Tomlin, P. (2009). A Matter of Discipline: Open Access, the Humanities, and Art History. Canadian Journal Of Higher Education, 39(3), 49-69.
Recent events suggest that open access has gained new momentum in the humanities, but the slow and uneven development of open-access initiatives in humanist fields continues to hinder the consolidation of efforts across the university. Although various studies have traced the general origins of the humanities’ reticence to embrace open access, few have actually considered the scholarly practices and disciplinary priorities that shape a discipline’s adoption of its principles. This article examines the emergence, potential and actualized, of open access in art history. Part case study, part conceptual mapping, the discussion is framed within the context of three interlocking dynamics: the present state of academic publishing in art history; the dominance of the journal and self-archiving repository within open-access models of scholarly production; and the unique roles played by copyright and permissions in art historical scholarship. It is hoped that tracing the discipline-specific configuration of research provides a first step toward both investigating the identity that open access might assume within the humanities, from discipline to discipline, and explaining how and why it might allow scholars to better serve themselves and their audiences.
Solomon, D. J., & Björk, B. (2012). A study of open access journals using article processing charges. Journal Of The American Society For Information Science & Technology, 63(8), 1485-1495. doi:10.1002/asi.22673
Article processing charges ( APCs) are a central mechanism for funding open access (OA) scholarly publishing. We studied the APCs charged and article volumes of journals that were listed in the Directory of Open Access Journals as charging APCs. These included 1,370 journals that published 100,697 articles in 2010. The average APC was $906 U.S. dollars (USD) calculated over journals and $904 USD calculated over articles. The price range varied between $8 and $3,900 USD, with the lowest prices charged by journals published in developing countries and the highest by journals with high-impact factors from major international publishers. Journals in biomedicine represent 59% of the sample and 58% of the total article volume. They also had the highest APCs of any discipline. Professionally published journals, both for profit and nonprofit, had substantially higher APCs than journals published by societies, universities, or scholars/researchers. These price estimates are lower than some previous studies of OA publishing and much lower than is generally charged by subscription publishers making individual articles OA in what are termed hybrid journals.
Beaubien, S., & Eckard, M. (2014). Addressing Faculty Publishing Concerns with Open Access Journal Quality Indicators. Journal Of Librarianship & Scholarly Communication, 2(2), 1-11. doi:10.7710/2162-3309.1133
BACKGROUND The scholarly publishing paradigm is evolving to embrace innovative open access publication models. While this environment fosters the creation of high-quality, peer-reviewed open access publications, it also provides opportunities for journals or publishers to engage in unprofessional or unethical practices. LITERATURE REVIEW Faculty take into account a number of factors in deciding where to publish, including whether or not a journal engages in ethical publishing practices. Librarians and scholars have attempted to address this issue in a number of ways, such as generating lists of ethical/unethical publishers and general guides. DESCRIPTION OF PROJECT In response to growing faculty concern in this area, the Grand Valley State University Libraries developed and evaluated a set of Open Access Journal Quality Indicators that support faculty in their effort to identify the characteristics of ethical and unethical open access publications. NEXT STEPS Liaison librarians have already begun using the Indicators as a catalyst in sparking conversation around open access publishing and scholarship. Going forward, the Libraries will continue to evaluate and gather feedback on the Indicators, taking into account emerging trends and practices.
Husain, S., & Nazim, M. (2013). Analysis of Open Access Scholarly Journals in Media & Communication. DESIDOC Journal Of Library & Information Technology, 33(5), 405-411.
he paper gives an account of the origin and development of the Open Access Initiative and explains the concept of open access publishing. It also highlight various facets related to the open access scholarly publishing in the field of Media & Communication on the basis of data collected from the most authoritative online directory of open access journals, i.e., Directory of Open Access Journals (DOAJ). The DOAJ covers 8492 open access journals of which 106 journals are listed under the subject heading ‘Media & Communication’. Most of the open access journals in Media & Communication were started during late 1990s and are being published from 34 different countries on 6 continents in 13 different languages. More than 80 % open access journals are being published by the not-for-profit sector such as academic institutions and universities.
Reed, K. (2014). Awareness of Open Access Issues Differs among Faculty at Institutions of Different Sizes. Evidence Based Library & Information Practice, 9(4), 76-77.
Objective — This study surveyed faculty awareness of open access (OA) issues and the institutional repository (IR) at the University of Wisconsin. The authors hoped to use findings to inform future IR marketing strategies to faculty. Design — Survey. Setting — University of Wisconsin-Eau Claire, a small, regional public university (approximately 10,000 students). Subjects — 105 faculty members. Methods — The authors contacted 397 faculty members inviting them to participate in an 11 question online survey. Due to anonymity issues on a small campus, respondents were not asked about rank and discipline, and were asked to not provide identifying information. A definition of OA was not provided by the authors, as survey participants were queried about their own definition. Main Results — Approximately 30% of the faculty were aware of OA issues. Of all the definitions of OA given by survey respondents, “none … came close” to the definition favoured by the authors (p. 145). More than 30% of the faculty were unable to define OA at a level deemed basic by the authors. A total of 51 (48.57%) of the survey respondents indicated that there are OA journals in their disciplines. Another 6 (5.71%) of the faculty members claimed that there are no OA journals in their disciplines, although most provided a definition of OA and several considered OA publishing to be “very important.” The remaining 48 participants (46%) were unsure if there are OA journals in their disciplines. Of these survey respondents, 38 answered that they have not published in an OA journal, 10 were unsure, and 21 believed that their field benefits or would benefit from OA journals. Survey respondents cited quality of the journal, prestige, and peer review as extremely important in selecting a journal in which to publish. Conclusion — The authors conclude that the level of awareness related to OA issues must be raised before IRs can flourish. They ponder how university and college administrators regard OA publishing, and the influence this has on the tenure and promotion process
KELTY, C. (2014). BEYOND COPYRIGHT AND TECHNOLOGY: What Open Access Can Tell Us about Precarity, Authority, Innovation, and Automation in the University Today. Cultural Anthropology (Society For Cultural Anthropology), 29(2), 203-215. doi:10.14506/ca29.2.02
In this interview, we discuss what open access can teach us about the state of the university, as well as practices in scholarly publishing. In particular the focus is on issues of labor and precarity, the question of how open access enables or blocks other innovations in scholarship, the way open access might be changing practices of scholarship, and the role of technology and automation in the creation, evaluation, and circulation of scholarly work
Armbruster, C. (2008). Cyberscience and the Knowledge-Based Economy. Open Access and Trade Publishing: From Contradiction to Compatibility with Non-Exclusive Copyright Licensing. Policy Futures In Education, 6(4), 439-452.
Open source, open content and open access are set to fundamentally alter the conditions of knowledge production and distribution. Open source, open content and open access are also the most tangible result of the shift towards e-science and digital networking. Yet, widespread misperceptions exist about the impact of this shift on knowledge distribution and scientific publishing. It is argued, on the one hand, that for the academy there principally is no digital dilemma surrounding copyright and there is no contradiction between open science and the knowledge-based economy if profits are made from non-exclusive rights. On the other hand, pressure for the “digital doubling” of research articles in open access repositories (the “green road”) is misguided and the current model of open access publishing (the “gold road”) has not much future outside biomedicine. Commercial publishers must understand that business models based on the transfer of copyright have not much future either. Digital technology and its economics favour the severance of distribution from certification. What is required of universities and governments, scholars and publishers, is to clear the way for digital innovations in knowledge distribution and scholarly publishing by enabling the emergence of a competitive market that is based on non-exclusive rights. This requires no change in the law but merely an end to the praxis of copyright transfer and exclusive licensing. The best way forward for research organisations, universities and scientists is the adoption of standard copyright licences that reserve some rights, namely Attribution and No Derivative Works, but otherwise will allow for the unlimited reproduction, dissemination and re-use of the research article, commercial uses included.
Kuth, M. (2012). ‘Deswegen wird kein Buch weniger verkauft!’ Hybride Publikation von MALIS Praxisprojekten an der Fachhochschule Köln. (German). Bibliothek Forschung Und Praxis, 36(1), 103-109.
