{"id":252,"date":"2004-01-13T11:45:57","date_gmt":"2004-01-13T16:45:57","guid":{"rendered":"https:\/\/sites.temple.edu\/academicassembly\/?p=252"},"modified":"2016-07-19T11:46:20","modified_gmt":"2016-07-19T15:46:20","slug":"january-13-2004","status":"publish","type":"post","link":"https:\/\/sites.temple.edu\/academicassembly\/2004\/01\/13\/january-13-2004\/","title":{"rendered":"January 13, 2004"},"content":{"rendered":"

 <\/p>\n

Academic Assembly of Librarians \u00a0<\/strong><\/div>\n
General Assembly Meeting<\/strong><\/div>\n
Paley Library Lecture Hall \u00a0<\/strong><\/div>\n
Tuesday, January 13, 2004 \u00a0<\/strong><\/div>\n
2:00 P.M.<\/strong><\/div>\n
<\/div>\n
Present<\/strong>: \u00a0D. Badman, A. Berhanu, C. Brigham, C. Cunningham, D. Dillard, M. Edsall, C. Fiorello (guest),\u00a0A. Goldstein, M. Jerrido, L. Lane, C. Lang, J. LeBreton, G. McKinney, D. Murray, F. Rowland, B.\u00a0Schoolar, M. Thomas, S. Thompson (chair), T. Whitehead, B. Wright<\/div>\n
<\/div>\n
    \n
  1. Chair<\/strong> S. Thompson brought the meeting to order at 2:10, welcoming us to the new year and to our\u00a0speaker, Catherine Fiorello.<\/li>\n
  2. Minutes<\/strong> of the meeting of November 2003 were approved as amended.<\/li>\n
  3. Staff Recognition Award <\/strong>\u00a0(C. Lang) – Reminder to nominate staff members for the award, and to\u00a0write the nominations well. \u00a0Nominations should be submitted by early February.<\/li>\n
  4. Library Book Club Announcement<\/strong> (M. Jerrido) – “The Secret Life of Bees” is the book that the\u00a0Book Club is reading together. \u00a0The Library Book Club meets on Thursdays 1:10-1:50, and all are invited\u00a0to attend. \u00a0The next book will be “The Color of Water” by James McBride, in conjunction with the \u201cOne\u00a0Book One Philadelphia\u201d program.<\/li>\n
  5. Announcement<\/strong> \u2013 In commemoration of the Brown vs. Board of Ed. 50th Anniversary, a\u00a0presentation\/forum from University Libraries will be given.<\/li>\n
  6. Interim Library Director <\/strong>\u00a0– J. LeBreton was asked if anything has been heard about the library\u00a0interim director. \u00a0Administrative Council is still meeting to take care of library business. \u00a0Comments,\u00a0questions, concerns should go to the department heads or to the administrative office. \u00a0Anything of\u00a0concern should be discussed at the Administrative Office, with the department head, or ADC.<\/li>\n<\/ol>\n

    The Assembly had a break for refreshments, which was followed by a presentation from Catherine\u00a0Fiorello, from the Department of Psychological Studies at the College of Education.<\/p>\n

    Understanding Learning Styles\u00a0<\/strong><\/p>\n

    \n

    Catherine Fiorello led a discussion on learning styles and how to apply this knowledge to more effectively\u00a0communicate with library patrons in individual consultation situations as well as in the classroom. \u00a0Many\u00a0different theories exist because often this phenomenon is self-reported. The students themselves say\u00a0how they think they do better, but this can be their own perception and is not necessarily substantiated by\u00a0empirical research. \u00a0For example, students will report that they study better with music playing in the\u00a0background, but tests may show that they do better studying in silence. Another example is that if\u00a0students are asked if they learn better with a videotape or lecture, they will often respond that they prefer\u00a0a videotape because they prefer \u00a0not to listen to a lecture even though they may learn better that way.<\/p>\n

    However, most individuals have innate strengths and weaknesses in learning, which can be visual,\u00a0auditory, or tactile. \u00a0However, only students that have a learning disability are tested for these strengths or\u00a0weaknesses. \u00a0So, in a classroom, multisensory learning is the goal. \u00a0Setting up projects so that the\u00a0students are doing a variety of tasks, such as some lectures, some papers, some projects, and some\u00a0group projects is an effective strategy. \u00a0This way the instructor can involve most people’s strengths and at\u00a0the same time can compensate for those with weaknesses. \u00a0But, for those with disabilities, this may be\u00a0still be a problem. \u00a0For example, a teacher who keeps talking while turning around and writing on the board would not be understood by a student with an auditory disability. \u00a0Multisensory education not only\u00a0helps those with weaknesses, but also provides reinforcement for those students who are normal. \u00a0Also,\u00a0keep in mind that students who have English as a second language are not served well with only the\u00a0lecture format. \u00a0They need supporting printed materials.<\/p>\n

    Specifically, in helping students work with computers, simply telling them about how to use a computer is\u00a0not effective. \u00a0Such instruction must be visual and tactile. \u00a0 The most helpful approach is have the student\u00a0perform the work on the computer while the instructor watches and tells him what to do. \u00a0It is best for the\u00a0student to hear, see, and touch.<\/div>\n
    <\/div>\n
    Other topics covered were assessing the level of prior knowledge, and motivating students to learn a new\u00a0skill. \u00a0Quickly assessing the level of prior knowledge in each individual patron is important in order to\u00a0match the instructional level to the level of prior knowledge. \u00a0Conveying to students that new skills need to\u00a0be learned is important for providing motivation. \u00a0 The social skills of the librarian during the reference\u00a0interview are crucial here. \u00a0The librarian needs to be seen as both teacher and helper.<\/div>\n<\/blockquote>\n
    <\/div>\n
    The meeting was adjourned at 3:30.<\/div>\n","protected":false},"excerpt":{"rendered":"

      Academic Assembly of Librarians \u00a0 General Assembly Meeting Paley Library Lecture Hall \u00a0 Tuesday, January 13, 2004 \u00a0 2:00 P.M. Present: \u00a0D. Badman, A. Berhanu, C. Brigham, C. Cunningham, D. Dillard, M. Edsall, C. Fiorello (guest),\u00a0A. Goldstein, M. Jerrido, L. Lane, C. Lang, J. LeBreton, G. McKinney, D. Murray, F. Rowland, B.\u00a0Schoolar, M. Thomas, […]<\/p>\n","protected":false},"author":285,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[2],"tags":[],"class_list":["post-252","post","type-post","status-publish","format-standard","hentry","category-minutes"],"_links":{"self":[{"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/posts\/252","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/users\/285"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/comments?post=252"}],"version-history":[{"count":0,"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/posts\/252\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/media?parent=252"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/categories?post=252"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.temple.edu\/academicassembly\/wp-json\/wp\/v2\/tags?post=252"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}