disconnects into three categories—technology, policy, and unexploited opportunities—and discuss ways academic libraries can create next-generation landscapes to address these gaps.
Most library information systems and discovery tools are not easy to customize and remain substantially limited by an enduring library obsession with individual privacy and copyright.
Technology Disconnects
Some of the key technology disconnects between libraries and current online communities include:
Libraries lack tools to support the creation of new-model digital scholarship and to enable the use of Web services frameworks to support information reformatting (for example, RSS) and point-of-need Web-based assistance (multimedia tutorials or instant messaging assistance).
Dogmatic library protection of privacy inhibits library support for file-sharing, work-sharing, and online trust-based transactions that are increasingly common in online environments, thus limiting seamless integration of Web-based services.
Ubiquitous handheld access is more prominent thanks to digital lifestyle devices such as smart phones and iPods, yet libraries still focus on digital content for typical desktop PCs.
Policy Disconnects
Drawing a clear line between technology and policy can be difficult. For example, how many of the characteristics of current libraries (identified by the list below) are driven purely by technology or by policy? These traits include:
Mainly electronic text-based collections with multimedia content noticeably absent
Constructed for individual use but requires users to learn from experts how to access and use information and services
Library presence usually “outside” the main online place for student activity (MySpace, iTunes, Facebook, the campus portal, or learning management system)
Similarly, a policy solution might be required to address the following types of disconnects between libraries and online users:
Deliberately pushing library search tools into other environments such as learning management systemsor social network infrastructure and, conversely, integrating popular external search tools into library frameworks (such as Google Scholar and MS Academic Live Search or LibX.org)
Libraries linking and pointing to larger sets of open-access data that add context to their local collections
Restructuring access to reflect use instead of library organizational structure
Opportunity Disconnects
What is your library doing to:
Support the user’s affinity for self-paced, independent, trial-and-error methods of learning?
Create opportunities to make library information look and behave like information that exists in online entertainment venues?
Explore alternative options for delivering information literacy skills to users in online environments and alternate spaces?
Apply the typical user’s desire for instant gratification to the ways that libraries could be using technology for streamlined services?
Redefine administrative, security, and policy restrictions to permit online users an online library experience that rivals that of a library site visit?
Preserve born-digital information?
The promise of seamlessness that stems from ubiquitous computing access and instantly available networked information is, unfortunately, stifled significantly within the libraries of today.
Digital badges unify the learning that happens in these diverse contexts—often at a relatively granular level—with a common and portable representation of achievement.
Digital badges:
include a consistent set of metadata or information about the nature of the assessment, experience, or criteria that led to the skills or competency-based outcomes represented;
incorporate authentic evidence of the outcome being certified;
can be shared, displayed, or pulled into different kinds of platforms and environments in both human-readable and machine-readable formats;
can be distributed in a simple, consistent format, fostering relationship building, networking, and just-in-time career development opportunities;
are searchable and discoverable in a range of settings; and
offer data and insights about how and where they are used, valued, and consumed.
As a marker of achievement, a digital badge looks both backward and forward at the same time: backward to the experience or assessment that was completed to qualify for it, and forward to the benefits, rewards, or new opportunities available to those who have earned it.
Some of the possibilities you might consider include:
Serving as an alternate qualification for lifelong learning. Degrees and licenses certify summative achievements often following formal education programs or courses of study; do your digital badges provide official certification recognizing learning that is more granular, formative, or incremental?
Surfacing, verifying, or sharing evidence of achievement. How can we surface discrete evidence that certifies a skill or accomplishment, and by doing so arm learners with official recognition they can use toward new opportunities? Does validating and making a specific success or outcome more visible, portable, and sharable help a learner move successfully from one learning experience to the next?
Democratizing the process of issuing credit. How can we empower anyone who can observe or assess meaningful achievements to issue digital recognition of those accomplishments, even if that means that credential issuing becomes less centralized?
Exposing pathways and providing scaffolding. How can we better suggest or illuminate a path forward for learners while also enabling that pathway and progress to be shared with an external audience of peers or potential employers?
Supporting ongoing engagement. How can digital badges support learners incrementally as they progress through a learning experience? Can we enhance motivation before and after the experience?
The process for developing an effective badge system can be broken into steps:
Create a badge constellation. A constellation is a master plan or blueprint that shows all of the badges you intend to offer and how they relate to core themes or to each other.
Map meaning to each badge and to the overall badge system. Ensure that each part of your constellation has a value to the earner, to your organization, and to those who would reward or offer opportunities to bearers of each badge.
Identify or develop an assessment strategy. How will you know when an earner is ready to receive a badge? Are existing assessments, observation opportunities, or measures already in place, or does your system require new ways to determine when an individual has qualified for a digital badge or credential? What activities or work will be assessed, and what evidence can accompany each issued badge?
Determine relationships within the system and how learners progress. Is your plan one that shows progress, where components build on one another? How does one badge relate to another or stack to support ongoing personal or professional development?
Incorporate benefits, opportunities, and rewards into the system. Work backwards from the benefits that will be available to those who earn badges in your system. Does each badge serve a greater purpose than itself? What doors does it unlock for earners? How will you communicate and promote the value of your badges to all constituents?
Address technology considerations. How will you create and issue badges? Where and how will the badges be displayed or consumed by other systems and platforms in which they realize their potential value?
Develop an appropriate graphic design. While the visual design is but one element of a badge rich with data, how an achievement is visually represented communicates a great deal of additional information. Digital badges offer a unique and powerful opportunity to market the skills and capabilities of those who complete your programs, and badges promote your initiatives as well as your organization and what it values.
Data Visualization Designer and Consultant for the Arts
Lecturer
The University Libraries of Virginia Tech seeks a specialist to join a team offering critical and sophisticated new technology development services that enhance the scholarly and creative expression of faculty and graduate students. This new position will bring relevant computational techniques to the enhance the fields of Art and Design at Virginia Tech, and will serve as a visual design consultant to project teams using data visualization methodologies.
The ideal candidates will have demonstrated web development and programming skills, knowledge of digital research methods and tools in Art and Design, experience managing and interpreting common types of digital data and assets studied in those fields.
The Data Visualization Designer & Digital Consultant for the Arts will not only help researchers in Art and Design fields develop, manage, and sustain digital creative works and digital forms of scholarly expression, but also help researchers across Virginia Tech design effective visual representations of their research. Successful candidates will work collaboratively with other Virginia Tech units, such as the School of Visual Arts; the School of Performing Arts; the Moss Center for the Arts; the Institute for Creativity, Arts, and Technology; and the arts community development initiative VTArtWorks (made possible by the Institute of Museum and Library Services [SP-02-15-0034-15])
Responsibilities
– Investigates and applies existing and emerging technologies that help strengthen the Libraries’ mission to enhance and curate visual representations of data at Virginia Tech.
– Develops and modifies technologies and designs processes that facilitate data visualization/exploration, data and information access, data discovery, data mining, data publishing, data management, and preservation
– Serves as consultant to researchers on data visualization, visual design principles, and related computational tools and methods in the digital arts
– Keeps up with trends in digital research issues, methods, and tools in related disciplines
– Identifies data, digital scholarship, and digital library development referral opportunities; makes connections with research teams across campus
– Participates in teams and working groups and in various data-related projects and initiatives as a result of developments and changes in library services
The James E. Walker Library at Middle Tennessee State University (MTSU) seeks a systems librarian to contribute to the mission of the library through administration and optimization of the library’s various management systems.
This is a 12-month, tenure-track position (#401070) at the rank of assistant/associate professor. Start date for the position is July 1, 2018. All library faculty are expected to meet promotion and tenure standards.
This position reports to the team director. The successful candidate will collaborate with campus faculty and library colleagues to ensure long-term preservation and accessibility of digital assets, projects, and datasets collected and created by the library, and to support metadata strategies associated with digital scholarship and special collections. The person in this position will engage in national and/or international initiatives and insure that best practice is followed for curation of digital materials.
