Audiovisual materials have long been used to supplement classroom instruction and research. Media, including film and video, can enrich instruction by illustrating course objectives, teaching visual and media literacy skills, and encouraging deeper exploration of course topics and themes.
The first and most important point in this article is that instructors should include electronic library resources as a part of their courses! The library collection is meant to support student learning; and electronic resources are ideal for use in learning management systems. Links directing students to electronic books, articles, journals, and databases can all be included in a course shell in a learning management system.
Scholarly communication refers to all the ways that scholarly work gets created, shared, disseminated, evaluated, and preserved.
The writer Shelby Foote once said: “A university is just a group of buildings gathered around a library. The library is the university.” He was joking—sort of. While universities have a much broader scope, range of disciplines, and number of approaches to research than they had a quarter century ago, it’s true that the library still sits at the center of the university’s core activities: teaching, learning, research, technology, collaboration, and even its social and cultural life.
Instructors assigning readings and other course materials to students have many options for providing them to their students via the UNT Libraries. Working directly with the Libraries to provide access to course materials for your courses can save you time and students’ money. Consider the following options:
Active learning engages students in the learning process through various classroom activities. More than two decades of student performance studies support active learning, and many institutions of higher education promote its use.
