he overall costs for users of the system in terms of
time and effort are far lower than systems that rely on complex
hierarchal classification and categorization schemes. In
addition to this structural difference, the context of the use
in these systems is not just one of personal organization, but
of communication and sharing. The near instant feedback in these
systems leads to a communicative nature of tag use.
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Folksonomies - Cooperative Classification and Communication Through Shared Metadata - 0 views
www.adammathes.com/...folksonomies.html
web101 folksonomy tagging metadata classification folksonomies
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ScienceDirect.com - The Journal of Academic Librarianship - Social Bookmarking in Acade... - 0 views
www.sciencedirect.com.dbgw.lis.curtin.edu.au/...S0099133310000613
IMT122 social bookmarking diigo Topic 12
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Social bookmarking can allow academic libraries to network and share appropriate scholarly web sites and work to develop cost-effective electronic resources for reference and curriculum support
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Using social bookmarking within academic libraries has great potential to not only share helpful web sites but can enhance reference both inside and outside the library.
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By utilizing social bookmarking, academic librarians can identify a variety of relevant information in numerous formats that will support students' individual learning styles. Social tagging provides an advantage over spiders and search engines that do not have the human capability to conceptually ascertain a web page's subject.
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earning to use these social bookmarking sites requires some technical know-how and an acquired familiarity with sites' features. In addition, librarians must find time to hone and implement these tools.
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Within an academic context, social tagging and the folksonomies that can be created by librarians through tagging must provide a measure of semblance of structure and consistency to support curricula
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Academic librarians are able to qualitatively identify and tag pages according to subject or related topic, even if the subject term(s) are nowhere to be found on the page.
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A number of academic institutions have bravely ventured into this new social realm of information classification and have developed progressive ways to utilize social tagging sites to reach out to their users and provide these communities with personalized and institution-specific library services. Librarians are using these sites' features to organize and disseminate information to their users as well as to continually discover useful web sites and to network with colleagues.
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Social bookmarking can also be used to facilitate interaction and professional development among academic librarians and faculty.
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workshops and instructional sessions. During such instruction, librarians have an opportunity to educate students on the use of social bookmarking and direct them to tagged pages by subject.
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Diigo8 touts itself as “a powerful research tool and a knowledge-sharing community,” and allows users to bookmark pages but provides a particular feature of note, the capability to “add sticky notes” to tagged pages. The web site facilitates collaboration on projects by allowing users to create groups and communities. Diigo's home page specifically states the site can be used to “discover quality resources on any subject or get personalized recommendations.” Other useful features include tag clouds and links to subject-specific news web sites, user-defined subject lists, and communities of users.
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“basic assumptions” about finding information today have changed. While librarians are accustomed to consulting traditional library resources such as the catalog, a database or even a book, younger generations including Generation Xers and Mellennials assume any information they need is available somewhere on the web.
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academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
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Academic librarians can use social tagging conceptually to emphasize information literacy and to become more approachable and accessible to users by incorporating other Web 2.0 concepts
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Social tagging allows users to sign up for an account on any one or several sites and begin collecting and bookmarking online resources by URL and identifying those links with personal “tags” or according to collective tags used by other users who have found the same resources,
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find e-resources other libraries have discovered as well as librarians' blogs. Tapping into resources already discovered by fellow academic librarians saves time by avoiding duplication.
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Librarians can also use sites that allow them to make reference notes and give additional tips and guidance for students using particular links for their course-related research.
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Several new social software tools developed with the advent of Web 2.0 have the potential to enhance library services often at little to no expense.
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One particular group of students that can benefit from the use of social tagging includes those taking online courses. These students, who often lack any kind of classroom interaction, can benefit from the social aspect of using online tagging sites
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undergraduate students need to learn how to effectively take advantage of web resources and librarians are in the ideal position to lead the way.
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Social bookmarking, also called social tagging, might have the most potential as a Web 2.0 tool that can be utilized in academic libraries to benefit their users and enhance their services.
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Academic libraries might not seem so archaic or overwhelming to younger generations of students if online resources become more interactive and collaborative over time.
