book were downloaded 172 times, the file-s went public at Wed Oct 22 2014.

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14ERIC ED608791: 2020 Brick & Click: An Academic Conference (20th, Maryville, Missouri, November 6, 2020) Seventeen Scholarly Papers And Twelve Abstracts Comprise The Content Of The Twentieth Annual Brick & Click Libraries Conference, Held Annually At Northwest Missouri State University In Maryville, Missouri. The Twentieth Brick & Click Libraries Conference Was Held Virtually. The Proceedings, Authored By Academic Librarians And Presented At The Conference, Portray The Contemporary And Future Face Of Librarianship. The 2020 Paper And Abstract Titles Include: (1) From The Wild West To Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, And Brad Reel); (2) Student Engagement: Exploring Primary Sources In The Library Of Congress In An Online Course (Peggy Ridlen); (3) Object Oriented Vs Functional Programming - Library Instruction In A Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources To Develop A Program For Tracking Building Usage (Terra Feick); (5) Interactive Introductions For International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success For New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking It Up: A Textbooks On Reserve Program (Katharine Baldwin And Jenise Overmier); (9) Teaching Into The Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking And Research Skills (Virginia L. Cairns); (10) Building A Teaching Strategy Toolkit To Engage Learners (Courtney Mlinar); (11) Cracking The Code: Building An Assessment Plan With Student Discussion Boards (Anthony Rodgers And Courtney Strimel); (12) Making The Most Of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom Of Night: Maintaining Library Services During A Medical State Of Emergency (Rob Withers); (14) Psychological Safety And Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, And Molly Nystrom); (15) Summer In The Stacks: A Weeding Experience Between Faculty And Library (Kayla Reed And Hong Li); (16) Puppies And Kitties Oh My!: Partnering With A Local PETPALS Organization (Leila June Rod-Welch And Jordan A. Newburg); (17) Unlocking Online Escape Rooms For Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned From Being Ghosted By Faculty (Tammi M. Owens, Meghan Salsbury, And Heidi Blackburn); (19) The Librarian's Guide To Zines For Classroom And Community (Claire Du Laney, Monica Maher, And Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program At Hendrix College (Janice Weddle); (21) Making It Easy To Read Harder: Implementing A Reading Challenge At Community College (Amy Fortner, Anthony Rodgers, And Gwen Wolfe); (22) Beyond The Humanities: Archives Instruction For Science And Medicine (Laurinda Weisse); (23) Library Collaboration With The Smithsonian: World War I Lessons And Legacies Exhibit (Leila June Rod-Welch And Julie Ann Beddow); (24) The Genesis Of A Conduct Policy In A Medium-Sized Academic Library (John Baken); (25) Universal Design And Accessibility: A Checklist For LibGuides And Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA And Other "Scientific" Findings: Actively Engaging Distance Students In Media Literacy (Joanna Nemeth); (27) All Good Things Must Come To An End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build It, "They" Will Come (Martha Allen); And (29) Save The Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For The 2019 Proceedings, See ED600185.]

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Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

“ERIC ED608791: 2020 Brick & Click: An Academic Conference (20th, Maryville, Missouri, November 6, 2020) Seventeen Scholarly Papers And Twelve Abstracts Comprise The Content Of The Twentieth Annual Brick & Click Libraries Conference, Held Annually At Northwest Missouri State University In Maryville, Missouri. The Twentieth Brick & Click Libraries Conference Was Held Virtually. The Proceedings, Authored By Academic Librarians And Presented At The Conference, Portray The Contemporary And Future Face Of Librarianship. The 2020 Paper And Abstract Titles Include: (1) From The Wild West To Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, And Brad Reel); (2) Student Engagement: Exploring Primary Sources In The Library Of Congress In An Online Course (Peggy Ridlen); (3) Object Oriented Vs Functional Programming - Library Instruction In A Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources To Develop A Program For Tracking Building Usage (Terra Feick); (5) Interactive Introductions For International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success For New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking It Up: A Textbooks On Reserve Program (Katharine Baldwin And Jenise Overmier); (9) Teaching Into The Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking And Research Skills (Virginia L. Cairns); (10) Building A Teaching Strategy Toolkit To Engage Learners (Courtney Mlinar); (11) Cracking The Code: Building An Assessment Plan With Student Discussion Boards (Anthony Rodgers And Courtney Strimel); (12) Making The Most Of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom Of Night: Maintaining Library Services During A Medical State Of Emergency (Rob Withers); (14) Psychological Safety And Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, And Molly Nystrom); (15) Summer In The Stacks: A Weeding Experience Between Faculty And Library (Kayla Reed And Hong Li); (16) Puppies And Kitties Oh My!: Partnering With A Local PETPALS Organization (Leila June Rod-Welch And Jordan A. Newburg); (17) Unlocking Online Escape Rooms For Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned From Being Ghosted By Faculty (Tammi M. Owens, Meghan Salsbury, And Heidi Blackburn); (19) The Librarian's Guide To Zines For Classroom And Community (Claire Du Laney, Monica Maher, And Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program At Hendrix College (Janice Weddle); (21) Making It Easy To Read Harder: Implementing A Reading Challenge At Community College (Amy Fortner, Anthony Rodgers, And Gwen Wolfe); (22) Beyond The Humanities: Archives Instruction For Science And Medicine (Laurinda Weisse); (23) Library Collaboration With The Smithsonian: World War I Lessons And Legacies Exhibit (Leila June Rod-Welch And Julie Ann Beddow); (24) The Genesis Of A Conduct Policy In A Medium-Sized Academic Library (John Baken); (25) Universal Design And Accessibility: A Checklist For LibGuides And Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA And Other "Scientific" Findings: Actively Engaging Distance Students In Media Literacy (Joanna Nemeth); (27) All Good Things Must Come To An End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build It, "They" Will Come (Martha Allen); And (29) Save The Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For The 2019 Proceedings, See ED600185.]” Metadata:

