Qui n Soy Finding My Place ever .


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¿Quién Soy? Finding My Place in History. Personalizing Information Literacy through Faculty-Librarian Collaboration . Bárbara A. Miller
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¿Quién Soy? Discovering My Place in History Personalizing Information Literacy through Faculty-Librarian Collaboration

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Bárbara A. Mill operator Chicano Resource Center Librarian, Pollak Library, California State University, Fullerton since 1998, earned a B.A. in Latin American Studies from San Diego State University, and a MLIS from the University of California, Los Angeles. Ms. Mill operator is the President of the Orange County Chapter of REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking. As a PhD Candidate in Information Studies at UCLA, her paper is entitled: "Data Border Crossing: Scholarly Communication and Information Seeking over the U.S.- Mexico Border." and Nancy Porras Hein Assistant Professor, Chicana & Chicano Studies Department, California State University at Fullerton. She earned a B.A. in Spanish at California State University Fullerton and her Ph.D. from University of California at Riverside. Her exposition investigated the relationship between Chicano guardians and state funded schools. She has distributed articles on parent cooperation in schools and family. She introduced papers in La Paz, Mexico, Phoenix, Chicago, Albuquerque, Florida and California on the Chicano family and on parent investment and the schools. Dr. Porras Hein has worked widely with group organizations in Orange County, California. A Poster Session displayed by

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Abstract This blurb session depicts a long haul, library guideline coordinated effort between a Chicana/Chicano Studies employee and the Chicano Resource Center Librarian at the Pollak Library at California State University Fullerton. Library direction sessions and a site have been produced to bolster a one of a kind family history task made by the Faculty part to manufacture understudy\'s self-regard while permitting them to put their family history into the bigger chronicled setting. The issue for the teammates was to make library sessions and a site that would give understudies a typical arrangement of data education abilities while offering a specific arrangement of down to earth aptitudes expected to effectively total the genealogical research task. We talk about the difficulties, arrangements, and results connected with customizing data education benchmarks. We close with our own particular self-appraisal including proposals for future enhancements.

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Faculty-Librarian Collaboration In the Fall of 1998, Dr. Porras Hein was among the principal Chicana/Chicano Studies teachers to exploit Ms. Mill operator\'s offer to lead library direction sessions for CHIC 305, the Chicano Family. At the time, Ms Miller knew nothing about the act of genealogical research. She offered library guideline sessions on the most proficient method to get to assets on the verifiable foundation. Before long we found the universe of Internet parentage. By Spring 1999, we were planning two sessions: one to kick understudies off looking the ancestry web entrances, for example, Family Search and another to acquaint them with verifiable research strategies.

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CHIC 305: The Chicano Family Class Syllabus In Chicana/Chicano Studies 305, understudies ponder the Chicano family as an American social foundation. The class investigates the authentic advancement of "la familia" and diverse points of view on the socio-psychodynamics of the family. The class incorporates foundation data on the historical backdrop of Mexican Americans in the United States and their Mexican legacy. Understudy contribution is fundamental to adapting; in this manner the class consolidates agreeable learning bunches, week after week composing assignments, singular reports, oral presentations, and group association.

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CHIC-305-02 CHICANO FAMILY-Schedule 11218 Tuesday and Thursday 2:30-3:45 H 521 Dr. Porras Hein (714 278-3733)Email: nporras-hein@fullerton.edu Office Hours: Mondays10-12 a.m.; Tuesdays 1-2 p.m. furthermore, Thursdays 8-9 a.m., Humanities 312 G Spring 2003 Course Description: The Chicano family advancement as an American social foundation. Verifiable and multifaceted points of view. The socio-psychodynamics of the Chicano family. An attention on the Chicano family association and its bearing upon populace development and industrialization. Consideration is attracted to the more distant family and the atomic family, their linkages to indigenous family structures. Family typology, parts, social qualities from the point of view of socio-social brain research. Information to underline varieties, relocation, urbanization, rustic, colonia and barrio life designs. The objective of the class is to acclimate you with the Chicano Family. Questions correlated to the targets to meet this objective include: Why is it vital to know the historical backdrop of the Chicano family in the United States? Why would it be advisable for us to have a comprehension of the Chicano family monetary, social and demographic information? In what manner can information of geographic contrasts and encounters, with the subsequent social qualities, parts and desires of the Chicano family grow our comprehension? How do hypothetical systems help us in concentrating on Chicano families? The meeting of the destinations are measured by tests, presentations, class examinations and a paper. Required Texts: Sandra Cisneros, The House on Mango Street Richard Griswold del Castillo, La Familia Robert R. Alvarez, Jr. Familia Grading strategy: Family starting points paper-assemble work… … 100 Family Issues Notebook… … ..100 Class interest (go to class, read and bring writings, Blackboard)… … ...100 Mid-term Examination… … .… 50 Final Examination… … … 50 Total… … ..… … 400 CHIC 305 Spring 2003 Syllabus

