Archive of ‘academic library’ category

LITA guides

https://rowman.com/Action/SERIES/RL/LITA

Topics for consideration include:

  • Tools for big data
  • Developing in-house technology expertise
  • Budgeting for technology
  • Writing a technology plan
  • K-12 technology
  • Applications of agile development for libraries
  • Grant writing for library technology
  • Security for library systems

Questions or comments can be sent to Marta Deyrup, LITA Acquisitions Editor.

Proposals can be submitted to the Acquisitions editor using this link.

digital access to nonprint collections

Digital Access to Non-Print Collections

University libraries have held collections of books and printed material throughout their existence and continue to be perceived as repositories for physical collections.  Other non-print specialized collections of interest have been held in various departments on campus such as Anthropology, Art, and Biology due to the unique needs of the collections and their usage.  With the advent of electronic media, it becomes possible to store these non-print collections in a central place, such as the Libray.

The skills needed to curate artifacts from an archeological excavation, biological specimens from various life forms, and sculpture work are very different, making it difficult for smaller university libraries to properly hold, curate, and make available such collections.  In addition, faculty in the various departments tend to want those collections near their coursework and research, so it can be readily available to students and researchers. With the expansion of online learning, the need for such availability becomes increasingly pronounced.

With the advent of 3 dimensional (3D) scanners, it has become possible for a smaller library to hold digital representations of these collections in an archive that can be curated from the various departments by experts in the discipline.  The Library can then make the digital representations available to other researchers, students, and the public through kiosks in the Library or via the Internet.  Current methods to scan and store an artifact in 3Dstill require expertise not often found in a Library.

We propose to use existing technology to build an easy-to-use system to scan smaller artifacts in 3D.  The project will include purchase and installation of a workstation in the Library where the artifact collection can be accessed using a large touch-screen monitor, and a portable, easy-to-use 3D scanning station.  Curators of collections from various departments on the St. Cloud State University campus can check out the scanning station, connect to power and Internet where the collection is located, and scan their collection into the libraries digital archives, making the collection easily available to students, other researchers and the public.

The project would include assembly of two workstations previously mentioned and potentially develop the robotic scanner.  Software would be produced to automate the workflow from the scanner to archiving the digital representation and then make the collection available on the Internet.

This project would be a collaboration between the St. Cloud State University Library (https://www.stcloudstate.edu/library/  and  Visualization Laboratory (https://www.facebook.com/SCSUVizLab/). The project would use the expertise and services of the St. Cloud State Visualization Laboratory.  Dr. Plamen Miltenoff, a faculty with the Library will coordinate the Library initiatives related to the use of the 3D scanner. Mark Gill, Visualization Engineer, and Dr. Mark Petzold, Associate Professor of Electrical and Computer Engineering will lead a group of students in developing the software to automate the scanning, storage, and retrieval of the 3D models.  The Visualization Lab has already had success in 3D scanning objects for other departments and in creating interactive displays allowing retrieval of various digital content, including 3D scanned objects such animal skulls and video. A collaboration between the Library, VizLab and the Center for Teaching and Learning (, https://www.stcloudstate.edu/teaching/) will enable campus faculty to overcome technical and financial obstacles. It will promote the VizLab across campus, while sharing its technical resources with the Library and making those resources widely available across campus. Such work across silos will expose the necessity (if any) of standardization and will help faculty embrace stronger collaborative practices as well as spur the process of reproduction of best practices across disciplines.

Budget:

Hardware Cost
42” Touch Screen Monitor $2200
Monitor Mount $400
2 Computer Workstations $5000
Installation $500
Cart for Mobile 3D Scanner $1000
3D Scanner (either purchase or develop in-house) $2000
Total $11100

 

The budget covers two computer workstations.  One will be installed in the library as a way to access the digital catalog, and will include a 42 inch touch screen monitor mounted to a wall or stand.  This installation will provide students a way to interact with the models in a more natural way.  The second workstation would be mounted on a mobile cart and connected to the 3D scanner.  This would allow collection curators from different parts of campus to check out the scanner and scan their collections.  The ability to bring the scanner to the collection would increase the likelihood  the collections to be scanned into the library collection.

The 3D scanner would either be purchased off-the shelf or designed by a student team from the Engineering Department.  A solution will be sought to use and minimize the amount of training the operator would need.  If the scanner is developed in-house, a simple optical scanner such as an XBox Kinect device and a turntable or robotic arm will be used.  Support for the XBox Kinect is built into Microsoft Visual Studio, thus creating the interface efficient and costeffective.

