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Sara Thompson

Bring back the 40-hour work week - Salon.com - 0 views

www.salon.com/...singleton

productivity history business professional management people

shared by Sara Thompson on 25 Mar 12 - No Cached
  • This is what work looks like now. It’s been this way for so long that most American workers don’t realize that for most of the 20th century, the broad consensus among American business leaders was that working people more than 40 hours a week was stupid, wasteful, dangerous and expensive — and the most telling sign of dangerously incompetent management to boot.
  • By 1914, emboldened by a dozen years of in-house research, Henry Ford famously took the radical step of doubling his workers’ pay, and cut shifts in Ford plants from nine hours to eight. The National Association of Manufacturers criticized him bitterly for this — though many of his competitors climbed on board in the next few years when they saw how Ford’s business boomed as a result.
  • One is that increasing a team’s hours in the office by 50 percent (from 40 to 60 hours) does not result in 50 percent more output (as Henry Ford could have told them). Most modern-day managers assume there will be a direct one-to-one correlation between extra hours and extra output, but they’re almost always wrong about this. In fact, the numbers may typically be something closer to 25-30 percent more work in 50 percent more time.
  • ...16 more annotations...
  • By that point, there were a solid five decades of industrial research that proved, beyond a doubt, that if you wanted to keep your workers bright, healthy, productive, safe and efficient over a sustained stretch of time, you kept them to no more than 40 hours a week and eight hours a day.
  • After WWII, as the GI Bill sent more workers into white-collar jobs, employers at first assumed that the limits that applied to industrial workers probably didn’t apply to knowledge workers. Everybody knew that eight hours a day was pretty much the limit for a guy swinging a hammer or a shovel; but those grey-flannel guys are just sitting at desks. We’re paying them more; shouldn’t we be able to ask more of them? The short answer is: no. In fact, research shows that knowledge workers actually have fewer good hours in a day than manual laborers do — on average, about six hours, as opposed to eight. It sounds strange, but if you’re a knowledge worker, the truth of this may become clear if you think about your own typical work day. Odds are good that you probably turn out five or six good, productive hours of hard mental work; and then spend the other two or three hours on the job in meetings, answering e-mail, making phone calls and so on. You can stay longer if your boss asks; but after six hours, all he’s really got left is a butt in a chair. Your brain has already clocked out and gone home.
  • Another is that overtime is only effective over very short sprints. This is because (as Sidney Chapman showed in 1909) daily productivity starts falling off in the second week, and declines rapidly with every successive week as burnout sets in. Without adequate rest, recreation, nutrition and time off to just be, people get dull and stupid. They can’t focus.
  • The Business Roundtable study found that after just eight 60-hour weeks, the fall-off in productivity is so marked that the average team would have actually gotten just as much done and been better off if they’d just stuck to a 40-hour week all along. And at 70- or 80-hour weeks, the fall-off happens even faster: at 80 hours, the break-even point is reached in just three weeks.
  • Wise managers who understand this will a) avoid requiring overtime crunches, because they’re acutely aware of the serious longer-term productivity hit that inevitably follows; b) keep the crunches as short as possible when they are necessary; and c) give their teams a few days off — one to two comp days per overtime week worked is about right — at the end of a hard sprint. This downtime enables them recuperate more quickly and completely. It’s much more productive to have them gone for the next week — and then back on the job, rested and ready to work — than have them at their workstations but too fried to get anything useful done for the next month.
