tag:blogger.com,1999:blog-61430945022575260632024-03-05T02:38:07.600-05:00Sheridan Libraries TravelsBlog of the Johns Hopkins Libraries for staff to report on things they learn at conferences, classes, and various work-related travels.Unknownnoreply@blogger.comBlogger133125tag:blogger.com,1999:blog-6143094502257526063.post-91755983714986995482016-06-15T18:38:00.002-04:002016-06-15T18:47:42.906-04:00Special Libraries Association 2016, Philadelphia [from Sue Vazakas]<br />
<br />
Here are some highlights from this year's SLA conference.<br />
<br />
<b>Portico </b>(at the<b><i> Mathematics Round Table</i></b>)<br />
<ul>
<li>A mathematics journal whose editorial board resigned is now available through Portico. Portico was persuaded that Springer's refusal to make it available online (because of what they said was a copyright snafu) constituted a "triggering event," <a href="https://catalyst.library.jhu.edu/catalog/bib_3562767">as our catalog record shows</a>. </li>
</ul>
<b>Value Proposition </b>(at<i><b> The Indispensable Librarian: Talking about Your Value Proposition So They Get It</b></i>) <br />
<ul>
<li>Mary Ellen Bates reviewed ways to present what we do; for example:</li>
<li><span style="color: magenta;">WHO</span> do you talk to (make sure they need our services), <span style="color: magenta;">WHAT</span> do you talk about (make sure it's *their* work, *not* our services), <span style="color: magenta;">HOW</span> do you say it (don't use jargon), <span style="color: magenta;">WHEN</span> do you talk to them (when they're paying attention?), <span style="color: magenta;">WHY</span> are you talking to them (talk 100% about *their* outcomes)</li>
<li>It's our job to sell, *not* their job to buy</li>
</ul>
<b>Grey Literature </b>(at<i><b> Hidden Treasures: Mastering Grey Literature</b></i>)<br />
<ul>
<li>Speakers discussed sources of grey info including <a href="https://www.opensocietyfoundations.org/">Open Society Foundations</a>,<a href="https://www.researchgate.net/"> ResearchGate</a>, and <a href="http://academia.edu/">Academia.edu</a> (which was soundly trashed by a later speaker)</li>
<li>University IR's -- <a href="http://digitalcommons.ilr.cornell.edu/">Cornell's</a> Digital Projects Coordinator reminded us that it's not hard to enter grey lit. Usually the creators have the rights, gov info is free and you can just grab it, etc. <br /><i><br />Also:</i></li>
<li><a href="http://www.guidestar.org/Home.aspx">Guidestar</a> also has up-to-date country information<i> </i></li>
<li><a href="http://www.mdrc.org/">mdrc</a> is great for public policy</li>
<li>DeepWebTech now has <a href="http://www.deepwebtech.com/products/explorit-everywhere/">Explorit</a></li>
<li>Datasets are available in <a href="http://re3data.org/">re3data.org</a></li>
</ul>
<b>Data Literacy</b> (at <i><b>Teaching Data Literacy</b></i>)<br />
<ul>
<li>U. Albany, which has an info lit requirement, also offers a 7-session class to undergrads about data literacy</li>
<li>For the class, she chose a data set from <a href="http://data.ny.gov/">data.ny.gov</a> and did lots of hands-on exercises about the set's limitations, and asked questions like "why isn't a zip code numerical data?" </li>
<li>For grad students, here's Purdue's <a href="http://guides.lib.purdue.edu/grip">"Get a G.R.I.P." libguide</a></li>
</ul>
<b>Value Added</b> (at <i><b>Value-added Services: Becoming a Strategic Research Partner</b></i>)<br />
<ul>
<li>The director of <a href="http://www.nist.gov/nvl/">NIST's library</a> described how they add value to the info they give the researchers, such as giving not only the lit review, but adding an Intro, Methodology (what they searched), and findings such as most cited authors and journals in the field</li>
<li>When asked for an H-index, they also add tables, graphs, citation maps, and/or data viz, as well as context: e.g., if the researcher has been in the field a long time, or whether the field is math or biology </li>
<li>[I learned elsewhere that <a href="http://ivmooc.cns.iu.edu/">Indiana U. offers a MOOC on info viz</a>]</li>
</ul>
<b>Professional Competencies </b>(at <i><b>Professional Competencies and You</b></i>)<br />
<ul>
<li>SLA has a new set of <a href="http://www.sla.org/about-sla/competencies/">professional competencies</a> (last revised in 2003)</li>
<li>Intended for four audiences: (1) members of the profession (to help assess skills), (2) employers (why should I hire you?), (3) students and prospective students, (4) LIS educators (what should you be teaching?</li>
<li>An audience member said that the 5th intended audience should be HR departments, who mostly don't know about the specific skills that we have </li>
</ul>
<br />
If you have any questions about these notes or the conference, please let me know and I'll do my best to answer them! <br />
<br />
<br />Sheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-60500613943539422932016-05-09T10:09:00.002-04:002016-05-09T10:09:47.143-04:00Joint Maryland/Delaware Library Association Conference, 2016Joint Maryland/Delaware Library Association Conference<br />
May 4-6, 2016<br />
The Clarion<br />
Ocean City, Maryland<br />
<br />
Mark Cyzyk<br />
<br />
<br />
KEYNOTE: <br />
Patrick D. Weadon, Curator of the Museum, National Security Agency's
National Cryptologic Museum<br />
Really interesting lecture about cryptology, the NSA, the Museum.
Alan Turing did not crack Enigma -- the Poles did. Turing then
figured out how to make the process more efficient. Enigma machine
present at the front of the room!<br />
<br />
<br />
<i>Potential Future of Reference: The Next Five Years</i><br />
Joseph Thompson, Harford County Public Library<br />
Laura Bosley, Johns Hopkins University<br />
Cathay Keough, Delaware Division of Libraries<br />
The definition and history of reference services in libraries<br />
These days not necessarily provided by a librarian<br />
Not necessarily at a counter/desk<br />
Samuel Green, late nineteenth century, "Personal Relations Between
Libraries and Readers"<br />
Lots of quotes from 1922 for some reason. Lofty. Gatekeepers<br />
1960s, instructional services formalized.<br />
1980s big bookstores, going to put libraries out of business.
Reference questions in Barnes and Noble. Cozy furniture, lighting,
Hang Out<br />
1990s Amazon, internet, etc.<br />
Reference moving toward virtual services, delivered via remote
devices<br />
2/3 of Americans own smartphones. Most of the rest own cellphones<br />
Reference via Texting/IM<br />
Query type is changing<br />
Pew Research Center studies<br />
Which transactions count as reference transactions? Directional =
No Technology = Yes<br />
RUSA<br />
Combatting misinformation<br />
Data does not speak for itself<br />
Must improve self service experiences. UX. Designed for mobile<br />
Physical space, self checkout, self pickup of holds, self payment,
self print<br />
Mobile reference service with Mifi device<br />
ALA Center for the Future of Libraries<br />
<br />
<br />
<i>Show me the $$$: Maryland Humanities Council Grant
Program</i><br />
Marilyn Hatza, Program Officer, Grants and Strategic Partnerships,
Maryland Humanities Council<br />
Regranting organization based on NEH monies<br />
Public programs<br />
Make Humanities part of everyday life<br />
Maryland History Day competition<br />
Chautauqua, travels around the state, living history performers<br />
One Maryland One Book<br />
Provide grants to nonprofit organizations, not individuals<br />
For public humanities programming, primarily<br />
Mini grants. Up to $1200<br />
Major grants: Up to $10,000<br />
Wide range of programming, Lectures, symposia, etc.<br />
How to apply: Go to Website<br />
<br />
<br />
<i>Digital Maryland and Digital Partnerships: Developing
Collaborative Digital Collections</i><br />
Linda Tompkins-Baldwin, Digital Maryland Coordinator<br />
Mary Mannix, Maryland Room Manager, Frederick County Public Library<br />
Kristen Welzenbach, Digital Systems and Services Librarian, Goucher
College<br />
Digital Maryland, at Enoch Pratt<br />
Portal for libraries to put their digital collections<br />
DPLA Service Hub<br />
Any collection held in Maryland<br />
Digital portal, scanning services/digitization FREE, host
collections, outreach, standards, consultations, push metadata to
DPLA<br />
Digital asset management software: ContentDM<br />
Public library collections<br />
College/University collections<br />
Museum collections<br />
Historical Societies<br />
Private collections, school collections, etc.<br />
Pre-scanning workshops<br />
Case study: Frederick County Public Library<br />
Case study: Goucher College. John Franklin Goucher Collection.
ContentDM. Digitization program at Goucher<br />
Archival collections of Goucher's papers/diaries at Lovely Lane
Methodist church<br />
Too much for Goucher's digitization operation. So, Digital Maryland
did the scanning. Overhead scanners<br />
Goucher uploaded their metadata into Digital Maryland's ContentDM<br />
<br />
<br />
<i>Information Literacy: From Classroom to Workplace</i><br />
James McCloskey, Library Director, Wilmington University<br />
First generation students<br />
Information literacy for workplace readiness<br />
Howard Gardner<br />
Career readiness<br />
Information literacy as basis for lifelong learning<br />
Information literacy standards. <br />
Employability Skills Framework<br />
Ability to make sound judgements about information<br />
Academics are mostly for career preparation and economic benefit.
NAH!<br />
ACRL Information Literacy Standards. The Dreyfus Model<br />
Meh! Most of what he's proposing was done 20+ years ago at Towson University<br />
<br />
<br />
<i>Making Connections With the One Button Studio</i><br />
Michael C. English, Patricia J. West, Jason Byrd, George Mason
University<br />
Video recording studio. Three point lighting, audio mixing, etc.<br />
Penn State developed concept of One Button Studio<br />
Preconfigured lights, camera, microphone. Write .mp4 to USB drive<br />
Controlled by single app created by Penn State<br />
Lights controlled by home automation system: Genaray SpectroLED,
INSTEON, Indigo 6 Software<br />
BlackMagic h.264 Pro Recorder<br />
PowerMate USB Button<br />
App runs on Mac, any Mac<br />
Estimate: 6K to 10K to construct<br />
Self-scheduled through Springshare LibCal's MyScheduler app<br />
Fall 2015, almost 300 appointments!<br />
Supports Mason's Core Learning Outcomes<br />
Marketing: Teaching and Learning Conference Poster, promoted to
Subject Librarians, promoted to Distance Education Council, invited
key players to tour studio<br />
Promoted via social media, student newspaper<br />
Mason would be happy to host a tour (especially in the summer)<br />
UDel also has this<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Mark Cyzykhttp://www.blogger.com/profile/03373684911046002991noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-49879311166507689932015-05-11T09:31:00.002-04:002015-05-11T09:31:34.994-04:00MLA/DLA Annual Conference, 2015<div style="text-align: center;">
<b>MLA/DLA Annual Conference, 2015</b><br />
The Clarion<br />
Ocean City, Maryland<br />
May 6-8, 2015<br />
<br />
Mark Cyzyk<br />
</div>
<br />
My notes:<br />
<br />
Wednesday Evening Events: 4:30 - 6:00 PM <i>Keynote</i> - Dr. Jack A. Kaye,
NASA<br />
Fascinating! Remote sensing via satellites. Data feeds. FREE
access to data.<br />
Amazing animations and video.<br />
Satellites circle Earth 15 times a day each collecting data. Remote
sensing of ocean salinity, groundwater, soil moisture<br />
The NASA Hyperwall in the vendor exhibits area is amazing!<br />
<br />
<br />
Thursday 9:00 - 10:00 AM Programs: <i>Digital Signage</i><br />
Tom Croft, Frederick County Public Libraries<br />
Started about two years ago. Had a sign they were paying $150 PER
MONTH for!<br />
digitalsignage.com <-- 1="" backup="" br="" easy="" free="" gb="" hosted.="" it.="" like="" nbsp="" no="" pay-per-more.="" really="" storage="" they="" to="" use.="">
32 Inch screen, minimum<br />
Timelines, time slots, plop content into slots<br />
digitalsignage.com -- sells hardware. Frederick County is very
pleased with it.<br />
Software listed in handout.<br />
Fonts, free stock video sites<br />
Bios power on/off automatically<br />
<br />
<br />
Thursday 10:30 - 11:30 AM Programs: <i>Teaching to the Stuck Places:
The Top 10 Things You Can (and Can't) Do Online with Government
Information</i><br />
Joyce Garczynski and Carl Olson, Towson University<br />
Journalism students, must go to original source, not Find It Fast.
They don't get it.<br />
Frames of information literacy, crossing the threshold to becoming
information literate<br />
Teach to the stuck places<br />
Turning stuck places into learning objectives<br />
Journalism students: Why going to the original source matters<br />
Government information as original source. But not all government
information is online<br />
Find Joe Flacco's license plate number. You have three minutes<br />
Maryland Judiciary Case Search<br />
Lexis/Nexus Accurint<br />
Government historical sources: National Archives; National Park
Service; Library of Congress; Smithsonian<br />
Copyright. Journalism students must know this. Must know about
Fair Use doctrine<br />
Freedom of Information Act. Maryland Public Information Act<br />
Baltimore Sun salary database<br />
data.gov<br />
census.gov<br />
Issues in data: What? Where? When?<br />
Estimates and confidence levels/margins of error<br />
<br />
<br />
Thursday 1:45 - 2:45 PM Programs: <i>Inspired Spaces, or Home Away from
Home? Academic Affordances of Peace, Quiet, Comfort, &
Technology in the Library</i><br />
Sarah Fisher, Beth Thomas, Tanner Wray, Montgomery College<br />
Ethnography study<br />
Nancy Foster, Anthropology consultant<br />
Freshman and sophomore students<br />
Participatory design<br />
3 campuses, 3 studies, 3.5 years each<br />
Anthropology course --> Architecture course<br />
Four possible future library designs<br />
Design workshops: Design/draw your ideal library<br />
Reply cards: Interrupt them, what where you doing when we
interrupted you? Why at this location?<br />
Spot interviews: Outside library. <br />
Structured interviews<br />
Library observations<br />
New furniture types with electrical outlets built in<br />
Expanding group study rooms<br />
Reduce print collection on first floor<br />
Collaborate with Art Gallery, student exhibitions<br />
Laptop loaning project<br />
Charging stations<br />
Expand hours<br />
Increase library instruction<br />
Working toward a single service desk<br />
Expand spaces to afford quiet, comfort<br />
<br />
<br />
Thursday 3:30 - 4:30 PM Programs: <i>Success of a 21st Century Center
for Learning</i><br />
Charles Rudalavage and Jolin Wang, EwingCole, architects<br />
New library building at Anne Arundel Community College<br />
$17 Million addition to existing building, three floors<br />
Learning commons/Technology support. Collections around the fringes<br />
Student success services<br />
24 group study rooms<br />
Post-occupancy evaluation process<br />
Greatly increased gate count<br />
Study patterns of usage at general study areas. Heat maps<br />
High demand for window seats<br />
Staff presence on each floor<br />
Raised flooring, for I.T.<br />
25 security cameras<br />
Plenty of natural light<br />
LEED Gold rating<br />
<br />
<br />
Thursday 4:45 - 5:45 PM Programs: <i>Library Futures (The Ones to
Watch)<br />
Future of library professionals</i><br />
Re-Envisioning the MLS, John Bertot, Lindsay Sarin, UMD <br />
Core values<br />
Characteristics of the information professional<br />
Competencies of the information professional<br />
The importance of internships<br />
mls.umd.edu<br />
hackmls.umd.edu -- Video archive<br />
<br />
<br />
Friday 9:30 - 10:30 AM Programs: <i>Bringing it Back to Earth: Using
Assessment Data to Drive Change</i><br />
Stephen "Mike" Kiel, Catherine Johnson, Natalie Burclaff, University
of Baltimore<br />
Assessment in Action, ACRL.<br />
Baseline information literacy assessment<br />
300 Level Writing class.<br />
Pre-test, post-test.<br />
BUT you could assess anything, not just info literacy<br />
Establish goals: What to assess?<br />
Explore info literacy skills and overall success as a student at the
University<br />
Characteristics of good program assessment: Used; cost effective;
reasonably accurate; valued; organized/systematized/sustained<br />
Use it: Reconsider resource allocation<br />
Need more seamless integration of resources<br />
BEAM Mode<br />
Need for two-classes devoted to info literacy, first on finding
resources, second on discussing the sources they've found and intend
to use<br />
20 sections. Five instructional librarians<br />
Multi-year assessment. Iterations<br />
Tracking students over the years, from course to course: Intro
writing course --> 300 Writing --> Major writing course<br />
<br />
<br />
</-->Mark Cyzykhttp://www.blogger.com/profile/03373684911046002991noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-14991040863705322492014-11-19T18:15:00.000-05:002014-11-19T18:15:15.798-05:00<b>Charleston Conference, November 2014</b><br />
Sue Vazakas<br />
---------------------------<br />
Here are some highlights from the selected sessions that I attended.<br />
<br />
The major discussion trends I noticed were Textbooks, E-books in general, Discoverability, and cool Techie Tools.<br />
---------------------------<br />
<b>Pre-conference about e-books </b>Speakers: UNC Charlotte, Louisiana State U, Ivins eContent Solutions<br />
<ul>
<li>UNC has e-book "guiding principles": (1) unlimited simultaneous users, (2) no DRM, (3) irrevocable perp access and archival rights</li>
<li>Different biz models and different kinds of DRM, to add to the confusion</li>
<li>LSU found that scholarly monograph use in STEM was higher than anyone realized; Springer use *alone* was twice as high as *all* print use combined</li>
<li>LSU also sees very high use of e-books in hum and soc sci</li>
<li>Everyone agreed that investing in GOOD metadata is crucial</li>
<li>Everyone agreed that READING THE LICENSE is important, another reason being that sales reps may tell you something different; also make sure that absolutely every detail of your agreement is written in the license </li>
