Zeidman-Karpinski, Annie

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    Sudden Selector's Guide to Mathematics Resources
    (Core: a division of the American Library Association; Chicago, 2021) Zeidman-Karpinski, Annie; Meier, John; Johnson, Natasha
    This book is meant to provide the new librarian, the new-to-math librarian, or the general reader interested in mathematics libraries at colleges and universities an overview of how modern library collections are created to serve mathematics students, faculty, and researchers. This is also more than a collection development book. All aspects of our jobs as contemporary librarians are interconnected, so we address topics like information literacy instruction, scholarly communication, and general liaison work. We also acknowledge and try to explain broader issues in higher education such as math in general education, women in mathematics, and social media in academia. Throughout the text, the terms mathematics and math are used interchangeably (maths is often used in non-US English speaking countries in lieu of math). Of all faculty served by libraries, mathematicians are universally fierce defenders of the library. In our experience, everything is potentially an important book, journal, or resource for mathematicians. Yet, we do not have unlimited budgets and time, so this book will help you focus on the core needs of your users through an understanding of the profession, your institution, and your library. Mathematicians also value and use older materials and print, so weeding materials is a greater challenge for math than other sciences.
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    The Mathlete Program at the University of Oregon Libraries
    (ABC-CLIO, 2017) Zeidman-Karpinski, Annie; Schaak, Genevieve
    This chapter examines the University of Oregon’s math homework help program, which is entirely staffed by students working for the Libraries. These student employees, called Mathletes, provide drop-in homework help for all underclass mathematics courses in the reading room of the Math Library. The program has proved successful, with patron participation far exceeding initial projections. However, the real success of the program has been what the Mathletes themselves have gained as peer to peer instructors, through meaningful work experience and a supportive community. We will describe our training process, which emphasizes leadership, mentoring and problem solving throughout. In order to ascertain the benefits of peer-assisted learning on the Mathletes, we conducted a qualitative and quantitative survey assessment of our program. Results of this assessment reveal that the work has meaning above and beyond the amount that students earn as an hourly wage. Finally, providing this program has been a wonderful way to connect to both an academic department that can be difficult to serve and the greater UO community.
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    Don’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters
    (Communications in Information Literacy, 2016) Zeidman-Karpinski, Annie; Turnbow, Dominique
    Instruction librarians want clear data showing the effectiveness of our workshops as a way of demonstrating our value in education. This article uses instructional design approaches to show how to make specific changes when writing and measuring our learning outcomes to capture what we are doing in our sessions. Unlike instructors with classes that develop over several months, we are faced with unique challenges when conducting one-shot instruction sessions. By focusing our attention on student satisfaction and learning, we see ways to improve those sessions for everyone involved. In this essay, we provide examples and discuss how to write effective learning outcomes to answer specific questions about learner satisfaction and what the participants learned. In addition, we suggest ways to reform the evaluation and assessment questions that we use to reinforce our lessons. These methods can be used in both online and face-to-face environments.
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    Locating and Verifying information on the web
    (2008-06-25T21:45:24Z) Zeidman-Karpinski, Annie
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    Web 2.0 tools: Podcasts, Wikis, RSS feeds, Blogs, etc.
    (2008-06-17) Zeidman-Karpinski, Annie
    Several presentations for different audiences. Including, an introductory computer science class, an English class. None of them were hands on.
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    TEP workshop: Video Games in Education
    (2008-05-01T01:22:50Z) Zeidman-Karpinski, Annie
    Informal workshop on uses of video games in higher education
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    “I didn’t believe you that being “written in librarian” made much difference. I was mistaken.” Lessons learned from starting a circulating video game collection at an academic library.
    (2008-04-15T23:55:14Z) Zeidman-Karpinski, Annie; Baker, David; Nigro, Rosemary; Robare, Lori; Barth, Duncan
    Describes developing and deploying a popular circulating video game collection at an academic library.
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    Human Physiology Department Seminar Presentation 2008
    (2008-02-22T19:40:55Z) Zeidman-Karpinski, Annie
    Covers new and useful resources from the library. Attempts to raise issues around Open Access and compliance with both NIH and the UO University senate resolution.
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    Collection Development Policy & Proposal for Video Games in UO Science Library
    (2007-12-21) Zeidman-Karpinski, Annie
    Collection Development statement and proposal for adding a video game collection to an academic library.
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    Podcasts and Wikis at the University of Oregon
    (2006-10-27) Zeidman-Karpinski, Annie
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    Teaching Critical Thinking and Library Skills to Students at a Medium-sized Public University
    (2007-07-18T23:29:01Z) Zeidman-Karpinski, Annie
    My poster will talk about how I developed a hands-on learning curriculum to accompany a 145 student Introduction to Chemistry class. This class is a prerequisite for a number of other classes and doesn’t have a lab component. The 1 credit discussion section as a critical thinking class was conceived after I took the course myself. Developing the smaller sections took considerable collaboration with the instructor and drew upon other library information literacy classes. None of it would have been possible without the trust developed between the professor and myself, which was a byproduct of having been a student myself in her classroom. The primary objective of the class is to prepare the students for the task of writing a life-cycle assessment of a topic of their choosing. Meant as an introduction to scientific literacy, the class will cover how to search more effectively, how to evaluate sources and how to read peer-reviewed scientific journal articles. Students will be encouraged to share research strategies with each other, creating a lab like learning environment. Topics of particular interest the poster will cover: * Developing faculty relationships * Structure of the class (syllabus and assignments) * Assessment tools used to evaluate learning outcomes
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    First Person Shooter [Review of the educational video First Person Shooter]
    (Educational Media Reviews Online, 2003-07) Zeidman-Karpinski, Annie
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    A Hitchhiker's Guide to Chat
    (OLA Quarterly, 2003) Zeidman-Karpinski, Annie; Munro, Karen