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Joanne S

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

journal.code4lib.org/...1638

IMT122 Essential Reading Week 06 Task 06 Koha

shared by Joanne S on 22 Nov 12 - Cached
  • 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.
  • ...14 more annotations...
  • "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.
  • Joanne S on 22 Nov 12
     
    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

Library Day in the Life Project / FrontPage - 0 views

librarydayinthelife.pbworks.com/...FrontPage

Topic 3: Library Skills Functions and Services Essential Reading librarian project

shared by Joanne S on 15 Mar 14 - No Cached
  • Joanne S on 15 Mar 14
     
    Library Day in the Life Project. (n.d.). wiki, . Retrieved from http://librarydayinthelife.pbworks.com/w/page/16941198/FrontPage This is organised by the day that was recorded. Select one of the days and look at the job descriptions of the participating librarians. Select five linked blog posts and click through to read them. Select one librarian and see whether you can find multiple days from that author.
Joanne S

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

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    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
Joanne S

The rise of e-reading | Pew Internet Libraries - 0 views

libraries.pewinternet.org/...the-rise-of-e-reading

IMT122 IMT122 Reading List Essential Reading Week 12 Topic 11 ebooks

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    Rainie, L., Zickuhr, K., Purcell, K., Madden, M., & Brenner, J. (2012). The rise of e-reading. Washington, DC: Pew Research Center's Internet & American Life Project. Retrieved from http://libraries.pewinternet.org/2012/04/04/the-rise-of-e-reading/ (Read just the summary at the start or browse the whole report
Joanne S

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

shared by Joanne S on 09 Jun 13 - No Cached
    • Joanne S
      Joanne S on 09 Jun 13
       
      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
Joanne S

A Short History of EBooks by Marie Lebert - Project Gutenberg - 0 views

www.gutenberg.org/29801

Week 12 Topic 11 ebooks IMT122 IMT122 Reading List Essential Reading History

shared by Joanne S on 22 Nov 12 - No Cached
  • Joanne S on 22 Nov 12
     
    History of ebooks Lebert, M. (2009). A Short History of eBooks. Toronto, Ontario, Canada: University of Toronto. Retrieved from http://www.gutenberg.org/ebooks/29801 Just browse through this one and get a feel for the timeline and relevant milestones.
Joanne S

Learning together: using social media to foster collaboration in higher education - 0 views

www.emeraldinsight.com.dbgw.lis.curtin.edu.au/books.htm

IMT122 social bookmarking diigo Topic 12

shared by Joanne S on 22 Nov 12 - No Cached
  • 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,
  • How Can Social Bookmarking Enable Collaborative Working?
  • have been judged by a human to have some value.
  • ...7 more annotations...
  • 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.
  • In all these examples, the community of users is an important factor in ensuring the quality of the resources bookmarked in the system.
  • Social bookmarking tools allow users to classify their bookmarks by assigning tags
  • With regard to information literacy instruction, Luo (2010) found evidence that librarians are using tags to present course-specific resources to students.
  • hey can also be used to engage students in resource discovery
  • 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.
  • librarians can share each other's discoveries.
Joanne S

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

shared by Joanne S on 22 Nov 12 - No Cached
  • 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.
  • ...23 more annotations...
  • 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 conceptually to emphasize information literacy and to become more approachable and accessible to users by incorporating other Web 2.0 concepts
  • Social tagging allows academic librarians to develop appropriate folksonomies
  • academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
  • 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.
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