Searching for "library"
Creating a Library App: Things to Know Before You Go Mobile
Tuesday, April 28, 2015 11AM-12PM PDT
Registration link: http://www.cla-net.org/?861
Mobile apps are a popular topic in libraries. But what does it take to create one and what kind of programming can you do with apps? Is an app the right solution, or should you create a responsive website? What is the process like, and what resources are needed? How do you manage privacy, security, and legal concerns? Who do you need to get the job done, and what skills should they have?
These are all important questions that should be asked (and answered) before you think about creating a mobile app. Learn from expert panelists from libraries and nonprofits who have created, developed, and managed mobile apps for their organizations. Panelists will share practical advice and information based on experience, as well as helpful tools and resources.
Participants will learn:
- The difference between a mobile app, a mobile site, and a responsive site
- Three important considerations when deciding whether or not to create a mobile app.
- Five tips for approaching the design of a mobile app, mobile site, or responsive site.
About the Presenters
- Stacey Watson is the Senior Librarian and certified scrum Master in the Digital User Experience Department at the Denver Public Library. She oversees the user experience and content strategy for the library’s websites, online catalog, and digital services. Most recently she and her team developed Volume, a responsive website featuring hand selected albums by local artists.
- Anna Jaeger and her team at Caravan Studios create mobile apps that are designed in partnership with nonprofit and community-focused organizations to meet the needs of their constituents. Anna has been a frequent speaker on nonprofit and environmental technology since 2007. Prior to her work with Caravan Studios, Ms. Jaeger was a founder and co-director of TechSoup Global’s GreenTech initiative and the director of TechSoup Global’s IT Engineering department.
- Ani Boyadjian has been a working librarian since 1990. An LAPL staffer since 1996, she is now Research & Special Collections Manager at the Los Angeles Public Library, where she also oversees the Library’s Digitization efforts. She most recently spearheaded the development of the ARchive LAPL app in a partnership with USC and app developers Neon Roots, to use augmented reality to tell stories about the historic Central Library.
Library Makerspaces: From Dream to Reality
Instructor: Melissa Robinson
Dates: April 6 to May 1st, 2015
Credits: 1.5 CEUs
Price: $175
http://libraryjuiceacademy.com/114-makerspaces.php
Designing a makerspace for your library is an ambitious project that requires significant staff time and energy. The economic, educational and inspirational rewards for your community and your library, however, will make it all worthwhile. This class will make the task of starting a makerspace less daunting by taking librarians step by step through the planning process. Using readings, online resources, discussions and hands-on exercises, participants will create a plan to bring a makerspace or maker activities to their libraries. Topics covered will include tools, programs, space, funding, partnerships and community outreach. This is a unique opportunity to learn in depth about one public library’s experience creating a fully-functioning makerspace, while also exploring other models for engaging libraries in the maker movement.
Melissa S. Robinson is the Senior Branch Librarian at the Peabody Institute Library’s West Branch in Peabody, Massachusetts. Melissa has over twelve years of experience in public libraries. She has a BA in political science from Merrimack College, a graduate certificate in Women in Politics and Public Policy from the University of Massachusetts Boston and a MLIS from Southern Connecticut State University. She is the co-author of Transforming Libraries, Building Communities (Scarecrow Press, 2013).
Read an interview with Melissa about this class:
http://libraryjuiceacademy.com/news/?p=733
Course Structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
Payment Info
You can register in this course through the first week of instruction. The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants to pay using a purchase order, please contact us to make arrangements.
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Making, Collaboration, and Community: fostering lifelong learning and innovation in a library makerspace
Tuesday, April 7, 2015 10AM-11:30AM PDT
Registration link: http://www.cla-net.org/?855
Travis Good will share insights garnered from having visited different makerspaces and Maker Faires across the country. He will explain why “making” is fundamentally important, what its affecting and why libraries are natural place to house makerspaces. Uyen Tran will discuss how without funding, she was able to turn a study room with two 3D printers into a simple makerspace that is funded and supported by the community. She will also provide strategies for working with community partners to provide free and innovative maker programs and creating a low cost/no cost library maker environment. Resources and programming ideas will also be provided for libraries with varying budgets and staffing. Upon completing this webinar, every attendee should be able to start implementing “maker” programs at their library.
