Here's a thought-provoking talk given by Simone Kortekaas of Utrecht University Library in the Netherlands at this year's UKSG conference. In it, she talks about how they decided to do away with their discovery tool and steer users to Google Scholar, Web of Science, and Scopus. Utrecht appears to be a science-heavy institution. The title is a bit off, as they do still run their traditional catalogue for now, but still, their statistics showed their users were using tools other than those built by the library, so that's where they focused their efforts. Think you could get away with this at your school? Where are YOUR users actually starting their research?
Thanks for the link Heather!
A couple of good-looking posts from my aggregator today:
Ooh, this doesn't sound good. The Digital Reader is reporting that come July, 2014, Adobe will be requiring vendors and hardware to support an updated version of their DRM (Digital Rights Management) solution. So what, you ask?
"This means that any app or device which still uses the older Adobe DRM will be cut off. Luckily for many users, that penalty probably will not affect readers who use Kobo or Google reading apps or devices; to the best of my knowledge neither uses the Adobe DRM internally. And of course Kindle and Apple customers won’t even notice, thanks to those companies’ wise decision to use their own DRM.
But everyone else just got screwed."
"The National Reading Campaign recently commissioned a study by Environics Research Group to gather benchmark data about the pleasure reading habits of Canadians. Based on a nationally representative sample of 1,001 Canadians, the survey results revealed a population of passionate readers still very engaged with traditional reading platforms, and a group of Canadians not reading for pleasure in any medium."
I was really surprised they didn't separate ebook and pbook use, but I guess for the purpose of this survey they only cared about "reading". I also didn't see any information on the site comparing the results of this survey to anything in the past...
You can read the news release here.
The Teacher-Librarianship by Distance Learning program at the University of Alberta (Edmonton, Canada) is pleased to announce the publication of a new free ebook: Becoming and Being: Reflections on Teacher-Librarianship, edited by Jennifer Branch-Mueller, Kandise Salerno, and Joanne de Groot.
Each chapter was written by 25 graduating (or soon to graduate) TLDL students as part of the final course in their MEd in Teacher-Librarianship. The book includes chapters on becoming a qualified teacher-librarian, space and place and the role of the teacher-librarian, teacher-librarians as instructional partners, the role of teacher-librarians as technology leaders and literacy leaders, school library collections, and the leadership role of the teacher-librarian.
There's also a companion website.
Well here's some good news!
In 2011 for the first time I started tracking the books I was reading, and in January of 2012 I posted about what and how I'd read during 2011. Here's my post for what and how I read in 2012.
In 2011 I tracked my reads in a basic text file in Evernote. That ended up being really short-sighted for metrics and such, so I started using Goodreads in 2012, and you can see my account there if you want to follow me or dive in more deeply to my reads. I'd hoped it would allow me to show more pretty graphs of my reads than it does, but in order to really match last year's categories I still have to do a little manual work.
I entered my 2011 reads in Goodreads as well so I could start to compare year over year, but things don't match up exactly because I didn't want to enter each separate volume of the two graphic novels I plowed through (Ex Machina and Y: The Last Man), but generally in 2012 I read more books, and more of them were ebooks. Didn't do the pages per month on a graph.
2013 is off to a pretty slow start as I was plowing through A Dance with Dragons. Best recommendation from 2012: the Wool Omnibus by Hugh Howey.
1. What is the scope of the deal?
Elsevier has purchased Knovel in its entirety.
2. Were there multiple bidders?
Yes, there were several.
3. Why did Knovel investors decide to sell to Elsevier?
Knovel was not looking to sell and was aggressively investing in its business. We were approached by several potential acquirers because of the market’s growth potential and Knovel’s leading position. This presented an attractive opportunity to partner and grow the business much faster and more aggressively than we would on our own. Knovel investors and management believe that the partnership with Elsevier would benefit our customers, investors and employees to the greatest extent vs. other potential partners.
Information about this year's conference seems to be a little scattered, with the official page linking to an official blog, and no link (except in the email I got) to the registration site, which is currently the only place you can get the PDF program. :-/
Looks like ebooks is the unofficial theme this year...
I honestly don't have anything new to add to this situation, but I wanted to throw together a few links for you to follow (legally even!) if you want to try and figure out what's going through the heads of the administrators at Canadian Universities that are planning to sign on with the Access Copyright - AUCC Model Licence. I can sure think of better places for a University to spend a large amount of money!
First, Michael Geist, as always, offers a clear and well-reasoned post: Why Universities Should Not Sign the Access Copyright - AUCC Model Licence.
Second, earlier today The Faculty Association of the University of Calgary (TUCFA) posted a link to a fascinating PDF in which CAUT, the Canadian Association of University Teachers, responds point by point to the University of Calgary's response to CAUT's concerns with the AUCC/Access Copyright model licence.
Finally, earlier this month Ariel Katz, Associate Professor at the Faculty of Law, University of Toronto, took a detailed look at how the recent decision in the Georgia State University copyright case is relevant here in Canada. He concludes that, "... American universities are much more willing to assert and defend their rights, while many Canadian ones, short-sighted, extremely risk-averse, and ill-advised, still cling to their habit of being dependent on Access Copyright."
Ouch, and spot on, IMHO!
Oh, and I notice Dr. Katz is also keeping a running list of members in the Canadian Hall of F/Sh/ame.