Browsing by Author "Thornhill, Kate"
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Item Open Access Union Stewardship: A Space for Mid-career Librarian Leadership(ACRL, 2023) Thornhill, Kate; Peterson, Elizabeth; Shaffer, AnnIn the spring of 2020 as the coronavirus pandemic forced universities into a defensive crouch and administrators frantically looked for easy ways to cut costs, thousands of higher education jobs were suddenly at risk. At our institution, librarians were among 200+ faculty contracts under threat for non-renewal, representing a 25% overall cut in our librarian workforce. The crisis prompted us, three mid-career librarians and union stewards, to do whatever we could to save those jobs and to shore up colleagues’ morale through the uncertainty. We worked closely with our faculty union leadership to develop advocacy strategies and to engage allies and colleagues in the fight. As our work progressed and our mutual support network deepened, we realized we shared another common issue that encompassed broader and more existential concerns. After our early career years spent cementing job skills, building a professional profile, and pursuing promotion, we all found ourselves asking, “Where do I want to put my energies in the next phase of my work life? How can I make a meaningful impact?” Our experience demonstrates the value of engaging in labor union activism as a vital opportunity for the mid-career librarian to advocate for fellow colleagues and to further one’s own professional development. Throughout this book chapter, we will bring readers through our journey as three mid-career library union stewards. Although we are at different places on the mid-career spectrum and we each came to union steward work in different ways and for different reasons, we shared similar values: an interest in women’s worker rights and shared governance; a preference for collaborative feminist leadership style; and a desire to develop professionally through building partnerships and supporting our colleagues rather than pursuing advancement through a hierarchical management structure. With practical strategies and advice, we will share how we developed an advocacy plan to preserve jobs and raise the profile of librarians, and how we looked beyond the immediate crisis to enact organizing principles that we hope become normalized across the library faculty: collaboration, guidance, deep listening spaces, collective advocacy, and action-oriented practices that speak truth to the needs and rights of academic librarians.Item Open Access Teaching Copyright through Pop Culture for Public Scholarship-Based Instruction(Rowman & Littlefield, 2022-10-15) Gaede, Franny; Thornhill, KateAs instructors have embraced project-based learning and students have engaged in remix and creator culture, digital scholarship librarians at the University of Oregon have sought to build digital fluency and technological self-efficacy through instruction. While instructors frequently seek support for teaching technology tools, many who wish to create public-facing projects with their students recognize the importance of introducing fair use, copyright, and the ethics of engaging with different kinds of intellectual property, including traditional knowledge within closed cultural systems. While specific lessons are as diverse as the disciplines adopting public scholarship, copyright and fair use instruction in the United States tends to rest on the same basic principles. There exist many free course modules ready for adaption and adoption if asynchronous instruction is possible and we have found that heavy emphasis on the four factors guiding fair use outside of class provide an excellent foundation for in-class activities and discussion. Case law in the United States has shaped our understanding of fair use and that case law is embedded in our cultural history. That being said, in the 2020s, many of the parties involved have been relegated to history and/or irrelevancy, so finding of-the-moment examples on social media and in the news becomes more important. These modern examples allow students to consider copyright from the perspective of both creators and consumers and as scholars and private individuals. We have paid special attention to working with traditional knowledge in the context of copyright and fair use, noting that just because one may have legal permission to use something doesn’t mean that it’s ethical – the case of Navajo Nation vs. Urban Outfitters Navajo Nation v. Urban Outfitters as one example. We pay particular attention to the work of Trevor Reed in this context. We teach Local Contexts Traditional Knowledge (TK) and Biocultural (BC) Labels and how to read and interpret rights statements from cultural heritage institutions to determine permissions for reuse. Other case studies included in this chapter include: using Creative Commons-licensed materials in a student project; licensing a student-created project with a Creative Commons license; leading a class discussion based on a pop culture fair use activity; and integrating open access and scholarly communication into discussions of copyright in pop culture contexts.Item Open Access Making File Names for Digital Exhibits [Data](Association of College and Research Libraries, 2021) Hayden, Gabriele; Thornhill, KateItem Open Access Instructional Collaborations in Diverse Cultural and Multilingual Contexts: Information Literacy Initiatives for the 21st Century(Association of College & Research Libraries, 2021-04-16) Maxson, Bronwen K.; Espinosa de los Monteros, Pamela; Alonso-Regalado, Jesús; Thornhill, KateThe growing importance of 21st century literacies in