I just received an alert for the latest issue of the Journal of Academic Librarianship (vol 39, iss 6) and noticed the following articles:
This study investigates distance learners' information literacy skills in using digital library resources and the factors (online learning and information manipulation) that correlate with learners' information seeking self-efficacy. In addition, distance learners' preferences with regard to digital resources selection and interests of developing information seeking skills were examined. 3517 students enrolled in one or more distance education courses were invited to participate in the online survey; 219 students completed the survey, for a response rate of 6.2%. The results revealed that distance learners who have higher self-efficacy for information seeking and proficiency in information manipulation exhibited higher self-efficacy for online learning. Moreover, students with high self-efficacy demonstrated superior knowledge of digital resources selection. Students who have low self-efficacy with regard to information seeking were more likely to express interest in learning how to use the library resources, although learning techniques for database searching was the exception.
This study analyzes the position announcements published in American Libraries between 1970 and 2010 for the purpose of documenting trends and changes in distance education librarianship in the United States. Findings include the first announced library distance education related job, total number of positions, titles, academic ranking, salary, educational background, roles/duties, and minimum qualifications.
The study concluded technology skills, information science skills, and communication skills are fundamental occupational skills for distance education librarians. Only time will tell if job titles with words like “distance education” or “off-campus” will disappear the same way “extended services” or “external services” have in the field of distance education librarianship. The salient point is that, no matter how they are described or titled in job postings, librarians with the particular skill set of distance education librarians – diverse, with a focus on technology – will likely find a place in libraries of the future.
Yesterday, Google Scholar announced Scholar Library. This would initially appear to be a shot across the bow of Zotero and Mendeley and the like, but at this time Scholar Library doesn't allow you to *import* anything that you've found outside of Google Scholar. Still, it's an interesting move.
Also at this time, they still allow you to export citations found through Google Scholar into the reference manager of your choice, but if that disappears, watch out!
Yesterday a colleague passed on a link to a wonderfully thoughtful journal article: Knowledge Creation Platforms: The Next Step after Web-Scale Discovery, by Carl Grant, whom I am now following on Twitter.
In this piece, Carl brings us up to speed with a brief history of how technology has gotten us (libraries) to our current search boxes and strategies, and then suggests we've lost the war with Google, so we'd better start focusing on something better.
"How can we add such compelling value to the life of our users that they will reaach out to us first in some aspect of their daily work/life flows centering around knowledge?"
He then goes on to describe what he calls the Knowledge Creation Platform, and you should really go read the article yourself to learn what he has in mind.
My only beef is that the article seems to end a few pages early, without pointing out the final solution; what product do I install or buy that does this now?!? ;-)
Primary Research Group, publisher of research reports and surveys about libraries, is surveying academic libraries world wide for a report on how libraries serve distance learning programs. Participants receive a free PDF copy of the report generated from the survey data. Participants are listed in the report but answers are confidential. To take the survey go the site listed below:
I just finished reading a report called Working together: evolving value for academic libraries, and found it a good read.
Presenting the results of several surveys, the authors describe the areas in which academic libraries have traditionally attempted to demonstrate value (embedded teaching), and the areas in which they should probably start putting more focus (research support).
I had highlights throughout, but thought I'd mention their recommended skills for individual librarians (there are also recommendations for library management and the wider institution):
Some references to follow up (some from this report, some from my own to-read list):
CALL FOR PAPERS
Workshop on Digital Surfaces in
We invite you to join DSL, a venue for collaboration and discussion on the successes and pitfalls encountered in working in with interactive surfaces in library spaces by bringing together researchers, designers, practitioners, and librarians. This full day workshop is held in conjunction with Interactive Tables and Surfaces (ITS) 2013 in St Andrews, UK on October 6, 2013.
Libraries have embraced the recent explosion of digital content and no longer are simply warehouses of physical books. Today's libraries are gathering places that are challenged with enabling collaboration, accessing and exposing physical and digital collections, and supporting the creation and integration of new forms of knowledge.
Interactive surfaces in libraries support moving away from text-dominated search interfaces; the nature of direct interaction encourages the integration of graphics, spatial interaction with information, and the possibility adding input to the system. Additionally, surface technology enables the interactive presentation of information to individuals or groups.
The goal of DSL is to cross-fertilize insights from different disciplines, to establish a more general understanding of interactive displays in library contexts, and to develop an agenda for future research directions in this area. Rather than focusing on paper presentations, this workshop aims to trigger active and dynamic group discussions as well as future collaboration.
We accept 2 page work in progress or position papers that provides an overview of your current research or research interests in the area of interactive surfaces in library spaces.
The papers should be prepared in the SIGCHI extended abstract format. You can download Word and LaTeX templates from the SIGCHI website: http://www.sigchi.org/publications/chipubform.
Papers must be submitted by e-mail to email@example.com. A receipt will be sent upon successful submission. They will be published on the workshop web site http://libraryworkshop.cs.st-andrews.ac.uk/ prior to the event.
Potential topics for discussion include but are not limited to the following questions:
* What is the potential of
interactive surfaces in library spaces?
