Searching for "data library"
Eaton, M. E. (2017). Seeing Seeing Library Data: A Prototype Data Visualization Application for Librarians. Journal of Web Librarianship, 11(1), 69–78. Retrieved from http://academicworks.cuny.edu/kb_pubs
Visualization can increase the power of data, by showing the “patterns, trends and exceptions”
Librarians can benefit when they visually leverage data in support of library projects.
Nathan Yau suggests that exploratory learning is a significant benefit of data visualization initiatives (2013). We can learn about our libraries by tinkering with data. In addition, handling data can also challenge librarians to improve their technical skills. Visualization projects allow librarians to not only learn about their libraries, but to also learn programming and data science skills.
The classic voice on data visualization theory is Edward Tufte. In Envisioning Information, Tufte unequivocally advocates for multi-dimensionality in visualizations. He praises some incredibly complex paper-based visualizations (1990). This discussion suggests that the principles of data visualization are strongly contested. Although Yau’s even-handed approach and Cairo’s willingness to find common ground are laudable, their positions are not authoritative or the only approach to data visualization.
a web application that visualizes the library’s holdings of books and e-books according to certain facets and keywords. Users can visualize whatever topics they want, by selecting keywords and facets that interest them.
Primo X-Services API. JSON, Flask, a very flexible Python web micro-framework. In addition to creating the visualization, SeeCollections also makes this data available on the web. JavaScript is the front-end technology that ultimately presents data to the SeeCollections user. JavaScript is a cornerstone of contemporary web development; a great deal of today’s interactive web content relies upon it. Many popular code libraries have been written for JavaScript. This project draws upon jQuery, Bootstrap and d3.js.
To give SeeCollections a unified visual theme, I have used Bootstrap. Bootstrap is most commonly used to make webpages responsive to different devices
D3.js facilitates the binding of data to the content of a web page, which allows manipulation of the web content based on the underlying data.
Please email completed forms to librarydeansoffice@stcloudstate.edu no later than noon on Thursday, October 5.
According to the email below, library faculty are asked to provide their feedback regarding the qualifications for a possible faculty line at the library.
- In the fall of 2013 during a faculty meeting attended by the back than library dean and during a discussion of an article provided by the dean, it was established that leading academic libraries in this country are seeking to break the mold of “library degree” and seek fresh ideas for the reinvention of the academic library by hiring faculty with more diverse (degree-wise) background.
- Is this still the case at the SCSU library? The “democratic” search for the answer of this question does not yield productive results, considering that the majority of the library faculty are “reference” and they “democratically” overturn votes, who see this library to be put on 21st century standards and rather seek more “reference” bodies for duties, which were recognized even by the same reference librarians as obsolete.
It seems that the majority of the SCSU library are “purists” in the sense of seeking professionals with broader background (other than library, even “reference” skills).
In addition, most of the current SCSU librarians are opposed to a second degree, as in acquiring more qualification, versus seeking just another diploma. There is a certain attitude of stagnation / intellectual incest, where new ideas are not generated and old ideas are prepped in “new attire” to look as innovative and/or 21st
Last but not least, a consistent complain about workforce shortages (the attrition politics of the university’s reorganization contribute to the power of such complain) fuels the requests for reference librarians and, instead of looking for new ideas, new approaches and new work responsibilities, the library reorganization conversation deteriorates into squabbles for positions among different department.
Most importantly, the narrow sightedness of being stuck in traditional work description impairs most of the librarians to see potential allies and disruptors. E.g., the insistence on the supremacy of “information literacy” leads SCSU librarians to the erroneous conclusion of the exceptionality of information literacy and the disregard of multi[meta] literacies, thus depriving the entire campus of necessary 21st century skills such as visual literacy, media literacy, technology literacy, etc.
Simultaneously, as mentioned above about potential allies and disruptors, the SCSU librarians insist on their “domain” and if they are not capable of leading meta-literacies instructions, they would also not allow and/or support others to do so.
Considering the observations above, the following qualifications must be considered:
- According to the information in this blog post:
https://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/
for the past year and ½, academic libraries are hiring specialists with the following qualifications and for the following positions (bolded and / or in red). Here are some highlights:
Positions
digital humanities
Librarian and Instructional Technology Liaison
library Specialist: Data Visualization & Collections Analytics
Qualifications
Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment.