<li><span style="color: red;"><b>Textbooks</b></span> - UNC created a <a href="http://library.uncc.edu/etextbooks">class text website </a>with a drop-down to link to books. They got the bookstore to give them an ISBN list, matched them to the e-texts they already had, and bought the others. Gave profs list to choose from for class texts. <i>(SueV has more info) </i></li>
</ul>
<a href="http://www.against-the-grain.com/2014/11/changing-roles-in-providing-textbook-content/"><b>Libraries' Changing Role in Providing <span style="color: red;">Textbooks</span></b></a><br />
<span style="color: red;"><span style="color: black;">Speakers: SUNY Buffalo, Ingram, SPARC</span></span><br />
<ul>
<li><b><span style="color: red;"></span></b><span style="color: red;"><span style="color: black;">Students may have scholarship but texts are out-of-pocket. Average student budget for texts ~$1,200 (don't know semester or year)</span></span></li>
<li><span style="color: red;"><span style="color: black;">You can rent from CourseSmart for $103, but only 180 days, too short for full-year class</span></span></li>
<li><span style="color: red;"><span style="color: black;">Profs can create texts using what's free online and OA, and print for $50. <b>Rice</b> is building texts and suppl materials and authors get up-front payment. <b>UWashington</b> has Open Course Library; <b>Carnegie M</b> has Open Learning Initiative; <b>MIT</b> and about 200 other places have Open Courseware; <b>U Minn</b> has Open Textbook Library in which profs can search and revise books</span></span></li>
<li><span style="color: red;"><span style="color: black;">Ingram says lots of companies offer e-texts under different models; Ingram claims to have largest list of e-texts in the world.</span></span></li>
<li><span style="color: red;"><span style="color: black;">Note: bookstores view these initiatives as competition (no surprise), and schools' licenses with bookstores may prohibit</span></span></li>
</ul>
<a href="http://www.against-the-grain.com/2014/11/what-faculty-want-librarians-to-know/"><b>What Faculty Want Librarians To Know</b></a><br />
<br />
<b>Improving Lib Research Skills of Grads and Post-docs</b><br />
Speakers: Rockefeller U librarian and former post-doc now with Fac of 1000<br />
<b> </b><br />
<i>LIBRARIAN</i><br />
<ul>
<li>Rockefeller U is PhD/MD-PhD only, with annual class of 25-30</li>
<li>2014 survey got over 50% response rate: didn't know difference between types of resources, didn't know journals came through library, must deliver info at the moment they need it, want to know how to cite refs and datasets (what to do when it's someone else's data?)</li>
<li>Respondent ideas: want to be able to customize websites, help manage and visualize data, want new course on resources/funding/grant-writing/scholarly comm/publication process</li>
</ul>
<i>POST-DOC </i><br />
<ul>
<li>Polled users, who are mostly profs and post-docs</li>
<li>No awareness of what resources are available -- they're worried about working, teaching, funding, publishing, reviewing, etc. and have ZERO time or wish to learn about resources. Also, new people in labs are intimidated and don't want to say they don't know stuff. We should tell them WHY they should learn our stuff (save time!). Wanted portals to narrow down the info they have to wade through and put all *my* resources together</li>
<li>Need clear web design!</li>
<li>Need info about how to get ORCID/researcher ID; teach about altmetrics</li>
<li>Do mandatory 1-credit class; if you don't have enough staff, get writing center or vendors to help</li>
<li>Pain point: e-data management</li>
<li>Teach about collab tools like Goog docs, GitHub, Overleaf, Authora, lots more</li>
</ul>
<b>A Sustainable E-book Ecosystem </b><br />
Speakers: UNC Chapel Hill, Stanford U Press, YBP<br />
<br />
Basically, everybody in the process is important and everybody needs and deserves a piece of the pie, but the pie is too small. <br />
<ul>
<li>Stanford hopes that e-books don't become the next "serials crisis" </li>
<li>Oxford U P says current e-book landscape has become "Darwinian"; print is down and short-term loans are up, but not enough to compensate. Culprint = shrinking monographs budgets. Books don't have brands like journals, so every book they publish is a risk (unlike journals), even though they've already put money into it </li>
<li>YBP -- Same e-books can be different models on different platforms (AAGGHH!)</li>
<li>So current situation not sustainable -- it's all <i>Hunger Games</i>, with everyone fighting for dollars </li>
<li>Publishers and Libraries must share info about REAL costs; better distribution is crucial </li>
</ul>
<a href="http://2014charlestonconference.sched.org/event/d94e2605069cff87a72a1a939259c861#.VG0ed8mqk1I"><b>Longitudinal Study of Student E-book Experience </b></a><br />
Speakers: Wesleyan<br />
<ul>
<li>Checking students' reactions to the navigability and functionality of eBrary and MyILib (Ingram) e-book platforms</li>
<li>Libraries did usability studies like this BEFORE buying; GOOD </li>
</ul>
<br />
<b><a href="http://www.slideshare.net/rhmcdonald/owning-the-discovery-experience-for-your-patrons">Owning the Discovery Experience for Your Patrons</a></b><br />
Speakers: UVA, Indiana U, EBSCO<br />
<ul>
<li>Google is the students' doorway to the world. They can often get answers from the *results* pages. If it's not on the first page, they'll change search terms.</li>
<li>Wiki = overviews in understandable language. The ToC tells them what's in the article.</li>
<li>IU -- The library website should be TRANSPARENT; patrons should be able to look *through* the site to see their research problems, not hit a barrier</li>
</ul>
<a href="http://deepblue.lib.umich.edu/bitstream/handle/2027.42/109392/BigSqueeze_Barilla_Seeman_Zeoli_Final.pdf?sequence=3"><b>The Big Squeeze: State of Book Publishing and Academic Libraries </b></a><br />
Speakers: UMichigan, Emerald, YBP<br />
<br />
<a href="https://2014charlestonconference.sched.org/event/a1d6870f794a268bb5211bd6b0473b54#.VG0iTMmqk1I"><b>Future of Reading </b></a><br />
<ul>
<li>Yes, it's true -- reading print and reading on a screen wire your brain differently</li>
</ul>
<b>Cool Techie Stuff (several sessions)</b><br />
<ul>
<li>I attached a list of the "lightning" round's techs to <a href="https://wiki.library.jhu.edu/pages/viewpage.action?pageId=34701978">this wiki page</a></li>
<li><a href="http://www.against-the-grain.com/2014/11/print-it-wear-it-new-technologies-for-todays-libraries/">Print It! Wear It! New Technologies for Today's Libraries</a></li>
<li><a href="http://2014charlestonconference.sched.org/event/a80d83b78c46925995df244c5674c919#.VG0j6smqk1I">Crowd-sourcing of Library Services</a></li>
</ul>
<br />
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<br />
<ul>
</ul>
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<br />Sheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-36958550052116015982014-05-21T14:31:00.002-04:002014-05-21T14:31:37.441-04:00Texas Conference on Digital Libraries/Vireo Users Group, April 27-30, 2014University of Texas at Austin<br />
<br />
<h4>
Place-based online data management for documenting the built environment</h4>
Josh Conrad, UT Austin<br />
<div class="p2">
<br /></div>
<div class="p1">
The fields of cultural resource management and historic preservation often have government agencies asking what buildings and other physical structures in a particular area are worth saving. They need to plan what needs preservation before they build new stuff.</div>
<div class="p2">
<br /></div>
<div class="p1">
Josh and his team go out into field and find built environment features, take pictures, and document with metadata. This data is all used to decide whether or not the building would be eligible for National Register of Historic Places. Places can be referenced by polygons on a map--usually known as "districts". But you also have features within places such as bridges. These can be connected to other features via lines.</div>
<div class="p1">
<br /></div>
<div class="p1">
Problem is how to represent this in a database. Josh tries to combine controlled vocabulary with free form notes. When you are out in the field, you often run into something that you haven't seen before</div>
<div class="p1">
Local residents can provide a wealth of knowledge about unusual structures. Josh has been developing the Austin Historical Survey Wiki, a multi-layered approach to combining data contributed by experts with those contributed by the public. In addition to the wiki, his firm is developing a tablet-based web app that can allow everyone from professional historians to motivated neighbors to easily collect and view information, photos and scanned documents about the historic places in their area.</div>
<div class="p1">
<br /></div>
<h4>
Using IR's to archive websites</h4>
<div class="p1">
Colleen Lyon and Katherine Miles, UT Austin</div>
<div class="p1">
<br /></div>
<div class="p1">
Many departments at UT want the library to archive blogs and twitter feeds in the DSpace IR. Even though DSpace is not designed to archive complex items like websites, the library decided to give it a trial with a few trial departments. This project raised many interesting questions such as: what to capture in a website, how do you generate metadata, and how do you deal with the fact that websites, blogs, and feeds are constantly changing. DSpace and other IR platforms are designed for more static materials. </div>
<div class="p1">
<br /></div>
<div class="p1">
It was a useful exercise, but it will not scale. They are taking raw files and uploading to DSpace and generate metadata. Very labor intensive and it loses the look and feel of a website. The tool ArchiveIt might work, but it is far too expensive to use on this scale. The library will continue to experiment with a small group of departments, but they find the prospect of continuing this daunting.</div>
<div class="p1">
<br /></div>
<div class="p1">
<b>Vireo Users Group</b></div>
<div class="p1">
<br /></div>
<div class="p1">
David Reynolds and Stephanie Larrimer</div>
<div class="p1">
<br /></div>
<div class="p1">
I co-chair the Vireo Users Group along with Stephanie Larrimer of Texas State University. Vireo is the open-source electronic thesis and dissertation (ETD) software that we use at Hopkins. The half-day session focused on the upcoming development cycle and how we would go about gathering a list of new features and prioritizing them. The software is used by both graduate schools and libraries for different reasons, so it is difficult finding a fair way to get both sides involved. While we had a list of prioritized features that was developed a couple of years ago, we decided to start over. Lots of new schools are using the software (JHU included) that did not participate in the previous round and others have had two additional years to figure out what is important. We will develop and prioritize the list this summer, and the first development sprint will start in August. The tech team will use an Agile project management approach in order to create useful updates more quickly and distribute them more often.</div>
<div class="p1">
<br /></div>
<div class="p1">
The other big discussion was about the connection of Vireo to ProQuest. We have been working with ProQuest to develop a method to export from Vireo and upload theses directly to the ProQuest Dissertations and Theses database. Only Texas A&M has done this so far, but they found it to be straightforward. JHU will wait until we have ETDs published in our repository this fall before doing the ProQuest upload. </div>
<div class="p1">
<br /></div>
<div class="p1">
</div>
<div class="p1">
<br /></div>
David Reynoldshttp://www.blogger.com/profile/11894422152446145615noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-22952767992535799592014-05-12T10:17:00.000-04:002014-05-12T10:17:57.526-04:00Joint Maryland Library Association/Delaware Library Association Conference, May 7-9 2014, Ocean City, Maryland<div style="text-align: center;">
Joint Maryland Library Association/Delaware Library Association Conference</div>
<div style="text-align: center;">
May 7-9 2014</div>
<div style="text-align: center;">
Ocean City, Maryland</div>
<div style="text-align: center;">
Mark Cyzyk</div>
<br />
One of the highlights of this conference for me was the poetry
reading by Linda Pastan, former Poet Laureate of Maryland and
current recipient of MLA's Maryland Author of the Year award, at the
luncheon on Thursday. Pastan's poems, a selection featuring books and
beaches, were stunningly beautiful and profound. <br />
<br />
I presented at this conference: "Introducing Calibre and Sigil: Two E-Book Software Packages." It went well (I think!).<br />
<br />
Notes below:<br />
<br />
<b>Wednesday, May 7</b><br />
<i>4:30 - 6:00 PM General Session: Garry Golden<br />
"Designing a 21st Century Roadmap for the Future of Libraries"</i><br />
Garry Golden: Futurist<br />
Degreed in Future Studies<br />
Libraries ideally poised to educate about online privacy.<br />
Privacy data literacy<br />
Micro-certifications. "Badges." Libraries supporting lifelong
learning. Broker of micro-credentials.<br />
Badges from libraries.<br />
Libraries helping with resumes, portfolios, online presence,
technology skills building.<br />
Word Gap, difference between families where infants/toddlers hear the
most number of words in a given day and those where they hear the
least.<br />
Libraries, early childhood literacy. Libraries can help close the
Word Gap.<br />
The Word Gap is thirty million words!<br />
In house word monitoring -- crosses the Creepy Line!<br />
What are the Creepy Lines that libraries might be asked to cross?<br />
More change, lots of change.<br />
Most of what public libraries do: Will not go away. Constants.<br />
Disciplined/constrained organization --> Transformed<br />
Placed-based experiences.<br />
Building new libraries, SURGING.<br />
Place matters.<br />
Maker-Spaces, maker movement, DIY, 3D printing<br />
Should libraries have these tools, make these tools available?<br />
Cultivate a design-maker culture and talent pipeline<br />
Creative aging environments<br />
Age 55 is the peak of civic engagement. Drops off after that.<br />
20-somethings. Public libraries do not have a good connection with
them. They fall into a gap between young adults and adults with
kids.<br />
How to gear collections toward them. Events geared toward them.<br />
Retooling local<br />
Citizen science in the local environment. "Project Noah"<br />
Civicware, with open community data<br />
Libraries as community data dashboard operators?<br />
MOOCs for the public library audience, summer reading, parents and
families, workforce training, etc.<br />
Web as platform for behavior change, for getting better at things<br />
SCORM, "Experience API"<br />
<br />
[Lots of tablets and phablets. I'm the only one here with a
laptop/netbook/ultrabook!]<br />
<br />
<br />
<b>Thursday, May 8</b><br />
<i>9:00 - 10:00 What Do They Want, When Do They Want It: Increasing
Circulation through Merchandizing and Collection Strategies<br />
Sharon Laucher: Library Collections Coordinator, Frederick County
Public Libraries</i><br />
The book store model. Dramatic circulation increase. Displays.<br />
The Power Wall. Power aisles in retail shops<br />
Power Wall of nonfiction books<br />
Browseable items<br />
Not tied to local library classification<br />
BISAC -- Book Industry Standard and Communication classification
system<br />
"glades" "neighborhoods"<br />
New items on top<br />
Proven to increase circulation<br />
Have a rotating seasonal section<br />
Slat walls. Versatile<br />
Power bays<br />
Lots of face-outs, face-outs on bottoms shelves<br />
Low tables on wheels<br />
Stacking. Small of stacked books with display book on top,
face-out. Patrons may take all<br />
2-3 per stack, by theme, by author<br />
At least one easel or faceout on every shelf<br />
Weeding will increase your circulation<br />
Staggered displays on shelves. Bring books to the edge<br />
Fiction, multiple copies, stacking<br />
Fiction in the BACK of the library. The pull through your Power
Aisles<br />
"If you like [author], try [author]" posters. Readers advisory tool<br />
"Staff favorites"<br />
Children's Discovery Wall -- can shelve nonfiction and fiction
together based on themes<br />
Magazines. Promote Zinio.<br />
Movies. If you can do without a security system, do it.
Circulation goes up.<br />
File non-fiction DVDs with non-fictions books. Circulation goes up.<br />
End panel displays<br />
Entrance displays. WOW factor. Frequent change of stock on display
tables. The less signage, the better. Let the books speak for
themselves.<br />
Impulse checkouts, at checkout station.<br />
Renewals, allow more than 1<br />
Carroll County allows TWENTY renewals<br />
<br />
<i>10:30 - 11:30 iPowered One-Shots: Tablets in Library Instruction<br />
Kimberly Miller: Research and Instruction Librarian for Emerging
Technologies, Towson University</i><br />
Library instructional one shots<br />
Library-based computer lab used for instruction. Moveable white
boards.<br />
iPad cart. 30 iPads. Only for use in instruction. Locked cart.<br />
Students and mobile devices. Tablet ownership tripled 2011 to 2012<br />
Tablet: Swiss Army Knife of educational technologies<br />
M-learning<br />
Learning must be tied to the properties of the learning device.
Otherwise, DISTRACTION ensues.<br />
Survey of Towson librarians, Library Instruction Confidence levels.
High general levels of confidence.<br />
Mostly "comfortable" using technologies in instruction.<br />
BUT larger percentage feeling "uncomfortable" specifically using
iPads in instruction.<br />
Monthly teaching group. Lesson repository. iPads for Librarians
program.<br />
One-Shot case studies, Calkins and Bowles-Terry [2013]; Julian
[2013]<br />
The technology promotes active learning, bolsters information
literacy concepts<br />
Activity example: Concept mapping, live<br />
Ability to hold instructional sessions in non-traditional settings.
Class held in the stacks.<br />
Not tethered to the classroom.<br />
Scavenger hunts<br />
"Padlet" - Web app<br />
"Go out to stacks and take a 'shelfy' of you and what you found.
