Reception Area – Hospitality

Reception Desk Open

The reception desk will open Thursday morning at 8:00 AM for any assistance, inquiries or session attendance questions attendees may have. We are happy to assist you and ensure you have the best possible experience at DPI 2017.

ACADEMIC SOUTH 202 – Plenary

Learning to Collaborate (or Why You Should Hang Out with Librarians)
Ian Milligan – University of Waterloo

Dr. Milligan’s work explores how historians can use web archives, the large repositories of cultural information that the Internet Archive and many other libraries have been collecting since 1996. In 2015, his book The Historian’s Macroscope (co-authored with Shawn Graham and Scott Weingart) appeared. This is a collaborative textbook which aims to lower the barriers for new entrants to the field of digital history. Dr. Milligan has published in several other venues. His 2014 book, Rebel Youth, was a finalist for the Sir John A. Macdonald Prize in Canadian History, the annual award given to the best work of Canadian historical non-fiction. He has also published numerous pieces in historical, library, and computer science journals and presented at many conferences. In 2016, Dr. Milligan was named the Canadian Society for Digital Humanities/Société canadienne des humanités numériques (CSDH/SCHN)’s recipient of the Outstanding Early Career Award.

Reception Area – Hospitality

Refreshment Break

Please avail yourself of our complimentary refreshments and snacks, served during breaks between sessions. There will be an array of hot and cold beverages and pastries for your enjoyment.

ACADEMIC SOUTH 202 – Presentations

Digital Literacy as Information Literacy: Thinking Critically about Teaching Digital Tools
Lindsey Wharton – Florida State University

Using digital pedagogy as a librarian promotes an analytic mindset for reflecting on technology related teaching practices and encourages collaborative relationships between librarians, faculty, and students to teach effective strategies for navigating the complicated digital landscape. This presentation examines the changing role of librarians and instructors in teaching digital tools and offer guidance for integrating digital literacy into instruction to promote privacy, agency, and literacy in the classroom and beyond.

Write Here, Write Now: An E-Textbook for the Flipped Classroom
Aaron Tucker – Ryerson University

Aaron Tucker and Dr. Paul Chafe, working with the Ryerson University library and funding from eCampus Ontario, are creating an e-textbook for first year college and university students that will effectively integrate into traditional, hybrid, online or flipped classroom models. This paper begins by outlining the project before focusing on the specific challenges that have arisen.  The session illustrates the workflows and workarounds that have been employed, in hopes of fostering more transparency about the creation and implementation of e-textbooks and the flipped classroom method in combination.

Library Classroom A – Workshop

Digital Archives: Practical Considerations and Pedagogical Implications
Carmela Colella – Brock University
Douglas Fox – University of Toronto
Anne Urbancic – University of Toronto

This session considers the pedagogical value and importance of student engagement in the construction of digital archives and how to integrate digital humanities into the development of interdisciplinary courses. The technical and practical challenges of digital archives, identification of software needs (freeware and other types) and evaluation of software options available to create databases based on project requirements will be discussed. Participants will have an opportunity to work with primary sources and review a variety of freeware software.

Reception Area – Hospitality

Lunch Service

Lunch service will be available in the Hungry Badger seating area for all conference attendees.

Poster Hall – Posters

Teaching on Tumblr: Informal Educational Avenues and Digital Pedagogy in the Humanities
Francesca Patten – Brock University

Tumblr is an interactive and highly-popular micro-blogging platform used primarily by individuals between the ages of 18-25. Nearly 29% of connections on Tumblr are reciprocal as opposed to an average of 3% found on other blogging websites, such as WordPress. As it grows, so too do a number of academically-oriented communities which Tumblr hosts. Although hosting over 341.8 million blogs, little academic work has been done to evaluate the nature of teaching and learning which is both informally and formally occurring incidentally and intentionally by academics and students.

