Searching for "metadata"
Islandora for OER Discussion
Waite Park, St. Cloud, March 30, 2018
Alex is a former archivist from the MN Historical society
statistics, custom interface, preservation tools, automatic processes, multiple formats, metadata – core features
My Q/s to Alex/Tim:
- at the August OER meeting: https://blog.stcloudstate.edu/ims/2017/08/28/oer-workday-librarians/ there were more contenders to house OER. E.g., the Minnesota Library Publishing Project is based on Edublog, thus more familiar platform
What makes Islandora a better choice?
Additional question related: why not use already existing solutions, as used across the world. Alex response: open source. Tim: content available across institutions. text banks and other data can be grouped by disciplines. Follow up q/n: MLNC, OER Commons. Solution already exists and why don’t we use existing accumulated work. Answer by Karen: pulling many resources, promoting collaboration btw 2 and 4 year institutions. Bigger then just having a repository, collaborative effort on different levels
- Access to a “sandbox” to test Islandora: who to contact when and how.
Alex response to “estimated date for faculty upload” – August 2018 approximately
- Transferability/ compatible: how east it is to migrate Islandora content to a different platform (e.g. the Minnesota Library Publishing Project) shall other platform is chosen as MN OER platform?
- How will this structure ensure that the OER initiative (Islandora in particular) is not “owned” by one branch on campus (e.g. librarians) but it is a mutual effort by faculty and staff (e.g. ATT) in terms of access, e.g. access to different admin levels in Islandora?
From the Adobe COnnect online attendees:
Barbara Sandarin: Regarding “Admin. Rights,” does this restrict who may upload items?
Maintenance: weeding out old materials
the history of Islandora: who when developed. 2009, U of Rhode Island
Branding (Tim)
Stephen Kelly: how does Inslandora integrate video. microsite solutions
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structure of repository:
Islandora only stores, but the actual creation is outside of Islandora adoption scope
how do the individual teams are built, communicate with
open pedagogy: students creating open textbooks. creating of D2L courseroom. Karen: learning circles. Gary Hunter’s form regarding copyright issues etc.
storage: unlimited yet, but might be if file size are big.
Robert Bilyk: Look at OpenStax on how they handle derivative content
Tim: what do we want to be able to search for: 1. Title 2. subject 3. Format 4. type 5. permission to modify or not 6. keywords 7. author 8. home institution of author 9. peer revieewd 10. author info (advanced feature) 11. Robert Bilyk: Assurance of accessibility — tables, images, etc. 12. course 13. hashtags
Robert Bilyk: Curriki allows any submission — but their editorial board eventually gets around to review — and then this is indicated
OTL (Open textbook library): https://open.umn.edu/opentextbooks/
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http://www.exlibrisgroup.com/products/primo-library-discovery/
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more about Islandora in this IMS blog
https://blog.stcloudstate.edu/ims?s=islandora
The Psychology Of Fake News
March 27, 201810:21 AM ET TANIA LOMBROZO
https://www.npr.org/sections/13.7/2018/03/27/597263367/the-psychology-of-fake-news
During the past two years, fake news has been a frequent topic of real news, with articles considering the role of social media in spreading fake news, the advent of fake videos and the role these play in the political process.
Lazer, D. M. J., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., … Zittrain, J. L. (2018). The science of fake news.
Science,
359(6380), 1094–1096.
https://doi.org/10.1126/science.aao2998
Baum and David Lazer, M. A. (2017, May 11). Social media must be held to account on fake news. Winnipeg Free Press (MB). p. A7.
In a
paper published in March in the journal
Science, David Lazer, Matthew Baum and 14 co-authors consider what we do and don’t know about the science of fake news. They
define fake news as “fabricated information that mimics news media content in form but not in organizational process or intent,” and they go on to discuss problems at multiple levels: individual, institutional and societal. What do we know about individuals’ exposure to fake news and its influence upon them? How can Internet platforms help limit the dissemination of fake news? And most fundamentally: How can we succeed in creating and perpetuating a culture that values and promotes truth?
Steven Sloman, professor of cognitive, linguistic and psychological sciences at Brown University, and one of the paper’s 16 authors. Sloman is also author of
The Knowledge Illusion: Why We Never Think Alone, a book about the merits and failings of our collaborative minds, published in 2017 with co-author Philip Fernbach.