Post it to your Padlet board."<br />
Time constraints, theft, WIFI going down, battery life concerns.<br />
Flash is a problem on Apple devices.<br />
Some subscription databases simply do not work on iPads.<br />
<br />
<i>1:45 - 2:45 Everyone is a Designer<br />
Elizabeth Eadie: Design Consultant at Wellmade Design; Senior
Designer at Democratic National Committee</i><br />
Decisions about how something looks, about how something functions<br />
UX online: Give users what they want. Users first.<br />
Resources, logistics, processes, policies<br />
Place search functions high on the page<br />
Put library hours right on front page -- get rid of button, get rid
of extra Click<br />
Show resources available now right on the homepage<br />
Have good FAQ, have good error pages<br />
De-clutter<br />
Measure the experience<br />
USE Google Analytics<br />
Develop baseline data, what pages, what links are being clicked, how
long they remain on the site<br />
browserstack.com see site in different browsers<br />
Test for 508 compliance<br />
Offline wayfinding in the library building, color coded<br />
NC State live, electric Twitter feed on spiral screen in lobby!<br />
Minimal color palettes<br />
Parallax design: Static background, moveable foreground<br />
Web fonts include icons, use them<br />
Blurred background images<br />
Stripping out heavy content<br />
Hamburger navigation. Click the Hamburger Nav!<br />
Kill the Slider<br />
Right mix of content and design on social media<br />
Info graphics<br />
Countdown to milestones<br />
Historical photos<br />
Change cover photo on Facebook<br />
She's showing lots of photos/screens from Johns Hopkins as examples!<br />
Digital toolkit:<br />
Editorial calendar, have one<br />
Standards Guide, have one<br />
Tone of Voice document<br />
Focus on fewer things, do them better<br />
Twitter -- Tweetdeck, Hootsuite management utilities<br />
Each feed should have its own voice and standards guide<br />
Share messages more than once<br />
Cross-post content<br />
Email marketing, probably not emailing enough<br />
Make sure emails are mobile ready<br />
Bring art into the email<br />
Pinterest. Some libraries using it. NYPL, University of Louisville<br />
Tumblr, historical photos. Have a content strategy if using<br />
Instagram, for promotion<br />
<br />
<i>3:30 - 4:30 Discovery Based Learning in Delaware Academic Libraries<br />
Sarah Katz: Assistant Librarian, Referral and Instructional
Services, University of Delaware<br />
Michael Gutierrez: Associate Librarian, Reference and Instructional
Services, University of Delaware<br />
Paul Page: Instruction Librarian, Delaware Technical and Community
College</i><br />
Unassisted discovery learning: Students left on their own. Sink or
swim<br />
Enhanced discovery learning<br />
If they discover it themselves, it will stick<br />
Major problem: Students have a wide range of pre-existing expertise
in research methods, so expecting them to "discover" what you are
trying to impart can be problematic. Some will; some won't<br />
Having faculty in the room for instruction sessions really "helps"
students to focus.<br />
Students want demonstrations, not lectures. (But 3% DO want
lectures.)<br />
Maybe an intro session [via video?] and a discovery session?<br />
***Guide on the Side: Open source, free. To create online tutorials
bolstering active learning. Easy to use. To create interactive
learning experiences. From University of Arizona.<br />
Install on server<br />
Wilmington University using Guide on the Side in English 121 courses
throughout their several Delaware campuses.<br />
Complete quiz, get certificate. Certificate emailed to professors,
etc. <br />
<br />
<br />
<b>Friday, May 9</b><br />
<i>9:30 - 10:30 Knowing Your Audience: User Centered Design Principles
Applied to Library Websites<br />
Ben Kutil: Owner, Make Things Studio; Adjunct Graphic Design
Faculty, MICA</i><br />
Human centered design process. HUMANS<br />
Focus on people. Research, immersion in their world to understand
them. What do they do, how do they do it?<br />
Sketches, prototypes, iterations<br />
What do they want?<br />
Unintended design. Craigslist, was not purposely designed<br />
Self design: Scratch own itch<br />
Genius design: Use our own knowledge and experience, generalizing<br />
Activity design: Address primary tasks rather than underlying needs<br />
HCD's Downsides: Heavy -- lots of time, resources, people, analysis
involved. Removes style: Sometimes the designer's style and
sensibilities are lost.<br />
Library centered design<br />
Persona, representation of a site's target audience<br />
Persona: name, motivations, needs, scenario<br />
Paint a picture of who that person is<br />
Multiple discrete personas<br />
uifaces.com -- stock images of faces. Pick one for your persona<br />
uinames.com -- stock names. Pick one. male/female, by geographic
region<br />
Tanya = Tanya the Teacher<br />
Motivations: "Tanya is researching material for a report" and wants
to save her materials for later reference. She wants to store them
in related groups.<br />
Needs<br />
Scenarios: Realistic scene, what the person brings to the Website,
and how they interact<br />
Personas: Give life to a previously-generic population.<br />
Tools:<br />
Google Analytics. Goal funnels, page flow diagrams<br />
Surveys. Qualaroo Insights -- widget, unobtrusive, place on problem
page. Survey Monkey, embedded into Website<br />
<br />
<i>10:40 - 11:40 Introducing Calibre and Sigil<br />
Mark Cyzyk</i><br />
"a [breathtaking] [achievement]"<br />
"the presenter's obvious [expertise] was [astounding]"<br />
"barely ... then ... severely [awesome!]"<br />
Mark Cyzykhttp://www.blogger.com/profile/03373684911046002991noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-26251491607932334202014-04-18T12:54:00.003-04:002014-04-18T12:58:07.028-04:00Maryland Distance Learning Association Conference (MDLA)<!--[if gte mso 9]><xml>
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I attended the <a href="http://www.marylanddla.org/index.php/events">Maryland Distance Learning
Association Conference</a> (MDLA) on March 6<sup>th</sup>.</div>
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This conference focuses on distance education trends and emerging
technologies. It is a local conference held at the Maritime Institute in
Linthicum.</div>
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The Keynote speaker was <a href="http://davidwiley.org/">Dr.
David Wiley</a>, “Co-Founder and Chief Academic Officer of <a href="http://lumenlearning.com/">Lumen Learning</a>, an organization dedicated
to increasing student success and improving the affordability of education
through the adoption of <a href="http://www.slideshare.net/opencontent/the-power-of-open-educational-resources-32336823">open
educational resources</a> by middle schools, high schools, community and state
colleges, and universities.”</div>
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<span style="mso-spacerun: yes;"> </span>He addressed open
educational resources and the concept of whether “open” is really “open” and
how it means different things to different people.<span style="mso-spacerun: yes;"> </span>His definition included addressed copyright
and what he called the 5R’s-retain, reuse, revise, remix and redistribute. He suggested
using Creative Commons resources because they lack the restrictions that most other
“open” resources. <span style="mso-spacerun: yes;"> </span>His conversation was
very thought provoking and enlightening!</div>
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Other sessions I attended were: <a href="http://www.marylanddla.org/images/Game%20On.pdf">Gamification</a>
presented by <a href="http://uncw.edu/ed/gltc/documents/concurrentsessions.pdf">Dr.Liliana
Meneses</a>-UMUC</div>
<div class="Body">
<span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">Using Google Overdrive to enhance collaborative Group
Projects-Paulette Comet, Michelle Clements</span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">-<span style="border: none;">CCBC</span></span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"></span></div>
<div class="Body">
<br /></div>
<div class="Body">
<span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><a href="http://www.marylanddla.org/images/Smucny%20et%20al._%20MDLA%202014%20SOCIAL%20SCIENCE%20TOOLKIT-ert.pdf"><span style="border: none;"><span style="border: none;">Blind Men and the
Elephant-Developing a Social Science Toolkit</span></span></a></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">: Interdisciplinary
Online Learning Tools for Undergraduates—UMUC</span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="Body">
<span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">The Transition to<span style="border: none;"> No-Cost
Electronic Resources: Le<span style="border: none;">ssons L<span style="border: none;">earned</span></span></span></span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;"> </span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">U<span style="border: none;">niversity wide I</span></span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">nitiative for No-Cost
Resources for all UG & Grad C</span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">ourses</span></span><span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">-Emily Medina, Thomas Bailey & Megan Wilson-UMUC</span></span><br />
<br />
<span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;">Feel free to <span style="color: windowtext;">contact me if you want to chat about any of the sessions I attended.</span></span></span><br />
<br />
<span style="border: none; color: windowtext; font-family: "Calibri","sans-serif"; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="border: none;"><br /> </span></span></div>
Anitahttp://www.blogger.com/profile/16164183717312308942noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-18503822871738061992014-04-15T14:09:00.001-04:002014-04-15T14:09:58.059-04:00Computers In Libraries April 7-9, 2014 by Renee Hall
<br />
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<span style="font-family: Calibri;">I’ve created this 6 minute video
with audio walking you through some of the highlighted areas of my notes here: </span><a href="http://screencast.com/t/28gc7fMA"><span style="color: blue; font-family: Calibri;">http://screencast.com/t/28gc7fMA</span></a></div>
<br />
Some recurring themes/highlights: <br />
<br />
• Libraries should start operating and thinking like a start-up. Several presenters recommended to read: The Lean Start Up by Eric Ries <span style="font-family: Courier New,Courier New;"><span style="font-family: Courier New,Courier New;">o </span></span>Build>Measure>Learn process <br />
<span style="font-size: medium;"><span style="font-size: small;">
</span></span><br />
<span style="font-size: medium;"><span style="font-size: small;">• Use an online card sort to see how our users would categorize our services, then make changes based on that </span><br />
<span style="font-size: small;">
</span><br />
<span style="font-size: small;">• Theme of getting to the non-library users</span> </span><br />
Please email me if you'd like a copy of my 10-page typed notes from the many, many interesting talks I attended. Sheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-6325827404032638952013-12-21T18:51:00.000-05:002013-12-21T18:51:00.311-05:00DLF Forum November 2013<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Following are summaries of the sessions I attended at the recent DLF Forum, including links to community Googledocs and abstracts for the papers. Videos of some of sessions are available here: <span style="color: #0000f6;"><a href="http://www.diglib.org/archives/5244/">http://www.diglib.org/archives/5244/</a></span></span></div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Opening Keynote by David Lankes<span class="Apple-style-span" style="font-weight: normal;"> </span></span></h4>
<br />
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/keynotes/">http://www.diglib.org/forums/2013forum/keynotes/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">David focused his talk around the idea of the ‘mortal in the
portal’. He addressed the common sense notion that ‘<i style="mso-bidi-font-style: normal;">libraries are good and necessary things</i>’ and unpacked this notion
throughout his talk. He emphasized that when we say ‘libraries’, we really mean
‘librarians’ and that it is in fact rather odd to think about a building or an
institution as doing something when in fact it is the inhabitants who are
providing services and maintaining the function of an institution. He advocated
that a professional service is more than just a series of functions and that
the provider is an essential part of the service.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">At the heart of his message was the idea that librarians
have a mission to improve society through facilitating knowledge creation in
their communities. Being a librarian is more than helping people get to stuff,
as this ‘stuff’ can take a variety of formats including conversations,
arguments and training, and is not just books on shelves or websites. Further,
training people and imparting knowledge is not just about how to use the
library’s facilities, but teaching the norms of scholarly communication.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Turning from the first half of the sentence ‘<i style="mso-bidi-font-style: normal;">libraries are good and necessary things</i>’
to the second, he unpacked why libraries [librarians] can be considered good
and necessary things. He questioned who gets the benefit and why. In his
opinion the word ‘information’ means nothing – he prefers talking about
knowledge since this is fundamentally a human phenomenon and refers to what’s
in people’s heads. Libraries [librarians] are helping people to do something
that they couldn’t do before.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">In essence ‘<i style="mso-bidi-font-style: normal;">libraries
are good and necessary things</i>’ under David’s examination mutates into ‘<i style="mso-bidi-font-style: normal;">librarians improve society through
facilitating knowledge creation in their communities</i>’, or, put more simply
‘<i style="mso-bidi-font-style: normal;">librarians make the world a better place</i>’.
One of the themes that ran alongside this unpacking of the initial thesis of
the speech was the idea that we need to stop worrying about saving libraries
and to concern ourselves, instead, with responding to the needs and dynamics of
the community in which the library is immersed.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">He gave the whole talk via Skype as he was at home
recovering from chemo – what a fab dude!</span></div>
<div class="MsoNormal">
</div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Digital collections: if you build them, will anyone visit?<span class="Apple-style-span" style="font-weight: normal;"> </span></span></h4>
<br />
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/81-2/">http://www.diglib.org/forums/2013forum/schedule/81-2/</a></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/14_jFMhS_Ala8xZkRPJAoGcHZRZ-7vKteu6CdcRLFY3s/edit">https://docs.google.com/document/d/14_jFMhS_Ala8xZkRPJAoGcHZRZ-7vKteu6CdcRLFY3s/edit</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">In addition to being an excuse for a picture of Kevin
Costner, this session looked at how visible digital collections of newspapers
are in online searches. The choice to look at newspapers was on account of them
being particularly highly used, and therefore you would expect them to have
high visibility in a Google search or similar. However, this is rarely the
case. This was because, to quote the speakers, sites for digitized content
often “suck”. 89% of college students start their research with Google rather
than the library website, and are, therefore, in danger of missing resources.
The session discussed how digital collections might be marketed more
effectively and it was suggested that too much focus and money went on content
and not enough on publicity, presentation and SEO. There are some further
details in the community Googledoc.</span></div>
<div class="MsoNormal">
</div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Metadata First: Using Structured Data Markup and the Google Custom Search API to Outsource Your Digital Collection Search Index<span class="Apple-style-span" style="font-weight: normal;"> </span></span></h4>
<br />
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/84-2/">http://www.diglib.org/forums/2013forum/schedule/84-2/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: same as previous googledoc link –
the notes follow straight on from the Digital Collections discussion, and has
links to the slides, a demo and a download.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This talk was about creating indexable content and how
library resources need to be discoverable in other venues and systems (the
community notes contain a link to a video of Lorcan Dempsey talking about
this). They noted that while Solr and Blacklight were flexible, faceted and had
stable URLs, the development time was often prohibitive. It was suggested that
Google Custom Search might be an alternative as it was already optimized for
web search. One commentor noted that making a site more accessible for users
with disabilities would improve visability to search engines. There are further
notes and links in the community document.</span></div>
<h4>
<span class="Apple-style-span" style="font-weight: bold;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Hunting for Best Practices in Digital Library
Assessment</span></span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/30-2/">http://www.diglib.org/forums/2013forum/schedule/30-2/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/1-IHs5PJeGiC_cc5S370w5eJCC4Mj5ODDAXKJC2ILlWg/edit">https://docs.google.com/document/d/1-IHs5PJeGiC_cc5S370w5eJCC4Mj5ODDAXKJC2ILlWg/edit</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This was a workshop session. It focused on the problem that
while research and cultural heritage institutions are creating more and more
digital resources, the funding for such institutions is being eroded. As such,
we need to hone our skills in being able to measure the value and impact of
these resources.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">After breaking out into groups with different members of the
team presenting, we discussed what the challenges are in assessing digital
libraries. There are a large amount of community notes available on the
googledoc above, summarizing the thought from the various groups. However, one
point that I felt was particularly important was the suggestion that assessment
criteria can’t be an afterthought – they need to be built into a digital
resource from the outset. That is, we need in creating any kind of web-based
collection to determine from the outset what success would look like and how we
might measure it (this is often a requirement of grant agencies). This was a
huge topic and the conveners decided that we should continue the discussion, so
I’ve signed up to the mailing list.</span></div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Big Archival Data: Designing Workflows and Access to Large-Scale Digitized Collections</span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-weight: normal;"> </span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/29-2/">http://www.diglib.org/forums/2013forum/schedule/29-2/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/1Gkk6s-QvLwiN4iUjP9OVHaANzM3jVAKzrLAsuIbrzbo/edit">https://docs.google.com/document/d/1Gkk6s-QvLwiN4iUjP9OVHaANzM3jVAKzrLAsuIbrzbo/edit</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">There was a very cool musicological section to this
presentation. Tanya Clement discussed
the need to think about how researchers will use digitized audio. This is very
broad and can include things like psychoacoustics (understanding what sounds
mean to people) and creating spectrograms to analyze audio files visually. In
the latter case spectrograms can be used to show the machine what is meaningful
to you to search for. In one example she took a particular clip from a sound
file and asked the computer to look for things that were spectrographically
similar. This method turned up a bunch of examples that initially seemed to be
useless, however, they later discovered that although the computer had found
clips that contained different words and speakers, it transpired that the
speakers had the same accent and came from the same area. There were also
examples of how a person speaking two different languages appeared
spectrographically and how the computer could find the moments where the
speaker changed language. These methods can also be used to look at how
different speakers have approached the same content (combined with
psychoacoustics this could have all sorts of implications for giving speeches,
advertising, drama…).</span></div>
<div class="MsoNormal">
</div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Pathways to Stimulating Experiential Learning and Technological Innovation in Academic Libraries</span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/pathways/">http://www.diglib.org/forums/2013forum/schedule/pathways/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/1nTQ4-1frp-bRrMVCuMi5Q7Y-c-xMHJAz2eCg5rQMniY/edit">https://docs.google.com/document/d/1nTQ4-1frp-bRrMVCuMi5Q7Y-c-xMHJAz2eCg5rQMniY/edit</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This presentation had some very nice examples from three
institutions about how students were being used to hack apps and gadgets for
their libraries.<span style="mso-spacerun: yes;"> </span>They made their
