Searching for "archive"

26
Jun
2017

archive video tapes

categories: Digital literacy, information technology, instructional technology

Videotapes Are Becoming Unwatchable As Archivists Work To Save Them

Scott Greenstone

Kidd and the others are archivists and preservationists, and they’re part of a group called XFR Collective (pronounced Transfer Collective). Most work professionally, but they volunteer their free time to do this.

That’s because research suggests that tapes like this aren’t going to live beyond 15 to 20 years. Some call this the “magnetic media crisis,” and archivists, preservationists, and librarians like the ones in the XFR Collective are trying to reverse it.

Some are old videos of police brutality; others are just weddings or old public access TV that isn’t saved anywhere else. All tapes are from people who want their content to be publicly available, and after the tapes are transferred, they’re stored on the nonprofit Internet Archive. To date, they’ve transferred 155 tapes—67 hours in total.

Of course, this doesn’t guarantee that they will be saved forever. Digital has its own problems, and Lukk says that some film preservationists argue we should be looking back to before magnetic media for stable preservation — many Hollywood films, for instance, are often stored on film in salt mines, where they can last 100 years.

 

 

20
Jan
2022

mini conference on virtual reality in education

categories: announcement, Digital literacy
Our first Library 2.022 mini-conference: “Virtual Reality and Learning: Leading the Way,” will be held online (and for free) on Tuesday, March 29th, 2022.

Virtual Reality was identified by the American Library Association as one of the 10 top library technology trends for the future. The use of this technology is equally trending in the education, museum, and professional learning spheres. Virtual Reality is a social and digital technology that uniquely promises to transform learning, build empathy, and make personal and professional training more effective and economical.

Through the leadership of the state libraries in California, Nevada, and Washington, Virtual Reality projects have been deployed in over 120 libraries in the three states in both economically and geographically diverse service areas. This example, as well as other effective approaches, can help us to begin a national conversation about the use of XR/immersive learning technology in libraries, schools, and museums; and about making content available to all users, creating spaces where digital inclusion and digital literacy serves those who need it the most

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

Everyone is invited to participate in our Library 2.0 conference events, which are designed to foster collaboration and knowledge sharing among information professionals worldwide. Each three-hour event consists of a keynote panel, 10-15 crowd-sourced thirty-minute presentations, and a closing keynote.

Participants are encouraged to use #library2022 and #virtualrealitylearning on their social media posts about the event.

CALL FOR PROPOSALS:The call for proposals is now open. We encourage proposals that showcase effective uses of Virtual Reality in libraries, schools, and museums. We encourage proposals that also address visions or examples of Virtual Reality impacting adult education, STEM learning, the acquisition of marketable skills, workforce development, and unique learning environments.. Proposals can be submitted HERE.

KEYNOTE SPEAKERS, SPECIAL GUESTS, AND ORGANIZERS:

Sara Jones
State Librarian, Washington State Library

Sara Jones previously served as the director of the Marin County Free Library since July 2013. Prior to her time in California, Jones held positions in Nevada libraries for 25 years, including serving as the Carson City Library Director, the Elko-LanderEureka County Library System Director and Youth Services Coordinator, and Nevada State Librarian and Administrator of the State Library and Archives from 2000-2007. Jones was named the Nevada Library Association’s Librarian of the Year in 2012; served as Nevada’s American Library Association (ALA) Council Delegate for four years; coordinated ALA National Library Legislative Day for Nevada for 12 years; served as the Nevada Library Association president; was an active member of the Western Council of State Libraries serving as both vice president and president; and served on the University of North Texas Department of Library and Information Sciences Board of Advisors for over 10 years. She was awarded the ALA Sullivan award for services to children in 2018. She is a member and past-president of CALIFA, a nonprofit library membership consortium.

