@misc{Everhart2018, author = {Everhart, Nancy}, title = {Education for School Librarians}, series = {TK 1: mitarbeiten \& f{\"u}hren / Qualifizieren und Spezialisieren II (13.06.2018, 11:00 - 12:30 Uhr, Estrel Saal)}, journal = {TK 1: mitarbeiten \& f{\"u}hren / Qualifizieren und Spezialisieren II (13.06.2018, 11:00 - 12:30 Uhr, Estrel Saal)}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-34815}, year = {2018}, abstract = {This session will report on a study that identifies human perceptions and concerns regarding readiness for school library education. It constructs knowledge about how education for school librarianship is received in Germany by measuring the perceptions of library science educators, library school students, and librarians in Germany in 2016. The Concerns Based Adoption Model (CBAM) theory and methodology was used to measure these perception S. Coursework that focuses on the unique contributions of a school librarian is currently not available in Germany and could be a first step to realizing an impact on PISA reading literacy scores, which have been lagging. This study garnered 183 participants from various employment backgrounds, ages, levels of education, and states in Germany in order to answer the following research questions: 1) What are the two highest stages of concern for librarians, library science educators, and library science students' regarding the readiness for school librarianship education in Germany? 2) What are librarians, library science educators, and library science students' feelings and knowledge regarding the readiness for school librarianship education in Germany? Participants in this session will learn about the CBAM theory and methodology and the results of this study.}, language = {en} } @misc{Vitiello2025, author = {Vitiello, Giuseppe}, title = {Freedom of Expression in Libraries - An Interpretation Based on Section I of the CoE Recommendation on Libraries}, series = {Themenkreis 1: Demokratie gestalten/ Gemeinsam mit Europa (26.06.2025, 14:00 - 16:00, Lloyd Saal)}, journal = {Themenkreis 1: Demokratie gestalten/ Gemeinsam mit Europa (26.06.2025, 14:00 - 16:00, Lloyd Saal)}, year = {2025}, abstract = {The Council of Europe Recommendation urges governments to entrust the development of library collections to the "independent professional judgment of librarians". This professional judgment is nowadays exercised in a climate of great political polarization. Libraries can conform to Section 1 of the Council of Europe Recommendation focused on Freedom of Expression through the following five principles. 1. The principle of legality. The Preamble of the Recommendation lists a series of texts underpinning the constitutional architecture of democracy in Europe. It should be borne in mind that these same treaties are often used by illiberal parties for Demo-Kratur (Potemkin democracy) exercises. 2. The principle of indivisibility. Freedom of expression, free access to information and democratic participation are mutually dependent. If taken separately, there is a risk of boomerang effect turning against the library institution that promotes fundamental values. 3. The principle of proportionality. There are big disparities among European libraries, both at intra- and inter-state level. It is obvious that the perception of pluralism in library collections may be felt differently. This explains why librarians in some countries are so cautiously tactic to tackle freedom of expression in municipalities that are ruled by anti-democratic parties. 4. The principle of efficiency. Democracy has its costs; its development in libraries cannot take place without adequate financial support. Therefore, it may be strategic for libraries to resort to European sources of local funding that have been the object of partnership agreements between the Commission and the Member States. 5. The principle of graduality. Countries having experienced fascism and communism know that resistance to totalitarian ideologies can develop in different ways through a panoply of methods: passive resistance, work-to-rule, clear dissidence, and others.}, language = {en} } @misc{Teubler2009, author = {Teubler, Andreas}, title = {Kidsmart - Enabling young people to cope with the web}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus-6507}, year = {2009}, abstract = {W{\"a}hrend IT-Grundlagenkurse f{\"u}r Erwachsene zum bibliothekarischen Alltag geh{\"o}ren, wird Internetkompetenz bei Kindern mancherorts als selbstverst{\"a}ndlich vorausgesetzt. Einer {\"o}ffentlichen Debatte {\"u}ber Gefahren und Nutzen f{\"u}r junge Onliner folgend, widmet sich ein Dubliner Projekt dieser vernachl{\"a}ssigten Zielgruppe mit ihren St{\"a}rken und Schw{\"a}chen.