Library

Research in the field of education strongly supports that collaboration among professionals in the field will enhance students' educational experiences. While this is true at all levels of education it is particularly true in higher education where professionals from various areas of expertise work together to ensure their shared students receive instructional supports that will allow the students to reach their fullest potential. The reality is that many instructors become primarily focused on their own courses as opposed to reaching out to colleagues whose knowledge and skills might act as a complement to their own. The result of which means that college students are left to seek out the individuals who are best able to help them to be successful when meeting assignment 48

This paper suggests that teacher educators engage in research that investigates practices and curriculum to consider how they might best confront issues of equity and deficit thinking in individual courses and disciplines. Rooted in the tenets of culturally responsive teaching and culturally sustaining pedagogy, the authors explore how DisCrit theory further informs understandings of hegemonic schooling practices, imploring faculty to upset the implicitly biased narratives that are so often reproduced in teacher education. As teacher educators, it is ethically imperative for us to prepare culturally competent teachers to interrupt what Paris and Alim (2017) call a “saga of cultural assault” which serves to harm students of color, resulting in both negative academic and emotional consequences (p. 1). Preparing culturally competent teachers to enact culturally sustaining practices works to ensure equity in education and an atmosphere of social transformation in classrooms. Culturally ...

Across the nation, the demand for online teaching continues to steadily increase according to data from the U.S. Department of Education, National Center for Educational Statistics (NCES, 2018). Currently, about one in six college students is enrolled in a 100% online program and more than 33% of college students are enrolled in at least one online class (NCES, n.d.). Additionally, a great proportion of students take classes that include online components. Our public comprehensive college located in northeastern United States is no exception. Even though many faculty and students profess to prefer face to face classes, the campus is abuzz with talk of new online programs and initiatives-aimed to ensure greater student access-as well as to boost enrollment. Indeed, improving and proliferating online learning is a focal point on campus; central to both the college President's mission, as well as the vision statement of Chancellor of the State University of New York, under which our college is governed. Despite the development of educational technology and the increasing demand from higher education institutions on online and blended or hybrid (that is, partially face to face and partially online) teaching, Jaschik & Lederman (2014) report that faculty members still retain the old concerns regarding the role of technology in and outside of the classroom. Cohan (2019) compares online education to McDonaldization, which is "cheap, easy, fast, canned, formulaic and alienating" (p. 1). To address these concerns, faculty members at our college came together to form the "Online Refresh Faculty Learning Community" (FLC) to explore ways to improve and better support online teaching and learning. The grassroots Faculty Learning Communities were established of the faculty, by the faculty, and for the faculty to support faculty with professional development opportunities (Cox, 2004; Zhang, LeSavoy, Lieberman, & Barrett, 2014). An FLC is composed of six to fifteen faculty and professional staff across different disciplines to build a genuine community, make a year-long commitment, and engage in active and collaborative professional development conceived as learning (Cox; Zhang, LeSavoy, Lieberman, & Barrett; Zhang & Pearlman, 2018). At the research site, 11 faculty and staff members from seven disciplines who were interested in better facilitating students' online learning experience formed a one-year-long Online Refresh FLC. It offered a safe, collaborative and interdisciplinary platform for the participants, on a regular basis, to exchange ideas and share experiences, pilot different technology tools and strategies of teaching, reflect and improve their teaching practices, and support each other to provide quality learning experiences (Zhang, LeSavoy, Lieberman, & Barrett). Literature Review When consulting the literature for this study, three main themes emerged. We reviewed each of these three themes: first flexibility and/or convenience in scheduling and attendance of online courses, the importance of instructor presence, and the overall preference for face-to-face classes if feasible.

Summary: To perform two pilot studies across different cultural settings to explore the Impact of a Cinematic Educational Intervention aimed to decrease incivility within health care and academia. The first pilot took place in the United States and the second will be in Dublin Ireland. References: • Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. doi.org/10.1177/2165079918771106 • Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and Health, 13, 623-649. • Castronovo, M. A., Pullizzi, A., & Evans, S. (2015). Nurse bullying: A Review and a proposed Solution. Nursing Outlook, 64(3), 208-214. • Illing, J., Thompson, N., Crampton, P., Rothwell, C., Kehoe, A. & Carter, M. (2016). Workplace bullying: Measures and metrics to use in the NHS, 2016 (Final Report for NHS Employers). School of Medical Education, Newcastle, University. http:...

Basic guidelines are necessary for international networking in nursing. This article outlines the benefits of and strategies for networking, highlights the social and behavioral considerations of social networking, and presents potential guidelines for further discourse.

This paper examines the relationships that developed over a 10+ year span at a comprehensive college in upstate New York. When the library was reorganized into a generalist model of library support, the faculty members felt unsupported. The paper explains the origin of the department-wide collaboration and then uses reflections to analyze ways in which the relationship with a liaison librarian support the faculty members work. Specific themes include overcoming library anxiety, online teaching support, and scholarship support with suggestions for librarian practice.

This poster builds upon work presented at the 2020 ALISE conference that attempted to answer Todd's (2017) call for future research to create a sustainable future of information literacy. The author's proposed grounded theory emerged from 87 survey responses and 17 participant interviews which explored Lloyd's (2010; 2017) concept of information landscapes in the context of postsecondary education. The proposed grounded theory found that viewing information literacy as a social practice was a threshold concept for librarians, and by extension library and information science education. Once in-service librarians crossed this threshold, they acknowledged that they could no longer view information literacy as skills-based. A social practice approach to information literacy positioned in-service librarians to recognize the strengths and resiliency in their students, actively shunning a deficit mindset.

The COVID-19 Pandemic affected P-12 educators around the world, including an emergency move to remote instruction, inclusion of new technology tools to teach at a distance, and in many cases technology mandates for instruction. In the present study, we examine educators' self-reported survey responses about technology use during face to face and online instruction during the COVID-19 Pandemic. We use SAMR, a framework used to understand degrees of technology integration in teaching, as a way to interpret educators' responses and consider the ways that educators reported their use of technology in their face to face and online teaching.