Online short utterance
2) Microsoft Cognitive Services – Bing Speech API same from Microsoft, many different nice addons like voice authentication
3) API.AI – analyses intent, not simply recognizes speech. Useful to build command applications, belongs to Google.
There are also offerings from Amazon, Facebook and many others.
Online large files
4) Speechmatics – large vocabulary transcription in the cloud, US and UK English, high accuracy.
5) Vocapia Speech to Text API – not very user friendly, but a good technology
6) Speech Engine_IFLYTEK CO.,LTD. not very well known Chinese company, but it continuously excels in competitions.
7) UWP Speech recognition from Microsoft for Universal Windows Platform
8) CMU Sphinx – Speech Recognition Toolkit – offline speech recognition, due to low resource requirements can be used on mobile. OpenEars – Pocketsphinx on iOS, there are also APIs for Node.js, Ruby, Java, Android bindings.
9) Kaldi – speech recognition toolkit for research. UFAL-DSG/cloud-asr – Kaldi-based cloud platform, alumae/kaldi-gstreamer-server – another kaldi-based cloud platform. iOS Speech Recognition – kaldi adopted for offline recognition on iOS from Keen Research.
Wiklund, M., Mozelius, P., Westing, T., & Norberg, L. (2016). Biometric Belt and Braces for Authentication in Distance Education. Retrieved from https://www.researchgate.net/publication/309548915_Biometric_Belt_and_Braces_for_Authentication_in_Distance_Education
a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.
One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.
Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.
Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.
For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.
In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.
- Challenge Questions: with questions based on third ‐ party data
- Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification
- Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors
- Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam
An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.
- Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment
- Term papers or essays analysed by the course instructors
- Individual or group assignments posted in digital drop ‐ boxes
- Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)
Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.
more on identification in this IMS blog
more on proctoring and detecting cheating:
voices from the other side:
Join Mario Callegaro, Senior Survey Research Scientist at Google UK, and one of own survey research scientists, Sarah Cho, on February 24 at 10 am PT / 1 pm ET for our webinar, Market research surveys gone mobile: Optimizing for better results.
Senior Survey Research Scientist
Quantitative Marketing Team, Google UK
Survey Research Scientist
.My notes from the Webinar.
Surveys uncover the WHY. Big Data,
why mobile matters. tablet and smart phone penetration: around 60-80% in Europe. According to Pew In the US, 68% smartphone and 45% tablet
faster reaction but longer questionnaire completion time on smartphones = device effects
survey design device vs. survey take device – mismatch. When there is a mismatch, questions are asked.
5 strategies to handle mobile phone respondents: 1. do nothing
surveym0nkey: do all surveys have to be mobile optimized? no, so make sure you think about the context in which you are sending out
2. discourage the use of mobile phones for answering 3. optimize the web questionnaire for mobile browsers 4. mobile app
design considerations for multiple devices surveys. two “actors”: survey designer and survey platform
confounds when interpreting findings across devices: use homogeneous population (e.g students)
difference between mouse vs fingers as input devices
what about tablets: as long as flash is not used, tablet is very much the same as laptop/desktop. phablets (iPhone growth of the screen)
mobile survey design tips (Sarah)
multiple choice: ok to use, but keep wording short, format response vertically instead of horizontally.
open-ended q type: hard to type (but no word on voice recognition???)
multimedia: images, clarity, video, avoid (bandwidth constrains), use Youtube, so every device can play it, versus Flash, Java Script etc
testing and length: as usual
URL: as short as possible. consider QR code
growth of survey taking on mobile devices
Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.
Kvenild, C., & Calkins, K. (2011). Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store
. ACRL. Retrieved from http://www.alastore.ala.org/detail.aspx?ID=3413
p. 20 Embedding Academic and Research Libraries in the Curriculum: 2014-nmc-horizon-report-library-EN
xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.
xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.
xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.
1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.
p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.
p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.
p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.
p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One).
Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.g. http://web.stcloudstate.edu/pmiltenoff/bi/
p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.
p. 16. Standard Five. ethical and legal use of information.
p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)
p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library
p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board
p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students
p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours
p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant
p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery
p. 57 markeing LMS ebedded Librarianship
library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes.
my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times
p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:
- traditional F2F LMS courses – 69%
- online courses – 70%
- hybrid courses – 54%
- undergraduate LMS courses 61%
- graduate LMS courses 42%
of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.
p. 58 promotional methods:
- word of mouth
- personal invitation by librarians
- email by librarians
- library brochures
- library blogs
four years later, the LRS reference librarians’ report https://magic.piktochart.com/output/5704744-libsmart-stats-1415 has no mentioning of online courses, less to say embedded librarianship
library blog was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to promote services (academic librarians can deliver live their content)
p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.
Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60 becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)
p. 61 connecting with faculty
p. 62 reaching students
- attending a synchronous chat sessions
- watching a digital tutorial
- posting a question in a discussion board
- using an instant messaging widget
be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.
p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories
p. 66 no-cost marketing. social media
low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites
p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model
Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted
copy of the syllabus or any other assignment document
p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format
p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources
p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page. resources integrated into the assignment pages. video tutorials and screencasts
-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc
-writing narrative content. p. 85
p. 87 Evaluation (Addie)
formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:
p. 89 Online, F2F and Hybrid Courses
p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty
p. 100 assessment methods: p. 103/4 survey template
p. 106 gathering LMS stats. Usability testing
examples: p. 108-9, UofFL : pre-survey and post-survey of studs perceptions of library skills, discussion forum analysis and interview with the instructor
p. 122 create an LMS module for reuse (standardized template)
p. 123 subject and course LibGuides, digital tutorials, PPTs,
research mind maps, charts, logs, or rubrics
or paper-based if needed: Concept Map Worksheet
Productivity Tools for Graduate Students: MindMapping http://libguides.gatech.edu/c.php
Creating Effective Information Literacy Assignments http://www.lib.jmu.edu/instruction/assignments.aspx
guides on research concepts http://library.olivet.edu/subject-guides/english/college-writing-ii/research-concepts/
Popular versus scholar http://www.library.arizona.edu/help/tutorials/scholarly/guide.html
list of frequently asked q/s:
banks of reference q/s
p. 124. Resistance or Receptivity
p. 133 getting admin access to LMS for the librarians.
p. 136 mobile students, dominance of born-digital resources
Summey T, Valenti S. But we don’t have an instructional designer: Designing online library instruction using isd techniques. Journal Of Library & Information Services In Distance Learning [serial online]. January 1, 2013;Available from: Scopus®, Ipswich, MA. Accessed May 11, 2015.
instructional designer library instruction using ISD techniques
Shank, J. (2006). The blended librarian: A job announcement analysis of the newly emerging position of instructional design librarian. College And Research Libraries, 67(6), 515-524.
The Blended Librarian_ A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian
Macklin, A. (2003). Theory into practice: Applying David Jonassen’s work in instructional design to instruction programs in academic libraries. College And Research Libraries, 64(6), 494-500.
Theory into Practice_ Applying David Jonassen_s Work in Instructional Design to Instruction Programs in Academic Libraries
Walster, D. (1995). Using Instructional Design Theories in Library and Information Science Education. Journal of Education for Library and Information Science, (3). 239.
Using Instructional Design Theories in Library and Information Science Education
Mackey, T. )., & Jacobson, T. ). (2011). Reframing information literacy as a metaliteracy. College And Research Libraries, 72(1), 62-78.
Reframing Information Literacy as a metaliteracy
Nichols, J. (2009). The 3 directions: Situated information literacy. College And Research Libraries, 70(6), 515-530.
The 3 Directions_ Situated literacy
Journal of Library & Information Services in Distance Learning (J Libr Inform Serv Dist Learn)
computers in libraries conference
March 28-30 preconference workshops March 27 hyatt regency crystal city
W5: Want Media Coverage? Add Press Room to Your Website
9:00 a.m. – 12:00 p.m.
, Editor, Marketing Library Services newsletter Owner, Libraries Are Essential consultancy
Library marketers crave media attention and coverage, but most don’t know how to get it. The first step is having a Press Room as part of your library’s website. This workshop, led by a member of the media who’s also a library marketing expert, shows you how to build a Press Room that works. It includes how your library benefits from having an online Press Room, even if you don’t have a marketing department; where it belongs in your website hierarchy; what content members of the press expect to find there; SEO basics and PR tactics to lead reporters to your online Press Room; why building relationships with the media is vital; how press coverage affects your library’s usage, funding, brand recognition, and position in the community. Help ensure positive coverage by adding this strategic tool to your website.
W8: Video: Hands-On Learning & Practice
9:00 a.m. – 12:00 p.m.
In this half-day workshop, a former advertising executive and trainer of strategic storytelling in marketing shares secrets on how to create video that has an impact on your community. Join her to shoot, edit, and polish a video while gathering tips, techniques, and strategies to create your own video-a medium which grabs communities in exciting new ways!
