Library services report for october 2015

LibraryServicesforMaskwacis, October2015 mkhetarpal@mccedu.ca Page 1 of 8
Library Services
October 2015
Theme: Resource based learning, accelerate student
learning, explore Open Education Resources, and
communications
Main points
 Learning day collaboration with Mount Royal
University Library, October 2
 APA citation and research for RSWR 1900
 Personalcommunications for RSWR 1900
 Literature review for RSWR 1900
 Resources emailed to first year social work students
 'One Book One Class' book for the English class
 Sharing circles for psychology accelerates student
learning and creates peer to peer support
 Indigenous studies 1911 class uses the resources and
computers
 Online learners support group on October 21
 Open Access (OA) Week October 19 - 25, 2015
theme is 'Open for Collaboration'-Use OA textbooks
 Capacity development by connecting with schools,
Science Day, October 7 at the Louis Bull School
 How to get your work published on October 29
 Recording oral histories workshop on October 31
 Announcing First Nations Library Services Without
Borders Institute Gathering on April 12-15, 2016
 Statistics Canada presentation on November 16
1. Learning day, October 2
Learning day brought together a community of learners
from all over Maskwacis. Content was delivered in six
presentations. Thirty four participants from the
community became aware of the indigenous resources
and finding aids available at the Provincial Archives,
Samson Archives, Ermineskin Adult Literacy, and
Mount Royal University Library.
Figure 1: Community of learners
Six presentations
10 am-11 am: Samson Archives and primary sources
11 am - 12: Mount Royal University Library: An
observational study of how students use academic
libraries and why we should care.
12-1 pm: Residential school survivor Marwin Littlechild
12 - 2 pm: Benefit of residential schools for education by
Bruce Cutknife
2 - 3 pm: Introduction to Provincial Archives of Alberta
(PAA) finding aids by Leslie Latta
3- 4 pm: Communication tactics – handling objections
by Anthony Koleoso
Summary of learning areas
10 am-11 am: Samson Archives and primary sources
Bev and Brian presented the services and residential
school registers and resources available at Samson
Archives. Law library and museum artifacts collection
is housed at the Samson Archives. Bev spoke about the
repatriation services and the legislations involved with
this area.
11 am - 12: Operation Spybrary: An observational
study of how students use academic libraries and why

we should care.
The library as a place is shown to be a complex topic,
with noise, need and personal preference influencing
experience. Researchers will also include a discussion of
an evidence based approach to evaluating the work of
libraries.
Alice Swabey and Francine May are librarians at Mount
Royal University. Their research interests include
exploring the roles of the academic library.
12 - 2 pm: Benefit ofresidential schools for education
by Marwin Littlechild and Bruce Cutknife
Mr. Littlechild is a residential school survivor and he
shared his realstory of spending 14 years in the
residential schools. Mr. Cutknife presented a timeline of
residential schools using photographs, data from books
and stories.
2 - 3 pm: Introduction to Provincial Archives of
Alberta (PAA) by Leslie Latta
Leslie Latta spoke about the variety of indigenous
resources cared for by the Provincial Archives, and she
explained what an archives is and what happens in her
job on a daily basis. She gave us a list of residential
schools finding aids to use when searching for
indigenous information.
3- 4 pm: Communication tactics – handling
objections by Anthony Koleoso
Mr. Koleoso highlighted that probing is a good way of
understanding the barriers.
View the day by clicking the following link.
http://www.slideshare.net/ManishaKhetarpal/learning-
day-at-the-library-2nd-oct-2015
2. APA citation basics for research studies class,
October 5, 11 -11:45 am
Agenda
a. Warm-up: Read the thesis sheets posted on the wall
and write an indigenous content, context or a word
(Student engagement)
b. Overview of Title and Reference
c. Body: Paraphrase,Summarize, Direct Quotation
(short and long)
d. Observe in text citation: Author last name, Year and
Page.
e. Exercise: Mark short or long quotation, paraphrase
in the thesis (Student engagement)
f. Resources
 Handout: APA body
 Postings on the blog
 Google it: Work by one author
 APA checklist, APA sample paper, APA
template (emailed to students)
Observation: Students wanted to know how to write an
essay? How to write an outline? How to analyse?
3. Personal communications for research studies,
October 19,11-11:45 am
Agenda
Personalcommunication in APA
a. Here's the three pieces of information you will need
 Respondents name (initial of first name, last name)
 Two words: personal communication
 The date of the communication (month day, year)
b. Example 1 and Instructions
"Maskwacis community members smudge regularly so
we need good quality matches."
(K.Crier, personal communication, October 19, 2015).

