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Recommended Websites & Articles : Faculty
Selected Journals at Loyalist : Faculty
Useful Tools : Faculty
" . . .the free, flexible, and visual way to organize anything with anyone." Want to learn more about using Trello? We recommend How to Organize Your Entire Life with Trello, from LifeHacker.
An alternative to PowerPoint, Prezi is a cloud-based presentation software and storytelling tool for presenting ideas on a virtual canvas.
"Meet Haiku Deck, a completely new kind of presentation software. We make telling your story simple, beautiful, and fun."
Massive Open Online Courses (MOOCs)
What's a MOOC?
A massive open online course (MOOC ) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants.
There a variety of different websites that offer MOOCs, here are some of our favourites:
Take free online classes from 120+ top universities and educational organizations. We partner with schools like Stanford, Yale, Princeton, and others.
EdX offers free online courses and classes. Find the latest MOOC from the world's best universities including MIT, Harvard, Berkeley, UT and others
Selected Books at Loyalist : Faculty
Best Practices in Flipping the College Classroom by Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book: Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K-12 to its implementation in higher education. Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations. Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies. Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models. Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses. The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroom is the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.
Call Number: LB1027.23 .W353 2016
Publication Date: 2015-07-24
Making Curriculum Pop: developing literacies in all content areas by From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . .students need help navigating today's media-rich world. And educators need help teaching today's new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media - including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups, called text circles, to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards. Digital content includes full-color reproducible student forms.
Call Number: LB1044.87 .G636 2016
Publication Date: 2015-10-23
Classroom in the Cloud by Get your head in the cloud! In this easy-to-use primer, the author of bestseller Going Google teams up with Twitter's The Nerdy Teacher to demonstrate how cloud-based instruction can work for your school. With cloud computing, students connect with teachers, educators connect with colleagues, and opportunities for meaningful collaboration and innovation grow exponentially--without budget-busting investments in hardware and software. The book includes Practical tools for integrating cloud computing into the curriculum Student and teacher testimonies detailing examples of cloud-based instruction in action Step-by-step directions for classroom activities Chapters on storing, communicating, sharing, and creating Strategies for ensuring safety and security for students and information
Call Number: LB1028.3 .C73 2016
Publication Date: 2015-11-20
Reading in a Participatory Culture by Building on the groundbreaking research of the MacArthur Foundation's Digital Media and Learning initiative, this book crosses the divide between digital literacies and traditional print culture to engage a generaton of students who can read with a book in one hand and a mouse in the other. Reading in a Participatory Culture tells the story of an innovative experiment that brought together playwright and actor Ricardo Pitts-Wiley, Melville scholar Wyn Kelley, and new media scholar Henry Jenkins to develop an exciting new curriculum to reshape the middle- and high-school English language arts classroom. This book offers highlights from the resources developed for teaching Herman Melville's Moby-Dick and outlines basic principles of design, implementation, and assessment that can be applied to any text.
Call Number: PS2384 .M62 R42 2013
Publication Date: 2013
When something's wrong : strategies for teachers. A quick reference guide of useful classroom strategies to help elementary and secondary school teachers and administrators understand and assist students with mood, behaviour or thinking problems. Each disorder section describes the disorder, lists behaviour characteristics, and offers strategies for coping, and relevant resources. For teachers using the Mental Health and High School Curriculum Guide (www.teenmentalhealth.org/curriculum) this handbook can be a resource used in lesson planning or in the classroom.
Call Number: LC4165 .W44 2015
Engaging Students As Partners in Learning and Teaching by A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. Provides theory and evidence to support new efforts in student-faculty partnerships Describes various models for creating and supporting such partnerships Helps faculty overcome some of the perceived barriers to student-faculty partnerships Suggests a range of possible levels of partnership that might be appropriate in different circumstances Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.
Call Number: eBook
Publication Date: 2014
Aboriginal Student Engagement and Achievement by Aboriginal people want an education that reflects their cultural values and linguistic heritages, an education that will foster their children's engagement and identity and not marginalize them as learners. This book turns the spotlight on a rare success story one Ontario high school's attempt to recognize Aboriginal students' cultural and academic needs while helping them build relationships with non-Aboriginal students. Aboriginal students constitute one of the fastest-growing groups in public schools. This timely study not only reveals how the current system is failing Indigenous students it offers recommendations for enhancing their achievement levels in Canada and abroad.
Call Number: E96.65 .O56 C54 2014
Publication Date: 2014
Transformative Research and Evaluation by From scholar Donna M. Mertens, this core book provides a framework for making methodological decisions and conducting research and evaluations that promote social justice.
Call Number: H62 .M4232 2009
Publication Date: 2008
MOOCs by The New York Times declared 2012 to be "The Year of the MOOC" as millions of students enrolled in massive open online courses (known as MOOCs), millions of investment dollars flowed to the companies making them, and the media declared MOOCs to be earth-shaking game-changers in higher education. During the inevitable backlash that followed, critics highlighted MOOCs' high dropout rate, the low chance of earning back initial investments, and the potential for any earth-shaking game change to make things worse instead of better. In this volume in the Essential Knowledge series, Jonathan Haber offers an account of MOOCs that avoids both hype and doomsaying. Instead, he provides an engaging, straightforward explanation of a rare phenomenon: an education innovation that captures the imagination of the public while moving at the speed of an Internet startup. Haber explains the origins of MOOCs, what they consist of, the controversies surrounding them, and their possible future role in education. He proposes a new definition of MOOCs based on the culture of experimentation from which they emerged, and adds a student perspective -- missing in most MOOC discussion. Haber's unique Degree of Freedom experiment, during which he attempted to learn the equivalent of a four-year liberal arts degree in one year using only MOOCs and other forms of free education, informs his discussion. Haber urges us to avoid the fallacy of thinking that because MOOCs cannot solve all educational challenges they are not worth pursuing, and he helps us understand what MOOCs -- despite their limitations -- still offer the world. His book is required reading for anyone trying to sort out the competing claims, aspirations, and accusations that color the MOOC debate.