experiential learning programs a regular part of library life, and fought to
maintain the budget for this when it was under threat. Students gained an
insight into library workflows and policies, but at the same time were able to
bring their experience as users to the planning table. In most cases the
structure of the students’ working teams was non-hierarchical and seemed to allow
for some dynamic and creative brainstorming. The library benefitted from a
regular turnover of enthusiastic students working for them and giving their
perspective, while the students gained a lot of skills for the workplace (in
one example, the library provided a form the students could fill in with work
they had undertaken and what skills this developed listed – apparently the
students found this very helpful for designing their CVs and explaining the
usefulness of their experience in job interviews).</span></div>
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</div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Determining Assessment Strategies for Digital Libraries and Institutional Repositories Using Statistics and Altmetrics</span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/21-2/">http://www.diglib.org/forums/2013forum/schedule/21-2/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/1WC2qlBLnvYG4T18Wf3Lk5LbQCuwYFSq1cBYQGs5pPuI/edit">https://docs.google.com/document/d/1WC2qlBLnvYG4T18Wf3Lk5LbQCuwYFSq1cBYQGs5pPuI/edit</a><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This session had some similarities with the session on the
previous day that discussed assessment in digital libraries, although this one
focused specifically on metrics. It also had a workshop element and I joined
the group discussing qualitative vs quantitative metrics. The questions we
discussed have been summarized here: <a href="http://pad.okfn.org/p/XNzqegv4aH">http://pad.okfn.org/p/XNzqegv4aH</a></span></div>
<div class="MsoNormal">
</div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Influence of Academic Rank on Faculty Members’ Attitudes Toward Research Data Management</span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/32-2/">http://www.diglib.org/forums/2013forum/schedule/32-2/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/11IwzhQEGXqhgI5nCxlDRDV7Sz0JGICafU8lsQOE-5Ms/edit">https://docs.google.com/document/d/11IwzhQEGXqhgI5nCxlDRDV7Sz0JGICafU8lsQOE-5Ms/edit</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Presented by Katherine Akers, a current CLIR fellow in her
second year. Katherine examined the ways in which humanities faculty differ
from members of other faculties in their approach to data curation, and how
different ranks within academia also differ within the humanities – see the
community notes above for the questions she asked and the responses she
collated. As a result of her findings, Katherine suggested some ways in which
libraries can better support humanities faculty and how. For example,
non-tenure staff tend to desire more outreach and training than senior faculty,
while humanities academics in general need better cloud storage since they tend
to travel more and some university systems can be very off-putting, slow, or
difficult to use. All ranks expressed a desire for more digitized materials to
be made available and easily accessible. See the community notes for more of
her suggestions and results.</span></div>
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<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Humanities Data Curation in the Library: The Preservation of Digital Humanities Research Now and To Come</span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/45-2/">http://www.diglib.org/forums/2013forum/schedule/45-2/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/11IwzhQEGXqhgI5nCxlDRDV7Sz0JGICafU8lsQOE-5Ms/edit">https://docs.google.com/document/d/11IwzhQEGXqhgI5nCxlDRDV7Sz0JGICafU8lsQOE-5Ms/edit</a><o:p></o:p></span></div>
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<br /></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Harriet Green explored 3 case studies that she felt represented
three tiers of data curation. The first was the Walt Whitman archive, which she
classified as ‘basic’ – it has xml, html, image and recording files stored on
optical discs with some basic backup of older iterations; they are beginning to
work with university archives. The second project representing the mid-tier was
the Victorian Women Writers project, which, in addition to xml files of texts,
has annotations and biographical summaries, html files workflow with a fedora
repository for storage and another one for creating and editing files [better
detail on this is available in the community googledoc]. It was suggested that
this project needed more staff to be sustainable. The third example was the
Valley of the Shadow and represented a high-level of data curation. As well as
having the kind of scope of the VWW project, this online resource had extensive
documentation regarding its structure/workflows/programs used etc. The subject
librarians were part of the project and costs for the project at each point
were clearly calculated and known by both the library staff and faculty.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Based on her analysis of these three projects, Harriet
recommended some principles for best practice and suggested that the UVa
Sustaining Digital Scholarship was very useful as it identified criteria for
defining levels of curation. She also suggested that libraries needed to
provide further education and training on digital project curation, and that
they needed an evaluation rubric and long term planning.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Her bibliography is available here: <a href="https://uofi.box.com/dlf2013papergreen">https://uofi.box.com/dlf2013papergreen</a></span></div>
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<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Services for Research Data and Open Access: Strategies and Toolkits Being Implemented at Virginia Tech, the University of California, and Duke</span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/schedule/55-2/">http://www.diglib.org/forums/2013forum/schedule/55-2/</a><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Community notes googledoc: <a href="https://docs.google.com/document/d/1iFjjJsF8I7odycBlBycfiV9EowpBQYX5a0NPXOZOVW4/edit">https://docs.google.com/document/d/1iFjjJsF8I7odycBlBycfiV9EowpBQYX5a0NPXOZOVW4/edit</a><span class="MsoHyperlink"><o:p></o:p></span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This was a discussion of OA policies. UC recently moved to a
policy of required deposit from which people have to choose to opt out (rather
than choosing to opt in). One part that interested me was how they were
attempting to make it easier for faculty to use their repositories – often in
response to complaints from faculty about overly long and confusing deposit
forms. This prompted UC to create a new interface which simplified the process
(for example if an article has not yet been published, by clicking on that
option the request for publication details like ISBNs and issue numbers are
removed from the interface). Also they are refining their data harvesting tools
in order to make the process simpler. The harvesting program goes and hunts
down articles and collects all the metadata, it then adds these articles to a
staff member’s profile but in a pending status. The staff member, when they log
on to their repository profile can then just click a box to accept the article
with its metadata if it is correct (they can adjust this if needs be). The
article can be uploaded through a drag and drop mechanism. Alongside making the
process easier for staff education and outreach was needed from the office of
scholarly communication to dispel the enduring myths of OA! Generally they have
found that publishers have not put up resistance to the green OA offered by
institutional repositories.</span></div>
<h4>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Closing Keynote by Char Booth</span></h4>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://www.diglib.org/forums/2013forum/keynotes/">http://www.diglib.org/forums/2013forum/keynotes/</a><o:p></o:p></span></div>
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<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Slides: <a href="http://www.slideshare.net/charbooth/information-privilege-critical-approaches-to-access-and-advocacy">http://www.slideshare.net/charbooth/information-privilege-critical-approaches-to-access-and-advocacy</a><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Watch the talk here: <a href="http://mediasite.engr.utexas.edu/UTMediasite/Play/15fef35f23364ca0bbe4f0ee5f04a3e71d">http://mediasite.engr.utexas.edu/UTMediasite/Play/15fef35f23364ca0bbe4f0ee5f04a3e71d</a><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">In some ways Char challenged
(respectfully and graciously) some of David’s remarks in the opening keynote.
She felt that libraries <i style="mso-bidi-font-style: normal;">do</i> need
saving, and in many respects <i style="mso-bidi-font-style: normal;">have always</i>
needed saving. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">She expressed concern that those
who are creating tools and those who are disseminating the tools don’t continue
communicate with each other, and we need to maintain this dialogue in order for
our tools and for our libraries to be a success. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">The idea that libraries don’t need
saving is an important point for those in the grassroots who are dealing with
budgets. Also for students whose local libraries have been closed down, their
first experience of libraries and librarians is at university level – this
makes our interaction with them and presentation of the institution to them a
crucial thing. Furthermore, Char argued that we represent something that is
fragile because our not-for-profit, OA ideals do not chime with those of
publishers and other for-profit organizations. She believes we are an activist
profession.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Char discussed the notion of
information privilege. She feels that we need to confront the ‘dark side’ of
information privilege, whereby society’s divides are exacerbated by access not
being universal. She also looked at<span style="mso-spacerun: yes;"> </span>what
motivates us to do what we do, and to think about our narratives. There are
narratives about libraries which are extremely negative – she mentions a
techcrunch article, which asks why libraries are needed when you can just
download things to your ipad (see above re ‘dark side’ of information
privilege), and ‘libraries in crisis’on Huffington Post.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="tab-stops: 316.25pt;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">In essence we need to work
together and be involved in the process all along the way. So: we need to
create great tools and resources, but then we need to communicate with those
who disseminate and those who use them (which, from my perspective, is part of the mission of a CLIR fellow), and also those who unexpectedly
come across our tools and resources. We need to follow through on the impact of
those tools and understand when and how and if they are being used. She
notes that making online resources disability friendly is a good way of
ensuring more general good practice in websites and other resources (this point
came up in some of the other sessions).<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">There’s lots more I could say,
but the whole speech is online, and she says it better than I do, so do take a
look, it will be an hour well spent.</span></div>
<br />
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/09956813321713587426noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-20131879690983691522013-08-09T14:58:00.001-04:002013-08-09T15:00:44.712-04:00ASERL Summertime SummitThis was a one day event, titled <i>Liaison Roles in Open Access & Data Management: Equal Parts Inspiration & Perspiration</i>.<br />
Our own Sayeed Choudhury was the keynote speaker. His talk, <i>Open Access & Data Management are Do-Able Through Partnerships</i> was very good. What stuck in my mind was the point he made about data becoming an economic driver. The traditional three economic drivers are land, labor, and capital. Data has been added as a fourth driver.<br />
During <i>Marketing Open Access Services & Tools to Faculty</i>, Sean Lind, Georgia State University, made the point that mass marketing of open access services and tools to faculty does not work. He has found that one-on-one conversations, small workshops, working with campus research offices to contact faculty works better than campus-wide announcements and email blasts.<br />
During <i>Library Staffing/Responsibility Models for Data Management and Open Access</i>, Kathy Crowe, UNC Greensboro, talked about how they re-evaluated the roles of their liaison librarians. They decided to change their approach to collection development to allow the liaisons for more time to learn about and promote OA and data services. She also pointed out that the people directly responsible for OA and Data services need to accompany liaison librarians for specific conversations, since the liaisons still didn't feel comfortable discussing specific situations, even after training.<br />
Lorraine Harricombe, Dean University of Kansas Library, gave the closing address, <i>Embracing Change = Empowering Scholarship</i>.She urged us to get out and advocate OA. But she also warned that OA mandates, where faculty agree to make their journal articles open, take a lot of time and must come from the faculty themselves. Her other point, in this time of continual change, is this: It is not acceptable to say "I don't know anything about this."<br />
<br />
If any of you has a chance to attend an ASERL event, I highly recommend it. The people I talked with were interesting, knowledgeable, and fun.<br />
<br />
Robin N Sinn Sheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-67572171339368271082013-07-10T15:57:00.000-04:002013-07-10T15:57:34.983-04:00EDUCAUSE Learning Technology Leadership Institute<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">I recently participated in the EDUCAUSE Learning Technology Leadership Institute. EDUCAUSE is an organization for folks in IT in higher education, so of the 60 or so participants I was one of three librarians.</span></span><br />
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">While the examples used to illustrate points were related to learning and information technologies, the Institute as a whole focused on leadership. It ran pretty much non-stop from Monday noon to Friday noon. During the day we attended lecture/workshops that ran between 30 minutes to 2 hours. In the evening we worked on a small group project (8-9 people). The group chose/developed a made up institution and scenario where your group was responsible for pitching the implementation of a new learning technology to university administration. I'd be happy to discuss the format further if you have questions just let me know.</span></span><br />
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Overall, I felt this was a great learning opportunity that provide both immediate takeaways and lessons that will require lots of reflection and practice in the coming months/years. Some immediate takeaways on effective presentations were:</span></span><br />
<ul>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">It will be boring unless you take active steps to avoid causing boredom</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">You must do something emotionally relevant every 10 minutes or you will lose them</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">PowerPoint is not evil, it has cognitive style that you have to resist</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Stop the bullets, lists are not interesting, we don’t pay attention to boring stuff</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Present your ideas in visual ways (more compelling and will stay with them)</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Slides and presentation should be complimentary, slides should be useless without you</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Educate your voice: conversational, amount of relaxation, contributing to the effectiveness</span></span></li>
</ul>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">It stipulates that everyone can and should take
part in leadership. Instead of the traditional model where everyone falls
behind one larger than life leader, leaderful practice teaches a new path to
effective leadership where a successful leader builds a team of concurrent,
collective, collaborative and compassionate leaders all working together
towards a common goal. These tenets are known as the Four Cs:</span></span><br />
<ul>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">First,
the idea of <i>concurrency</i> stipulates
that there can be more than one leader and that by willingly sharing power
multiple leaders inspire teams to work together thus increasing organizational
effectiveness.</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Second, leaderful practice is also <i>collective</i>. Since an organization can have multiple leaders, no one
person is solely responsible for mobilizing others and decision making. The
work is shared and ultimately more is accomplished.</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Third, <i>collaborative</i> leaders encourage open dialog where everyone feels
they can contribute and is equally sensitive to the opinions of others. Strength
in numbers occurs when everyone sees their role contributing to the co-creation
of an organization.</span></span></li>
<li><span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">Lastly, leaderful practice requires <i>compassion</i>. Compassionate leaders value every member of the team
because of, not in spite of, their diverse backgrounds and levels of
experience. All opinions are solicited and those that differ from the current
thought process are encouraged </span></span></li>
</ul>
<span style="font-size: x-small;"><span style="font-family: Arial,Helvetica,sans-serif;">It was an intense and valuable week. Again, let me know if you would like to hear more. ~Carrie </span></span>carrieberthttp://www.blogger.com/profile/08013310921269428905noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-23371514838424994482013-07-10T11:46:00.000-04:002013-07-10T11:46:09.797-04:00ALA Chicago 2013As always, ALA had many sessions to attend, with many of them being at the same time. I went to a lot of talks. Below were my 3 favorites:<br />
<br />
1. Annual Reference Research forum: <a href="http://connect.ala.org/node/207609" target="_blank">http://connect.ala.org/node/207609</a><br />Presents 3 original research articles that were published
this year. I found the first speaker's research very interesting.<br />
<ol>
</ol>
Research
Guides Usability Study- Angela Pashia & Andrew Walsh University of West
Georgia
<br />
<ul><ul>
<li>Has
a Libguides for every subject offers a major in<ul>
<li>Great
for librarians- but would like students to use them too…they don’t. How to improve
this.</li>
</ul>
<ul>
<ul>
<li>What
is frustrating the students?
</li>
<li>When are they leaving the guides and googling it?</li>
<li>How to improve the design to get them to use it- did usability tests first & then
focus groups</li>
</ul>
</ul>
Usability studies- 4 freshmen, 2 soph, 2 juniors, 1 senior, 1 grad student= 10 users; $5 gc to starbucks, pulled them in “off the street” on the fly. On average each one was about 10 minutes. Varied on how long it took them to complete the 3 tasks.<ul><ul><ul><ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Fairly novice group with familiarity with resources</li>
</ul>
<ul><ul><ul><ul><ul>
</ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Used free CamStudio- screen capture software</li>
</ul>
<ul><ul><ul><ul><ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Gave them tasks to complete- how would they find articles on education from the education libguide, how would they get help from a librarian from a libguide, how would they get back to the same libguide from the library’s homepage.</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Made it clear, it was not a test on them but a test on the library</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
Common issues:
<ul><ul><ul><ul><ul><ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>They were using the libguides search box to look for articles- remove this box. Librarians like it, but it is confusing students.</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Difficulty understanding the role of libguides in the research process; didn’t see the value added</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Wasn’t sure what to click on when saw the list of databases- clicked on the more info link instead of the actual database link to get to it.</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Trouble getting to a specific guide from the library homepage</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
<ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
<ul>
<li>Don’t see the tabs, Want more emphasis on the tabs.</li>
</ul>
<ul><ul><ul><ul><ul><ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</ul>
</li>
</ul>
</ul>
<ul>
</ul>
<ul>
<li>Focus groups
</li>
</ul>
<ul>
</ul>
<ul><ul>
</ul>
</ul>
<ul><ul>
<li>Based on usability results, limited fgs to juniors and seniors. =who would need the
libguides for subject specific research</li>
</ul>
</ul>
<ul><ul>
</ul>
</ul>
<ul><ul>
<li>What do the labels mean to them?- i.e. background information vs. encyclopedias.
