Searching for "technology library"

interactivity for the library

In 2015, former library dean purchased two large touch-screen monitors (I believe paid $3000 each). Shortly before that, I had offered to the campus fitting applications for touch screens (being that large screens or mobiles):

Both applications fit perfect the idea of interactivity in teaching (and learning) – https://blog.stcloudstate.edu/ims?s=interactivity

With the large touch screens, I proposed to have one of the large screens, positioned outside in the Miller Center lobby and used as a dummy terminal (50” + screens run around $700) to mount educational material (e.g. Guenter Grass’s celebration of his work: https://blog.stcloudstate.edu/ims/2015/04/15/gunter-grass-1927-2015/ ) and have students explore by actively engaging, rather than just passively absorbing information. The bus-awaiting students are excellent potential users and they visibly are NOT engaged by by the currently broadcasted information on these screens, but can be potentially engaged if such information is restructured in interactive content.

The initial library administration approval was stalled by a concern with students “opening porno sites” while the library is closed which, indeed, would have been a problem.

My 2015 inquiry with the IT technicians about freezing a browser and a specific tab, which could prevent such issues, but it did not go far (pls see solution below). Failing to secure relatively frigid environment on the touch screen, the project was quietly left to rot.

I am renewing my proposal to consider the rather expensive touch screen monitors, which have been not utilized to their potential, and test my idea to engage students in a meaningful knowledge-building by using these applications to either create content or engage with content created by others.

Further, I am proposing that I investigate with campus faculty the possibility to bring the endeavor a step further by having a regularly-meeting group to develop engaging content using these and similar apps; for their own classes or any other [campus-related] activities. The incentive can be some reward, after users and creators “vote” the best (semester? Academic year?) project. The less conspicuous benefit will be the exposure of faculty to modern technology; some of the faculty are still abiding by lecturing style, other faculty, who seek interactivity are engulfed in the “smart board” fiction. Engaging the faculty in the touch screen creation of teaching materials will allow them to expand the practice to their and their students’ mobile devices. The benefit for the library will be the “hub” of activities, where faculty can learn from each other experience[s] in the library, rather than in their own departments/school only. The reward will be an incentive from the upper administration (document to attach in PDR?). I will need both your involvement/support. Tom Hergert by helping me rally faculty interest and the administrators incentivizing faculty to participate in the initial project, until it gains momentum and recognition.

In the same fashion, as part of the aforementioned group or separate, I would like to host a regularly-meeting group of students, who besides play and entertainment, aim the same process of creating interactive learning materials for their classes/projects. Same “best voted” process by peers. My preferable reward: upper administration is leaving recommendation in the students’ Linkedin account for future employers. I will need both your involvement/support. The student union can be decisive in bringing students to this endeavor.  Both of you have more cloud with the student union then only a regular faculty such as me.

In regard to the security (porn alert, see above) I have the agreement of Dr. Tirthankar Ghos with the IS Department. Dr. Ghosh will be most pleased to announce as a class project the provision of a secure environment for the touch screen monitor to be left after the group meetings for “use” by students in the library. Dr. Ghosh is, however, concerned/uncertain with the level of cooperation from IT, considering that for his students to enable such environment, they have to have the “right” access; namely behind firewalls, administrative privileges etc. Each of you will definitely be more persuasive with Phil Thorson convincing him in the merit of having IS student work with SCSU IT technician, since it is a win-win situation: the IT technician does not have to “waste time” (as in 2015) and resolve an issue and the IS student will be having a project-based, real-life learning experience by enabling the project under the supervision of the IT technician. Besides: a. student-centered, project-based learning; b. IT technician time saved, we also aim c. no silos / collaborative SCSU working environment, as promised by the reorganization process.

measuring library outcomes and value

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.
National Survey of Student Engagement (NSSE) http://nsse.indiana.edu/
http://nsse.indiana.edu/2017_Institutional_Report/pdf/NSSE17%20Snapshot%20%28NSSEville%20State%29.pdf
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 Management33(1/2), 5-13.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d70921798%26site%3dehost-live%26scope%3dsite

methods that can be used to measure the value of library products and services. (Oakleaf, 2010; Tenopir and King, 2007): three main categories

  1. 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).

  1. 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.
  2. 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/

Zello for library use

learning from real life experience

Today’s report on the use of Zello (http://www.marketwatch.com/story/houston-residents-and-civilians-turn-to-zello-app-to-coordinate-rescue-efforts-2017-08-29) by Houston residents during Hurricane Harvey has parallels with the organizational efforts of using Zello by the Venezuelan people (https://zello.com/channels/k/b2dDl) in 2014. (https://advox.globalvoices.org/2014/02/23/walkie-talkie-app-zello-blocked-in-venezuela/)

Zello, HeyTell and Voxer Make Your Smartphone a Walkie-Talkie (NYT, 2012) are apps for smart phones and mobile devices.
They are free.
They do much more than a physical walkie-talkie (e.g. send visuals, record messages)
They are more environment friendly, since do not require physical presence and so much battery power: https://www.compareninja.com/tables/single/60573

Yo is a similar messaging app: https://blog.stcloudstate.edu/ims/2014/07/09/social-media-yo/

Library and University use:

In 2014, we proposed to the middle management the consideration of Yo as alarm system:

From: Miltenoff, Plamen
Sent: Tuesday, July 08, 2014 9:17 PM
To: ??????, Mark A. <???????@stcloudstate.edu>
Subject: FW: Yo at LRS

Good evening Mark

Based on the article below:

http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7

The upper management might consider fire and/or tornado alarm app for SCSU students similarly to the one, which the Israelis are using to back up their alarm system.

I am confident that some other US school is already thinking about the same and developing probably the app.