  • The other thing about knowledge workers is that they’re exquisitely sensitive to even minor sleep loss. Research by the US military has shown that losing just one hour of sleep per night for a week will cause a level of cognitive degradation equivalent to a .10 blood alcohol level. Worse: most people who’ve fallen into this state typically have no idea of just how impaired they are. It’s only when you look at the dramatically lower quality of their output that it shows up. Robinson writes: “If they came to work that drunk, we’d fire them — we’d rightly see them as a manifest risk to our enterprise, our data, our capital equipment, us and themselves. But we don’t think twice about making an equivalent level of sleep deprivation a condition of continued employment.”
  • And it hurts the country, too. For every four Americans working a 50-hour week, every week, there’s one American who should have a full-time job, but doesn’t. Our rampant unemployment problem would vanish overnight if we simply worked the way we’re supposed to by law.
  • For these people, work wasn’t just work; it was their life’s passion, and they devoted every waking hour to it, usually to the exclusion of non-work relationships, exercise, sleep, food and sometimes even personal care. The popular stereotype of the geek was born in some real truths about the specific kinds of people who were drawn to tech in those early years.
  • Companies broadened their working hours, so programmers who came in at noon and worked through till midnight could make their own schedules. Dress codes were loosened; personal eccentricities were celebrated. HP famously brought in breakfast every morning so its engineers would remember to eat.
  • There were two problems with this. The first is that this “passion” ideal didn’t recognize that the vast majority of people have legitimate physical, emotional and psychological needs — things like sleep, exercise, relaxation and the maintenance of strong family and social support bonds — that these engineers didn’t have to nearly the same degree. The second was that most managers, lacking windows into their workers’ souls, decided to cut corners and measure passion with one easy-to-chart metric: “willingness to spend your entire life at the office.”
  • The unions — for 150 years, the guardians of the 40-hour week — were falling under a conservative onslaught; and in their place, the new cult of the entrepreneur was ascendant.
  • “working 90 hours a week and loving it!” (an actual T-shirt worn with pride by the original Macintosh team. (Productivity experts estimate that we’d have probably had the Mac a year sooner if they’d worked half as many hours per week instead.)
  • Within 15 years, everything America’s managers used to know about sustaining worker productivity was forgotten. Now, 30 years and a few economic meltdowns on, the cafeterias and child-care centers and gyms are mostly gone, along with the stock options and bonuses that were once held out as the potential reward for the long hours. All that remains of those heady, optimistic days is the mandatory 60-hour work-week. And, unless you’re an hourly worker — still entitled to time and a half by law — the only inducement employers currently offer in exchange for submitting yourself to this abuse is that you get to keep your job.
  • There are now whole industries and entire branches of medicine devoted to handling workplace stress, but the bottom line is that people who have enough time to eat, sleep, play a little, exercise and maintain their relationships don’t have much need of their help. The original short-work movement in 19th-century Britain demanded “eight for work, eight for sleep and eight for what we will.” It’s still a formula that works.
  • Here’s why. By the eighth hour of the day, people’s best work is usually already behind them (typically turned in between hours 2 and 6). In Hour 9, as fatigue sets in, they’re only going to deliver a fraction of their usual capacity. And with every extra hour beyond that, the workers’ productivity level continues to drop, until at around 10 or 12 hours they hit full exhaustion.
  • But the bottom line is: For the good of our bodies, our families, our communities, the profitability of American companies, and the future of the country, this insanity has to stop. Working long days and weeks has been incontrovertibly proven to be the stupidest, most expensive way there is to get work done.
  • Sara Thompson on 25 Mar 12
     
