YUL research and professional contributions

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https://hdl.handle.net/10315/940
Research conducted by York University Library Faculty members can be found in this collection, along with professional contributions such as presentation slides and instructional videos.

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Browsing YUL research and professional contributions by Author "55331e5f1dbc377b8f86af1898627548"

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    After Launching Search and Discovery, Who Is Mission Control?
    (2010-10-15T05:20:31Z) Denton, William; Taves, Adam
    Reference librarians are whiny and demanding. Systems librarians are arrogant and rude. Users are clueless and uninformed. A new discovery layer means that they need to collaborate to build it and then — the next step — integrate it into teaching and learning. How should we (reference librarians, systems people, and users) work together to better exploit the possibilities of open source systems so we can focus on discovery and understanding instead of the mechanics of searching?
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    Charting the Course of Information Literacy with SAILS. Presented at Ontario Library Association (OLA) Super Conference, Toronto, Ontario, 2006.
    (2006) Taves, Adam; Bury, Sophie; Dekker, Jennifer; Maimets, Ilo; Scott, Tom
    Focused on why SAILS was chosen as the instrument to evaluate information literacy competencies among undergraduate students at the University of Western Ontario and at York University, how it was implemented and promoted in each institution, what the test revealed about the students who took it, and lessons learned from the partnerships and collaboration with different communities on campus. The session outlined how the information gathered through SAILS testing can be used for refining and focusing information literacy instruction in the future.
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    Divisiveness, Communication Failure, and Boundary Wars as Tragicomedy
    (2011-06-21T02:51:18Z) Denton, William; Taves, Adam
    Reference librarians are whiny and demanding. Systems librarians are arrogant and rude. Users are clueless and uninformed. A new discovery layer means that they need to collaborate to build it and then--the next step--integrate it into teaching and learning. How can we bring such a tool to fruition without tearing at each others' throats?

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