}, subject = {Dublin}, language = {en} } @misc{Schack2016, author = {Schack, Barbara}, title = {Library services for refugees - ideas box usecase}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-25671}, year = {2016}, abstract = {23 Vortragsfolien}, language = {en} } @misc{Ackermann2015, author = {Ackermann, Christoph}, title = {Making learning space visible - the learning space navigation system}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-21983}, year = {2015}, abstract = {The problem: • The main library is overcrowded, especially at the end of lecture periods and there is a lack of specialized working rooms for example discussions rooms with presentation possibilities, carrels. • At the same time the reading rooms of small library units with a wider range of working rooms at other urban districts are almost empty • Different students have very different requirements regarding study areas in libraries What we are doing next: • cataloguing learning space in our libraries • introducing standard symbols to indicate the respective rules (silent room? bags allowed? WiFi available? parent-child-room? …) • creating three dimensional floor plans for the library units, that make the different learning situations and special rooms visible; presenting the plans in the libraries and in the web, together with city maps showing all library locations • programming the "learning space navigation system" for the search for learning space with certain conditions, opening hours and locations; Possible improvements in the future: • connecting the "learning space navigation system" with a room reservation system • showing, how many seats are available at the moment}, language = {en} } @misc{Westerhof2024, author = {Westerhof, Josca}, title = {Meet Our Experts: The University of Groningen Pop-up Library}, series = {TK 4: Forschungsnahe Dienste und Open Science/ Forschungsnahe Dienste im Blick-Wechsel (07.06.2024, 09:00 - 12:00, Saal G.2 / 2. OG (Streaming))}, journal = {TK 4: Forschungsnahe Dienste und Open Science/ Forschungsnahe Dienste im Blick-Wechsel (07.06.2024, 09:00 - 12:00, Saal G.2 / 2. OG (Streaming))}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-190957}, year = {2024}, abstract = {The "pop-up library" is a means of bringing the library closer to the people. The concept involves setting up a booth on a designated day and location, promoting engaging conversations with users. Embraced by public libraries and increasingly adopted by university libraries, the pop-up library is recognized as an effective communication channel and outreach method. Numerous libraries employing the pop-up concept attest to its efficacy in raising awareness of library services and initiating meaningful dialogues. In the Netherlands, several university libraries have undergone centralization, leading to the disappearance of faculty libraries. This shift poses a significant challenge for libraries to remain in contact with their clients. In the meantime, the need for physical visits to the library diminishes, thanks to the ongoing digitization of services and collections. The University of Groningen Library recognized the potential of a pop-up library to (re)connect with academic staff and to increase the visibility of our services. In this presentation, we will delve into how the University of Groningen Library implemented a pop-up library. The focus will be on sharing practical insights gained from our experiences in setting up and organizing a pop-up library. We will provide an overview of our setup, offer tips and tricks, and reflect on our journey after a year of touring with our pop-up library. Join us as we explore our pop-up library venture.}, language = {en} } @misc{Gitner2016, author = {Gitner, Fred}, title = {New Americans Program: Reaching Out to the Newest New Yorkers and Beyond}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-25666}, year = {2016}, abstract = {23 Vortragsfolien}, language = {en} } @misc{Usova2010, author = {Usova, Tatiana}, title = {Optimizing our teaching. Teaching and Learning with technology.}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus-8255}, year = {2010}, abstract = {Technology gives us new tools for accomplishing traditional library tasks in a more effective and efficient way. The change of patrons' cultural behaviours and the increase of their competencies in the use of IT-technologies require that libraries focus on innovation and maximize their presence in virtual learning environments.The presentation will explore innovative use of technology in Academic libraries to enhance information literacy instruction and to foster the culture of lifelong learning. It will showcase how providing services in the on-line medium can reenergize teaching, engage students and advance the use of library resources. We will explore some teaching tools used at the University of Alberta: online tutorials, virtual tours, games and resource guides that add fun to library education and infuse energy and interaction into library learning. In addition, we will talk about online teaching, an effective strategy to improve learning experience and address different learning styles, and demonstrate an online course Biblio 100 developed for first-year undergraduate students. The session will be a professional sharing of strategies and resources aimed at promoting library instruction, fostering student engagement and enhancing patrons' intellectual horizons.