Call Number: LB1044.87 .H27 2014
Publication Date: 2014
Teach Beyond Your Reach by Taking a practical, curriculum-focused approach, this guide for both new and experienced distance educators allows them to develop and deliver quality courses and training sessions. Providing practices and examples, and surveying the tools of the trade, this fully updated and revised edition covers key issues including instructional design, course craft, adult learning styles, student–teacher interaction, and strategies for building a community of learners. Discussing how distance learning enables students of all kinds to earn college and graduate degrees, professional certificates, and a wide range of skills and credentials, this book details the rapidly expanding role of distance learning in higher education and the types of organizations that now offer Web-based training courses and teleseminars to their employees, clients, and other associates.
Call Number: LC5800 .N45 2012
Publication Date: 2012
Not Just Where to Click by Not Just Where to Click: Teaching Students How to Think about Information explores how librarians and faculty work together to teach students about the nature of expertise, authority, and credibility. It provides practical approaches for motivating students to explore their beliefs, biases, and ways of interpreting the world. This book also includes chapters that bridge the gap between the epistemological stances and threshold concepts held by librarians and faculty, and those held by students, focusing on pedagogies that challenge students to evaluate authority, connect to prior knowledge and construct new knowledge in a world of information abundance. Authors draw from a deep pool of perspectives including social psychology, critical theory, and various philosophical traditions. Contributors to the nineteen chapters in this volume offer a balance of theoretical and applied approaches to teaching information literacy, supplying readers with accessible and innovative ideas ready to be put into practice. Not Just Where to Click is appropriate for all types of academic libraries, and is also suitable for library and information science curricula and collections.
Call Number: ZA3075 .N68 2015
Publication Date: 2014-12-01
Taking College Teaching Seriously by "College teaching is not rocket science - it''s much, much harder." Diana Laurillard, University of London College faculty, both adjunct and full-time, stand with their students at the coalface of learning, wishing for more to succeed and disappointed at how illusory academic success is for so many. Among the array of investments colleges are making to improve student outcomes, from predictive data analysis to enhanced advising, too little attention is paid to supporting faculty. Yet the impact of teacher and teaching on student learning is incontrovertible. Taking College Teaching Seriously: Pedagogy Matters! stands against the tide - celebrating the incredible work faculty members do each day and challenging them to expand their capacity to present their content expertise effectively. This book presents a model of embedded professional development, which capitalizes on the affordances of technology to enable groups of faculty to examine their practice in a non-evaluative context, but with a clear focus on improvement. The core of the work involves individual reflection and the design provides for an accessible way to "see" into the classrooms of discipline peers. Most importantly, the Taking College Teaching Seriously experience is not an intense one-shot, but rather a structured opportunity for a faculty member to examine and adapt practice over time and to assess the impact of changes on student learning. Faculty who have participated in the Taking College Teaching Seriously experience found it to be transformative: * English Professor, Kentucky: Participating in (the work) this year has helped me to be more reflective in every single action. I constantly analyze how each session went... (it) gave me the tools to think about every minute detail of a classroom. * Adjunct Math Professor, Mississippi: Speaking as an adjunct, I have valued the chance to share my teaching and get ideas from others. I can honestly say that this experience has been a lifeline of sorts this year. In a "magic wand" instructional setting, I''d wish for the kind of honest, respectful and professionally challenging discussions we have in Classroom Notebook* at weekly staff meetings. *Classroom Notebook is the Taking College Teaching Seriously online platform * Math Professor, NJ: I think the continual self-evaluation and reflection allowed us to work together to brainstorm improvements and positive tweaks to be more purposeful in our classrooms as opposed to just randomly reaching in the dark for ideas and techniques in HOPE of success. Taking College Teaching Seriously: Pedagogy Matters! breaks new ground in professional development. Each faculty member is at the center of the learning experience, stimulated and supported by peers working in similar contexts. They share a desire to see more students learn deeply and find that honing their skill at adapting to the learning needs of specific classes and students allows them to realize this goal. Uniquely, Taking College Teaching Seriously illuminates the link between faculty teaching expertise and improving student outcomes. The introduction to the book examines the challenges facing faculty in higher education today and reviews the literature on teaching and learning. Chapter 1 looks at the analytical foundations for all of the model''s elements, from adult learning theory to communities of practice, and Chapter 2 presents the model''s theory of change. Chapter 3 describes the model in detail and Chapters 4 and 5 concern the infrastructure of the faculty collaborative community, focusing on both its interpersonal and technological dimensions. The book concludes in Chapter 6 with an assessment of the value of this approach to professional development and a call to action for faculty member engagement in this important work, so essential to both professional passion and mandate.
Call Number: LB2331 .M4425 2015
Publication Date: 2015-05-28
Teaching Crowds by Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections—on networks and collectives—rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.
Call Number: LB 1028.3 .D76 2014
Publication Date: 2014-05-01