They wanted encyclopedias. Finding sources vs. finding articles, etc.</li>
</ul>
</ul>
<ul><ul>
<li>They loved the VCU rg homepage. (listed as best of in libguides) plus sign for all
disciplines that open to subdisciplines.= systems librarian is going to model
new homepage after this.</li>
</ul>
</ul>
<ul><ul>
<li>Future: Doing more focus groups with grad students</li>
</ul>
</ul>
<ul>
<li>Google analytics: Libguides search data.Config special google anyaltics report.“goal completion” set up for search results page.Tracks this as an event and gives you the keywords in the URL string!</li>
</ul>
<ol>
</ol>
<a href="http://ala13.ala.org/node/12231">2. Conversation Starters: Achievement
unlocked: Motivating and assessing user learning with digital badges </a><ol>
</ol>
3. Two separate talks on "making" and "maker spaces." Cory Doctorow & Mark Frauenfelder<br />
<ul>
<li>Decline of making and DIY 1970-2000. Cheaper to buy new than to fix. Change in popular mechanics mag covers. Went from things you can make yourself to skyscrapers and brain implants.</li>
<li>Rise of DIY subculture. </li>
<li>2000-2013 we are in a making rebirth, modern making movement; Make magazine established in 2005;</li>
<li>"Networked Making"- you don't start with a project that you read about in a magazine and try to build it. Instead if you an idea for something new. Look it up online and find someone who did it 80%...you figure out the remaining in online forums, communities etc. </li>
<li>Maker fairs- playful side of making; Pinterest was created at a Maker Fair</li>
</ul>
Jennifer Hillhttp://www.blogger.com/profile/16413279828431444939noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-17114583414823804712013-06-10T10:30:00.002-04:002013-06-10T10:30:51.956-04:00<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;">2013 ABLD Meeting: Montreal<br />
Notes</b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Session 1: Supporting
new agendas with the application of technologies related to online teaching,
learning, and research.</b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Deb Wallace, Harvard Business School.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Talked about an ongoing initiative whereby HBS
has gone away from general blogging and tweeting to a more focused approach
designed to highlight faculty and student achievements, activities (scholarly
ones), publications, honors, etc.<span style="mso-spacerun: yes;"> </span>The
approach is journalistic.<span style="mso-spacerun: yes;"> </span>They are
aiming at “virality” by using clever tagging strategies, embedding links in
highly visited places, etc.<span style="mso-spacerun: yes;"> </span>The goal is
to focus on a) increasing the stature of faculty and students, b) help faculty
and students disseminate their scholarly work to a broad audience, and c)
focusing strategies on those wider ex-university audiences for maximum impact.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Special Collections Exhibits are being enhanced
by QR codes to see full documents (digitized ) online;<span style="mso-spacerun: yes;"> </span>exhibit on Augustine Heard & Co. during
the China trade includes video footage of the Heard family home, the exhibit
will be accompanied by an online flipbook.<span style="mso-spacerun: yes;">
</span>The whole thing is going to be brought to China and exhibited.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>HBX Online Course Initiative.<span style="mso-spacerun: yes;"> </span>HBS is designing and planning enhancements to
the online course environment.<span style="mso-spacerun: yes;"> </span>A team of
25 has been created for this.<span style="mso-spacerun: yes;"> </span>They’re
looking at tools such as Zotero feeds and “info blasts” to students.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>KLS Innovation Program.<span style="mso-spacerun: yes;"> </span>This is a program to encourage innovation in
the delivery of library services.<span style="mso-spacerun: yes;">
</span>There’s an idea lab (seed money to text ideas), “Tool Time”—training in
various IT tools over lunch (e.g., how to get the most out of SnagIt), and
iAwards for small innovations.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Business-at-the-Base-of-the-Pyramid (BBOP)
Knowledge Center.<span style="mso-spacerun: yes;"> </span>This online resource (<a href="http://www.library.hbs.edu/references/bbop/">http://www.library.hbs.edu/references/bbop/</a>)
is an adjunct to a course on this topic.<span style="mso-spacerun: yes;">
</span>BBOP refers to the 4 billion consumers at the bottom of the consumption
heap—the number of people is large, their needs are many for basic and
affordable solutions, but they are under-targeted.<span style="mso-spacerun: yes;"> </span>The website contains links to datasets,
social network sites dedicated to this topic, and more.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Jack Cahill, Babson College.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>This talk was also about online strategies,
especially in support of online and blended courses.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Babson has a “Jump Start” video intro to the
library: access points, resources, how to ___, an introduction to the
librarians, etc.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>All the online tools “distract students from the
library,” a problem that must be addressed.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Babson uses Blackboard.<span style="mso-spacerun: yes;"> </span>Students are “living” on the Blackboard
course sites, not the library website, so the library needs to be more visible
from Blackboard.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Babson uses Panopto for video capture,
Brainshark for simple, easy-to-produce, voice-over slides, WebEx for webinars
and conferencing, and Google Suite for collaboration tools.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>They use Genbook as an online appointment book
for students seeking research help (accessible via QR Code).<span style="mso-spacerun: yes;"> </span>Students can choose times themselves, whom to
meet with, in person or WebEx, topic, contact info.<span style="mso-spacerun: yes;"> </span>The number of appointments is up and the
number of no-shows is down.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Wahib Nasrallah, University of Cincinnati—DDA
(i.e., PDA), the Basics (e-books)</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Cincinnati keeps track of publishers who don’t
publish e-books, and focuses its print buying on those companies, proactively.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>They also identify companies that charge more
for e-books versus print books</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>He feels students and faculty are as good at
selecting what they need/want to read as are the librarians.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>He gets good usage stats.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Data cannot be tracked by fund code. </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>He has greatly reduced his print buying and
greatly increased his e-book buying.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Thorsten Meyer, Leibnitz Information Centre for
Economics, Kiel, Germany.<span style="mso-spacerun: yes;"> </span>Social media
shaping research and publication processes.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Researchers now “coming up” are changing
continually from past practices.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>People announce their new publications on
Twitter.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Students are using Facebook as their source for
both news/current events AND scientific research.</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Social networking use measurements tell more,
more accurately, than surveys do.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Session 2: Pecha
Kucha Sesson: 20 slides for 20 seconds per slide.</b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Jessica Lange, McGill University.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Has business info resources FAQs in her
LibGuide.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Keeps track of all new faculty hires and
proactively reaches out and meets with all those willing to meet, in order to
tell them about library services, reserves, etc.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>She sends out lots of informational,
explanatory, and introductory emails to faculty and students.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>She has been allowed to insert a widget into all
Blackboard class spaces with her face, contact information, etc.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Bob Hebert, Wake Forest University</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Computer labs are pass<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">é</span>.<span style="mso-spacerun: yes;"> </span>Everyone uses laptops and has remote access
to most resources.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The Wake Forest Business School is considering a
Business Information Center or Commons—readily available Bloomberg terminals,
study rooms, offices, librarians, but no books.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Jim Fries, Tuck School of Business, Dartmouth
College</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Students didn’t engage with LibGuides unless
actively assisted by librarians</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Problem with online courses: large/significant
deliverables often due on Sundays.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>They use Blackboard, Adobe Connect, Echo 360.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Business librarians have had to learn to search
in PubMed to better serve their patrons.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Tuck has a “Master of Health Care Delivery
Science (MHCDS)” degree.<span style="mso-spacerun: yes;"> </span>There are 5 librarians
embedded in teams, has an online component with students from many time zones,
which is a challenge.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Alicia Estes, NYU.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>“NYU Shorts”—videos that support their online
“Global Network University.”</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>NYU has schools in various countries, including full
libraries (with librarians) in 12 countries that serve the local student
populations.<span style="mso-spacerun: yes;"> </span>There is no “call in” to
NYU from other locations.<span style="mso-spacerun: yes;"> </span>Remote
librarians are trained using videos, e-mail, and Adobe Connect-style meetings.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Use the ADDIE system to design instructional
encounters.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Their online guide is called the “<a href="http://library.nyu.edu/vbl/">Virtual Business Library</a>.”<span style="mso-spacerun: yes;"> </span>The homepage is VERY stripped down and
simple.<span style="mso-spacerun: yes;"> </span>Linked from homepage is a series
of video tutorials about the Bobst Library and its resources.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Meg Trauner, Duke University</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Conducted a book format preference survey.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Most students never use e-books, but it depends
on the type of material and what it is for; content determines preferred
format.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Textbooks—print preferred.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Popular business titles—Kindle preferred.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Books about software (how to use it)—E-books
preferred.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Career development—50% Kindle, 50% print.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">g.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Students don’t have dedicated e-readers.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">h.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>They purchased Kindle Paperwhites with top
business books pre-loaded; these can be locked to prevent adding or removing
content.<span style="mso-spacerun: yes;"> </span>Included are business
bestsellers, career collection, business classics—Each of these collections are
on different Kindles, one collection to a Kindle.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">i.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The service is marketed.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">j.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Users still would prefer seamless downloading to
their own devices.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Jeffrey Archer, University of Chicago</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Saw need to increase librarian knowledge re: how
to analyze/interpret business statistics (not necessarily datasets and SPSS,
just how to understand statistical information).</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Hired a PhD student for $2,000 to teach 30
people over 8 sessions.<span style="mso-spacerun: yes;"> </span>The sessions
were somewhat helpful, but would be improved if homework was assigned (to
ensure that librarians were really focusing on the material and learning it).</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>There are plans to follow up with a business
statistics MOOC.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Session 3:
Interdisciplinary Librarian Services</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l4 level1 lfo3; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Kathy Long, Stanford University.<span style="mso-spacerun: yes;"> </span>The Venture Studio within the Stanford
Graduate School of Business is a new program to give space and support to
graduate students trying to start a business.<span style="mso-spacerun: yes;">
</span>Co-staffed by librarians from business and the engineering library, who
developed a training session to teach students how to track product development
and distribution.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Alan Zuckerman (PowerPoint presentation about my
experiences at East Baltimore/Welch Medical Library—PowerPoint presentation
available.)</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Hilary Schiraldi, UC Berkeley. Described the
“Cleantech to Market program (similar to Carey’s Discovery to Market course and
the CBID program), and discussed<span style="mso-spacerun: yes;"> </span>joint
venture between the business and engineering librarians to teach information
resources for the students.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo3; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Michael Enyart, University of Wisconsin,
Madison.<span style="mso-spacerun: yes;"> </span>Described the Entrepreneurship
Residential Learning Community.<span style="mso-spacerun: yes;"> </span>Mostly
comprised of first semester freshman.<span style="mso-spacerun: yes;">
</span>This is a coordinated program co-sponsored with the university’s student
residence office (who was challenged to contribute something significant to the
students’ learning environment from a housing point of view).<span style="mso-spacerun: yes;"> </span>Mike teaches a course in the residence halls
about basic business concepts, but more importantly, research skills, marketing
tools, and campus resources that will serve them during their time at the
university.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Session 4: Major
Themes and Overview Discussion</b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo4; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Laura Leavitt, Michigan Statie University.<span style="mso-spacerun: yes;"> </span>Expanding Role in Providing Access to
Data.<span style="mso-spacerun: yes;"> </span>This presentation focuses on the
problems associated with licensing/use restrictions of databases in light of
increasing requests for database use by tech transfer offices, students in case
competitions, students in courses where they partner with real-world
companies/entrepreneurs, students privately pursuing business ventures,
etc.<span style="mso-spacerun: yes;"> </span>The issues are the same as for JHU,
with solutions just as murky given vendors’ unwillingness to rethink their
licensing models.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo4; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Steve Hayes, University of Notre Dame.<span style="mso-spacerun: yes;"> </span>The University’s main library, the Hesburgh
Libraries, was reorganized from the top down.<span style="mso-spacerun: yes;">
</span>Positions were cut, spans of control were flattened, job descriptions
were revised, etc.<span style="mso-spacerun: yes;"> </span>Steve concludes that
the jury is still out on whether things are worse than before.<span style="mso-spacerun: yes;"> </span>There’s been resistance from various quarters
within the library staff, there’s a need to reconnect communication channels to
replace those that were severed.</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Session 4:
Presentations by faculty and staff of HEC Business School (Oldest Business
School in Canada)</b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Brief welcome by various HEC admin staff and the
head librarian.<span style="mso-spacerun: yes;"> </span>English facility limited
in some cases, so presentations were short and scripted.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Lecture by Christian Dussart, Professor,
Department of Marketing, HEC Montreal (there’s a Paris branch as well).</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Marketing is no longer a separate discipline
that can operate independently (e.g., market a single product line).<span style="mso-spacerun: yes;"> </span>It must be combined with finance, technology,
manufacturing, etc.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>He tailored his remarks for his librarian
audience.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>His main topic was survival in our dynamic
environment—reinventing our “business” model.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>He said that academic libraries need to be
resilient and proactively involved in “the revolution.”<span style="mso-spacerun: yes;"> </span>He quoted Richard Branson: “Screw business as
usual.” <span style="mso-spacerun: yes;"> </span>The “long term” is now 2-3
years.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>On the theme of resilience, he said that
libraries need to simultaneously adapt their core functions and create new
models at the same time.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The digital revolution has broken many traditional
links to our constituencies, our materials, our physical spaces.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">g.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>We cannot prevent people from using Wikipedia.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">h.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The key phrase is “customer centric.”<span style="mso-spacerun: yes;"> </span>We need to be able to read and map the
“ecosystem,” which means we have to understand how our constituencies do
things.<span style="mso-spacerun: yes;"> </span>That takes a first-hand
familiarity with the technologies they’re using, their communication channels,
etc.<span style="mso-spacerun: yes;"> </span>We need to study each technology:
What does it do?<span style="mso-spacerun: yes;"> </span>What is its
impact?<span style="mso-spacerun: yes;"> </span>What is its staying power?</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">i.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Updating the core involves digitizing our
information.</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo5; text-indent: -.25in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">j.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>He suggests that libraries create a permanent
Think Tank of people who can focus exclusively on generating, researching,
testing, and implementing new ways of doing things—while others are keeping the
core services going and improving.<span style="mso-spacerun: yes;"> </span>Then
the Think Tank system and the Core Services system (i.e., the people in each of
these two areas) meet and coordinate on a planned, regular basis.</div>
Alan Zuckermanhttp://www.blogger.com/profile/13888548039087755081noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-91451200566860858622013-05-13T10:52:00.000-04:002013-05-13T10:53:15.104-04:00Maryland Library Association Conference, 2013, Ocean City, MarylandI attended the joint Maryland Library Association/Delaware Library Association Conference in Ocean City, Maryland, May 8-10, and it was, as usual, a very enjoyable experience. I've attached my notes for each session attended below. I take these short snippets to remind myself, post-conference, of interesting things I intend to follow up on. The session on GIS this year was especially follow-up-worthy. Tahirah Akbar-Williams, Robin Sinn, and I gave a presentation, "Scholarly Metrics," which went over very well (if I do say so myself!).<br />
<br />
MARK'S NOTES FROM MLA/DLA, 2013:<br />
<br />
<b>Wednesday, May 8</b><br />
Keynote: Lee Rainie, Director of the Pew Research Center's Internet and American Life Project. Rainie's fascinating presentation provided an overview of a recent (Fall 2012) survey that the Pew organization conducted on library users' attitudes toward libraries and librarians, in particular, public libraries and librarians. I'll not summarize what he said other than to say that the public confidence, trust, and satisfaction with libraries outshines any other American institution, including the military and the Presidency. See for yourself, the full results are posted here: http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/<br />
<br />
<b>Thursday, May 9</b><br />
9:00 - 10:15 Planning Social Media [2]<br />
University of Baltimore, Natalie Burclaff, Catherine Johnson<br />
"Tweets, Posts, and Pins with a Purpose"<br />
UBalt has NINE social media accounts!<br />
Asked “why are we on social media?”<br />
Anchored in Library’s mission statement<br />
Created policies<br />
Policy, implementation, goals, assessment<br />
Policy should articulate your purpose<br />
‘Quality matters” “Use good judgment” Copyright, FRPA, etc. General guidelines<br />
Then specific guidelines per social media technology<br />
Your policies must work within your library’s culture<br />
Implementation, policy in action<br />
Stakeholder buy-in<br />
UBalt has 12 Facebook admins!<br />
All contributors must be on same page with respect to purpose and tone<br />
Your actions should reflect your purpose<br />
Goals, give support and direction toward purpose<br />
Goals derived from Purpose<br />
Goal: Where are we going to go?<br />
Objective: How are we going to get there?<br />
Strategy<br />
SMART Objectives<br />
Assessment: Measures of success<br />
Tools: Google Analytics, Facebook Insights, Klout (influence metric; Klout score)<br />
Pay attention to what the numbers MEAN. The numbers themselves are value neutral without the larger narrative<br />
<br />
Offline social media: UBalt has a VERY popular bulletin board. Markers, students writing on it, etc.<br />
<br />
<br />
<b> 10:45 - 12:00 SCVNGR Hunt [3]</b><br />
Towson University, Sarah Gilchrist and Kimberly Miller<br />
SCVNGR iPhone and Android apps<br />
Geolocation-based games in libraries<br />
“gamification” applying game-like concepts to non-game situations<br />
Intrinsic and extrinsic rewards<br />
Games in library committee at Towson<br />
Challenges, tasks, rewards, treks (several challenges linked together)<br />
Create SCVNGR account to create profile with builder<br />
Build a Trek, then add Challenges to it<br />
Jane McGonigal TED talks about games and gaming<br />
New Media Consortium, gamed-based learning<br />
College & Research Library News, article by Gilchrist and Miller<br />
Lots of libraries doing this<br />
T3 Research Lab (Text, Tags, and Trust) at UMD<br />
<br />
<br />
<b> 2:00 - 3:15 Mapping the Way for Maryland Students [4]</b><br />
Washington College, Stewart Bruce<br />
68 student employees. Largest Undergraduate GIS program in the US<br />
Interns<br />
78+ total staff<br />
Strong interest in GIS for K-12. 3 week long program for high schoolers<br />
State of Maryland, statewide license for ESRI software for K-12. 2.5 Million $<br />
BUT not for libraries!<br />
Stewart has 10 seats he can give to libraries, and he will train librarians<br />
Alternatives to ESRI: Google Earth; Trimble Sketchup Pro; Autodesk; Unity; MapStory<br />
geoworkshops.org Free GIS training<br />
Working on NSF grant, 1.5 Million<br />
Demonstration of Unity<br />
3D VR space<br />
<br />
<br />
<b> 3:45 - 5:00 Scholarly Metrics [6]</b><br />
Johns Hopkins, Tahirah Akbar-Williams, Mark Cyzyk, Robin Sinn<br />
“Simply [superb]!”<br />
“...one of the two or three...”<br />
“I couldn't believe [it]...”<br />
<br />
<br />
<b>Friday, May 10<br /> 9:30 - 10:45 Technology Update [2A]</b><br />
Delaware Technical and Community College, Paul Page<br />
Using Prezi<br />
Can embed within Powerpoint<br />
Telling stories, uses a single canvas rather than linear slides<br />
Online community, sharing<br />
Dynamic, accessed from the Cloud or download locally (must sign up, costs money if you want to download locally)<br />
You can zoom in with Prezi<br />
Illusion of movement<br />
Use for information literacy instruction<br />
Fade in backgrounds, 3D themes, background music and voiceovers<br />
Steep learning curve<br />
No image editing<br />
Limited fonts<br />
100 MB included with free cloud-based account<br />
<br />
Delaware Public Archives, Dawn Mitchell<br />
Outreach to non-genealogists/historians using social media<br />
YouTube videos, award-winning. 90 second videos<br />
Video clips from the Archives, 50 of them <br />
WordPress blog to highlight resources<br />
Facebook, This Day in Delaware History<br />
Put archival photographs up on Web<br />
Twitter, This Day in Delaware History, Photo of the Day, Document of the Day<br />
Hootsuit – lets you pre-upload content for Tweets<br />
Pinterest<br />
“Delivery” a free tool that will push content out to multiple social media resources<br />
Postcard collection, dumped entire collection into Flickr<br />
<br />
University of Delaware, Meg Groti and Sarah Katz<br />
QR codes integrated into program for freshmen<br />
First Year Experience seminar<br />
Students scan QR codes, learn about library via Webpages designed for cellphones<br />
Gameplay workshops, 4000 incoming students<br />
I-nigma QR reader app<br />
“How to locate a book using a call number” ← always the most confusing task for new students<br />
BeQRious – QR code generator, generates QR codes in different colors<br />
<br />
<br />
<b> 11:00 - 12:15 Become a WIZ at Dataviz [3]</b><br />
University of Baltimore, Lucy Holman and Michael Shockett<br />
Communicate information with very simple charts<br />
Visual perception: serial processing, and pre-attentive processing<br />
Pre-attentive processing: Size shape orientation concavity/convexity<br />
Small visuals that tell the story<br />
Emphasize pre-attentive patterns<br />
Jacques Bertin, visual variables<br />
Position; Shape; Orientation; Color; Texture; Value; Size<br />
What kind of data do you want to show? Marry that with the appropriate variable<br />
Edward Tufte:<br />
Present data; Focus on content; Avoid distortion; Create coherence; Reveal at multiple levels; Be transparent<br />
Small multiples help tell the story<br />
Graphics must be proportional to the data<br />
Clear and comprehensive labels<br />
Watch out for distortion. Good examples from Tufte!<br />
<br />
--Mark Cyzyk<br />
<br />Mark Cyzykhttp://www.blogger.com/profile/03373684911046002991noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-41160663642573317282013-03-14T14:48:00.005-04:002013-03-14T14:49:46.200-04:00Webwise 2013<!--[if gte mso 9]><xml>
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<![endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi;">I
was at Webwise 2013. This year the format included more participatory and interactive
sessions than usual. The theme was “<i style="mso-bidi-font-style: normal;">Putting
the Learner at the Center”.</i><span style="mso-bidi-font-style: italic;"> Sponsored
by the</span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
<a href="http://www.imls.gov/">IMLS</a> (Institute of Museum and Library
Services) and the <a href="http://chnm.gmu.edu/">CHNM</a> (Roy Rozenzweig
Center for History and New Media), the event offered many project sessions and
preconference workshops as well as a keynote lecture and a Project/Partnership
Incubator session.</span><br />
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>I attended <span style="mso-spacerun: yes;"> </span>a presentation on <a href="http://makerspace.com/">Makerspaces</a>. It was presented by <a href="http://imlswebwise.org/speaker/nini-beegan-2/" title="Nini Beegan"><b>Nini
Beegan</b></a>, Carroll County Division of Library Development & Services;<a href="http://imlswebwise.org/speaker/lisa-brahms-2/" target="_blank" title="Lisa Brahms"> <b>Lisa Brahms</b></a>, Children’s Museum of
Pittsburgh; <b><a href="http://imlswebwise.org/speaker/david-kanter/" target="_blank" title="David Kanter">David E. Kanter</a></b>, New York Hall of
Science; <a href="http://imlswebwise.org/speaker/annmarie-thomas/" target="_blank" title="AnnMarie Thomas"><b>AnnMarie Thomas</b></a>, Maker
Education Initiative. Inspired by <a href="http://hackerspaces.org/wiki/Hackerspaces">Hackerspaces</a>, makerspaces
are learning environments that can happen in libraries or<span style="mso-spacerun: yes;"> </span>museums, among other places. The
interdisciplinary projects are implemented through a program that includes five
elements: networks, project libraries, tools, learning labs, training and
support communities, hardware and software tools. </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">I also attended was <i>Juggling
all the Pieces, Project Management for Beginners, </i>presented by <a href="http://mediacommons.futureofthebook.org/alt-ac/users/sleonchnm">Sharon M.