higher education is expanding the instructional reach of Latin American and Caribbean Studies (LAC) librarians in instructional courses. LAC librarians are actively pursuing creative pedagogical approaches to support curricula and research that address important areas of linguistic diversity and social justice as well as critical issues including decolonization, global citizenship dispositions, and U.S. migration/immigration. This panel will highlight the diverse LAC pedagogy and instructional practices of three LAC librarians from the Seminar on the Acquisition of Latin American Library Materials (SALALM) who will discuss their instructional design to information literacy instruction that is unique to area studies and also expanding into other areas such as digital scholarship and data services. This moderated panel will exchange ideas and approaches and reflect together on the potential of information literacy instruction to support global and critical issues.Item Open Access ILAGO 15th Annual Oregon Information Literacy Summit, Day 1 (Tuesday, May 18, 2021)(Information Literacy Advisory Group of Oregon (ILAGO), 2021-05-18) Thornhill, Kate; Wang, Andrew; Trott, GarrettFUNCTIONAL AND SUBJECT SPECIALISTS COLLABORATING IN THE REMOTE CLASSROOM with Andrew Wang and Kate Thornhill This presentation will describe a collaborative instruction session facilitated by Kate Thornhill (Digital Scholarship Librarian) and Andrew Wang (Art and Architecture Librarian) for an upper-level undergraduate/graduate course in the Historic Preservation program at the Portland campus of the University of Oregon. As the instructor of the course was still in the midst of finalizing the parameters of his assignment, Kate and Andrew were challenged to build a multi-part session that included both an asynchronous module and a synchronous remote session. The session incorporated multiple interactive and scaffolded components that ultimately helped shape the assignment itself. Moreover, this session has provided their institution with a model for: (1) innovative library instruction in the remote classroom; (2) an effective collaboration between a functional and subject specialist; and (3) incorporating several forms of assessment that meet a variety of learning outcomes. TALKING STORIES: AN OPEN PEDAGOGY COLLABORATION AND PARTNERSHIP with Kate Thornhill At the University of Oregon between July and December 2020, Dr. Michelle Scalise Sugiyama and four UO librarians under the leadership of Kate Thornhill, Digital Scholarship Librarian, collaborated to develop an open educational resource that incorporated WordPress and open pedagogy approaches aimed at showing how Indigenous peoples around the world use storytelling to transmit their traditional ecological knowledge. This collaboration supported first-year undergraduate students participating in Dr. Scalise Sugiyama’s Origins of Storytelling course, an online first-year seminar dedicated to developing content for the resource. Entitled Talking Stories: An Encyclopedia of Traditional Ecological Knowledge, this resource aggregates traditional narratives, explications of the ecological knowledge they encode, descriptions of their culture and habitat of origin, and links to related scholarly research. It is intended for use by educators around the world seeking to integrate traditional Indigenous literature and natural history into their courses, and by students and researchers investigating this body of knowledge. For this presentation, Kate Thornhill will discuss how Dr. Scalise Sugiyama and she approached their collaborative partnership to center students with an introduction to academic research, professional writing, and digital literacy within the Origins of Storytelling course. TRANSPARENT LIBRARY INSTRUCTION with Garrett Trott This session will provide a brief definition of transparency in addition to some examples of how transparency can be implemented in either face-to-face or online instruction. It will briefly discuss what makes transparency valuable for instruction as well.Item Restricted Creating a digital mindfulness resource guide for students(Canadian Association of Professional Academic Librarians L'Association canadienne des bibliothécaires en enseignement supérieur (CAPAL), 2022-06-06) Lockwood, Kayla; Maxson, Bronwen K.; Thornhill, KateCollege can be a stressful experience for students due to high costs of education, food insecurity, time management, and individual health conditions. With the recent global pandemic, the University of Oregon (UO) has pivoted many of its in-person mental health services to remote operations that include teletherapy, remote workshops, and other online resources such as mobile apps to provide students access to health services. One of the goals of UO Libraries’ instruction program is to teach students to critically evaluate information they find in various locations and formats. Specific to this effort, UO Libraries supported a DREAM Lab student employee to review campus-supported apps, create a digital mindfulness app evaluation rubric to aid students in decision making about their data privacy and care, and ultimately to create an online guide for the UO community. The student’s process included talking to institutional partners and medical professionals, researching the associated risks of data privacy and security within mHealth apps, researching mHealth app evaluation methods, and carefully reading the data privacy standards of suggested apps. The guide creators are assessing the guide’s impact on the student community through an embedded survey, as well as usage statistics. Preliminary results will be shared at the CAPAL Conference.