Responsibilities:
Coordinate management of digital repositories, working across teams, including Digital Initiatives & Scholarly Communication, Special Collections & Archives, Technology, and Resource Services, to ensure the sustainability of projects and content
Create and maintain policies and procedures guiding digital preservation practices, including establishing authenticity and integrity workflows for born digital and digitized content
In collaboration with the Digital Collections Librarian, create guidelines and procedures for metadata creation, transformation, remediation, and enhancement
Perform metadata audits of existing digital assets to ensure compliance with standards
Maintain awareness of trends in metadata and resource discovery
Participates in team and library-wide activities; serves on Library, Librarians’ Assembly, and University committees; represents the library in relevant regional, state, and national organizations
Participates in local, regional, or national professional organizations; enriches professional expertise by attending conferences and professional development opportunities, delivering presentations at professional meetings, publishing in professional publications, and serving on professional committees
Perform other duties as assigned
Required Qualifications:
Master’s degree in Library Science from an ALA-accredited program or a master’s degree in a related field
Knowledge of best practices for current digital library standards for digital curation and of born digital and digitized content
Knowledge of current trends in data stewardship and data management plans
Experience with preservation workflows for born digital and digitized content
Experience with metadata standards and protocols (such as Dublin Core, Open Archives Initiative-Protocol for Metadata Harvesting (OAI-PMH), METS, MODS, PREMIS)
Demonstrated ability to manage multiple projects, effectively identify and leverage resources, as well as meet deadlines and budgets
Aptitude for complex, analytical work with an attention to detail
Ability to work independently and as part of a team
Excellent communication skills
Strong service orientation
Desired Qualifications:
One to three years of experience with digital preservation or metadata creation in an academic library setting
Experience with developing, using, and preserving research data collections
Familiarity with GIS and data visualization tools
Demonstrated skills with scripting languages and/or tools for data manipulation (e.g. OpenRefine http://openrefine.org/, Python, XSLT, etc.)
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Mimi O’Malley is the learning technology translation strategist at Spalding University
THE DIGITAL HUMANITIES: IMPLICATIONS FOR LIBRARIANS,
LIBRARIES, AND LIBRARIANSHIP
The redefinition of humanities scholarship has received major attention in higher education over the past few years. The advent of digital humanities has challenged many aspects of academic librarianship. With the acknowledgement that librarians must be a necessary part of this scholarly conversation, the challenges facing subject/liaison librarians, technical service librarians, and library administrators are many. Developing the knowledge base of digital tools, establishing best procedures and practices, understanding humanities scholarship, managing data through the research lifecycle, teaching literacies (information, data, visual) beyond the one-shot class, renegotiating the traditional librarian/faculty relationship as ‘service orientated,’ and the willingness of library and institutional administrators to allocate scarce resources to digital humanities projects while balancing the mission and priorities of their institutions are just some of the issues facing librarians as they reinvent themselves in the digital humanities sphere.
A CALL FOR PROPOSALS
College & Undergraduate Libraries, a peer-reviewed journal published by Taylor & Francis, invites proposals for articles to be published in the fall of 2017. The issue will be co-edited by Kevin Gunn (gunn@cua.edu) of the Catholic University of America and Jason Paul (pauljn@stolaf.edu) of St. Olaf College.
The issue will deal with the digital humanities in a very broad sense, with a major focus on their implications for the roles of academic librarians and libraries as well as on librarianship in general. Possible article topics include, but are not limited to, the following themes, issues, challenges, and criticism:
Developing the project development mindset in librarians
Creating new positions and/or cross-training issues for librarians
Librarian as: point-of-service agent, an ongoing consultant, or as an embedded project librarian
Developing managerial and technological competencies in librarians
Administration support (or not) for DH endeavors in libraries
Teaching DH with faculty to students (undergraduate and graduate) and faculty
Helping students working with data
Managing the DH products of the data life cycle
Issues surrounding humanities data collection development and management
Relationships of data curation and digital libraries in DH
Issues in curation, preservation, sustainability, and access of DH data, projects, and products
Linked data, open access, and libraries
Librarian and staff development for non-traditional roles
Teaching DH in academic libraries
Project collaboration efforts with undergraduates, graduate students, and faculty
Data literacy for librarians
The lack of diversity of librarians and how it impacts DH development
Advocating and supporting DH across the institution
Developing institutional repositories for DH
Creating DH scholarship from the birth of digital objects
Consortial collaborations on DH projects
Establishing best practices for dh labs, networks, and services
Assessing, evaluating, and peer reviewing DH projects and librarians.
Articles may be theoretical or ideological discussions, case studies, best practices, research studies, and opinion pieces or position papers.
Proposals should consist of an abstract of up to 500 words and up to six keywords describing the article, together with complete author contact information. Articles should be in the range of 20 double-spaced pages in length. Please consult the following link that contains instructions for authors: http://www.tandfonline.com/action/authorSubmission?journalCode=wcul20&page=instructions#.V0DJWE0UUdU.
Please submit proposals to Kevin Gunn (gunn@cua.edu) by August 17, 2016; please do not use Scholar One for submitting proposals. First drafts of accepted proposals will be due by February 1, 2017 with the issue being published in the fall of 2017. Feel free to contact the editors with any questions that you may have.
Kevin Gunn, Catholic University of America
Jason Paul, St. Olaf College
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The Transformational Initiative for Graduate Education and Research (TIGER) at the General Library of the University of Puerto Rico-Mayaguez (UPRM) seeks an enthusiastic and creative Research Services Librarian to join our recently created Graduate Research and Innovation Center (GRIC).
The Research Services Librarian works to advance the goals and objectives of Center and leads the creation and successful organization of instructional activities, collaborates to envision and implement scholarly communication services and assists faculty, postdoctoral researchers, and graduate students in managing the lifecycle of data resulting from all types of projects. This initiative is funded by a five year grant awarded by the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program (PPOHA), Title V, Part B, of the U.S. Department of Education.
The Research Services Librarian will build relationships and collaborate with the GRIC personnel and library liaisons as well as with project students and staff. This is a Librarian I position that will be renewed annually (based upon performance evaluation) for the duration of the project with a progressive institutionalization commitment starting on October 1st, 2016. .
The Mayaguez Campus of the University of Puerto Rico is located in the western part of the island. Our library provides a broad array of services, collections and resources for a community of approximately 12,100 students and supports more than 95 academic programs. An overview of the library and the university can be obtained through http://www.uprm.edu/library/.
REQUIRED QUALIFICATIONS
Master’s degree in library or information science (MLS, MIS, MLIS) from an ALA (American Library Association)-accredited program • Fully bilingual in English and Spanish • Excellent interpersonal and communication skills and ability to work well with a diverse academic community • Experience working in reference and instruction in an academic/research library and strong assessment and user-centered service orientation • Demonstrated experience working across organizational boundaries and managing complex stakeholder groups to move projects forward • Experience with training, scheduling and supervising at various settings • Ability to work creatively, collaboratively and effectively on teams and on independent assignments • Experience with website creation and design in a CMS environment and accessibility and compliance issues • Strong organizational skills and ability to manage multiple priorities.
PREFERRED QUALIFICATIONS
Experience creating and maintaining web-based subject guides and tutorials • Demonstrated ability to deliver in-person and online reference services • Experience helping researchers with data management planning and understanding of trends and issues related to the research lifecycle, including creation, analysis, preservation, access, and reuse of research data • 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) • Demonstrate awareness of emerging trends, best practices, and applicable technologies in academic librarianship • Demonstrated experience with one or more metadata and scripting languages (e.g. Dublin Core, XSLT, Java, JavaScript, Python, or PHP) • Academic or professional experience in the sciences or other fields utilizing quantitative methodologies • Experience conducting data-driven analysis of user needs or user testing.
Second master’s degree, doctorate or formal courses leading to a doctorate degree from an accredited university
PRIMARY RESPONSIBILITIES AND DUTIES
Manages daily operations, coordinates activities, and services related to the GRIC and contributes to the continuing implementation of TIGER goals and objectives.
Works closely with liaison and teaching librarians to apply emerging technologies in the design, delivery, and maintenance of high-quality subject guides, digital collection, learning objects, online tutorials, workshops, seminars, mobile and social media interfaces and applications.
Provide support to faculty and graduate students through the integration of digital collection, resources, technologies and analytical tools with traditional resources and by offering user-centered consultation and specialized services 4. Participates in the implementation, promotion, and assessment of the institutional repository and e-science initiative related to data storage, retrieval practices, processes, and data literacy/management.