Leon</a>, Associate Professor at George Mason University and Director of Public
Projects at the Center for History and New Media. The workshop focused on
strategy and planning for successful management and mentioned the use of
Basecamp.</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Another workshop I
attended was on <i>Digital Preservation </i>and was presented by Robert Horton,
previously State Archivist for the State of Minnesota and currently Associate
Deputy Director for Library Services at the IMLS. The workshop explored the
benefits and costs of digital preservation as well as challenges posed by issues
of authentication, data ingestion, migration and curation. Legal and policy aspects
of the field were mentioned. Horton talked about various approaches, including the
Digital Preservation Capability Maturity Model; the Trustworthy Repositories
Audit & Certification (TRAC); the Library of Congress’ DPOE (Digital
Preservation Outreach and Education) program; the CDL, California Digital
Library’s UC3 Merritt repository service and its micro-services approach to
data curation. </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Apart from many other
workshops, there was a Project/Partnership Incubator session in which people
sat around tables with a facilitator and exchanged ideas of projects for their
institutions, devising plans for implementation and for grant proposals
(including crucial parts of planning such as identification of needs,
audiences, stakeholders, etc.) Foster Zhang and I sat at the same table and mentioned
ideas on digitization of brittle collections (like our library’s Schaechter
gift) and on providing increased online access to the library’s collections in
general.</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">The keynote speaker
this year was free-lance writer Audrey Watters who posts on the <a href="http://hackeducation.com/">Hack Education</a> blog. In her talk, <i>Whose
Learning is it, Anyway? </i>Watters reflected on technology and education, with
thoughts on the links between use of computers in education, improv, and MOOC
initiatives that, she reminded us, originated in artificial intelligence
research. </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Webwise was, as usual,
a good opportunity to learn about trends, ideas and projects and meet
professionals from various cultural institutions through the country.</span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Isabelle Kargon. </span></div>
Sheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-5161475680891317172013-02-19T12:53:00.004-05:002013-02-19T12:53:47.070-05:00Code4Lib 2013 from Jonathan RochkindI again attended the Code4Lib conference this year; it is typically the only conference I attend in a year, and I do attend it most years. It's a great opportunity to network and share information with other software engineers in libraries.<br />
<br />
On the first day, I attended and presented at a pre-conference on libraries that have innovated in their web services around "delivery" -- that is, what happens after 'discovery'. I presented on the Umlaut software that powers our Find It service; Umlaut is open source software for which I'm the chief developer. The pre-conference demonstrated that there's a lot of interest in Umlaut at the moment -- several other libraries, including Princeton, are exploring using the Umlaut software themselves. And other libraries are developing their own alternative software inspired by Umlaut. As we've been using Umlaut for 4 or 5 years now, I think we can take pride in being ahead of the curve in paying attention to improving the access/delivery experience in ways Umlaut/Find It are intended to. As I've been trying to raise interest from other libraries in Umalut for several years, it's gratifying to see it starting to happen -- and will result in more sustainability for Umlaut as a software package, to get more involvement.<br />
<br />
Once the conference itself began, one trend I noticed was many presentations about projects based on Blacklight. Blacklight is the open source project that our own Catalyst is based on. Blacklight seems to be only gaining in popularity, which again is encouraging for the sustainable future of the Blacklight project.<br />
<br />
Many of these Blacklight projects were 'digital repository' type projects. Penn State and other institutions are developing a product called "ScholarSphere", which is based on Blacklight, Fedora, and Hydra (another open source project in the Blacklight eco system). ScholarSphere was impressive for having one of the best User Interfaces in an IR or 'digital repository' product I've seen.<br />
<br />
In the past, I always liked Code4Lib for being just about the only conference on library technology that focused on innovation in what I'll call "research services" as opposed to "digital repository" services and products. Accross libraries, I think "digital repository" innovation receives a lot more attention, funding, and resources. It was hard to find the people working on innovation in research services too, which I think is also very important but doesn't get sufficient attention. However, this year, even at Code4Lib fewer presentations than usual were on tech innovations in traditional research services, and more on digital repository services. Lately I have started to wonder if it's simply too late for libraries to succesfully innovate in research services, maybe the future of libraries really is solely in digital repository services.<br />
<br />
Also, when I first started going to Code4lib, almost all of my peers there were from similar situations to me, in terms of being one of only one or two developers in the library, sort of eeking out development of innovative web projects in their 'spare' time, amongst support of existing systems. This year, it hit me that quite a few libraries have extensive development staff these days. I couldn't help but be envious of libraries that have 10 or more developers working on developing new software, along with a handful of additional User Expereience staff, and additional completely seperarate staff supporting legacy products like the ILS. Here at JHU we manage to do an extraordinary amount of innovation with our relatively paltry development staff (1-4 developers depending on how you count, who are generally also responsible for extensive user support and legacy system support too) -- but it definitely makes me envious of how much we could accomplish and innovate if we had the resources of those peer institutions who have prioritized extensive software engineering staff resources (examples include U of Michigan, Stanford, and North Carolina State University).<br />
<br />
All in all, the Code4Lib conference remains crucial to my professional skill and awareness of trends and possibilities in library technological innovation and relevant technologies.Jonathan Rochkindhttp://www.blogger.com/profile/05438603607671783114noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-79056560638068348932013-01-08T11:50:00.002-05:002013-01-08T11:53:10.688-05:00MLA 2013The <b>Modern Languages Association</b> annual convention in Boston this year featured lots of sessions about the digital humanities, scholarly communications, libraries and collections, book history, textual studies and editing, as well as the usual sessions focused on literary theories, thematics and histories. It was maybe one of the best conferences I have ever been to.<br />
<br />
<b>Highlights:</b><br />
<ul>
<li>Loved the session on "The Literary Lab," even though it turned out to really be about DH center-type lab, not the laboratory as a paradigm for the classroom (which is why I went). </li>
</ul>
<ul>
<li>A roundtable on "The Dark Side of the Digital Humanities" was the source of much subsequent debate. You can read a summary in the <i>Chronicle</i> <a href="http://chronicle.com/blogs/conversation/2013/01/05/on-the-dark-side-of-the-digital-humanities/">here</a>. </li>
</ul>
<ul>
<li>"The Digital Humanities and the Future of Scholarly Communication" included amazing talks by Matt Kirschenbaum, Cathy Davidson and Bethany Nowiskie; this panel was one of the special sessions related to the conference theme, "Avenues of Access." </li>
</ul>
<ul>
<li>Michael Berube's Presidential address focused on the precarious place of adjuncts in the profession and the dismal outlook for grad students. He also talked about disability and disability studies. All these topics were linked, again, to the "Avenues of Access" theme. It was quite moving, and the Q & A featured a lot of folks simply thanking him for shining the spotlight on these issues. </li>
</ul>
<ul>
<li>Two good sessions sponsored by the discussion group Libraries and Research in Languages and Literature: a roundtable on "how many copies is enough" re: print collections and a provocative roundtable about joint degrees in library science and literature.</li>
</ul>
<ul>
<li> A session that is going to help me with the Crane exhibition, on William Morris and late 19th century arts and crafts publishing.</li>
</ul>
<b>My sessions</b> were well-attended and I was pleased to get a lot of positive feedback.<br />
<ul>
<li>First, for a panel called "Crossed Codes: Print Dreams of the Digital Age, Digital's Memory of the Age of Print," I gave a paper on extra-illustration largely based on materials at Garrett and the Peabody. Looks like it will be published in <i>Textual Cultures</i> this fall. </li>
</ul>
<ul>
<li>I also organized a "master class" session called "Two Tools for Student-Generated Digital Projects: WordPress and Omeka in the Classroom," in which two practiced user-teachers, <a href="http://thatcamp.org/people/amandafrench/" target="_blank">Amanda French</a> and <a href="http://chronicle.com/blogs/profhacker/author/gwilliams" target="_blank">George Williams</a>, led hands-on instructional activities to a group of about 50 people new to these technologies.</li>
</ul>
Gabrielle DeanGabrielle Deanhttp://www.blogger.com/profile/17066175100485540329noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-48610308372506465992012-11-20T16:50:00.001-05:002012-11-21T09:58:29.272-05:00Charleston Conference, November 2012(by Sue Vazakas)<br />
<br />
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<b><span style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">BEST
TIPS:</span></span></b></div>
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<b><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><span style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Link
subject guides in 856 fields</span></span></div>
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</span></span></span></b><span style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Add
“ask a lib” link or widget to web site 404 page</span></span></div>
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<b><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><span style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Change
catalog location of e-books to say E-BOOK</span></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">---------------------------------------------------------------- </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Pre-conference about E-books</span></b></div>
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<br />
<ul>
<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Most users don’t read the whole book, like
reference linking, and hate DRM </span><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></li>
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<br />
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<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Most publishers are still designing
print and then converting to electronic</span></li>
</ul>
<br />
<ul>
<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">TRLN
Consortium</span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> (Triangle Research Libraries Network) worked a
deal with OUP – all 4 schools get a given e-book and one shared print copy. (Nancy
Gibbs, Head of Acquisitions at Duke)</span></li>
</ul>
<ul>
<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Duke had many questions about e-book
choices, processing workflow, etc., so they formed an <a href="http://library.duke.edu/ebookstrategy/">E-book Advocacy group</a></span></li>
</ul>
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<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Before they started buying, they
interviewed patrons, and then wrote a statement about how Duke can be advocates for
patrons regarding e-books [PDF on the right] </span></li>
</ul>
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<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Duke
</span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">also
held an “E-book Boot Camp” for technical and reference staff, including overview,
hands-on exercise, and how to find usage stats</span></li>
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<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Texas
A&M</span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> canceled their e-books packages and went back to
choosing individual titles in GOBI to save money, and also went to PDA. Before
doing any of that, they had a meeting of all the stakeholders to discuss.</span></li>
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<li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"></span>All speakers agreed that:</span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">
(1) hiring new people and training of all personnel are crucial, (2) getting
e-book records into the discovery layer as fast as possible, preferably daily,
is crucial, (3) workflows will need to be disrupted, but lay it all out ahead
of time and make sure that person/people in charge of e-book workflow(s) has
project management experience </span></li>
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Opening Speakers<span style="mso-tab-count: 1;"> </span></span></b></div>
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</span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">CEO
of MacMillan <i style="mso-bidi-font-style: normal;">(which publishes Nature)</i></span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">
– She talked about tools that help you organize your lab, help you with
compliance, and share your results. <span style="mso-bidi-font-weight: normal;">Someone</span><b style="mso-bidi-font-weight: normal;"> </b>commented that nothing she talked about was publishing, but rather
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– <a href="http://www.smashwords.com/">Smashwords </a>(self-publishing), <a href="http://unglue.it/">Unglue.It</a> (crowdsourcing the funding to publish
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Quality products</span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">
– Libraries should participate in this! The way to honor readers with self-published
books worth reading is to offer instruction about good writing and editing.</span></div>
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<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">---------------------------------------- </span></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">“Positively
Perplexing E-books”</span></i></b></div>
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<br /></div>
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<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">University
of Florida Life Sci and Eng Library surveyed 321 undergrads and 64 grad students </span></div>
<br />
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Over
half of the students didn’t know what e-thing they were looking at</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">They
were shown a sample of 18 online resources, such as journal articles, e-books
(like Springer), open web sites, the catalog, a gov doc </span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Springer
e-book: 47% said it was a web site; only 28% knew it was an e-book</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Google
Books e-book: most recognized what that was, not only because of familiarity
but because of the simple uncluttered screen</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">ScienceDirect
article – 37% said it was a journal article</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">The
kids are becoming “format agnostic”; they don’t know or care what kind of thing they’re
looking at and just want the info </span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">---------------------------------------------------------------------------- </span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">“You Call That
Perpetual?”</span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Libraries do a poor
job of <b style="mso-bidi-font-weight: normal;">tracking </b>perp access once something
is canceled or goes to another publisher. Keep link
resolvers aiming at things we have if it’s perpetual!</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">License language can
be vague and incomplete; get firm statements from vendors (for example, don’t accept
“TBD”) </span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">E-BOOKS:</span></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">
(1) Which edition is perpetual, new editions or only what we bought? [the old
one could vanish from their site but if we didn’t buy the new one, we no longer
have access to any edition] (2) Wiley/IEEE gives the <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">author </i></b>the choice of what
happens to new editions. (3) We should set up alerts on e-book platforms so we
hear about new things.</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">----------------------------------------------- </span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">PANEL - What Provosts
Think Librarians Should Know</span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Funding is going down,
and competition is going up (e.g., MOOCs, community colleges). They don't sleep well at night.</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Help the provost know
your story so that they’re prepared when board members returning from trips are loaded with buzz words; your provost needs to be<span style="mso-spacerun: yes;"> </span>able to answer them, and tell them WHY what we’re doing is important for
the university</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">“Big Data” is crucial
– Whoever has them and understands them is powerful. If we can tell the provost “I’ve
got data; let me tell you about our library/our departments/how they’re working,” provost will love that</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Don't come to the provost asking for money. Come to him/her to give information about their university</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">----------------------------------------- </span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">“E-textbooks”</span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<br />
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">In 2012 so far,
e-textbooks have been $4 billion, which is only 6% of the total e-book market, so
there’s much room for growth</span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> </span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Students still prefer
print textbooks; profs reluctant to use because the edition they want isn’t available
online or they’re just not interested, but this will change</span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> </span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">E-texts are about 50%
cheaper than print</span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> </span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">E-texts are better
than print because you can get usage stats, they have links to data/videos, they
have self-assessment tools (if you do poorly they create a remedial lesson!), and profs can see what the students read. But these must be accessible across
devices, and allow highlighting/notes/copying.</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Companies providing