    Just in case we ever need more fodder for hiring...  "But the bottom line is: For the good of our bodies, our families, our communities, the profitability of American companies, and the future of the country, this insanity has to stop. Working long days and weeks has been incontrovertibly proven to be the stupidest, most expensive way there is to get work done."
fleschnerj

Bridging the Gap: Understanding the Differing Research Expectations of First-Year Stude... - 0 views

ejournals.library.ualberta.ca/...17172

libraries first year freshmen

shared by fleschnerj on 24 Sep 12 - No Cached
  • fleschnerj on 24 Sep 12
     
    Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.
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

Embedded Librarianship in the LMS Survey Results - 1 views

Some interesting comments from a listserv message... ---------- Forwarded message ---------- From: Burke, John J. <burkejj@muohio.edu> Date: Thu, Mar 15, 2012 at 9:03 AM Subject: [...

instruction LMS libraries info-literacy

started by Sara Thompson on 19 Mar 12 no follow-up yet
Sara Thompson

EXTRA ETHER: eBooks Gone in 5 Years? | Jane Friedman - 0 views

janefriedman.com/...a-ether-ebooks-gone-in-5-years

ebooks publishing videos ted future

shared by Sara Thompson on 13 Jul 12 - No Cached
  • He co-edited with Brian O’Leary the seminal Book: A Futurist’s Manifesto, which has enough meaningful, thought-provoking essays in it to keep you muttering to yourself from the tiki bar back to the pool for the rest of the summer. Have a look if you haven’t seen its free online version.
  • McGuire points out that both Amazon’s Kindle and Apple’s iPhone arrived in 2007.
  • Publishers are deathly afraid of the Internet. And they have very good reason to be, because the Internet is famous for gobbling up business models and spitting out total chaos.
  • ...3 more annotations...
  • It’s a problem because in order to get this similarity with the past, we’ve ended up constraining ebooks and making them look a lot more like print books and a lot less like the Internet.
  • He offers a couple of strong examples of deeply interactive projects. One is the YouVersion interactive Bible site. Another is one he describes as an extensively structured online rendering of the 1912 journal of Robert Scott’s expedition to the South Pole, “a beautiful web experience,” each element of the journey tied to Google Maps.
  • For some time now, Virginia Quarterly Review’s Jane Friedman has been trying to wean readers away from the standard idea of “The Book” as the inevitable goal. Here she is, in a piece from October, asking “What is your killer medium?”: The book is often assumed to be the most authoritative and important medium, but that’s only because we’ve all been led to believe that (through a culture that has created The Myth about the author as authority). It’s a Myth, neither good nor bad. Just a belief system that, increasingly, we’re all moving away from.
  • Sara Thompson on 13 Jul 12
     
    Hugh McGuire: "The distinction between "the Internet" and "books" is arbitrary, and will disappear in 5 years. Start adjusting now."
Sara Thompson

"I need three peer reviewed articles" or the Freshman research paper | Information Want... - 0 views

meredith.wolfwater.com/...or-the-freshman-research-paper

instruction info-literacy libraries writing education

shared by Sara Thompson on 08 Dec 11 - No Cached
  • And every year, I become more and more convinced that having first-year students use peer-reviewed literature in their research is a terrible idea that takes the focus away from what is important for them to learn.
  • Expecting a first-year student to be able to grasp literary criticism and science articles written for other PhD’s seems crazy to me.
  • It becomes more about finding an article that is at least somewhat related to their topic than finding good evidence for their argument.
  • ...4 more annotations...
  • I understand perfectly that faculty want their first-year students to find quality resources and they want their students to have an understanding of scholarly communication. But is the best way to do that forcing them to find scholarly articles for a research paper? That requires so many different skills that many of these students don’t have yet: 1. The ability to turn a topic into a search strategy 2. The ability to search in library databases 3. The ability to look at a citation and determine whether it is a scholarly journal or not (or maybe they’ve just checked a box in a database which means that they never need to learn this important skill) 4. The ability to read an abstract and determine whether the article is relevant to their topic 5. The ability to read a scholarly journal article and synthesize information from it 6. The ability to integrate evidence from the scholarly literature into their paper 7. The ability to write effectively
  • Another thing that the focus on requiring students to only find peer-reviewed sources does is that it distances them from research and information literacy.
  • But when the focus is on telling students that the only quality stuff comes from the peer-reviewed literature, we are distancing what students learn in school about information literacy from what they will do in the real world.
  • I also love the idea of giving all students in a class peer-reviewed articles from different disciplines and have them analyze them together. It can not only help them to understand and dissect peer-reviewed literature, but it can also show them the differences in scholarly communication in different disciplines.
fleschnerj

Outreach is Year Round - 0 views

theoutreachlibrarian.com/...outreach-is-year-round

events outreach

shared by fleschnerj on 09 Oct 11 - No Cached
  • fleschnerj on 09 Oct 11
     
    I especially liked this quote: I'll call attention once again to the University of Wisconsin-Madison's House Party as an example of an excellent new year kick-off event. There's no bait-and-switch, but they have built-in incentives to keep students coming back to use the library for its intended purpose. For example, the winner of the Texas Hold'Em tournie wins their own study table in the library for the year, complete with a nice sign designating it their table. The first interaction most new students have with a librarian is having their palm read or playing ninja tag with them, not finding out about resources which they don't yet need. We do much the same with our button-making booth and CARNinfoVAL. It's a strong, unexpected first impression.
Sara Thompson