Sloman, S. A. (2017). The knowledge illusion: Why we never think alone. New York: Riverhead Books.
The Fight Over Teacher Salaries: A Look At The Numbers
CORY TURNER
https://www.npr.org/sections/ed/2018/03/16/592221378/the-fight-over-teacher-salaries-a-look-at-the-numbers
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Teacher Salaries in America
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Think teachers aren’t paid enough? It’s worse than you think.
In 2015, the weekly wages of public school teachers in the United States were 17 percent lower than comparable college-educated professionals — and those most hurt are veteran teachers and male teachers.
http://www.ala.org/alctsnews/features/e-forum-discovery-layers
Erika Johnson and Kristin E. Martin
by discovery layer, the moderators were referring to the variety of tools available to libraries that bring together article-level content, specialized databases, and the content traditionally found inside a library catalog (e.g., books and journal titles) into a single searchable index. Based on the survey, 67% of e-forum participants are using a discovery layer and 83% maintain this layer alongside the traditional catalog. During the e-forum participants identified a number of commercial systems in use at their libraries (Summon, Encore, EDS, WorldCat Discovery, Primo), as well as some customized or open-source products. Participants at some specialized and public libraries expressed opinions that discovery layers do not fit their institutional needs, either because of the lack of sophisticated searching or specialized content, or because of overemphasis on article content.
In academic libraries, discovery layers tend to be the preferred tool for undergraduates, while more advanced scholars (and some library staff) prefer the traditional library catalog for known items, additional search features, and more specialized content. Discussion about the different levels of user sophistication and varying research needs continued through the entire e-forum. One participant put the difference between searching in terms of recall versus precision. Discovery makes an ideal tool for quickly returning at least some relevant results—great for basic research—but often brings back a large number of irrelevant results in a huge set.
From a technical services perspective, discovery layers have led to changes in technical services operations.
Discovery systems are not one size fits all. Special collections librarians and consortial members shared some concerns about the way discovery systems display information.
Good Question! What is a Discovery Layer?
By
Gwen Evans Executive Director, OhioLINK
Thursday, January 16, 2014 – 9:50ama discovery layer is a Google-like search across all library resources. In library language, a discovery layer is a searchable meta-index of library resources, usually including article-level metadata, e-book metadata, metadata from library catalogs, open access resource metadata, etc., and it includes a means of retrieving resources in the result set through linking technology.
Why is a discovery layer needed for libraries?
Without a discovery layer, users have to search many separate silos of information one by one – the library catalog for books and journals, publisher sites and individual ejournals in particular subjects for articles, and other specialized databases. Even for experienced users who know which databases and resources are likely to be most relevant to their needs, this is time-consuming and involves duplicating the same search over and over in different places. For novice users, or those who want a broad, interdisciplinary search, the initial choice of resource can be daunting and frustrating, unless users already know to ask their librarians for help. In addition, every database or resource interface is different – there are many similarities, but users have to learn different procedures and strategies for each information silo. While specialized interfaces deliver a lot of power for the advanced user, sometimes they can get in the way for other kinds of tasks.
Why not just use Google or another search engine?
Many library resources are difficult to find using search engines, even if a user is savvy enough to be using Google Scholar or Microsoft Academic Search instead of regular Google or Bing. In addition, almost all online library resources, such as full-text articles and ebooks, are most decidedly not free or open access – academic libraries pay quite a bit of money for them
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more on academic libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library
Smartphone Detox: How To Power Down In A Wired World
February 12, 20185:03 AM ET
says David Greenfield, a psychologist and assistant clinical professor of psychiatry at the University of Connecticut:When we hear a ding or little ditty alerting us to a new text, email or Facebook post, cells in our brains likely release dopamine — one of the chemical transmitters in the brain’s reward circuitry. That dopamine makes us feel pleasure
“It’s a spectrum disorder,” says Dr. Anna Lembke, a psychiatrist at Stanford University, who studies addiction. “There are mild, moderate and extreme forms.” And for many people, there’s no problem at all.
Signs you might be experiencing problematic use, Lembke says, include these:
- Interacting with the device keeps you up late or otherwise interferes with your sleep.