Timeline

Task Start Time End Time
Catalog Software October 2017 December 2017
Scanner Interface October 2017 March 2018
Web Interface January 2018 May 2018
System Installation March 2018 May 2018

Personnel

Plamen Miltenoff, Ph.D., MLIS

pmiltenoff@stcloudstate.edu

320-308-3072

Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/

 

Mark Petzold, Ph.D.
mcpetzold@stcloudstate.edu
320-308-4182
Dr. Petzold is an Associate Professor in Electrical and Computer Engineering.  His current projects involve visualization of meteorological data in a virtual reality environment and research into student retention issues.  He is co-PI on a $5 million NSF S-STEM grant which gives scholarships to low income students and investigates issues around student transitions to college.

Mark Gill

mcgill@stcloudstate.edu

320-308-5605

Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory.  He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc.  He holds a Masters of Science in Software Engineering.

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University of Nevada, Reno and Pennsylvania State University 41 campus libraries to include collaborative spaces where faculty and students gather to transform virtual ideas into reality.

Maker Commons in the Modern Library: Six Reasons 3D Printers Should be in Your School’s Library

Maker Commons in the Modern Library 6 REASONS 3D PRINTERS SHOULD BE IN YOUR LIBRARY

1. Librarians Know How to Share 2. Librarians Work Well with IT People 3. Librarians Serve Everybody 4. Librarians Can Fill Learning Gaps 5. Librarians like Student Workers 6. Librarians are Cross-Discipline

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more on grants in this IMS blog
http://blog.stcloudstate.edu/ims?s=grant

scsu library position proposal

Please email completed forms to librarydeansoffice@stcloudstate.edu no later than noon on Thursday, October 5.

According to the email below, library faculty are asked to provide their feedback regarding the qualifications for a possible faculty line at the library.

  1. In the fall of 2013 during a faculty meeting attended by the back than library dean and during a discussion of an article provided by the dean, it was established that leading academic libraries in this country are seeking to break the mold of “library degree” and seek fresh ideas for the reinvention of the academic library by hiring faculty with more diverse (degree-wise) background.
  2. Is this still the case at the SCSU library? The “democratic” search for the answer of this question does not yield productive results, considering that the majority of the library faculty are “reference” and they “democratically” overturn votes, who see this library to be put on 21st century standards and rather seek more “reference” bodies for duties, which were recognized even by the same reference librarians as obsolete.
    It seems that the majority of the SCSU library are “purists” in the sense of seeking professionals with broader background (other than library, even “reference” skills).
    In addition, most of the current SCSU librarians are opposed to a second degree, as in acquiring more qualification, versus seeking just another diploma. There is a certain attitude of stagnation / intellectual incest, where new ideas are not generated and old ideas are prepped in “new attire” to look as innovative and/or 21st
    Last but not least, a consistent complain about workforce shortages (the attrition politics of the university’s reorganization contribute to the power of such complain) fuels the requests for reference librarians and, instead of looking for new ideas, new approaches and new work responsibilities, the library reorganization conversation deteriorates into squabbles for positions among different department.
    Most importantly, the narrow sightedness of being stuck in traditional work description impairs  most of the librarians to see potential allies and disruptors. E.g., the insistence on the supremacy of “information literacy” leads SCSU librarians to the erroneous conclusion of the exceptionality of information literacy and the disregard of multi[meta] literacies, thus depriving the entire campus of necessary 21st century skills such as visual literacy, media literacy, technology literacy, etc.
    Simultaneously, as mentioned above about potential allies and disruptors, the SCSU librarians insist on their “domain” and if they are not capable of leading meta-literacies instructions, they would also not allow and/or support others to do so.
    Considering the observations above, the following qualifications must be considered:
  3. According to the information in this blog post:
    http://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/
    for the past year and ½, academic libraries are hiring specialists with the following qualifications and for the following positions (bolded and / or in red). Here are some highlights:
    Positions
    digital humanities
    Librarian and Instructional Technology Liaison

library Specialist: Data Visualization & Collections Analytics

Qualifications

Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment.

