CS2 – #1– PR and CLEAR writing – due January 28th @ 11:59pm
1. Find 3 public relations (PR) examples used by libraries. Insert a link to each of the examples on your blog.
2. Use the OMER format and CLEAR language to explain why you think ONE of the examples is an example of PR for the library. Cite what you read in the article by Cavill as evidence that your sample is an example of PR.
3. Explain how your word choices make your writing style CLEAR. CITE a characteristic of CLEAR writing as described in the reading from Glenn, and then explain how you incorporated this characteristic into your OMER.
ANSWER:
1.
- Niagara Falls– Main Page PR
- Peterborough — Support Your Library Page
- James Hardiman Library, NUI Galway
2.
Opinion — This Support Your Library page directly asseverates the idealism of ‘what is public relations in a library?”
Main Reason — The characteristics of public relations is library focused instead of patron/client centralized like Cavill stated, ” It concentrated on what it is that the library needs to say without any real consideration of what the target audience needs or wants to hear” (Cavill, 2001). This webpage is focused on getting people involved with the library to make the LIBRARY a better place; in support OF the library.
Example — An example of how this page is PR, is the focus on how YOU can support the library. A quote from the Peterborough library page reads as “Best of all, you can support your library by Using Your Library! (n.d.)
Restate — The Peterborough Support Your Library page is the main Public Relations information page for the library, and it construes the true meaning of what it is to put Public Relations into work in a library setting.
3.
I’m admittedly awful at “written english,” I came to this realization in my literature class. Clear writing is something I need to work on personally and professionally. I did incorporate one example of CLEAR writing, and that was to be visually organized. My word choices aren’t the most clear, but I structured my OMER to be easy-to-follow visually.
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#OLASELFIE
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CS2 – #2 – learning preferences – due March 11th @ 11:59pm – complete Part 1 and Part 2
Part 1:
Open the document Student Goals, Learning Styles and Reflection – Part 1posted in DC Connect. Complete the activity sheet and post the completed activity sheet to your website.
Part 2:
Read the article referenced on the last screen, cited below, and posted in DC Connect. Reflect on a learning experience from your elementary school, high school or post-secondary education. Why do you remember the learning experience? Can you remember what the teacher hoped you’d understand after the experience? Did you? Why or why not? Post your answer on your website.
Part-1 Learning Type Testing/Results and hopeful outcomes…
Part-2
I remember clearly when I was in grade 4, it was my favorite year with my favorite teacher. Mrs. Zavitz was an overly animated older teacher with long white hair and she always wore the most amazing colorful outfits (think Ms. Frizzle x20)
Mrs. Zavitz was a world class grade 4 teacher, she was also the teacher who ran the tuck shop in the cafeteria every day. Thankfully for her students, she loved to delegate tuck shop tasks to us. So every week it was my job to tally inventory with the help of two other students.
I believe that Mrs. Zavitz goal was to help us get a better understand of some basic math like tallies, addition, multiplication, and money sense. There was also a learning lesson in responsibility, because we were given the keys and didn’t require an escort.
I absolutely feel that she met her goals in teaching us a multitude of useful lessons, from math skills to basic life and time management skills. It was a great job for myself and the other students, and it was an experience that left a lasting memory.
#4 – Aboriginal Center – due: Sunday April 15th @ 11:59pm
Reflect on the presentation made by Julie. What did you already know? What did you learn? What are some of the reasons Julie mentioned that make traditional classroom learning difficult for some Aboriginal students? What are some of the solutions Julie mentioned that might make traditional classroom learning less difficult?
I missed this presentation, but I’ve taken some time to research the topic.
ANSWER
The topic of aboriginal history and education has always fascinated me, and I’ve had plenty of experience in researching the topic. I have a good grasp on the basic histories, probably more than the average Canadian Bear, BUT I admittedly didn’t understand what was meant by decolonization. I know the topic, but didn’t understand the scope at which the Aboriginal communities of Canada are working towards making changes.
It doesn’t surprise me that there are major gaps in the education system, and there are even cases of blatant disregard for the suffering and the humility that all Canadian Aboriginals communities have been put through (i.e. residential school system) and are having to deal with today. An example being that Sir John A Macdonald was Canada’s first Prime Minister he was also the first Prime Minister to sign for the building of residential schools. Sure that’s all in our history, but even today Aboriginals are being forced to attend public schools that bare his name.
One of the biggest issues facing Aboriginal students (of all ages), is the absolute disregard for the trials and the tribulations that were experienced and for the ones that are still effected in their daily lives. The conclusion of such acts as the Truth and Reconciliation did not end a chapter, it only opened the front cover a book that needs to be read by everyone living in our nation.
So, the lack of education on aboriginal history is a major player in quality of education that is being served to Canadian youth. The issue is that there is a lack of educational material that support the true history. Aboriginal students can feel personally attacked by the disregard for their roots.
The lack of acknowledgement and respect for Indigenous
history (most notably the many sites of resistance and sovereignty) and of contemporary
communities and resurgence is evident in the widespread ignorance
and racialized perceptions of Canadian history and of Indigenous peoples by
Decolonization, Reinhabitation and Reconciliation 151
non-Indigenous Canadians; these perceptions are widely reported in the experiences
of teacher educators across Canada in Faculties of Education (Scully, A., 2012).
It’s estimated that 60-80% of aboriginal youth will leave secondary school early, and will not return to finish their grade 12.
I think that libraries have a great responsibility on their shoulders as information leaders and providers. There are steps that can be taken to support the educational needs of Aboriginal students, and in-turn the education of all Canadians. As literacy warriors, libraries need to readdress their policies, goals, and mission statements to reflect the inclusion of MORE aboriginal materials that are up-to-date and factual. Another step that can be taken would be to weed current collections to remove incorrect, outdated, and even racist materials.
Teachers can address this issue by lobbying for more Aboriginal materials in the curriculum. Also teachers need to be more aware of what the actual rights to education Aboriginals in Canada have. The provincial government in Ontario is serious lacking on keeping with historical agreements that have all outlined and included Aboriginal education as an important part of documentation, but then they have failed in all aspects of actually including more than just a few weeks of Aboriginal history into curriculum.
Something major needs to evolve from the decolonization the Canadian education AND information systems!
Scully, A. (2012). Decolonization, Reinhabitation and Reconciliation: Aboriginal and Place-Based Education. Canadian Journal Of Environmental Education, 17148-158.
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