more on library technologies in this IMS blog
more on library technologies in this IMS blog
more on information technology in this IMS blog
Finch, J. f., & Flenner, A. (2016). Using Data Visualization to Examine an Academic Library Collection. College & Research Libraries, 77(6), 765-778.
Visualizations of library data have been used to: • reveal relationships among subject areas for users. • illuminate circulation patterns. • suggest titles for weeding. • analyze citations and map scholarly communications
Each unit of data analyzed can be described as topical, asking “what.”6 • What is the number of courses offered in each major and minor? • What is expended in each subject area? • What is the size of the physical collection in each subject area? • What is student enrollment in each area? • What is the circulation in specific areas for one year?
libraries, if they are to survive, must rethink their collecting and service strategies in radical and possibly scary ways and to do so sooner rather than later. Anderson predicts that, in the next ten years, the “idea of collection” will be overhauled in favor of “dynamic access to a virtually unlimited flow of information products.” My note: in essence, the fight between Mark Vargas and the Acquisition/Cataloguing people
The library collection of today is changing, affected by many factors, such as demanddriven acquisitions, access, streaming media, interdisciplinary coursework, ordering enthusiasm, new areas of study, political pressures, vendor changes, and the individual faculty member following a focused line of research.
subject librarians may see opportunities in looking more closely at the relatively unexplored “intersection of circulation, interlibrary loan, and holdings.”
Using Visualizations to Address Library Problems
the difference between graphical representations of environments and knowledge visualization, which generates graphical representations of meaningful relationships among retrieved files or objects.
Exhaustive lists of data visualization tools include: • the DIRT Directory (http://dirtdirectory.org/categories/visualization) • Kathy Schrock’s educating through infographics (www.schrockguide.net/ infographics-as-an-assessment.html) • Dataviz list of online tools (www.improving-visualisation.org/case-studies/id=5)
Eugene O’Loughlin, National College of Ireland, is very helpful in composing the charts and is found here: https://youtu.be/4FyImh2G7N0.
p. 771 By looking at the data (my note – by visualizing the data), more questions are revealed, The visualizations provide greater comprehension than the two-dimensional “flatland” of the spreadsheets, in which valuable questions and insights are lost in the columns and rows of data.
By looking at data visualized in different combinations, library collection development teams can clearly compare important considerations in collection management: expenditures and purchases, circulation, student enrollment, and course hours. Library staff and administrators can make funding decisions or begin dialog based on data free from political pressure or from the influence of the squeakiest wheel in a department.
more on data visualization for the academic library in this IMS blog
peer-review for the digital library perspective
notes available upon request
library data should focus on “impact”, not “size” to engage faculty.
more on attrition and retention in academic in this IMS blog
By David Raths 05/22/17
nonprofit Ithaka S+R. The study, Ithaka S+R Library Survey 2016, highlighted a number of challenges facing library directors in an era of increased digitization. Future Trends Forum video chat May 19 hosted by Bryan Alexander.
Alexander zeroed in on the finding that library directors feel increasingly less valued by supervisors such as chief academic officers.
Not surprisingly, the survey illustrates a broad shift toward electronic resources, Wolff-Eisenberg noted, with an increasing number of libraries developing policies for de-accessioning print materials that are also available digitally.
library directors are increasingly recognizing that discovery does not always happen in the library. Compared to the 2013 survey results, fewer library directors believe that it is important that the library is seen by its users as the first place that they go to discover content, and fewer believe that the library is always the best place for researchers at their institution to start their research.
There is also a substantial gap between how faculty members and library directors perceive the library’s contribution in supporting student learning. Both tend to agree that students have poor research skills, Wolff-Eisenberg noted. The faculty members see it as more of a problem, but they are less likely than library directors to see librarians contributing to student learning by helping them to develop research skills
The positions for which respondents anticipate the most growth in the next five years are related to instructional design (my note: this is IMS), information literacy and specialized faculty research support involving digital humanities, geographical information systems (GIS) and data management.
more on digitization in academic libraries in this IMS blog
The premise of information literacy is that the supply of information has become overwhelming, and that students need a rigorous program of instruction in research or library-use skills, provided wholly or in part by librarians.
The idea behind information literacy is that our typical freshman is drowning in information, when in fact Google provides her with material she finds good enough, and does so instantaneously. Information literacy assumes that she accepts unquestioningly the information she finds on the Internet, when we know from research that she is a skeptic who filters her results to the best of her ability. Information literacy tells us that she cannot recognize when she needs information, nor can she find, analyze, or use it, when she demonstrably does all of those things perfectly well, albeit at a relatively unsophisticated level.
Simply put, information literacy perceives a problem that does not exist. Furthermore, it misses the real threat of the Internet altogether—which is that it is now sufficiently simple and powerful that students can graduate without ever using the library. That is unfortunate because, for all its strengths, the Internet cannot give students the high-quality scholarly information that is available only through subscription, license, or purchase.
As Roy Tennant noted in the January 1, 2001, Library Journal, “only librarians like to search; everyone else likes to find.” Any educational philosophy is doomed to failure if it views students as information seekers in need of information-seeking training.