Advises and educates campus community about author’s rights, Creative Commons licenses, copyrighted materials, open access, publishing trends and other scholarly communication issues.
Develops new services as new needs arise following trends in scholarly communication e-humanities, and e-science.
Provides and develops awareness and knowledge related to digital scholarship and research lifecycle for librarians and staff.
Actively disseminates project outcomes and participates in networking and professional development activities to keep current with emerging practices, technologies and trends.
Actively promote TIGER or GRIC related activities through social networks and other platforms as needed.
Periodically collects, analyzes, and incorporates relevant statistical data into progress reports as needed (e.g. Facebook, Twitter, Springshare, among others).
Actively collaborates with the TIGER Project Assessment Coordinator and the Springshare Administrator to create reports and tools to collect data on user needs.
Coordinates the transmission of online workshops through Google Hangouts Air with the Agricultural Experiment Station Library staff.
Collaborates in the creation of grants and external funds proposals.
Availability and flexibility to work some weeknights and weekends.
SALARY: $ 45,720.00 yearly+ (12 month year).
BENEFITS: University health insurance, 30 days of annual leave, 18 days of sick leave.
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Technology Integration and Web Services Librarian
The Ferris Library for Information, Technology and Education (FLITE) at Ferris State University (Big Rapids, Michigan) invites applications for a collaborative and service-oriented Technology Integration and Web Services Librarian. The Technology Integration and Web Services Librarian ensures that library systems and web services support and enhance student learning. Primary responsibilities include management and design of the library website’s architecture, oversight of the technical and administrative aspects of the library management system and other library enterprise applications, and the seamless integration of all library web-based services. Collaborates with other library faculty and staff to provide reliable electronic access to online resources and to improve the accessibility, usability, responsiveness, and overall user experience of the library’s website. Serves as a liaison to other campus units including Information Technology Services. The Technology Integration and Web Services Librarian is a 12-month, tenure-track faculty position based in the Collections & Access Services team and reports to the Assistant Dean for Collections & Access Services.
Required Qualifications: ALA accredited master’s degree in library or information science by the time of hire. Minimum 2 years recent experience in administration and configuration of a major enterprise system, such as a library management system. Minimum 2 years recent experience in designing and managing a large-scale website using HTML5, Javascript, and CSS. Demonstrated commitment to the principles of accessibility, universal design, and user-centered design methodologies. Recent experience with object-oriented programming and scripting languages used to support a website. Experience working in a Unix/ Linux environment. Experience with SQL and maintaining MySQL, PostgreSQL, and/ or Oracle databases. Knowledge of web site analytics and experience with making data-driven decisions.
DIRECTOR OF DIGITAL PROJECTS, MIT Libraries, to direct the development, maintenance, and scaling of software applications and tools designed to dramatically increase access to research collections, improve service capabilities, and expand the library platform. Will be responsible for leading efforts on a variety of collaborative digital library projects aimed at increasing global access to MIT’s collections and facilitating innovative human and machine uses of a full range of research and teaching objects and metadata; and lead a software development program and develop partnerships with external academic and commercial collaborators to develop tools and platforms with a local and global impact on research, scholarly communications, education, and the preservation of information and ideas.
MIT Libraries seek to be leaders in the collaborative development of a truly open global network of library repositories and platforms. By employing a dynamic, project-based staffing model and drawing on staff resources from across the Libraries to deliver successful outcomes, it is poised to make immediate progress.
REQUIRED: four-year college degree; at least seven years’ professional experience and increasing responsibility with library systems and digital library strategy and development; evidence of broad, in-depth technology and systems knowledge; experience with integrated library systems/library services platforms, discovery technologies, digital repositories, and/or digital preservation services and technologies and demonstrated understanding of the trends and ongoing development of such systems and of emerging technologies in these areas; and experience directly leading and managing projects (i.e., developing proposals; establishing timelines, budgets, and staffing plans; leading day-to-day project work; and delivering on commitments). Job #13458-S
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THE UNIVERSITY OF ALABAMA LIBRARIES Digital Projects Librarian Position Description
General Summary of Responsibilities
The University of Alabama Libraries seeks an innovative, dynamic, and service-oriented professional for the position of Digital Projects Librarian. Reporting to the Head of Web Services, this position is primarily responsible for development, implementation, and project management of technology projects in a collaborative environment, as well as supporting the development and management of the UA Libraries various web interfaces. This position will also act as primary administrator for LibApps and similar cloud-based library application suites.
Primary Duties and Responsibilities
Reporting to the head of Web Services, the Digital Projects Librarian will manage and extend the University Libraries services by planning and implementing a variety of projects for internal and external audiences. The position will also integrate, manage, and extend various software platforms and web-based tools using LAMP technology skills and web programming languages such as PHP, CSS, and JavaScript. S/he will support tools such as the University Libraries web site and intranet, will work with an institutional repository instance and digital archives website, and will work with the LibApps suite of library tools. Will modify, implement and create widgets and small applications for learning tools and other interfaces and APIs. The librarian will interact with a wide range of individuals with differing technological abilities and will be expected to successfully collaborate across departments. The librarian will maintain a knowledge of current best practices in security for web tools, and library privacy concerns. The librarian will work to identify promising new technologies that can impact services and generate a better user experience. The librarian will be expected to have some participation in usability and user experience studies.
Department Information
The Web Services Unit is part of the University Libraries Office of Library Technology and is responsible for web applications, web sites, content, and services that comprise the University Libraries web presence. Among its duties, Web Services manages the University Libraries discovery service application, multiple instances of the WordPress CMS, WordPress Blogs, the LibApp suite of library tools, and Omeka as well as other tools, along with usability and accessibility efforts.
Duties
Administrate the UA suite of the LibApps tools (LibGuides, LibCal, LibAnswers, etc.); responsible for implementation of existing guidelines and maintaining continuity of look, feel and action;
Works as part of team that is responsible for management and extension of the University Libraries various web-based applications and tools (such as WordPress as a CMS and other CMS frameworks, WordPress Blogs, custom apps using an Angular JS framework and Bootstrap, Omeka, Drupal);
General, project-based web development and UX implementation within the framework of our web site, intranet and student portal;
Responsible for creating, modifying and implementing learning-tool solutions, such as Blackboard Learn widgets;
Evaluate the use and effectiveness of web applications and other technological services using analytics, usability studies, and other methods;
Work to identify and assist in implementing and evaluating promising emerging technologies and social media tools;
Provide technical expertise for the use of social media applications and tools;
Other duties as assigned.
Required qualifications
Master’s degree in Library & Information Sciences from an ALA-accredited program or advanced degree in Instructional Technology or comparable field from an accredited institution;
Ability to successfully initiate, track, and manage projects;
Demonstrated experience working on digital library projects;
Experience administering CMS-type tools and an understanding of web programming work;
Familiarity with the Linux and/or Unix command-line;
Excellent interpersonal, communication, and customer service skills and the ability to interact effectively with faculty, students, and staff.
Preferred Qualifications
One year of experience working in an academic library on large digital projects – either implementation or programming/developing, or both.
Demonstrable experience creating course and/or subject guides via LibGuides or a comparable application;
Experience developing for libraries using current best practices in writing and implementation of multiple scripting or programing languages;
Experience with automated development repository environments using Grunt, Bower, GitHub, etc.
Experience with an Open Source content management systems such as WordPress;
Demonstrated ability to work collaboratively in a large and complex environment;
Familiarity with project management and team productivity tools such as Asana, Trello, and Slack;
Knowledge of XML and library metadata standards ;
Knowledge of scripting languages such as XSLT, JavaScript, Python, Perl, and PHP;
Familiarity with responsive design methodologies and best practices;
Familiarity with agile-design practices;
Knowledge of graphic design and image editing software.