The article reports on a library and information science project at the Fachhochschule Köln (University of Applied Sciences, Cologne), Germany, to produce a hybrid, print and online research publication, “MALIS Praxisprojekte 2011,” which is available at http://www.b-i-t-online.de/daten/bitinnovativ.php#band35. It discusses the publishing process from writing to distribution and the implications of combining open access and for-fee publishing models for value chains in the publishing industry.
Riedel, S. (2012). Distanz zu Wissenschaftlern und Studenten verringern. (German). Bub: Forum Bibliothek Und Information, 64(7/8), 491-492.
A report from the International Bielefeld Conference on April 24-26, 2012 in Bielefeld, Germany is presented. Presentations discussed include the role of information storage and retrieval in libraries, Open Access publishing and content licenses, and the increased automation of the Bielefeld University library.
Ramirez, M., Dalton, J. j., McMillan, G. g., Read, M., & Seamans, N.. (2013). Do Open Access Electronic Theses and Dissertations Diminish Publishing Opportunities in the Social Sciences and Humanities? Findings from a 2011 Survey of Academic Publishers. College & Research Libraries, 74(4), 368-380.
n increasing number of higher education institutions worldwide are requiring submission of electronic theses and dissertations (ETDs) by graduate students and are subsequently providing open access to these works in online repositories. Faculty advisors and graduate students are concerned that such unfettered access to their work could diminish future publishing opportunities. This study investigated social sciences, arts, and humanities journal editors’ and university press directors’ attitudes toward ETDs. The findings indicate that manuscripts that are revisions of openly accessible ETDs are always welcome for submission or considered on a case-by-case basis by 82.8 percent of journal editors and 53.7 percent of university press directors polled.
Schuurman, N. (2013). Editorial /Éditorial. Canadian Geographer, 57(2), 117-118. doi:10.1111/cag.12027
The author reflects on the use of the Open Access (OA) publishing for publications. She states that in OA publishing, an un-blinded peer review format is used wherein the authors’ names are known to the reviewer. She mentions that the countries such as Great Britain and Canada passed legislations which mandates the use of OA journals in university publications and health research. She also relates the impact of the changes in publishing to the print versions of journals.
Bazeley, J. W., Waller, J., & Resnis, E. (2014). Engaging Faculty in Scholarly Communication Change: A Learning Community Approach. Journal Of Librarianship & Scholarly Communication, 2(3), 1-13. doi:10.7710/2162-3309.1129
As the landscape of scholarly communication and open access continues to shift, it remains important for academic librarians to continue educating campus stakeholders about these issues, as well as to create faculty advocates on campus. DESCRIPTION OF PROGRAM Three librarians at Miami University created a Faculty Learning Community (FLC) on Scholarly Communication to accomplish this. The FLC, composed of faculty, graduate students, staff, and librarians, met throughout the academic year to read and discuss topics such as open access, journal economics, predatory publishing, alternative metrics (altmetrics), open data, open peer review, etc. NEXT STEPS The members of the FLC provided positive evaluations about the community and the topics about which they learned, leading the co-facilitators to run the FLC for a second year. The library’s Scholarly Communication Committee is creating and implementing a scholarly communication website utilizing the structure and content identified by the 2012-2013 FLC
Deutsche Forschungsgemeinschaft, (2010). Freier Zugang zu Forschungsergebnissen. Bub: Forum Bibliothek Und Information, 62(1), 7.
The article reports that the research society Deutsche Forschungsgemeinschaft (DFG) has expanded their support of open access publishing so that universities can now request that the DFG finance publication of their scientific works in open access journals.
Ottina, D. (2013). From Sustainable Publishing To Resilient Communications. Triplec (Cognition, Communication, Co-Operation): Open Access Journal For A Global Sustainable Information Society, 11(2), 604-613.
In their opening reflection on Open Access (OA) in this special section, Fuchs and Sandoval (2013) argue the current policy debate on Open Access publishing is limited by a for-profit bias which blinds it to much of the most innovative activity in Open Access. They further argue for a refocusing of the policy debate within a public service, commons based perspective of academic knowledge production. I pick up these themes by looking at another key term, sustainable publishing, in an effort to contextualize the policy debate on OA within the broader context of the privatization of the university. From this perspective, the policy debate reveals an essential tension between top-down and bottomup cultures in legitimizing knowledge. This is a tension that has profound implications for scholarly practices mediated through digital networked communications. Explicitly acknowledging this fundamental tension gives additional insight into formulating strategies for maintaining an academic culture of free and open inquiry. I suggest that the frame of resilient communications expresses the dynamic nature of scholarly communications better than that of sustainable publishing, and that empowering scholars through practice-based OA initiatives is essential in broadening grass roots support for equitable Open Access amongst scholars
Stevens, L. M. (2013). From the Editor: Getting What You Pay For? Open Access and the Future of Humanities Publishing. Tulsa Studies In Women’s Literature, 32(1), 7-21.
The article discusses the potential impact of the open access publishing movement on humanities scholarship and publishing. It is suggested that although the free circulation of knowledge is a positive goal, scholars and activists must be careful not to undermine the value of the scholarly and editorial labor which makes quality humanities publications possible. The author also suggests that authors who post their articles for open access or on university commons should pay journals a fee.
Thatcher, S. (2009). From the University Presses–Open Access and the Future of Scholarly Communication. Against the Grain, 21(5), 78-81.
The article presents a speech by the author, delivered on September 23, 2009 as part of the Andrew Neilly Lecture Series at the University of Rochester, in which he discussed open access publishing in terms of university presses and scholarly communication. He presented an overview of the history of such issues, and a forecast of likely future developments.
Dunham, G., & Walters, C. (2014). From University Press to the University’s Press: Building a One-Stop Campus Resource for Scholarly Publishing. Against The Grain, 26(6), 28-30.
The article examines the Office of Scholarly Publishing (OSP) at Indiana University (IU) in Bloomington, Indiana. Topics discussed include the role played in the OSP by Indiana University Press (IU Press), the role played by IUScholarWorks (IUSW), which is an open access publishing initiative administered by IU Libraries, and the location of the university’s publishing activities, which is the Herman B. Wells Library at IU.
Abadal, E. (2013). Gold or green: the debate on Open Access policies. International Microbiology, 16(3), 199-203. doi:10.2436/20.1501.01.194
The movement for open access to science seeks to achieve unrestricted and free access to academic publications on the Internet. To this end, two mechanisms have been established: the gold road, in which scientific journals are openly accessible, and the green road, in which publications are self-archived in repositories. The publication of the Finch Report in 2012, advocating exclusively the adoption of the gold road, generated a debate as to whether either of the two options should be prioritized. The recommendations of the Finch Report stirred controversy among academicians specialized in open access issues, who felt that the role played by repositories was not adequately considered and because the green road places the burden of publishing costs basically on authors. The Finch Report’s conclusions are compatible with the characteristics of science communication in the UK and they could surely also be applied to the (few) countries with a powerful publishing industry and substantial research funding. In Spain, both the current national legislation and the existing rules at universities largely advocate the green road. This is directly related to the structure of scientific communication in Spain, where many journals have little commercial significance, the system of charging a fee to authors has not been adopted, and there is a good repository infrastructure. As for open access policies, the performance of the scientific communication system in each country should be carefully analyzed to determine the most suitable open access strategy.
Bargheer, M., & Schmidt, B. (2008). Göttingen University Press: Publishing services in an Open Access environment. Information Services & Use, 28(2), 133-139.
The article presents a round table discussion that focuses on publishing services in an open access environment that are offered by Göttingen University Press. Begun as an additional service for the Göttingen State and University Library repository, it offers a publication consulting service on behalf of the university. It covers diverse topics such as sciences, life sciences, and humanities.
Jubb, M. (2011). Heading for the Open Road: Costs and Benefits of Transitions in Scholarly Communications. Liber Quarterly: The Journal Of European Research Libraries, 21(1), 102-124.