Programming skills – Demonstrated experience with one or more metadata and scripting languages (e.g.Dublin Core, XSLT, Java, JavaScript, Python, or PHP)
Data visualization skills
multi [ meta] literacy skills

Data curation, helping students working with data
Experience with website creation and design in a CMS environment and accessibility and compliance issues
Demonstrated a high degree of facility with technologies and systems germane to the 21st century library, and be well versed in the issues surrounding scholarly communications and compliance issues (e.g. author identifiers, data sharing software, repositories, among others)

Bilingual

Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.

Experience developing for, and supporting, common open-source library applications such as Omeka, ArchiveSpace, Dspace,

 

Responsibilities
Establishing best practices for digital humanities labs, networks, and services

Assessing, evaluating, and peer reviewing DH projects and librarians
Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
Coordinates the transmission of online workshops through Google HangoutsScript metadata transformations and digital object processing using BASH, Python, and XSLT

liaison consults with faculty and students in a wide range of disciplines on best practices for teaching and using data/statistical software tools such as R, SPSS, Stata, and MatLab.

 

In response to the form attached to the Friday, September 29, email regarding St. Cloud State University Library Position Request Form:

 

  1. Title
    Digital Initiatives Librarian
  2. Responsibilities:
    TBD, but generally:
    – works with faculty across campus on promoting digital projects and other 21st century projects. Works with the English Department faculty on positioning the SCSU library as an equal participants in the digital humanities initiatives on campus
  • Works with the Visualization lab to establish the library as the leading unit on campus in interpretation of big data
  • Works with academic technology services on promoting library faculty as the leading force in the pedagogical use of academic technologies.
  1. Quantitative data justification
    this is a mute requirement for an innovative and useful library position. It can apply for a traditional request, such as another “reference” librarian. There cannot be a quantitative data justification for an innovative position, as explained to Keith Ewing in 2015. In order to accumulate such data, the position must be functioning at least for six months.
  2. Qualitative justification: Please provide qualitative explanation that supports need for this position.
    Numerous 21st century academic tendencies right now are scattered across campus and are a subject of political/power battles rather than a venue for campus collaboration and cooperation. Such position can seek the establishment of the library as the natural hub for “sandbox” activities across campus. It can seek a redirection of using digital initiatives on this campus for political gains by administrators and move the generation and accomplishment of such initiatives to the rightful owner and primary stakeholders: faculty and students.
    Currently, there are no additional facilities and resources required. Existing facilities and resources, such as the visualization lab, open source and free application can be used to generate the momentum of faculty working together toward a common goal, such as, e.g. digital humanities.

 

 

 

 

Scholarly Communication Library Publishing

Pre-Conference Workshop | Sunday, March 4, 2018 | 1:00pm – 5:00pm

Conference Track: Scholarly Communication & Library Publishing

More information and registration online at http://www.electroniclibrarian.org/18-workshop-scholarly-communication-essentials/

This workshop will provide attendees, no matter their role in their own institution, with the knowledge, vocabulary, and basic skills needed to communicate intelligently with other stakeholders in the fast-changing scholarly communication landscape.

the economics of commercial and open access publishing; open access publishing models; common misconceptions about open access and how to address them; predatory publishing; copyright, author rights and legislation; article-level- and alt- metrics, and open educational resources.

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 (http://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?

http://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
http://blog.stcloudstate.edu/ims?s=security

more on privacy in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=privacy

Academic Librarianship Today

Academic Librarianship Today

Tuesday, July 18, 2017 1:00 PM Central

Hosted by Yale University Library’s Todd Gilman, this webinar offers multiple expert perspectives on the transformation of libraries as information organizations, the influence of technology on how we provide academic information resources and services in a digital and global environment, and the various career opportunities available for academic librarians now and in the future. The speakers offer broad and diverse views, ranging from those of senior administrators and practitioners working in North American academic libraries large and small to thought leaders from recognized non-profit organizations devoted to research and strategic guidance for libraries in the digital age, to library school faculty. What emerges is a library landscape at once full of promise and exciting initiatives yet beset by seemingly insurmountable challenges-how to attract and retain the talent needed for current and future professional roles, how to keep up with ever-advancing computer technology, and how to pay for all this along with the vast quantity of research materials our ambitious and accomplished patrons demand.

12 passive-aggressive phrases you should never use

John Rampton, Entrepreneur  Mar. 17, 2017, 11:51 AM

http://www.businessinsider.com/12-passive-aggressive-phrases-you-should-never-use-2017-3

Passive-aggressive behavior is frustrating for both parties involved. It’s unproductive and it makes you and others become less trusted in the workplace.

