Te Mātāpuna - Library & Learning Services

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This collection contains research done by AUT Te Mātāpuna - Library & Learning Services staff.


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Now showing 1 - 5 of 15
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    Developing Librarians’ Teaching Practice: A Case Study of Learning Advisors Sharing Their Knowledge
    (Association for Learning Development in Higher Education, 2023-04-27) Harding, Rachael; McWilliams, Robyn; Bingham, Tricia
    Increasingly, tertiary librarians are required to teach as part of their role. There is recognition that ongoing professional development (PD) is required in teaching and learning as this is not generally provided as part of formal library qualifications. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. As part of a wider PD programme for liaison librarians at Auckland University of Technology (AUT), learning advisors developed and taught three workshops. The learning advisors were chosen by the library leadership due to their teaching expertise and adaptability. They provide embedded, academic literacy support for students tailored to specific assessment guidelines and marking criteria. The aim was to share examples of learner advisor practice underpinned by relevant theory and applied directly to an information literacy context. Liaison librarians were exposed to workshop strategies to develop appropriate learning outcomes, content, and pedagogical approaches for planning ongoing teaching. They had opportunities to assess and evaluate their current knowledge and skills and consider new approaches. These sessions enabled the team to go forward with shared knowledge to guide their workshop design to create more consistent, sustainable, and measurable content. Another outcome was the co-development of workshop design principles which have been applied to the redevelopment of workshops. As this process is replicable, the value of sharing knowledge and expertise between teams such as learning advisors and liaison librarians is worth exploring further.
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    No Turning Back on Global Open Access
    (BMJ, ) Barbour, V; Flanagan, D; Tairi, K
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    Only Two Out of Five Articles by New Zealand Researchers Are Free-to-Access: A Multiple API Study of Access, Citations, Cost of Article Processing Charges (APC), and the Potential to Increase the Proportion of Open Access
    (PeerJ, ) White, RKA; Angelo, A; Fitchett, D; Fraser, M; Hayes, L; Howie, J; Richardson, E; White, B
    We studied journal articles published by researchers at all eight New Zealand universities in 2017 to determine how many were freely accessible on the web. We wrote software code to harvest data from multiple sources, code that we now share to enable others to reproduce our work on their own sample set. In May 2019, we ran our code to determine which of the 2017 articles were open at that time and by what method; where those articles would have incurred an Article Processing Charge (APC) we calculated the cost if those charges had been paid. Where articles were not freely available we determined whether the policies of publishers in each case would have allowed deposit in a non-commercial repository (Green open access). We also examined citation rates for different types of access. We found that, of our 2017 sample set, about two out of every five articles were freely accessible without payment or subscription (41%). Where research was explicitly said to be funded by New Zealand’s major research funding agencies, the proportion was slightly higher at 45%. Where open articles would have incurred an APC we estimated an average cost per article of USD1,682 (for publications where all articles require an APC, that is, Gold open access) and USD2,558 (where APC payment is optional, Hybrid open access) at a total estimated cost of USD1.45m. Of the paid options, Gold is by far more common for New Zealand researchers (82% Gold, 18% Hybrid). In terms of citations, our analysis aligned with previous studies that suggest a correlation between publications being freely accessible and, on balance, slightly higher rates of citation. This is not seen across all types of open access, however, with Diamond OA achieving the lowest rates. Where articles were not freely accessible we found that a very large majority of them (88% or 3089 publications) could have been legally deposited in an institutional repository. Similarly, only in a very small number of cases had a version deposited in the repository of a New Zealand university made the difference between the publication being freely accessible or not (125 publications). Given that most New Zealand researchers support research being open, there is clearly a large gap between belief and practice in New Zealand’s research ecosystem.
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    Sustainable Embedded Academic Literacy Development: The Gradual Handover of Literacy Teaching
    (Informa UK Limited, ) Macnaught, L; Bassett, M; van der Ham, V; Milne, J; Jenkin, C
    This study reports on a four-year project to embed academic literacy within one core course of a Bachelor of Education program. It involves an interdisciplinary collaboration between learning advisors, as literacy specialists, and lecturers, as subject specialists. It examines their roles and responsibilities and lecturers’ perspectives when handing over the teaching of academic literacy to them. Data encompasses interviews with lecturers, meeting notes, and cohort statistics about assessment grades. Discourse analysis with theory from Systemic Functional Linguistics identifies the shifting contributions of the collaborators and how lecturers evaluate their experiences. Findings suggest that handover is smooth when it is done gradually and involves intensive prior collaboration. However, the contrasting views of the lecturers raise questions about what is optimal for students. Although limited, data indicates that reductions in resubmission rates and students achieving in the minimal passing range co-occur with the addition of mini videos about reading and writing critically.
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    Designing Student Participation in Synchronous Writing Instruction
    (Cranmore Publishing, 2020) Macnaught, L; Yates, J
    Although various e-learning technologies have been in use for decades, the rapid worldwide spread of COVID-19 has made online teaching and learning 'the new normal'. Many academic units, such as our team of Learning Advisors at Auckland University of Technology, have had to make quick decisions about the design of online learning experiences for students. This study reports on the creation of online writing workshops for postgraduate research students. In our context, research students can self-enrol in 'one-off' workshops where they typically do not know each other. As teaching staff, we also had little prior knowledge of how best to design student participation in synchronous writing activities. An initial challenge was thus to identify different means through which students can participate online, and then use these findings to inform workshop design. Our findings centre on an online participation matrix with two sets of simultaneous options: whether participants are identified or not; and whether their participation occurs as a series of discrete actions by individuals, or as simultaneous actions by multiple participants. In Blackboard Collaborate Ultra, we found that these combinations give rise to observant, anonymous, episodic, concealed, or discursive participation. We define and illustrate each of these participation types, discuss their sequencing across an entire workshop, and reflect on specific adaptations from face to face settings. These findings are of particular relevance to teachers who are exploring a variety of software features and want to make principled choices for the design of activities in online writing workshops.
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