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751_Vance_Walton_ActionPlan.docxThis project, Walton & Vance Action Plan for J. Drake Edens and Stanley Library, was completed in my Libraries, Literacies, and Literature (ISCI 751) course, with partner Jen Vance. The work sample above is the final part of a much larger project; this piece is the presentation component that accompanied a narrative piece as well as two different LibGuides created for two different academic libraries (Stanley Library and Ferrum College / J. Drake Edens Library and Columbia College). I chose to use this as an example of Technology, because we created a mock-course that could be built into academic Learning Management Systems to help facilitate better understanding of basic literacies for undergraduate students.
First, I must say this whole project was born out of love. Censorship is something I, even before Librarianship, was extremely passionate about. My partner on this project was similarly galvanized by the lack of representation she felt as a child growing up (being different in any way is hard, and children can be mean). This was my second time completing a community analysis piece as well as a needs assessment. Very quickly it became apparent that choosing two libraries to compare/contrast might have been problematic if I were doing this project on my own. Ferrum, Virginia and Columbia, South Carolina have more differences than similarities, specifically in terms of user diversity and needs. Creating a pilot program or program of study that could positively impact both college communities took careful thought and planning, as well as extensive research. We realized quickly that literacy was the common denominator between our two institutions. In a post-COVID world, not only had emergent technologies created new literacy needs, but students who were sheltered and isolated during COVID struggled with what could be perceived as the basic academic literacies (foundational, informational, digital, etc.). Our partnership allowed us to use Banned Books Week as a base for our programming and further influenced our lesson planning with an eye toward incorporating challenged literature into the conversation on literacy.
First, I must say this whole project was born out of love. Censorship is something I, even before Librarianship, was extremely passionate about. My partner on this project was similarly galvanized by the lack of representation she felt as a child growing up (being different in any way is hard, and children can be mean). This was my second time completing a community analysis piece as well as a needs assessment. Very quickly it became apparent that choosing two libraries to compare/contrast might have been problematic if I were doing this project on my own. Ferrum, Virginia and Columbia, South Carolina have more differences than similarities, specifically in terms of user diversity and needs. Creating a pilot program or program of study that could positively impact both college communities took careful thought and planning, as well as extensive research. We realized quickly that literacy was the common denominator between our two institutions. In a post-COVID world, not only had emergent technologies created new literacy needs, but students who were sheltered and isolated during COVID struggled with what could be perceived as the basic academic literacies (foundational, informational, digital, etc.). Our partnership allowed us to use Banned Books Week as a base for our programming and further influenced our lesson planning with an eye toward incorporating challenged literature into the conversation on literacy.
This piece of work demonstrates my effective use of current technologies by creating content that works well in both LibGuides as well as various Learning Management Systems; demonstrates my ability to both organize and provide digital resources and services in dynamic ways for my patrons and students; demonstrates my ability to evaluate and select appropriate technology for specific information services or applications; and demonstrates my understanding of how to analyze issues, critique concepts, and tackle challenges related to not only the impact of technology on information, but how technology can interplay with both ethics and library policies. With this project I discovered one of my biggest areas for improvement: the recorded presentation. I am admittedly most comfortable in situations in which I can write a sizable narrative, backed by data, and can distribute that piece to read. I am, largely, uncomfortable when presented with the need to record myself in any fashion. For improvement, I've started recording small tutorial videos around the academic library I am currently attached to.
This piece of work demonstrates my effective use of current technologies by creating content that works well in both LibGuides as well as various Learning Management Systems; demonstrates my ability to both organize and provide digital resources and services in dynamic ways for my patrons and students; demonstrates my ability to evaluate and select appropriate technology for specific information services or applications; and demonstrates my understanding of how to analyze issues, critique concepts, and tackle challenges related to not only the impact of technology on information, but how technology can interplay with both ethics and library policies. With this project I discovered one of my biggest areas for improvement: the recorded presentation. I am admittedly most comfortable in situations in which I can write a sizable narrative, backed by data, and can distribute that piece to read. I am, largely, uncomfortable when presented with the need to record myself in any fashion. For improvement, I've started recording small tutorial videos around the academic library I am currently attached to.
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