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Sara Thompson

http://www.hiddenpeanuts.com/postfiles/The%20case%20for%20home-grown,%20sustainable%20n... - 0 views

www.hiddenpeanuts.com/...20nex%20-%20Chad%20Haefele.htm

libraries articles technology coll-dev ideasfile

shared by Sara Thompson on 27 Nov 11 - No Cached
  • Sara Thompson on 27 Nov 11
     
      "Old models of library operation may disappear, but that does not mean they can't be replaced.  Academic libraries' central book model is temporarily insulated by high prices, but change will come just the same.  The time provided by this insulation should be used to explore sources of content like local special collections with clear ownership and distribution rights.  Without restrictions like those imposed by many third party vendors, special collections can provide a proving ground for next generation interfaces and services. This home-grown expertise within libraries can then be applied on a wider basis in the future.                 The examples and efforts discussed in this column share one thing at their core, and that is that they are services made by libraries, for libraries.  As a collective institution, libraries have great expertise in building sustainable preservation systems capable of lasting many years.  Third party vendors do not have a proven track record on building long term preservation systems for electronic resources at this point in time.  By placing our trust, funds, and collections in the hands of those third parties we turn libraries into middlemen.  For the short term gain of providing easy access to next generation library services, we risk disintermediation by those vendors and removal from the service equation entirely.  Libraries of all types and sizes can look inward and grow from our strengths.  Major publishers and content providers aren't likely to allow new services with the same scope libraries enjoyed in the past.  Fortunately, special collections and collaborative efforts are accessible to even the smallest library as perfect opportunities for gaining relevant experience and expertise.  By basing that experience and expertise on homegrown services built by and for libraries, they can ensure a sustainable future of next generation services."
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

Classroom.NEXT: Engaging Faculty and Students in Learning Space Design | EDUCAUSE - 0 views

www.educause.edu/...232846

buildings bcushare bcuedtech education design surveys

shared by Sara Thompson on 14 Oct 11 - No Cached
  • Sara Thompson on 14 Oct 11
     
    The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students-and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors' understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research.
Sara Thompson

Catching up with information literacy assessment - 0 views

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

libraries assessment info-literacy training professional instruction

shared by Sara Thompson on 11 Apr 12 - No Cached
  • Sara Thompson on 11 Apr 12
     
    "The goal of this article is to build on the assessment links Jarson provided. Her stated goal was to "guide readers to important resources for understanding information literacy and to provide tools for readers to advocate for information literacy's place in higher education curricula." In addition to the information on resources and tools, Jarson provided links to universities whose assessment tools were available for review on their Web sites. For this article, selected Web sites have been accessed and evaluated further. A handful of additional information resources have been profiled, including new Web sites that offer a variety of assessment tool formats."
Sara Thompson

Essay on making student learning the focus of higher education | Inside Higher Ed - 1 views

www.insidehighered.com/...earning-focus-higher-education

essay education assessment teaching learning

shared by Sara Thompson on 20 Apr 12 - No Cached
  • Culture -- in higher education, and in our society -- is at the heart of the matter.
  • We have reduced K-12 schooling to basic skill acquisition that effectively leaves most students underprepared for college-level learning. We have bastardized the bachelor’s degree by allowing it to morph into a ticket to a job (though, today, that ticket often doesn’t get you very far). The academy has adopted an increasingly consumer-based ethic that has produced costly and dangerous effects: the expectations and standards of a rigorous liberal education have been displaced by thinly disguised professional or job training curriculums; teaching and learning have been devalued, deprioritized, and replaced by an emphasis on magazine rankings; and increased enrollment, winning teams, bigger and better facilities, more revenue from sideline businesses, and more research grants have replaced learning as the primary touchstone for decision-making.
  • The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
  • ...14 more annotations...
  • Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
  • Rethinking higher education means reconstituting institutional culture by rigorously identifying, evaluating and challenging the many damaging accommodations that colleges and universities, individually and collectively, have made (and continue to make) to consumer and competitive pressures over the last several decades. What do we mean by “damaging accommodations?
  • We mean the allocation of increasing proportions of institutional resources to facilities, personnel, programs and activities that do not directly and significantly contribute to the kind of holistic, developmental and transformative learning that defines higher learning.
  • We mean the deplorable practice of building attractive new buildings while offering lackluster first- and second-year courses taught primarily by poorly paid and dispirited contingent faculty.
  • We mean the assumption that retention is just keeping students in school longer, without serious regard for the quality of their learning or their cumulative learning outcomes at graduation.
  • The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so. Isolated examples to the contrary exist, but are only the exceptions that prove the rule.
  • In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
  • 1. The widespread acceptance and application of a new and better touchstone for decision-making in higher education, linked to a strong framework of essential, core principles. A touchstone is a standard, or criterion, that serves as the basis for judging something; in higher education, that touchstone must be the quality and quantity of learning. A touchstone and a clear conceptual framework link our advocacy for change to a powerful set of ideas, commitments, and principles against which to test current policies, practices, and proposals for reform.
  • 2. A comprehensive re-evaluation of undergraduate education and experience guided by those core principles. This must occur both nationally, as an essential public conversation, and within the walls of institutions of all types, missions, and sizes.
  • 3. The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike. Such rethinking ought to be transparent, informed by public conversation, and enacted through decisions based on the new touchstone, improving the quality and quantity of learning.
  • 4. Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.
  • Cultural problems require cultural solutions, starting with a national conversation about what is wrong, and what is needed, in higher education. The country should reasonably expect higher education to lead this conversation. For real change to occur, discussions about the quality and quantity of learning in higher education and the need for reform must occur at multiple levels, in many places, and over a significant period of time -- most importantly on campuses themselves
  • If enough change occurs in enough places, and if our public expectations remain high and consistent, learning may become the touchstone for decision-making; the quality and quantity of learning -- documented by rigorous assessment -- may become both each institution’s greatest concern and the basis for comparisons between various colleges and universities
  • Richard P. Keeling is principal, and Richard H. Hersh is senior consultant, for Keeling & Associates, a higher education consulting practice. They are authors of the recent book, We’re Losing Our Minds: Rethinking American Higher Education (Palgrave Macmillan, 2011), from which this essay is partly excerpted.
  • Sara Thompson on 20 Apr 12
     
