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Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability

Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration.
ContributorsVaughan, K.T. (Author) / Bernstein, Katherine (Thesis advisor) / Puckett, Kathleen (Committee member) / VanScoy, Amy (Committee member) / Arizona State University (Publisher)
Created2019
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Description

As speculative aesthetics, what might feminist ontologies and artist imaginings do for rethinking the "real" assemblages and infrastructures of our quotidian experience, particularly with respect to those that standardize aggressive capital agendas, maximum industrial output and extreme waste? This paper draws connections between female artists' image and event-making, speculative design

As speculative aesthetics, what might feminist ontologies and artist imaginings do for rethinking the "real" assemblages and infrastructures of our quotidian experience, particularly with respect to those that standardize aggressive capital agendas, maximum industrial output and extreme waste? This paper draws connections between female artists' image and event-making, speculative design and tacit knowledge, as sensing tools for technological possibilities at a time when energy dependency, in the form of electricity, is the greatest generator of fossil fuel waste and pollution. I use Remedios Varo's paintings from the mid 1930-1960s as a springboard to think about sustainability and ecological design from an embodied, fem-magic and deep-time perspective, and I draw from other female artists whose work explores technologies and energy, such as Alice Aycock, Tania Candiani, Cassie Meador and Hito Steyerl. An analysis of these artists' works allows me to explore the ways that feminist imaginings function as an ontological orientation that shifts power away from contemporary infrastructures, to decolonize and re-feminize electrical possibilities as alternative ways of engaging with and sensing assemblages.

ContributorsFoster Gluck, Geneva (Artist, Author)
Created2019-03-12