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Midwest AV Summit

Midwest AV Summit

av summit 2015  2
 av summit  7
 3  4

5

 

Matthew Clay : Active Learning Spaces

partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).

Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.

In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo

 

key partnerships:
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)

challanges: ITS mindset (conservative), Administration must be on board (money), Funding.

MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.

Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making. 

If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.

maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)

Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?

they have 3d printer, Inoculus. Makerspace mentioned

examples how to use 3d printing for education (LRS archive collections, MN digital library).

the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected

 

digital classroom breakdown session

digital classroom breakdown session

Break down session: Digital Classroom

technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.

HD flow and other hardware and software solutions

VLAN 3. lecture capture.

BYOD support in the classroom: about half of the room raised their hands.

How Students and Schools Use Snapchat

College students love snapchat!

It’s personal, creative, quick, fun, and free.

snapchat

 “According to research by Sumpto…as much as 77 percent of college students use Snapchat every day.

37 percent of the study respondents cited “creativity” as their main use of the app. “Keeping in touch” and “easier than texting” were reasons for 27 percent and 23 percent, respectively.”

Reasons young adults ages 18-26 use snapchat:

  • “I like sharing weird things I see when I’m out…When you get ugly selfies from someone, that’s how you know you’re good friends.”
  • “I only ever use it for funny pictures or to show what I’m doing to my friends, but I have people that use it as a replacement for texting.”
  • “Snapchat is the ultimate social media tool — users want to share their lives to anyone they choose to elicit possible feedback, but without the necessity of it being stored…Snapchat provides an easier answer to Facebook’s ‘What are you doing right now?’ I use it personally to stay in touch with friends and show people what I’m doing.”

Colleges are also starting to get on the bandwagon — Snapchat launched Our Campus Story in October 2014 to four schools.

How Colleges are using snapchat:

  • Orientation: (Tennessee Wesleyan College)  “Where’s Wesley” scavenger hunt
  • Updates: (Tennessee Wesleyan College) Sharing updates about events and activities on campus
  • Recruiting: (Eastern Washington University and the University of Kansas) communicating with young athletes interested in joining their teams

Read more:

http://www.businessinsider.com/why-millennials-use-snapchat-2015-2
http://sproutsocial.com/insights/how-to-use-snapchat-for-colleges/

NPR Marketplace: Snapchat, a $19 Billion Company?

http://www.briansolis.com/2015/02/npr-marketplace-snapchat-19-billion-company/

More IMS blog entries on Snapchat and its use in education:

https://blog.stcloudstate.edu/ims/?s=snapchat

Peer-reviewed and popular literature:

Robbins, S. P., & Singer, J. B. (2014). From the editor—The medium is the message: Integrating social media and social work education. Journal Of Social Work Education, 50(3), 387-390.

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Waxman, O. B. (2014). Snapchat Grows Up: How College Officials Are Using the App. Time.Com, 1.

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JO, M. (2014, March 22). Teacher sees value in online connection. Dominion Post, The. p. A2.

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Couros, G. (n.d.). Snapchat and Education. Retrieved from http://georgecouros.ca/blog/archives/4866
Manjaji, R. (2014, June 4). Six Snapchat Experiments to Engage Students. Retrieved February 23, 2015, from http://www.educationpost.com.hk/resources/education/140604-insight-six-snapchat-experiments-to-engage-students
Wiederman, K. (2014, May 2). Snapchat: The Newest Higher Ed Communication Tool | Merge. Retrieved from http://www.mergeagency.com/digital-marketing/snapchat-newest-higher-ed-communication-tool
Privacy and security:

Stretton, T., & Aaron, L. (2015). Feature: The dangers in our trail of digital breadcrumbs. Computer Fraud & Security, 201513-15. doi:10.1016/S1361-3723(15)70006-0

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YOUNG, D. (2014). NOW YOU SEE IT, NOW YOU DON’T… OR DO YOU?: SNAPCHAT’S DECEPTIVE PROMOTION OF VANISHING MESSAGES VIOLATES FEDERAL TRADE COMMISSION REGULATIONS. Journal Of Information Technology & Privacy Law, 30(4), 827.
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Ekman, U. (2015). Complexity of the ephemeral – snap video chats. Empedocles: European Journal For The Philosophy Of Communication, 5(1/2), 97-101. doi:10.1386/ejpc.5.1-2.97_1

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Flandez, R., & Wallace, N. (2014). Nonprofits Must Guard Against Imposters. Chronicle Of Philanthropy, (09),

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O’Neil, M. (2014). Oh, Snap! A Q&A With DoSomething.org’s Snapchat Strategists. Chronicle Of Philanthropy, (01),

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MESSITT, M. (2014). Cyberbullying Happens in Code. Break It. Education Digest, 79(9), 51.