 

Tammy Westergard
Senior Workforce Development Leader, Project Coordinator – U.S. Department of Education Reimagine Workforce Preparation Grant Program – Supporting and Advancing Nevada’s Dislocated Individuals – Project SANDI

As Nevada State Librarian (2020 – 2021), Tammy Douglass Westergard was a leader in envisioning the dynamic roles of libraries in the future of learning and democracy in America. Tammy was also named the Nevada Library Association’s 2020 Librarian of the Year. She deployed the first certification program within any public library in America where individuals can earn a Manufacturing Technician 1 (MT1), a nationally recognized industry credential necessary to get many of the high paying careers in advanced manufacturing. In parallel with California public libraries, Westergard launched in Nevada the first State-wide learning program in American public libraries delivering augmented reality and virtual reality STEM content and equipment, resulting in immersive learning experiences for thousands of learners. Westergard imagined and then became the project design leader for the first-ever initiative deploying 3D learning tools for the College of Southern Nevada’s (CSN) allied health programs. As a result, CSN is the first dialysis technician training program in the world to use a virtual reality simulation for instruction and CSN was able to accept remote, online learners into its program for students who were previously unable to access the program.Tammy received her bachelor’s degree from the University of Nevada, Reno, a Master of Library Science from the University of North Texas and is a member of Beta Phi Mu, the international library and information studies honor society. She is a member of the International Advisory Board of the Vaclav Havel Library Foundation. The Library Journal named Westergard an “Agent of Change Mover and Shaker.” Tammy’s great passion is advancing educational opportunities through the library. She believes there is dignity in work, which is why she is expanding first-in-the-country programs she created that help displaced workers reskill and upskill so they can step into living wage jobs.

 

Greg Lucas
California State Librarian

Greg Lucas was appointed California’s 25th State Librarian by Governor Jerry Brown on March 25, 2014. Prior to his appointment, Greg was the Capitol Bureau Chief for the San Francisco Chronicle where he covered politics and policy at the State Capitol for nearly 20 years. During Greg’s tenure as State Librarian, the State Library’s priorities have been to improve reading skills throughout the state, put library cards into the hands of every school kid and provide all Californians the information they need – no matter what community they live in. The State Library invests $10 million annually in local libraries to help them develop more innovative and efficient ways to serve their communities. Since 2015, the State Library has improved access for millions of Californians by helping connect more than half of the state’s 1,100 libraries to a high-speed Internet network that links universities, colleges, schools, and libraries around the world. Greg holds a Master’s in Library and Information Science from California State University San Jose, a Master’s in Professional Writing from the University of Southern California, and a degree in communications from Stanford University.

 

Milton Chen
Independent Speaker, Author, Board Member

Milton says that he has had a very fortunate and fulfilling career on both coasts, working with passionate innovators to transform education in creative ways. His first job out of college was at Sesame Workshop in New York, working with founder Joan Cooney and some amazingly talented colleagues in TV production and educational research. From 1976 to 1980, he worked in the research department, creating science curricula for Sesame Street and testing segments for The Electric Company, the reading series. He then served as director of research for the development of 3-2-1 Contact, a science series for 8- to 12-year-olds. Eventually, Sesame Street circled the globe, with broadcasts in more than 100 countries and versions in Spanish, Chinese, Arabic, and many other languages. He then came to the Bay Area to pursue doctoral studies in communication at Stanford. His dissertation looked at gender differences in high school computer use, including new desktop computers we called “microcomputers.” After two years as an assistant professor at the Harvard Graduate School of Education, he joined KQED-San Francisco (PBS) in 1987 as director of education. They worked with teachers to incorporate video into their lessons, using VCRs! He wrote my first book, The Smart Parent’s Guide to Kids’ TV (1994) and hosted a program on the topic with special guest, First Lady Hillary Clinton. In 1998, he joined The George Lucas Educational Foundation as executive director. During his 12 years there, thjey produced documentaries and other media on schools embracing innovations such as project-based learning, social/emotional learning, digital technologies, and community engagement. They created the Edutopia brand to represent more ideal environments for learning. Today, the Edutopia.org website attracts more than 5 million monthly users.