Library Technology Conference, 2015
http://libtechconf.org/
Twitter: #LTC2015
MakerSpace slideshow:
Yes it can and I, Plamen Miltenoff, am trying to convince my esteemed colleagues and administration at LRS to consider educause blog hosted at SCSU as the main vehicle for information. Main consideration is that integrated the blog (as social media) with other social media.
At this point, I have not received an indication that I am even understood what am I proposing. It is that desperate.
MEANWHILE,
ALA offers the following eCourse:
Using WordPress to Build Library Websites
http://www.alastore.ala.org/detail.aspx
it has happened in the past that SCSU money is spent on activity, which I am educated and experienced to deliver. Lets hope that before someone signs for this workshop, h/she might turn fist to me for information.
If you have a desire to bring your departmental Web presence in the 21st century, please feel welcome to contact me.
please have two great articles on the use of social media in the library:
1. Experts as facilitators for the implementation of social media in the library
Vanwynsberghe, H.., Boudry, E.., Verdegem, P.., & Vanderlinde, R.. (2014). Experts as facilitators for the implementation of social media in the library? A social network approach. Library Hi Tech, 32(3), 529-545. doi:10.1108/LHT-02-2014-0015
Excellent article. Apparently, they do things differently in Belgium.
“Social media literacy” (SML) can be defined as not only the practical
and critically cognitive competencies possessed by users of social media, but also the
motivation to employ these media effectively and appropriately for social interaction
and communication on the web (Vanwynsberghe and Verdegem, 2013).
Repeated by me numerous times, but ignored consistently.
p. 530 Therefore, the aim of this study is to empirically assess how a social media expert, or the employee with the most knowledge and skills concerning social media, in the library facilitates, or impedes, the information flow and implementation of social media in the library.
p. 541 The findings suggest that such social media experts play a significant role in either supporting or constraining the information flow and implementation of social media.
5.2 A social media expert plays an important role in the library for spreading
information about social media Unsurprisingly, social media experts are the most central actors for giving social media information; they share more social media information with other librarians and rarely receive information in return. Any information they do receive mostly comes from a person skilled in social media use. The social media expert as the central actor in the information network has the power to facilitate or prevent information exchange about social media (Scott and Carrington, 2012).
this is, if the experts are ALLOWED to participate. What if the social media access is usurped by very few others?
even worse, what if the social media is decentralized across?
++++++++++++++++++++++++++++++++++
2.
Woodsworth, A., & Penniman, W. D. (2015). Current Issues in Libraries, Information Science and Related Fields. Emerald Group Publishing.
Mon, L. and Phillips, A. (2015) ‘The social library in the virtual branch: Serving adults and teens in social spaces’, in Current Issues in Libraries, Information Science and Related Fields. Emerald, pp. 241–268.
The Social Library in the Virtual Branch
p. 256 Lorri Mon and Abigail Phillips. Measuring and Assessing the Results of Social Media Activities
public libraries
at the moment the success is assessed and quantified according the activity by the library and the users.
beyond the activities of viewing, friending, liking, following, commenting, mentioning, and sharing and re-sharing, an important question is: How has this social media activity contributed to furthering the library’s mission, goal, and objectives?
p. 257 Assessing the impact, influence and reach of the library’s social media requires more effort than simply counting followers, friends and likes; e.g. assessing friends or followers as a percentage of the library’s services area.
Planning an impact assessment might involve measuring traffic to the physical library or to specific library web pages before and after FB or Twitter posting, or measuring usage of particular resources before and after a social media promotion.
http://www.researchandmarkets.com/publication/mq2u7gc/library_use_of_ebooks_2013_edition
The study also covers: use of eBooks for course reserves, eBook issues in interlibrary loan, and the emergence of dedicated endowments for eBook purchases. The study also covers the types of eBook models preferred by libraries of different types, and how librarians view likely developments in the eBook industry.