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Academic librarians can create accounts within social bookmarking sites and harvest web resources according to various subjects and related concepts.
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A number of academic libraries, however, are beginning to embrace these new collaborative tools that younger generations of Web users are already implementing on their own.
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Preserving Australia's Heritage: A Starter Kit for Community Groups. - 0 views
www.nla.gov.au/...starterkitcommunity.pdf
LIM215 1.1 Introduction to the Archival Profession: What where and why? resources
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Preserving Australia's Heritage: A Starter Kit for Community Groups. Published in 2004, this kit provides much valuable information and practical advice from the National Library of Australia. http://www.nla.gov.au
Community Contributions - Records and Information Management Professionals Australasia - 0 views
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VALA2012 Session 12 Warren - VALA - 0 views
www.vala.org.au/...vala2012-session-12-warren
IMT122 Week 08 Topic 07 IMT122 Reading List Portals Widgets and Remix Supplementary Reading
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NATIONAL AND STATE LIBRARIES OF AUSTRALASIA'S LIBRARY HACK PROJECT Warren, M., & Hayward, R. (2012). Hacking the nation: Libraryhack and community-created aps. VALA 2012: eM-powering eFutures. Presented at the VALA 2012: eM-powering eFutures, Melbourne Australia: VALA: Libraries, technology and the future. Retrieved from http://www.vala.org.au/vala2012-proceedings/vala2012-session-12-warren
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A social media policy for a one branch public library » Librarians Matter - 0 views
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Week 11 Topic 10 IMT122 IMT122 Reading List Essential Reading Social Media & the Information Professional Policy Social Media
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“Social Media.” includes community created content sites like Blogs, Forums, Flickr, YouTube, Wikis, Social Networks, Twitter and other content sharing sites.
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When you use social media your behaviour and content is not only a reflection of you but also of (our) Library.
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Social Media Do’s Be Professional – Talk the way you would talk to real people in professional situations. Be Courteous – Be sure to listen & ask questions. Be Accurate – Check your facts before you post and provide supporting sources if necessary. Be Useful – Add content because you have something interesting to say, not for the sake of regular posting. Be Intelligent – Provide some value. Don’t talk down. Offer insight. Be Conversational – Avoid overly pedantic or “composed” language. Don’t be afraid to bring in your own personality. Be Non-confrontational – If you disagree, do so respectfully Be Prompt – If you need to moderate or respond to a comment do so as quickly as possible Be Identifiable – Use your real name and do not post anonymously. Be Transparent – Disclose that you work for the library if this is relevant and be honest & truthful. Social Media Don’ts Don’t Share Secrets –If you aren’t sure you can disclose something, just don’t do it. Think about privacy, confidentiality and permission to use other people’s content. Don’t Bad Mouth – Keep the language clean & avoid slamming people or companies. Don’t Complain – If you don’t have anything nice to say, don’t say anything at all. Don’t do Stupid Things – If it doesn’t help the Library or our community, don’t do it. Don’t Defame – Show everyone respect. Don’t Forget your day job –Social Media can consume you so don’t forget your other duties. Moderate, balanced use is essential.
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Greenhill, K., & Fay, J. (2010, September 10). A social media policy for a one branch public library. Librarians Matter. Retrieved October 1, 2010, from http://librariansmatter.com/blog/2010/09/10/a-social-media-policy-for-a-one-branch-public-library/
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Our Ebook Future - ProQuest - 0 views
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Every librarian I know is asked regularly how libraries are going to survive now that "everything's online"
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paperbacks or audiobooks shut us down. Both of those formats increased the appetite and audience for books, just as ebooks are doing now.
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Without having books embedded in our physical environment, it would be so much harder to help readers connect with new books and authors.
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Libraries are both cultural institutions and businesses, in the best sense of both words. They buy a lot of books. They buy a lot of really wonderful books. And they help bang the drum for those books in their communities. That has tremendous value for us and for the readers we both share and value.