 

Karsten Heise
Director of Strategic Programs, Nevada Governor’s Office of Economic Development (GOED) i

Karsten Heise joined the Nevada Governor’s Office of Economic Development (GOED) in April 2012 initially as Technology Commercialization Director and then continued as Director of Strategic Programs. He leads Innovation Based Economic Development (IBED) in Nevada. As part of IBED, he created and manages Nevada’s State Small Business Credit Initiative (SSBCI) Venture Capital Program. He also leads and overseas the ‘Nevada Knowledge Fund’ to spur commercialization at the state’s research institutions and to foster Research & Development engagements with the private sector as well as supporting local entrepreneurial ecosystems and individual startups. In addition, Karsten is deeply familiar with the European vocational training system having completed his banking-apprenticeship in Germany. This experience inspired the development of the ‘Learn and Earn Advanced career Pathway’ (LEAP) framework in Nevada, which progressed to becoming the standard template for developing career pathway models in the state. He is deeply passionate about continuously developing new workforce development approaches dealing with the consequences of the Fourth Industrial Revolution. Prior to joining the GOED, Karsten spent five years in China working as an external consultant to Baron Group Beijing and as member of the senior management team at Asia Assets Limited, Beijing. Before relocating to Beijing, Karsten worked for 10 years in the international equity divisions of London-based leading Wall Street investment banks Morgan Stanley, Donaldson, Lufkin & Jenrette (DLJ), and most recently Credit Suisse First Boston (CSFB). As Vice President at CSFB, he specialized in alternative investments, structured products, and international equities. His clients were entrepreneurs, ultra-high net worth individuals and family offices as well as insurance companies, pension funds, asset managers and banks. Karsten speaks German and Mandarin Chinese. Karsten completed his university education in the United Kingdom with a Bachelor of Science with First Class Honours in Economics from the University of Buckingham, a Master of Science with Distinction in International Business & Finance from the University of Reading, and a Master of Philosophy with Merit in Modern Chinese Studies, Chinese Economy from the University of Cambridge – Wolfson College. He is also an alumnus of the Investment Management Evening Program at London Business School and completed graduate research studies at Peking University, China.

 

Dana Ryan, PhD 
Special Assistant to the President, Truckee Meadows Community College

With a doctorate in educational leadership from the University of Nevada, Reno, Dana has decades advancing education and training solutions to meaningfully link, scale, enhance and further develop digital components in healthcare, advanced manufacturing, logistics, IT and construction trades. She understands the WIOA one-stop-operating-system programs and processes and can communicate how delivery of services to clients through local offices, regional centers and libraries is achieved. Skill with analysis of a variety of labor market and other demographic information creates excellence in explaining the relevance of labor market data and local, state, and national labor market trends. Dana interfaces with labor and management groups/leaders, and others.

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

The School of Information at San José State University is the founding conference sponsor. Please register as a member of the Library 2.0 network to be kept informed of future events. Recordings from previous years are available under the Archives tab at Library 2.0 and at the Library 2.0 YouTube channel.
14
Jan
2022

metaverse is bad

categories: announcement

The Metaverse Is Bad

https://www.theatlantic.com/technology/archive/2021/10/facebook-metaverse-name-change/620449/

In the simplest explanation, the metaverse is just a sexy, aspirational name for some kind of virtual or augmented-reality play. Facebook owns a company called Oculus, which manufactures and sells VR computers and headsets. Oculus is also making a 3-D, virtual platform called Horizon—think Minecraft with avatars, but without the blocks. Facebook, Apple, and others have also invested heavily in augmented reality, a kind of computer graphics that uses goggles to overlay interactive elements onto a live view of the world. So far, the most viable applications of VR and AR can be found in medicine, architecture, and manufacturing, but dreams of its widespread consumer appeal persist. If those dreams become realized, you’ll probably end up buying crap and yelling at people through a head-mounted display, instead of through your smartphone.