  • Title: ➤  ERIC ED608791: 2020 Brick & Click: An Academic Conference (20th, Maryville, Missouri, November 6, 2020) Seventeen Scholarly Papers And Twelve Abstracts Comprise The Content Of The Twentieth Annual Brick & Click Libraries Conference, Held Annually At Northwest Missouri State University In Maryville, Missouri. The Twentieth Brick & Click Libraries Conference Was Held Virtually. The Proceedings, Authored By Academic Librarians And Presented At The Conference, Portray The Contemporary And Future Face Of Librarianship. The 2020 Paper And Abstract Titles Include: (1) From The Wild West To Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, And Brad Reel); (2) Student Engagement: Exploring Primary Sources In The Library Of Congress In An Online Course (Peggy Ridlen); (3) Object Oriented Vs Functional Programming - Library Instruction In A Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources To Develop A Program For Tracking Building Usage (Terra Feick); (5) Interactive Introductions For International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success For New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking It Up: A Textbooks On Reserve Program (Katharine Baldwin And Jenise Overmier); (9) Teaching Into The Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking And Research Skills (Virginia L. Cairns); (10) Building A Teaching Strategy Toolkit To Engage Learners (Courtney Mlinar); (11) Cracking The Code: Building An Assessment Plan With Student Discussion Boards (Anthony Rodgers And Courtney Strimel); (12) Making The Most Of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom Of Night: Maintaining Library Services During A Medical State Of Emergency (Rob Withers); (14) Psychological Safety And Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, And Molly Nystrom); (15) Summer In The Stacks: A Weeding Experience Between Faculty And Library (Kayla Reed And Hong Li); (16) Puppies And Kitties Oh My!: Partnering With A Local PETPALS Organization (Leila June Rod-Welch And Jordan A. Newburg); (17) Unlocking Online Escape Rooms For Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned From Being Ghosted By Faculty (Tammi M. Owens, Meghan Salsbury, And Heidi Blackburn); (19) The Librarian's Guide To Zines For Classroom And Community (Claire Du Laney, Monica Maher, And Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program At Hendrix College (Janice Weddle); (21) Making It Easy To Read Harder: Implementing A Reading Challenge At Community College (Amy Fortner, Anthony Rodgers, And Gwen Wolfe); (22) Beyond The Humanities: Archives Instruction For Science And Medicine (Laurinda Weisse); (23) Library Collaboration With The Smithsonian: World War I Lessons And Legacies Exhibit (Leila June Rod-Welch And Julie Ann Beddow); (24) The Genesis Of A Conduct Policy In A Medium-Sized Academic Library (John Baken); (25) Universal Design And Accessibility: A Checklist For LibGuides And Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA And Other "Scientific" Findings: Actively Engaging Distance Students In Media Literacy (Joanna Nemeth); (27) All Good Things Must Come To An End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build It, "They" Will Come (Martha Allen); And (29) Save The Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For The 2019 Proceedings, See ED600185.]
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  • Language: English

