AS STRUCTURE/STRATEGY/SCAFFOLD MAPPING { } @charbooth
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A S S T R U C T U R E / S T R A T E G Y / S C A F F O L D
M A P P I N G
{ }@ c h a r b o o t h
…reposition library and information tools, resources, and expertise so that they are embedded into the teaching, learning, and research enterprises… [of] external, not library-centered, structures and systems.
- Lewis, 2007
I N V E S T I G A T I O N
T H E L E A R N E R E X P E R I E N C E
T H E L E A R N E R E X P E R I E N C E
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
T H E L E A R N E R
E X P E R I E N C E
P r o j e c t I n f o r m a t i o n
L i t e r a c y @ U o f W
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
T H E L E A R N E R
E X P E R I E N C E
P r o j e c t I n f o r m a t i o n
L i t e r a c y @ U o f W
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
R o c h e s t e r e t h n o g r a p h y
T H E L E A R N E R
E X P E R I E N C E
P r o j e c t I n f o r m a t i o n
L i t e r a c y @ U o f W
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
E R I A L e t h n o g r a p h y
T H E L E A R N E R
E X P E R I E N C E
P r o j e c t I n f o r m a t i o n
L i t e r a c y @ U o f W
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
* l o c a l r e s e a r c h *
E R I A L e t h n o g r a p h y
T H E L E A R N E R
E X P E R I E N C E
P r o j e c t I n f o r m a t i o n
L i t e r a c y @ U o f W
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
* l o c a l r e s e a r c h *
E R I A L e t h n o g r a p h y
T H E L E A R N E R
E X P E R I E N C E
P r o j e c t I n f o r m a t i o n
L i t e r a c y @ U o f W
E C A R u n d e r g r a d s
& i n f o r m a t i o n t e c h
* l o c a l r e s e a r c h *
E R I A L e t h n o g r a p h y
T H E L E A R N E R
E X P E R I E N C E
32 1
c o n t e x t u a l
i n v e s t i g a t i o n .
{ }C O N T E X T
{ }C O N T E X T
T H E C L A R E M O N T C O L L E G E S
{ }C O N T E X T
S E V E N C A M P U S E S / O N E L I B R A R Y
{ }C O N T E X T
S E V E N C A M P U S E S / O N E L I B R A R Y
C O N C E P T / M I N D M A P P I N G
m i n d o m o . c o m
{ }
a s s e s s m e n t & p r o j e c t p l a n n i n g
C O M M U N I T Y & C A P A C I T Y B U I L D I N G
b ra i n s t o rm ing & d i s cu s s i o n cap t u r e
C U R R I C U L U M V I S U A L I Z A T I O N
C O N C E P T / M I N D M A P P I N G
{ }
a s s e s s m e n t & p r o j e c t p l a n n i n g
C O M M U N I T Y & C A P A C I T Y B U I L D I N G
b ra i n s t o rm ing & d i s cu s s i o n cap t u r e
C U R R I C U L U M V I S U A L I Z A T I O N
K N O W L E D G E M A N A G E M E N T
{ }
Maps enable citizens of academic communities to perceive their
environs in multiple, adaptable and evolving ways, delineating patterns
that enhance or impede knowledge construction and
exchange... -Hamilton and Graniero, 2012
…while those within a discipline bring a richness of lived experience to the work, the (map) developer can offer techniques for exploring and uncovering.