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Finally, what do you wish librarians understood better about publishing? We're passionate believers in the future of libraries and their vital role in communities. We want them to thrive. That means we have to find new ways of having more dialog about what our shared future can look like. We have a long history together--much has changed, and much will continue to change.
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A HarperCollins ebook will remain on a library's e-bookshelf until the maximum number of circulations is reached, and for many books 26 circulations could last several years.
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Make Your Own Infographics With Visual.ly - 0 views
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"If you like clever data visualizations, you'll love Visual.ly, a startup that lets you find and make infographics with all kinds of web-based data. The site aims to be a repository for graphically organized information on the web, as well as a marketplace and community for publishers, designers, researchers and everyday web users."
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Social Media: Libraries Are Posting, but Is Anyone Listening? - 0 views
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facebook twitter libraries Social Media Social Media & the Information Professional Off Topic
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Diaspora - Wikipedia, the free encyclopedia - 0 views
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A diaspora (from Greek διασπορά, "scattering, dispersion")[1] is "the movement, migration, or scattering of people away from an established or ancestral homeland"[2] or "people dispersed by whatever cause to more than one location",[3] or "people settled far from their ancestral homelands".[2]
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1991, William Safran set out six rules to distinguish diasporas from migrant communities. These included criteria that the group maintains a myth or collective memory of their homeland; they regard their ancestral homeland as their true home, to which they will eventually return; being committed to the restoration or maintenance of that homeland; and they relate "personally or vicariously" to the homeland to a point where it shapes their identity.
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The Code4Lib Journal - How Hard Can It Be? : Developing in Open Source - 0 views
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We experienced freedom to explore alternate avenues, to innovate, to take risks in ways that would have been difficult under the direct control of a district council.
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patrons made it clear that while they appreciated that computers were a necessary part of a modern library, they did not consider them the most important part.
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Our overall objective was to source a library system which: could be installed before Y2K complications immobilised us, was economical, in terms of both initial purchase and future license and maintenance support fees, ran effectively and fast by dial-up modem on an ordinary telephone line, used up-to-the minute technologies, looked good, and was easy for both staff and public to use, took advantage of new technology to permit members to access our catalogue and their own records from home, and let us link easily to other sources of information – other databases and the Internet. If we could achieve all of these objectives, we’d be well on the way to an excellent service.
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"How hard can it be" Katipo staff wondered, "to write a library system that uses Internet technology?" Well, not very, as it turned out.
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Koha would thus be available to anyone who wanted to try it and had the technical expertise to implement it.
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ensure the software writers did not miss any key points in their fundamental understanding of the way libraries work.
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fairly confident that we already had a high level of IT competence right through the staff, a high level of understanding of what our current system did and did not do.
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The programming we commissioned cost us about 40% of the purchase price of an average turn-key solution.
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Open source projects only survive if a community builds up around the product to ensure its continual improvement. Koha is stronger than ever now, supported by active developers (programmers) and users (librarians)
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There are a range of support options available for Koha, both free and paid, and this has contributed to the overall strength of the Koha project.
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Vendors like Anant, Biblibre, ByWater, Calyx, Catalyst, inLibro, IndServe, Katipo, KohaAloha, LibLime, LibSoul, NCHC, OSSLabs, PakLAG, PTFS, Sabinet, Strategic Data, Tamil and Turo Technology take the code and sell support around the product, develop add-ons and enhancements for their clients and then contribute these back to the project under the terms of the GPL license.
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FRBR [5] arrangement, although of course it wasn’t called that 10 years ago, it was just a logical way for us to arrange the catalogue. A single bibliographic record essentially described the intellectual content, then a bunch of group records were attached, each one representing a specific imprint or publication.
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The release of Koha 3.0 in late 2008 brought Koha completely into the web 2.0 age and all that entails. We are reconciled to taking a small step back for now, but the FRBR logic is around and RDA should see us back where want to be in a year or so – but with all the very exciting features and opportunities that Koha 3 has now.
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In the early days, the Koha list appeared to have been dominated by programmers but I have noticed a lot more librarians participating now
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"Adopt technology that keeps data open and free, abandon[ing] technology that does not." The time is right for OSS.