W10: Implementing an Internet of Things Infrastructure & Apps
9:00 a.m. – 12:00 p.m.
, Assistant Director, LibraryTechnology, East Carolina University
W15: Tech Trends for Libraries in 2017 & Beyond
1:00 p.m. – 4:00 p.m.
David Lee King
, Digital Services Director, Topeka & Shawnee County Public Library and Publisher, davidleeking.com
Technology has changed the face of libraries and is continuing to change how we work and how we deliver services to customers. This workshop introduces emerging technology trends and shows how those trends are reshaping library services. Examples are provided of how to incorporate these evolving trends into libraries. Attendees learn what trends to look for, find out the difference between a technology trend and a fad, and get ideas on how their library can respond to technology as it emerges.
W16: UX Design for Broader Discovery
1:00 p.m. – 4:00 p.m.
, Senior Librarian, Information Programs and Services, Hennepin County Library
While patrons have embraced using online technology to access their public library, most of these interactions are limited to borrowing transactions. If libraries are to be truly relevant in the digital world, we need to nudge patrons out of the well-worn pattern of log-in/transact /log-out and find ways to get them to linger long enough to discover the richness the library has to offer beyond borrowing items, while offering them opportunities to add their own voice to the library’s online community. This workshop explores design patterns and techniques for introducing content to patrons at appropriate moments in their learned workflows. It considers how to encourage patrons to add their voice to the library community and overcome concerns about privacy and security. It shares research and experience from BiblioCommons and Hennepin County Public Library’s efforts and looks at analogs from other domains. Workshop participants will be asked to participate actively in a hands-on session to solve a specific design challenge in teams.
My note: Ha. Even the public library understands that service goes beyond “borrowing items” and must have “patrons to add their voice.” Only in the academic library, prevails the opinion that librarians are those omnipotent and all-knowing lecturing types.
B103: Website Redesign: Techniques & Tools
1:15 p.m. – 2:00 p.m.
, Web Services Librarian, Stony Brook University
, Associate Professor, Digital Library Services, Digital Resources and Discovery Services, Oklahoma State University
Join three web experts to learn about tips, tools, and techniques for taking the pain out of website redesigns. Haugh provides advice on the visual design of your next site and shows some examples of library web redesigns. Degler takes a look at why many libraries are using popular, free, CSS-based frameworks such as Bootstrap; explains how the grid layout works; and shows how the built-in responsive design layouts can deliver a site that works on desktop, smartphones, and tablets. Often the biggest challenge in redesign isn’t the visual design, content management system or coding. It’s the people and politics. Everyone thinks they know what the library website should look like, but no two people—let alone groups—can ever agree. How do you move ahead with a library redesign when you’re facing conflicting demands from the administration, co-workers, users, and stakeholders? Mitchell tackles this challenge head on and points out the weapons that we have at hand—from data to documentation; and discusses how to wield those weapons effectively to win (almost) any fight in order to build a great website. Grab lots of insights and ideas from this experienced panel.
C102: Digital Literacy & Coding Program Models
11:15 a.m. – 12:00 p.m.
, E-Services & Digital Access Manager, Jacksonville Public Library
, Associate Director – Tech Education & Training, The New York Public Library
, Technology Training Program Coordinator, TechConnect (Technology Training Program Department), The New York Public Library
This session looks at how one library created a technology class and programming model that spans a 21-branch, 844-square-mile library system. It discusses mobile classrooms and how Chromebooks, MacBooks, tablets, and other equipment are used to create “classrooms” throughout the system. It shares how the library is focusing on members and programming for the community, for instance, the development of Spanish language, 50+ and immigrant/refugee programming. It looks at developing new programs and instructors using the 3D model from printer to pens, from tablets to coding, from core expertise to everyone. NYPL speakers discuss how coding is the new black! They discuss how to launch a coding program at your library, how to expand the age range of current coding programs, how to promote events related to your program to gain participants, how to get staff buy-in, how to educate staff, and how to create partnerships with some of the biggest names in the game. The NYPL Tech- Connect program will help you plan out all your needs to take your existing or non-existing coding programs further.
My note: one more proof that digital literacy is not “information literacy dressed in the new verbal cloth” of “digital literacy,” but entails way more topics, skills and knowledge. Information Literacy is a 1990s concept. Time to upgrade to 2016 concepts and recognize that digital literacy requires skills beyond handling information. Moreover, information today is way more complex then the skills being taught, since information from social media is more complex then information from news media and it entails technology skills, which one does not have to preside upon for handling news media
E104: From Textbook to Activism: Engaging Students in Social Issues They Care About
2:15 p.m. – 3:00 p.m.