Environment:
The University of Alabama, The Capstone University, is the State of Alabama’s flagship public university and the senior comprehensive doctoral level institution in Alabama. UA enrolls over 37,000 students, is ranked in the top 50 public universities in the United States, and its School of Library and Information Studies is ranked in the top 15 library schools in the country. UA has graduated 15 Rhodes Scholars, 15 Truman Scholars, has had 121 Fulbright Scholars, is one of the leading institutions for National Merit Scholars (150 in 2015), and has 5 Pulitzer Prize winners among its ranks. Under the new leadership of President Stuart Bell, UA has launched a strategic planning process that includes an aggressive research agenda and expansion of graduate education. UA is located in Tuscaloosa, a metropolitan area of 200,000, with a vibrant economy, a moderate climate, and a reputation across the South as an innovative, progressive community with an excellent quality of life. Tuscaloosa provides easy access to mountains, several large cities, and the beautiful Gulf Coast.
The University of Alabama is an equal opportunity employer and is strongly committed to the diversity of our faculty and staff. Applicants from a broad spectrum of people, including members of ethnic minorities and disabled persons, are especially encouraged to apply. The University Libraries homepage may be accessed at http://libraries.ua.edu
Prior to employment the successful candidate must pass a pre-employment background investigation.
SALARY/BENEFITS: This will be a non-tenure track 12-month renewable appointment for up to three year cycles at the Assistant Professor rank based on performance, funding, and the needs of the University Libraries. Salary is commensurate with qualifications and experience. Excellent benefits, including professional development support and tuition fee waiver.
Columbia University Libraries seeks a collegial, collaborative, and creative Digital Humanities Developer to join our Libraries IT staff. The Digital Humanities Developer will provide technology support for digital humanities-focused projects by evaluating, implementing and managing relevant platforms and applications; the Developer will also analyze, transform and/or convert existing humanities-related data sets for staff, engage in creative prototyping of innovative applications, and provide technology consulting and instructional support for Libraries staff.
This new position, based in the Libraries’ Digital Program Division, will work on a variety of projects, collaborating closely with the Digital Humanities Librarian, the Digital Scholarship Coordinator, other Libraries technology groups, librarians in the Humanities & History division and project stakeholders. The position will contribute to building out flexible and sustainable technology platforms for the Libraries’ DH programs and will
also explore new and innovative DH applications and tools.
Responsibilities include:
– Evaluate, implement and manage web and related software applications and platforms relevant to the digital humanities program
– Analyze, transform and/or convert existing humanities-related data sets for staff, students and faculty as needed
– Engage in creative prototyping and model innovative technology solutions in support of the goals of the Digital Humanities Center
– Provide technology consulting, guidance and instruction to CUL staff a well as students and faculty as required
– Conduct independent exploration of technology issues and opportunities in the Digital Humanities domain
The successful candidate will have great collaboration and communication skills and a strong interest in developing expertise in the evolving field of digital humanities.
Columbia University is An Equal Opportunity/Affirmative Action employer and strongly encourages individuals of all backgrounds and cultures to consider this position.
-Bachelor’s degree in computer science or a related field, with experience in the humanities, a minimum of 3 years of related work experience, or an equivalent combination of education and experience
Significant experience with UNIX, relational databases (e.g., MySQL, PostgreSQL), and one or more relevant software / scripting languages (e.g., JavaScript, PHP, Python, Ruby/Rails, Perl); experience with modern web standards (HTML5 / CSS / JavaScript); ability to manage software development using revision control software such as SVN and GIT/GITHUB; strong interpersonal skills and demonstrated ability to work as part of collaborative teams; ability to communicate effectively with faculty, students, and staff, including both technical and non-technical collaborators; commitment to supporting and working in a diverse collegial environment
Advanced degree in computer science or a related field, or an advanced degree in the humanities or related field; experience in one or more of the following areas: natural language processing, text analysis, data-mining, machine learning, spatial information / mapping, data modeling, information visualization, integrating digital media into web applications; experience with XML/XSLT, GIS, SOLR, linked data technologies; experience with platforms used for digital exhibits or archives.
Experience in the design, development and management of web interfaces, including demonstrated pro?ciency with HTML, CSS, and web authoring tools.
Working knowledge of relevant coding languages such as Javascript and PHP
Ability and willingness to develop work?ows and standards related to all aspects of the library’s web presence and services including related applications.
Strong problem solving skills
Excellent organizational skills, including the capability for managing a variety of tasks and multiple priorities
Demonstrated initiative and proven ability to learn new technologies and adapt to changes in the profession.
Understanding of library services and technologies in an academic environment.
Strong service orientation and awareness of end user needs as related to library online services and technologies
Possesses an understanding of, and a commitment to, usability testing and ongoing assessment of web interfaces
Demonstrated ability to thrive in a team environment, working both independently and collaboratively as appropriate.
Ability to learn new technical skills quickly and adapt emerging technologies to new domains.
Proven ability and willingness to share expertise with colleagues and to articulate technology strategy to non-technical sta? and patrons.
Must be available to respond to situations and systems maintenance work that will occur during weekends or evenings.
Excellent oral, written, and interpersonal communication, including the ability to develop written project documentation, process procedures, reports, etc.
PREFERRED QUALIFICATIONS:
Knowledge of Responsive Web Design and W3C Web Usability Guidelines.
Experience supporting an Integrated Library System (ILS)/Library Management Platform and/or discovery system such as Ex Libris’s Primo.
Experience using web development languages such as PHP, Javascript, XML, XSLT, and CSS3.
Experience with content management systems such as Drupal or WordPress
Familiarity with the technical applications and strategies used to enhance the discover ability of library and digital collections.
Experience with managing projects, meeting deadlines, and communicating to various stakeholders in an academic library environment.
Experience working in a Linux environment.
Experience supporting web applications utilizing the LAMP stack (Linux, Apache, MySQL, PHP).
The University Libraries at Appalachian State University seeks a responsive and collaborative Electronic Resources Librarian. The Electronic Resources Librarian will ensure a seamless and transparent research environment for students and faculty by managing access to electronic resources. Working collaboratively across library teams, the Electronic Resources Librarian will identify and implement improvements in online content, systems and services. The successful candidate will have strong project management, problem solving, and workflow management skills. The Electronic Resources Librarian is a member of the Resource Acquisition and Management Team.
Required
ALA-accredited master’s degree.
Excellent communication, presentation, and interpersonal skills.
Demonstrated e-resources project and workflow management skills.
Preferred
Experience with integrated library systems (Sierra preferred).
Experience with setup and maintenance of knowledge base, OpenURL, and discovery systems (EDS preferred).
Experience with proxy setup and maintenance (Innovative’s WAM, and/or EZ Proxy preferred).
Knowledge of security standards and protocols such as LDAP, Single-Sign On, and Shibboleth, and data transfer standards and protocols such as IP, FTP, COUNTER, and SUSHI.
Advanced skills with office productivity software including MS Office, and Google Apps for Education.
Evidence of establishing and maintaining excellent vendor relationships.
Demonstrated ability to work collaboratively across library teams.
Demonstrated skill in technical trouble-shooting and problem-solving.
Demonstrated supervisory skills.
Second advanced degree.
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—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Spencer Lamm
Sent: Thursday, October 13, 2016 12:13 PM
To: lita-l@lists.ala.org
Subject: [lita-l] Jobs: Digital Repository Application Developer, Drexel University Libraries
Summary
Drexel University Libraries seeks a collaborative and creative professional to develop solutions for managing digital collections, research data, university records, and digital scholarship. Working primarily with our Islandora implementation, this position will play a key role as the Libraries advance preservation services and public access for a wide array of digital content including books, articles, images, journals, newspapers, audio, video, and datasets.
As a member of the Data & Digital Stewardship division, the digital repository application developer will work in a collaborative, team-based environment alongside other developers, as well as archives, metadata, and data services staff. The position’s primary responsibility will be working in a Linux environment with the Islandora digital repository stack, which includes the Fedora Commons digital asset management layer, Apache Solr, and Drupal. To support the ingestion and exposure of new collections and digital object types the position will extend the repository using tools such as: RDF, SPARQL, and triplestores; the SWORD protocol; and XSLT.
Reporting to the manager, discovery systems, the developer will collaborate with collection managers and stakeholders across campus. In addition, the successful candidate will play an active role in the Islandora and Fedora open source communities, contributing code, participating in working groups and engaging in other activities in support of current and future implementers of these technologies.