}, subject = {Edmonton / University of Alberta / Bibliothek}, language = {en} } @misc{GarciaFebo2020, author = {Garcia-Febo, Loida}, title = {Sustainable Development Goals in Libraries Today: the role of libraries in strengthening our communities}, series = {Poster}, journal = {Poster}, year = {2020}, abstract = {This interactive poster will feature different perspectives on the Sustainable Development Goals (SDGs) and its role in libraries in supporting their communities from sustainable practices to user engagement approaches. It will include an SDG wheel that conference attendees can spin to -in a fun way- select an SDG and then converse with Garcia-Febo about how their libraries´ programs and services can help develop their community in that area. A chart including all the SDGs and library program / service examples from the US and other countries about each one of the SDGs will help focus these conversations to analyze how their library can help develop their communities. A concise handout with examples will be available for librarians to take with them. Additionally, today ´ s technologies will allow participants to take photos of the chart and the SDG wheel to further discuss with their colleagues once they return to their libraries. These resources provide a local / national / international platform to discuss examples of how libraries not only in the USA and Germany, but around the world, are specifically creating and cultivating new relationships to help communities learn, understand and support sustainable professional development. The poster is an effort to provide library professionals with tools and resources that support sustainable development goals. are specifically creating and cultivating new relationships to help communities learn, understand and support sustainable professional development. The poster is an effort to provide library professionals with tools and resources that support sustainable development goals. are specifically creating and cultivating new relationships to help communities learn, understand and support sustainable professional development. The poster is an effort to provide library professionals with tools and resources that support sustainable development goals.}, language = {en} } @book{Lankes2011, author = {Lankes, R. David}, title = {The Atlas of New Librarianship}, publisher = {The MIT Press}, address = {Boston, MA}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-177760}, publisher = {Berufsverband Information Bibliothek}, pages = {XV, 407}, year = {2011}, abstract = {Libraries have existed for millennia, but today the library field is searching for solid footing in an increasingly fragmented (and increasingly digital) information environment. What is librarianship when it is unmoored from cataloging, books, buildings, and committees? In The Atlas of New Librarianship, R. David Lankes offers a guide to this new landscape for practitioners. He describes a new librarianship based not on books and artifacts but on knowledge and learning; and he suggests a new mission for librarians: to improve society through facilitating knowledge creation in their communities. The vision for a new librarianship must go beyond finding library-related uses for information technology and the Internet; it must provide a durable foundation for the field. Lankes recasts librarianship and library practice using the fundamental concept that knowledge is created though conversation. New librarians approach their work as facilitators of conversation; they seek to enrich, capture, store, and disseminate the conversations of their communities. To help librarians navigate this new terrain, Lankes offers a map, a visual representation of the field that can guide explorations of it; more than 140 Agreements, statements about librarianship that range from relevant theories to examples of practice; and Threads, arrangements of Agreements to explain key ideas, covering such topics as conceptual foundations and skills and . Agreement Supplements at the end of the book offer expanded discussions. Although it touches on theory as well as practice, theAtlas is meant to be a tool: textbook, conversation guide, platform for social networking, and call to action.}, language = {en} } @misc{DuineBobrovGaaschetal.2025, author = {Duine, Maaike and Bobrov, Evgeny and Gaasch, Nadin and Iarkaeva, Anastasiia and Kindling, Maxi}, title = {The BUA Participatory Research Map: Visualizing Collaboration Networks to Promote Citizen Engagement}, series = {Themenkreis 3: Perspektivwechsel - Bibliotheken, Kooperationen und Partnerschaften/ Von Code Week bis Geocaching - neue Ideen f{\"u}r Partnerschaften (24.06.2025, 13:00 - 15:30, Halle 4.1./ Raum II)}, journal = {Themenkreis 3: Perspektivwechsel - Bibliotheken, Kooperationen und Partnerschaften/ Von Code Week bis Geocaching - neue Ideen f{\"u}r Partnerschaften (24.06.2025, 13:00 - 15:30, Halle 4.1./ Raum II)}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-196793}, year = {2025}, abstract = {Citizen and community engagement are important elements of Open Science. By collaborating with non-scientific actors, the research process becomes more accessible and inclusive, and thus contributes to the generation of new scientific knowledge as well as solutions for societal challenges. Open engagement of societal actors is also one of the key pillars in the UNESCO's recommendation on Open Science. However, participatory