++++++++++++++++
more on the metaverse in this IMS blog
https://blog.stcloudstate.edu/ims?s=metaverse

26
Dec
2021

Russia’s collective memory

categories: academic library

Opinion: The Kremlin is trying to erase Russia’s collective memory. It won’t succeed.

https://www.washingtonpost.com/opinions/2021/12/22/kremlin-is-trying-erase-russias-collective-memory-it-wont-succeed/

Unlike in other post-communist countries, where atrocities committed by former regimes are being documented by government institutions — such as the Stasi Records Archive in Germany or the Institute of National Remembrance in Poland — in Russia this mammoth task was left to volunteers.

06
Dec
2021

technology tyranny

categories: Digital literacy, educational technology, technology literacy

WHY TECHNOLOGY FAVORS TYRANNY

https://www.theatlantic.com/magazine/archive/2018/10/yuval-noah-harari-technology-tyranny/568330/

Artificial intelligence could erase many practical advantages of democracy, and erode the ideals of liberty and equality. It will further concentrate power among a small elite if we don’t take steps to stop it.

liberal democracy and free-market economics might become obsolete.

The Russian, Chinese, and Cuban revolutions were made by people who were vital to the economy but lacked political power; in 2016, Trump and Brexit were supported by many people who still enjoyed political power but feared they were losing their economic worth.

artificial intelligence is different from the old machines. In the past, machines competed with humans mainly in manual skills. Now they are beginning to compete with us in cognitive skills. And we don’t know of any third kind of skill—beyond the manual and the cognitive—in which humans will always have an edge.

Israel is a leader in the field of surveillance technology, and has created in the occupied West Bank a working prototype for a total-surveillance regime.

The conflict between democracy and dictatorship is actually a conflict between two different data-processing systems. AI may swing the advantage toward the latter.

As we rely more on Google for answers, our ability to locate information independently diminishes. Already today, “truth” is defined by the top results of a Google search.

The race to accumulate data is already on, and is currently headed by giants such as Google and Facebook and, in China, Baidu and Tencent. So far, many of these companies have acted as “attention merchants”—they capture our attention by providing us with free information, services, and entertainment, and then they resell our attention to advertisers.
We aren’t their customers—we are their product.

Nationalization of data by governments could offer one solution; it would certainly curb the power of big corporations. But history suggests that we are not necessarily better off in the hands of overmighty governments.

02
Nov
2021

trustworthiness of science

categories: academic dishonesty, cheating, copyright

Is Scientific Communication Fit for Purpose?

problems is scientific misconduct and fraud, which, it is important to note, is perpetuated by scientists themselves. This category includes scientists who use fraudulent data, inappropriately manipulate images, and otherwise fake experimental results. Publishers have been investing increasingly to block bad contributions at the point of submission through editorial review and more is almost certainly needed, likely a combination of automated and human review. Another form of misconduct is the failure to disclose conflicts of interest, which, notwithstanding efforts by publishers to strengthen disclosure guidelines, have continued to be disclosed “too little too late,”

Beyond individual misconduct, there are also organized and systematic challenges. We are seeing “organized fraud” and “industrialized cheating” to manipulate the scientific record to advance self-interests. These choreographed efforts include citation malpractice, paper mills, peer review rings, and guest editor frauds. And, even if it does not rise to the level of misconduct, we have seen the use of methods and practices that make substantial portions of at least some fields impossible to reproduce and therefore of dubious validity. Whether individual, organized, or systematic, all these are threats to scientific integrity.

30
Oct
2021

male college crisis is the lack of completion

categories: academic library, learning

The male college crisis is not just in enrollment, but completion

Richard V. Reeves and Ember Smith

In 1972, when the U.S. government passed the landmark Title IX laws to promote gender equality in education, there was a 12 percentage-point gap in the proportion of bachelor’s degrees going to men compared to women. By 1982, the gap had closed. Nobody predicted what happened next: the gap started to widen rapidly in the opposite direction. By 2019, the gender gap in bachelor awards was wider, at 14 points, than it had been in 1972 — but the other way round. (We are not claiming here that Title IX had much impact, however).