-Hamilton and Graniero, 2012
A S S E S S M E N T & P L A N N I N G
D I S C U S S I O N C A P T U R E
C O M M M U N I T Y B U I L D I N G
C U R R I C U L U M V I S U A L I Z A T I O N
C U R R I C U L U M M A P P I N G
C U R R I C U L U M M A P P I N G
C U R R I C U L U M V I S U A L I Z A T I O N
C A M P U S
P R O G R A M
R E Q U I R E M E N T S
O B J E C T I V E S / O U T C O M E S
A N N O T A T I O N S
I N S I G H T +
S T R A T E G Y
v i s u a l
m a p p i n g
T A R G E T E D I N S T R U C T I O N
S T U D E N T C O M P E T E N C I E S
R E S O U R C E S C A L A B I L I T Y
{ }powerful knowledge management tool
I N D I V I D UAL & I N S T I T U T I O N AL BENEF I T
flexible for IL, outreach, & collections
S T R A T E G I C & S T R U C T U R A L V I E W
M A P P I N G P O S I T I V E S
{ }steep learning curve in some cases
A D M I N I S T R AT I V E S U P P O R T R E Q U I R E D
t im e s p e n t i s s t r u c t u r e - d e p e n d e n t
M U S T P E R C E I V E VA L U E I N E X E R C I S E
M A P P I N G C A V E A T S
C A S E S T U D Y : E N V I R O N M E N T A L A N A L Y S I S
b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3
M A P D E V E L O P M E N T : I N F O R M A T I O N S O U R C E S
M A P D E V E L O P M E N T : I N F O R M A T I O N S O U R C E S
c a t a l o g s s c h e d u l e s w e b s i t e s
c a t a l o g s s c h e d u l e s w e b s i t e s
7 - B R A N C H S T R U C T U R E R E F L E C T S P R O G R A M
L A Y E R E D C A M P U S - L E V E L D E T A I L
L A Y E R E D C A M P U S - L E V E L D E T A I L
L A Y E R E D C A M P U S - L E V E L D E T A I L
I N S T R U C T I O N S T R A T E G Y : C O R E S E Q U E N C E
I N S T R U C T I O N S T R A T E G Y : C O R E S E Q U E N C E
O U T C O M E : E A W E B S I T E I N T E G R A T I O N
O U T C O M E : F E A T U R E R E Q U E S T S
O U T C O M E : P R O J E C T / O U T R E A C H T E S T B E D
T R A C K I N G
O U T C O M E S
S C A L I N G U P : I M L S S P A R K S ! G R A N T
b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
S C A L I N G U P : I M L S S P A R K S ! G R A N T
b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
S C A L I N G U P : I M L S S P A R K S ! G R A N T
b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
S C A L I N G U P : I M L S S P A R K S ! G R A N T
b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
S C A L I N G U P : I M L S S P A R K S ! G R A N T
S C A L I N G U P : I M L S S P A R K S ! G R A N T
S C A L I N G U P : I M L S S P A R K S ! G R A N T
S C A L I N G U P : I M L S S P A R K S ! G R A N T
S C A L I N G U P : I M L S S P A R K S ! G R A N T
S T R U C T U R E
S T R A T E G Y
S C A F F O L D I N G { }
c h a r b o o t h @ g m a i l
i n f o m a t i o n a l . c o m
@ c h a r b o o t h
C H A R B O O T H
i n s t r u c t i o n s e r v i c e s M A N A G E R
&
e - l e a r n i n g
L I B R A R I A N
c l a r e m o n t c o l l e g e s
L I B R A R Y
s l i d e s h a r e . n e t / c h a r b o o t h
R E S O U R C E S
sea mon s t e r map e n .w i k i p e d i a . o r g /w i k i / F i l e : C a r t a _ M a r i n a . j p e g
c c l mapp i n g t emp l a t e b i t . l y / c c l -mapp i n g t emp l a t e 2 0 1 3 - 1 4
ea c u r r i c u l um map b i t . l y / c c l - e amap2 0 1 2 - 1 3
B e v e r l e y Ham i l t o n a n d P h i l A . G r a n i e r o . " D i s r u p t i v e
C a r t o g r a p h y i n A ca d em i c D e v e l o pmen t , " I n t e r n a t i o n a l J o u r n a l
F o r A ca d em i c D e v e l o pmen t 1 7 , n o . 3 ( 2 0 1 2 ) .
Da v i d W . L ew i s . " A S t r a t e g y f o r A ca d em i c L i b r a r i e s i n t h e
F i r s t Q u a r t e r o f t h e 2 1 s t C e n t u r y . " C o l l e g e & R e s e a r c h
L i b r a r i e s 6 8 , n o . 5 ( 2 0 0 7 ) .
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