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Joanne S

The archives and records Australia google group - 0 views

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    The archives and records Australia google group - http://groups.google.com/group/archives-and-records-australia . Often a slightly more academic discussion.
Joanne S

Wikis in Plain English - YouTube - 0 views

    • Joanne S
       
      Welcome to Wikis in Plain English. These four friends are going on a camping trip. They need to bring the right supplies because they're backpacking. The group needs to plan and plan well, so coordination is key. They're all computer users, so they start planning with an email. It's start with one, but then becomes a barrage. Email is not good at coordinating and organizing a group's input. This is the old way - Booo! The important information is scattered across everyone's inbox. This isn't coordination! Let's start over. There is a better way. It requires using a website called a wiki. Using a wiki, the group can coordinate their trip better. This is the new way - yaay! Most wikis work the same. They make it easy for everyone to change what appears on a webpage with a click of a button. It's as easy as erasing a word and rewriting it. The buttons are really important. There are two that are essential. They are "edit" and "save", and they are always used together. Let's see them in action. Here are our camping friends and here is a wiki website. Like all wikis, it has an edit button. Clicking this button, transforms the webpage into a document. All you have to do is click it and the webpage becomes a document ready for editing. Editing the page means you can add or remove words or change how they look, just like writing a letter. Once you're finished editing, you click save and the document becomes a webpage once again, and is ready for the next person to edit it - easy! Edit - Write - and Save. Using this process, a group can coordinate more easily. Let's apply this to our camping friends, who need to bring the right supplies. Mary signs up for a wiki site and then sees the new site for the first time. She clicks the edit button to get started. She creates two lists for camping: What we have and what we need. Under "we have" she lists the things she will bring: A cooler, stove and flashlight. Under "we need" she lists items
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    Wikis in Plain English. (2007). . Retrieved from http://www.youtube.com/watch?v=-dnL00TdmLY
Joanne S

Surviving Study with Kids Facebook Group - 0 views

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    Group for venting, support and discussion on how to survive study with kids (little and big)
Joanne S

VSW100 - Art and Creativity Private Facebook group - 0 views

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    VSW100 - Art and Creativity Private Facebook group
Joanne S

MED104 Private Facebook group - 0 views

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    MED104 Private Facebook group
Joanne S

Losing it one SP at a time - 0 views

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    General online group for discussion and support for trying to keep healthy during study
Joanne S

Bachelor of Arts (Librarianship and Corporate Information Management) - 0 views

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    Group
Joanne S

Preserving Australia's Heritage: A Starter Kit for Community Groups. - 0 views

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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
Joanne S

Library Bookcase | Flickr - Photo Sharing! - 0 views

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    Bookmark to the group Photo - for attribution
Joanne S

ScienceDirect.com - The Journal of Academic Librarianship - Social Bookmarking in Acade... - 0 views

  • 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
  • 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.
  • 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.
  • 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
  • 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.
  • 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.
  • Social bookmarking can also be used to facilitate interaction and professional development among academic librarians and faculty.
  • 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.
  • 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.
  • “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.
  • academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
  • Social tagging allows academic librarians to develop appropriate folksonomies
  • 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
  • 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,
  • 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.
  • 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.
  • 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.
  • 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
  • undergraduate students need to learn how to effectively take advantage of web resources and librarians are in the ideal position to lead the way.
  • 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.
  • “collaborative and interactive rather than static”
  • differences between credible sites and non-authoritative resources
  • Academic libraries might not seem so archaic or overwhelming to younger generations of students if online resources become more interactive and collaborative over time.
  • Academic librarians can create accounts within social bookmarking sites and harvest web resources according to various subjects and related concepts.
  • 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.
Joanne S

Blogs in Plain English - YouTube - 0 views

    • Joanne S
       
      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
Joanne S

Archives Live - Australian Society of Archivists Inc. professional social network - 0 views

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    The Australian Society of Archivists, archiveslive! - http://archiveslive.ning.com/ Here you will find resources including discussion groups, conference information and general gossip.
Joanne S

Curtin University Library Catalogue - The arrangement and description of archives amid ... - 0 views

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    I. Maclean, H. Rowell and S. Stuckey -- 'An unnecessary complication': international perspectives on the record group, the series and the fonds' in A. Cunningham (ed) (2010) The arrangement and description of archives amid administrative and technological change : essays and reflections by and about Peter J. Scott. Brisbane: Australian Society of Archivists *** HARDCOPY ONLY *** Also see http://ica2012.ica.org/files/pdf/Full%20papers%20upload/ica12Final00414.pdf
Joanne S

Diaspora - Wikipedia, the free encyclopedia - 0 views

  • 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]
  • 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.
Joanne S

The Code4Lib Journal - How Hard Can It Be? : Developing in Open Source - 0 views

  • 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.
  • 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.
  • 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.
  • Koha would thus be available to anyone who wanted to try it and had the technical expertise to implement it.
  • ensure the software writers did not miss any key points in their fundamental understanding of the way libraries work.
  • 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.
  • The programming we commissioned cost us about 40% of the purchase price of an average turn-key solution.
  • no requirement to purchase a maintenance contract, and no annual licence fees.
  • An open source project is never finished.
  • 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)
  • 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.
  • 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.
  • 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.
  • 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.
  • In the early days, the Koha list appeared to have been dominated by programmers but I have noticed a lot more librarians participating now
  • "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
Joanne S

Guideline 15 - Developing and implementing a keyword thesaurus - State Records NSW - 0 views

  • Thesaurus: a controlled list of terms linked together by hierarchical, associative or equivalence relationships. (AS ISO 15489.2, 4.2.3.2).
  • Keyword thesaurus: a records management thesaurus based on functions and following the principles of keyword classification.
  • develop, implement, maintain and review a keyword thesaurus for use in records management.
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  • Keyword classification: involves grouping records into broad, functionally based areas represented by keywords. Records are further classified by the use of activity descriptors and optional subject descriptors.
  • Classification: systematic identification and arrangement of business activities and/or records into categories according to logically structured conventions, methods, and procedural rules represented in a classification system. (AS ISO 15489.1, 3.5).
  • A thesaurus is a tool that supports the classification and management of records, usually at the file level. It ensures that classification terms are used consistently throughout a recordkeeping system. It is a 'controlled language' tool.
  • A thesaurus may have: multiple entry points to guide users to preferred terms and correct titles cross-referencing scope notes and tips strict control of language, and alphabetical or hierarchical presentation.
  • Functional classification establishes and documents the relationships between records and the business activities they document which is essential in understanding records, and in particular understanding over time.
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