- It reduces the time you have to be with friends or family.
- It interferes with your ability to finish work or homework.
- It causes you to be rude, even subconsciously. “For instance,” Lembke asks, “are you in the middle of having a conversation with someone and just dropping down and scrolling through your phone?” That’s a bad sign.
- It’s squelching your creativity. “I think that’s really what people don’t realize with their smartphone usage,” Lembke says. “It can really deprive you of a kind of seamless flow of creative thought that generates from your own brain.”
Consider a digital detox one day a week
Tiffany Shlain, a San Francisco Bay Area filmmaker, and her family power down all their devices every Friday evening, for a 24-hour period.
“It’s something we look forward to each week,” Shlain says. She and her husband, Ken Goldberg, a professor in the field of robotics at the University of California, Berkeley, are very tech savvy.
A recent study of high school students, published in the journal Emotion, found that too much time spent on digital devices is linked to lower self-esteem and a decrease in well-being.
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more on contemplative computing in this IMS blog
https://blog.stcloudstate.edu/ims?s=contemplative+computing
Computational Propaganda: Bots, Targeting And The Future
February 9, 201811:37 AM ET ADAM FRANK
https://www.npr.org/sections/13.7/2018/02/09/584514805/computational-propaganda-yeah-that-s-a-thing-now
Combine the superfast calculational capacities of Big Compute with the oceans of specific personal information comprising Big Data — and the fertile ground for computational propaganda emerges. That’s how the small AI programs called bots can be unleashed into cyberspace to target and deliver misinformation exactly to the people who will be most vulnerable to it. These messages can be refined over and over again based on how well they perform (again in terms of clicks, likes and so on). Worst of all, all this can be done semiautonomously, allowing the targeted propaganda (like fake news stories or faked images) to spread like viruses through communities most vulnerable to their misinformation.
According to Bolsover and Howard, viewing computational propaganda only from a technical perspective would be a grave mistake. As they explain, seeing it just in terms of variables and algorithms “plays into the hands of those who create it, the platforms that serve it, and the firms that profit from it.”
Computational propaganda is a new thing. People just invented it. And they did so by realizing possibilities emerging from the intersection of new technologies (Big Compute, Big Data) and new behaviors those technologies allowed (social media). But the emphasis on behavior can’t be lost.
People are not machines. We do things for a whole lot of reasons including emotions of loss, anger, fear and longing. To combat computational propaganda’s potentially dangerous effects on democracy in a digital age, we will need to focus on both its howand its why.
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more on big data in this IMS blog
https://blog.stcloudstate.edu/ims?s=big+data
more on bots in this IMS blog
https://blog.stcloudstate.edu/ims?s=bot
more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
Betsy DeVos Touts Personalized Learning, Slams Common Core and Reform Efforts
https://www.edsurge.com/news/2018-01-16-betsy-devos-touts-personalized-learning-slams-common-core-and-reform-efforts
U.S. Education Secretary spared no words in her critique of education reform efforts during the Bush and Obama administrations. “I don’t think there is much we can hold onto, from a federal level, that we can say was a real success,”
This is not the first time DeVos has praised personalized learning. The education secretary visited Thomas Russell Middle School in Milpitas, Calif
Her vision of personalized learning has plenty of detractors. Educators and administrators have already begun to voice their reservations about personalized learning in schools. At a gathering of educators in Oakland last October speakers decried what they described as the privatization of public education through the introduction of technology initiatives such as personalized learning. More recently, former AltSchool educator Paul Emerich wrote a blog post titled, “Why I Left Silicon Valley, EdTech, and ‘Personalized’ Learning,” where he offered critiques of the personalized learning movement in his school. The post touched on concerns about his workload and interactions with students.
Parents are raising pressure too. In at least two states, their concerns over screen-time and digital content used in online educational platform has forced districts to suspend the implementation of technology-enabled personalized learning programs such as Summit Learning.
De Vos pointed to previous federal-led education funding programs as a “carrot” that made little or no impact. Her critique is not unfounded: A report published last year by the Education Department’s research division found that the $7 billion School Improvement Grants program made “no significant impacts” on test scores, high school graduation rates or college enrollment.