University EdTech Support: The Nexus of Pedagogy and Technology
Saira Mall – University of Toronto

Unexpected issues can arise when technology is used in university courses. In these situations, faculty may not know where to turn or who can assist them on the effective use of educational technologies. Even defining the issue might be problematic: a pedagogical problem could in fact be a technical issue. At the University of Toronto, an educational technology support unit exists within a defined organizational framework that is a nexus of pedagogy and educational technology support. This poster provides an overview of this Edtech support and its goals of enhancing teaching and learning at the university.

Coaching Through Collaboration
David Potts – Brock University

This session highlights a broad learning strategy focused on digital pedagogy in Brock’s Faculty of Education. Beginning in the Department of Teacher Education (2014-present), eLearning Specialists were partnered with course developers in support of the new two-year program, delivering instructional design support for courses to reflect 21st century learning. More recently, the Digital Technology IT Champion pilot project was initiated to provide the same levels of consultation and support, servicing the entire Faculty of Education. This session explores the opportunities and challenges in the past, present and future of an Instructional Design Technologist.

Critical Digital Literacy and Overconfidence Bias: Evidence-based Approach to Assessing the Impact of Technological Skills on Performance in Higher Education 
Marta Samokishyn – Saint Paul University
Majela Guzman – Saint Paul University

Integration of technology-based skills into digital pedagogy practices has been a focal point of higher education in the recent years. However, what is the effect of overconfidence bias on critical digital literacy skills? Through the literature findings and our two-year quantitative study results, this poster establishes the foundations of an evidence-based approach to the teaching of critical digital literacy in libraries, determining what roles librarians can play in delivering critical literacy pedagogy in the classrooms.

Wheel of CyberSecurity
Andy Morgan – Brock University

The Information Technology Services (ITS) Security Awareness Program is designed to help faculty, staff, students and guests of the University make safer use of technology at home and at work. The goal is to have a security-aware community where people “think before you click”. Think you are amongst the cyber-savvy?  Spin the wheel and test your knowledge against the best practices and principles of daily technology use in this poster presentation designed to test our assumptions as power users.

Doing Digital Public Local History with STEM Students
Ella Howard – Wentworth Institute of Technology

This poster presents an overview of two projects developed for my History of Boston course, including student learning outcomes and challenges. Students first used Juxtapose JS to recreate historic photographs, then used Curatescape to present site-based information for the public. STEM students benefit from the project-based opportunities provided by these assignments.

e-Classroom (TH 253)

Makerspace Projects: A Unique Collaboration
Tabitha Lewis – Brock University
Camille Rutherford – Brock University
Karen Louise Smith – Brock University
James Papple – Brock University

This interactive presentation introduces four novel collaborations with the Library Makerspace that promote digital literacy and experiential learning within the curriculum. The focus is on best practices that can be adopted by participants looking to develop collaborative projects that appeal to creativity and learner engagement using emerging technology.

Reception Area – Hospitality

Refreshment Break

Please avail yourself of our complimentary refreshments and snacks, served during breaks between sessions. There will be an array of hot and cold beverages and pastries for your enjoyment.

ACADEMIC SOUTH 202 – Presentations

What Teachers Desire In Educational Games: Building the Proper Educational Game for the Classroom
Michael Biocchi – Algoma University

Educational games have received both positive and negative reviews from teachers and parents. While many educational games may be fun and engaging, they may not always be relevant to curriculum outcomes and the learning needs of students. A recent study demonstrated that 94% of teachers are utilizing educational games in their classrooms. The survey found that teachers (in order of importance) want an educational game to meet the curriculum needs, offer helpful feedback to students, be entertaining, and accessible from both the classroom and a student’s home.

Wires & Lights in a Box: Inculcating Critical Information Literacy Skills Through the Pedagogy of Video Games
Arun Jacob – McMaster University

As gamers play their video games it is more than evident how gaming is a pleasurable and desirable experience. Through their game interactions, players reading and writing skills are regularly put to the test. As an interactive multi-modal text, video games offer a fertile space to explore the concept of authorial intent. How does the gamer read/write/execute his/her narrative in the game and do they perceive of themselves as readers or writers of the game text?