Library Resources - First Year Seminars at Drake - Research Guides at Drake University - 2 views

researchguides.drake.edu/content.php

info-literacy instruction libguides libraries

shared by Sara Thompson on 22 Apr 12 - No Cached
  • Sara Thompson on 22 Apr 12
     
    Drake LibGuides for first-year classes, as presented at IPAL 2012
Sara Thompson

Information Literacy and the FYE « info-fetishist - 0 views

info-fetishist.org/...formation-literacy-and-the-fye

info-literacy instruction libraries students assessment resources

shared by Sara Thompson on 20 Apr 12 - No Cached
  • Sara Thompson on 20 Apr 12
     
    Information Literacy and the First-Year Experience ... big collection of links to reports, articles, and books about this big topic.
Mark Lindner

Reading Critically - Interrogating Texts - Harvard Library LibGuides at Harvard Library - 1 views

guides.hcl.harvard.edu/sixreadinghabits

libraries librariana reading

shared by Mark Lindner on 21 Mar 12 - No Cached
  • Mark Lindner on 21 Mar 12
     
    Six Reading Habits to Develop in Your First Year at Harvard
Sara Thompson

Flow - A Measure of Student Engagement « User Generated Education - 0 views

usergeneratededucation.wordpress.com/...-measure-of-student-engagement

teaching education assessment psychology students

shared by Sara Thompson on 31 May 12 - No Cached
  • The characteristics of “Flow” according to Czikszentmihalyi are: Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training Sense of ecstasy – of being outside everyday reality Great inner clarity – knowing what needs to be done and how well it is going Knowing the activity is doable – that the skills are adequate, and neither anxious or bored Sense of serenity Timeliness – thoroughly focused on present, don’t notice time passing Intrinsic motivation – whatever produces “flow” becomes its own reward
  • (http://austega.com/education/articles/flow.htm)
  • Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following http://www.cea-ace.ca/education-canada/article/sorting-students-learning)
  • ...1 more annotation...
  • In the past it was often assumed that disengaged students were easy to identify: they were the young people at the back of the class, the ones making their way to shop or special classes, or those lingering down the street well after the bell had rung. Data from What did you do in school today? suggest that disengagement is not – and may never have been – limited to small groups of students or as visible as we once thought. Over half of the students in our sample (n=32,300) – many of whom go to class each day, complete their work on time, and can demonstrate that they are meeting expected learning outcomes – are experiencing low levels of intellectual engagement.
  • Sara Thompson on 31 May 12
     
    "The Canadian Education Association's (CEA) released a report What did you do in school today? - a three-year research and development initiative designed to assess, and mobilize new ideas for enhancing the learning experiences of students. Intellectual challenge was measured by Csikszentmilhalyi's theory of flow."
Deb Robertson

How Google Impacts The Way Students Think | TeachThought - 0 views

www.teachthought.com/...impacts-the-way-students-think

google reseach

shared by Deb Robertson on 29 Aug 12 - No Cached
  • Google creates the illusion of accessibility
  • Google naturally suggests “answers” as stopping points
  • Being linear, Google obscures the interdependence of information
  • Deb Robertson on 29 Aug 12
     
    When your formative years are spent working your fingers through apps and iPads, smartphones and YouTube, the digital world and its habits can bend and shape not just how you access information, but how you conceptualize it entirely.
Mark Lindner

Full Text Book: Media and Information Literacy Curriculum for Teachers « INFO... - 0 views

infodocket.com/...teracy-curriculum-for-teachers

infoLit media book

shared by Mark Lindner on 14 Dec 11 - No Cached
  • Mark Lindner on 14 Dec 11
     
    "Their is NO charge to download the full text of the following book. Title: Media and Information Literacy Curriculum for Teachers Authors: Carolyn Wilson, Alton Grizzle, Ramon Tuazon, Kwame Akyempong, and Chi-Kim Cheung Publisher: UNESCO Year: 2011 192 Pages (PDF) 978-92-3-104198-3 ISBN"
  • Mark Lindner on 14 Dec 11
     