    The core explanation is this: the academy lacks a serious culture of teaching and learning. When students do not learn enough, we must question whether institutions of higher education deliver enough value to justify their costs. Resolving the learning crisis will therefore require fundamental, thoroughgoing changes in our colleges and universities.
Mark Lindner

New: "Key Issues for e-Resource Collection Development: A Guide for Libraries... - 0 views

infodocket.com/...e-for-libraries-full-text-free

ColDev librariana libraries IFLA

shared by Mark Lindner on 26 Mar 12 - No Cached
  • Mark Lindner on 26 Mar 12
     
    Electronic resources represent an increasingly important component of the collection- building activities of libraries. "Electronic resources" refer to those materials that require computer access, whether through a personal computer, mainframe, or handheld mobile device. They may either be accessed remotely via the Internet or locally.
Sara Thompson

Redefining the Academic Library - 3 views

www.slideshare.net/...edefining-the-academic-library

management libraries future workflows

shared by Sara Thompson on 11 Dec 11 - No Cached
  • Sara Thompson on 11 Dec 11
     
    An excellent presentation slide deck about the direction libraries could go. Slides I found most interesting / useful: the comparison of metrics on slide 6, the distribution models on slide 11, the library building example on slide 15, the "eras" of slide 17, the PDA rules on slide 28 - fascinating!, and the distribution of library space on slide 36 - raises good questions for us. The last slide ties it all together really well. This would be a great conversation starter!
Sara Thompson

COPE: Create Once, Publish Everywhere - 0 views

blog.programmableweb.com/...create-once-publish-everywhere

webdesign design API CMS workflows interface to-blog

shared by Sara Thompson on 11 Apr 12 - Cached
  • With the growing need and ability to be portable comes tremendous opportunity for content providers. But it also requires substantial changes to their thinking and their systems. It requires distribution platforms, API’s and other ways to get the content to where it needs to be. But having an API is not enough. In order for content providers to take full advantage of these new platforms, they will need to, first and foremost, embrace one simple philosophy: COPE (Create Once, Publish Everywhere).
  • COPE is really a combination of several other closely related sub-philosophies, including: Build content management systems (CMS), not web publishing tools (WPT) Separate content from display Ensure content modularity Ensure content portability
  • But to truly separate content from display, the content repository needs to also avoid storing “dirty” content. Dirty content is content that contains any presentation layer information embedded in it, including HTML, XML, character encodings, microformats, and any other markup or rich formatting information. This separation is achieved by the two other principles, content modularity and content portability
  • ...1 more annotation...
  • In my next post, I will go into more detail about NPR’s approach to content modularity and why our approach is more than just data normalization.
  • Sara Thompson on 11 Apr 12
     
    "This guest post comes from Daniel Jacobson, Director of Application Development for NPR. Daniel leads NPR's content management solutions, is the creator of the NPR API and is a frequent contributor to the Inside NPR.org blog." As I look at this beautiful flowchart (beautiful in function) of the NPR web publishing process, I wonder what libraries could learn from this method of information management.  This NPR process is designed to get the content out in a variety of ways, with options for the end user. How are libraries and library systems making this possible for our end users? 
Sara Thompson