Librarian and Instructional Technology Liaison – Data Services (#459)
Date Posted: 10/19/2016 Type/Department: Staff in Library, Information & Technology Services
As a member of a fully blended group of librarians and instructional technologists in the Research & Instructional Support (RIS) department, the Librarian/Library and Instructional Technology Liaison (title dependent on qualifications) will work closely with fellow liaisons in RIS to provide forward-looking library research and instructional technology services to faculty and students, with a special focus on data services.The liaison collaborates broadly across LITS as well as with internal and external partners to support faculty and students participating in the College’s data science curricular initiative and in data-intensive disciplines. The liaison coordinates the development, design, and provision of responsive and flexible data services programming for faculty and students, including data analysis, data storage, data publishing, data management, data visualization, and data preservation. The 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.All liaisons collaborate with faculty to support the design, implementation and assessment of meaningfully integrated library research and technology skills and tools (including Moodle, the learning management system) into teaching and learning activities; provide library research and instructional technology consultation; effectively design, develop, deliver, and assess seminars, workshops, and other learning opportunities; provide self-motivated leadership in imagining and implementing improvements in teaching and learning effectiveness; serve as liaison to one or more academic departments or programs, supporting pedagogical and content needs in the areas of collection development, library research, and instructional technology decisions; maintain high levels of quality customer service standards responding to questions and problems; partner with colleagues across Library, Information, and Technology Services (LITS) to ensure excellence in the provision of services in support of teaching and learning; and actively work to help the RIS team and the College to create a welcoming environment in which a diverse population of students, faculty, and staff can thrive.Evening and weekend work may be necessary. In some circumstances, it may be important to assist during adverse weather and emergency situations to ensure essential services and service points are covered. Performs related duties as assigned.Qualifications:
Advanced degree required, preferably in education, educational technology, instructional design, or MLS with an emphasis in instruction and assessment. Open to other combinations of education and experience such as advanced degree in quantitative academic disciplines with appropriate teaching and outreach experience.
3-5 years experience in an academic setting with one or more of the following: teaching, outreach, instructional technology and design support, or research support.
Significant experience with statistical/quantitative data analysis using one or more of the following tools: R, SPSS, Stata, or MatLab.
Significant experience with one or more of the following: data storage, data publishing, data management, data visualization, or data preservation.
Skills:
Demonstrated passion for the teaching and learning process, an understanding of a variety of pedagogical approaches, and the ability to develop effective learning experiences.
Demonstrated ability to lead projects that include diverse groups of people.
A love of learning, the ability to think critically with a dash of ingenuity, the open-mindedness to change your mind, the confidence to admit to not knowing something, and a willingness to learn and move on from mistakes.
Attention and care for detail without losing sight of the big picture and our users’ needs.
Flexibility to accept, manage, and incorporate change in a fast-paced environment.
Excellent oral and written communication, quantitative, organization, and problem-solving skills.
The ability to work independently with minimal supervision.
Able to maintain a professional and tactful approach in all interactions, ensuring confidentiality and an individual’s right to privacy regarding appropriate information.
Enthusiastic service orientation with sensitivity to the needs of users at all skill levels; the ability to convey technical information to a non-technical audience is essential.
Ability to travel as needed to participate in consortia and professional meetings and events.
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From:lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Williams, Ginger Sent: Tuesday, November 22, 2016 8:37 AM To: ‘lita-l@lists.ala.org’ <lita-l@lists.ala.org> Subject: [lita-l] Job: Library Specialist Data Visualization & Collection Analytics (Texas USA)
library Specialist: Data Visualization & Collections Analytics
The Albert B. Alkek Library at Texas State University is seeking a Library Specialist: Data Visualization & Collections Analytics. Under the direction of the Head of Acquisitions, this position provides library-wide support for data visualization and collection analytics projects to support data-driven decision making. This position requires a high level of technical expertise and specialized knowledge to gather, manage, and analyze collection data and access rights, then report complex data in easy-to-understand visualizations. The position will include working with print and digital collections owned or leased by the library.
RESPONSIBILITIES: Develop and maintain an analytics strategy for the library. Manage and report usage statistics for electronic resources. Conduct complex holdings comparison analyses utilizing data from the Integrated Library System (ILS), vendors and/or external systems. Produce reports from the ILS on holdings and circulation. Develop strategies to clean and normalize data exported from the ILS and other systems for use in further analysis. Utilize data visualization strategies to report and present analytics. Conduct benchmarking with vendors, peer institutions, and stakeholders. Coordinate record-keeping of current and perpetual access rights for electronic resources and the management of titles in preservation systems such as LOCKSS and PORTICO. Maintain awareness of developments with digital preservation systems and national and international standards for electronic resources. Serve as the primary resource person for questions related to collections analytics and data visualization. Represent department and library-wide needs by participating in various committees. Participate in formulating departmental and unit policies. Pursue professional development activities to improve knowledge, skills, and abilities. Coordinate and/or perform special projects, participate in department & other staff meetings and perform other duties as needed.
QUALIFICATIONS:
Required: Ability to read, analyze, and understand data in a variety of formats; strong written, oral, and interpersonal skills, including ability to work effectively in a team; experience using R, Tableau, BayesiaLab or other data visualization or AI applications, demonstrated by an online portfolio; advanced problem solving, critical thinking, and analytical skills; demonstrated advanced proficiency with Microsoft Excel, including experience using VBA, macros, and formulas; intermediate familiarity with relational databases such as Microsoft Access, including creating relationships, queries, and reports; innovative thinking including the ability to utilize analytics/visualization tools in new, creative, and effective ways.
Preferred: Bachelor’s degree in quantitative or data visualization field such as Applied Statistics, Data Science, or Business Analytics or certificate in data visualization; familiarity with library collection management standards and tools, such as reporting modules within integrated library systems, COUNTER, SUSHI, PIE-J, LOCKSS, PORTICO, library electronic resource usage statistics, and continuing resources; experience with SQL or other query language.
SALARY AND BENEFITS: Commensurate with qualifications and experience. Benefits include monthly contribution to health insurance/benefits package and retirement program. No state or local income tax.
BACKGROUND CHECK: Employment with Texas State University is contingent upon the outcome of a criminal history background check.
Texas State University is an Equal Opportunity Employer. Texas State, a member of the
Texas State University System, is committed to increasing the number of women and
minorities in administrative and professional positions.
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Assistant Professor
Working Title
Assistant Professor – Web Development Librarian #002847
Department
Office of the Dean – Hunter Library
Position Summary
Hunter Library seeks an enthusiastic, innovative, collaborative, and user-oriented librarian for the position of Web Development and User Experience Librarian. This librarian will research, develop, and assess enhancements to the library’s web presence. The person in this position will design new sites and applications to improve the user experience in discovering, finding, and accessing library content and services. Providing vision and leadership in designing, developing and supporting the library website content and integrating it with the larger library web presence, which includes discovery tools, digital collections, and electronic resources; supervision of one technology support analyst, as well as staff/student employees engaged in related work, as assigned. Monitors workflow and deadlines; day-to-day management, including programming and editorial recommendations, of the library’s web pages and intranet; serves as a member of the library’s web steering committee, an advisory group that includes representatives from across the library; development and implementation web applications and tools, particularly for mobile environments. The library values collaboration and broad engagement in library-wide decisions and initiatives. This position reports directly to the Head of Technology, Access, and Special Collections.
Carnegie statement
WCU embraces its role as a regionally engaged university and is designated by the Carnegie Foundation for the Advancement of Teaching as a community engaged university. Preference will be given to candidates who can demonstrate a commitment to public engagement through their teaching, service, and scholarship
Knowledge, Skills, & Abilities Required for this Position
Strong leadership skills and ability to lead a web based electronic content management development team; experience in designing, developing, and supporting web sites using HTML, CSS, and JavaScript; familiarity with User Experience Design; basic skills in graphic design; familiarity with usability testing, WAI guidelines, and web analytics; familiarity with mobile platforms, applications, and design; familiarity with responsive design; familiarity with content management systems, intranets, relational databases, and web servers; demonstrated flexibility and initiative; strong commitment to user-centered services and service excellence; strong analytical and problem-solving skills; ability to work effectively with faculty, staff, and students; superior oral and written communication skills; ability to achieve tenure through effective job performance, service, and research.