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Grading Scale: 350-400=A 300-349=B 250-299=C 200-249=D Ten focuses will be deducted for late papers. Family Issues Notebook: Each understudy is required to keep up a Family Issues Notebook containing five current daily paper, magazine and diary articles (or four articles and participation at a Los Amigos meeting in Anaheim with a short one page report) in Education, Health, Politics and Community/Social Concerns. Bring articles as relegated for discourse. Family History Paper Written content must be at least seven pages. References for information required. See the family history frame for additional data. Participation & Participation Class interest focuses will be deducted for unlucky deficiencies. Guarantee you sign the participation sheet. Cooperation in Blackboard is key. Perused the doled out content. Speculative SCHEDULE Week of Feb. fourth Introductions-Syllabus-Schedule Overview-survey family history frame Read House pp.3-7 Explain Blackboard Week of Feb. eleventh Read – La Familia, Preface and Chapters 1 and 2; Article due , separate into gatherings, needs evaluation, film. Week of Feb. eighteenth Read – La Familia , Chapters 3 and 4; and House pp.108-109; Article due Week of Feb. 25th-Read La Familia, Chapter 5 & 6; House pp. 103-107, Library Week of March 4th–Read La Familia, Chapters 7 and 8; and House pp.94-100-Article due Week of March eleventh Read Familia, Foreward, Introduction and Chapter 1; film-Family History Preliminary blueprint due Week of March18th - Read Familia , Chapters 2 and 3; and House pp. 88-93, Article due Week of March 25th-Read Familia, Chapters 4 and 5; Article due Week of April eighth Read La Familia, Chapter 9 ; and House pp. 81-87-Midterm planning Week of April fifteenth Midterm ; Family History Rough draft due ; Week of April 22nd–Familia film, Presentations Week of April 29th-Presentations; Family issues note pad due Week of May sixth Presentations-Family History paper due Week of May thirteenth Presentations Week of May twentieth Presentations-Preparation for Final Thursday, May 29th-2:30-4:20 p.m. Syllabus proceeded with

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Student Demographics As a course that meets the social assorted qualities prerequisite for general training at CSUF, the Chicano Family draws understudies from a fluctuated gathering of divisions. In Spring 2002, twenty-four distinct majors were spoken to. Out of 80 understudies, 15 understudies majored in Child Adolescent Studies. The second biggest gathering of understudies were Liberal Studies majors. Different majors included Psychology, Business, Spanish, Sociology, Art, Criminal Justice, Political Science. Under four percent were Chicana/Chicano Studies majors. For Fall 2002, the 46 understudies spoke to twenty-one distinct offices. Once more, the main two majors continued as before. Majors not spoke to on the Spring 2002 rundown of majors incorporate Theater, Dance, Finance, Electrical Engineering, Accounting and Kinesiology. Somewhat more than four percent were Chicana/Chicano Studies majors. A careless take a gander finally names demonstrates that in Spring 2002, 82.5 percent or 66 understudies out of 80 seemed, by all accounts, to be Chicanos or Latinos. For Fall 2002, of 46 understudies, 29 or 63 percent gave off an impression of being Chicanos/Latinos.

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Family History Assignment Students, from every departmental major and ethnic gatherings, record their individual family history beginning with themselves and going as far back as could be allowed. Taking after the "Familia History shape," understudies talk with relatives to archive significant family history and foundation. They likewise should put their families inside the chronicled setting.

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The Family History Assignment is intended to: 1) give understudies with a premise to character creation 2) fabricate understudy intrigue and valuation for Chicana/o culture 3) make understudies mindful of similitudes and contrasts inside the structure of all families 4) help understudies start to protect an individual document of family history, and at last 5) help understudies in creating essential, deep rooted i

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