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fleschnerj

Google Scholar -- Support for Libraries - 1 views

scholar.google.com/...libraries.html

Google Scholar

shared by fleschnerj on 10 Nov 11 - Cached
  • fleschnerj on 10 Nov 11
     
    So, apparently we need a link resolver.
Sara Thompson

Nobody cares about the library: How digital technology makes the library invisible (and... - 1 views

www.foundhistory.org/...isible-and-visible-to-scholars

libraries usability userstudies training professional

shared by Sara Thompson on 23 Feb 12 - No Cached
  • Yet, while it is certainly true that digital technology has made libraries and librarians invisible to scholars in some ways, it is also true, that in some areas, digital technology has made librarians increasingly visible, increasingly important.
  • The invisible library
  • Let me offer three instances where the library should strive for invisibility, three examples of “good” invisibility:
  • ...8 more annotations...
  • Search:
  • APIs and 3rd party mashups:
  • Social media:
  • The visible library
  • Focus on special collections
  • Start supporting data-driven research
  • Start supporting new modes of scholarly communication—financially, technically, and institutionally.
  • Here I’d suggest tools and training for database creation, social network analysis, and simple text mining.
  • Sara Thompson on 23 Feb 12
     
    Skip the first bit about the Chuck clip - not important and too long. Scroll forward to the part starting with "The Invisible Library" -- excellent food for thought about the roles we play. 
Mark Lindner

Rossetti Archive - 0 views

www.rossettiarchive.org

Rossetti archives

shared by Mark Lindner on 25 Jun 12 - Cached
  • Mark Lindner on 25 Jun 12
     
    Completed in 2008 to the plan laid out in 1993, the Archive provides students and scholars with access to all of DGR's pictorial and textual works and to a large contextual corpus of materials, most drawn from the period when DGR's work first appeared and established its reputation (approximately 1848-1920), but some stretching back to the 14th-century sources of his Italian translations. All documents are encoded for structured search and analysis. The Rossetti Archive aims to include high-quality digital images of every surviving documentary state of DGR's works: all the manuscripts, proofs, and original editions, as well as the drawings, paintings, and designs of various kinds, including his collaborative photographic and craft works. These primary materials are transacted with a substantial body of editorial commentary, notes, and glosses.
Sara Thompson

Think Like a Start-Up: a White Paper - The Ubiquitous Librarian - The Chronicle of High... - 0 views

chronicle.com/...k-like-a-startup-a-white-paper

libraries innovation management professional planning ideasfile resources

shared by Sara Thompson on 09 Apr 12 - No Cached
  • I’ve been fascinated with startup culture for a long time and as I considered all the changes happening in academic libraries (and higher ed) the parallels were quite stunning.
  • we are being required to rethink/rebuild/repurpose what a library is and what it does. The next twenty years are going to be an interestingly chaotic time for the history of our institutions.
  • In concise terms: startups are organizations dedicated to creating something new under conditions of extreme uncertainty. This sounds exactly like an academic library to me. Not only are we trying to survive, but we’re also trying to transform our organizations into a viable service for 21st century scholars and learners.
  • ...2 more annotations...
  • I’ve found that entrepreneurs tend to love talking about the future of higher education, largely because it didn’t work well for them and they want to see something different.
  • Let me know if something resonates with you or your workplace. I’d love to hear from libraries practicing a similar R&D methodology.
  • Sara Thompson on 09 Apr 12
     
    Deb, I think this would be right up your alley. He's asking a lot of the same questions you ask, with some interesting links on the last page to other resources. Sections: 1. Is higher ed too big to fail? 2. Innovators wanted 3. Think like a startup 4. Lean startups 5. Build, Measure, Learn 6. Three Essential Qualities 7. Too much assessment, not enough innovation 8. A strategic culture (not plan) 9. Microscopes and telescopes 10. Real artists ship
Sara Thompson

Can You Put that in the Form of a Question? | Inside Higher Ed - 0 views

www.insidehighered.com/...can-you-put-form-question

libraries info-literacy instruction teaching assignments research education

shared by Sara Thompson on 02 Jun 12 - No Cached
  • One of their assignments is to interview a researcher in their field. This year, since the students had a nice mix of majors from across the curriculum, we used reports from the interviews as an opportunity to analyze on how research traditions vary from one discipline to another and how these experts’ processes differ from those of non-experts.
  • One thing that many students remarked on as they reported on their interviews: the activities that define research are enormously varied from one discipline to another. The process a researcher goes through to examine the historical context in which Shakespeare wrote one of his history plays is a world apart from what a researcher does to develop a new vaccine or what an ethnographer does when studying an isolated culture in Brazil.
  • The scientists all had co-authors; the social scientists were a mix of solo and collaborative projects, and the humanists all performed solo acts. And yet, it became clear that all of them were working within an ongoing conversation. None of them was doing work that didn’t draw on and respond to the work of others.
  • ...6 more annotations...
  • Every interview subject conducted some sort of a literature review as part of any research project
  • Every researcher described some strategies for keeping up with new developments in their area of expertise, all of which involved some scanning of new publications and some personal contact with individuals exploring the same territory.
  • For most, presenting research at conferences was a common part of bringing their research to completion. For all, writing up results for publication was an important final step, and they seemed acutely aware of the pecking order for publication venues in their field.
  • (In contrast, undergraduates mostly encounter articles within databases, called up by key words, not as artifacts within a particular journal which carries clout.)
  • One thing the students all gained through these interviews was an appreciation that research is not a matter of finding answers in other people’s publications. Every scholar interviewed described how they had asked a question that nobody had asked before, a question they couldn’t answer themselves until they had completed the research. It struck me that so much of what undergraduates experience as “research” is very nearly the opposite, a process of uncovering answers others have already arrived at.
  • I’m also thinking about what these interviews said collectively about how real research is conducted. It makes me a little crazy when students abandon a truly interesting question because they can’t find sources to quote that provide the answer, or when they change their topic based on what they can find easily. Or (shudder) when they say they've written their paper, but need help finding five sources to cite. Clearly, they are not learning how to do research; they aren't even learning what research is.  What I would really, really like is to figure out how to give every student the experience of not worrying so much about getting the right answers, but learning how to ask a really good question. The kind they won't find answered in the library.
  • Sara Thompson on 02 Jun 12
     
    "I teach a course in the spring called Information Fluency... It's an upper division undergraduate course pitched to students who are planning to go to graduate school, giving them a chance to learn more about the way the literature of their field works as well as generally how to use library and internet tools for research."
fleschnerj

The story of a faculty learning community for scholarly writing [PDF] - 1 views

crln.acrl.org/...390.full.pdf

article writing libraries CRLN ACRL

shared by fleschnerj on 10 Jul 12 - No Cached
  • fleschnerj on 10 Jul 12
     
    In May 2010, Appalachian State University's Hubbard Center for Faculty Development sponsored a weeklong writing retreat designed to help faculty become more productive writers in any academic genre. The retreat began with a two-day workshop conducted by Tara Gray, author of Publish and Flourish: Become a Productive Scholar
Deb Robertson

JSTOR announces Register & Read - 0 views

about.jstor.org/rr

JSTOR research

shared by Deb Robertson on 13 Jan 12 - No Cached
  • Deb Robertson on 13 Jan 12
     
    Register & Read Beta is a new, experimental program to offer free, read-online access to individual scholars and researchers who register for a MyJSTOR account. Register & Read follows the release of the Early Journal Content as the next step in our efforts to find sustainable ways to extend access to JSTOR, specifically to those not affiliated with participating institutions. At launch, Register & Read will include approximately 70 journals from more than 30 publishers,
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