Minimum Qualifications
ALA-accredited master’s degree or international equivalent in library or information science; strong leadership skills and ability to lead a web based electronic content management development team; experience in designing, developing, and supporting web sites using HTML, CSS, and JavaScript; familiarity with User Experience Design; basic skills in graphic design; familiarity with usability testing, WAI guidelines, and web analytics; familiarity with mobile platforms, applications, and design; familiarity with responsive design; familiarity with content management systems, intranets, relational databases, and web servers. Demonstrated flexibility and initiative; strong commitment to user-centered services and service excellence; strong analytical and problem-solving skills; ability to work effectively with faculty, staff, and students; superior oral and written communication skills; ability to achieve tenure through effective job performance, service, and research
Preferred Qualifications
Academic library experience; demonstrated skills in User Experience Design; demonstrated experience with usability testing, WAI guidelines, and web analytics; demonstrated experience with mobile platforms, applications, and design; demonstrated experience developing responsive web pages or applications; demonstrated experience with content management systems, relational databases, and web servers; skills or interest in photography; experience with graphic design software; familiarity with a programming environment that includes languages such as ASP.NET, PHP, Python, or Ruby
Position Type
Permanent Full-Time
Position: Library Information Analyst
Position summary
The Library Information Analyst coordinates Access & Information Services (AIS) technology assessment activities, working in a 24/5 environment to support the technology needs of customers. This position will analyze and report quantitative and qualitative data gathered from various technology-related services including the iSpace (library maker space), equipment lending, and all public-facing user technology. Using this data, the incumbent will support strategic planning for improving and operationalizing technology-related services, provide analysis to support a wide variety of data to management, and makes recommendations for process improvements.
The University of Alabama Libraries seeks a talented and energetic professional Web Development Librarian in the Web Technologies and Development unit. Reporting to the Manager of Web Technologies and Development, this position will be responsible for supporting and extending the Libraries’ custom web applications, tools, and web presence. The position will also engage in project work, and support new technology initiatives derived from our strategic plan. The position duties will be split among extending and supporting our custom PHP web apps framework, maintaining and enhancing our web site, maintaining and extending our custom Bento search tool, and developing for open-source digital initiatives such as EBSCO’s FOLIO library framework. The position will also support inter-departmental development and troubleshooting using your front-stack and back-end skills.
The successful candidate will maintain a knowledge of current best practices in all areas of responsibility with special attention to security. S/he will identify promising new technologies that can positively impact services or generate a better user experience and will be an innovative and entrepreneurial professional who desires to work in a creative, collaborative and respectful environment.
The Web Technologies and Applications department is responsible for the development of such nationally-recognized tools as our Bento search interface and our innovative applications of Ebsco’s EDS tool. The University Libraries emphasizes a culture of continuous learning, professional growth, and diversity through ongoing and regular training, and well-supported professional development.
REQUIRED QUALIFICATIONS:
MLS/MLIS degree from an ALA accredited program, or
Demonstrated ability to work independently, as well as collaboratively with diverse constituencies; comfortable with ambiguity; and effective oral, written and interpersonal communication
Experience (1 year+) developing for LAMP systems / extensive familiarity with PHP and MySQL or other back-end development Eg, must be able to write SQL queries and PHP code, and show understanding of web application usage using these tools within a Linux and Apache environment.
Extensive familiarity with front-stack development using Javascript and Javascript libraries, AJAX, JSON, HTML 5 and
Familiarity with version control usage systems in a development
Familiarity with basic UX, iterative design, accessibility standards and mobile first
Experience developing within a WordPress
Ability to problem solve
Ability to set and follow through on both individual and team priorities and
Aptitude for learning new technologies and working in a dynamic
Demonstrated comfort with an evolving technology
A desire to be awesome, and develop awesome projects.
PREFERRED QUALIFICATIONS:
1-3 years of programming and development experience in a web environment using LAMP
Experience developing for, and supporting, common open-source library applications such as Omeka, ArchiveSpace, Dspace,
Experience with Java, Ruby, RAML
Familiarity with NoSQL databases and
Experience interacting with and manipulating REST API data
Application or mobile development
Experience with professional workflows using IDEs, staging servers, Git, Grunt, and
Familiarity with js, Bootstrap, Angular.js, Roots.io.
Familiar with UX methodologies and
Experience with web security issues, HTTPS, and developing secure
Experience developing for and within open-source
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Web Developer/Content Strategist
0604162
University Libraries
Desired Qualifications
– Experience working with Drupal or similar CMS.
– Experience working with LibGuides.
– Familiarity with academic libraries.
General Summary: Designs, develops and maintains websites and related applications for the University Libraries. The position also leads a team to develop holistic communication strategies including the creation and maintenance of an intuitive online experience.
– Develops web content strategy for all University Libraries departments. Serves as Manager for CMS website. Leads effort to coordinate website messaging across multiple platforms including Libraries CMS, LibGuides, social media, and other electronic outlets. Leads research, organization, and public relations efforts concerning the development and release of new websites.
– Designs, tests, debugs and deploys websites. Maintains and updates website architecture and content. Ensures website architecture and content meets University standards.
– Collaborates with University staff to define and document website requirements. Gathers and reports usage statistics, errors or other performance statistics to improve information access and further the goals of the University Libraries.
– Works with Libraries Resource Management to incorporate web-related materials and resources from the Integrated Library System into other web platforms. Works with Libraries IT Services to coordinate maintenance of the architecture, functionality, and integrity of University Libraries websites.
Minimum Qualifications
– Bachelor’s degree or higher in a related field from an accredited institution.
– Three years’ relevant experience.
– Strong interpersonal, written and verbal communication skills.
– Experience documenting technical and content standards.
Under supervision of the Director of Educational Technology, the Academic Technology Specialist will implement complex technical programs and/or projects; perform a range of work in development/programming, communications, technical support, instructional design, and other similar functions to support faculty, staff and students depending on the needs of the Office of Educational Technology; and provide input to educational technology policy-making decisions.Key Responsibilities and Activities:
Support in the implementation of 21st Century technologies, such as ePortfolios, blended/asynchronous courses, mobile learning, Web 2.0 tools for education;
Develop and implement innovative pedagogical applications using the latest computer, mobile and digital media;
Develop educational and interactive websites, including interactive learning modules, multimedia presentations, and rich media;
Provide one-to-one guidance to faculty in Blackboard, ePortfolios, blended/online learning, mobile learning, and digital media use in the classroom across all disciplines in a professional setting;
Support and enhance existing homegrown applications as required;
Develop and administer short-term training courses for faculty and students. Provide support for Blackboard, Digication, and WordPress users.
Keep abreast of the latest hardware and software developments and adapt them for pedagogical uses across disciplines.
Other Duties
Manage multiple projects in a dynamic team-oriented environment;
Serve as a liaison between Academic Departments and the Office of Educational Technology, and as a technical resource in all aspects of instructional design, as well as technologies used in the classroom.
Qualifications
Bachelor Degree in Computer Science or related field, and three years of related work experience. Master Degree preferred.
In-depth experience of programming in ASP.NET MVC, PHP and C#;
Strong understanding of database design (MySQL, MS SQL);
Strong understanding of HTML5, CSS3, HTML, XHTML, XML, JavaScript, AJAX, JQUERY, and Internet standards and protocols;
Strong teamwork and interpersonal skills;
Knowledge of project development life cycle is a plus;
Strong understanding of WordPress Multisites, Kaltura, WikiMedia, and other CMS platforms is a plus;
Experience with Windows Mobile, iOS, and other mobile environments / languages is a plus.
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Digital Literacies Librarian
Instruction Services Division – Library
University of California, Berkeley Library
Hiring range: Associate Librarian
$65,942 – $81,606 per annum, based on qualifications
This is a full time appointment available starting March 2019.
The University of California, Berkeley seeks a creative, collaborative, and user-oriented colleague as the Digital Literacies Librarian. The person in this role will join a team committed to teaching emerging scholars to approach research with confidence, creativity, and critical insight, empowering them to access, critically evaluate, and use information to create and distribute their own research in a technologically evolving environment. This position also has a liaison role with the School of Information, building collections and supporting research methodologies such as computational text analysis, data visualization, and machine learning.