Games in the library
bibliography and research
http://scottnicholson.com/pubs/index.html
Playing in the Past: A History of Games, Toys, and Puzzles in North American Libraries
Author(s): Scott Nicholson
Source: The Library Quarterly, Vol. 83, No. 4 (October 2013), pp. 341-361
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/10.1086/671913
demonstrate the different ways in which libraries have used games, toys, and puzzles over the last 150 years through bothcollections and services
p, 342 Defining games –
p. 348 Games as the Subject of Collections\
p. 350A significant shift in academic libraries is a focus on providing services to students. Since agrowing number of academic publications both current issues and back volumes
are ac-cessible online through library subscriptions, the physical space of academic libraries is notneeded for collections of periodicals. The concept of the “learning commons”has become
popular on US campuses in the past decade; it combines traditional library resources and
the availability of library staff members with group work spaces, computer access and assis-
tance, and writing assistance to provide one place where students can get assistance with
course work. In addition, many of these learning commons also include cafes, social spaces,
and other support of the social lives of students, and it is in this role that academic libraries
provide access to collections of games.
p. 357 Another upcoming area of gaming in libraries is gamification. Gamification is the application of game design elements to a nongame setting ðDeterding et al. 2011Þ.
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Nicholson, S. (2013, June). Exploring Gamification Techniques for Classroom Management. Paper Presented at Games+Learning+Society 9.0, Madison, WI
The concept of meaningful gamification is that the primary use of game layers is not to provide
external rewards, but rather to help participants find a deeper connection to the underyling topic
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More on games in education in this blog
https://blog.stcloudstate.edu/ims/?s=games
https://blog.stcloudstate.edu/ims/?s=gaming
https://blog.stcloudstate.edu/ims/?s=gamification
If you have a video game collection, how does your institution curate and preserve games that are in collections? Do you have advice for selectors on what kinds of file formats to choose, or what techniques are required to ensure the long term usability of the games?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Simon W. Lee, MLIS
Inquiry Librarian
Lead, Learning Technologies
UCLA College (Powell) Library
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
220 Powell Library Building, Box 951450
Los Angeles, CA, 90095-1450
simonlee83@library.ucla.edu
(310) 825-6726
One common trend, however, is that several of the library directors who have left their jobs in recent years have done so after long-term disputes with other groups on campus about how the academic library should change to better serve students and faculty.
In the
Ithaka S+R Library Survey 2013, released this March, almost 90 percent of survey respondents named financial constraints the primary obstacle facing their institutions.
“My sense is that administrators look at libraries as something that is easy to cut or easy to subsume under an IT department, because it feels as though when library materials become electronic, they are best managed by, say, an IT department instead of being managed by the library,”
Other institutions have created positions that combine IT and library director duties, but those efforts haven’t always been successful. At two such institutions, senior administrators introduced the idea, but after faculty members and staffers grew concerned that the directors were emphasizing digital work over books, both lost their jobs. Some of those involved discussed these developments on condition they not be identified.
http://www.rochester.edu/pr/Review/V68N1/inrev15.html
How can academic libraries best help students sort through the growing thicket of online information? By Stanley Wilder
The premise of information literacy is that the supply of information has become overwhelming, and that students need a rigorous program of instruction in research or library-use skills, provided wholly or in part by librarians.
The idea behind information literacy is that our typical freshman is drowning in information, when in fact Google provides her with material she finds good enough, and does so instantaneously. Information literacy assumes that she accepts unquestioningly the information she finds on the Internet, when we know from research that she is a skeptic who filters her results to the best of her ability. Information literacy tells us that she cannot recognize when she needs information, nor can she find, analyze, or use it, when she demonstrably does all of those things perfectly well, albeit at a relatively unsophisticated level.
Simply put, information literacy perceives a problem that does not exist. Furthermore, it misses the real threat of the Internet altogether—which is that it is now sufficiently simple and powerful that students can graduate without ever using the library. That is unfortunate because, for all its strengths, the Internet cannot give students the high-quality scholarly information that is available only through subscription, license, or purchase.
As Roy Tennant noted in the January 1, 2001, Library Journal, “only librarians like to search; everyone else likes to find.” Any educational philosophy is doomed to failure if it views students as information seekers in need of information-seeking training.
Information literacy is also harmful because it encourages librarians to teach ways to deal with the complexity of information retrieval, rather than to try to reduce that complexity.
“The library is a place where readers come to write, and writers come to read.” Dow casts students not as information seekers, but as apprentices engaged in a continuous cycle of reading and writing.
Librarians should use their expertise to deepen students’ understanding of the disciplines they study. My note: ant that’s why LRS needs area specialists, not traditional librarians.
The library must also do a better job of reaching more students, more often. Librarians need to use their expertise to make the library’s online presence approach the simplicity and power of the Internet.
http://projectinfolit.org/
about early adults and their research habits