ScholarWorks@UMassAmherst
The UMass Amherst Libraries have just migrated ScholarWorks@UMassAmherst to a new open source platform (DSpace). We are currently unable to accept submissions at this time. For submissions that are not doctoral dissertations or masters theses, please continue to use this webform.
Graduate students filing for February 2025 degrees: We are in the process of setting up ScholarWorks for submissions as of 4 October 2024. We expect to be able to begin accepting submissions by mid-October. Please email scholarworks@library.umass.edu if you have any questions.
Request forms are not functional at the moment. Please email scholarworks@library.umass.edu if you are unable to download an item.
This site is still under construction, please see our ScholarWorks guide for updates.
Recent Submissions
Publication Exploring Black History with ChatGPT(University of Massachusettes Amherst, 2024-10)This Choice Board invites students and teachers to Critically analyze the language, word choices and style of a ChatGPT social issue poem written in the style of Langston Hughes. Critically examine a ChatGPT news article about the fight for equality written in the style of Frederick Douglass and compare it to Douglass' own writing. Fact check a ChatGPT children's book about civil rights activists who refused to give up their seats on streetcars, trains, and buses before designing your own book about protest and change. And more Black History and critical media literacy learning activities.Publication Cross-Curricular Collisions: Academic Libraries as Catalysts for Collaborations on Campus(2024-06-04)The changing landscape of higher education and increasing demand for multi-skilled employees in today’s workforce have exposed opportunities for cross-disciplinary and cross-curricular engagements in university classrooms. At the same time, budgetary constraints and shifting institutional structures present challenges to adopting and integrating such holistic approaches to research, teaching, and learning. This presentation discusses the connective function of academic libraries on university campuses, including librarians’ roles as curricular and pedagogical partners to teaching faculty and facilitators of interdepartmental research. Liz Grauel and Erik Ziedses des Plantes, librarians at the University of Dayton who serve as liaisons to the schools of business and engineering, will share their experiences in cross-curricular engagements between business and engineering programs. We discuss our developing approaches to cross-curricular library instruction and engagements with teaching faculty of different disciplines, and invite attendees to share their experiences within their own institutions. This session explores the cross-curricular student engagements that may be expanded and supported through the consultative and collaborative position of academic libraries on college campuses, building on the growing interest in such activities.Publication Visual Images as a Gateway to Scholarly Inquiry in Information Literacy Instruction(2024-06-03)In this interactive session, participants will engage in activities that use student-generated questions about visual images as entry points to research literary criticism of Shakespeare’s play Hamlet. The presenters collaborated on a student-centered, inquiry-based information literacy lesson (IL) focused on visual literacy, critical thinking, and research question design in an introductory literary analysis course. The co-instructors decentralized the classroom by empowering students to ask probing questions about illustrations from an early 20th-Century edition of Hamlet. Workshop participants will experience the presenters’ lesson firsthand by using the Right Question Institute’s Question Formulation Technique (QFT) as a springboard to research question development, keyword generation, and library resource exploration. Through facilitated activities and discussions, participants will learn about instructional strategies that inspire students to follow their own research interests, enabling them to direct class discussions and determine lesson outcomes. Finally, participants will reflect upon how such strategies could be applied in their own library and classroom contexts.Publication
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