This paper reports on a study — overseen by representatives of the publishing, library and research funder communities in the UK — investigating the drivers, costs and benefits of potential ways to increase access to scholarly journals. It identifies five different but realistic scenarios for moving towards that end over the next five years, including gold and green open access, moves towards national licensing, publisherled delayed open access, and transactional models. It then compares and evaluates the benefits as well as the costs and risks for the UK. The scenarios, the comparisons between them, and the modelling on which they are based, amount to a benefit-cost analysis to help in appraising policy options over the next five years. Our conclusion is that policymakers who are seeking to promote increases in access should encourage the use of existing subject and institutional repositories, but avoid pushing for reductions in embargo periods, which might put at risk the sustainability of the underlying scholarly publishing system. They should also promote and facilitate a transition to gold open access, while seeking to ensure that the average level of charges for publication does not exceed circa £2,000; that the rate in the UK of open access publication is broadly in step with the rate in the rest of the world; and that total payments to journal publishers from UK universities and their funders do not rise as a consequence.
Tickell, A. (2013). Implementing Open Access in the United Kingdom. Information Services & Use, 33(1), 19-26. doi:10.3233/ISU-130688
Since July 2012, the UK has been undergoing an organized transition to open access. As of 01 April 2013, revised open access policies are coming into effect. Open access implementation requires new infrastructures for funding publishing. Universities as institutions increasingly will be central to managing article-processing charges, monitoring compliance and organizing deposit. This article reviews the implementation praxis between July 2012 and April 2013, including ongoing controversy and review, which has mainly focussed on embargo length
Hawkins, K. K. (2014). How We Pay for Publishing. Against The Grain, 26(6), 35-36.
The article examines the financial aspects of scholarly publishing. Topics discussed include the impact of these financial aspects on academic libraries and university presses, the concept of open access publishing and the financial considerations related to it, and the use of article processing charges (APC) in open access publishing.
Butler, D. (2013). Investigating journals: The dark side of publishing. Nature, 495(7442), 433-435. doi:10.1038/495433a
The article focuses on the investigation of Jeffrey Beall, academic librarian and university researcher at the University of Colorado in Denver regarding the practices of open-access publishing. It says that Beall who became a watchdog for open-access publishers criticizes them on his blog Scholarly Open Access. Beall adds that he was not prepared for the exponential growth of the occurrence of questionable publishers. The insights of publishers on the approach of Beall are also discussed.
2012 was basically the year of the predatory publisher; that was when they really exploded,” says Beall. He estimates that such outfits publish 5–10% of all open-access articles.
Beall’s list and blog are widely read by librar – ians, researchers and open-access advocates,
many of whom applaud his efforts to reveal shady publishing practices —
Wilson, K. k. (2013). Librarian vs. (Open Access) Predator: An Interview with Jeffrey Beall. Serials Review, 39(2), 125-128.
In February 2013, Kristen Wilson interviewed Jeffrey Beall, scholarly initiatives librarian at the University of Colorado Denver. Beall discusses “predatory” open access and its implications for scholarly publishing
Richard, J., Koufogiannakis, D., & Ryan, P. (2009). Librarians and Libraries Supporting Open Access Publishing. Canadian Journal Of Higher Education, 39(3), 33-48
As new models of scholarly communication emerge, librarians and libraries have responded by developing and supporting new methods of storing and providing access to information and by creating new publishing support services. This article will examine the roles of libraries and librarians in developing and supporting open access publishing initiatives and services in higher education. Canadian university libraries have been key players in the development of these services and have been bolstered by support from librarians working through and within their professional associations on advocacy and advancement initiatives, and by significant funding from the Canadian Foundation for Innovation for the Synergies initiative–a project designed to allow Canadian social science and humanities journals to publish online. The article also reflects on the experiences of three librarians involved in the open access movement at their libraries, within Canadian library associations, and as creators, managers, and editors in two new open access journals in the field of library and information studies: Evidence-based Library and Information Practice published out of the University of Alberta; and Partnership: the Canadian Journal of Library and Information Practice and Research hosted by the University of Guelph. As active participants in the creation of open access content within their own field, the authors are able to lend their experience to faculty in other disciplines and provide meaningful and responsive library service development.
Hansson, J., & Johannesson, K. (2013). Librarians’ Views of Academic Library Support for Scholarly Publishing: An Every-day Perspective. Journal Of Academic Librarianship, 39(3), 232-240. doi:10.1016/j.acalib.2013.02.002
This article reports on a study of academic librarians’ views of their work and possibilities regarding support for researchers’ publishing. Institutional repositories and Open Access are areas being dealt with in particular. Methods used are highly qualitative; data was gathered at two Swedish university libraries over a six month period through focus group interview sessions and personal logs by informants. Findings indicate that attitudes are often in collision with practicalities in the daily work in libraries. Even though they have a high degree of knowledge and awareness of scholarly publication patterns, librarians often feel insecure in the approach of researchers. There is a felt redirection in the focus of academic librarianship, from pedagogical information seeking tasks towards a more active publication support, a change which also includes a regained prominence for new forms of bibliographical work. Although there are some challenges, proactive attitudes among librarians are felt as being important in developing further support for researchers’ publishing.
Pinter, F. (2012). Open Access for Scholarly Books?. Publishing Research Quarterly, 28(3), 183-191. doi:10.1007/s12109-012-9285-0
Over the past two decades, sales of monographs have shrunk by 90 % causing prices to rise dramatically as fewer copies are sold. University libraries struggle to assemble adequate collections, and students and scholars are deprived access, especially in the developing world. Open access can play an important role in ensuring both access to knowledge and encouraging the growth of new markets for scholarly books. This article argues that by facilitating a truly global approach to funding the up-front costs of publishing and open access, there is a sustainable future for the specialist academic ‘long form publication’. Knowledge Unlatched is a new initiative that is creating an international library consortium through which publishers will be able to recover their fixed costs while at the same time reducing prices for libraries
Bauer, B., & Stieg, K. (2010). OPEN ACCESS PUBLISHING IN AUSTRIA: DEVELOPMENT AND FUTURE PERSPECTIVES. Bulletin Of The Transilvania University Of Brasov, Series IV: Philology & Cultural Studies, 3(52), 271-278.
The following article provides an overview of Open Access Publishing in Austria in 2010. First of all, the participation of Austrian institutions in signing Open Access declarations and Open Access events in Austria are presented. Secondly, the article shows the development of both the Green Road to Open Access (repositories) as well as the Golden Road (Open Access Journals) in Austria. The article also describes the Open Access policies of the most important funding agency in Austria, the biggest university of the country as well as Universities Austria, the association of the 21 public universities in Austria. Finally, the paper raises the question of how Open Access is to be financed and explains the legal framework conditions for Open Access in Austria.
Nariani, R. r., & Fernandez, L. l. (2012). Open Access Publishing: What Authors Want. College & Research Libraries, 73(2), 182-195.
Campus-based open access author funds are being considered by many academic libraries as a way to support authors publishing in open access journals. Article processing fees for open access have been introduced recently by publishers and have not yet been widely accepted by authors. Few studies have surveyed authors on their reasons for publishing open access and their perceptions of open access journals. The present study was designed to gauge the uptake of library support for author funding and author satisfaction with open access publishing. Results indicate that York University authors are increasingly publishing in open access journals and are appreciative of library funding initiatives. The wider implications of open access are discussed along with specific recommendations for publishers.
Stanton, K. V., & Liew, C. L. (2011). Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students. Information Research: An International Electronic Journal, 16(4),
We examine doctoral students’ awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected through interviews with eight doctoral students enrolled in a range of disciplines in a New Zealand university and a self-completion Web survey of 251 students. Analysis: Interview data were analysed thematically, then evaluated against a theoretical framework. The interview data were then used to inform the design of the survey tool. Survey responses were analysed as a single set, then by disciple using SurveyMonkey’s online toolkit and Excel. Results: While awareness of open access and repository archiving is still low, the majority of interview and survey respondents were found to be supportive of the concept of open access. The perceived benefits of enhanced exposure and potential for sharing outweigh the perceived risks. The majority of respondents were supportive of an existing mandatory thesis submission policy. Conclusions: Low levels of awareness of the university repository remains an issue, and could be addressed by further investigating the effectiveness of different communication channels for promotion.