research projects encompass a wide range of activities at multiple levels, of different dimensions. This raises various questions, e.g.: How can we get more systematic insight into the different approaches of participatory research, the way non-scientific actors are involved, and what kind of stakeholders collaborate? E.g., are public and university libraries involved and if so, in what way and what could be their future role? In this presentation, we would like to answer these questions by introducing the Berlin University Alliance (BUA) Participatory Research Map, created by the BUA Laboratory for Transdisciplinary Research and the BUA Open Science Magnifiers project. This interactive visualization provides an overview of ongoing and completed BUA participatory research projects in different academic fields and will provide networking opportunities. It will give insights into current developments in participatory research, e.g. on inter- and transdisciplinary collaboration networks and which scientific and non-scientific stakeholders are involved. With the creation of the BUA Participatory Research Map, we also like to gain further insights into (open) research output types of these projects, as well as to which Sustainable Development Goals the projects are contributing to. We would also like to discuss with the audience how we can further promote knowledge exchange and collaboration amongst different stakeholders, e.g. on the role libraries can play in further promoting participatory research and engaging society in the research process.}, language = {en} } @misc{Boekesteijn2020, author = {Boekesteijn, Eric}, title = {The Library Experience}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-173934}, year = {2020}, abstract = {I am your customer, I am unique, I want to be special, pay me real attention, excite me, open my eyes, and make my time with you a fabulous experience. Teil der \#vBIB20-Veranstaltung "K{\"u}nstliche Intelligenz - Nur eine neue technische oder auch eine ethische Herausforderung f{\"u}r Bibliotheken" mit Jan Willem van Wessel und Erik Boekesteijn als Referenten sowie Barbara Lison als Moderatorin am 27.05.2020, um 15:30 Uhr.}, language = {en} } @misc{Wessel2020, author = {Wessel, Jan Willem van}, title = {The Role of AI in Libraries}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-173920}, year = {2020}, abstract = {The role that AI will play in libraries and equally important is to talk about the role Libraries can and (hopefully) will play in AI. Teil der Veranstaltung "K{\"u}nstliche Intelligenz - Nur eine neue technische oder auch eine ethische Herausforderung f{\"u}r Bibliotheken" mit Jan Willem van Wessel und Erik Boekesteijn als Referenten sowie Barbara Lison als Moderatorin am 27.05.2020, um 15:30 Uhr.}, language = {en} } @misc{KramerHorstmann2020, author = {Kramer, Stefan and Horstmann, Wolfram}, title = {Visualizations of selected results from: Perceptions and beliefs of academic librarians in Germany and the USA: a comparative study}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus4-169946}, year = {2020}, abstract = {The purpose of this study was to understand, compare, and contrast professional experiences, attitudes, and beliefs among personnel in academic libraries in the USA and in Germany. Notable findings include differences in: respondents' professional backgrounds; services offered by, and perceived adequacy and support of, respondents' libraries; and views of the library profession and its future. Future studies could extend these comparisons to librarians in other countries, beyond Germany and the USA.}, language = {en} } @misc{Batoma2010, author = {Batoma, Atoma}, title = {What Kind of Expertise is Required of Media Competence Teachers.}, url = {http://nbn-resolving.de/urn:nbn:de:0290-opus-9430}, year = {2010}, abstract = {The paper is an answer to the question "what kind of expertise is required of teachers of media competence", question asked by the organizers of the conference. The author starts his paper by proposing a guiding definition of media education,the definition according to which media education is about teaching critical skills for writing and reading the media. He goes on to suggest that erotetics, the logic of questions and answers,provides a methodological framework that inquiry-based media teachers can exploit to support their pedagogical practice. He then analyzes the socio-normative context of that practice: because competent users of media are not disembodied and autonomous individuals but situated persons trying to make sense of the media, their erotetic activities involve communication at two levels. At the first level the students of media competence learn how to negotiate with various social norms, including perceptual, behavioral, cognitive and evaluative norms. At the second level the students become co-media meaning makers of their teachers who can engage them in a true dialogue. The author concludes that the role of media competence teachers is to empower media competence students by awakening them to their situatedness and by coaching them on how to navigate different negotiation steps.}, subject = {Kompetenz}, language = {en} }