Books & Chapters

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  Designing Research Assignments that Enhance Student Research Skills

  Kathleen Oakey

  Hi, I’m Kathleen. I have worked as an academic librarian at Sheridan College in Ontario, Canada for the past 13 years. In my role, I help International and domestic students find, evaluate, and use information sources ethically for their research assignments.

  This handbook is the culmination of an 8-month sabbatical project to create an open educational resource that supports research assignment design at post-secondary institutions in Ontario.

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  Well Series Handbook

  Joan Sweeney-Marsh and Elyse Redquest

  The Well Series was conceived at Sheridan College in summer 2020 in response to the sudden move from in-person to online classes at the start of the COVID pandemic. A differentiator in post-secondary institutions, the self-directed modules are designed to support student in their academic success from pre-arrival to graduation. This handbook is meant to be a guide of all things Well Series, from module creation and governance to assessment and communications.

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  Simultaneous Learning about Research and Filmmaking: Informed Learning and Research Guides

  Shelley Woods and Kathleen Cummins

  Christine Bruce has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn” (2008, Preface). Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment or topic specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-Fiction Film research guide that we created aligns with the three principles and seven faces of informed learning.

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  Designing a Library Orientation for First Year Students with Disabilities Through the STEPS Program

  Jamie L. Goodfellow and Janice Galloway

  Sheridan College is a diploma and degree granting institution with three campuses in the Greater Toronto Area of Ontario, Canada, with an estimated population of 21,000 full-time students.

  During each academic year, Sheridan Library participates in a variety of orientation sessions for specific faculties, programs and departments. In 2014 the library’s approach to orientation programming changed when it sought to increase its focus on the quality of the first year experience and introduced a First Year Experience Librarian. A ‘First Year Library Team’ was created with representatives from various student-centered departments across the college with the goal of supporting academic skills development. The Accessible Learning department, which works with students who have disabilities, became an active partner in the Library’s creation and re-design of orientation programming.

  At Sheridan, approximately 2,500 students with disabilities are registered with Accessible Learning. Due to their specific needs, they are offered a unique orientation program called Summer Transition Experience Program at Sheridan (STEPS). STEPS programming includes sessions offered by a variety of services and partners across Sheridan and typically has approximately 60 students attend.

  This chapter will address the evolution of the partnership between the Library and Accessible Learning, the design of new orientation programming for students with disabilities, as well as successes, challenges and future plans.