Common Core is currently adopted in 36 states, according to EdWeek’s Common Core Tracker, last updated September 2017.
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DeVos: ‘Common Core Is Dead’; A Large Online Charter School Is Shut Down
ANYA KAMENETZ January 20, 20186:37 AM ET
https://www.npr.org/sections/ed/2018/01/20/578705608/devos-common-core-is-dead-a-large-online-charter-school-is-shut-down
One of the largest online charter schools in the country closed this week amid a financial and legal dispute with the state of Ohio.
Education Secretary Betsy DeVos in a keynote address this week to the American Enterprise Institute.
She also cited a survey by the American Federation of Teachers that 60 percent of its teachers reported having moderate to no influence over the content and skills taught in their own classrooms.
That same survey also noted that 86 percent of teachers said they do not feel respected by DeVos.
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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
more on Common Core in this blog
https://blog.stcloudstate.edu/ims?s=Common+core
In ‘Munich,’ Neville Chamberlain Gets The Best Of Hitler
January 19, 20184:54 AM ET STEVE INSKEEP
https://www.npr.org/2018/01/19/578899804/in-munich-neville-chamberlain-gets-the-best-of-hitler
My note:
with Dunkirk (2017) – IMDb
and the Darkest Hour (2017) – IMDb
Britain is seriously looking into its WWII history
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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history
Blockchain technology has the potential to enhance the role played by libraries within their communities, however, there are many questions yet to be answered about how specifically blockchain technology might be used and how much value it would add to library services and the communities they serve. Ideas from within the information profession are needed as we formulate recommendations for the profession.
The San José State University School of Information (iSchool) received an IMLS grant to investigate ways that blockchain technology can be used by libraries as a community anchor to partner with other organizations and to support city/community goals. Some suggestions for blockchain applications in libraries include building an enhanced metadata center, protecting Digital First Sale rights, supporting community-based collections, facilitating partnerships across organizations, and more.
The year-long project will provide three opportunities for a national dialog among technical experts in libraries, blockchain technology, and urban planning and members of the information professions to discuss ways that blockchain technology can advance library services to support city/community goals.
- The project website and blog includes information and resources about blockchain technology, potential uses of blockchain technology by libraries, and project updates along with a blog to foster open dialog. Seehttps://ischoolblogs.sjsu.edu/blockchains/
- The National Forum scheduled for August 6, 2018 in San Jose, CA will be comprised of 20-30 technical experts in libraries, blockchain technology, and urban planning to identify and discuss key opportunities for libraries to serve as community anchors using blockchain technology.
- The Library 2.018 conference, Blockchain Applied: Impact on the Information Profession, is designed for presentations and discussion on the uses of blockchain technology in libraries. Registration in this open online conference is free to the profession and public. Scheduled on June 7, 2018 from 12:00 – 3:00 pm PDT. The call for proposals is located on the conference website.
We are seeking nominations of individuals to represent the professional associations (e.g. LITA, PLA, ULC, CLIR, ARL) and information organizations by participating in the National Forum in San Jose, CA (August 6, 2018). Funding provided by IMLS is available to support most of the expenses (travel, lodging, meals) for the National Forum for invited participants.
Nominations (including self-nominations) are due by February 15, 2018. Nominees should be knowledgeable about blockchain technology and libraries in order to have an impact on the recommendations that will be made and discussed during the Library 2.018 conference and National Forum.
Nominations to participate in the Blockchain National Forum should be submitted by February 15 using this Google Form.
more for blockchain in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=blockchain
Library Of Congress Will No Longer Archive Every Tweet
the institution
announced it will no longer archive every one of our status updates, opinion threads, and “
big if true“s. As of Jan. 1, the library will only acquire tweets “on a very selective basis.”
The library doesn’t say how many tweets it has in its collection now, but in 2013, it said it had already amassed
170 billion tweets, at a rate of half a billion tweets a day.
Tweets can now be longer, too: This fall, Twitter rolled out 280-character tweets to most users across the platform.
Another issue: Twitter only gives the library the text of tweets – not images, videos, or linked content. “Tweets now are often more visual than textual, limiting the value of text-only collecting,” the library says.
The library also has to figure out how to effectively manage deleted tweets, whicharen’t part of the archive.
ALLISON AUBREY