To Hanna Rosin, author of The End of Men, it is “the strangest and most profound change of the century, even more so because it is unfolding in a similar way pretty much all over the world.”

Importantly, there is a gender gap not only in rates of college enrollment, as we described earlier in the year, and recently highlighted in the Wall Street Journal and The Atlantic, but also in rates of completion among those who do enroll.

College enrollment is falling, mostly among men

the gender gap widened significantly in 2020.

College enrollment has steadily declined following the Great Recession, with total enrollment among both men and women decreasing each year from 2012 to 2020. But many more women than men were enrolling in college when rates began to fall in 2012 (11.6 million women were enrolled at the time, compared to 8.6 million men). If the relative decline among men and women had been similar, we would expect the gender gap in enrollment rates to remain constant. Instead, the fall 2020 decline in male enrollment eclipsed the decline in female enrollment for the fifth year in a row and the gender gap in enrollment is widening. COVID-19 accelerated this trend.

Women graduate high school and college at higher rates

Education gaps across the lifecycle

Men born from 1955 to 1974 (ages 45-64 in 2019) who likely wrapped up their postsecondary education decades ago, attained bachelor’s and graduate degrees at a similar rate to women in their age group. By contrast, older men born before 1955 had higher educational attainment than women, and younger men born after 1974 seem to be consistently outpaced by women their age.

Class, gender and the education gap

84% of students from the top income quintile enroll in any college in the fall after high school graduation compared to 72% of students in the middle class and 63% of students in the bottom income quintile.

19
Apr
2021

Digital Humanities for Librarians

categories: academic library, Digital literacy, media literacy

Digital Humanities for Librarians

By: Emma Annette Wilson

  • Publisher: Rowman & Littlefield Publishers

  • Print ISBN: 9781538116449, 1538116448

Digital Humanities For Librarians. Some librarians are born to digital humanities; some aspire to digital humanities; and some have digital humanities thrust upon them. Digital Humanities For Librarians is a one-stop resource for librarians and LIS students working in this growing new area of academic librarianship. The book begins by introducing digital humanities, addressing key questions such as, “What is it?”, “Who does it?”, “How do they do it?”, “Why do they do it?”, and “How can I do it?”. This broad overview is followed by a series of practical chapters answering those questions with step-by-step approaches to both the digital and the human elements of digital humanities librarianship. Digital Humanities For Librarians covers a wide range of technologies currently used in the field, from creating digital exhibits, archives, and databases, to digital mapping, text encoding, and computational text analysis (big data for the humanities). However, the book never loses sight of the all-important human component to digital humanities work, and culminates in a series of chapters on management and personnel strategies in this area. These chapters walk readers through approaches to project management, effective collaboration, outreach, the reference interview for digital humanities, sustainability, and data management, making this a valuable resource for administrators as well as librarians directly involved in digital humanities work. There is also a consideration of budgeting questions, including strategies for supporting digital humanities work on a shoestring. Special features include: Case studies of a wide range of projects and management issues Digital instructional documents guiding readers through specific digital technologies and techniques An accompanying website featuring digital humanities tools and resources and digital interviews with librarians and scholars leading the way in digital humanities work across North America, from a range of larger and smaller institutionsWhether you are a librarian primarily working in digital humanities for the first time, a student hoping to do so, or a librarian in a cognate area newly-charged with these responsibilities, Digital Humanities For Librarians will be with you every step of the way, drawing on the author’s experiences and those of a network of librarians and scholars to give you the practical support and guidance needed to bring your digital humanities initiatives to life.