“ERIC ED608791: 2020 Brick & Click: An Academic Conference (20th, Maryville, Missouri, November 6, 2020) Seventeen Scholarly Papers And Twelve Abstracts Comprise The Content Of The Twentieth Annual Brick & Click Libraries Conference, Held Annually At Northwest Missouri State University In Maryville, Missouri. The Twentieth Brick & Click Libraries Conference Was Held Virtually. The Proceedings, Authored By Academic Librarians And Presented At The Conference, Portray The Contemporary And Future Face Of Librarianship. The 2020 Paper And Abstract Titles Include: (1) From The Wild West To Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, And Brad Reel); (2) Student Engagement: Exploring Primary Sources In The Library Of Congress In An Online Course (Peggy Ridlen); (3) Object Oriented Vs Functional Programming - Library Instruction In A Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources To Develop A Program For Tracking Building Usage (Terra Feick); (5) Interactive Introductions For International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success For New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking It Up: A Textbooks On Reserve Program (Katharine Baldwin And Jenise Overmier); (9) Teaching Into The Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking And Research Skills (Virginia L. Cairns); (10) Building A Teaching Strategy Toolkit To Engage Learners (Courtney Mlinar); (11) Cracking The Code: Building An Assessment Plan With Student Discussion Boards (Anthony Rodgers And Courtney Strimel); (12) Making The Most Of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom Of Night: Maintaining Library Services During A Medical State Of Emergency (Rob Withers); (14) Psychological Safety And Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, And Molly Nystrom); (15) Summer In The Stacks: A Weeding Experience Between Faculty And Library (Kayla Reed And Hong Li); (16) Puppies And Kitties Oh My!: Partnering With A Local PETPALS Organization (Leila June Rod-Welch And Jordan A. Newburg); (17) Unlocking Online Escape Rooms For Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned From Being Ghosted By Faculty (Tammi M. Owens, Meghan Salsbury, And Heidi Blackburn); (19) The Librarian's Guide To Zines For Classroom And Community (Claire Du Laney, Monica Maher, And Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program At Hendrix College (Janice Weddle); (21) Making It Easy To Read Harder: Implementing A Reading Challenge At Community College (Amy Fortner, Anthony Rodgers, And Gwen Wolfe); (22) Beyond The Humanities: Archives Instruction For Science And Medicine (Laurinda Weisse); (23) Library Collaboration With The Smithsonian: World War I Lessons And Legacies Exhibit (Leila June Rod-Welch And Julie Ann Beddow); (24) The Genesis Of A Conduct Policy In A Medium-Sized Academic Library (John Baken); (25) Universal Design And Accessibility: A Checklist For LibGuides And Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA And Other "Scientific" Findings: Actively Engaging Distance Students In Media Literacy (Joanna Nemeth); (27) All Good Things Must Come To An End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build It, "They" Will Come (Martha Allen); And (29) Save The Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For The 2019 Proceedings, See ED600185.]” Subjects and Themes:

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Find ERIC ED608791: 2020 Brick & Click: An Academic Conference (20th, Maryville, Missouri, November 6, 2020) Seventeen Scholarly Papers And Twelve Abstracts Comprise The Content Of The Twentieth Annual Brick & Click Libraries Conference, Held Annually At Northwest Missouri State University In Maryville, Missouri. The Twentieth Brick & Click Libraries Conference Was Held Virtually. The Proceedings, Authored By Academic Librarians And Presented At The Conference, Portray The Contemporary And Future Face Of Librarianship. The 2020 Paper And Abstract Titles Include: (1) From The Wild West To Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, And Brad Reel); (2) Student Engagement: Exploring Primary Sources In The Library Of Congress In An Online Course (Peggy Ridlen); (3) Object Oriented Vs Functional Programming - Library Instruction In A Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources To Develop A Program For Tracking Building Usage (Terra Feick); (5) Interactive Introductions For International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success For New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking It Up: A Textbooks On Reserve Program (Katharine Baldwin And Jenise Overmier); (9) Teaching Into The Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking And Research Skills (Virginia L. Cairns); (10) Building A Teaching Strategy Toolkit To Engage Learners (Courtney Mlinar); (11) Cracking The Code: Building An Assessment Plan With Student Discussion Boards (Anthony Rodgers And Courtney Strimel); (12) Making The Most Of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom Of Night: Maintaining Library Services During A Medical State Of Emergency (Rob Withers); (14) Psychological Safety And Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, And Molly Nystrom); (15) Summer In The Stacks: A Weeding Experience Between Faculty And Library (Kayla Reed And Hong Li); (16) Puppies And Kitties Oh My!: Partnering With A Local PETPALS Organization (Leila June Rod-Welch And Jordan A. Newburg); (17) Unlocking Online Escape Rooms For Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned From Being Ghosted By Faculty (Tammi M. Owens, Meghan Salsbury, And Heidi Blackburn); (19) The Librarian's Guide To Zines For Classroom And Community (Claire Du Laney, Monica Maher, And Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program At Hendrix College (Janice Weddle); (21) Making It Easy To Read Harder: Implementing A Reading Challenge At Community College (Amy Fortner, Anthony Rodgers, And Gwen Wolfe); (22) Beyond The Humanities: Archives Instruction For Science And Medicine (Laurinda Weisse); (23) Library Collaboration With The Smithsonian: World War I Lessons And Legacies Exhibit (Leila June Rod-Welch And Julie Ann Beddow); (24) The Genesis Of A Conduct Policy In A Medium-Sized Academic Library (John Baken); (25) Universal Design And Accessibility: A Checklist For LibGuides And Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA And Other "Scientific" Findings: Actively Engaging Distance Students In Media Literacy (Joanna Nemeth); (27) All Good Things Must Come To An End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build It, "They" Will Come (Martha Allen); And (29) Save The Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For The 2019 Proceedings, See ED600185.] at online marketplaces:


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