Programming skills – Demonstrated experience with one or more metadata and scripting languages (e.g.Dublin Core, XSLT, Java, JavaScript, Python, or PHP)
Data visualization skills
multi [ meta] literacy skills
Data curation, helping students working with data
Experience with website creation and design in a CMS environment and accessibility and compliance issues
Demonstrated a high degree of facility with technologies and systems germane to the 21st century library, and be well versed in the issues surrounding scholarly communications and compliance issues (e.g. author identifiers, data sharing software, repositories, among others)
Bilingual
Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.
Experience developing for, and supporting, common open-source library applications such as Omeka, ArchiveSpace, Dspace,
Responsibilities
Establishing best practices for digital humanities labs, networks, and services
Assessing, evaluating, and peer reviewing DH projects and librarians
Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
Coordinates the transmission of online workshops through Google HangoutsScript metadata transformations and digital object processing using BASH, Python, and XSLT
liaison consults with faculty and students in a wide range of disciplines on best practices for teaching and using data/statistical software tools such as R, SPSS, Stata, and MatLab.
In response to the form attached to the Friday, September 29, email regarding St. Cloud State University Library Position Request Form:
- Title
Digital Initiatives Librarian
- Responsibilities:
TBD, but generally:
– works with faculty across campus on promoting digital projects and other 21st century projects. Works with the English Department faculty on positioning the SCSU library as an equal participants in the digital humanities initiatives on campus
- Works with the Visualization lab to establish the library as the leading unit on campus in interpretation of big data
- Works with academic technology services on promoting library faculty as the leading force in the pedagogical use of academic technologies.
- Quantitative data justification
this is a mute requirement for an innovative and useful library position. It can apply for a traditional request, such as another “reference” librarian. There cannot be a quantitative data justification for an innovative position, as explained to Keith Ewing in 2015. In order to accumulate such data, the position must be functioning at least for six months.
- Qualitative justification: Please provide qualitative explanation that supports need for this position.
Numerous 21st century academic tendencies right now are scattered across campus and are a subject of political/power battles rather than a venue for campus collaboration and cooperation. Such position can seek the establishment of the library as the natural hub for “sandbox” activities across campus. It can seek a redirection of using digital initiatives on this campus for political gains by administrators and move the generation and accomplishment of such initiatives to the rightful owner and primary stakeholders: faculty and students.
Currently, there are no additional facilities and resources required. Existing facilities and resources, such as the visualization lab, open source and free application can be used to generate the momentum of faculty working together toward a common goal, such as, e.g. digital humanities.
THE VALUE OF ACADEMIC LIBRARIES
A Comprehensive Research Review and Report. Megan Oakleaf
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.pdf
Librarians in universities, colleges, and community colleges can establish, assess, and link
academic library outcomes to institutional outcomes related to the following areas:
student enrollment, student retention and graduation rates, student success, student
achievement, student learning, student engagement, faculty research productivity,
faculty teaching, service, and overarching institutional quality.
Assessment management systems help higher education educators, including librarians, manage their outcomes, record and maintain data on each outcome, facilitate connections to
similar outcomes throughout an institution, and generate reports.
Assessment management systems are helpful for documenting progress toward
strategic/organizational goals, but their real strength lies in managing learning
outcomes assessments.
to determine the impact of library interactions on users, libraries can collect data on how individual users engage with library resources and services.
increase library impact on student enrollment.
p. 13-14improved student retention and graduation rates. High -impact practices include: first -year seminars and experiences, common intellectual experiences, learning communities, writing – intensive courses, collaborative assignments and projects, undergraduate research, Value of Academic Libraries diversity/global learning, service learning/community -based learning, internships, capstone courses and projects
p. 14
Libraries support students’ ability to do well in internships, secure job placements, earn salaries, gain acceptance to graduate/professional schools, and obtain marketable skills.
librarians can investigate correlations between student library interactions and their GPA well as conduct test item audits of major professional/educational tests to determine correlations between library services or resources and specific test items.
p. 15 Review course content, readings, reserves, and assignments.
Track and increase library contributions to faculty research productivity.
Continue to investigate library impact on faculty grant proposals and funding, a means of generating institutional income. Librarians contribute to faculty grant proposals in a number of ways.