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For more information about Koha and how it was developed, see: Ransom, J., Cormack, C., & Blake, R. (2009). How Hard Can It Be? : Developing in Open Source. Code4Lib Journal, (7). Retrieved from http://journal.code4lib.org/articles/1638
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Metadata schema in the cultural heritage sector - 0 views
www.dlib.indiana.edu/...metadatamap
Week 11 Week 10 IMT122 IMT122 Reading List Social Media & the Information Professional Supplementary Reading metadata
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The sheer number of metadata standards in the cultural heritage sector is overwhelming, and their inter-relationships further complicate the situation. This visual map of the metadata landscape is intended to assist planners with the selection and implementation of metadata standards.
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05 standards listed here is evaluated on its strength of application to defined categories in each of four axes: community, domain, function, and purpose.
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Metadata schema in the cultural heritage sector Riley, J. (2010). Seeing Standards: a visualisation of the metadata universe. Retrieved January 13, 2011, from http://www.dlib.indiana.edu/~jenlrile/metadatamap/
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Learning together: using social media to foster collaboration in higher education - 0 views
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The personal benefits of social bookmarking are obvious to anyone who works on more than one computer. By storing bookmarks on the Internet (or in “the cloud”), social bookmarking services like Diigo,
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population of users on a particular social bookmarking site influences not only the amount but also the type and quality of bookmarks in the system.
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In all these examples, the community of users is an important factor in ensuring the quality of the resources bookmarked in the system.
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With regard to information literacy instruction, Luo (2010) found evidence that librarians are using tags to present course-specific resources to students.
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This use of social bookmarking initiated from a need to simply collect and share resources but has yielded other benefits. Traditionally in projects of this type, librarians collate lists of resources that are then passed on to the web developer to turn into a web page. This is fairly labour intensive for the web developer and means that any time subject librarians want to add or edit links they have to submit the changes to the web developer. Scholar includes a tool that allows RSS feeds to be created from searches of Scholar tags. In this case, the web developer just created links to the Scholar feeds – rather than manually creating lists of links and descriptions in HTML. As well as saving the initial job of manually creating HTML pages, it allows the page to be dynamic. If a subject librarian wants to add a web resource to the page, all they have to do is to bookmark that page with the appropriate tags in Scholar. The new webpage is automatically added to the feed without the need for the intervention of the web developer.
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Blogs in Plain English - YouTube - 0 views
www.youtube.com/watch
IMT122 IMT122 Reading List Week 09 Topic 08 youtube blogging Essential Reading
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You've seen the word, you've seen the web sites and you may even have one. But have you ever wondered: What's the big deal about blogs? This is Blogs in Plain English. To make sense of blogs, you have to think about the news and who makes it. We'll look at news in the 20th vs. the 21st century to make our point. In the 20th century, the news was produced professionally. When news happened, reporters wrote the stories and a tiny group of people decided what appeared in a newspaper or broadcast. Professional news was mainstream: general and limited. The 21st century marked the point where news became both professional and personal. A new kind of web site called a weblog or blog came onto the scene that let anyone be a reporter and publisher - often for free. As blogs became popular, they created millions of news sources and gave everyone an audience for their own version of news. Of course, we're using the word "news" loosely. But really - isn't everything news to someone? With a blog...A business owner can share news about his business A mother can share news about her family Or a sport star can share news with fans These people are all "bloggers". How did this happen? Well, blogs made sharing news on the web easy. Anyone with an idea can start a new blog with the click of a button and share news minutes later. Here's how blogs work. Blogs are websites that are organized by blog posts - these are individual news stories, like articles in the paper. Bloggers simply fill out a form like this one to post a new story. With the click of a button, the blog post appears at the top of the web page, just above yesterday's news. Over time, the blog becomes a collection of these posts, all archived for easy reference. Also, Each blog post can become a discussion through comments left by readers. Blogs make the news a two way street. But really, the fuss is not about how blogs work - it's about what people like you do with