Hack Your Learning Spaces? - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...39911

buildings commons classrooms education profhacker teaching ideasfile creativity

shared by Sara Thompson on 10 May 12 - No Cached
  • I propose a THATCamp session in which we think about ways to hack campus space. And I mean hack in the most generous sense of the term. How can we use these spaces in ways they weren’t designed for? How can we turn their flaws—bolted down desks, windowless rooms, tiered seating, and so on—into advantages (or at least neutralize them)? How can we turn institutional places into dwelling spaces that we inhabit and habituate? I was initially thinking mostly of classrooms—because I have taught in dreadfully designed rooms—but I’d extend this idea to include all campus spaces. And I’d like our hacks to go beyond the simply practical (though we need those too) to include what amounts to philosophical and ideological hacks.
  • What would a temporary autonomous zone look like on campus? …in the student union? …in your classroom? How can we change attitudes about what can or can’t be done in certain spaces? What’s the most surprising thing we can do with a campus space, and conversely, what’s the most predictable thing we can do in a new way?
Sara Thompson

Reflections on year one at PSU | Information Wants To Be Free - 0 views

meredith.wolfwater.com/...reflections-on-year-one-at-psu

info-literacy instruction assessment people libraries professional management

shared by Sara Thompson on 21 May 12 - No Cached
  • I worked with a task force to develop learning outcomes that describe the breadth of our library instruction program
  • I talk about this, and our model, in the most recent Adventures in Library Instruction podcast.
  • I’m now working with our distance learning librarian and our newly-hired instructional designer to develop a two-tiered model for deploying learning objects (one for students to drill down to just the content that meets their information need and the other for faculty to easily embed learning objects — with suggested assessments and lesson plans — in their courses).
  • ...3 more annotations...
  • I’ve really worked with my direct reports to support them and help them find projects and foci that make them feel effective and give their job coherence
  • creating a guide on assessment techniques.
  • But some of the things I was asked to accomplish in my first year (like building a culture of assessment!) really required someone with significant political capital.
  • Sara Thompson on 21 May 12
     
    Summary of her first year as head of library instruction, creating a new program, assessment, lessons learned. 
Sara Thompson

Active Learning Spaces - Steelcase (PDF) - 0 views

www.steelcase.com/...g_spaces_interactive.final.pdf

buildings classrooms commons libraries furniture

shared by Sara Thompson on 02 Jun 12 - No Cached
  • Sara Thompson on 02 Jun 12
     
    Great examples of classroom furniture, set-ups. 
Sara Thompson

Learning Space Toolkit - 0 views

learningspacetoolkit.org

buildings libraries commons classrooms assessment casestudy

shared by Sara Thompson on 02 Jun 12 - No Cached
  • Sara Thompson on 02 Jun 12
     
    "North Carolina State University (NCSU) Libraries and its Distance Education and Learning Technology Applications (DELTA) are partnering with strategic consultants brightspot strategy and DEGW to design, share, and promote an updated model for institutions to plan and support technology-rich informal learning spaces. This Learning Space Toolkit will include a roadmap to guide the process along with tools and techniques for assessing needs, understanding technology, describing spaces, planning and delivering support services, and assembling space, technology, and services to meet needs, even as they change."
fleschnerj

Helicopter Librarian: Expect the Unexpected - 0 views

lj.libraryjournal.com/...expect-the-unexpected-backtalk

helicopter librarian reference instruction students

shared by fleschnerj on 07 Sep 12 - No Cached
  • fleschnerj on 07 Sep 12
     
    The main difference between great librarians and Helicopter Librarians is that the former are focused on providing excellent service whereas the Helicopter Librarians are committed to building radically great relationships that students are comfortable with, similar to their relationships with their Helicopter Parents.
Sara Thompson