Demonstrate and improve library support of faculty teaching.
p. 20 Internal Focus: ROI – lib value = perceived benefits / perceived costs
production of a commodity – value=quantity of commodity produced × price per unit of commodity
p. 21 External focus
a fourth definition of value focuses on library impact on users. It asks, “What is the library trying to achieve? How can librarians tell if they have made a difference?” In universities, colleges, and community colleges, libraries impact learning, teaching, research, and service. A main method for measuring impact is to “observe what the [users] are actually doing and what they are producing as a result”
A fifth definition of value is based on user perceptions of the library in relation to competing alternatives. A related definition is “desired value” or “what a [user] wants to have happen when interacting with a [library] and/or using a [library’s] product or service” (Flint, Woodruff and Fisher Gardial 2002) . Both “impact” and “competing alternatives” approaches to value require libraries to gain new understanding of their users’ goals as well as the results of their interactions with academic libraries.
p. 23 Increasingly, academic library value is linked to service, rather than products. Because information products are generally produced outside of libraries, library value is increasingly invested in service aspects and librarian expertise.
service delivery supported by librarian expertise is an important library value.
p. 25 methodology based only on literature? weak!
p. 26 review and analysis of the literature: language and literature are old (e.g. educational administrators vs ed leaders).
G government often sees higher education as unresponsive to these economic demands. Other stakeholder groups —students, pa rents, communities, employers, and graduate/professional schools —expect higher education to make impacts in ways that are not primarily financial.
p. 29
Because institutional missions vary (Keeling, et al. 2008, 86; Fraser, McClure and
Leahy 2002, 512), the methods by which academic libraries contribute value vary as
well. Consequently, each academic library must determine the unique ways in which they contribute to the mission of their institution and use that information to guide planning and decision making (Hernon and Altman, Assessing Service Quality 1998, 31) . For example, the University of Minnesota Libraries has rewritten their mission and vision to increase alignment with their overarching institution’s goals and emphasis on strategic engagement (Lougee 2009, allow institutional missions to guide library assessment
Assessment vs. Research
In community colleges, colleges, and universities, assessment is about defining the
purpose of higher education and determining the nature of quality (Astin 1987)
.
Academic libraries serve a number of purposes, often to the point of being
overextended.
Assessment “strives to know…what is” and then uses that information to change the
status quo (Keeling, et al. 2008, 28); in contrast, research is designed to test
hypotheses. Assessment focuses on observations of change; research is concerned with the degree of correlation or causation among variables (Keeling, et al. 2008, 35) . Assessment “virtually always occurs in a political context ,” while research attempts to be apolitical” (Upcraft and Schuh 2002, 19) .
p. 31 Assessment seeks to document observations, but research seeks to prove or disprove ideas. Assessors have to complete assessment projects, even when there are significant design flaws (e.g., resource limitations, time limitations, organizational contexts, design limitations, or political contexts); whereas researchers can start over (Upcraft and Schuh 2002, 19) . Assessors cannot always attain “perfect” studies, but must make do with “good enough” (Upcraft and Schuh 2002, 18) . Of course, assessments should be well planned, be based on clear outcomes (Gorman 2009, 9- 10) , and use appropriate methods (Keeling, et al. 2008, 39) ; but they “must be comfortable with saying ‘after’ as well as ‘as a result of’…experiences” (Ke eling, et al. 2008, 35) .
Two multiple measure approaches are most significant for library assessment: 1) triangulation “where multiple methods are used to find areas of convergence of data from different methods with an aim of overcoming the biases or limitations of data gathered from any one particular method” (Keeling, et al. 2008, 53) and 2) complementary mixed methods , which “seek to use data from multiple methods to build upon each other by clarifying, enhancing, or illuminating findings between or among methods” (Keeling, et al. 2008, 53) .
p. 34 Academic libraries can help higher education institutions retain and graduate students, a keystone part of institutional missions (Mezick 2007, 561) , but the challenge lies in determining how libraries can contribute and then document their contribution
p. 35. Student Engagement: In recent years, academic libraries have been transformed to provide “technology and content ubiquity” as well as individualized support
My Note: I read the “technology and content ubiquity” as digital literacy / metaliteracies, where basic technology instructional sessions (everything that IMS offers for years) is included, but this library still clenches to information literacy only.
p. 37 Student Learning
In the past, academic libraries functioned primarily as information repositories; now they are becoming learning enterprises (Bennett 2009, 194) . This shift requires academic librarians to embed library services and resources in the teaching and learning activities of their institutions (Lewis 2007) . In the new paradigm, librarians focus on information skills, not information access (Bundy 2004, 3); they think like educators, not service providers (Bennett 2009, 194) .
p. 38. For librarians, the main content area of student learning is information literacy; however, they are not alone in their interest in student inform ation literacy skills (Oakleaf, Are They Learning? 2011).