* What are potentially useful and attractive application areas, even beyond information exploration?
* How can we design large surface interfaces to help the exploration and analysis of library collections?
* How can interactive surface technology promote collaborative scenarios in library environments?
* What tools are available to support social experiences and collaboration?
* Stories of failure: What are the pitfalls of interactive surfaces in library spaces and what can we learn from them?
* What might be guidelines and best practices for deployment and uses of interactive surfaces?
* How can partnerships between researchers and libraries & archives be established to achieve successful collaborations for all parties?
* What is the future of interactive surfaces in library spaces and how can they be combined with other (novel) technologies and existing exploration practices?
Submission deadline: August 26, 2013
Notification of acceptance: August 30, 2013
ITS early registration deadline: September 6, 2013
Workshop date: October 6, 2013
John Brosz – University of Calgary, Canada
Uta Hinrichs – University of St Andrews, United Kingdom
Renee Reaume – University of Calgary, Canada
For any questions regarding the workshop, contact firstname.lastname@example.org
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.
Netspeed is Alberta's library technology conference, and it's been a few years since I've attended 'cause it always seemed to be about a year behind the times to me. I know, I'm responsible for the content too, and I have spoken at the conference in the past, but overall it just hasn't floated my boat in a while.
That's why I'm really excited to see this year's program (PDF), which has the following things that will have me attending this year:
Come join us, October 23-25. Early Bird registration runs until September 15.
I haven't had a chance to look through it at all, but was really pleased to learn about the new Alberta Open Data Portal, which,
...makes data the provincial government collects on behalf of citizens publicly available in machine readable formats with an open licence. This means there are no technical or legal restrictions for using the data.
By sharing this data, the Alberta government is increasing the transparency of government business, promoting economic opportunity and increasing citizen involvement in government.
The open data portal currently contains about 280 data sets. New data will be added to the site on an ongoing basis as departments identify what data is available and ensure it does not contain any personal or proprietary information. The public can also request data sets through the portal.
Also announced is a landing page for official Government of Alberta mobile apps. I'm less enamoured of the fact that money was spent to develop an app for Alberta Baby Names when funding for higher education in Alberta has been so recently and brutally slashed.
Thanks for the notice, Dani!
An interesting report on the Casting Out Nines Blog (part of the Chronicle of Higher Education Blog Network): Who does screencasting help the most? The author summarizes the results of a Winter 2011 paper in Advances in Engineering Education (PDF), and concludes that,
I think it suggests that screencasts, when done well and deployed properly, help all students – they certainly don’t hurt – and they help most thise (sic) students who need the most help. The analogies to mathematics courses are clear. In any math course there will be a large contingent of students whose backgrounds aren’t congruous with the course: students whose prior math background is weak to rusty, students from non-STEM disciplines, and so on. For those students, if they use the screencasts, then they may be likely to improve at a surprisingly fast rate.
Not earth-shattering, but encouraging. Keep on screencasting!
I received the following via email:
The Journal of Library and Information Service in Distance Learning, a peer-reviewed journal published by Taylor & Francis, welcomes the submission of manuscripts.
The journal is devoted to the issues and concerns of librarians and information specialists involved with distance education and delivering library resources and services to this growing community of students.
Topics can include but are not limited to:
If you are interested in submitting an article, this journal uses ScholarOne Manuscripts (previously Manuscript Central) to peer review manuscript submissions. Please read the “Guide for ScholarOne Authors” before making a submission.
Complete guidelines for preparing and submitting your manuscript to this journal are provided at http://www.informaworld.com/openurl?genre=journal&issn=1533-290X.
The Journal of Library & Information Services in Distance Learning receives all manuscript submissions electronically via their ScholarOne Manuscripts website.
Inquiries and questions are welcome and can be sent directly to the editor, Jodi Poe, at email@example.com.
Please note: We accept manuscript submissions through the year; however, the deadline to have your article appear in our next issue, if accepted, is August 1, 2013. Accepted and approved manuscripts received after this date have no guarantee of being included in the next published issue.
As reported by The Chronicle of Higher Education and the CBC, Edwin Mellen Press has dropped ONE lawsuit; the one that names both Dale Askey and McMaster University, but according to an email sent to the ARL board of directors by Vivian Lewis, Acting University Librarian at McMaster, EMP has NOT dropped the original suit against Dale personally! This is mentioned in passing in an update to the Chronicle piece as well, though seems to be glossed over in favour of the good news for McMaster University :-/
Notice that in their press release, EMP says they're dropping one of the lawsuits not because they were in the wrong, but because "The financial pressure of the social media campaign and pressure on authors is severe. EMP is a small company. Therefore must choose to focus its resources on its business and serving its authors. Accordingly, EMP has discontinued the court case against McMaster University and Dale Askey."
Oh, and I find it hilarious that EMP opens their press release by stomping their foot and crossing their arms in a huff, "The Edwin Mellen Press (“EMP”) is a scholarly publisher. This has been confirmed in a recent Open Letter to the Scholarly Community posted on the web by the Association of Canadian University Presses." (emphasis mine).
Keep up the pressure all - Dale's not out of the woods yet!