Information literacy is also harmful because it encourages librarians to teach ways to deal with the complexity of information retrieval, rather than to try to reduce that complexity.
“The library is a place where readers come to write, and writers come to read.” Dow casts students not as information seekers, but as apprentices engaged in a continuous cycle of reading and writing.
Librarians should use their expertise to deepen students’ understanding of the disciplines they study. My note: ant that’s why LRS needs area specialists, not traditional librarians.
The library must also do a better job of reaching more students, more often. Librarians need to use their expertise to make the library’s online presence approach the simplicity and power of the Internet.
about early adults and their research habits
more on academic library in this IMS blog
Ercegovac, Z., & Richardson, J. J. (2004). Academic Dishonesty, Plagiarism Included, in the Digital Age: A Literature Review. College & Research Libraries, 65(4), 301-318.
what constitutes plagiarism, how prevalent plagiarism is in our schools, colleges, and society, what is done to prevent and reduce plagiarism, the attitudes of faculty toward academic dishonesty in general, and individual differences as predictors of academic dishonesty
the interdisciplinary nature of the topic and the ethical challenges of accessing and using information technology, especially in the age of the Internet. Writings have been reported in the literatures of education, psychology, and library and information studies, each looking at academic dishonesty from different perspectives. The literature has been aimed at instructors and scholars in education and developmental psychology, as well as college librarians and school media specialists.
Although the literature appears to be scattered across many fields, standard dictionaries and encyclopedias agree on the meaning of plagiarism.
According to Webster’s, plagiarism is equated with kidnapping and defined as “the unauthorized use of the language and thoughts of another author and the representation of them as one’s own.”(FN10) The Oxford English Dictionary defines plagiarism as the “wrongful appropriation or purloining, and publication as one’s own, of the ideas, or the expression of the ideas (literary, artistic, musical, mechanical, etc.).”(
plagiarism is an elusive concept and has been treated differently in different contexts.
different types of plagiarism: direct plagiarism; truncation (where strings are deleted in the beginning or ending); excision (strings are deleted from the middle of sentences); insertions; inversions; substitutions; change of tense, person, number, or voice; undocumented factual information; inappropriate use of quotation marks; or paraphrasing.
defined plagiarism as a deliberate use of “someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.”(FN30) This definition is extended to printed and digital materials, manuscripts, and other works. Plagiarism is interrelated to intellectual property, copyright, and authorship, and is discussed from the perspective of multiculturalism.(FN31)
Jeffrey Klausman made three distinctions among direct plagiarism, paraphrase plagiarism, and patchwork plagiarism
Cosgrove, J., Norelli, B., & Putnam, E. (2005). Setting the Record Straight: How Online Database Providers Are Handling Plagiarism and Fabrication Issues. College & Research Libraries, 66(2), 136-148.
None of the database providers used links for corrections. Although it is true that the structure of a particular database (LexisNexis, for instance) may make static links more difficult to create than appending corrections, it is a shame that the most elemental characteristic of online resources–the ability to link–is so underutilized within the databases themselves.
Finding reliable materials using online databases is difficult enough for students, especially undergraduates, without having to navigate easily fixed pitfalls. The articles in this study are those most obviously in need of a correction or a link to a correction–articles identified by the publications themselves as being flawed by error, plagiarism, or fabrication. Academic librarians instruct students to carefully evaluate the literature in their campuses’ database resources. Unfortunately, it is not practical to expect undergraduate students to routinely search at the level necessary to uncover corrections and retractions nor do librarians commonly have the time to teach those skills.
more on academic dishonesty, plagiarism in this IMS blog
David Demaine, S., Lemmer, C. A., Keele, B. J., & Alcasid, H. (2015). Using Digital Badges to Enhance Research Instruction in Academic Libraries. In B. L. Eden (Ed.), Enhancing Teaching and Learning in the 21st-Century Academic Library: Successful Innovations That Make a Difference (2015th ed.). Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2882671
At their best, badges can create a sort of interactive e-resume.
the librarian may be invited into the classroom, or the students may be sent to the Iibrary for a single research lesson on databases and search tem1s- not enough for truly high-quality research. A better alternative may be that the professor require the students to complete a series of badges- designed, implemented, and managed by the librarian- that build thorough research skills and ultimately produce a better paper.
Meta- badges are s impl y badges that indicate comp letion o f multiple related badges.
Authentication (determining that the badge has not been altered) and validation/verification (checking that the badge has actually been earned and issued by the stated issuer) are major concerns. lt is also important, particularly in the academic context, to make sure that the badge does not come to replace the learning it represents. A badge is a symbol that other skills and knowledge exist in this individual’s portfolio of skills and talents. Therefore, badges awarded in the educational context must reflect time and effort and be based on vetted standards, or they will become empty symbols
Digital credentialing recognizes “learning of many kinds which are acquired beyond formal education institutions .. . ; it proliferates and disperses author- ity over what learning to recognize; and it provides a means of translation and commensuration across multiple spheres” (Oineck, 2012, p. I)
University digital badge projects are rarely a top-down undertaking. Typi- cally, digital badge programs arise from collaborative efforts “of people agi- tating from the middle” (Raths, 2013).
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