My note: Yep. it was. 20 years ago. Metaliteracies is now.
p. 41 surrogates for student learning in Table 3.
p. 42 strategic planning for learning:
According to Kantor, the university library “exists to benefit the students of the educational institution as individuals ” (Library as an Information Utility 1976 , 101) . In contrast, academic libraries tend to assess learning outcomes using groups of students
p. 45 Assessment Management Systems
Tk20
Each assessment management system has a slightly different set of capabilities. Some guide outcomes creation, some develop rubrics, some score student work, or support student portfolios. All manage, maintain, and report assessment data
p. 46 faculty teaching
However, as online collections grow and discovery tools evolve, that role has become less critical (Schonfeld and Housewright 2010; Housewright and Schonfeld, Ithaka’s 2006 Studies of Key Stakeholders 2008, 256) . Now, libraries serve as research consultants, project managers, technical support professionals, purchasers , and archivists (Housewright, Themes of Change 2009, 256; Case 2008) .
Librarians can count citations of faculty publications (Dominguez 2005)
.
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Tenopir, C. (2012). Beyond usage: measuring library outcomes and value. Library Management, 33(1/2), 5-13.
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methods that can be used to measure the value of library products and services. (Oakleaf, 2010; Tenopir and King, 2007): three main categories
- Implicit value. Measuring usage through downloads or usage logs provide an implicit measure of value. It is assumed that because libraries are used, they are of value to the users. Usage of e-resources is relatively easy to measure on an ongoing basis and is especially useful in collection development decisions and comparison of specific journal titles or use across subject disciplines.
do not show purpose, satisfaction, or outcomes of use (or whether what is downloaded is actually read).
- Explicit methods of measuring value include qualitative interview techniques that ask faculty members, students, or others specifically about the value or outcomes attributed to their use of the library collections or services and surveys or interviews that focus on a specific (critical) incident of use.
- Derived values, such as Return on Investment (ROI), use multiple types of data collected on both the returns (benefits) and the library and user costs (investment) to explain value in monetary terms.
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more on ROI in this IMS blog
https://blog.stcloudstate.edu/ims/2014/11/02/roi-of-social-media/
Qualey, E. e. (2014). What Can Infographics Do for You?. AALL Spectrum, 18(4), 7-8.
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Infographics for Advocacy
Infographics for Marketing
Infographics for Data
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more on inforgraphics in this IMS blog
https://blog.stcloudstate.edu/ims?s=infographics
Demonstrating academic library impact to faculty: a case study
peer-review for the digital library perspective
notes available upon request
library data should focus on “impact”, not “size” to engage faculty.
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more on attrition and retention in academic in this IMS blog
https://blog.stcloudstate.edu/ims?s=retention
Privacy & Security in Today’s Library by Amigos Library Services
From: Jodie Borgerding [mailto:Borgerding@amigos.org]
Sent: Wednesday, July 05, 2017 3:07 PM
To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Cc: Nicole Walsh <WALSH@AMIGOS.ORG>
Subject: Proposal Submission for Privacy & Security Conference
Hi Plamen,
Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.
Nicole will be touch with you shortly with additional details and a speaker’s agreement.
Please let me know if you have any questions.
Thanks!
___________________
Jodie Borgerding Consulting & Education Services Manager Amigos Library Services 1190 Meramec Station Road, Suite 207 | Ballwin, MO 63021-6902 800-843-8482 x2897 | 972-340-2897(direct) http://www.amigos.org | borgerding@amigos.org
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Bio
Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.
His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).
Dr. Miltenoff organized and taught classes such as LIB 290 “Social Media in Global Context” (http://web.stcloudstate.edu/pmiltenoff/lib290/) and LIB 490/590 “Digital Storytelling” (http://web.stcloudstate.edu/pmiltenoff/lib490/) where issues of privacy and security are discussed.
Twitter handle @SCSUtechinstruc
Facebook page: https://www.facebook.com/InforMediaServices/
The virtuality of privacy and security on the modern campus:
The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning
Abstract/Summary of Your Proposed Session
The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.
Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.
In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
Abstract
The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.
In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.
Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?
https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/
Anything else you would like to add
3 take-aways from this session:
- Discuss and form an opinion about the education-pertinent issues of privacy and security from the broad campus perspective, versus the narrow library one
- Discuss and form an opinion about the role of the library on campus in terms of the greater issues of privacy and security
Re-examine the thin red line of the balance between standardization and innovation; between the need for security and privacy protection a
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presentation:
https://www.slideshare.net/aidemoreto/the-virtuality-of-privacy-and-security-on-the
chat – slide 4, privacy. please take 2 min and share your definition of privacy on campus. Does it differ between faculty and students? what are the main characteristics to determine privacy
chat – slide 5, security. please take 2 min and share your definition of security on campus regarding electronic activities. Who’s responsibility is security? IT issue [only]?
poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…
chat – slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required
pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…
pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name
pole slide 8 Technology standardization? 1. yes, 2. no, 3. indifferent
chat slide 9 if the two major issues colliding in this instance are: standardization versus third party and they have impact on privacy and security, how would you argue for the one or the other?
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notes from the conference
Speaker: Dr. Steve Albrecht – drsteve@drstevealbrecht.com
Follow @DrSteveAlbrecht
Dr. Steve Albrecht, author of Library Security: Better Communication, Safer Facilities, manages a training, coaching, and management consulting firm, using a dedicated and experienced team of subcontractor specialists. He is internationally known for his consulting and training work in workplace violence prevention training programs, school violence prevention, and high-risk human resources. Dr. Albrecht provides HR consulting, site security assessments, coaching, and training workshops in supervisory improvement, workplace violence prevention, harassment prevention, drug and alcohol awareness, team building, and more. He holds a B.A. in English, B.S. in Psychology, M.A. in Security Management, and a doctoral degree in Business Administration (D.B.A.). He has been a trainer for over 26 years and is a certified Professional in Human Resources (PHR), a Certified Protection Professional (CPP), a Board Certified Coach (BCC), and a Certified Threat Manager (CTM).
Session Description: Libraries don’t always need to hire a consultant to review the level of facility security. Using a structured assessment process, librarians can create a report that will help to make their building, staff, and patrons safer.
Chris Markman, MSLIS, MSIT Public Services Librarian Worcester Public Library
https://mycourses.amigos.org/mod/url/view.php?id=19623
Measuring Library Vendor Cyber Security: Seven Easy Questions Every Librarian Can Ask
http://journal.code4lib.org/articles/11413
Bill Walker: http://www.amigos.org/innovating_metadata
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more on security in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=security
more on privacy in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy
Bornett, C. C. (2016). Leseförderung digital genial: WieTablets die Bibliothekspädagogik verändern / Tipps nicht nur für Bilderbuch-Apps. (German). Bub: Forum Bibliothek Und Information, 68(10), 606-608.
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Šorgo, A., Bartol, T., Dolničar, D., & Podgornik, B. B. (2017). Attributes of digital natives as predictors of information literacy in higher education. British Journal Of Educational Technology, 48(3), 749-767. doi:10.1111/bjet.12451 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d122273174%26site%3dehost-live%26scope%3dsite
(PDF available through ILL)
Biology, IT faculty Maribor, Slovenia. None of them is a librarian
Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. information and communication technologies (ICT) experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.
Sharman, A. (2014). Roving Librarian: The Suitability of Tablets in Providing Personalized Help Outside of the Traditional Library. New Review Of Academic Librarianship, 20(2), 185-203. doi:10.1080/13614533.2014.914959
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McRae, L. l. (2015). TEACHING IN AN AGE OF UBIQUITOUS COMPUTING: A DECELERATED CURRICULUM. Digital Culture & Education, 7131-145.
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more on mobile devices in the library in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices+library
Survey Highlights Digitization’s Impact on Campus Libraries
By David Raths 05/22/17
https://campustechnology.com/articles/2017/05/22/survey-highlights-digitizations-impact-on-campus-libraries.aspx
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.
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more on digitization in academic libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=digitization+library
The Library in the Life of the User. Engaging with People Where They Live and Learn
p. 18
Library staff
The roles of librarians change with changes in user needs and demands and the technology employed. A survey conducted for Research Libraries UK found skill gaps in nine key areas in which subject librarians could be supporting researchers’ needs. Even though many librarians may want to hire new staff with these skills, a survey found that the reality for most will be training existing staff.