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Never Work Harder Than Your Students…

Never Work Harder Than Your Students… Use Technology

http://www.rundesroom.com/2011/07/never-work-harder-than-your-students.html

some_text

1)  Start Where Your Students Are …
2)  Know Where Your Students Are Going …
3)  Expect Students To Get To Their Goals
4)  Support Students Along The Way
http://www.transl8it.com – (English to text lingo conversion – I blogged about this last night – see my post below).
Google Translate – Language translation – spells it (correctly and phonetically), and says it.
Skype – great for author conferences, social studies (talk to people in other countries), keep a student connected who has been absent, or is away on a trip.
https://posterous.com/ – easy way to create your own blog through your email – great for setting up a class blog to keep students / parents informed.
5)  Use Feedback
edmodo.com – It’s almost like a kind of facebook – but you can set it up for your classroom – post questions, reading clubs, etc. and give feedback to students as they answer questions.
ed.voicethread.com
https://docs.google.com – Students can use this for their writing assignments, and not worry about bringing files back and forth to school.  Teachers have access to the page to make corrections / give feedback throughout the writing process.
6)  Focus on Quality Rather Than Quantity
edu.glogster.com – I’ve set up an account with glogster so we can make multi-media posters next year.  I can so see myself using this with science / social studies.
http://www.animoto.com/education – A site for making movies and slideshows.
photopeach.com/education – Another site for making movies and slideshows.
http://www.jaycut.com – Yet another site for making movies and slideshows – this one looks like it has a few more features (like slow-motion).
blabberize.com – Bring your still pictures to life by making them talk – I can so see myself using this next year with my SMARTboard lessons!  Wouldn’t it be cool to make a fraction talk and explain how to do a concept during a math lesson?!?
http://www.wikispaces.com – I am definitely going to investigate this one further.  I’d like to make a wiki for one of my science units next year – assigning students a different part or concept, and then putting it all together.  We could even print off the pages later and turn them into our own reference book.
livebinder.com – A lot of the teachers at the webinar talked about how they would use this resource to set up student portfolios … hmmmmm … intriguing.
epubbud.com – Students can create their own ebooks (which other people can access) and display them on a shelf (similar in looks to shelfari).  A great way to publish their writing, and make the writing process more authentic for them.
http://www.prezi.com – Another multi-media site great for presentations.  Use as an introduction to a new unit, or have students create their own presentations for a certain topic.

7)  Never Work Harder Than Your Students

Student Worker for IMS position

Contact Person: Plamen Miltenoff pmiltenoff@stcloudstate.edu

St. Cloud State University Student Employment Program

Financial Aid Office

student employment

AS 106 – 720 Fourth Avenue South

St. Cloud, MN  56301

Phone: (320) 308-2047/Fax: (320) 308-5424

financialaid@stcloudstate.edu

http://www.stcloudstate.edu/financialaid

Job Title:        Digital Activities

Department/Agency: LRS

Length of Position:

Function/Description of the Position: (skills and experience the student will gain from the position)

–          Learn and/or expand on h/er knowledge of the Adobe Suite applications

–          Learn and/or expand on h/er knowledge of technology instruction

–          Learn and/or expand on h/er knowledge of audio and video editing tools

–          Learn and/or expand on h/er knowledge of Microsoft Office Pro applications

–          Learn and/or expand on h/er knowledge of social media platforms

Duties & Responsibilities

–          Build and promote technology-related materials using social media platforms such as Edublog and Youtube

–          Promote technology instruction and services across campus through various duties such as completion of physical and electronic promotional materials, contacts with student organizations and similar bodies

–          Administer database for promotion and attendance of technology instruction sessions

