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Sara Thompson

A New Kind of Book› Tabletop Touchscreens: The Next Desktop Publishing Revolu... - 0 views

newkindofbook.com/...-desktop-publishing-revolution

future books interface technology

shared by Sara Thompson on 12 Dec 11 - No Cached
  • This one’s personal, but I wonder how unique I am. My writing method often involves a bunch of writing surfaces
  • Writing for me on a laptop display feels claustrophobic. (I’m talking about the idea-generating and the drafting phase here
fleschnerj

OCLC WorldShare Announcement - 0 views

visit.oclc.org/dm

OCLC WorldShare

shared by fleschnerj on 05 Dec 11 - No Cached
  • fleschnerj on 05 Dec 11
     
    Today we are launching the OCLC WorldShare Platform, a shared technical infrastructure that will support a growing number of OCLC services and applications. This platform will enable library developers, partners and other organizations to create, configure and share a wide range of applications that deliver new functionality and value for libraries and their users.
Mark Lindner

NISO Releases Updated Draft of SERU: A Shared Electronic Resource Understanding for Pub... - 0 views

www.niso.org/...view

SERU librariana NISO standards

shared by Mark Lindner on 07 Jan 12 - No Cached
  • Mark Lindner on 07 Jan 12
     
    The National Information Standards Organization (NISO) announces the availability of a draft update of SERU: A Shared Electronic Resource Understanding for public comment (NISO RP-7-201X) through February 19, 2012. SERU offers publishers and libraries the opportunity to save both the time and the costs associated with a negotiated and signed license agreement for e-resources by both content provider and customer agreeing to operate within a framework of shared understanding and good faith. The SERU framework provides a set of common understandings for parties to reference as an alternative to a formal license when conducting business.
fleschnerj

ACRL Visual Literacy Competency Standards for Higher Education | Association of College... - 0 views

www.ala.org/...visualliteracy

Visual Literacy ACRL

shared by fleschnerj on 05 Jan 12 - No Cached
  • fleschnerj on 05 Jan 12
     
    We are pleased to announce publication of the new Visual Literacy Competency Standards for Higher Education (pdf) by the Association of College & Research Libraries (ACRL). The Visual Literacy Standards include: · an introduction to and definition of visual literacy · a brief discussion of visual literacy and higher education · a brief discussion of visual literacy and information literacy · suggestions for implementing the Standards · key sources and bibliography · 7 standards, 24 performance indicators, and 90 learning outcomes
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,
Sara Thompson

A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...244412

future education LMS moodle technology software edtech

shared by Sara Thompson on 02 Feb 12 - No Cached
  • According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.
  • A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
  • LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.
  • ...7 more annotations...
  • Effective LMS 3.0 learning grids create and inspire greater user independence and self-governance to facilitate effective content-creation capacities and new crowd-sourced intellectual property through the personalization of a vast array of information sources. LMS 3.0, properly designed, creates reliable content that facilitates learning through organized interaction and communications processes that include the widest-possible spectrum of points of view.
  • LMS 3.0 information architecture plays an increasingly important role as the gravitational pull for core strategies in assessment, engagement, retention, and outcomes.
  • Tracking learning events is crucial, but ultimately faculty are interested in the kind of learning that yields positive behavioral changes reflected in outcomes and a mastery level leading to a seamless transition to the workforce.
  • LMS 3.0 design expands functionality to include open, flexible digital repositories with components that add context through outcomes measurement, social curation, reporting, analytics, and extensive sharing capabilities.
  • Higher education is increasingly embracing a more open future, and next-generation LMS design needs to commit to an open ideology.
  • Moving from LMS 1.0 environments that do not offer long-standing, established community contributor models—from the perspective of both source code and open content—to a truly open environment will be a critical success benchmark for the post-LMS era.
  • Effective e-learning design, as a lowest common denominator, will embrace nimble, interoperable, modular infrastructure in ways that make learning contemporary, relevant, and engaging.
  • Sara Thompson on 02 Feb 12
     
    An interesting opinion piece on the future of the LMS.  Try reading this and replacing "LMS" with "library database" ... what would that look like? 
Sara Thompson

Memphis Public Library's New ILS: Other Sirsi OPAC examples - 3 views

memphislibrary.blogspot.com/...other-sirsi-opac-examples.html

libraries interface OPAC examples

shared by Sara Thompson on 18 Nov 11 - No Cached
  • Sara Thompson on 18 Nov 11
     
    other examples of SirsiDynix OPACs - all at public libraries, though
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. 
Sara Thompson

New interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 0 views

harvardmagazine.com/...twilight-of-the-lecture

teaching learning education online-learning bcushare future

shared by Sara Thompson on 23 Feb 12 - No Cached
  • The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States. Astonishingly, the test showed that their introductory courses had taught them “next to nothing,”
  • “They had a bag of tricks, formulas to apply. But that was solving problems by rote. They floundered on the simple word problems, which demanded a real understanding of the concepts behind the formulas.”
  • More important, a fellow student is more likely to reach them than Professor Mazur—and this is the crux of the method. You’re a student and you’ve only recently learned this, so you still know where you got hung up, because it’s not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces.”
  • ...12 more annotations...
  • Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained obstinately confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’” Immediately, the lecture hall was abuzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me—I had just spent 10 minutes trying to explain this. But the class said, ‘OK, We’ve got it, let’s move on.’
  • This innovative style of learning grew into “peer instruction” or “interactive learning,”
  • Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well.
  • Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer.
  • Interactive pedagogy, for example, turns passive, note-taking students into active, de facto teachers who explain their ideas to each other and contend for their points of view.
  • “Now, think of how you became good at it,” he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make “two things stand out,” Mazur says. “The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’” The other thing is that for many audiences, which often number in the hundreds, “there is absolutely zero percent for lectures. Nobody cites lectures.”
  • The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.
  • So I began to ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.”
  • Students find a neighbor with a different answer and make a case for their own response. Each tries to convince the other. During the ensuing chaos, Mazur circulates through the room, eavesdropping on the conversations. He listens especially to incorrect reasoning, so “I can re-sensitize myself to the difficulties beginning learners face.” After two or three minutes, the students vote again, and typically the percentage of correct answers dramatically improves. Then the cycle repeats.
  • ‘We’ve never done a problem of this kind.’ I tell them, ‘If you had done a problem of this kind, then by definition, this would not be a problem.’ We have to train people to tackle situations they have not encountered before.
  • “It’s not easy. You get a lot of student resistance,” he continues. “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.
  • In addition to student resistance, there is architectural resistance. “Most classrooms—more like 99.9 percent—on campus are auditoriums,”
Mark Lindner

At Last: Our Publicly Accessible Portal to Search, Browse, and Read ECCO-TCP ... - 1 views

textcreate.wordpress.com/...earch-browse-and-read-ecco-tcp

Enlightenment ECCO search libraries

shared by Mark Lindner on 01 Mar 12 - No Cached
  • Mark Lindner on 01 Mar 12
     
    I'm delighted to report that this is no longer the case: the University of Michigan-based implementation of the ECCO-TCP texts can now be fully explored by the general public: http://quod.lib.umich.edu/e/ecco/.
Sara Thompson

E-book acquisition based on use and demand could save libraries thousands | Inside High... - 1 views

www.insidehighered.com/...could-save-libraries-thousands

coll-dev libraries ebooks

shared by Sara Thompson on 22 Nov 11 - No Cached
  • Sara Thompson on 22 Nov 11
     
    Interesting little case study example of patron-driven acquisition. 
fleschnerj

The Good, The Bad and The Ugly (and the Interesting) of Libraries and eBooks - Data fro... - 0 views

librarianbyday.net/...s-data-from-pews-latest-report

Pew Libraries Research Data

shared by fleschnerj on 22 Jun 12 - No Cached
  • fleschnerj on 22 Jun 12
     
    This morning at 12:01 am Pew released their new report on the role of libraries in the digital age - title Libraries, patrons and ebooks. You can read the full report here and I encourage you to do so, there is a great deal of good data there.
Sara Thompson

TeleRead: News and views on e-books, libraries, publishing and related topics - 0 views

www.teleread.com

shared by Sara Thompson on 27 Oct 10 - No Cached
    • Sara Thompson
      Sara Thompson on 27 Oct 10
       
      Look up calibre & self-publishing
  • * Metadata plugboards: Allow you to perform sophisticated transformations on the metadata of a book when exporting it from the calibre library. * User defined columns are now fully integrated into calibre
Sara Thompson

The ecological case for ebooks | Books | guardian.co.uk - 0 views

www.guardian.co.uk/...ecological-ebooks

ebooks environment

shared by Sara Thompson on 27 Oct 10 - Cached
  • I've only managed to find one report – on the Kindle (by The Cleantech Group) – but it backs up suggestions that so long as e-readers are used as book replacements rather than supplements, they soon start to pay back in carbon terms. The report states that a book uses up "approximately 7.46 kilograms of CO2 over its lifetime" and that the Kindle produces "roughly 168 kg" during its lifecycle, making it "a clear winner against the potential savings: 1,074 kg of CO2 if replacing three books a month for four years; and up to 26,098 kg of CO2 when used to the fullest capacity of the Kindle."
fleschnerj

Feral "Information Literacy" - 0 views

birdswithteeth.wordpress.com/...feral-information-literacy

Information Literacy Digital Native

shared by fleschnerj on 06 Oct 11 - No Cached
  • fleschnerj on 06 Oct 11
     
    Now here's a new take on the "digital native" debate. I once bought into that whole concept, but find myself rethinking it. Perhaps the landscape has just changed so much that I'm on the path of deportation? I love this quote: Digital native is a fantasy invented by the fans of silicon valley to pigeonhole a generation for the sake of selling technology, but the truth is far less convenient. Not only the digital natives, but many people take on a feral state in their interactions with the internet, as it constantly shifts its boundaries, its cities and deserts. Likewise, the library is a place where we ought to allow for the feral. The ACRL information literacy standards are only useful to the domesticated to promote their efficient and purposeful use of the library.
fleschnerj

Library of Congress asks: how should we let you break DRM? - 0 views

arstechnica.com/...hould-we-let-you-break-drm.ars

shared by fleschnerj on 25 Oct 11 - No Cached
  • fleschnerj on 25 Oct 11
     
    For the fifth time since the Digital Millennium Copyright Act (DMCA) was passed in 1998, the Library of Congress is preparing to grant limited rights to crack DRM locks on digital content. Not that it matters much; despite an increased willingness at the Library to grant such permission, the actual tools most people need to bypass DRM remain forbidden.
Sara Thompson

Design New Site | Usability.gov - 1 views

www.usability.gov/...index.html

webdesign tips usability userstudies howto

shared by Sara Thompson on 26 Oct 11 - No Cached
  • Sara Thompson on 26 Oct 11
     
    A step by step guide to a website redesign process. Some great food for thought!
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