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Jeff Steely

Felix - 0 views

libjournal.uncg.edu/...162

shared by Jeff Steely on 16 Dec 11 - No Cached
    • Jeff Steely
      Jeff Steely on 16 Dec 11
       
      What if we considered library "clients/users/patrons/etc." as "members"? How would we provide services differently? What behaviors do "members" exhibit, what expectations do they have?
  • Service design can enable institutions to respond to these changes and enhance the experience of students and faculty by embedding services within learning spaces – services that promote interaction, provide access to experts, and respond directly to user needs.
  • learning space service design as the process of holistically designing the service interactions among people, information, technology, and space so that services are usable, useful, desirable, and effective
sha towers

The (Social) Reader's Dilemma: Content + Container = Context - The Ubiquitous Librarian... - 0 views

chronicle.com/...emma-content-container-context

higher ed ebooks libraries academic libraries future of libraries

shared by sha towers on 01 May 12 - No Cached
  • “Content, not containers!” This has been a library theme for a while now: unbundling the meat from the sandwich. It’s about the text and/or images, not necessary the printed vessel.  As scholarly material migrates to digital platforms, the focus is on the content, not the boundaries of “journals” or “books.”
  • Yesterday I downloaded The Fourth Paradigm: Data-Intensive Scientific Discovery, which is a free PDF. Thanks Microsoft. I’m reading it on my iPad via my Kindle app and everything is fine, right? No! It’s not a Kindle book. It doesn’t allow me take notes, share passages, or sync across devices. Those might not sound like big deals, but they are—or they have become to me. My reading experience is linked to functionality, not just to the content.   So here is this free book, free content, that is essentially useless to me—to the way I want to use it—to the way I work with information. The content is free, but it’s the container I’m willing to pay for. It’s the container that makes the content valuable.
  • Access is no longer enough. I don’t just want to have the content in a digital format. I need it to live and breed and interact with my other content and with the content of my colleagues. It’s the infrastructure and tools around the content that I am willing to pay for. It’s the platform that will continue to grow and make the content more valuable to me over time. This isn’t about preference, but about performance. It’s about creating context.
  • ...2 more annotations...
  • I want to do stuff with my information, not just read it.
  • Take Facebook—it’s not really about storing your photos, but about commenting, liking, and tagging. It’s the functionality, packaged together with other lifestyle curation tools and processes. It’s about using the container to connect with a community via a very personal context.
sha towers

Explore - "Cities smash us together. Cities force us to... - 1 views

exp.lore.com/...us-together-cities-force-us-to

cities companies innovation human friction interaction creativity

shared by sha towers on 30 Jun 12 - No Cached
  • sha towers on 30 Jun 12
     
    pondering the ways this applies to libraries and liaison services
sha towers

Organizing the liaison role: a concept map (Judith E. Pasek) - 0 views

crln.acrl.org/...202.full

role concept_map library librarian services development academic libraries liaison organizing strategic planning

shared by sha towers on 15 May 15 - No Cached
  • Building relationships with STEM faculty and students therefore requires an active outreach approach rather than simply waiting for individuals to contact librarians.
  • meeting faculty informally and face-to-face at departmental functions is a key outreach strategy, and that outreach techniques need to be tailored to fit the local academic community, adapted for departmental variation.
  • Being visible means creating opportunities for communication by being present where your “customers” (i.e., faculty and students) are located
  • ...16 more annotations...
  • variety of options for initiating interactions with potential customers
  • Being relevant requires currency and an understanding of the subject matter of interest to the customer.
  • keeping current with rapid changes in technology, research directions, curriculum offerings, and scholarly trends
  • For student engagement, it means making an effort to connect to their experiences and interests to add meaning and put learning processes into context.
  • Being useful means matching resources and information to the purpose (e.g., research, coursework) and needs of the customer
  • High-quality service also involves anticipating needs and being proactive in providing services
  • Faculty are pressed for time, so offering services that can save them time can win their respect and support.
  • Timeliness means being responsive and prompt in answering questions and scheduling consultations. It also means providing services at the point of need, timing delivery to when information and services are most needed or effective.
  • The four elements of proactive customer service—visibility, relevance, usefulness, and timeliness—are interrelated and of equal importance in the implementation of liaison services.
  • The liaison concept map is meant to be a starting point for organizing and planning activities that facilitate greater connections with academic faculty and students.
  • Becoming an effective liaison librarian in today’s environment involves moving from a role peripheral to academic research and teaching, to a more integral and integrated presence within departments and programs
  • Faculty satisfaction with library liaisons increases when they have recent and direct communication, they know the name of their assigned liaison librarian, and they receive more types of services.4
  • Engaging faculty and building long-term relationships can be enhanced by shifting focus to showing interest in their research, offering newer research services (e.g., data management and repository support), and identifying opportunities for partnership.
  • While developing relationships with individual faculty members is essential, the process of making initial contacts can be orchestrated at the departmental level.
  • Building awareness of library services is a necessary first step to engagement, as faculty tend not to view librarians as instructors or research consultants
  • Keeping up with trends and adding to the liaison librarian toolkit are essential to remaining relevant and effective
  • sha towers on 15 May 15
     
    concept map for thinking about the various pieces of the liaison librarian role, focusing on visibility, relevance, usefulness, and timeliness. used for conversation with team of librarians to take a higher altitude view of what we're trying to accomplish and then specifically how we go about doing that
Ellen Filgo

Lessons Learned: How College Students Seek Information in the Digital Age - 0 views

projectinfolit.org/...ll2009_Year1Report_12_2009.pdf

information literacy students libraries research

shared by Ellen Filgo on 15 Dec 09 - Cached
  • Ellen Filgo on 15 Dec 09
     
    A report of findings from 2,318 respondents to a survey carried out among college students on six campuses distributed across the U.S. in the spring of 2009, as part of Project Information Literacy. Respondents, while curious in the beginning stages of research, employed a consistent and predictable research strategy for finding information, whether they were conducting course-related or everyday life research. Almost all of the respondents turned to the same set of tried and true information resources in the initial stages of research, regardless of their information goals. Almost all students used course readings and Google first for course-related research and Google and Wikipedia for everyday life research. Most students used library resources, especially scholarly databases for course-related research and far fewer, in comparison, used library services that required interacting with librarians. The findings suggest that students conceptualize research, especially tasks associated with seeking information, as a competency learned by rote, rather than as an opportunity to learn, develop, or expand upon an information-gathering strategy which leverages the wide range of resources available to them in the digital age.
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