, Social Studies Teacher, Eureka High School, Eureka, Mo.
recent collaborative effort between a high school social studies teacher and a school librarian transformed a “same-old” unit on social movements in the 20th century into a dynamic study of effective social activism—and how students can become effective activists. Using both primary and secondary resources, students learned to analyze social issues, then to identify the type of activism that proved effective for those issues. Next, students selected social situations important to them, analyzed the changes they sought to effect, and determined a means of activism to effect that change in practical—and often surprising—ways. The project’s design and implementation is straightforward and replicable. This session provides concrete steps to follow, specific patterns for locating learning resources, and reproducible forms that educators can carry back to their own campuses.
B202: Managing Tech & Innovation
11:45 a.m. – 12:30 p.m.
Jen Baum Sevec
, Senior Metadata and Acquisitions Librarian, Library Of Congress
, Systems & Liaison Librarian, University of Toronto Mississauga
Sevec offers leaders at any level the opportunity to up their game by learning current management strategies for technology and innovation. Library leaders and constituents engage in the nearly constant interplay of enabling technology and innovations to explore a wealth of information and greater depth of data in the Information Age. A framework for managing this interplay is provided as well as an understanding of the dynamic lifecycle inherent in technological innovations and constituent demands. Williams provides an introduction to Wardley Value Chain Mapping, an innovative IT planning processes discussed by Simon Wardley on his blog Bits and Pieces. He shares specific examples of how this tool can be used by systems librarians, library administrators, and library IT decision makers.
B203: Finding Your Social Media Voice
1:45 p.m. – 2:30 p.m.
, Technology Specialist, Northern Virginia Community College’s Medical Education Campus
Alexandra Radocchia Zealand
, Web Editor, New Media Developer and Video Producer, Web Team, Arlington Public Library PLA, VLA, ALA, LLAMA
Lennea R. Bower
, Program Specialist, Virtual Services, Montgomery County Public Libraries
This session provides an in-depth look at how to speak in social media. Each institution and organization’s social media accounts has a personality. How you say something is just as important as what you say and why you say it. Your voice on social media says a lot to your followers. If done well, your tone will help to attract and keep an audience. The wrong kind of voice will turn people away. Finding the right voice can be difficult and involves a lot of trial and error. Speakers provide tips for finding the right voice and presenting the best personality for your intended followers. Social media is no longer the “new kid on the block,” and the panel highlights the best ways to communicate content, being real, tone, and more. They showcase what kinds of tones can be used and how to find the “real voice” for your accounts, why those voices are (or are not) successful for those accounts; and how to make your chosen voice sustainable and consistent across your accounts.
C203: Migrating & Developing With Drupal
1:45 p.m. – 2:30 p.m.
, Senior Librarian, International Monetary Fund
, Information Specialist, PAE, National Institute of Corrections (NIC)
, Web Developer, PAE, National Institute of Corrections (NIC)
Migrating to a new ILS system is not easy, and it is even more challenging when faced with a very tight deadline. Presenters share the recent experience of migrating from SirsiDynix Symphony to Alma within 5 months: what worked, what didn’t, lessons learned, and what to prepare in advance of the migration. They also share some insight about post migration work related to data cleanup, workflows review, etc. Zoby and Mathews share their development of the NIC micro-sites using Drupal, an open-source content management software, to create dynamic websites that make accessing material easy and user-friendly. Instead of having to download and shift through large PDF documents, users can access the content on easily searchable websites which can be edited by authorized users. See how the NIC Information Center is using these sites to help customers and the public access information in innovative ways.
D202: Funding Opps for Digital Library Initiatives
11:45 a.m. – 12:30 p.m.
, Digital Archivist, Office of Strategic Initiatives, Library Of Congress
, Program Officer, Scholarly Resources, Council on Library & Information Resources
, Senior Program Officer, National Endowment for the Humanities
Discovering and deciphering guidelines for grant programs is a daunting and challenging process. This session provides an opportunity to directly hear from and ask questions about grant opportunities for digital libraries’ initiatives to program officers from different government and private funders. Following brief overviews of the relevant funding opportunities at their organizations, panelists discuss the kinds of projects that best fit their specific programs. Get suggestions on how to develop a competitive proposal and insights on the application and review process. Panelists consider themes and trends from the digital library projects that have received funding, such as digitization, open educational resources, linked data, crowdsourcing, open access publishing, emulation and virtualization, and data visualization. By bringing together representatives from different funders, this session offers a unique opportunity to connect directly with program officers and identify new opportunities and approaches for funding.