Reality-based Librarianship for Passionate Librarians at Attempting Elegance - 0 views

www.attemptingelegance.com/?p=1412

management prof-dev presentations advice libraries

shared by Sara Thompson on 09 Dec 11 - No Cached
  • Figure that out. If you can figure that out, you’re advocating for an idea, a goal, and a belief. A passion. If you can’t figure that out, you’re advocating for an outreach technique, a piece of software, this thing, that thing, or the other.
  • professional development is all about challenging legacy processes.
  • Put yourself in the right place at the right time, because you intended to be there, you worked hard to get there, and you made a plan to ensure you stayed there. You can’t just show up in your manager’s office door and say “we should have ebooks” and expect it to happen. You must have a plan. (I would, on behalf of all managers everywhere suggest that if you are the sort of person who shows up and says “we need ebooks” you might consider how that sounds to your audience, and consider how well it’s working for you.) A plan is key. Because I believe that, I’m going to assert that any goal can be project-managed, and I’ll also assert that any goal should be project-managed. Must be.  I’ll say it again: Change doesn’t just happen. Change happens because someone worked hard to put themselves in the right place, at the right time. Work to put yourself in that place, just at that time. Plan for brilliance, agitate for success.
  • ...3 more annotations...
  • You want to reach the stars.  But you look around, and you know you can get to the moon; that’s a reasonable goal, and you can see the route to get there. And so you plan for it.  But in your planning process, you realize you can’t just get to the moon; to get there with the resources you have available to you, you have to build with a really ugly rocket. And you hate that rocket. But you need that rocket. It’s what will get you to the moon.So love your rocket. Give it a cool name. Ignore how ugly it is. Always remember that it’s what will get you to the moon, and that getting to the moon is important.
  • There’s great strength in seeing a barrier for what it is, knowing when to stop hitting it, knowing when to ask for help, and knowing when to turn left and go around. Fear of failure, and our tolerance for it, are powerful motivators. If someone is strongly rooted in theirs, you may not be strong enough to move them aside. But you can always move yourself. And one way to start is to ask why someone is blocking you. Ask yourself what you can do about it, aif it’s worth doing, and if you can do it.
  • I hope everyone will consider what you’re giving up if you can’t embody your passion. You’re making a choice, and a sacrifice, if you don’t have room to act on your goals and dreams. You are the only one who can know if that’s the right decision for you, but make the decision consciously.
Sara Thompson

Canada Water library - review | Art and design | The Observer - 0 views

www.guardian.co.uk/...canada-water-library-review

libraries buildings design travel

shared by Sara Thompson on 04 Dec 11 - No Cached
  • Sara Thompson on 04 Dec 11
     
    a new public library in London with an unusual shape
Sara Thompson

Student Study Space: the entrepreneurial model (my visit to TechPad) - The Ubiquitous L... - 1 views

chronicle.com/...rial-model-my-visit-to-techpad

libraries buildings commons design education

shared by Sara Thompson on 18 Dec 11 - No Cached
  • I was fascinated by this concept of a 24 hour, co-working, commons environment, which obviously has some library parallels. And if you know me, then you know that I’ve been obsessed with startup culture lately, so I had to go check it out. At VT we are in the initial stages of renovation planning and so I am absorbing design ideas from everywhere possible— especially non-library environments.
  • Zoning based on needs (meet with clients, meet with team, work alone, etc) Encouragement (see others working, inspires you to want to be successful too) Assistance (on-site metering) Common Experiences (webinars, dining, games)
Sara Thompson

Pedagogy and Space: Empirical Research on New Learning Environments (EDUCAUSE Quarterly... - 0 views

www.educause.edu/...242683

buildings libraries commons teaching education articles

shared by Sara Thompson on 16 Dec 11 - No Cached
  • In the new technology-enhanced learning spaces at the University of Minnesota, students outperformed final grade expectations relative to their ACT scores. When instructors adapted their pedagogical approach to the new space by intentionally incorporating more active, student-centered teaching techniques, student learning improved. Students and faculty had positive perceptions of the new learning environments but also had to adjust to the unusual classrooms.
Sara Thompson

Content Creation, Media Labs, and Hackerspaces | David Lee King - 0 views

www.davidleeking.com/...on-media-labs-and-hackerspaces

libraries buildings

shared by Sara Thompson on 15 Dec 11 - No Cached
  • Sara Thompson on 15 Dec 11
     
    I found the "coworking spaces" especially relevant for BCU's library.  I could see turning the entire 2nd floor into small (as in tiny) office spaces to be checked out for 3 hours at a time by students, adjuncts, faculty - anyone who needs to get work done away from their usual spaces. 
Sara Thompson

Make Space: How to Set the Stage for Creative Collaboration - 0 views

dschool.stanford.edu/makespace

collaboration commons buildings design furniture home libraries

shared by Sara Thompson on 19 Jan 12 - No Cached
  • Sara Thompson on 19 Jan 12
     
    book from d.school at Stanford University "Appropriate for designers charged with creating new spaces or anyone interested in revamping an existing space, this guide offers novel and non-obvious strategies for changing surroundings specifically to enhance the ways in which teams and individuals communicate, work, play-and innovate. This work is based on years of classes and programs at the d.school including countless prototypes and iterations with d.school students and spaces."
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