–          Research, assist and recommend technologies suitable for educational practices at SCSU

–          Work with the social media groups throughout LRS to synch technology related activities with other LRS promotional endeavors

–          Assist with video and audio editing activities

Minimum Qualifications to perform the duties of the position: (e.g., previous related experience; coursework/education; background check; licensure)

–          Strong knowledge in software and applications

–          Preferred advanced knowledge in Adobe Suite

–          Preferred advanced knowledge in audio and video editing applications on both Windows and Apple platforms

–          Strong knowledge and understanding of social media

Work Schedule: (e.g., weekdays; evenings; holidays; breaks; weekends; available to work 2-4 hour shifts)

–          Flexible schedule, but at least ½ of the working hours during the day

Contact Person:

Plamen Miltenoff

pmiltenoff@stcloudstate.edu

 

 

 

 

(2006; rev 2012)

Announcing the NMC Horizon Report Europe > 2014 Schools Edition

http://www.nmc.org/news/announcing-horizon-report-europe-2014-schools-edition

Key Trends Accelerating Educational Technology Adoption in European Schools

“Growing Ubiquity of Social Media” and “Rethinking the Roles of Teacher” as fast trends accelerating the adoption of educational technology in European schools over the next one to two years.

Full report:

http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf

disruptive technologies: from swarming to mesh networking

How Hong Kong Protesters Are Connecting, Without Cell Or Wi-Fi Networks

http://www.npr.org/blogs/alltechconsidered/2014/09/29/352476454/how-hong-kong-protesters-are-connecting-without-cell-or-wi-fi-networks

messaging one another through a network that doesn’t require cell towers or Wi-Fi nodes. They’re using an app called FireChat that launched in March and is underpinned by mesh networking, which lets phones unite to form a temporary Internet.

My note: seems that civil disobedience provides excellent innovations in using technology; examples are-

  1. the 1999 World Trade Organization Protests in Seattle, where the “swarming” idea was implemented and later transformed by Bryan Alexander into “swarming for education” (http://www.educause.edu/ero/article/going-nomadic-mobile-learning-higher-education)  and depicted on this blog in September 2013
    https://blog.stcloudstate.edu/ims/tag/bryan-alexander/
    to be continued by Britt in Learning Swarms? (http://bwatwood.edublogs.org/2010/08/05/learning-swarms/) and Howard Rheingold in his interview with Bryn Alexander in 2004 (http://www.thefeaturearchives.com/topic/Culture/M-Learning_4_Generation_Txt_.html and as Howard calls it “moblogging” and lately is becoming finally popular (at least in K12 if not in higher ed) as “backchanneling.”
  2. In a very similar scenario as the 1999 Seattle unrest, people in Venezuela (#venezuelalibre – Zello)  and Ukraine (Ukrainian roots shine through at WhatsApp) are turning to mobile apps to organize themselves and defy governments blocking of traditional social media (Protesters in Venezuela, Ukraine turn to peer-to  – CNN.com)The ideas using Zello and WhatsApp in education poured in:WhatsApp for education?, How to use Whatsapp Chat Messenger for Education

Mesh networking is still only an IT term. Internet and dbase search has no returns on mesh networking as a tool for education and/or civil disobedience. Will it be the continuation of moblogging, backchanneling and swarming?

related IMS blog post: https://blog.stcloudstate.edu/ims/2014/09/19/mobile-elearning/

FireChat

QQML2015

7th Qualitative and Quantitative Methods in Libraries International Conference (QQML2015) 26-29 May 2015, IUT-Descartes University, Paris, France

Dear Colleagues and Friends,

It is our pleasure to invite you in Paris (IUT-Descartes University) for the 7th Qualitative and Quantitative Methods in Libraries International Conference (QQML2015,  http://www.isast.org) which is organized under the umbrella of ISAST (International Society for the Advancement of Science and Technology).

This is the seventh year of the conference which brings together different disciplines on library and information science; it is a multi–disciplinary conference that covers the Library and Information Science topics in conjunction to other disciplines (e.g. innovation and economics, management and marketing, statistics and data analysis, information technology, human resources, museums, archives, special librarianship, etc).

The conference invites special and contributed sessions, oral communications, workshops and posters.