Mussell, J. (2013). Open Access. Journal Of Victorian Culture (Routledge), 18(4), 526-527. doi:10.1080/13555502.2013.865980
An introduction is presented to the articles within the issue on the theme of open access publishing in Great Britain during the early 2010s, including topics on the economic aspects of and the British government’s policy on open access publishing and its impact on university libraries.
Open access is not new: there is a thriving culture of open access in the sciences and
scholars in the digital humanities have been advocating open publication of research
for some time to share methods, results and data. However, the British Government’s
recent endorsement of the Finch Report (officially titled ‘Accessibility, sustainability, excellence: how to expand access to research publications: Report of the Working Group on Expanding Access to Published Research Findings’), has made open access a central concern for all researchers in UK higher education. The underlying economics and politics of journal publication arc now under scrutiny as never before.
an author-pays version of ‘gold’ open access publishing, where costs of publishing were shifted from the customer (university libraries) onto the producer (scholars), was seen by many as a way of implementing open access without disturbing the status quo. Instead of purchasing research once it has been published, universities will pay for research to be published.
While this model ensures an income stream for publishers (and it always costs something to publish), it reconfigures the relationship between scholars, their research and their institution.
The so-called ‘green’ route to publishing, where articles are made open access after their initial publication in a traditional,subscription-based journal, usually by means of deposit in an institutional repository, has focused attention on the embargo periods demanded by publishers.
Leptin, M. (2012, March 16). Open Access–Pass the Buck. Science. p. 1279.
The author reflects on open access as a model for scientific publishing. She notes that most scientists support open access despite continued controversy about the economics and political consequences of open access among various groups, including researchers, publishers, and universities. Also discussed are the financial implications of open access from the author’s point of view as an editor of the non-profit publishing group the European Molecular Biology Organization
Peters, M. A. (2009). Open Education and the Open Science Economy. Yearbook Of The National Society For The Study Of Education, 108(2), 203-225.
Openness as a complex code word for a variety of digital trends and movements has emerged as an alternative mode of “social production” based on the growing and overlapping complexities of open source, open access, open archiving, open publishing, and open science. This paper argues that the openness movement with its reinforcing structure of overlapping networks of production, access, publishing, archiving, and distribution provide an emerging architecture of alterative educational globalization not wedded to existing neoliberal forms. The open education movement and paradigm has arrived: it emerges from a complex historical background and its futures are intimately tied not only to open source, open access and open publishing movements but also to the concept of the “open society” itself which has multiple, contradictory, and contested meanings. This paper first theorizes the development and significance of “open education” by reference to the Open University, OpenCourseWare (OCW) and open access movements. The paper takes this line of argument further, arguing for a conception of “open science economy” which involves strategic international research collaborations and provides an empirical and conceptual link between university science and the global knowledge economy.
Adam, M. (2013). Open-Access-Publizieren in der Medizin – im Fokus der Bibliometrie an der SLUB Dresden. GMS Medizin-Bibliothek-Information, 13(3), 1-11. doi:10.3205/mbi000291
Since 2012, the Team Bibliometrics in the Electronic Publishing Group at the SLUB Dresden has been supporting scientists but also institutes at the Technical University Dresden in bibliometric issues. Open access (OA) publishing is one of the main topics. The recent analysis identified OA journals in the field of medicine indexed in the Web of Science (WoS) database on the basis of the Directory of Open Access Journals. Subsequently, the journal titles were examined according to their importance in the selected subject categories and the geographical distribution of editorial countries in the first part. The second part dealt with the articles in these journals and the citations contained therein. The results show an amount of 9.7 per cent of OA journals in relation to the total amount of all journals in the selected WoS subject categories. 14 per cent could be assigned to the upper quartile Q1 (Top 25 per cent). For most of the OA journals Great Britain was determined as the publishing country. The analysis of articles with German participation reveals interesting methods to obtain information in the participating authors, institutions, networks and their specific subjects. The result of citation analysis of these articles shows, that articles from traditional journals are the most cited ones.
Kersting, A., & Pappenberger, K. (2009). Promoting open access in Germany as illustrated by a recent project at the Library of the University of Konstanz. OCLC Systems & Services, 25(2), 105-113. doi:10.1108/10650750910961901
With the illustration of a best practice example for an implementation of open access in a scientific institution, the paper will be useful in fostering future open access projects. Design/methodology/approach – The paper starts with a brief overview of the existing situation of open access in Germany. The following report describes the results of a best practice example, added by the analysis of a survey on the position about open access by the scientists at the University of Konstanz. Findings – The dissemination of the advantages of open access publishing is fundamental for the success of implementing open access in a scientific institution. For the University of Konstanz, it is shown that elementary factors of success are an intensive cooperation with the head of the university and a vigorous approach to inform scholars about open access. Also, some more conditions are essential to present a persuasive service: The Library of the University of Konstanz offers an institutional repository as an open access publication platform and hosts open journal systems for open access journals. High-level support and consultation for open access publishing at all administrative levels is provided. The integration of the local activities into national and international initiatives and projects is pursued for example by the joint operation of the information platform open-access.net. Originality/value – The paper offers insights in one of the most innovative open access projects in Germany. The University of Konstanz belongs to the pioneers of the open access movement in Germany and is currently running a successful open access project.
Beals, M. H. (2013). Rapunzel and the Ivory Tower: How Open Access Will Save the Humanities (from Themselves). Journal Of Victorian Culture (Routledge), 18(4), 543-550. doi:10.1080/13555502.2013.865977
The author argues in favor of open access publishing, contending that it will bridge university academics and academic scholarship’s relationship with the public sphere. An overview of open access publishing’s impact on academic journals, including in regard to periodical subscriptions, membership fees and the discourse on history within society, is provided. An overview of digital access to open access publishing is also provided.
crisis of authorship has centred on the charging of Article Processing Charges (APCs) and how best to accommodate the shift from pay-to-read to pay-to-publish models.
Pochoda, P. (2008). Scholarly Publication at the Digital Tipping Point. Journal Of Electronic Publishing, 11(2), 8.
The article presents information on a joint publishing project “Digitalculturebooks” between the University of Michigan Press and the Scholarly Publishing Office of Michigan University Library in Michigan. The aim of the project was to publish books about new media in a printed version and an open access (OA) online version. It is mentioned that the project not only intended to publish innovative and accessible work about the social, cultural, and political impact of new and to collect data about the variation in reading habits and preferences across different scholarly reading communities, but also to explore the opportunities and the obstacles involved in a press working in a partnership with a technologically abled library unit with a business model.
Scientific Publishing: the Dilemma of Research Funding Organisations. (2009). European Review, 17(1), 23-31.
Present changes in scientific publishing, especially those summarised by the term ?Open Access? (OA), may ultimately lead to the complete replacement of a reader-paid to an author, or funding-paid, publication system. This transformation would shift the financial burden for scientific publishing from the Research Performing Organisations (RPOs), particularly from scientific libraries, universities, etc, to the Research Funding Organisations (RFOs). The transition phase is difficult; it leads to double funding of OA publications (by subscriptions and author-sponsored OA) and may thus increase the overall costs of scientific publishing. This may explain why ? with a few exceptions ? RFOs have not been at the forefront of the OA paradigm in the past. In 2008, the General Assembly of EUROHORCs, the European organisation of the heads of research councils, agreed to recommend to its member organisations at least a minimal standard of Open Access based on the Berlin Declaration of 2003 (green way of OA). In the long run, the publishing system needs some fundamental changes to reduce the present costs and to keep up its potential. In order to design a new system, all players have to cooperate and be ready to throw overboard some old traditions, lovable as they may be.
Kennan, M. A. (2010). The economic implications of alternative publishing models: views from a non-economist. Prometheus, 28(1), 85-89. doi:10.1080/08109021003676391
In this article the author discusses economic aspects of alternative economic models for scholarly publishing with reference to a report by J. Houghton and C. Oppenheim. The author present information on the economic models discussed in Houghton and Oppenheim report to the Great Britain’s Joint Information Systems Committee (JISC). He discusses the open access (OA) publishing and suggests that mandates should be made by universities for OA.
