The Reference Department computer lab by the entrance of the library now features brand new iMacs and Windows 10 computers, both of which are powered by super-fast solid state drives. If you’re looking to use Photoshop, head up to the iMac classroom on the 2nd floor — you can use it whenever there is not a class in there.
View of middle row of reference department computer lab, location of new iMacs and Windows 10 computers
Close up view of new micro Windows 10 computer
Close up view of new iMac computer
View of west row and middle row of Reference Department computer lab
During library instruction sessions, Education Librarian Amy Gilgan employs a variety of methods to spark student curiosity, catapulting the research process from rote searching into active learning. Some of these methods involve discussion of the Wasco Clown and the Riot Grrrl punk movement and they usually focus on investigating the construction of authority, shining a light on the value of different types of expertise.
Amy teaches a lot of library instruction sessions and describes her teaching style as being largely informed by her past work as a speakers’ bureau member of Community United Against Violence (CUAV), a grassroots community organization committed to ending violence within and against the LGBTQQI community.
In a chapter in the Critical Library Pedagogy Handbook, Amy details her pioneering lesson plan called Teaching with Riot Grrrl: An Active Learning Session at the Intersections of Authenticity and Social Justice. The lesson plan describes a 60 minute workshop Amy developed in which first year USF college students used cultural artifacts and library resources to investigate the Riot Grrrl feminist movement in the punk rock music subculture. In the first half of the session, students worked in groups to explore personal, cultural and scholarly expertise while applying basic search concepts. In the latter half, the groups shared their findings and provided their peers with search tips. Inspired by hip hop pedagogy, Amy’s lesson plan was an attempt to model exploring subculture and identity through research.
The goal of this lesson plan is to allow students to “move beyond the popular/scholarly source binary to hold the complexity of multiple types of expertise” in addition to resulting in students learning new search techniques. Amy says, “I enjoy hearing about how students apply the skills from the session to research their own personal and academic interests.” Furthermore, by using active learning techniques, Amy finds it possible to “not only increase student engagement, but also foster an environment where the knowledge and curiosity of the students is valued.”
Born from the #CritLib movement within the library field, active learning scenarios that use subculture and curiosity as jumping off points act to integrate critical pedagogy with librarianship. Amy has been involved with #CritLib conferences and conversations, and she was excited when she saw the call for proposals for the handbook in which her chapter on Riot Grrrl appears. She hopes her lesson plan inspires librarian and faculty colleagues to explore active learning techniques, while she personally commits to making space for students to name, probe, and develop their own interests during library instruction sessions.
With all the renovations that occurred in the library in the past 12 months, we updated the designations for study zones, more clearly indicating where you are allowed to converse, study quietly, and where to expect silence.
Silent study zones:
• 1st floor, room behind the Reference Desk
• 3rd floor South (front half of the building)
Quiet study zones:
• 1st floor, Atrium
• 3rd floor North (back half of the building)
Conversation study zones:
• Lower Level
• 1st floor — all areas except the silent study room and Atrium
• 2nd floor
• 4th floor
Twenty years ago, students and faculty relied almost exclusively on text-based resources, but these days, people increasingly turn to video content for learning and teaching.
Besides a wealth of educational, how-to, and documentary films and video clips available, fiction films let us travel through time to explore how people looked, dressed, spoke, worked and played in the past, and how cities and landscapes have evolved.
Millions of videos and clips are available on free platforms like YouTube, but the content is of inconsistent quality, sometimes pirated and subject to removal.
Fortunately Gleeson Library provides thousands of videos and clips that support USF coursework, all available to the campus community. (MyUSF logins are required for streaming video if you’re off-campus.)
You’ll find our available video collections listed here. To see the scope of the video collections, try searching the catalog by genre <Documentary films> or <Feature films>. Some DVDs and even VHS are included, as there are still thousands of titles not available in streaming video.
Just a few of the key streaming video collections held at Gleeson Library are:
Films on Demand delivers more than 27,000 titles in a wide variety of subjects ideal for students and faculty.
MEF The Media Education Foundation collection is particularly strong in representations of gender and race, identity and culture, consumerism, and globalization.
As the Spring semester comes to a start, the library service known as Course Reserves is in full swing. Course Reserves are required and recommended reading materials set aside, or reserved, in the library by faculty for their students. Materials on course reserve are loaned out for short loan periods, usually 2 hours. Think of it as a one-stop-shop for reading assignments–a student can stop by to check out reserved text books or log online to download PDFs of articles.
Any faculty member who is currently teaching a course may place materials on course reserve. What types of materials might you ask? Beyond traditional print materials such as books (textbooks and novels) and DVDs, electronic materials (book chapters, journal articles, ebooks, streaming media) can be placed on course reserve. In short, if it’s part of the library’s collection, we can put it on course reserve, and if you have a copy, we can put your personal copy on course reserve as well. If neither the library nor you has a copy, go ahead and ask your liaison to purchase one so we can place it on course reserve.
Why place items on course reserve? It ensures your students have free access to materials that are essential for academic success. What’s more, it is considered fair use, relieving the fearful dread that comes with questioning if any copyright laws are being violated. Plus, we do the scanning and processing work for you, so it cuts down on time you use to spend uploading files to Canvas.
We spoke with Noriko Milman, Assistant Professor in the Department of Sociology, who frequently utilizes course reserves. This semester Professor Milman has items on course reserve for her Research Methods class. Here’s what Professor Milman had to say.
When did you first start using course reserves?
I started using Course Reserves my first semester at USF, Fall 2012.
How did you hear about course reserves?
I heard about reserves from our sociology program assistant, Amy Joseph. She sent an introductory email that mentioned the library offered the service.
It’s great to hear you heard about the service from your PA, because they often place materials on course reserves on behalf of their faculty.
Why do you utilize this library service?
It’s my responsibility as an instructor to make my classes accessible to all students enrolled. Course materials, especially textbooks, are expensive. Having material available on course reserves helps make our classroom community more inclusive and equitable.
Similar to the previous question, what (in your opinion) are the benefits of placing materials on reserve in the library?
Additional benefits: Course reserves are a great option for students who don’t want to fall behind while waiting for their books to arrive. I’ve also put films on reserve which has been helpful for students who might have missed class, or those who want to re-watch the material.
Have you had any feedback from your students (positive or negative) about placing items on reserve in the library?
Over the years several students have commented that they appreciated course reserves, for the reasons listed above. One student, who used public transportation for their long commute and spent entire days on campus, found using course reserves very convenient and a better option than toting around their heavy books.
As a library service, where do you think reserves could improve?
Putting material on reserve is easy to do and benefits students—and our classroom community—in many ways. I’m grateful for the service and will continue using it!