Browsing by Subject "ONEAL Project"

Now showing 1 - 4 of 4
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    Foundations Quizzes: Questions & Answers
    (2024-03-28) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney
    This is a supplementary document for the lesson plans that provides a Question & Answer bank that MLS/MLIS instructors can use to create quizzes when using the Foundations curriculum of the ONEAL Project (Open Negotiation Education for Academic Libraries) in courses that teach negotiation skills to library students.
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    Lesson: Contracts & Licensing
    (2024-04-05) Galvan, Scarlet
    This includes the lesson plans and materials that are part of the lesson on licensing and contracts in the foundations module of the curriculum developed by the ONEAL Project (Open Negotiation Education in Academic Libraries). Learners accessing these materials will be introduced to concepts and legal terms that are common in license negotiations for academic library resources.
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    ONEAL Glossary
    (2024-03-28) Fuson, Courtney; Macy, Katharine V.; Galvan, Scarlet
    Glossary for the curriculum created by the ONEAL Project (Open Negotiation Education for Academic Libraries).
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    The ONEAL Project: Foundations Lesson Plans
    (2024-04-09) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney
    This document provides the lesson plans developed for the ONEAL curriculum so that MLS/MLIS instructors who wish to include lessons from the curriculum can easily copy and paste the lessons into a learning management system (LMS) such as Canvas, Moodle, or Blackboard. These lesson plans were designed to be completed individually, so the “Time to Complete” note is the minimum amount of time the ONEAL team thinks it should take for a learner to complete the lesson based on the average time it took curriculum pilot testers to complete the curriculum asynchronously. The individual instructor can best determine which parts of the lesson will work best in class or as homework and how much time each should be given. If instructors choose to include group discussion and activities during a class session, the lesson may take more time. Additionally, if case studies are negotiated during class time or if instructors have an in-class debrief discussion of the negotiation experience that will also likely increase time.