Trailblazing in Scalar: Remapping Research Writing
Kristine Kelly – Case Western Reserve University

This paper presents a narrative of the processes and the assignments I developed to help students rethink their approach to research writing using Scalar. I found that while students enjoyed working with images and video and showed enthusiasm for the expanded, public-facing audience assumed in online digital writing, they needed guidance in learning to navigate a multi-pathed writing space, using images and video, and experimenting with ideas and connections; that is, I needed to teach students not only some technical skills but also how to assume creative agency in this digital space.

WELCH HALL 203 – Workshop

Experiential Learning in the Digital Age
Timothy Ireland – University of Waterloo
Paul Doherty – University of Waterloo
Laura Bredahl – University of Waterloo
Agnes Zientarska-Kayko – University of Waterloo

This paper explores pedagogy in a University of Waterloo experiential learning class. Students develop problem-solving skills to address real life issues in the digital media space, with an emphasis on developing soft skills and the practical knowledge needed for success. This class was based on an initial successful pitch by the University of Waterloo Library in 2012. Could the students use their creativity, ingenuity, and enthusiasm to create a digitally innovative cutting edge solution to the library’s problems? Participants will gain experience creating an elevator pitch, which if properly applied, quickly promotes an idea.

Reception Area – Hospitality

Refreshment Break

Please avail yourself of our complimentary refreshments and snacks, served during breaks between sessions. There will be an array of hot and cold beverages and pastries for your enjoyment.

ACADEMIC SOUTH 202 – Presentations

Pre-service Teachers as Resource Creators: Learning Objects to Address Language Arts Inquiry
Ruth McQuirter – Brock University

The session describes how pre-service teachers in the second year of a two-year consecutive Teacher Education program identified an inquiry focus in language arts and worked within a collaborative teacher inquiry model to explore the inquiry question. They produced a research monograph that outlined key implications for classroom practice. Each group member then created a digital Learning Object to teach an aspect of the inquiry focus. The projects were shared with the class and posted to the Learning Management System for use in the upcoming practicum placement.

Monitoring Students Performance in Introductory French Classes Through ‘Connect’
Jean Ntakirutimana – Brock University
Astrid Heyer – Brock University

This presentation will provide an overview of how we have been test-driving for two years various interfaces of ‘Connect’ — a learning platform from McGraw-Hill. We will show how Connect, as a virtual language lab, optimizes the process of monitoring students’ performance throughout their practices of French language.

Mapping the Marais: A Collaborative Project of Literary Translation and French Culture Studies
Lynn Palermo – Susquehanna University

This digital mapping project is an outgrowth of a collaborative translation of work by French author Cyrille Fleischman, whose short stories focus on the Ashkenazi Jewish community of the Marais neighborhood in Paris in the 1950s. The project aims to bring together literary translation and French culture studies to illuminate the stories’ cultural and historical context, and help readers make connections with contemporary issues of community. The project will integrate the collaboration of undergraduate students, other faculty, library staff, and the larger community.

WELCH HALL 203 – Workshop

Experience Points: Integrating Experiential Education
Jason Hawreliak – Brock University
Justin Howe – Brock University
Andrew Roth – Brock University
David Hutchison – Brock University
Natalie Alvarez – Brock University

Courses in the Centre for Digital Humanities provide students with an array of experiential opportunities: from workshops, to project-based learning, to internships.  Our panel, five Brock community members who incorporate experiential learning and interactive media tools into their teaching, will discuss the challenges and opportunities of these initiatives. Panellists will draw from experiences within existing courses and plans for the future of the program, with each speaking to the management, tools, technologies, accountability and responsibility when directing, facilitating, mentoring students and student teams.

POND INLET (MACKENZIE CHOWN J Block) – Conference banquet

Please join conference attendees, speakers and volunteers on the upper level of the Pond Inlet facility for our celebratory conference dinner. The event will offer a buffet style dinner, cash bar and great opportunities to mingle and share experiences.

Please note that banquet attendance must have been chosen during the registration process in order to attend. An additional fee applies.