    Perhaps some useful info/concepts in this free text from UNESCO on Media and Information Literacy
Sara Thompson

M.I.T. Expands Free Online Courses, Offering Certificates - NYTimes.com - 0 views

www.nytimes.com/...ses-offering-certificates.html

education online-learning courses prof-dev professional

shared by Sara Thompson on 19 Dec 11 - No Cached
  • “The technologies available are much more advanced than when we started OpenCourseWare,” Mr. Agarwal said. “We can provide pedagogical tools to self-assess, self-pace or create an online learning community.”
  • While access to the software will be free, there will most likely be an “affordable” charge, not yet determined, for a credential.
  • The certificate will not be a regular M.I.T. degree, but rather a credential bearing the name of a new not-for-profit body to be created within M.I.T; revenues from the credentialing, officials said, would go to support the M.I.T.x platform and to further M.I.T’s mission.
  • ...1 more annotation...
  • And because the M.I.T.x platform will be available free to people around the world, M.I.T. officials said they expected that other universities would also use it to offer their own free online courses. Mr. Reif said that M.I.T. was investing millions of dollars in the project, and that it expected to raise money from foundations and others.
  • Sara Thompson on 19 Dec 11
     
    "M.I.T. led the way to an era of online learning 10 years ago by posting course materials from almost all its classes. Its free OpenCourseWare now includes nearly 2,100 courses and has been used by more than 100 million people. But the new "M.I.T.x" interactive online learning platform will go further, giving students access to online laboratories, self-assessments and student-to-student discussions."
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."
Sara Thompson

Blogs vs. Term Papers - NYTimes.com - 0 views

www.nytimes.com/...-the-term-paper-tradition.html

wrtg315 blogs writing teaching learning education bcuedtech

shared by Sara Thompson on 03 Feb 12 - No Cached
    • Sara Thompson
      Sara Thompson on 03 Feb 12
       
      It almost sounds like he's saying that term papers, by their very nature, must be NOT interesting.
  • Her conclusion is that students feel much more impassioned by the new literacy. They love writing for an audience, engaging with it. They feel as if they’re actually producing something personally rewarding and valuable, whereas when they write a term paper, they feel as if they do so only to produce a grade.
  • “The sad thing is, he’s now convinced there is brilliance in the art world, brilliance in the multimedia world, brilliance in the music world and that writing is boring,” Professor Davidson says. “I hated teaching him bad writing.”
  • ...4 more annotations...
  • “Writing term papers is a dying art, but those who do write them have a dramatic leg up in terms of critical thinking, argumentation and the sort of expression required not only in college, but in the job market,” says Douglas B. Reeves, a columnist for the American School Board Journal and founder of the Leadership and Learning Center, the school-consulting division of Houghton Mifflin Harcourt. “It doesn’t mean there aren’t interesting blogs. But nobody would conflate interesting writing with premise, evidence, argument and conclusion.”
  • The National Survey of Student Engagement found that in 2011, 82 percent of first-year college students and more than half of seniors weren’t asked to do a single paper of 20 pages or more, while the bulk of writing assignments were for papers of one to five pages.
  • He proposes what he calls the “page a year” solution: in first grade, a one-page paper using one source; by fifth grade, five pages and five sources.
  • The debate about academic writing has given rise to new terminology: “old literacy” refers to more traditional forms of discourse and training; “new literacy” stretches from the blog and tweet to multimedia presentation with PowerPoint and audio essay.
Deb Robertson