c. Example 2: Here's an in-text citation when you've
already mentioned K. Crier's name in the sentence.
K. Crier made a point Maskwacis community members
smudge regularly so we need good quality matches.
(personal communication, October 19, 2015).
d. Personalcommunication note
Do not cite personal communication in the reference list.
Why? Because the data is not retrievable by someone in
a print or digital format for the sources listed under
references.
4. Mini-literature review for research studies,Oct 26
Agenda
 Outline
 Organizing Principles: Themes, Chronology and
Methodology
 Handout: Literature review
Process
 Students are to work in pairs: Read and write the
outline of the literature review from a thesis and one
quotation (2 students working together)
 2 pairs to join and discuss with each other (four
students working together)
 One student from each pairs to share with the group
Figure 2: Sharing circle for the literature review
5. Email communication with 1st year social work
students
Once a week a research resource is emailed to all
students. The information alert example is as follows.
Here below is an article listed in your RSWR 1900
(Academic Research and Writing) course outline
(bibliography page).
Flemming, L. (2008). Resilience and Indigenous
Spirituality: A Literature Review. Pimatisiwin: A
Journal of Aboriginal and Indigenous Community
Health , 6 (2).
Indigenous spirituality is a more complex phenomenon
than the term spirituality alone, as generally understood,
implies. Spirituality is closely bound up with culture and
ways of living in Indigenous communities and requires a
more holistic or comprehensive research approach. Two
conceptual frameworks could help to orient Indigenous
resilience research. One is the enculturation framework.
Enculturation refers to the degree of integration within a
culture, which can be protective in social behaviour,
academic achievement, alcohol abuse and cessation,
substance abuse,externalizing behaviours, and
depressive symptoms. Instruments for measuring
enculturation generally have three components:
traditional activities, cultural identification, and
traditional spirituality. A second conceptual framework
is cultural spiritual orientation which distinguishes
between cultural spiritual orientations and tribal spiritual
beliefs. Enculturation and cultural orientations are
protective against alcohol abuse, suicide ideation, and

suicide attempts. New tools are emerging for measuring
the multidimensional nature of culturally rooted
spirituality in Indigenous communities, tools that are
context-specific and often the product of collaborative
design processes. As the ability of researchers to
measure these complex processes advances and
Indigenous communities take increasing charge of their
own research,it should become easier to design
interventions that take advantage of the cultural/spiritual
dimension of Indigenous traditions to promote
individual, family, and community resilience.
http://www.pimatisiwin.com/uploads/404389036.pdf
What information would you like to post on the social
work blog? http://socialworki.blogspot.ca/
6. English class: Resource based learning
Students came to pick up books for their assignment on
October 26, 2015 at 1 pm. Forty books were checked
out by students on the topics assigned by the instructor.
November 2nd the library provided the class with 30
copies ofa book King Arthur for the, 'One Book One
Class' reading circle.
Figure 3: Students browsing to pick a book for their class
assignment
7. Accelerate student learning by hosting sharing
circles for psychology
Sharing circles taught students study and note taking
skills such as using flash cards,notes, foldables, read
aloud, and sticky notes. The use of different parts of the
text books such as glossaries in the textbook. Resources
which complement the textbooks such as study guides
were used to accelerate student's exam writing skills for
the midterm. A psychology wall was created which
included flowcharts from the study guides. Librarian got
an opportunity to visit the PeSakestu healing lodge with
the group on October 28.
Date Concepts covered
October 6 Chapter 3: Developmental psychology,
developmental level, maturation,
attachment, parenting styles, types of
discipline, assimilation, accommodation,
moral development, psychosocial
dilemma, and ageism
October 8 Chapter 4: Sensation, perception, colour
weakness,conductive hearing loss,
sensorineural hearing loss, somesthetic
senses,kinestheic senses,sensory
adaptation, sensory attention, sensory
gating, illusion, depth perception
October 22 Chapter 5:States of Consciousness
consciousness, altered state of
Oct 26
• Open access online
journals
Oct 28
• Reports and Grey
literature

