The finding is good news for colleges and universities focused on digital transformation — whether that means implementing new classroom technologies, transitioning services to the cloud or building out the back-end infrastructure needed to support students’ increasing bandwidth demands.
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.
UCLA Extension seeks XR (augmented and virtual reality) professionals to teach in a new online certificate program housed within the UCLA Extension Center for Immersive Media. This recruitment is for online instructors for remote and asynchronous instruction, three hours per week, for ten-week quarters.
The center is focused on enterprise applications, workforce training in XR, narrative structures for XR storytelling, and (UX) User Experience in XR. This XR program is focused on training individuals to become XR content developers. The emphasis of this certificate is not on advanced coding or hardware development. Areas of recruitment include:
XR Frameworks, an introduction to the XR business, user cases & goal/needs evaluation
XR Tools I, an introduction to a modeling software such as Blender
XR Tools II, prototyping tools with an emphasis on Unity
XR Narratives, the use of non-linear narrative structures in XR development
XR User Experience I, usability applications and studies bringing together previous class course work into VR and XR projects
XR User Experience II, advanced XR experience studies and applications
XR Product Pipeline & Project Management, Best practices including stages of production, critical paths, etc.
XR Capstone Project, creation of final portfolio piece UCLA Extension is the open-access, self-supporting continuing education division of UCLA. The Department of the Arts offers a wide variety of certificate programs and courses, including post-baccalaureate credit-bearing (400-level), continuing education (CEU) credit, and non-credit bearing general interest courses. Course disciplines in the Visual Arts span subject areas such as Design Communication Arts, User Experience, Photography, Studio Arts and Art History. Our courses and certificate programs offer students the opportunity to learn from highly qualified practitioners who are passionate about teaching. Applications to teach are accepted throughout the year in order to fill immediate program needs and to increase the depth of the instructor pool, but interviews will only be scheduled with qualified applicants who can fill anticipated openings. XR Instructor Qualified applicants possessing current industry knowledge and experience in the following topic area(s) are encouraged to apply: AR, VR, MR, XR, User Experience Design, Gaming, Immersive Interface Design, XR Research, Software (Unity, Blender), XR Hardware. Classes are currently online only. Two formats are available: asynchronous, or live Zoom lectures. Each course is 11 weeks, enrollment limited to 20 students. Instructor Duties: • Develop or update course syllabus to meet campus approval requirements, in consultation with the UCLA Extension Program Director and Program Manager. • Use subject-matter expertise to impart knowledge to students and leverage additional resources appropriately to enhance the curriculum (i.e. make arrangements for guest speakers, etc.) • Design interactive and motivational classroom activities to fully engage participants and to reinforce student learning. • Update materials periodically, and regularly monitor course evaluations in order to make adjustments and improvements to the curriculum. • Respond to student questions and learning needs in a timely manner. • Communicate with Program Director and Program Staff in a timely manner. • Complete required administrative tasks in a timely manner including: completing all new hire paperwork, submitting updated quarterly syllabus, posting bio and photo on the UCLA Extension website, accepting quarterly contract, submitting required textbook orders, and communicating classroom needs to the appropriate people. • Participate in required orientations and instructor training programs. • Employ culturally competent teaching methodologies in the classroom inclusive of both domestic and international student populations. • Stay current regarding the professional body of knowledge in the field • Respond to student inquiries about final grades and consult with Program Director as needed. • Maintain a record of final grades for up to 13 months following the last class session. Qualifications: • Creation of XR products, with portfolio examples and specific role(s) in producing • 3-5 years industry experience • Commitment to the highest level of academic standards and integrity. • Current knowledge of and demonstrated proficiency in subject area. • Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information. • Outstanding interpersonal skills and high emotional intelligence. • Proficiency in or willingness to learn the use of instructional technology and online teaching tools. • College-level and/or continuing education teaching experience preferred. • Experience designing curriculum and measuring student performance preferred.
UCLA Extension is considered one of the top programs of its kind, offering to more than 35,000 students per year approximately 4,500 classes and non-degree certificate programs to meet the professional development, continuing education and personal enrichment needs of the full spectrum of nontraditional students as well as companies and organizations throughout and beyond the Los Angeles region.
Special Conditions of Employment
Instructors are hired on a quarterly contract basis.
Because Extension is a division of UCLA, all Extension degree-credit instructors and courses must be formally approved according to the regulations of the Academic Senate of the University of California. Eligibility to teach a course is contingent upon this formal academic approval. Once approved, teaching assignments are “by agreement.” The Instructor’s Contract outlines the deliverables for the course, the course schedule, and the compensation terms, subject to Extension policies and procedures. UCLA Extension makes no commitment to hire an instructor until it has sent and received a signed
Instructor Contract. Should the course section an instructor plans to teach be cancelled for any reason, the Instructor Contract, including rights to compensation for future section meetings, is voided.