Balancing Act: How College Students Manage Technology While in the Library during Crun... - 0 views

projectinfolit.org/...11_TechStudy_FullReport1.2.pdf

Project Information Literacy PIL information literacy College Students

shared by Deb Robertson on 24 Feb 12 - No Cached
  • Deb Robertson on 24 Feb 12
     
    Our major findings are as follows: 1. During one of the busiest times of the academic year, the students we interviewed were mainly using different IT devices to stay in touch with their friends while they were in the campus library. In the hour before we interviewed them, 81% of the students in our sample had checked for new messages (e.g., email, Facebook, IMs, texts). 2. At the same time, many of the same respondents who said they had checked for messages had also prepared assignments for submission (60%), studied and reviewed materials for class (52%), and satisfied personal curiosity with a computer search (e.g., sports score, news, gossip) (45%). 3. Despite the pressing need to complete assignments at crunch time, few respondents reported having used the full range of library resources and/or services during the previous hour. Many more respondents said they had used library equipment (39%) such as computers and printers than anything else, including scholarly research databases (11%), library books (9%), face-to-face reference (5%), and/or online reference (2%). 4. Overall, we found most respondents (85%) could be classified as "light" technology users. These were students who used "only" one or two IT devices primarily in support of coursework and, to a lesser extent, communication. The most frequent combination (40%) of devices being used was a cell phone (including smart phones) with a personally owned laptop computer while they were in the library. In stark contrast, only 8% of the sample could be classified as "heavy" technology users. 5. For over half the sample, a personally owned laptop (58%) was the primary-most essential-device in use at the time of the interview. A smaller percentage of respondents (35%) were using a library desktop computer. 6. More than any other combination of applications, respondents had both a Web browser and a word processing program open at the same time (47%) while they were in the library. 7. Despi
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."
Mark Lindner

USGS Release: Historical Maps Go Digital (4/19/2012 7:00:00 AM) - 0 views

www.usgs.gov/...article.asp

maps USGS

shared by Mark Lindner on 15 May 12 - No Cached
  • Mark Lindner on 15 May 12
     
    In keeping with that spirit, The U.S. Geological Survey (USGS) has publicly released more than 161,000 digitally scanned historical maps spanning in excess of 130 years and covering the conterminous lower 48 states. This Historical Topographic Map Collection provides a comprehensive repository of the landscape of our Nation and tracks changes through time, providing essential clues critical in the understanding of our Nation's topography, geography and development.  
fleschnerj

Information Professions 2050 - 0 views

vimeo.com/49317328

information Professions

shared by fleschnerj on 12 Oct 12 - No Cached
  • fleschnerj on 12 Oct 12
     
    The University of North Carolina at Chapel Hill's School of Information and Library Science celebrated the ending of its 80th anniversary year by taking a forward look at the future of our field and its graduates. The Information Professionals 2050 (IP 2050) Conference brought in information and library science leaders who discussed key issues related to future visions, skills and values. Themes of the day included the areas of the 1) Information Industry, 2) Libraries and Archives, 3) Education and 4) Information Trends. The contributors are thought leaders of our profession and included: * Marshall Breeding, director for Innovative Technologies and Research, Vanderbilt University Libraries * Anne Caputo, executive director, Dow Jones' Learning and Information Professional Programs * Bonnie Carroll, president, International Information Associates * Mary Chute, deputy director for Libraries, Institute for Museum and Library Services * Lorcan Dempsey, vice president and chief strategist, OCLC * Michael Eisenberg, professor and dean emeritus, University of Washington School of Information * Buck Goldstein, University entrepreneur in residence and professor of practice, Department of Economics University of North Carolina at Chapel Hill * William Graves, senior vice president, Academic Strategy at Ellucian * Elizabeth Liddy, dean and trustee professor, Syracuse University School of Information Studies * Charles Lowry, executive director, Association for Research Libraries * Joanne Marshall, alumni distinguished professor, University of North Carolina at Chapel Hill * Nancy Roderer, director, Johns Hopkins University Welch Medical Library * Roger Schonfeld, director of research, Ithaka * David Silver, associate professor, University of San Francisco * Duncan Smith, co-founder, Novelist (EBSCO Publishing) Moderators included, * Susan Nutter, vice provost and director of Libraries, North Carolina State University * Sarah Michalak, university librarian and associate prov
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