Jeffery Loo – UC Berkeley

Here is a proposal for an expression wall (or “graffiti wall”) for an upcoming centennial celebration at the library.

This guide was developed to help grant applicants follow the NSF policy for data management plans.

INTRODUCTION

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Data management planning guide (PDF)

PREVIEW

This is a 5 minute presentation for the Instructor Development Program Lightning Talks at UC Berkeley Library on December 14, 2010. It demonstrates the process of adding images to PowerPoint 2007 slides.

Download a copy of the transcript. Below is a preview.

This was a guest lecture and discussion for LIB 100 Information Literacy, an undergraduate class at Wake Forest University in Winston-Salem, NC.

It was conducted as a live web conference and was 50 minutes long. The students were together in a classroom in North Carolina and I web conferenced in from California.

Here is the presentation transcript. (Download PDF copy)

Here is the presentation handout. (Download PDF copy)

This was a guest lecture and discussion for LIB 100 Information Literacy, an undergraduate class at Wake Forest University in Winston-Salem, NC.

It was conducted as a live web conference and was 50 minutes long. The students were together in a classroom in North Carolina and I web conferenced in from California.

Here is the presentation transcript. (Download PDF copy)

Here is the presentation handout. (Download PDF copy)

A presentation for the Library Tech Training (LibTech) program at the UC Berkeley Library.

Here is the presentation handout. Please download a copy here.

Here are the presentation slides.

Attendance

• November 10, 2010 – 13 attendees (UCB Library staff)

Serving as video editor, I assisted Margaret Phillips in assembling this video of highlights from the Congressional hearing entitled “Public Access to Federally-Funded Research” on July 29, 2010, with the Information Policy, Census, and National Archives Subcommittee.

This video was prepared for UC Berkeley Library’s Open Access Week 2010.

A guide developed to help College of Chemistry students prepare scientific poster presentations.

Download a copy.

Please download a copy here.

Background
POGIL is short for Process Oriented Guided Inquiry Learning.  Its basic tenets are:

• Instruction can teach content as well as process skills like analytical thinking and effective teamwork.
• Students collaborate in teams and work through guided learning activities.
• Leading questions are posed to students.  By following a number of guided activities, students find answers to the questions and formulate validated conclusions.
• The instructor serves as a facilitator, addressing individual and group needs, while students work in self-managed teams.
• The POGIL project is supported by the National Science Foundation and the U.S. Department of Education, among other groups.
• (Paraphrased from: http://pogil.org/about)

Purpose
In UC Berkeley’s Chemistry 108 (Inorganic Synthesis Laboratory), students write lab reports that require references to chemical literature.  To help students with this assignment, the Chemistry and Chemical Engineering Library provided a 3-hour instructional session that explained:

• Types of chemical information resources including tertiary, secondary, and primary resources
• When to use information resources in scientific writing
• Preparing reference citations in ACS style
• Searching by chemical structure, molecular formula, and name
• Searching SciFinder, Gmelin, and Combined Chemical Dictionary
• Learning about the history of a research topic/article and its later development via cited reference searches
• Finding information resources at the Chemistry and Chemical Engineering Library
• Availability of ChemDraw and bibliographic software to aid scientific writing

Methods
A POGIL-inspired approach was taken for the Chemistry 108 library instruction.

• A “libratory” manual was created with short, guided activities that help students understand information literacy concepts, recognize information research problems, and then resolve them through hands-on searching of databases.
• Students worked in groups of 2 or 3 to search chemical information databases together.
• After each short activity, our class engaged in a group discussion of the learning outcomes and any questions raised.

Results

• Two classes were taught:
  • September 8, 2010 –  8 students (3 hours)
  • September 9, 2010 – 6 students (3 hours)
• A “libratory” manual with guided activities and post-activity discussion notes was prepared.
  • Please download here.

For the one-hour student orientations at the Chemistry & Chemical Engineering Library:

Dates and attendance

Orientation materials available at:

• http://www.jeffloo.com/stuff/2010/instruction/orientation/

Preview of the guidebook