15
Apr
2021

digitized court cases

categories: academic library, distance learning, distributive learning, e-learning, ebook, educational technology, information technology

Thousands of 16th, 17th and 18th century court cases – including witchcraft, missing children and swan thefts – are coming to light for the first time thanks to a Cambridge University Library archives project from r/books

https://www.cam.ac.uk/stories/Ely_Assizes2

++++++++++++++++
more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history

04
Mar
2021

Copyright Basics for Academia

categories: academic library, OER

“CCC Webinar – Copyright Basics for Academia”
Date Time: Mar 4, 2021 01:00 PM Eastern Time (US and Canada)

CopyRight Clearance Center

John Savage, not a legal advise, this is a seminar. jsavage@copyright.com. Client Engagement Manager. License agreements, additional solutions

  • content use today

the velocity of content sharing is on the rise. an average of 9 per week. sharing not only internal, but external sources.

CCC, founded 1978, non profit, reproduction rights organziation, like many other countries (Japan has 3). started as a licensing organization. navigate vast amount of data, make informed decisions. 16.5% possibility for unlicensed sharing of info.
THe COVID situation increased further content sharing.

methods for sharing content are shifting. email remains the preferred method of sharing. Intranet posting remains. MS Teams, Google Meet, Slack and other collaboration tools

  • US copyright basics

purpose of copyright. US Constitution, Article 1, Section B
To promote the progress of science and useful arts, by securing for limited times…”

US copyright law protects the rights of authors of “original works of authorship”

106 exclusive rights of the rights holder. 5 exclusive rights: reproduction; distribution of copies ; create a derivative work; perform publicly; display publicly.

After 1978 (70 years rule, after author’s death), the author has copyrights
Works for hire, anonymous, 95 years from publication, 120 years

public domain: works of the US federal government when used in the US.
works published before 1926; from 1926 to 1963 failed to register or renew copyright registration; prior to 1989 and failed to include copyright notice

OER: logistical nightmare; open doesn’t always mean free; fair use may not apply; copyright permissions may be difficult and expensive

copyright registration : creates a searchable public record; required to sue for infringement
copyright notice: not required but recommended; copyright registration not required to display the copyright symbol (since 1989).

attribution: not a substitute for permission

public domain: does not mean “publicly available”

copyright infringement

  • limitations and exceptions

US Code Title 17, Chapter 1 # 101 #107 3108 #109 #110 #122

Fair Use: it is a legal defense. attempt to balance rights of
4 Fair Use factors considered by courts. it can be slippery slope

#110(1) performance and display in the classroom. in a F2F classroom, copies to help students is allowed. in the course of teaching activities. for non profit ed institutions
#110(2) for online distance education TEACH Technology, Education, and Copyright Harmonization Act of 2002

#108 reproduction by libraries and archives. exemptions ILL and coped for patrons. Digital copies for library’s own use . for preservation and replacement. No more then a single copy per patron. also limitations on types of materials.

  • strategies for success

annual copyright license
campus-wide coverage

get it now service (document delivery service). Augments ILL operation. In cooperatin with Elsevier and more

pay per view services on copyright.com

http://www.copyright.com/learn

Q&A:
Is copyright permission needed for URL use in the classroom? If so, what are the best methods for obtaining copyright permission for URLs?

What solutions does CCC provide for libraries wanting to provide electronic article access to students for their courses for material they don’t subscribe to.

How can one found out if one’s library is covered by a campus-wide license.

I am working with a student who would like to include figures from published academic articles and books in his dissertation. If he is not able to obtain permissions before the due date, does it seem like this would fall under fair use for academic purposes (not publishing or profit)? Thank you.

How does controlled digital lending (CDL) operate in an academic environment. Can you digitize an analog book owned by the library for posting in Moodle to support distance learning?

How can a user know what is and what is not the core of the document? or Book?

What about providing a link to an article or other material that is publicly available when you click on the link? How/why is that different from printing it and distributing it?

Can an author send her article to participants in the journal club? (journal not subscribed to by library or attendees).

++++++++++++++
more on copyright in this IMS blog
https://blog.stcloudstate.edu/ims?s=copyright

1 2 3 … 15