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The Faculty of Education is committed to the discovery and dissemination of knowledge about teaching and learning. We promote the view that to be a professional educator is to continue to question, to reflect, to seek knowledge, and to be open to change.
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  1. Makerspaces as learning spaces: An historical overview and literature review [Download]

    Title: Makerspaces as learning spaces: An historical overview and literature review
    Creator: Yu, Shanshan
    Description: Makerspace is an open community center where “people with common interests, often in computers and machining and so on, can meet, socialize and collaborate” (Kelly, 2013, p. 1). Based on a literature review, this study starts with the definition and the historical development of makerspaces, and then digs into the current research and theories on making, learning and makerspace. To explore the definition of makerspaces, this paper begins by exploring the origin of hackspaces, the predecessors of makerspaces, and how hackspaces naturally grow into makerspaces. When it comes to defining makerspace, different scholars and practitioners provide different descriptions. To define a makerspace involves overall thinking of materials, tools and makers making together – it is a unique place where people get together and make; it could be any place, in all shapes, sizes and locations. Although it is difficult to pinpoint the exact origins of the makerspace movement, this study divides makerspace history into three periods and identifies the milestones during each period: embryonic period (1870s-1990s), transition period (2000s-2010s) and outbreak period (after 2011). The earliest record of a makerspace could potentially date back to 1873, when a quilting and sewing social club was founded in Gowanda, which is now known as the Gowanda Free Library. Then hackerspaces start popping up in 1960s. In 2010s, the evolution of technology and do-it yourself (DIY) culture began changing towards a focus on science, technology, engineering and mathematics (STEM). Since then, the idea of making spread worldwide and began officially appearing in libraries and other institutions. After a century, there are over 1500 makerspaces all over the world (Maker Faire, 2016). Using phenomenological approaches, Vilém Flusser defines gesture as a range of movements through which people express their being in the world (1999, p. 38). As we reach out our hands, the movements the hands make when they try to meet are gesture of taking in and opening up the future (Flusser, 1999). In constructionist theories of pedagogy, learning is “conceptualized as a process of being, doing, knowing and becoming” (Petrich & Bevan, 2013, p. 53). Papert demonstrates that learning happens when thinking is worked out through making things that “can be shown, discussed, probed, and admired” (1993, p. 142). Therefore, in a makerspace, when we see learners are observing or playing with the tools, they are exploring, testing, and responding with their hands; they are learning (Petrich & Bevan, 2013). Over the years, makerspaces have developed into different forms in various institutions. This concludes by reflecting on the relationship between makerspace and different institutions, and analyzing an example makerspace in three diverse institutional settings. For instance, according to the historical development of makerspaces, public libraries have a long history of providing spaces for making – they have long been a variation of makerspaces to some degree. There are a number of similarities between public libraries and makerspaces. To name just a few, they both serve their communities for promoting lifelong learning; their key principles align with each other: to bring communities together and share knowledge. Other examples include schools, universities and other organizations.
    Subjects: makerspace
    Date Created: 2016/12/19
  2. Alberta OER Toolkits [Download]

    Title: Alberta OER Toolkits
    Creator: McNutt, Krysta
    Description: This presentation provides an overview of two online toolkits created for the Alberta Open Educational Resources Initiative. The Champion's Toolkit provides strategies for promoting OER at educational institutions. The Starter Kit outlines considerations when adopting or creating OER such as intended audience, copyright, and accessibility and usability. The presentation was given at the OER In and Across Disciplines Conference at Mount Royal University, on Nov 9, 2016.
    Subjects: OER, open educational resources, toolkit, higher education
    Date Created: 2016/11/09
  3. Alberta OER Toolkits [Download]

    Title: Alberta OER Toolkits
    Creator: McNutt, Krysta
    Description: This presentation provides an overview of two online toolkits created for the Alberta Open Educational Resources Initiative. The Champion's Toolkit provides strategies for promoting OER at educational institutions. The Starter Kit outlines considerations when adopting or creating OER such as intended audience, copyright, and accessibility and usability. The presentation was given at the OER In and Across Disciplines Conference at Mount Royal University, on Nov 9, 2016.
    Subjects: OER, open educational resources, toolkit, higher education
    Date Created: 2016/11/09
  4. Technology and the Politics of Choice: Information Literacy, Critical Thinking, and Intellectual Freedom [Download]