consciousness, sleep-depravation
psychosis, electroencphalogram EEG,
beta waves,delta waves,function of
REM sleep, nightmare, night terrors,
hypnotic susceptibility, psychoactive
drug, sensory deprivation
October 9th, Courtney came in the morning and revised
chapter 1. She had a study guide. Courtney used the
glossary for definitions.
October 9th, 10 am: Librarian gave the four sheets of
the study guide to students and they made photocopies.
(5 students.) Note: Extra time was made by students to
revise for midterm.
October 9, Psychology Wall @ the library: Flowchart at
a glance for each of the chapters. Students were
welcome to highlight text and read it
Oct 14: Midterm exam written in class. Asked the
students for the feedback and they said some of the
content was covered in the exam.
Oct 15: Feedback from the teacher was positive and the
teacher was glad that the library-faculty student
collaboration will benefit students in their learning
journey.
Oct 15: Administration had a meeting in the library and
they talked about this study sharing circle.
Following is a picture of the instructor and a student in
front of the Psychology Sharing Wall and a student
using flowcharts from the study guide.
Figure 4: Instructor Ruth Ann Linklater
Figure 5: Student using the flow charts from the study guides
8. Indigenous studies 1911 class uses the resources
and computers
October 20: Students read the Plains Cree peoples
books and wrote down the outline and how does this
relate to Maskwacis Plains Cree community. The writing
blocks were emailed to the instructor.
October 27: An information package was prepared for
the instructor. The package included copies of the
declaration (grey literature), bibliography, books, and
journal articles were prepared for Yvonne Saddleback
instructor for the 1911: Indigenous studies course on
October 27th. The package was given to the instructor
and a conversation occurred about the assignment which
involved a focus on Article 11 listed on page 20 of
the declaration brochure (grey literature).
Article 11
October 20
• Books
October 27
• Journal articles

1. Indigenous peoples have the right to practise and
revitalize their cultural traditions and customs. This
includes the right to maintain, protect and develop
the past, present and future mainfestations oftheir
cultures, such as archaeological and historical sites,
artefacts, designs,ceremonies, technologies and
visual and performing arts and literature.
2. States shall provide redressthrough effective
mechanisms,which may include restitution,
developed in conjunction with indigenous peoples,
with respect to their cultural, intellectual, religious
and spiritual property taken without their free, prior
and informed consent or in violation oftheir laws,
traditions and customs.
A peek view of the references is presented here below:
61/295. United Nations Declaration on the Rights of
Indigenous Peoples. (2014). Fourth World
Journal, 12(2),157-166.
Bruce,H., & Gilio-Whitaker, D. (2014). Implementing
the UN Declaration on the Rights of Indigenous
Peoples, Nation-by-Nation and State-by-
State. Fourth World Journal,13(1),83-92.
Churchill, W. (2011). A Travesty Of A Mockery Of A
Sham: Colonialism as 'Self-Determination' in the
UN Declaration on the Rights of Indigenous
Peoples. Griffith Law Review (Griffith
University, As Represented By Its Socio-Legal
Research Centre), 20(3),526-556.
Gillies, C. (2013). Establishing the United Nations'
Declaration on the Rights of Indigenous Peoples
as the Minimum Standard for All Forensic
Practice with Australian Indigenous
Peoples. Australian Psychologist,48(1),14-27.
doi:10.1111/ap.12003
Harrington, J. (2010). Canada And The United Nations
Human Rights Council: Dissent And
Division. University Of New Brunswick Law
Journal, 6078-115.
Rÿser, R. C. (2011). US Consultation Policy and "Free,
Prior and Informed Consent". Fourth World
Journal, 10(1),95-111.
Wheatley, S. (2014). Conceptualizing the Authority of
the Sovereign State over Indigenous
Peoples. Leiden Journal Of International
Law, 27(2),371-396.
doi:10.1017/S092215651300037X
http://informationliteracystandards.blogspot.ca/2015/1
0/information-package-includes-variety-of.html
Figure 6: Instructor Yvonne Saddleback using the resource package
prepared by library staff
Figure 7: A student from Indigenous studies 1911 using library
resources and computers

