The following context scenario is for Allison McCallum (read Allison's full persona), Assistant Professor of Sociology at UM, whose goals are to create an engaging learning experience for her students, find and use the best content and tools available for her teaching and research and feel little need to ask for help while using Sakai.
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6. Allison spent about 25 more minutes updating her LING 376 syllabus. She ran into a book chapter she had gotten scanned by the library's document delivery service years ago which was no longer available due to copyright restrictions. She could see this copyright warning right next to the citation in her syllabus as well as the option to replace the scanned chapter with the e-book that the library has access to online. Allison wants to adhere to copyright law, so she replaced the chapter with the entire e-book and made a note for students to read just the chapter of interest.
97. To wrap up her syllabus, Allison wanted to add an image at the top of the syllabus. She had no idea where to find the image, but had seen Professor Donaldson use it before and knew it would really complement the course description. Allison searched for the image in the Library Resources widget and found it was there as it had indeed been used by Professor Kumar in his LING 425 course. She learned the image was from the UM Image Services, Art & Art History collection - an available digital image repository she was previously unaware of. When she added the image into her syllabus, the proper source information was brought along with it. Allison decided the syllabus was good for now, closed the document and rushed off to a faculty meeting.
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