  1. ‘Fine.’

My best friend recently brought this phrase to my attention. As my friend pointed out, whenever someone tells you that everything is “fine,” that always means the opposite. It turns out this is pretty spot-on. Signe Whitson L.S.W. states in Psychology Today that the “passive aggressive person uses phrases like ‘Fine’ in order to express anger indirectly and to shut down direct, emotionally honest communication.”

  1. ‘No worries.’

Actually, you do have worries. Christine Schoenwald elaborates in Thought Catalog that “This translates to ‘I’m saying no worries but what I actually mean is screw you. I won’t say what I’m really feeling but will hold it against you until I explode.'”

  1. ‘If you really want to.’

This may appear to be accommodating at first, but don’t be fooled. Whenever you tell someone, or someone tells you, this phrase, you’re actually being noncommittal. It may sound as if you’re going along with the plan, but inside you’re not all that thrilled — but you just don’t know how to communicate those feelings, or you may thing that the other person will be mad.

  1. ‘Thanks in advance.’

I’m horrible at this one, and it’s something I’m working on each day. It’s another phrase that may appear innocent at first. But it pretty much means that you’re expecting them to do whatever it is you’re asking and they pretty much have to do it. This damages your relationship with this person.

  1. ‘I was surprised/confused/curious about …’

When you hear this or see the text you can be certain it is used to disguise criticism, as opposed to be being upfront. Jennifer Winter recalls on The Muse the time she had a colleague who used phrases like this as “an attempt to soften the blow.” Winter, however, “took it as a stab in the back because my boss was in attendance — and that feeling led me to promptly ignore her feedback.”

  1. ‘I’m not mad.’

This one destroyed my relationship with my ex-wife. I never expressed how I truly felt. I’ve now learned to voice my opinions openly and be honest with my spouse. It’s the same in the workplace. Yes. This person is livid. They’re just not being honest with you. I find that whenever I use this phrase I don’t feel as if I can be honest with the person. Learn to express how you feel.

  1. ‘Whatever.’

I once had a disagreement with a friend that took place over text messaging. When they dropped the ‘whatever’ response I almost went through the roof. It was infuriating because I knew that they did care — they just didn’t want to keep that discussion going. Yes this person is mad, and now you are too. It’s not helping.

  1. ‘So …’

How can a two-letter word pack such a punch? Because most of the time it’s followed by text that either is awkward or shows their agitation. For example, “So … are we going to the movies tonight?” or “So … did you get my email?” The person on the other side is clearly agitated that you haven’t responded yet. And that’s a problem when you honestly haven’t had a chance to get back to the person.

Or, it could be the beginning of an uncomfortable conversation; the person just does not know how to come out and say it. When someone says, “So …” to me, and then that weird pause, I have the almost irresistible desire to say, “So … what?” And make an exit. This can even be expressed in the content marketing you put up on your website.

  1. ‘Just wondering…’

You see this text when someone is asking you for an unreasonable request, like, “Just wondering if you were in the city tomorrow and could pick up my brother for the train station?” Even if you were in the city, the train station could be nowhere close to where you’re at. In other words, this person knows he or she shouldn’t be asking you for this favor but will ask anyway. Keep in mind that some shy people may use this question when asking if you want to go somewhere or do something with them. Like, “I was just wondering if you would like to go to the movies with me?”

  1. ‘I was only joking.’

Sarcasm is on the most common manifestations of passive aggressiveness. If this person makes a comment that upsets you and this is what follows, then you know it wasn’t a joke at all. The person meant what was said but is backing away to cover up his or her true feelings. This is an especially damaging phrase when used in a relationship or (often) in front of other people, as a put-down.

  1. ‘Hope it’s worth it.’

This phrase should be rather obvious. The person you’re communicating with clearly doesn’t want you to do something but is aware that you will do so anyway. Instead of expressing concern, the person will leave with this passive-aggressive text and stew until it become a major issue. This person will also beg you to discuss it later so he or she can use the phrase again on you. It’s a shaming phrase.

  1. ‘Your thoughts?’

In most cases I find this a pretty harmless phrase. Asking for someone’s thoughts on dinner, etc. But this phrase can also be used a way to tell someone that he or she screwed up. “Your behavior has been subpar at work, your thoughts?” or “I wasn’t that happy with how this assignment turned out, your thoughts?” Both of these are passive-aggressive and damage your relationship with the person.