I cannot respond to their paper in either of these roles. Instead, I propose to respond both as an academic who conducts research, writes about it and tries to get it published, and as a researcher interested in scholarly communication, publishing and open access.
To continue with a system (of scholarly publishing or anything else) without regularly investigating and analyzing the alternatives, is neither common sense nor scholarly.
Hawkins, K. S. (2014). The Evolution of Publishing Agreements at the University of Michigan Library. Journal Of Librarianship & Scholarly Communication, 2(4), 90-94. doi:10.7710/2162-3309.1175
Taking as an example an open-access journal with a single editor, this article discusses the various configurations of rights agreements used by the University of Michigan Library throughout the evolution of its publishing operation, the advantages of the various models, and the reasons for moving from one to another.
Bankier, J., & Perciali, I. (2008). The Institutional Repository Rediscovered: What Can a University Do for Open Access Publishing?. Serials Review, 34(1), 21-26. doi:10.1016/j.serrev.2007.12.003
Universities have always been one of the key players in open access publishing and have encountered the particular obstacle that faces this Green model of open access, namely, disappointing author uptake. Today, the university has a unique opportunity to reinvent and to reinvigorate the model of the institutional repository. This article explores what is not working about the way we talk about repositories to authors today and how can we better meet faculty needs. More than an archive, a repository can be a showcase that allows scholars to build attractive scholarly profiles, and a platform to publish original content in emerging open-access journals. Serials Review 2008; 34:21-26.
Collister, L. B., Deliyannides, T. S., & Dyas-Correia, S. (2014). The Library as Publisher. Serials Librarian, 66(1-4), 20-29.
This article describes a half-day preconference that focused on the library as publisher. It examined how the movement from print to online publication has impacted the roles of libraries and their ability to take on new roles as publishers. The session explored the benefits of libraries becoming publishers, and discussed Open Access, what it is and is not and its importance to libraries and scholarly communication. A detailed case study of the publishing operations of the University Library System at the University of Pittsburgh was presented as an example of a successful library publishing program. The session provided an opportunity for participants to discover ways that libraries can be involved in publishing
OA literature is digital, online, free of charge, and free of most copyright and licensing restrictions. OA works are still covered by copyright law, but spe- cial license terms such as Creative Commons licenses are applied to allow sharing and reuse. All major OA initiatives for scientific and scholarly litera- ture insist on the importance of peer review. OA is therefore compatible with copyright, peer review, revenue (even profit), print, preservation, prestige,
quality, career advancement, indexing, and supportive services associated with conventional scholarly literature. OA is not Open Source, which applies to computer software, nor Open Content, which applies to non-scholarly content, nor Open Data, which is a movement to support sharing of research data, nor free access, which carries no monetary charges for access, yet all rights may be reserved.
Changing laws, like the Digital Millennium Copyright Act (DMCA) and the Research Works Act, as well as the Google Books copyright settlement and its aftermath, have also had an important impact on scholarly communication.
The changing scholarly communication environment has led to chang- ing economic models, including the advent of the “Big Deal” for the purchaseof journals and e-books, the creation of the pay-per-view model and other alternative purchasing models. It has also led to the creation of OA publish- ing models, the Hybrid OA publishing model, and self-publishing. Today,
over 150 universities around the world mandate OA deposits of faculty works and the Directory of Open Access Journals (DOAJ) lists 9,437 OA journals in 119 countries.The Directory of Open Access Repositories (OpenDOAR) lists 2,284 open archives in 103 countries.
Potvin, S. (2013). The Principle and the Pragmatist 1 [1] The title draws on David Lewis’s comment: “Open access journals claim two advantages: the first is pragmatic and the second is principled.” See David W. Lewis, “The Inevitability of Open Access,” College &Research Libraries 73:5 (September 2012): 493–506. : On Conflict and Coalescence for Librarian Engagement with Open Access Initiatives. Journal Of Academic Librarianship, 39(1), 67-75.
This article considers Open Access (OA) training and the supports and structures in place in academic libraries in the United States from the perspective of a new librarian. OA programming is contextualized by the larger project of Scholarly Communication in academic libraries, and the two share a historical focus on journal literature and a continued emphasis on public access and the economics of scholarly publishing. Challenges in preparing academic librarians for involvement with OA efforts include the evolving and potentially divergent nature of the international OA movement and the inherent tensions of a role with both principled and pragmatic components that serves a particular university community as well as a larger movement.
Bastos, F., Vidotti, S., & Oddone, N. (2011). The University and its libraries: Reactions and resistance to scientific publishers. Information Services & Use, 31(3/4), 121-129.
This paper addresses the relationship of copyright and the right of universities on scientific production. Information and Communication Technologies (ICTs) are causing many changes in the system of scientific communication, such as the creation of Institutional Repositories that aim to gather scientific production in digital format. The University needs quicker ways of spreading academic production and many questions are emerging due to contexts such as the Open Access movement. Thus, this paper questions the positioning of Universities, especially Public Universities, which despite having policies related to intellectual property to protect the transferring forms of research results to society; many times do not have a positioning or a mechanism that regulates the self-deposit of scientific production in these Institutional Repositories. In order to develop this paper, the following issues are addressed: lack of interest of the University in storing scientific production; reports on the relationship of the library with scientific publishing houses; the participation of faculty members and students in supporting the Free Access movement; and initiatives aimed at greater flexibility of copyright to the context of scientific production. In order to follow the development of these issues at international level, it was opted for qualitative research with non-participating direct observation to carry out the identification and description of copyright policy of important publishers from the ROMEO SHERPA site; therefore, it can be observed that there are changes regarding the publishers’ flexibility before self-archiving of authors in open access institutional repositories in their universities. Given this scenario, we present reflections and considerations that involve the progress and mainly the integration of the University and its faculty members; the institution should recommend and guide its faculty members not to transfer their copyrights, but to defend their right of copy to Institutional Repositories along with Publishing Houses
Jagodzinski, C. M. (2008). The University Press in North America: A Brief History. Journal Of Scholarly Publishing, 40(1), 1-20. doi:10.3138/jsp.40.1.1
Simon-Ritz, F. (2012). Warten auf die Wissenschaftsschranke. Bub: Forum Bibliothek Und Information, 64(9), 562-564.
An article on the debate over copyright law and Open Access publishing in Germany is presented. The author describes the demands for noncommercial secondary usage rights by schools, libraries, and universities, as well as detailing the sections of the copyright laws which he considers most damaging to the larger research community
O’Donnell, M. P. (2014). What is the future of scholarly journals in an open access environment?. American Journal Of Health Promotion, 29(1), v-vi. doi:10.4278/ajhp.29.1.v
This editorial provides an overview of journey of the journal American Journal of Health Promotion. This journal would continue to be allowed to publish these articles but wanted me to understand the public would also have free access to them online. This university was following the lead of the Harvard Law School Open Access Policy, which was adopted by faculty at Harvard and Stanford in 2008, at MIT in 2009, and at many other prestigious universities and colleges since then. The traditional publishers want to maximize subscriber satisfaction so they can sell more subscriptions and minimize the number of accepted manuscripts to reduce the cost of printing, whereas the fee-based online publishers want to increase the number of accepted manuscripts to maximize publishing fees. The cost of this subscription is $895/y. The subscription must be in place before the article is typeset.
Armato, D. (2012). What Was a University Press?. Against The Grain, 24(6), 58-62.
Hall, R. (2014). You Say You Want a Publishing Revolution. Progressive Librarian, (43), 35-46.
A recent study published in PLoS ONE estimated that 27 million, or 24%, of the 114 million English-language scholarly documents available through Google Scholar and Microsoft Academic Search are freely available on the web (Khabsa & Giles, 2014). While this is not nearly as much as open access advocates would like, it shows a significant step in the right direction. Though the authors of this study fail to acknowledge the sources of this free
information, it can be surmised that library publishing initiatives—including open access journals and institutional repositories—have contributed greatly.