Target Group

The target group and the audience are library and archives professionals in a more general sense: professors, researchers, students, administrators, stakeholders, librarians, technologists, museum scientists, archivists, decision makers and managers.

Main topics

The emphasis is given to the models and the initiatives that run under the budget restrictions, such as the Information Management and the innovation, the crisis management, the long-term access, the synergies and partnership, the open access movement and technological development.

The conference will consider, but not be limited to, the following indicative themes:

  1. 1.                Information and Knowledge Management
  2. 2.                Synergies, Organizational Models and Information Systems
  3. 3.                Open Data, Open Access, Analysis and Applications
  4. 4.                Multimedia Systems and Applications
  5. 5.                Computer Networks and Social Networks,
  6. 6.                Health Reference and Informatics
  7. 7.                Information Technologies in Education
  8. 8.                Decision making in service innovation
  9. 9.                Data Mining, content analysis, taxonomies, ontologies
  10. 10.    STM information development

 

Special Sessions – Workshops

You may send proposals for Special Sessions (4-6 papers) or Workshops (more than 2 sessions) including the title and a brief description at:  secretar@isast.org or from the electronic submission at the web page: http://www.isast.org/abstractsubmission.html

You may also send Abstracts/Papers to be included in the proposed sessions, to new sessions or as contributed papers at the web page: http://www.isast.org/abstractsubmission.html

Registrations are registration forms are available from: http://www.isast.org/qqml2015registration.html

Contributions may be realized through one of the following ways

a. structured abstracts (not exceeding 500 words) and presentation;

b. full papers (not exceeding 7,000 words);

c. posters (not exceeding 2,500 words);

In all the above cases at least one of the authors ought to be registered in the conference.

Abstracts and full papers should be submitted electronically within the timetable provided in the web page: http://www.isast.org/.

The abstracts and full papers should be in compliance to the author guidelines: http://www.isast.org/

All abstracts will be published in the Conference Book of Abstracts and in the website of the Conference. The papers of the conference will be published in the website of the conference, after the permission of the author(s).

Student submissions

Professors and Supervisors are encouraged to organize conference sessions of Postgraduate theses and dissertations.

Please direct any questions regarding the QQML 2015 Conference and Student Research Presentations to: the secretariat of the conference at: secretar@isast.org  

Important dates:

First call of proposals: 29th of September 2014

Deadline of abstracts submitted: 20 December 2014

Reviewer’s response: in 3 weeks after submission

Early registration: 30th of March 2015

Paper and Presentation Slides: 1st of May 2015

Conference dates: 26-29 May 2015

Paper contributors have the opportunity to be published in the QQML e- Journal, which continues to retain the right of first choice, however in addition they have the chance to be published in other scientific journals.

QQML e- Journal is included in EBSCOhost and DOAJ (Directory of Open Access Journals).

Submissions of abstracts to special or contributed sessions could be sent directly to the conference secretariat at secretar@isast.org. Please refer to the Session Number, as they are referred at the conference website to help the secretariat to classify the submissions.

For more information and Abstract/Paper submission and Special Session Proposals please visit the conference website at: http://www.isast.org or contact the secretary of the conference at : secretar@isast.org

Looking forward to welcoming you in Paris,

With our best regards,

On behalf of the Conference Committee

Dr. Anthi Katsirikou, Conference Co-Chair
University of Piraeus Library Director
Head, European Documentation Center
Board Member of the Greek Association of Librarians and Information Professionals

anthi@asmda.com

 

Professor Joumana Boustany

Local Chair

Université Paris Descartes – IUT,

143, avenue de Versailles –

75016 Paris

joumana.boustany@parisdescartes.fr

Library; what should be…

Amidst discussions at LRS and forthcoming strategic planning –

The LinkedIn Higher Education Teaching and Learning group has a discussion started:

“The library as space is becoming more important, even as students are able to log on to databases from wherever.”

based on the the article

Spikes, Stacks, and Spaces

from Inside Higher Ed blog: https://www.insidehighered.com/blogs/confessions-community-college-dean/spikes-stacks-and-spaces


  • Julie Steward
    Julie

    Julie Steward

    Instructional Designer

    University libraries are increasingly the ONLY place on campus that has quiet spaces, since cell-phone conversations are ubiquitous. I think a professional shushher would be a nice touch to any library. Either that, or zero-talking floors and okay-with-some-noise-floors alternating.