A301: Augmented Reality & Learning
10:45 a.m. – 11:30 a.m.
, Head, Special Collections & University Archives, Towson University
, Head, Systems & Technology, Catawba College
, Head, Technical Services, Emporia State University
Just when you thought the battle of augmented reality (AR) was over with Pokémon GO, libraries across the nation have been exploring additional AR options in order to meet the needs of the mobile learners walking through their doors. With the use of free AR software, four individuals team up to become the ultimate masters of AR. Hear from a panel of closely networked professionals, each with a unique story of embedding AR into specific library services directed for higher education. These stories range from embedding AR with liaison departments to incorporating AR into information literacy sessions (both online and face-to-face).
A304: Multimodal Learning: From Textbooks to Playlists
2:45 p.m. – 3:30 p.m.
Colleges, universities, and libraries are considering adding video making, or visual literacy, as a core skill. Preparing individuals for a highly visual communication landscape requires critical thinking to offset consumerism as well as multimodal learning and cognitive skills. Researching, creating, and sharing video playlists are important ways to create personalized learning pathways and promote continuous learning. Explore a number of case studies that demonstrate the positive learning outcomes of multimodal learning in academic and corporate settings and discover how to create playlists that can be annotated, edited, and shared across teams.
B304: Raspberry Pi
2:45 p.m. – 3:30 p.m.
Raspberry Pi is an inexpensive computing tool that is ideal for new projects within libraries. It’s a powerful single board computer that plays high-definition video, yet it’s only the size of a credit card. The Raspberry Pi 3 was released in February of 2016, and the built-in networking options make it an exciting fit for library applications. Learn how Raspberry Pi can be used as a people counter, a dedicated OPAC, a social media tool, and more.
D302: Upping Our “Gamification”: Speaking Millennials’ Language
11:45 a.m. – 12:30 p.m.
, Emerging Technology Librarian, Main Branch, Richmond Public Library Author, Game It Up! Using Gamification to Incentivize Your Library
Be tech-smart and culture-savvy by using game-design thinking and gaming activities to connect with current users in a fun way and draw in new ones. Hear from a library communicator who literally wrote the book on this topic. Online games are incredibly popular; libraries, book apps, and learning institutions are leveraging this to bring in new audiences and engage with existing ones in new ways. Why are they doing this, what is the benefit, and how do you make it work to promote your library? Get the answers here!
D303: Library Story in Video
1:45 p.m. – 2:30 p.m.
Video is a powerful, emotional storytelling medium that plays well in social media, and its use is still fast-growing. Video can spread your library’s story, and you can do it without hiring an expensive pro. A tech-savvy info pro shares basic video facts, along with her favorite tools, tips, and techniques that almost anyone can use for creating short, compelling videos to promote library services, staffers, and resources.
My note: my mouth ran dry to repeat this to the SCSU library. In vain. 1. make a low-cost social-media type of movie of 30 sec each week/month. 2. post on a prominent place on the library web page. 3. Have web form harvest info from patrons on the issu[s] reflected in the video 4. mirror video on the social media 5. aim as ultimate goal patrons (students, faculty, staff) furbishing the video footage instead of library staff
Why is it soooo difficult to comprehend?
E302: Zero to Maker: Invention Literacy & Mobile Memory Lab
11:45 a.m. – 12:30 p.m.
, Adult Services Librarian, Alsip-Merrionette Park Library, Alsip, Ill.
Invention literacy is not just about understanding how a thing is made or how it works; it is also the ability to use that knowledge to bring one’s own ideas into reality. China gives examples of how one public library is empowering children, teens, and adults to become “invention-literate” through its maker programming. Find out how a combination of high- and low-tech equipment, safe and accessible learning environments, and a unique community partnership is nurturing invention, creative confidence, innovation, and entrepreneurship. Sparked by the CIL 2016 Hawkins and Mears talk about personal digital archiving and the DCPL Memory Lab, Dearborn shares her library’s inexpensive journey to create a mobile memory lab program. She discusses the acquisition of equipment and technology, the demo classes, lesson plans about personal archiving, outreach to other community organizations, and providing classes on related topics, such as saving and uploading images, backing up files and using cloud storage, writing and self-publishing memoirs, conducting oral interviews with veterans and other family memories, coding and saving memories on a website, etc. Future plans include digitizing local history documents, a community website with links to these documents, as well as to our patrons’ digitized images, videos, interviews and memoirs.
more on technology in library in this IMS blog