how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
Please join us for this free webinar and learn fun and effective ways to develop technology skills amongst library staff:
Technology Training for Library Staff: Effective and Engaging Training Programs
Wednesday, January 27, 11:00am-12:00pm PST
Registration Link: https://cc.readytalk.com/r/lpbeog1w500a&eom
How can we get library staff excited about learning new technology skills? How can libraries be better prepared to help the public with technology questions? How can staff go from tech shy to tech savvy? Designing an engaging technology training program can help all library staff get up to speed.
Join us for this free webinar to learn about two fun and engaging staff technology training programs in public libraries. Our guest panelists will share details of their programs, including success stories and lessons learned.
The Estes Valley Library dedicated six months to bringing every staff member up to technical literacy through trainings that were hands-on and fun. Tech Guide Diana Laughlin will share their Technology Competencies, the process they created for staff learning, and the way they approached staff accountability.
The Sunnyvale Public Library designed the True Tech Ninja program. Adult Services Librarian Rachel Schmidt will share how they created a gamified program to teach technology skills through seven stages. Team work was encouraged and rewarded, and library administration played a key role in motivating staff to learn.
This webinar will be recorded and archived on the TechSoup for Libraries website. Please register for this webinar to receive an email notification when the archive is available. Email questions to email@example.com
tech ninja training. 7 ninja skills. your first mission is to master the library web page. complete these three tasks.
(my note: using gaming and gamification techniques). and this is how this library improved their web site – through gamification and including ALL parties, whereas this SCSU library has a web committee, where a regular LRS employee (heaven forbid a regular student) to gain participation on its web page is very much the same as to gain access to the federal reserve.
“Would you like fries like that?” aka the art of up-selling: Tell patrons about services they might not already know about! #ts4libs. like for example the digital literacy instruction and other technology technology sessions, which some of the LRS faculty offer, but for some reason, they fail to be promoted by the LRS librarians.
Technology Skills for Library Staff: Effective and Engaging Training Programs
Is anyone out there using CrazyEgg, Hotjar, Mouseflow or the like as a source of analytic data?
If so, I’d love to hear about what you’re using, how you’re using it, what you’ve been able to get out of it. I’m convinced that it will be useful for informing content contributors about how their content is being (or more likely not being) consumed by users — but I’m particularly interested in other ways to utilize the tools and the data they provide.
Thanks so much! Amy
Web Services Librarian, Shared User Services
Rutgers University Libraries firstname.lastname@example.org
Here is the 2016 session and contact information to the three fellows, who did an excellent presentation not only how, but why exactly these tools: http://sched.co/69f2
Here is the link to the 2017 session, which seems closest to your question. http://sched.co/953o Again, the two presenters most probably will be able to help you with your questions, if they have not seen already your posting on the LITA listserv and responded.
When do you believe technology enhances learning, and when do you believe
it does not?
How has technology impacted your own learning?
Does your school, library, or organization have a specific learning philosophy that guides ed-tech purchases and implementation? If yes, what is that philosophy?
More than 450 responses were received (those that agreed for their answers to be
shared publicly can be seen at http://www.modernlearning.com).
For the purposes of this report, “educational technology” (often abbreviated as “ed tech”) is assumed to refer principally to the use of modern electronic computing and other high-tech, mostly Internet-enabled, devices and services in education.
When it becomes a distraction.
● When there is little or no preparation for it.
● When just used for testing / score tracking.
● When used for consuming and not creating, or just for rote learning.
● When “following the education trends: everyone else is doing it.”
● When the tech is “an end rather than means” (also stated as, ”when I don’t have a plan or learning goal…”). We found this very significant, and it is the focus of Observation 6.
● When there is a lack of guidance in how to effectively use new ed tech tools (“when there is no PD”). This is the focus of Observation 4.
● Finally, when it “gets in the way of real time talk / sharing.” Forgetting that the tech “cannot mentor, motivate, show beauty, interact fully, give quality attention, [or] contextualize.” Also: ”outcomes related to acquiring the skills and attitudes cannot be enhanced by technology.” As mentioned in the introduction, this would be missing the “human factor.” One respondent
captured this as follows: “3 reasons tech innovation fails: Misunderstanding Human Motivation, Human Learning, or Human Systems.”
Networked information technology has rendered the words “teacher” and “student” more ambiguous. YouTube tutorials and social-media discussions, just to cite a couple of obvious examples, have made it abundantly clear that at any given moment anyone—regardless of age or background—can be a learner or a teacher, or even both at once.
Based on this research, institutions using what they perceive as fully integrated solutions are more likely to feel that technology does not enhance their advising function. This contradicts the advertised benefits of integrated functionality (i.e., it eases the pain of managing multiple products). These negative views have been influenced by these institutions’ experiences with the specific products that they have adopted. Institutions using fully integrated solutions are less likely to report satisfaction with their products.
more on academic advising and technology in this IMS blog http://blog.stcloudstate.edu/ims?s=advising
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: http://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
Librarian and Instructional Technology Liaison
library Specialist: Data Visualization & Collections Analytics
Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment.
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)
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:
Digital Initiatives Librarian
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.
your library IT’s approach to managing tech support within the framework of moving IT projects forward. Also, how big is your IT team vs your staff?
We have created an environment at our library where staff anticipate almost instant tech support. While this is great for our staff and patrons it’s proven not so great for the IT department as our IT projects that must get done take longer than they should and seem to roll endlessly. It can feel like we’re sacrificing the “big boulders” for endless minutia.
I wondered if you all could tell me your library IT’s approach to managing tech support within the framework of moving IT projects forward.
Also, how big is your IT team vs your staff?
Madeleine Madeleine Sturmer IT Manager | Teton County Library email@example.com | 307.733.2164 x143
While the responses will vary widely based on size, type and IT-issues approaches, I can share one.
Providence College is a private, medium-sized (4,300 FTE students) Masters-I institution.
Our library is a fully integrated (horizontally and vertically) Commons (Library+Commons = no silos, traditional+technology-rich, open 116 hours/week for a primarily residential campus.
IT issues are tiered (e.g., 1-5 in complexity) and we have in-house IT specialists (two – one M-F days, one S-Th evenings) and many “back-up specialists”. The IT specialists handle most tiers-1-3 issues (sometimes tier 4) very promptly and refer tier 4-5 issues to central IT. All Library+Commons staff are hired with “relative high-tech/digital expertise, so that there is an articulated in-house IT team. This means that most IT issues are handled in-house and promptly. Library+Commons IT reports up to the Assistant Director and Head of Technology & Access.
the biggest challenge (and the most important) is to get the word out to the staff about how it works. I spoke at multiple all staff meetings about the process, put out a lot of documentation, and spoke at multiple meetings of various teams and departments to get the word out. Once you have a structure you have to support and enforce it. Getting your administration on board is vital-if the director or associate director thinks that they can “jump the queue” it won’t work. They have to understand that for the good of the whole, they might have to wait for something that is non-emergency.
Hope that helps-glad to provide further info offline if needed.