As the cost of sensors and the connectivity necessary to support those sensors has decreased, this has given rise to a network of interconnected devices. This network is often described as the Internet of Things and it is providing a variety of information management challenges. For the library and publishing communities, the internet of things presents opportunities and challenges around data gathering, organization and processing of the tremendous amounts of data which the internet of things is generating. How will these data be incorporated into traditional publication, archiving and resource management systems? Additionally, how will the internet of things impact resource management within our community? In what ways will interconnected resources provide a better user experience for patrons and readers? This session will introduce concepts and potential implications of the internet of things on the information management community. It will also explore applications related to managing resources in a library environment that are being developed and implemented.
Education in the Internet of Things Bryan Alexander, Consultant;
How will the Internet of Things shape education? We can explore this question by assessing current developments, looking for future trends in the first initial projects. In this talk I point to new concepts for classroom and campus spaces, examining attendant rises in data gathering and analysis. We address student life possibilities and curricular and professional niches. We conclude with notes on campus strategy, including privacy, network support, and futures-facing organizations.
What Does The Internet of Things Mean to a Museum? Robert Weisberg, Senior Project Manager, Publications and Editorial Department; Metropolitan Museum of Art;
What does the Internet of Things mean to a museum? Museums have slowly been digitizing their collections for years, and have been replacing index cards with large (and costly, and labor-intensive) CMS’s long before that, but several factors have worked against adopting smart and scalable practices which could unleash data for the benefit of the institution, its collection, and its audiences. Challenges go beyond non-profit budgets in a very for-profit world and into the siloed behaviors learned from academia, practices borne of the uniqueness of museum collections, and the multi-faceted nature of modern museums which include not only curator, but conservators, educators, librarians, publishers, and increasing numbers of digital specialists. What have museums already done, what are they doing, and what are they preparing for, as big data becomes bigger and ever more-networked? The Role of the Research Library in Unpacking The Internet of Things Lauren di Monte, NCSU Libraries Fellow, Cyma Rubin Fellow, North Carolina State University
The Internet of Things (IoT) is a deceptively simple umbrella term for a range of socio-technical tools and processes that are shaping our social and economic worlds. Indeed, IoT represents a new infrastructural layer that has the power to impact decision-making processes, resources distribution plans, information access, and much more. Understanding what IoT is, how “things” get networked, as well as how IoT devices and tools are constructed and deployed, are important and emerging facets of information literacy. Research libraries are uniquely positioned to help students, researchers, and other information professionals unpack IoT and understand its place within our knowledge infrastructures and digital cultures. By developing and modeling the use of IoT devices for space and program assessment, by teaching patrons how to work with IoT hardware and software, and by developing methods and infrastructures to collect IoT devices and data, we can help our patrons unlock the potential of IoT and harness the power of networked knowledge.
Lauren Di Monte is a Libraries Fellow at NC State. In this role she develops programs that facilitate critical and creative engagements with technologies and develops projects to bring physical and traditional computing into scholarship across the disciplines. Her current research explores the histories and futures of STEM knowledge practices.
I’m not sure if the IoT will hit academic with the wave force of the Web in the 1990s, or become a minor tangent. What do schools have to do with Twittering refrigerators?
Here are a few possible intersections.
Changing up the campus technology space. IT departments will face supporting more technology strata in a more complex ecosystem. Help desks and CIOs alike will have to consider supporting sensors, embedded chips, and new devices. Standards, storage, privacy, and other policy issues will ramify.
Mutating the campus. We’ve already adjusted campus spaces by adding wireless coverage, enabling users and visitors to connect from nearly everywhere. What happens when benches are chipped, skateboards sport sensors, books carry RFID, and all sorts of new, mobile devices dot the quad? One British school offers an early example.
New forms of teaching and learning. Some of these take preexisting forms and amplify them, like tagging animals in the wild or collecting data about urban centers. The IoT lets us gather more information more easily and perform more work upon it. Then we could also see really new ways of learning, like having students explore an environment (built or natural) by using embedded sensors, QR codes, and live datastreams from items and locations. Instructors can build treasure hunts through campuses, nature preserves, museums, or cities. Or even more creative enterprises.
New forms of research. As with #3, but at a higher level. Researchers can gather and process data using networked swarms of devices. Plus academics studying and developing the IoT in computer science and other disciplines.
An environmental transformation. People will increasingly come to campus with experiences of a truly interactive, data-rich world. They will expect a growing proportion of objects to be at least addressable, if not communicative. This population will become students, instructors, and support staff. They will have a different sense of the boundaries between physical and digital than we now have in 2014. Will this transformed community alter a school’s educational mission or operations?
We know that many of you have been interested in exploring Turnitin in the past, so we are excited to bring you an exclusive standardized price and more information on the roll out of Feedback Studio, replacing the Turnitin you have previously seen. We would like to share some exciting accessibility updates, how Feedback Studio can help faculty deliver formative feedback to students and help students become writers. Starting today thru December 31st non-integrated Feedback Studio will be $2.50 and integrated Feedback Studio will be $3 for new customers! Confused by the name? Don’t be! Turnitin is new and improved! Check out this video to learn about Feedback Studio!
Juan Valladares – Account Representative, Oakland jvalladares@turnitin.com – 510.764.7552
To learn more, please join us for a WebEx on September 21st. We will be offering free 30 day pilots to anyone who attends!
Turnitin Webinar
Wednesday, September 21, 2016
11:00 am | Central Daylight Time (Chicago) | 1 hr
Meeting number (access code): 632 474 162 https://mnscu.webex.com/mnscu/j.php?MTID=mebaec2ae9d1d25e6774d16717719008d
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my notes from the webinar
I am prejudiced against TI and I am not hiding it; that does not mean that I am wrong.
For me, TurnitIn (TI) is an anti-pedagogical “surfer,” using the hype of “technology” to ride the wave of overworked faculty, who hope to streamline increasing workload with technology instead of working on pedagogical resolutions of not that new issues.
Low and behold, Juan, the TI presenter is trying to dazzle me with stuff, which does not dazzle me for a long time.
WCAG 2.0 AA standards of the W3C and section 508 of the rehabilitation act. the sales pitch: 79% of students believe in feedback, but only %50+ receive it. HIs source is TurnitIn surveys from 2012 to 2016 (very very small font size (ashamed of it?))
It seems to me very much like “massaged” data.
Testimonials: one professor and one students. Ha. the apex of qualitative research…
next sales pitch: TurnitIn feedback studio. Not any more the old Classic. It assesses the originality. Drag and drop macro-style notes. Pushing rubrics. but we still fight for rubrics in D2L. If we have a large amount of adjuncts. Ha. another gem. “I know that you are, guys, IT folks.” So the IT folks are the Trojan horse to get the faculty on board. put comments on
This presentation is structured dangerously askew: IT people but no faculty. If faculty is present, they will object that they ARE capable of doing the same which is proposed to be automated.
More , why do i have to pay for another expensive software, if we have paid already Microsoft? MS Word can do everything that has been presented so far. Between MS Word and D2L, it becomes redundant.
why the heck i am interested about middle school and high school.
TI was sued for illegal collection of paper; paper are stored in their database without the consent of the students’ who wrote it. TI goes “great length to protect the identity of the students,” but still collects their work [illegally?}
November 10 – 30 day free trial
otherwise, $3 per student, prompts back: between Google, MS Word and D2L (which we already heftily pay for), why pay another exuberant price.
D2L integration: version, which does not work. LTI.
“small price to pay of such a beauty” – it does not matter how quick and easy the integration is, it is a redundancy, which already can be resolved with existing tools, part of which we are paying hefty price for
W3Schools – Fantastic set of interactive tutorials for learning different languages. Their SQL tutorial is second to none. You’ll learn how to manipulate data in MySQL, SQL Server, Access, Oracle, Sybase, DB2 and other database systems.
Treasure Data – The best way to learn is to work towards a goal. That’s what this helpful blog series is all about. You’ll learn SQL from scratch by following along with a simple, but common, data analysis scenario.
10 Queries – This course is recommended for the intermediate SQL-er who wants to brush up on his/her skills. It’s a series of 10 challenges coupled with forums and external videos to help you improve your SQL knowledge and understanding of the underlying principles.
TryR – Created by Code School, this interactive online tutorial system is designed to step you through R for statistics and data modeling. As you work through their seven modules, you’ll earn badges to track your progress helping you to stay on track.