Your thoughts … on this article? What other phrases do you find yourself or others using that are passive-aggressive? I’m not mad, just tell me.

Read the original article on Entrepreneur. Copyright 2017.

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more on passive aggressive behavior in this IMS blog
http://blog.stcloudstate.edu/ims?s=passive+aggressive

faculty, research and library

Ithaka S+R US Faculty Survey 2015

April 4, 2016 Christine WolffAlisa B. RodRoger C. Schonfeld http://sr.ithaka.org/?p=277685

The scholar-centric nature of the questionnaire ensures that potential changes in research and teaching inform our thinking, not only about academic libraries and scholarly publishing, but about changes in the educational enterprise more broadly.

My note:

By showcasing the diminishing role of physical presence and the increasing research using online methods, this study clearly proves that the 4/5 years debate if the reference librarians must sit on that desk (and answer the most popular question “where is the bathroom”) is futile.

What the study does not show, since it is conducted in its traditional (conservative) form, is that the library is NOT only the traditional library, where faculty and student search for information (being that in its physical appearance or in online access), but the library entails services, very close to the ones offered by IMS.

I see a discrepancy between literature (where libraries compel much more proactive approach regarding services) and the structure of this survey, which focuses on the traditional (conservative) role of the library as a gatekeeper to online resources [only]. Besides entrenching in 90’s practices of information literacy and/or “dressing up” old-fashioned information literacy with the new cloths of “digital literacy”as I witness at my workplace, the faculty must have been surveyed on the skills in metaliteacies, which the library can [must] provide, as per literature.

Who Will Answer Your Copyright Question?

Lawyer or Librarian? Who Will Answer Your Copyright Question? – S
http://www.iposgoode.ca/2015/09/lawyer-or-librarian-who-will-answer-your-copyright-question/

Copyright law is no longer just the domain of lawyers. While there is a definite and important role in copyright for lawyers, the role of librarians has and will continue to increase when it comes to the day-to-day management of copyright law, and there’s a balance between what lawyers may do and what librarians may do.

This balance suggests the need for collaboration. Sometimes the teaming up of lawyers with librarians and information specialists may be the best strategy.

MOOCs in the libraries

This blog entry is related to a previous one:

http://blog.stcloudstate.edu/ims/?p=91

From: <Proffitt>, Merrilee <proffitm@oclc.org>
Date: Thursday, April 25, 2013 2:39 PM
To: “Proffitt,Merrilee” <proffitm@oclc.org>
Subject: Outputs from MOOCs and Libraries meeting

Hello,

I’m writing to you again, as promised, to let you know that ALL of the outputs from our MOOCs and Libraries meeting are now available online. You may have already seen the announcement below, but just in case this escaped your attention, I am sending it to you, directly. I hope you will use and share!

“MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?” Event Summarized in Series of Six Hangingtogether Blog Posts

Tweet:#mooclib

The 18-19 March “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?” event featured thoughtful and provocative presentations about how libraries are already getting involved with MOOCs, and engaged attendees in discussions about strategic opportunities and challenges going forward. OCLC Research Senior Program Officer Merrilee Proffitt helped to organize the event and has posted a series of six blog posts on the OCLC Research blog, Hangingtogether, that recap presentation highlights and summarize its outcomes.

These blog posts include:

  1. MOOCs and Libraries: Introduction;
  2. MOOCs and Libraries: Copyright, Licensing, Open Access
  3. MOOCs and Libraries: Production and Pedagogy
  4. MOOCs and Libraries: New Opportunities for Librarians
  5. MOOCs and Libraries: Who Are the Masses? A View of the Audience
  6. MOOCs and Libraries: Next Steps?

In addition, a MOOCs and Libraries video playlist that comprises 11 videos of the event sessions is available on the MOOCs and Libraries event page, and on the OCLC Research YouTube Channel. Links to the presenters’ slides, the next steps document (.pdf: 124K/1 pp.), the MOOCs online poll responses (.pdf: 67K/2 pp.), and the #mooclib archived tweets pdf: 639K/32 pp.) from this event are also available on the MOOCs and Libraries event page.

All best,

Merrilee

Merrilee Proffitt, Senior Program Officer
OCLC Research
777 Mariners Island Blvd Suite 550
San Mateo, CA 94404 USA
+1-650-287-2136

Merrilee blogs at hangingtogether.org
Follow me on Twitter @merrileeiam