  • Andrea KiralyAndrea

    Andrea Kiraly

    Information Specialist, Visiting Lecturer at University of Szeged

    Today university/academic libraries have “all-inclusive services” and they are places for social life, too. In my point of view it is very important for libraries to be always ready for changes, to be regenerative, and to find new ways including the needs of next (Y, Z?) generation. A library is a third place, “a place to be”. And study. With librarians behind the scenes.

    Russ B. likes this

  • Russ BarclayRuss

    Russ Barclay

    Visiting Professor at Campbellsville University

    I note many university libraries have become bistros complete with internet access and quiet rooms for students and student teams to meet and work.

    …And, of course, there are books and databases. Whether students attend to those assets is an open question for me.

  • Sharon BlantonSharon

    Sharon Blanton

    Vice President and Chief Information Officer at Hawaii Pacific University

    I had the opportunity to spend some time in a local high school library yesterday. It was a hub of activity with a class in session, students browsing stacks, small group activities, and numerous meetings. I thought it was great to see so many students collaborating and having fun. The students were very engaged.

    Stephen L. likes this

  • Laura GabigerLaura

    Laura Gabiger

    Professor at Johnson & Wales University

    Top Contributor

    It seems important that Matt Reed mentions both the group study areas and the individual quiet spaces in a library. In the past, university libraries tended to be places for individual quiet work. But as Russ and Sharon mention, students have meetings in libraries to work on group activities. If we pay attention to developments in higher education, student work will be increasingly collaborative rather than individual, interdisciplinary rather than narrowly focused in one disciplinary area. In the USA we can find these values set forth in places such as the AAC&U list of high-impact practices, where collaborative assignments and projects are recommended:http://www.aacu.org/sites/default/files/files/hip_tables.pdf

    Some experts recommend that the most valuable things students can learn to do is work on problem-solving with other people who come from diverse backgrounds.

    Libraries may need less space for stacks as printed books and periodicals are replaced with digital storage, but the need for meeting rooms and collaborative study areas may increase. And of course a coffee shop on the premises definitely helps.

    Stephen L. likes this

  • Dr..Myrna FernandoDr..Myrna

    Dr..Myrna Fernando

    Professor 1 at Technological University of the Philippines

    What is the bearing of a library as a Learning Resource Center if not significant to the students. I think it speaks so much on the learning impact not only by the students together with the faculty. This is also the reason why the area of Library is included in institutional/programs accreditation.

25 Ways To Use Twitter In The Classroom, By Degree Of Difficulty

25 Ways To Use Twitter In The Classroom, By Degree Of Difficulty

http://www.edudemic.com/25-ways-to-use-twitter-in-the-classroom-by-degree-of-difficulty/

Please contact us (ims@stcloudstate.edu) and/or follow us on social media, if you need assistance with applying Twitter, social media and/or any other technology in your classroom and syllabi

25 Ways To Use Twitter In The Classroom, By Degree Of Difficulty

Please consider other IMS blog entries on the use of Twitter in education:

https://blog.stcloudstate.edu/ims/2014/07/12/why-and-how-teachers-are-using-twitter/

https://blog.stcloudstate.edu/ims/2014/05/22/the-teachers-guide-to-twitter/

https://blog.stcloudstate.edu/ims/2013/12/05/twitter-resources-for-its-use-in-education/

https://blog.stcloudstate.edu/ims/2013/11/26/twitter-grammar/

https://blog.stcloudstate.edu/ims/2013/11/03/10-twitter-tips-for-teachers/

please feel free to search (upper left corner) the IMS blog for further resources

 

 

Horizon Report 2014, Library edition

http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf

p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.

Engagement requires an outward focus

A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.

Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.

an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).

hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries

p. 6 Trend 1: Develop user-centered library services

Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.

For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.

Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers

p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.

Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.

At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
approach

p. 8 Trend 3: Organizational flexibility must meet changing user needs.

p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.

p. 11 data management, knowledge management and scholarly communication

digital scholarship

p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.

p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.

p. 16 replacing the traditional tripartite model of collections, reference, and instruction

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