Leada – If you’re a complete R novice, try Lead’s introduction to R. In their 1 hour 30 min course, they’ll cover installation, basic usage, common functions, data structures, and data types. They’ll even set you up with your own development environment in RStudio.
Advanced R – Once you’ve mastered the basics of R, bookmark this page. It’s a fantastically comprehensive style guide to using R. We should all strive to write beautiful code, and this resource (based on Google’s R style guide) is your key to that ideal.
Swirl – Learn R in R – a radical idea certainly. But that’s exactly what Swirl does. They’ll interactively teach you how to program in R and do some basic data science at your own pace. Right in the R console.
Python for beginners – The Python website actually has a pretty comprehensive and easy-to-follow set of tutorials. You can learn everything from installation to complex analyzes. It also gives you access to the Python community, who will be happy to answer your questions.
PythonSpot – A complete list of Python tutorials to take you from zero to Python hero. There are tutorials for beginners, intermediate and advanced learners.
Read all about it: data mining books
Data Jujitsu: The Art of Turning Data into Product – This free book by DJ Patil gives you a brief introduction to the complexity of data problems and how to approach them. He gives nice, understandable examples that cover the most important thought processes of data mining. It’s a great book for beginners but still interesting to the data mining expert. Plus, it’s free!
Data Mining: Concepts and Techniques – The third (and most recent) edition will give you an understanding of the theory and practice of discovering patterns in large data sets. Each chapter is a stand-alone guide to a particular topic, making it a good resource if you’re not into reading in sequence or you want to know about a particular topic.
Mining of Massive Datasets – Based on the Stanford Computer Science course, this book is often sighted by data scientists as one of the most helpful resources around. It’s designed at the undergraduate level with no formal prerequisites. It’s the next best thing to actually going to Stanford!
Big Data, Data Mining, and Machine Learning: Value Creation for Business Leaders and Practitioners – This book is a must read for anyone who needs to do applied data mining in a business setting (ie practically everyone). It’s a complete resource for anyone looking to cut through the Big Data hype and understand the real value of data mining. Pay particular attention to the section on how modeling can be applied to business decision making.
Hadoop: The Definitive Guide – As a data scientist, you will undoubtedly be asked about Hadoop. So you’d better know how it works. This comprehensive guide will teach you how to build and maintain reliable, scalable, distributed systems with Apache Hadoop. Make sure you get the most recent addition to keep up with this fast-changing service.
Online learning: data mining webinars and courses
DataCamp – Learn data mining from the comfort of your home with DataCamp’s online courses. They have free courses on R, Statistics, Data Manipulation, Dynamic Reporting, Large Data Sets and much more.
Coursera – Coursera brings you all the best University courses straight to your computer. Their online classes will teach you the fundamentals of interpreting data, performing analyzes and communicating insights. They have topics for beginners and advanced learners in Data Analysis, Machine Learning, Probability and Statistics and more.
Udemy – With a range of free and pay for data mining courses, you’re sure to find something you like on Udemy no matter your level. There are 395 in the area of data mining! All their courses are uploaded by other Udemy users meaning quality can fluctuate so make sure you read the reviews.
CodeSchool – These courses are handily organized into “Paths” based on the technology you want to learn. You can do everything from build a foundation in Git to take control of a data layer in SQL. Their engaging online videos will take you step-by-step through each lesson and their challenges will let you practice what you’ve learned in a controlled environment.
Udacity – Master a new skill or programming language with Udacity’s unique series of online courses and projects. Each class is developed by a Silicon Valley tech giant, so you know what your learning will be directly applicable to the real world.
Treehouse – Learn from experts in web design, coding, business and more. The video tutorials from Treehouse will teach you the basics and their quizzes and coding challenges will ensure the information sticks. And their UI is pretty easy on the eyes.
Learn from the best: top data miners to follow
John Foreman – Chief Data Scientist at MailChimp and author of Data Smart, John is worth a follow for his witty yet poignant tweets on data science.
DJ Patil – Author and Chief Data Scientist at The White House OSTP, DJ tweets everything you’ve ever wanted to know about data in politics.
Nate Silver – He’s Editor-in-Chief of FiveThirtyEight, a blog that uses data to analyze news stories in Politics, Sports, and Current Events.
Andrew Ng – As the Chief Data Scientist at Baidu, Andrew is responsible for some of the most groundbreaking developments in Machine Learning and Data Science.
Bernard Marr – He might know pretty much everything there is to know about Big Data.
Gregory Piatetsky – He’s the author of popular data science blog KDNuggets, the leading newsletter on data mining and knowledge discovery.
Christian Rudder – As the Co-founder of OKCupid, Christian has access to one of the most unique datasets on the planet and he uses it to give fascinating insight into human nature, love, and relationships
Dean Abbott – He’s contributed to a number of data blogs and authored his own book on Applied Predictive Analytics. At the moment, Dean is Chief Data Scientist at SmarterHQ.
Practice what you’ve learned: data mining competitions
Kaggle – This is the ultimate data mining competition. The world’s biggest corporations offer big prizes for solving their toughest data problems.
Stack Overflow – The best way to learn is to teach. Stackoverflow offers the perfect forum for you to prove your data mining know-how by answering fellow enthusiast’s questions.
TunedIT – With a live leaderboard and interactive participation, TunedIT offers a great platform to flex your data mining muscles.
DrivenData – You can find a number of nonprofit data mining challenges on DataDriven. All of your mining efforts will go towards a good cause.
Quora – Another great site to answer questions on just about everything. There are plenty of curious data lovers on there asking for help with data mining and data science.
Meet your fellow data miner: social networks, groups and meetups
Facebook – As with many social media platforms, Facebook is a great place to meet and interact with people who have similar interests. There are a number of very active data mining groups you can join.
LinkedIn – If you’re looking for data mining experts in a particular field, look no further than LinkedIn. There are hundreds of data mining groups ranging from the generic to the hyper-specific. In short, there’s sure to be something for everyone.
Meetup – Want to meet your fellow data miners in person? Attend a meetup! Just search for data mining in your city and you’re sure to find an awesome group near you.
Data storytelling is the realization of great data visualization. We’re seeing data that’s been analyzed well and presented in a way that someone who’s never even heard of data science can get it.
Google’s Cole Nussbaumer provides a friendly reminder of what data storytelling actually is, it’s straightforward, strategic, elegant, and simple.
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.
_______________________________
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.
***”Culture & Technology” – European Summer University in Digital
Humanities (ESU DH C & T) 19th to 29th of July, University of Leipzig* http://www.culingtec.uni-leipzig.de/ESU_C_T/
The Summer University takes place across 11 whole days. The intensive
programme consists of workshops, public lectures, regular project
presentations, a poster session, and a panel discussion.
The *workshop programme* is composed of the following thematic strands:
– XML-TEI encoding, structuring and rendering
– Compilation, Annotation und Analysis of Written Text Corpora. Introduction to Methods and Tools
– Comparing Corpora
– Digital Editions and Editorial Theory: Historical Texts and Documents
– Searching Linguistic Patterns in Large Text Corpora for Digital Humanities Research
– Lexicometric text analysis using CLARIN-D Webservices and R
– Stylometry
– Spoken Language and Multimodal Corpora
– Digital Lexica, Terminological Databases and Encyclopaedias: Contents, Structures and Formats
– Exploring art and technology within contemporary network culture. A close look at net art, digital art curation and its impact on the culture heritage sector
– From Text to Map. Modeling Historical Humanities Data in Mapping
Environments
– Project Management
– Data management for the humanities: from data warehousing to legal and ethical implication
– Digital Research Infrastructures in the Humanities: How to Use, Build and Maintain Them
Workshops are normally structured in such a way that participants can either take the two blocks of one workshop or two blocks from different workshops. The number of participants in each workshop is limited to 10. For more information see: http://www.culingtec.uni-leipzig.de/ESU_C_T/node/621
The Summer University is directed at 60 participants from all over Europe and beyond. It wants to bring together (doctoral) students, young scholars and academics from the Arts and Humanities, Library Sciences, Social Sciences, Engineering and Computer Sciences as equal partners to an interdisciplinary exchange of knowledge and experience in a multilingual and multicultural context and thus create the conditions for future project-based cooperations and network-building across the borders of disciplines, countries, languages and cultures.