9. Online learners support group on October 21
Online learners are students enrolled in online programs
from Athabasca,Grant MacEwan,College of the
Rockies, First Nations University of Canada,etc and
these students are taking human resource management,
recreation management from Maskwacis gathered at the
library on October 21. Students talked about their
assignments, information sources used, APA citations,
writing skills, exam proctoring, space to study, and
expressed frustrations that they had no support from the
libraries of the institutions from where they had enrolled
in online courses.
Some students said the assignments must be designed in
a question format and email communication with
instructors did not clarify their concerns.
10. Open AccessWeek October 19 - 25, 2015 theme
is Open for Collaboration
SPARC®,the Scholarly Publishing and Academic
Resources Coalition, is an international alliance of
academic and research libraries working to correct
imbalances in the scholarly publishing system.
Developed by the Association of Research Libraries,
SPARC has become a catalyst for change. Its pragmatic
focus is to stimulate the emergence of new scholarly
communication models that expand the dissemination of
scholarly research and reduce financial pressures on
libraries.
Open access (OA) is the free,immediate, online
accessibility of peer-reviewed research articles coupled
with full reuse rights. As defined by the Budapest Open
Access Initiative (BOIA) Open Access means:
"free availability on thepublic internet, permitting any users to read,
download, copy, distribute, print, search, or link to the full texts of
these articles, crawl them for indexing, pass them as data to software,
or use them for any other lawful purpose, without financial, legal, or
technical barriers other than those inseparable from gaining access to
the internet itself. The only constraint on reproduction and
distribution, and theonly role for copyright in this domain, should be
to give authors control over theintegrity of their work and the right to
be properly acknowledged and cited."
Maskwacis Library created awareness for indigenous
open access textbooks and online journals.
http://www.openaccessweek.org/
11. Capacity development by connecting with schools
- Science Day, October 7 at the Louis Bull School
Maskwacis Library connected Let's Talk Science team
with the Louis Bull School. A science day with hands-on
experiments was hosted on October 7, 2015.
Let's Talk Science visited Louis Bull School to deliver
hands-on science activities to grades 1-5 students. Over
100 children participated. They learned about chemistry,
hearing & sound, lights and shadows, magnetism, colors
and energy.
A team of four volunteers was grateful for the school's
hospitality. The gym teacher was the host and he was
extremely helpful throughout the half day that we were
there. His colleagues also provided excellent support to
us to facilitate activity delivery. This was greatly
appreciated.
Let's Talk Science team would also like to thank the
school for providing lunch. Let's Talk Science team
leader William Chan's observation was," The students
really enjoyed the hands-on learning." Everyone,
including all the Let's Talk Science volunteers, had a lot
of fun that day.
Figure 8: Let's Talk Science team at Louis Bull School

12. Howto get your work published session on
October 29
Mr. Mostafa, Editor of Ponoka News shared some
suggestions to sharpen writing skills. How to approach
newspapers to cover events? How to write for a
newspaper?
Figure 9: Newspaper editor sharing knowledge about writing styles
13. Recording oral histories workshop on October 31
Andrea Abernathy will be facilitating a workshop about
recording and preserving stories. For more details visit
http://collegelibraryservices.blogspot.ca/2015/10/introdu
ction-to-recording-and.html
Figure 10: Learners becoming aware of the protocol involved in
interviewing elders
14. Announcing First Nations Library Services
Without Borders Institute Gathering, April 12-15,
2016
Cost $250 for the full institute, 2 credits=26 hours
or $100/day. The session and presenter profiles are
posted on the following page.
http://servingindigenouscommunities.blogspot.ca/
15. Statistics Canada presentation
Please join us on Monday, November 16 from 10-11 am
in the computer lab for the Statistics Canada presentation
by Connie Legrande. The learning areas are as follows:
Outline
• Aboriginal Liaison Program
• 2016 Census of Population
• Census questions
• National Household Survey
• Census recruitment
• Census collection
• Community / organization involvement
Happy Halloween
Figure 11: Student Halloween contest

Library services report for october 2015

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Library services report for october 2015