In an effort to promote and maintain a healthy environment for our students, visitors and employees, UCLA is a smoke-free site. Smoking is prohibited within the boundaries of all UCLA owned, occupied, leased, and associated building and facilities. UCLA Extension is an Equal Opportunity Employer that values a diverse workforce.
To Apply:
Please follow the “apply now” link to submit the following:
Completed application form
Current CV
Link to portfolio or work samples if available
Cover letter”
Basic qualifications (required at time of application)
Creation of XR products, with portfolio examples and specific role(s) in producing
3-5 years industry experience
Commitment to the highest level of academic standards and integrity.
Current knowledge of and demonstrated proficiency in subject area.
Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information.
Outstanding interpersonal skills and high emotional intelligence.
Proficiency in or willingness to learn the use of instructional technology and online
teaching tools.
College-level and/or continuing education teaching experience preferred.
Experience designing curriculum and measuring student performance preferred.
In higher education, 29.7% of all students are taking at least one distance course.
The total distance enrollments are composed of 14.3% of students (2,902,756)
taking exclusively distance courses and 15.4% (3,119,349) who are taking a
combination of distance and non-distance courses. The vast majority (4,999,112,
or 83.0%) of distance students are studying at the undergraduate level.
Almost half of the distance education students are concentrated in just five percent of the institutions, while the top 47 institutions, only 1.0% of the total, enroll 23.0% (1,385,307) of all distance students.
The total number of students studying on campus (those not taking any distance course or taking a combination of distance and non-distance courses) dropped by almost one million (931,317) between 2012 and 2015. The largest declines came at for-profit institutions, which saw a 31.4% drop, followed by 2-year public institutions, which saw a 10.4% decrease.
69% of online students identified employment as their primary goal for entering a program. 17% are grad students.
Seventy percent of administrators said they launch new programs with enrollment growth in mind, while meeting marketing and recruitment goals was their top concern.
what i find most important: Future IT Workforce: Deploying a broad array of modern recruitment, retention, and employment practices to develop a resilient IT talent pipeline for the institution
Digital Integrations: Ensuring system interoperability, scalability, and extensibility, as well as data integrity, security, standards, and governance, across multiple applications and platforms
Engaged Learning: Incorporating technologies that enable students to create content and engage in active learning in course curricula
Student Retention and Completion: Developing the capabilities and systems to incorporate artificial intelligence into student services to provide personalized, timely support
Administrative Simplification: Applying user-centered design, process improvement, and system reengineering to reduce redundant or unnecessary efforts and improve end-user experiences
Improved Enrollment: Using technology, data, and analytics to develop an inclusive and financially sustainable enrollment strategy to serve more and new learners by personalizing recruitment, enrollment, and learning experiences
Workforce of the Future: Using technology to develop curriculum, content, and learning experiences that prepare students for the evolving workforce
Holistic Student Success: Applying technology and data, including artificial intelligence, to understand and address the numerous contributors to student success, from finances to health and wellness to academic performance and degree planning (my note: this is what Christine Waisner, Mark Gill and Plamen Miltenoff are trying to do with their VR research)
Improved Teaching: Strengthening engagement among faculty, technologists, and researchers to achieve the true and expanding potential of technology to improve teaching
Student-Centric Higher Education: Creating a student-services ecosystem to support the entire student life cycle, from prospecting to enrollment, learning, job placement, alumni engagement, and continuing education
Early signs suggest Gen Z workers are more competitive and pragmatic, but also more anxious and reserved, than millennials, the generation of 72 million born from 1981 to 1996, according to executives, managers, generational consultants and multidecade studies of young people. Gen Zers are also the most racially diverse generation in American histor
With the generation of baby boomers retiring and unemployment at historic lows, Gen Z is filling immense gaps in the workforce. Employers, plagued by worker shortages, are trying to adapt.
LinkedIn Corp. and Intuit Inc. have eased requirements that certain hires hold bachelor’s degrees to reach young adults who couldn’t afford college. At campus recruiting events, EY is raffling off computer tablets because competition for top talent is intense.
Companies are reworking training so it replicates YouTube-style videos that appeal to Gen Z workers reared on smartphones.
“They learn new information much more quickly than their predecessors,”
A few years ago Mr. Stewart noticed that Gen Z hires behaved differently than their predecessors. When the company launched a project to support branch managers, millennials excitedly teamed up and worked together. Gen Z workers wanted individual recognition and extra pay.
Much of Gen Z’s socializing takes place via text messages and social media platforms—a shift that has eroded natural interactions and allowed bullying to play out in front of wider audiences.
The flip side of being digital natives is that Gen Z is even more adept with technology than millennials. Natasha Stough, Americas campus recruiting director at EY in Chicago, was wowed by a young hire who created a bot to answer questions on the company’s Facebook careers page.
To lure more Gen Z workers, EY rolled out video technology that allows job candidates to record answers to interview questions and submit them electronically.
LinkedIn, which used to recruit from about a dozen colleges, broadened its efforts to include hundreds of schools and computer coding boot camps to capture a diverse applicant pool that mirrors the changing population.