The Summer University seeks to offer a space for the discussion and acquisition of new knowledge, skills and competences in those computer technologies which play a central role in Humanities Computing and which determine every day more and more the work done in the Humanities and Cultural Sciences, as well as in publishing, libraries, and archives, to name only some of the most important areas. The Summer University aims at integrating these activities into the broader context of the Digital Humanities, which pose questions about the consequences and implications of the application of computational methods and tools to cultural artefacts of all kinds.
In all this the Summer University aims at confronting the so-called Gender Divide , i.e. the under-representation of women in the domain of Information and Communication Technologies (ICT) in Germany and Europe. But, instead of strengthening the hard sciences as such by following the way taken by so many measures which focus on the so-called STEM disciplines and try to convince women of the attractiveness and importance of Computer Science or Engineering, the Summer University relies on the challenges that the Humanities with their complex data and their wealth of women represent for Computer Science and Engineering and
the further development of the latter, on the overcoming of the boarders between the so-called hard and soft sciences and on the integration of Humanities, Computer Science and Engineering.
As the Summer University is dedicated not only to the acquisition of knowledge and skills, but wants also to foster community building and networking across disciplines, languages and cultures, countries and continents, the programme of the Summer School features also communal coffee breaks, communal lunches in the refectory of the university, and a rich cultural programme (thematic guided tours, visits of archives, museums and exhibitions, and communal dinners in different parts of Leipzig).
For all relevant information please consult the Web-Portal of the European Summer School in Digital Humanities “Culture & Technology”: http://www.culingtec.uni-leipzig.de/ESU_C_T/ which will be continually updated and integrated with more information as soon as it becomes available.
For questions about the European Summer University please use esu_ct@uni-leipzig.de
With best regards, Elisabeth Burr
High Performance Wi-Fi For Today’s Digital Education
Seamless and robust mobile connectivity is a must have in today’s education environment. More student mobile devices, higher performance data rates, greater capacity demands, increasing on-line curriculum and testing require enterprise grade Wi-Fi reliability without the complexities and on-going maintenance. It has to be simple and it has to just work.
In this webinar, you will hear case studies from three different schools, each with their own specific wireless needs, how they addressed them and what recommendation they would each have to ensure your wireless project goes smoothly.
Thank you for registering for High Performance Wi-Fi For Today’s Digital Education. Save this email for details on the webcast.
LIVE WEBCAST DATE: April 07, 2016
LIVE WEBCAST TIME: 02:00 PM EDT
Use the link below to enter the webcast up to 15 minutes before the start.
Vinson Houston Vice President for Information Technology, Jacksonville State University
Since 2008, Mr. Vinson Houston has served as vice president for information technology at Jacksonville State University. Prior to that, Mr. Houston served as Director of Telecommunications for JSU, beginning in 2005. Mr. Houston currently serves on the board of directors for the Alabama Supercomputer Authority and is on the CORE Executive Committee that leads initiatives promoting PK-20 collaboration related to using new technologies in the classroom. He holds a B.A. and an M.B.A. from Jacksonville State University.
Kris Keckler Executive Director of Information and Accountability,KUSD
Kenosha Unified School District (KUSD) is the 3rd largest district in Wisconsin, with over 40 schools. KUSD’s mission is to provide excellent, challenging learning opportunities and experiences that prepare each student for success. From this role, Kris has the pleasure of directly guiding both the Office of Educational Accountability and the Information Services Department. Kris is a strong advocate for promoting quality integration of technology and data for staff and students alike.
Angela Becker Network Manager, KUSD
Angela Becker is the Network Manager for Kenosha Unified School District. KUSD serves over 22,200 students and 3,000 staff. Angela supports and maintains the network and wireless infrastructure for 40 district sites which includes a 10Gb internal fiber ring, over 950 access points and 700 network switches as well as provides application and online testing support for the district.
Alex Ender Network and Systems Administrator, Everest Academy
As the Network and Systems Administrator at Everest Academy, Alex is responsible for planning and implementing network and server upgrades. He has worked both as an administrator and technician for the past 4 years. Never one for a dull moment, Alex also monitors and maintains multiple client networks as a consultant.
purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”
\\STCLOUDSTATE\HuskyNet\DeptFiles\LRS\ETextbooks
SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined
According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
Different models of pricing also in Acker (2015, p. 48). Keith touched on that
students learn equally well from etextbooks as from paper ones: Taylor (2011)
my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:
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working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.
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e-book
(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.
Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.
E-Book Formats
Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing
There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).
According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.
Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.
E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.
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A digital textbook is a digital book or e-book intended to serve as the text for a class. Digital textbooks may also be known as e-textbooks or e-texts. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of open access and open source support the idea of open textbooks, digital textbooks that are free (gratis) and easy to distribute, modify and update https://en.wikipedia.org/wiki/Digital_textbook
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Exploring Students’ E-Textbook Practices in Higher Education
Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida
According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.3This cost sometimes drives students to delay or avoid purchasing textbooks. Digital materials such as e-textbooks may offer a more cost-effective alternative.4 Also, the expectation for digital materials is gaining strength in the K–12 sector.5 For example, Florida school districts set a goal to spend at least half of classroom material funding on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.
Key Issues
Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.
a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.
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Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877
This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.
Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.
the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.
the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the
Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the
project and embedded within the final package. In order to limit the size of the final files, some content was uploaded
onto Youtube so that the user could access these via the internet.
The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the
iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-
dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as
review questions with instant feedback and assessment.
Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4
Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0
Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.
Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.
Pilot projects that can help build institutional expertise
Address how and where insights gained from pilot projects will be collected and
made available
People resources (e.g., instructional designers) that will be needed to assist
instructors to use this technology
ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.
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MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):
NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!
Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!
Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.
Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.
Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.
NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)
are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?
Steven Butnik’s article Understanding, Diagnosing, and Coping with Slow Processing Speed.
Consider whether the student is being held back by anxiety, a learning disability that is making the content difficult to process, a condition like dysgraphia that makes handwriting especially challenging, eyesight issues that make the board or papers hard to read, or auditory processing difficulties that make working in a busy, noisy classroom very difficult.
In The Power of Validation, Karyn Hall and Melissa Cook define validation as “the recognition and acceptance that your child has feelings and thoughts that are true and real to him regardless of logic or whether it makes sense to anyone else.”
Students who frequently get stuck on school work may lack the problem-solving skills they need to get unstuck. So whenever you can, model your own strategies with teacher think-alouds, and get other students to do the same thing.
Michael Dunlea finds that in many cases students get hung up on one specific aspect of an assignment, so if he is able to figure out what’s confusing them, he can help them continue.
For some people, simply setting a time limit for a task is enough to get them moving more quickly, so it’s worth a try with your slow-paced students. Use this one carefully, though: For some students, it could cause even more anxiety and make them shut down completely.
Break Large Tasks into Small Ones
Offer a “Can Do” and a “Must Do”
Provide Estimated Times for Each Activity
WIRMI Problem-Solving Strategies for Writing by Linda Flower.
“What I really mean is…” and continue in whatever language you would use if you were describing the idea to a friend.
Establish a Bare-Minimum Goal for Formative Assessment
Mix Low-Stakes with High-Stakes Tasks
Mark Problem Items for Later: instructional coach Gretchen Schultek Bridgers advises students who get stuck on an item, especially on a test, to mark it with a small post-it note, a highlighter, or a star as a reminder to come back to the item later. This kind of strategy will be useful to everyone, not just your slow working students.
Since 2008, Mr. Vinson Houston has served as vice president for information technology at Jacksonville State University. Prior to that, Mr. Houston served as Director of Telecommunications for JSU, beginning in 2005. Mr. Houston currently serves on the board of directors for the Alabama Supercomputer Authority and is on the CORE Executive Committee that leads initiatives promoting PK-20 collaboration related to using new technologies in the classroom. He holds a B.A. and an M.B.A. from Jacksonville State University.