online education and/or textbooks include <span style="mso-spacerun: yes;"></span><span style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-style: normal;"><a href="https://www.boundless.com/how_it_works">Boundless</a></span></span><b><span style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-style: normal;"></span></span><span style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-style: normal;">,</span></span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-style: normal;"></span><span style="mso-bidi-font-style: normal;"></span><i style="mso-bidi-font-style: normal;"> </i></b> <a href="http://www.khanacademy.org/">Khan Academy</a>, <a href="http://www.cengagesites.com/academic/?site=5232">Cengage Mindtap</a>, <a href="https://www.yammer.com/product/">Yammer</a> (allows
working in groups and communicating with profs; used at ECU Dental School),</span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> <a href="http://bookshelf.vitalsource.com/">VitalSource bookshelf, </a></span><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">and <a href="https://moodle.org/">Moodle</a><span style="mso-spacerun: yes;"><a href="https://moodle.org/"> </a> </span></span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">---------------------------------------- </span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"><a href="http://scoap3.org/index.html">SCOAP3</a> Update </span></i></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">–
2013 will be lots of calculations about what libraries pay now and signing of
contracts; GO LIVE is January 1, 2014!</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;"> ---------------------------</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">“Well, of Course the
Students Will Love Them!”</span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">This Connecticut consortium
of Wesleyan, Trinity College, and CT College did a small (28 undergrads) but
in-depth usability study of various things including e-books.</span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<br />
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">The librarians took
video of what the students did on screen, and audio of them explaining why they
did it</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">There was a script; e.g., “What’s
an e-book? Have you ever used one? Find one, and use one [on various
platforms].”</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Depressing results – They
didn’t understand most of the language or icons that *we* understand, they love scroll bars (none
on eBrary), and most screens were much too busy (e.g., MyiLibrary). Things
weren’t intuitive, things were buried, it’s a steep learning curve to use our
tools, confused about limits on printing/downloading, confused<span style="mso-spacerun: yes;"> </span>about browser vs. platform functions</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">They can *define*
e-books but can’t find them or use them</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">About half the kids
started looking *outside* the library</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">They wanted to print
or download the whole book to read later or mark up</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Their wish list for the future:
using touch to flip a page and take notes, more e-textbooks, share notes with
friends and prof, more intuitive, have audio</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">WE need to pressure vendors
to include students in their usability testing!</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">AFTER these
interviews, the students’ opinions of e-books were higher (education is good!)</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Q/A – You’re buying
e-books and set approval plan to “e- preferred,” but the kids are lukewarm, so
why? Because usage stats are up so they’re voting with their feet despite what
they say (or maybe they don’t know they’re using them)</span></li>
</ul>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l7 level1 lfo2; tab-stops: 197.25pt; text-indent: -.25in;">
</div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">----------------------------------------- </span></i></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">EBL Talk </span></i></b><span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">–
Some interesting upgrades to the back-end, and they’re building in a reader for EPUB5/HTML5 for
more interactive notes etc. (but don’t know when). </span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">----------------------------- </span></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: "Bookman Old Style","serif"; font-size: 12.0pt; line-height: 115%;">Finally, here is a
funny (yet a little scary) spoof from ACLU about how our privacy is pretty much
nonexistent anymore. <a href="http://www.aclu.org/ordering-pizza">http://www.aclu.org/ordering-pizza</a></span></div>
<br />
<br />Sheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-50493190081875942712012-10-09T15:01:00.000-04:002012-10-09T15:02:13.100-04:00HathiTrust UnCampOn September 10-11, I attended an <a href="http://d2i.indiana.edu/htrc/uncamp2012/">Uncamp</a> at the HathiTrust Research Center (HTRC) in Bloomington, Indiana. This turned out to be more of a traditional conference than an uncamp, but it did give me the chance to learn more about the HTRC. I was hoping for more discussion about how libraries are actually using the HathiTrust (HT), but the HTRC looks promising for digital humanities research.<br />
<br />
The HTRC's goal is to provide computational access to a large portion of the works in the HathiTrust. Being able to run textual analysis tools on a large corpus such as HathiTrust would enable humanists to do some interesting research. The mix of languages and subjects in the Trust closely resembles that of the physical collections of the contributing libraries. For now access is mostly limited to pre-1923 American publications that we know are in the public domain. They are starting to allow researchers to submit requests for analysis of items that are thought to be in copyright. The rationale behind this is known as "non-consumptive research", that is, the researcher would not be reading or "consuming" the text, but instead, would just be analyzing the words contained there. The proposed text-mining could be done only by researchers at institutions who have a signed agreement with Google as they would primarily be mining works scanned by the Google Books project. All of this is very much up in the air at this point.<br />
<br />
<div>
The public domain materials in HT comprise about 2,500,000 print volumes. There is about 2.3 TB of raw OCR text and 3.7 TB of managed OCR text. The latter has had some processing and error correction. The entire HT collection includes 10.5 million volumes or around 1,000,000,000 pages! HTRC is building analysis tools for researchers to perform sophisticated operations. For instance, one topic modeling tool looks at how words cluster within a document and across the entire collection. It keeps iterating until it is able to assign words to topics based on the probability that it will occur with similar words. They have also created tools that will check the quality of the OCR and create tag clouds with data. </div>
<div>
<br /></div>
<div>
What might a philosopher do with millions of words? One interesting research project that used the HTRC infrastructure compared the Stanford Encyclopedia of Philosophy with the Internet Encyclopedia of Philosophy. Analyzing the terms "anthropomorphism" and "parsimony" in the two works yielded wildly different results. Each term was examined to see what words clustered around them in order to provide context for the main term. The convergence and divergence of certain terms gave a good view of the focus of each of the encyclopedias. Much of the math that explained this was beyond me, but the presenter made a good case for its accuracy. Scaling this type of analysis to larger collections will have its issues. The HTRC is going to have to expand its computing power greatly to enable large text-mining projects.</div>
David Reynoldshttp://www.blogger.com/profile/11894422152446145615noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-63299519515550617762012-05-15T14:21:00.000-04:002012-05-15T14:21:30.749-04:00Maryland Library Association Conference, 2012<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<b>Maryland Library Association/Delaware Library Association</b></div>
<div style="text-align: center;">
<b>Joint Conference</b></div>
<div style="text-align: center;">
Ocean City, Maryland</div>
<div style="text-align: center;">
May 9-11, 2012</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
Mark Cyzyk</div>
<br />
The thing about this conference is that it's geographically-determined,
so the full range of the Library World within that geographic
boundary is represented: Research libraries; academic libraries;
special libraries, school libraries; public libraries; even prison
libraries, all represented in one form or another. As always, the great diversity of
Maryland's libraries is impressive; and the fact that they share
most of the same challenges despite being differentiated by user
group, funding sources, etc., seems always to be the moral of the
story.<br />
<br />
The Opening Remarks were supposed to have been by Alexander Sanchez,
Maryland Secretary of Labor, Licensing, and Regulation -- but he left
that post earlier in the week! So his Deputy Secretary, Scott Jensen,
appeared instead. It so happens that Jensen is a Philosopher by
training and education and is intimately familiar with the great
research libraries of New York City. So before he ever entered public
service, he was a big fan of libraries. However, now that he serves in
the Maryland DLLR he's even more of a fan, noting the great symbiosis
between that department and the mission of public libraries across the
state, at least with respect to the promotion of job growth and
vocational training. He foresees a merging of the various DLLR One Stop
centers across the state with local public libraries. He is, in fact,
currently working on getting DLLR-mandated GED testing services to be
hosted physically by local public libraries.<br />
<br />
Anirban Basu, he of WYPR/NPR Fame, gave the keynote, essentially an
extended riff on the global economy, the national economy, the state
economy, and our local economies, with attention paid, here and
there, to where libraries, primarily public libraries, fit in. Basu
noted that public libraries are "in the business of promoting job
growth." Let's hope that's not all they're in the business of, but
good point. He then noted that over the past few years and despite the recession
something like 1.8 million jobs were created in this country, mostly
in the professional and business services sectors. Public libraries
are crucial to this growth. Nevertheless, his numbers indicate that
state and local financial support of public libraries is falling,
while actual public library visitation and use is sharply
climbing. During down times in the economy, people turn, as they
should, to their local libraries.<br />
<br />
If you ever have a chance to see Basu speak, take it! His delivery
is rapid-fire and hilarious.<br />
<br />
As I do each year, my notes from this conference are attached below,
for whatever they're worth. They give me just enough of a reminder
of what I attended and the high points of each presentation just in
case I ever need to go back and delve a little deeper.<br />
<br />
<br />
########################<br />
<br />
<b>GENERAL SESSION - Scott Jensen, Deputy Secretary, DLLR
</b><br />
<br />
<b>GENERAL SESSION - The Dog Ate My Home, Anirban Basu
</b><br />
<br />
<b>Technology Core Competencies for Library Staff
</b><br />
Beth Tribe and Maurice Coleman
<br />
Primarily public library staff. Howard County/Harford County public
librarians
<br />
Library users and random devices
<br />
Nook, eReaders, instruction
<br />
eBooks on smart phones, apps
<br />
"Dedicated eReaders are the eight track tape decks of our time"
"One trick ponies"
<br />
Public librarians WRESTLING with this issue!
<br />
anti-dedicated-eReaders. We need Options.
<br />
Tablets, smart phones Tablets Rule.
<br />
iOS and Android ecosystems. Part of our jobs
<br />
Tablets and HDMI, librarians putting tablet display on large screen
<br />
"rooting" the Nook for full-blown tablet
<br />
Not everyone has Internet access at home. Libraries to the rescue
<br />
Mobile Websites for Library or library catalog
<br />
Future is not OS dependent. "Mobile site that lives in the
Cloud..."
<br />
Must work in ALL browsers
<br />
Smart phones and barcode scanners
<br />
Pintrest -- photo sharing. Local libraries participating
<br />
Quick Response QR code, smart phone scanning
<br />
QR code takes you directly to enhanced content
<br />
Google QR Generator
<br />
QR can send patrons directly to help
<br />
QR in the stacks
<br />
QR for room reservations
<br />
Creator/Maker/Hacker Spaces in public libraries
<br />
3D printers
<br />
STEM lab in Howard County Public Libraries. Create mobile games.
Music production. Peer instruction
<br />
Virtual training statewide
<br />
Shared training videos in the MD public library systems, eReaders
and Overdrive
<br />
savedelete.com
<br />
teleread.com
<br />
mashable.com
<br />
howtogeek.com
<br />
mediabistro.com/appnewser
<br />
webpronews
<br />
instructibles
<br />
techland
<br />
lifehacker
<br />
"There are two buttons on the thing -- one of them must turn it on.
Press one!"
<br />
iPads on loan. Some public libraries doing this. Loaning of
Nooks. Some eBooks cost more than the hardware.
<br />
Instruction crosses the line to tech support all the time.
<br />
<br />
<br />
<b>Don't Miss the Hidden Treasures! Ideas for Successful Library
Outreach
</b><br />
Nedelina Tchangalova, Engineering and Physical Sciences Library,
University of Maryland
<br />
Gergana Kostova, UMBC Library
<br />
Simmona Simmons, UMBC Library
<br />
At UMD, Library Award for Undergraduate Research
<br />
About 50 US Universities making such awards. Open access to student
research
<br />
Papers go into IR. Selection for award is based on these
submissions.
<br />
Evaluation rubric -- assign points to each submission.
<br />
Posters, ad in campus newspaper, ebulletin boards, library blog,
library Website, social network sites
<br />
Subject librarians broadcast
<br />
33 applications in first year, including 6 teams
<br />
three awards of $1000 each
<br />
Most applications from the College of Arts and Humanities
<br />
<br />
Embedded Librarianship
<br />
embedded in department
<br />
<br />
International Coffee Hour
<br />
showcase library resources and services
<br />
<br />
Speaking of Books
<br />
conversations with campus authors
<br />
similar to public library book talks
<br />
<br />
UMBC Outreach:
<br />
to new students
<br />
attract students to new learning center
<br />
Coffee Hour, Mini-sessions, Branded events, Q&A sessions,
Library orientations
<br />
collaboration with Undergraduate Education; Residential Life;
Student Life; International Education
<br />
YouTube video: "Don't miss the treasures!"
<br />
<br />
UMBC outreach to Faculty
<br />
high touch; low tech
<br />
Welcome email to new faculty, announcements of new resources, attend
faculty meetings
<br />
Invite faculty to sit on library committees, hiring committees
<br />
Escort new faculty through library, quick tour
<br />
<br />
<br />
<b>Making the Most of User Comments, Surveys, and Focus Groups with
Qualitative Data Analysis
</b><br />
Patricia McDonald and Shana Gass, Albert S. Cook Library, Towson
University
<br />
Prove value of libraries, improve services
<br />
quantitative vs. qualitative
<br />
open ended, free questions, observations
<br />
content analysis
<br />
Cook Library Assessment Committee
<br />
LibQUAL+ open comments at end of survey, ripe for content analysis
methods
<br />
2500+ responses, 900 free comments
<br />
Observation study; focus groups
<br />
Steps toward content analysis:
<br />
What do you want to know?
<br />
Unitize data. break comment down into the smallest categorizable
unit
<br />
Taxonomy: Categorize topics
<br />
Coding scheme: rules to apply taxonomy to comments
<br />
Interrater reliabilty: Make sure multiple graders agree on
application of taxonomies
<br />
Coding
<br />
Report findings
<br />
Adapted Brown's LibQUAL taxonomy, 2005
<br />
Towson Taxonomy
<br />
nuggets of meaning within each comment
<br />
Software used:
<br />
NVivo <-- Towson used this
<br />
Atlas.ti
<br />
N6
<br />
MaxQDA
<br />
Weft QDA, open source
<br />
Demonstration of coding with NVivo
<br />
Interrater agreement of 80% == goal
<br />
Coding practice. Interesting disagreements
<br />
Content categories must be mutually exclusive, equivalent, and
exhaustive
<br />
"Wordled" to create tag clouds
<br />
MS Word Frequency macro
<br />
<br />
<br />
<b>Through the Users' Eyes
</b><br />
Elias Darraj, Yoni Glaser, Lucy Holman, University of Baltimore
<br />
Students are driven away from library Websites due to their
unintuitive, complicated Natures
<br />
Discovery tools, multiple resources through single index.
Preharvested metadata
<br />
ExLibris Primo; Encore; Vufind; Summon; WorldCat; Ebsco Discovery
Service
<br />
USMAI institutions, UMD System, plus St. Mary's and Morgan State
<br />
UBalt Interaction Design and Information Architecture program
<br />
user research design, user centered design
<br />
task based design
<br />
three primary audiences: Undergrad; Grad; Faculty
<br />
compared four tools across three audience types
<br />
six tasks, scenarios based on task
<br />
21 participants
<br />
UBalt usability lab
<br />
eye tracking software -- duration and intensity of participant's
gaze. Heat map of gaze. Cool! (yet I have no doubt this would NOT
work with my eyes)
<br />
two known item searches; two topic searches; item save and retrieval
<br />
<br />
EDS interface: Intuitive; facets; simple. But "right-side"
blindness for tools in right-side pane. Easy search for known
items. Difficult for topic searches. Students still going to
Google to get basic info about a book! even when the EDS detail
screen of that book is in front of them!
<br />
<br />
Summon: Overwhelming main interface; pretty clear results page;
inconsistent detail records. Very confusing how to save results.
<br />
<br />
Primo: Basic and Advanced on front screen. Clean interface.
Simple, consistent interface.
<br />
<br />
Faceted search. filter based on attributes in collection. supports
exploratory searching. Most relevant filters near top of screen.
Provide many filtering options. Allow multiple selections of
filters before updating. Display faceted search options on left
side. Avoid jargon. Visual cues -- what you've clicked.
<br />
<br />
Summon: Overwhelming main interface; pretty clear results page;
inconsistent detail records. Very confusing how to save results.
<br />
<br />
Need to mimic what Google has done.
<br />
<br />
Save/Retrieval functionality. Must be clear indication that
something has been saved. Visual cues.
<br />
<br />
USMAI is going to go with EDS. Content and cost figure in. Go Live
in Fall?
<br />
<br />
<br />
<b>Google Plus or Google Minus
</b><br />
Patricia Anderson, Joel Shields, J. Shore, Julie Strange
<br />
NLM, AskUsNow, Western Maryland Consortium
<br />
Google+ more like Twitter than Facebook
<br />
Your Circles -- you control where your messages are going
<br />
Public and Limited posting
<br />
Google+ Hangouts
<br />
subject or audience or age-based Circles
<br />
sharing Circles with specific people or with other Circles
<br />
use as blogging tool
<br />
polling mechanism
<br />
Hangouts, plugin, similar to Adobe Connect. 10 people at a time in
video window. Free video conferencing
<br />
Screen sharing, share documents, collaborative editing, meeting in
Google Hangout
<br />
Hangout On Air feature: Broadcast push to public audience
<br />
automatically pushed to YouTube
<br />
Help Desk hangouts, Reference hangouts, support group hangouts
<br />
<br />
Security and privacy: SCARY STUFF. Photos automatically uploaded
from cellphone via Google account.