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Blogs in Plain English. (2007). Retrieved from http://www.youtube.com/watch?v=NN2I1pWXjXI
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shared by Joanne S on 09 Jun 13
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Amanda Palmer: The art of asking | Video on TED.com - Topic 1.1: Music: I Want My MP3 - 0 views
www.ted.com/..._palmer_the_art_of_asking.html
net102 Topic 1.1: Music: I Want My MP3 Extra Reading Videos
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Topic 1.1: Music: I Want My MP3 (Breathes in, breathes out) So I didn't always make my living from music. For about the five years after graduating from an upstanding liberal arts university, this was my day job. I was a self-employed living statue called the 8-Foot Bride, and I love telling people l did this for a job, because everybody always wants to know, who are these freaks in real life? Hello. I painted myself white one day, stood on a box, put a hat or a can at my feet, and when someone came by and dropped in money, I handed them a flower and some intense eye contact. And if they didn't take the flower, I threw in a gesture of sadness and longing as they walked away. (Laughter) So I had the most profound encounters with people, especially lonely people who looked like they hadn't talked to anyone in weeks, and we would get this beautiful moment of prolonged eye contact being allowed in a city street, and we would sort of fall in love a little bit. And my eyes would say, "Thank you. I see you." And their eyes would say, "Nobody ever sees me. Thank you." And I would get harassed sometimes. People would yell at me from their passing cars. "Get a job!" And I'd be, like, "This is my job." But it hurt, because it made me fear that I was somehow doing something un-joblike and unfair, shameful. I had no idea how perfect a real education I was getting for the music business on this box. And for the economists out there, you may be interested to know I actually made a pretty predictable income, which was shocking to me given I had no regular customers, but pretty much 60 bucks on a Tuesday, 90 bucks on a Friday. It was consistent. And meanwhile, I was touring locally and playing in nightclubs with my band, the Dresden Dolls. This was me on piano, a genius drummer. I wrote the songs, and eventually we started making enough money that I could quit being a statue, and as we started touring, I really didn't want to lose this sense of direct connection
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Why I'm Not Going Near Spotify (and Why You Shouldn't Either) - James Allworth - Harvar... - 0 views
blogs.hbr.org/...im_not_going_near_spotify.html
net102 Topic 1.1: Music: I Want My MP3 Extra Reading spotify
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This is interesting because it points to a common business strategy online these days, that is, build a network of users through free/freemium model and then, when there is a large enough base, change the business model to generate revenue. Quite a few internet businesses run on the investment income initially and only start pulling in revenue later on. Worth thinking about in term of the economy category (you all remember that you need to try to keep community, power, economy and identity in your head somewhere when doing your readings and other work in this unit?) - if we depend on these services for our music etc, are we thinking enough about the fact that these are not provided out of altruism but are commercial ventures and thus, the shape of the platform and network (and hence, our experiences) are determined by the profit imperative? Pandora also restricted its free service, moving to closer to the 'freemium' business model. At this point, it appears to be at a level that probably won't impact significantly on most. However, I'd like you to consider the implications of having a commercial service like this become embedded in your lives (and many many of the internet services we have are profit-based) against those larger questions of the unit (see the interpretive and critical perspectives in particular)--economic and political aspect
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Introduction to the library and information professions / Robert J. Grover, Roger C. Gr... - 0 views
catalogue.curtin.edu.au/...display.do
LIS100 Reading references Information Professionals Information science -- Philosophy ; Library services policy society Knowledge theory of Learning and scholarship
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Description: Introduction : purpose and objectives of this book -- Creation, diffusion, and utilization of knowledge -- The role of professionals as change agents -- The science supporting the information professions -- Information transfer in the information professions -- The cycle of professional service -- The information infrastructure -- The processes and functions of information professionals -- The infrastructure of the information professions -- Trends and issues. "This introduction to the functions of information professionals is approached through models of communication theory. Professionals have the role of diagnosing the information needs of clients using information transfer theory. Current trends and issues are discussed as they focus on the role of a professional and the services offered."--BOOK JACKET.