Definitions of library services will change. We need to grow the ways users can engage with whatever they value from libraries, whether papyrus rolls, maker spaces or data management instruction.
p. 19
What is the Unique Selling Point (USP) of libraries vis-à-vis other information service providers?
p. 21
Librarians should measure the effectiveness of services based on the users’ perceptions of success. Librarians also should move beyond surveys of how library space is being used and should conduct structured observations and interviews with the people using the space. It is not enough to know that the various spaces, whether physical or virtual, are busy. Librarians need to understand when and how the spaces are being used.
p. 33 What is Enough? Satisficing Information Needs
Role theory explains that: “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics” (Abercrombie et al., 1994, p. 360).
Rational choice theory is based on the premise that complex social behavior can be understood in terms of elementary individual actions because individual action is the elementary unit of social life. Rational choice theory posits that individuals choose or prefer what is best to achieve their objectives or pursue their interests, acting in their self-interest (Green, 2002). Stated another way, “When faced with several courses of action, people usually do what they believe is likely to have the best overall outcome” (Scott, 2000).
When individuals satisfice, they compare the benefits of obtaining “more information” against the additional cost and effort of continuing to search (Schmid, 2004)
p. 38
This paper examines the theoretical concepts—role theory, rational choice, and satisficing—by attempting to explain the parameters within which users navigate the complex information-rich environment and determine what and how much information will meet their needs.
p. 39
The information-seeking and -searching research that explicitly addresses the topic of “what is good enough” is scant, though several studies make oblique references to the stopping stage, or to the shifting of directions for want of adequate information. Kraft and Lee (1979, p. 50) propose three stopping rules:
1. The satiation rule, “where the scan is terminated only when the user becomes satiated by finding all the desired number of relevant documents”;
2. The disgust rule, which “allows the scan to be terminated only when the user becomes disgusted by having to examine too many irrelevant documents”; and
3. The combination rule, “which allows the user to be seen as stopping the scan if he/she is satiated by finding the desired number of relevant documents or disgusted by having to examine too many irrelevant documents, whichever comes first.”
p. 42
Ellis characterizes six different types of information activities: starting, chaining, browsing, differentiating, monitoring and extracting. He emphasizes the information- seeking activities, rather than the nature of the problems or criteria used for determining when to stop the information search process. In a subsequent article, Ellis (1997) observes that even in the final stages of writing, individuals may continue the search for information in an attempt to answer unresolved questions or to look for new literature.
p. 43
Undergraduate and graduate students
Situations creating the need to look for information (meeting assignment requirements):
• Writing research reports; and
• Preparing presentations.
Criteria used for stopping the information search (fulfilling assignment requirements):
1. Quantitative criteria:
— Required number of citations was gathered;
— Required number of pages was reached;
— All the research questions were answered; and
— Time available for preparing.
2. Qualitative criteria:
— Accuracy of information;
— Same information repeated in several sources;
— Sufficient information was gathered; and
— Concept understood.
Criteria used for stopping the information search (fulfilling assignment requirements):
1. Quantitative criteria:
— Required number of citations was gathered;
— Required number of pages was reached;
— All the research questions were answered; and
— Time available for preparing.
2. Qualitative criteria:
— Accuracy of information;
— Same information repeated in several sources;
— Sufficient information was gathered; and
— Concept understood.
p. 44
Faculty
Situations creating the need to look for information (meeting teaching needs):
• Preparing lectures and presentations;
• Delivering lectures and presentations;
• Designing and conducting workshops;
• Meeting scholarly and research needs; and
• Writing journal articles, books and grant proposals.
Criteria used for stopping the information search (fulfilling teaching needs):
1. Quantitative criteria:
— Time available for: preparing lectures and presentations; delivering lectures
— And presentations; and designing and conducting workshops; and
— Fulfilling scholarly and research needs.
2. Qualitative criteria:
— Every possible synonym and every combination were searched;
— Representative sample of research was identified;
— Current or cutting-edge research was found;
— Same information was repeated;
— Exhaustive collection of information sources was discovered;
— Colleagues’ feedback was addressed;
— Journal reviewers’ comments were addressed; and
— Publisher’s requirements were met.