<br />
Google reruns its algorithm every 45 minutes based on YOUR data
<br />
Custom, focused advertising, personalized based on what's in your
Google account
<br />
<br />
There is a woman sitting next to me who is KNITTING! And when she's
not knitting she's taking notes with a PENCIL and paper. This is
somewhat distracting -- and the juxtaposition of this old school
technology with the glow of the video streaming in from the
Google+ Hangout in the front of the room was at first jarring.<br />
<br />
And yet, I now find it somehow comforting.<br />
<br />
Maybe I should take up whittling wooden fisherman figurines while loading the latest Ubuntu?!<br />
<br />
<br />
<br />Mark Cyzykhttp://www.blogger.com/profile/03373684911046002991noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-66957646025010568232012-05-04T16:26:00.000-04:002012-05-04T16:26:02.694-04:00Research Data Access & Preservation Summit 2012March 22nd and 23rd I attended and presented at the ASIS&T Research Data Access & Preservation Summit in New Orleans. This is a small but focused meeting with about about a hundred attendees. Participation was highly encouraged with lots of questions being asked, spontaneous discussion, and spur of the moment lighting talks. Everyone there was focused on issues related to managing, curating and preseving data. Overall there was considerable discussion throughout the two days centering on solutions for addressing data managment requirements, with many institutions launching or using traditional institutional repositories to address this requirement seemingly in the absence of other options. The other thread throughout the two days consisted of the need to create training in data management and curation for experienced librarians who are being asked to help support these endeavors. <br />
<br />
Some highlights from the panels which were centered around the following five themes.<br />
<br />
Data management plans and policies - Suzanne Allard with DataOne emphasized the need to focus on developing the tools scientists need in order to shift the culture, in particular she pointed out their continued focus and work on interoperabily and the need for everyone to work together on this. RUCore at Rutgers, built on Fedora, was showcased as one model for data management. They've integrated with the researcher's workflow system, created discipline specific portals, and are developing tools such as RUAnalytics that let researchers annotate video for example. The Texas Digital Library is also looking at workflow and has integrated their repository with the Open Journal System for their community.<br />
<br />
Data Citation - It was noted that ASIS&T will be publishing best practices for citing data soon. DataCite's Mark Martin spoke to the confusion around citing data e.g. no real acknowledgement, processed and packed forms, which mirror was used, which edition or version of th data, where to get the data, etc. The idea of citation landing pages garnered a heated discussion ranging from concerns of whether you'd need landing pages for subsets of collections and others noting that that this starts to sounds like a MARC record system. Paul Uhlir from the National Academy of Sciences spoke about philosophical differences between the US and Europe in the approach to developing a citation style. <br />
<br />
Curation Services and Models - David Minor of the University of California San Diego spoke to their experiences with high performance computing and storage management and recent pilots in data curation ranging observational data of the human brain to archeology to geological collections. Michael Witt explained how Purdue's PURR is being set up to support data management and the process they plan to put in place for managing data. I was one of the panelists for the Curation Services and Models panel and presented on the services we've been developing and building at Johns Hopkins. There was good interest in the work we're doing particulary in how we've scoped and modeled service provision within the JHU DMS. <br />
<br />
Sustainability - The ArXiv.org presentation pointed out how their community is expanding into other scientific domains and the success of this resources. Models for financially sustaining ArXiv.org are being reviewed including a potential membership model. Dryad's Peggy Schaeffer talked about their financial model with involves working with publishers and charging them a fee everytime an author deposits data in Drayd in association with a publication. Fees are kept very low but so is the storage allocated for that fee.<br />
<br />
Training Data Management Practitioners - Kirk Borne of George Masson University shared his experiences with training high school students in data mining and the importance of building these skills in young people. Peter Fox talked about the Computer Science Programs at Rensselaer Poloytechnic Institute the need to think about application themes by domain. Jian Qin of Syracuse University talked about their new online training opportunities in data services. She noted that data literacy is not just important for science students but also important for librarians.<br />
<br />
Besides panels there was a lively poster session and lots of opportunities to network and learn from others. The models for data management and service provision range widely as the needs of researchers and communities differ from institution to institution. - Barbara PralleSheridan Librarieshttp://www.blogger.com/profile/08747122270962041402noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-83980828992123169022012-04-18T09:46:00.002-04:002012-04-18T10:55:58.054-04:00ASERL Spring Meeting<span style="font-weight: normal; font-size: 100%; ">On April 11-12 I attended the Association of Southeastern Research Libraries (ASERL) meeting in Charleston, SC. Hopkins is a new member of this consortium of 40 libraries stretching from Louisiana through Maryland. I attended as Winston Tabb's representative. I will report on a few of the more interesting highlights.</span><div style="font-weight: normal; font-size: 100%; "><br /></div><div><span><b>Apple e-textbook initiative</b></span></div><div style="font-weight: normal; font-size: 100%; "><br /></div><div style="font-weight: normal; font-size: 100%; ">Francis Shephard from Apple talked about the possibilities of faculty using the <a href="http://www.apple.com/ibooks-author/">iBooks Author</a> application to produce electronic textbooks for the iPad. University administrators are concerned about rising textbook costs and the limitations to updating information in printed materials. Students are embracing mobile devices, so the iPad seems like a good possibility for textbooks.</div><div style="font-weight: normal; font-size: 100%; "><br /></div><div style="font-weight: normal; font-size: 100%; ">The iBooks Author app has an easy interface that enables authors to begin publishing multi-touch books with an hour or so of practice. It has great support for embedding video, 3D models, slide shows, and even real-time data updates. Each of these has its own "multi-touch widget" that the author can just plug in and populate the page. I have to admit that it looked pretty slick.</div><div style="font-weight: normal; font-size: 100%; "><br /></div><div style="font-weight: normal; font-size: 100%; ">Authors can distribute iBooks in one of three ways:</div><div> <p class="p1"></p><ul style="font-weight: normal; font-size: 100%; "><li><span style="font-size: 100%; ">simply give it away on a thumb drive or put it on a server</span></li><li><span style="font-size: 100%; ">distribute free through iBooks Store--minimal IP agreement with Apple</span></li><li><span style="font-size: 100%; ">charge for iBook on Store--more complex and more checks and balances about who owns copyright</span></li></ul><div> <p class="p1" style="font-weight: normal; font-size: 100%; ">Apple is touting the fact that you can update an iBook at any time in order to keep it current and accurate. Big discussion about how that affects references. Since there is no "edition" or versioning, fact checking for editors can become a nightmare. While the same is true when citing a website, most researchers would expect information in a "book" to remain constant or be updated with successive editions. The Apple rep just did not get it on that issue. The other huge drawback is the fact that the application is only available on the iPad.</p><p class="p1" style="font-weight: normal; font-size: 100%; ">Another selling point is that l<span style="font-size: 100%; ">ibraries could use the iBooks store to sell books created from their collections. Turn this into a money-making venture. While this bears watching, many of the attendees thought that this app is not a good fit for libraries at this time.</span></p><p class="p1"><span><b>Libraries as Publishers: Current and Best Practices</b></span></p><p class="p1" style="font-weight: normal; font-size: 100%; "><span style="font-size: 100%; ">Representives from the Scholar Commons at the University of South Florida and the Center for Digital Research and Scholarship at Columbia talked about the publishing services that they offer to their community. </span></p><p class="p1" style="font-weight: normal; font-size: 100%; "><span style="font-size: 100%; "><a href="http://scholarcommons.usf.edu/">Scholar Commons</a> offers a suite of services that includes </span>repository services, eScholarship services, OA publishing services, geoportal & data repository. They started by taking over a journal that was failing at the request from a faculty member. Things quickly grew from there. They use the bepress platform for publishing and help with creating the journal site and training editors. They did a cost study and found that the cost per article for their OA journals is about 10% of the cost of a subscription journal. They currently host six journals and are in discussions with a couple more.</p><p class="p1" style="font-weight: normal; font-size: 100%; ">Before taking on a new journal project, they look at three things:</p><p class="p1" style="font-weight: normal; font-size: 100%; "> </p><p class="p1"></p><ul><li><span style="font-size: 100%; ">aim aligns with library</span></li><li><span style="font-size: 100%; ">peer reviewed</span></li><li><span style="font-size: 100%; ">health and active editorial profile </span></li></ul><div>The <a href="http://cdrs.columbia.edu/cdrsmain/">Center for Digital Research and Scholarship</a> employs 15 full time staff, all on hard money! They host 90 Columbia-based journals run by undergrads, grad students, and faculty. A lot of these are law reviews while others are basically blogs. They offer a variety of services including:</div><div> <p class="p1"></p><ul><li><span style="font-size: 100%; ">platform software hosting: OJS, WordPress (most common), blogs and wikis</span></li><li><span style="font-size: 100%; ">consultation: digitization of back issues; copyright, licensing, author agreements; open access and other business models</span></li><li><span style="font-size: 100%; ">ISSN and domain acquisition</span></li><li><span style="font-size: 100%; ">print on demand</span></li><li><span style="font-size: 100%; ">design, content migration</span></li><li><span style="font-size: 100%; ">workshops on journal best practices</span></li></ul><p></p> </div><p></p> <p></p> </div><p></p> <div style="font-weight: normal; font-size: 100%; ">The Center has been very successful at Columbia. They try to remain flexible in their approach and be more "weblike" than traditional publishers. Whenever possible they teach publishing skills to their customers so that the journal can become self-sustaining. One of their challenges has been lack of engagement from liaison librarians. Many of them are not sold on the idea, so their outreach has been minimal. They are also struggling with how to gauge success. This is an expensive operation, so they need to prove their worth. </div><div style="font-weight: normal; font-size: 100%; "><br /></div></div>David Reynoldshttp://www.blogger.com/profile/11894422152446145615noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-8280912530389246042012-03-16T15:13:00.003-04:002012-03-16T15:25:45.467-04:00MDLA Spring Conference 2012<!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:donotshowcomments/> <w:donotshowinsertionsanddeletions/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> 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style="Times New Roman","serif"font-family:";" >I attended the Maryland Distance Learning Association (MDLA) Eleventh Annual Spring Conference on March 1<sup>st</sup>. This conference was broad in scope.<span style="mso-spacerun:yes"> </span>The attendees were mainly educational institutions with a heavy concentration in online learning. The workshops focused on trends in the delivery of content; standards, design and technology applications for course development; and andragogy. </span></p> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >Presenters were from many backgrounds such as education (professors, researchers) instructional design, and business (publishing & technology).</span></p> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >The keynote speaker was Hall Davidson, Director of Global Learning Initiatives: Discovery Education. He is the author of Not Your Father’s eBook: New Kinds of Learning Tools for New Kinds of Learning. Hall spoke about the importance and trend in ebooks being interactive so that the reader can manipulate content and engage in and contribute to their own learning.<span style="mso-spacerun:yes"> </span>He provided us with an example of what he meant by creating an interactive ebook, using augmented reality. The user was able to select the characters they wanted to use to tell their story as well as select the environment where the story was to take place.<span style="mso-spacerun:yes"> </span>There a website with free resources that can be used to create these interactive ebooks.<span style="mso-spacerun:yes"> </span>Hall selected participants from the audience to create their own ebooks, selecting characters, creating the audio with their own voices and choosing a topic by selecting scenery representative of the environment they preferred. It was truly interactive learning.<span style="mso-spacerun:yes"> </span>Most of the resources were compatible to the iPad, e.g. Zooburst, Word Lens (questvisual), Voice Net and Virtual Eternity.</span></p> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >This method of teaching and learning gives new life to simulations and can really enhance areas like the sciences.<span style="mso-spacerun:yes"> </span></span></p> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >I attended a variety of workshops:</span></p> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><span style="Times New Roman","serif"font-family:";" >Teaching the Military Learners in 2012: Addressing the Real Issues</span></i><span style="Times New Roman","serif"font-family:";" > focused on teaching instructors sensitivity training.<span style="mso-spacerun:yes"> </span>The concentration was on the military population, which can be a high percentage of online learners because of the accessibility from anywhere.<span style="mso-spacerun:yes"> </span>The attention was placed on the stressful lives that military men and women experience. Knowing what they go through in this environment and understanding their way of life and being sensitive to their needs allows them to be a more successful student and an instructor much more effective in teaching. UMUC has a faculty development training program that they highly encourage new faculty to take. I could see this type of training being effective for most institutions because of culturally diverse populations.</span></p> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><span style="Times New Roman","serif"font-family:";" >Building Student Success and Retention Through Open Educational Learning Tools: The Bridging to Success Project </span></i><span style="Times New Roman","serif"font-family:";" >focused on a research pilot of online courses using tutorials created in math and study skills to increase student success rate in the online environment.<span style="mso-spacerun:yes"> </span>The funding to create these Open Educational Resources is a part of the Next Generation Grants. The courses create a learning community for students online in an effort to encourage peer to peer learning and help students transition to college, successfully. Assessments are built into the program both pre and post learning. The<span style="mso-spacerun:yes"> </span>B2S (Build to Success Projects) are being offered to colleges with an interest in piloting activities for retention and persistence (<a href="http://b2s.aacc.edu/">http://b2s.aacc.edu</a>).</span></p> <p class="MsoNormal"><i style="mso-bidi-font-style:normal"><span style="Times New Roman","serif"font-family:";" >New Accreditation Guidelines for Distance Education: What are you Doing to Prepare and Comply? </span></i><span style="Times New Roman","serif"font-family:";" >focused on revised guidelines for institutions with online programs.<span style="mso-spacerun:yes"> </span>The guidelines are more prescriptive and detailed in what is expected. The document was developed by the Council of Regional Accreditation Commissions and is endorsed by U.S. Accrediting bodies (e.g.MSCHE). If you have online courses and are developing programs online, knowledge of this document is critical. Here is a link to the document: <a href="http://www.msche.org/publications/Guidelines-for-the-Evaluation-of-Distance-Education-Programs.pdf">http://www.msche.org/publications/Guidelines-for-the-Evaluation-of-Distance-Education-Programs.pdf</a></span></p> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >I attended a Roundtable session facilitated by the Quality Matters organization. This organization has created a method of determining quality assurance in online/blended courses. “Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.”</span></p> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >The roundtable was an effort to determine how the organization can conduct research in collaboration with institutions to establish the impact on student outcomes as a result of this process. 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mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal"><span style="Times New Roman","serif"font-family:";" >Anita Norton</span></p>Anitahttp://www.blogger.com/profile/16164183717312308942noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-73933163366301719792012-03-09T15:52:00.003-05:002012-03-09T16:08:55.834-05:00University of Virginia Digitization Services Unit<span ><span style="font-size: 100%;">On January 28, 2012, Liz Mengel, Brian Kehoe, and David Reynolds visited the Digitization Services Unit (DSU) of the University of Virginia Libraries to learn about their workflow, staffing, and equipment. UVa was identified as an "exemplary digital library program" in the course of our research while writing the Digitization Strategic Plan for the Sheridan Libraries. Bradley Daigle and his staff at UVa spent all morning showing us their layout and sharing lessons learned. This meeting provided invaluable direction to our own plan. Following are some of the highlights of their program.</span></span><div style="font-family: Georgia, serif; font-size: 100%; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><br /></div><div style="font-family: Georgia, serif; font-style: normal; font-variant: normal; line-height: normal; "><span ><b>Workflow</b></span></div><div><ul><li><span >Most digitization work flows from faculty or student requests to use digital images in their teaching and research.</span></li><li><span >Requests are initiated via an online form. Special Collections receives the request and begins tracking it in an online tracking system.</span></li><li><span >A routing slip containing lots of information about the request is generated. This slip, which contains a QR code, tracks effort through the various phases of digitization. It also enables a very orderly workflow for their many student employees</span></li><li><span >Special Collections assesses physical condition and routes to Preservation if work is needed. </span></li><li><span >DSU then takes the item, digitizes it, and performs post-scan operations such as crop and rotate. </span></li><li><span >DSU averages 3-5 requests per day; could do more with multiple shifts</span></li><li><span >Digital images are delivered to patron via FTP server automatically. 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</xml><![endif]--> <!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-fareast-language:JA;} </style> <![endif]--> <!--StartFragment--> <p class="MsoNormal"><span ><b>Collections</b></span></p><p class="MsoNormal"></p><ul><li><span style="text-indent: -0.25in; font-size: 14pt; font-family: Symbol; "><span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><span style="text-indent: -0.25in; font-size: 14pt; ">They rely mostly on “patron-driven collection building”. Patron requests guide which items are scanned, but these are then brought into broad collections like “text collections” or “archival collections”</span></li><li><span style="text-indent: -0.25in; font-size: 14pt; font-family: Symbol; "><span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><span style="text-indent: -0.25in; font-size: 14pt; ">Scan the whole book or folder whenever possible. This helps build collections.</span></li></ul><p></p> <p class="MsoNormal"><b><span >Intellectual Property</span></b></p><p class="MsoNormal"></p><ul><li><span style="font-size: 14pt; text-indent: -0.25in; ">There are three levels of access granted to digitized items: world, consortium only, UVa only</span></li><li><span style="font-size: 14pt; text-indent: -0.25in; ">Developing a “due diligence” checklist for public service people. They should be the ones who decide whether or not something can be made available, not the Digitization Unit.</span></li><li><span style="font-size: 14pt; text-indent: -0.25in; ">JPEGS for items that are under copyright are watermarked along the border with a copyright warning statement</span></li><li><span style="font-size: 14pt; text-indent: -0.25in; ">IP problem areas include donor specifications and unpublished materials such as letters</span></li><li><span style="font-size: 14pt; text-indent: -0.25in; ">Bradley is working on a lightweight checklist that will help public service folks determine when a an item can be made available for “world access”</span></li></ul><p></p> <!--EndFragment--></div></div>David Reynoldshttp://www.blogger.com/profile/11894422152446145615noreply@blogger.com0tag:blogger.com,1999:blog-6143094502257526063.post-60549128157397188722012-01-11T16:19:00.003-05:002012-01-11T16:37:22.120-05:00Modern Lanugage AssociationAt the 2012 MLA annual convention in Seattle, the "peripheral" discourses of libraries, digital humanities and media studies were strikingly central--a very new development, in my experience. <br /><br />* Before the convention, I attended a digital humanities workshop. The most useful part of the workshop was a roundtable on peer review; we discussed the changing conditions for peer review not just in digital journals but websites where various scholarly projects are aggregated. How do you address the temporal dimension of projects where the content, the links and the interface will degrade over time?<br /><br />* A very interesting early session was on Google Books and other mass digitization projects. There is profound concern among literature faculty that the poor quality of Google Books metadata obscures differences between editions, and that library collections decisions (de-accessioning) based on the availability of digitized copies of books may not take into account the important differences between copies, even for industrial-era printed material. A related issue came up in the session on "Old books, new tools": print-on-demand publishers get a lot of metadata wrong, and are publishing facsimiles of single copies as "editions."<br /><br />* The new discussion group on libraries and literary studies hosted two sessions; I attended the one on libraries and learned journals, and was very pleased by the quality of the presentations, the discussion, and the interaction between faculty and librarians.<br /><br />* There were a variety of digital poster sessions, a format new to the MLA. (Welcome to the 21st century, MLA!) I saw several of these; two sessions on digital pedagogy were packed beyond capacity. There was also an ongoing exhibition of e-literature projects, including some projects from the 1980s presented on the original Mac Classic. <br /><br />In addition to the digital humanities workshop and regular MLA sessions, I spent time in several intensive planning meetings for the digital journal for which I serve as an editor, http://archivejournal.net/, putting into practice some of the issues that were being raised at the conference... serendipitous!Gabrielle Deanhttp://www.blogger.com/profile/17066175100485540329noreply@blogger.com0