TWO YEARS AGO, Alison Darcy built a robot to help out the depressed. As a clinical research psychologist at Stanford University, she knew that one powerful way to help people suffering from depression or anxiety is cognitive behavioral therapy, or C.B.T. It’s a form of treatment in which a therapist teaches patients simple techniques that help them break negative patterns of thinking.
In a study with 70 young adults, Darcy found that after two weeks of interacting with the bot, the test subjects had lower incidences of depression and anxiety. They were impressed, and even touched, by the software’s attentiveness.
Many tell Darcy that it’s easier to talk to a bot than a human; they don’t feel judged.
Darcy argues this is a glimpse of our rapidly arriving future, where talking software is increasingly able to help us manage our emotions. There will be A.I.s that detect our feelings, possibly better than we can. “I think you’ll see robots for weight loss, and robots for being more effective communicators,” she says. It may feel odd at first
RECENT HISTORY HAS seen a rapid change in at least one human attitude toward machines: We’ve grown accustomed to talking to them. Millions now tell Alexa or Siri or Google Assistant to play music, take memos, put something on their calendar or tell a terrible joke.
One reason botmakers are embracing artificiality is that the Turing Test turns out to be incredibly difficult to pass. Human conversation is full of idioms, metaphors and implied knowledge: Recognizing that the expression “It’s raining cats and dogs” isn’t actually about cats and dogs, for example, surpasses the reach of chatbots.
Conversational bots thus could bring on a new wave of unemployment — or “readjustment,” to use the bloodless term of economics. Service workers, sales agents, telemarketers — it’s not hard to imagine how millions of jobs that require social interaction, whether on the phone or online, could eventually be eliminated by code.
One person who bought a Jibo was Erin Partridge, an art therapist in Alameda, Calif., who works with the elderly. When she took Jibo on visits, her patients loved it.
For some technology critics, including Sherry Turkle, who does research on the psychology of tech at M.I.T., this raises ethical concerns. “People are hard-wired with sort of Darwinian vulnerabilities, Darwinian buttons,” she told me. “And these Darwinian buttons are pushed by this technology.” That is, programmers are manipulating our emotions when they create objects that inquire after our needs.
The precursor to today’s bots, Joseph Weizenbaum’s ELIZA, was created at M.I.T. in 1966. ELIZA was a pretty crude set of prompts, but by simply asking people about their feelings, it drew them into deep conversations.
Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.
Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”
In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.
We have had “globalization,” in the sense of far-flung trade, for centuries now.
ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.
Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.
his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.
The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.
But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.
One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”
That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.
When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”
To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.
Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.
In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.
One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.
In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.
The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.
Sheltered from democracy, the economy of the free trade system becomes more and more a private space.
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Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).
Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076 Call Number: JC11 .F85 2011
Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.
Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.
Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.
Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.
Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.
why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.
Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.
What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”
Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics
the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.
public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.
Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities. the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.
“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”
the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.
The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.
the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”
Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care.For more information, see my other IMS blog entries, such as: https://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/
data reveal key differences across categories of age, gender, generation, region, socioeconomic status, race and political ideology
Most respondents want to see changes made in higher ed, with just 25 percent answering the system is “just fine the way it is” and helps students succeed;
Students want additional help crossing the finish line, with 57 percent of respondents answering that higher ed institutions should help students succeed;
Just one in three respondents answered that the federal government is having a positive impact on higher ed;
Two-year colleges and four-year public universities are seen as especially worth the cost compared to other institution types, with 83 percent and 79 percent of respondents respectively saying these institution types “contribute to a strong American workforce”
“Although people believe in higher education generally, they are not satisfied with specific institutions and policies that we have in place right now — they are broadly dissatisfied,”
The report, “Securing Our Future: Closing the Cybersecurity Talent Gap,” surveyed 3,779 adults aged 18 to 26, from 12 countries around the world, including the United States, Australia, the United Kingdom, and countries in Europe, Asia and the Middle East.
a high-paying career as a cyber security professional requires skills millennials value, such as problem solving, analytical thinking and communication — and employment opportunities are available across a wide variety of sectors, including start-ups, government and hospitals.
Key findings from the report:
64 percent of young adults in the U.S. heard about cyberattacks in the news last year, up from 36 percent the previous year, and compared to 48 percent of young adults worldwide;
70 percent of millennials in the U.S. said cyber security programs or activities are available to them, up from 46 percent the previous year, and compared to 68 percent worldwide;
21 percent of young men expressed interest in cyber competitions, compared to 15 percent of women;
48 percent or respondents said more information about the specifics of cyber security jobs would help increase interest;
59 percent of young men and 51 percent of young women received formal cyber safety lessons in school, up from 43 percent and 40 percent respectively last year; and
40 percent of respondents said parents are the most influential people helping them with career advice, and 19 percent said no one was influential in helping them with career advice.
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more on cybersecurity in this blog