The Environment
The UC Berkeley Library is an internationally renowned research and teaching facility at one of the nation’s premier public universities. A highly diverse and intellectually rich environment, Berkeley serves a campus community of 30,000 undergraduate students, over 11,000 graduate students, and 1,500 faculty. With a collection of more than 12 million volumes and a collections budget of over $15 million, the Library offers extensive collections in all formats and robust services to connect users with those collections and build their related research skills.
The Instruction Services Division (ISD) is a team of seven librarians and professional staff who provide leadership for all issues related to the Library’s educational role such as student learning, information literacy, first-year and transfer student experience, reference and research services, assessment of teaching and learning, instructor development, and the design of physical and virtual learning environments. We support course-integrated instruction, drop-in workshops, online guides, and individual research. Our work furthers the Library’s involvement in teaching and learning initiatives and emphasizes the opportunities associated with undergraduate education. We cultivate liaison relationships with campus partners and academic programs.
The School of Information (I School) offers: professional masters degrees in information management, data science, and cybersecurity; a doctoral program in Information Management & Systems; and a Graduate Certificate in Information and Communication Technologies and Development. Research areas include: natural language processing, computer-mediated communication, data science, human-computer interaction, information policy, information visualization, privacy, technology for developing regions, and user experience and design.
Responsibilities
Reporting to the Head of the Instruction Services Division, the Digital Literacies Librarian will further the Library’s digital literacy initiative (Level Up) by working with colleagues in the Library and engaging with campus partners. This librarian will play a key role in supporting information literacy and emerging research methods across the disciplines, partnering with colleagues who have expertise in these areas (e.g. Data Initiatives Expertise Group, Data and GIS Librarians, Digital Humanities Librarian) and campus partners (e.g. D-Lab, Academic Innovation Studio, Research IT, Research Data Management). Collaborations will be leveraged to identify, implement, and promote entry-level research support services for undergraduate users. This librarian will actively participate in the Library’s reference and instructional services—providing in-person reference, virtual reference, individual research consultations, in-person classes, and the development of online instructional content. This librarian will provide consultation and training to students, faculty, and librarians on using digital tools and techniques to enhance their research and to improve teaching and learning. Serving as a liaison to the I School, this position will establish strong relationships with faculty and graduate students and gain insights into trends in information studies that can be incorporated into the library’s instructional portfolio, with a special focus on undergraduates.
Working with colleagues in ISD and across the Library, the Digital Literacies Librarian will develop innovative programs and services. A key pedagogical tactic is promoting peer-to-peer learning for undergraduates, including administering the Library Undergraduate Fellows program. The Fellows program provides students with training and networking opportunities while helping the Library experiment and pilot service models to best support emerging scholars. New service models are piloted in the Center for Connected Learning (CCL) beta site in Moffitt Library. Currently in the design phase, the CCL is a hub for undergraduates to engage in multidisciplinary, multimodal inquiry and creation. Students learn from peers and experts as they ask, seek, and find answers to their questions in an environment unbound by disciplines or domain expertise. Students discover possibilities for learning and research by experimenting directly with new methods and tools. The space is run in partnership with students, and they are empowered to influence service and space design, structure, and policies. The Digital Literacies Librarian will contribute to this ethos by ensuring that emerging scholars are supported to experiment and be connected to the Library’s wealth of scholarly resources and programs.
Qualifications
Minimum Basic Qualification required at the time of application:
● Bachelor’s degree
Additional Required Qualifications required by start date of position:
● Master’s degree from an ALA accredited institution or equivalent international degree.
● Two or more years experience providing reference and/or instruction services in an academic or research library.
● Two or more years experience using digital scholarship methodologies.
Additional Preferred Qualifications:
● Experience applying current developments in information literacy, instructional design, digital initiatives, and assessment.
● Demonstrated understanding of methods and tools related to text mining, web scraping, text and data analysis, and visualization.
● Experience with data visualization principles and tools.
● Demonstrated ability to plan, coordinate, and implement effective programs, complex projects, and services.
● Demonstrated analytical, organizational, problem solving, interpersonal, and communication skills.
● Demonstrated initiative, flexibility, creativity, and ability to work effectively both independently and as a team member.
● Knowledge of the role of the library in supporting the research lifecycle.
● Participation in Digital Humanities Summer Institute (DHSI), ARL Digital Scholarship Institute, Library Carpentry, or other intensive program.
● Experience with or coursework in collection development in an academic or research library.
● Knowledge of licensing issues related to text and data mining.
● Familiarity with data science principles and programming languages such as Python or R.
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Making and Innovation Specialist, UNLV University Libraries [R0113536]
The Making and Innovation Specialist collaborates with library and campus colleagues to connect the Lied Library Makerspace with learning and research at the University of Nevada, Las Vegas. This position leads the instructional initiatives of the Makerspace, coordinates curricular and co-curricular outreach, and facilitates individual and group instruction. The incumbent coordinates daily Makerspace operations and supervises a team of student employees who maintain safety standards and provide assistance to users. As a member of the Department of Knowledge Production, this position works jointly with all disciplines to explore the application of technology in learning and research, and prioritizes creating inclusive spaces and experiences for the UNLV community.
QUALIFICATIONS
This position requires a bachelor’s degree from a regionally accredited college or university and professionals at all stages of their career are encouraged to apply.
Required
Technology
Ability to use technology in creative ways to facilitate research and learning.
Ability to maintain and troubleshoot digital fabrication technology.
Experience with 3D modeling and printing principles including equipment, software, and basic CAD skills.
Working knowledge of vector graphic editors and laser cutting or vinyl cutting equipment.
Experience with circuitry, Arduino microcontrollers, and Raspberry Pi single-board computers.
Coding skills as they apply to circuitry preferred.
Instructional & Organizational
Ability to create and maintain policies and instructional materials/guides for Makerspace equipment and services.
Managerial skills to hire, train, supervise, and inspire a team of student employees.
Excellent oral and written communication skills including the ability to describe relatively complex technical concepts to a non-technical audience.
Aptitude for developing and supporting learner-centered instruction for a variety of audiences.
Demonstrated capacity and skill to engage students and contribute to student success.
Ability to work creatively, collaboratively, and effectively to promote teamwork, diversity, equality, and inclusiveness within the Libraries and the campus.
Experience in a relevant academic or public setting preferred.
Instructors: Jessica Olin, Director of the Library, Robert H. Parker Library, Wesley College; and Holly Mabry, Digital Services Librarian, Gardner-Webb University
Offered: April 11 – May 27, 2016
A Moodle based web course with asynchronous weekly content lessons, tutorials, assignments, and groups discussion.
Universal Design is the idea of designing products, places, and experiences to make them accessible to as broad a spectrum of people as possible, without requiring special modifications or adaptations. This course will present an overview of universal design as a historical movement, as a philosophy, and as an applicable set of tools. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, cognitive, resulting from age and/or accident), cultural backgrounds, and other abilities. The class will also give students the opportunity to redesign specific products or environments to make them more universally accessible and usable.
Takeaways
By the end of this class, students will be able to…
Articulate the ethical, philosophical, and practical aspects of Universal Design as a method and movement – both in general and as it relates to their specific work and life circumstances
Demonstrate the specific pedagogical, ethical, and customer service benefits of using Universal Design principles to develop and recreate library spaces and services in order to make them more broadly accessible
Integrate the ideals and practicalities of Universal Design into library spaces and services via a continuous critique and evaluation cycle
Jessica Olin is the Director of the Library, Robert H. Parker Library, Wesley College. Ms. Olin received her MLIS from Simmons College in 2003 and an MAEd, with a concentration in Adult Education, from Touro University International. Her first position in higher education was at Landmark College, a college that is specifically geared to meeting the unique needs of people with learning differences. While at Landmark, Ms. Olin learned about the ethical, theoretical, and practical aspects of universal design. She has since taught an undergraduate course for both the education and the entrepreneurship departments at Hiram College on the subject.