    Title: Technology and the Politics of Choice: Information Literacy, Critical Thinking, and Intellectual Freedom
    Creator: Alvin M Schrader
    Description: This presentation addresses the prescriptive technology of Internet filtering software, also known to its critics as \"censorware\", \"electronic book banning\" and even e-book burning. My lens is library and information studies, and my theme is that the attempt to regulate and control Internet access through filtering products leads to unintended consequences for education and learning. Among these consequences are young people's understandings and practices of personal responsibility and choice, information and media literacy, critical thinking, and intellectual freedom. Uncritical reliance on technological solutions such as filtering can put educational goals at risk. There is also a strong possiblity that filtering puts schools and school boards at greater risk -- rather than minimizing their burden. Contrary to the overly cautious legal advice that officials might receive, filters may actually increase the institutional burden, because the resort to filtering as a solution could be construed as an admission of institutional responsibility, thus shifting the burden away from students and parents. The weaknesses of filtering technology are found in human language, and come from three areas of foundational knowledge in library and information studies: intellectual freedom, indexing theory for information retrieval, and reader response theory. In a nutshell, what these bodies of thought reveal is a whole set of intractable barriers that render perfect control over expressive content in any communications medium an impossible idea and ideal. These barriers issue from the unsolvable problems of ambiguity in language, indexing, and reading. The reality is that the locus of the problems associated with Internet content is social and political, not \"technological.\"
    Subjects: school libraries, Web awareness, schools, Internet access, library access, electronic book banning, Internet safety, intellectual freedom, censorship, filtering, censorware, Internet filters, Internet content, education
    Date Created: 2002/03/15
  5. Comparing Indigenou s Approaches to Autism with Western Approaches to Autism [Download]

    Title: Comparing Indigenou s Approaches to Autism with Western Approaches to Autism
    Creator: Anna Wilson
    Description: Comparing Indigenous Approaches to Autism with Western Approaches to Autism Anna Wilson, University of Alberta On United Nations World Autism Day 2015, UN Secretary-General Ban Ki- moon encouraged policymakers, professionals, employers, service providers, and caregivers to create an inclusive society by recognizing the strengths of people with autism, instead of focusing on their weaknesses (para. 6).Unfortunately, more than 80 per cent of adults with autism are unemployed globally (2015, para. 11). In order to reach World Autism Awareness Day’s goal of empowering people impacted by autism it is imperative to challenge Western society’s medical model of autism as a disease with the empowering Navajo view of autism as a beautiful difference. This envisions people with autism as a source of social capital instead of a social burden raising awareness into Library and Information Studies. The World Health Organization supports librarians’ roles by claiming that “E-learning approaches, and innovative models for engaging” (Ki-moon, 2014, para. 11) people with autism to share their valuable experiences through a variety of digital mediums can be facilitated by library professionals. Librarians can challenge societies’ stereotypes of autism through helping people impacted by autism to share their stories through creating online digital stories, digital library collections or websites. This paper addresses these objectives through the following steps: Firstly, autism and transformative learning will be defined in the context of the research questions. Secondly, a comparative analysis of case studies will be given. Thirdly, the healing stories within these case studies will be synthesized through transformative learning. Fourthly, future research implications for library and information studies will be critically analyzed.
    Subjects: Autism, Navajo, Autism Spectrum Disorders, Indigenous
    Date Created: 2015/06/02
  6. Documentation Style Exercises [Download]

    Title: Documentation Style Exercises
    Creator: Chaudoir, Susan
    Description: 2012. Created for the Centre for Writers at the University of Alberta. Intended for audiences who want to test their skills of APA, CMS, CSE, IEEE, and MLA documentation styles.
    Subjects: Quick Reference Resource
    Date Created: June 2, 2013
  7. Teaching Philosophy Statement 2014 [Download]

    Title: Teaching Philosophy Statement 2014
    Creator: Susan Chaudoir
    Description: My teaching philosophy is influenced heavily by my own research. Building relationships, using rapport, and emphasizing effective communication skills all foster strong, cooperative learning communities with collaboration, connection, competence, and confidence. Beyond my teaching philosophy, I am a teacher who loves to teach and wholeheartedly believes that my teaching is not measured by what I do, but what others do because of what I do.
    Subjects: Teaching Philosophy
    Date Created: 2014/06/23
  8. Writing Assignments and Dominant Genres - Assignment Samples [Download]

    Title: Writing Assignments and Dominant Genres - Assignment Samples
    Creator: Susan Chaudoir
    Description: Handouts for the presentation at the 63rd Annual CCCC on March 26, 2012, St. Louis, Missouri.
    Subjects: writing assignments, nursing, Conferences
    Date Created: 2012/03/22
  9. Writing Peripheral Genres Across the Nursing Curriculum - nursing assignment sample [Download]

    Title: Writing Peripheral Genres Across the Nursing Curriculum - nursing assignment sample
    Creator: Chaudoir, Susan
    Description: Handouts for the presentation at Genre 2012: Rethinking Genre Twenty Years Later, on July 29, 2012, Ottawa, Ontario.
    Subjects: Conferences, writing assignments, nursing
  10. Scoring Guides and Rubrics: Suggestions for Writing Studies Research [Download]

    Title: Scoring Guides and Rubrics: Suggestions for Writing Studies Research
    Creator: Chaudoir, Susan
    Description: 2011. A quick reference tool for instructors who want to use rubrics. Includes findings from leading researchers, implications for instructors and dedicated list of resources.
    Subjects: WAC writing resources, Quick Reference Resource