Thanks for considering…

Plamen

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From: Miltenoff, Plamen
Sent: Tuesday, July 8, 2014 8:59 PM
To: ???????, Colette ?????????
Cc: ??????, Joseph
Subject: Yo at LRS

Collette,

I am not sure if this news

http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7

will increase your interest toward “Yo” since you said that you are not interested in politics

As shared with Joe several months ago about “Zello” being used in Venezuela  (http://www.huffingtonpost.ca/2014/02/21/venezuela-blocks-zello-ap_n_4830452.html ), ingenuity during political events can give us great ideas how to use social media apps in daily work

I would like to ask you again to consider testing Yo and sharing your ideas how we can apply it at LRS
It is worth checking the penetration of Yo among SCSU students and use it.

Thank you and lkng forward to hearing your opinion

Plamen

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benefits for the library and potentially for the campus:

  1. reduce financial cost: batteries for the walkie talkies and the wear off of the walkie talkie can be replaced by a virtual app (again, apps for each of the three potential candidates are free)
  2. environmentally friendly. Apps are virtual. Walkie talkies are physical
  3. improve productivity. walkie talkie allow only talk. Apps allow: audio, video (images) and text
  4. raise the level of critical thinking (increase productivity by proxy): the use of several media: text, visuals, audio will allow users to think in a wider diapason when troubleshooting and/or doing their tasks
  5. the library can be the sandbox to smooth out details of the application and lessons learned can help replace walkie talkies across campus with 21st century tools and increase productivity campus wide.

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previous posts on Zello in this IMS blog
https://blog.stcloudstate.edu/ims?s=zello

 

Privacy & Security in Today’s Library

Privacy & Security in Today’s Library by Amigos Library Services

The virtuality of privacy and security on the from Plamen Miltenoff

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

 

 

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

library website content strategy

Developing a Website Content Strategy

Instructor: Shoshana Mayden, Dates: July 3-28, 2017
http://libraryjuiceacademy.com/049-content-strategy.php

Shoshana Mayden is a content strategist with the University of Arizona Libraries in Tucson, Arizona. She advises on issues related to website content and contributes to developing a content strategy across multiple channels for the library. She works with content managers and library stakeholders to re-write, re-think and re-organize content for the main library website, as well as develop workflows related to the lifecycle of content. She also a copy editor for Weave: the Journal of Library User Experience.

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Information Architecture: Designing Navigation for Library Websites

Instructor: Laura-Edythe Coleman

http://libraryjuiceacademy.com/046-designing-navigation.php

Information Architecture is an essential component of user-centered design of information spaces, especially websites. Website navigation is a key design device to help users search and browse library websites and information systems. The design of Website navigation can be simple or complex, flat or deep. In all cases, website navigation should take into account information architecture (IA) best practices, common user tasks in the library domain, user research, analytics and information seeking models.

Laura-Edythe Coleman is a Museum Informaticist: her focus is on the point of convergence for museums, information, people, and technology. Knowing that societies need museums for creating and sustaining cultural memory, she strives to help communities co-create heritage collections with museums. She holds a PhD in Information Science, a Masters of Library and Information Science and a Bachelors of Fine Arts. She can be reached via Twitter: @lauraedythe, website: http://www.lauraedythe.com, or by email lauraedythecoleman@gmail.com

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Content Strategy for Library Websites from Rebecca Blakiston
http://www.academia.edu/12370418/Content_Strategy_for_Library_Websites 
https://steadfastlibrarian.wordpress.com/2012/06/27/211/
https://connect.library.utoronto.ca/download/attachments/25199917/2013_-__-_DevelopingaContentStrategyforanAcademicLibraryWebs%5Bretrieved-2015-11-17%5D.pdf
https://www.researchgate.net/publication/271758861_Developing_a_Content_Strategy_for_an_Academic_Library_Website
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Other resources: 
http://guiseppegetto.com/ux-content-strategy-library/

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more on Libary web site in this IMS blog
https://www.lib.umich.edu/blog-tags/web-content-strategy
https://blog.stcloudstate.edu/ims?s=library+web+page

tablets library

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.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d118913547%26site%3dehost-live%26scope%3dsite 

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

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d96764510%26site%3dehost-live%26scope%3dsite

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
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digitization impact on academic 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
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innovation library

6 Ways to Feed Innovation in Your Library

04/19/17 Dian Schaffhauser

https://campustechnology.com/Articles/2017/04/19/6-Ways-to-Feed-Innovation-in-Your-Library.aspx

2014 Stanford Prize for Innovation in Research Libraries

Rising Star Award\

1) Play “Hopscotch” on Campus

a 360-degree projection space, getting ready to open a virtual reality studio with “room-scale” VR sporting Oculus Rift and Vive gear,  the idea of the “graduate students’ commons,” with access limited to those students as well as faculty

2) Sometimes Innovation Just Comes Knocking

3) Hire People With New Ideas

Rather than innovation being directed from the top down, it bubbles from the bottom up.

4) Plan on “Making” Your Own Resources

5) Make Tech as Accessible as Possible

Another intention is to bring different disciplines together in the hopes of sparking new ideas.

6) Learn How to Tell the Story

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more on academic library in this IMS blog
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library user

The Library in the Life of the User. Engaging with People Where They Live and Learn

http://www.oclc.org/content/dam/research/publications/2015/oclcresearch-library-in-life-of-user.pdf
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
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NMC Horizon Report 2017 Library

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.
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

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 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, , 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

  1. consumer technologies
  2. 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.
  3. enabling technologies
    this group of technologies is where substantive technological innovation begins to be visible.
  4. Internet technologies.
  5. learning technologies
  6. 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.
  7. 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.

new horizon report 2017 technologies

 

 

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

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