1. Quantitative criteria for stopping:
— Requirements are met;
— Time constraints are limited; and
— Coverage of material for publication is verified by colleagues or reviewers.
2. Qualitative criteria for stopping:
— Trustworthy information was located;
— A representative sample of sources was gathered;
— Current information was located;
— Cutting-edge material was located;
— Exhaustive search was performed; and
— Exhaustive collection of information sources was discovered.
p. 53
“Screenagers” and Live Chat Reference: Living Up to the Promise
p. 81
Sense-Making and Synchronicity: Information-Seeking Behaviors of Millennials and Baby Boomers
p. 84 Millennials specific generational features pertinent to libraries and information-seeking include the following:
Immediacy. Collaboration. Experiential learning. Visual orientation. Results orientation. Confidence.
Rushkoff (1996) described the non-linearity of the thinking patterns of those he terms “children of chaos,” coining the term “screenagers” to describe those who grew up surrounded by television and computers (p. 3).
p. 85
Rational choice theory describes a purposive action whereby individuals judge the costs and benefits of achieving a desired goal (Allingham 1999; Cook and Levi 1990; Coleman and Fararo 1992). Humans, as rational actors, are capable of recognizing and desiring a certain outcome, and of taking action to achieve it. This suggests that information seekers rationally evaluate the benefits of information’s usefulness and credibility, versus the costs in time and effort to find and access it.
Role theory offers a person-in-context framework within the information-seeking situation which situates behaviors in the context of a social system (Mead 1934; Marks 1996). Abercrombie, et al. (1994, p. 360) state, “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics.” Thus the roles of information-seekers in the academic environment influence the expectations for performance and outcomes. For example, faculty would be expected to look for information differently than undergraduate students. Faculty members are considered researchers and experts in their disciplines, while undergraduate students are novices and protégés, roles that place them differently within the organizational structure of the academy (Blumer, 2004; Biddle, 1979; Mead, 1934; Marks, 1996; Marks, 1977).
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more on research in this IMS blog
https://blog.stcloudstate.edu/ims?s=research
NMC Horizon Report > 2017 Library Edition
http://www.nmc.org/publication/nmc-horizon-report-2017-library-edition/
PDF file 2017-nmc-horizon-report-library-EN-20ml00b
p. 26 Improving Digital Literacy
As social networking platforms proliferate and more interactions take place digitally, there are more opportunities for propagation of misinformation, copyright infringement, and privacy breaches.
p. 34 Embracing the need for radical change
40% of faculty report that their students ” rarely” interact with campus librarians.
Empathy as the Leader’s Path to Change | Leading From the Library, By Steven Bell on October 27, 2016, http://lj.libraryjournal.com/2016/10/opinion/leading-from-the-library/empathy-as-the-leaders-path-to-change-leading-from-the-library/
Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.
Leadership in disruptive times, James M. Matarazzo, Toby Pearlstein, First Published September 27, 2016, http://journals.sagepub.com/doi/full/10.1177/0340035216658911
What is library leadership? a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.
Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:
Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.
Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.
p. 36. Developments in Technology for Academic and Research Libraries
http://horizon.wiki.nmc.org/Horizon+Topics
- consumer technologies
- Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching, learning, research and information management, whether inside or outside the library. Effective Digital strategies can be used in both information and formal learning; what makes them interesting is that they transcended conventional ideas to create something that feels new, meaningful, and 21st century.
- enabling technologies
this group of technologies is where substantive technological innovation begins to be visible.
- Internet technologies.
- learning technologies
- social media technologies. could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category. As well-established as social media is, it continues to evolve at a rapid pace, with new ideas, tools, and developments coming online constantly.
- Visualization technologies. from simple infographics to complex forms of visual data analysis. What they have in common is that they tap the brain’s inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. These technologies are a growing cluster of tools and processes for mining large data sets, exploring dynamic processes, and generally making the complex simple.
p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists
p. 40 Digital Scholarship Technologies
digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.
p. 42 Library Services Platforms
Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.
p. 44 Online Identity.
incorporated the management of digital footprints into their programming and resources
simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.
Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.
p. 46 Artificial Intelligence
https://www.semanticscholar.org/
p. 48 IoT
beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.
students and their computer science professor have partnered with Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space
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more on Horizon Reports in this IMS blog
https://blog.stcloudstate.edu/ims?s=horizon+report