Holly Mabry received her MLIS from UNC-Greensboro in 2009. She is currently the Digital Services Librarian at Gardner-Webb University where she manages the university’s institutional repository, and teaches the library’s for-credit online research skills course. She also works for an international virtual reference service called Chatstaff. Since finishing her MLIS, she has done several presentations at local and national library conferences on implementing universal design in libraries with a focus on accessibility for patrons with disabilities.
Dates:
February 29 – March 31, 2016
Costs:
LITA Member: $135
ALA Member: $195
Non-member: $260
Technical Requirements:
Moodle login info will be sent to registrants the week prior to the start date. The Moodle-developed course site will include weekly new content lessons and is composed of self-paced modules with facilitated interaction led by the instructor. Students regularly use the forum and chat room functions to facilitate their class participation. The course web site will be open for 1 week prior to the start date for students to have access to Moodle instructions and set their browser correctly. The course site will remain open for 90 days after the end date for students to refer back to course material.
Instructors: Jessica Olin, Director of the Library, Robert H. Parker Library, Wesley College; and Holly Mabry, Digital Services Librarian, Gardner-Webb University.
Starting Monday, April 11, 2016, running for 6 weeks Register Online, page arranged by session date (login required)
Universal Design is the idea of designing products, places, and experiences to make them accessible to as broad a spectrum of people as possible, without requiring special modifications or adaptations. This course will present an overview of universal design as a historical movement, as a philosophy, and as an applicable set of tools. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, cognitive, resulting from age and/or accident), cultural backgrounds, and other abilities. The class will also give students the opportunity to redesign specific products or environments to make them more universally accessible and usable. By the end of this class, students will be able to…
Articulate the ethical, philosophical, and practical aspects of Universal Design as a method and movement – both in general and as it relates to their specific work and life circumstances
Demonstrate the specific pedagogical, ethical, and customer service benefits of using Universal Design principles to develop and recreate library spaces and services in order to make them more broadly accessible
Integrate the ideals and practicalities of Universal Design into library spaces and services via a continuous critique and evaluation cycle
Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals.
What Gamification is not:
Gamification is not digital game-based learning (DGBL); it does not allow students to play digital games to apply/identify concepts, nor does it allow students to create games to demonstrate comprehension. Unlike DGBL, gamification does not require the use of virtual environments or elaborate tech-based systems.
Engage students through creative course design.
Learn how to strategically implement game-based design principles that can help you better engage students in a more interactive approach to education. Using gamification in your courses does not have to be difficult nor does it have to be comprehensive. We will discuss a range of different approaches that you can implement immediately to help make assignments more competitive, grading scales more interactive, and content more compelling.
real-time impact on curriculum structure, instruction delivery and student learning, permitting change and improvement. It can also provide insight into important trends that affect present and future resource needs.
Big Data: Traditionally described as high-volume, high-velocity and high-variety information.
Learning or Data Analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
Educational Data Mining: The techniques, tools and research designed for automatically extracting meaning from large repositories of data generated by or related to people’s learning activities in educational settings.
Predictive Analytics: Algorithms that help analysts predict behavior or events based on data.
Predictive Modeling: The process of creating, testing and validating a model to best predict the probability of an outcome.
Data analytics, or the measurement, collection, analysis and reporting of data, is driving decisionmaking in many institutions. However, because of the unique nature of each district’s or college’s data needs, many are building their own solutions.
For example, in 2014 the nonprofit company inBloom, Inc., backed by $100 million from the Gates Foundation and the Carnegie Foundation for the Advancement of Teaching, closed its doors amid controversy regarding its plan to store, clean and aggregate a range of student information for states and districts and then make the data available to district-approved third parties to develop tools and dashboards so the data could be used by classroom educators.22
Tips for Student Data Privacy
Know the Laws and Regulations
There are many regulations on the books intended to protect student privacy and safety: the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Protection Act (COPPA) and the Health Insurance Portability and Accountability Act (HIPAA)
— as well as state, district and community laws. Because technology changes so rapidly, it is unlikely laws and regulations will keep pace with new data protection needs. Establish a committee to ascertain your institution’s level of understanding of and compliance with these laws, along with additional safeguard measures.
Make a Checklist Your institution’s privacy policies should cover security, user safety, communications, social media, access, identification rules, and intrusion detection and prevention.
Include Experts
To nail down compliance and stave off liability issues, consider tapping those who protect privacy for a living, such as your school attorney, IT professionals and security assessment vendors. Let them review your campus or district technologies as well as devices brought to campus by students, staff and instructors. Finally, a review of your privacy and security policies, terms of use and contract language is a good idea.
Communicate, Communicate, Communicate
Students, staff, faculty and parents all need to know their rights and responsibilities regarding data privacy. Convey your technology plans, policies and requirements and then assess and re-communicate those throughout each year.
“Anything-as-a-Service” or “X-as-a-Service” solutions can help K-12 and higher education institutions cope with big data by offering storage, analytics capabilities and more. These include:
• Infrastructure-as-a-Service (IaaS): Providers offer cloud-based storage, similar to a campus storage area network (SAN)
• Platform-as-a-Service (PaaS): Opens up application platforms — as opposed to the applications themselves — so others can build their own applications
using underlying operating systems, data models and databases; pre-built application components and interfaces
• Software-as-a-Service (SaaS): The hosting of applications in the cloud
• Big-Data-as-a-Service (BDaaS): Mix all the above together, upscale the amount of data involved by an enormous amount and you’ve got BDaaS
Suggestions:
Use accurate data correctly
Define goals and develop metrics
Eliminate silos, integrate data
Remember, intelligence is the goal
Maintain a robust, supportive enterprise infrastructure.
Prioritize student privacy
Develop bullet-proof data governance guidelines
Create a culture of collaboration and sharing, not compliance.
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Storyboard template
Faculty Development Programs: Digital Storytelling Community of Practice
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
crystalography dbase
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
Main speaker
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
LUMEN
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
opportunity to build a sense of community between the library and its users
the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites
Policies and management:
Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
Some believe that representing the library as a professional function with a
consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.
Effectiveness and assessment:
difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future
Current Social Media Practices:
In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them
Advantages of using social media
n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly
Social Media Objectives: graph on page 8 of the PDF document:
A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback
L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies
From UK-based focus group: “The library is a programme, not just a building.”
Channel preferences: Graph on page 10 of the PDF document
SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.
Collection usage and discovery: Graph on p. 15
Teaching and learning
From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”
Social media policies and management, p. 18
73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.
Effectiveness of social media
From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”
From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.
Promoting library social media channels
From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)
According to the Center for Digital Education’s recent “2013 Yearbook: Technology Innovation in Education,” over 80 percent of education institutions surveyed said that wireless broadband was their “top priority for IT investment.”
2. 24/7 IT support.
We have 24/7 support for emergencies and much of our staff, just like at a hospital, are on call. That’s not a perk for the campus, it’s a necessity.
3. The cloud.
The cloud can also: acquire and implement the latest software and application updates; streamline enrollment and admissions processes; and turn to subscriptions that are scalable and provide options, says Edudemic.
4. Digital textbooks.
Planning for digital textbooks means not only boosting mobile device capabilities on campus, but helping faculty learn to implement digital resources into their course.
5. 21st Century PD for faculty and admin.
From offering a MOOC on classroom management online solutions, to hosting a PD session on Twitter, campus admin should offer multiple options for PD delivery, just like how faculty should offer students multiple options for learning–there’s no better way to teach something than to model it first!
From sending in-class emails to checking grades, course management systems, like Blackboard, offer faculty and students a fairly intuitive way to manage courses more efficiently.
8. Big Data…
Future-proofing universities are beginning to deploy storage solutions to help manage the unstructured data in physical, virtual and cloud environments. More modern storage solutions are also open source for a high learning curve but low cost.
9…security.
precautions can range from scanning existing databases on the university’s servers to determine where personal information is located and then, depending on the database, destroy the personal information or add more digital security; as well as put cybersecurity systems through a series of penetration tests to highlight security shortcomings.
of the major ways campuses use social media well is by serving up both “cake” and “broccoli,” or balancing the content that is important and good for the school (broccoli) and the content that is fun and delicious (cake). “If you share enough cake, your audience will consume the occasional broccoli,” she advises.
