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Paper describes the implementation of a digital repository at York St John University, York, England with matched funding from the Joint Information Systems Committee (JISC)under the JISC Digital Repositories and Preservation Start Up and Enhancement(SUE)strand. The project followed JISC project management guidelines and the paper reports on the progress of the project with regard to initial set-up, IPR, advocacy, usability and sustainability among other topics. Unusually the project began with loading learning and teaching materials and is now moving on to research material.
The cataloguing landscape for the British Library is changing at an ever-faster rate. After many years of acquiring and cataloguing its collections in UKMARC on a variety of bespoke unrelated systems, the British Library moved to MARC21 when it migrated from these systems to the Aleph Integrated Library System in 2004. This has facilitated the integration of our workflows and the integrated presentation of our catalogue data to the public via our Web OPAC. The standardisation obtained by MARC21 and the functionality of Aleph have also enabled us to obtain, enhance, and share bibliographic data much more effectively and efficiently, and on a much larger scale than before. We are attempting to enrich our data through a variety of means: - "traditional" means such as upgrading bibliographic records, converting card catalogues, correcting holdings information - Providing new ways to access our data by recently implementing the Ex Libris Primo search interface, investigating access to article-level content, digitisation projects, and so on. Primo will provide access in an integrated way to those collections already on Aleph and to collections which are not able to be represented on Aleph (e.g. manuscripts and recorded sound), and will facilitate the retrieval and display of materials not previously accessible via the Web OPAC (e.g. journal articles). The BL is also participating in the development of RDA: Resource Description and Access. The BL is currently developing plans to evaluate and test RDA in 2009-10, with a view to implementation during 2011. The realisation of benefits from RDA implementation will be constrained by existing system architectures. Our data must be sufficient to support these developments, in terms of record content, relationships between records, and links between the metadata and the actual content. The ever-increasing dependence on records from elsewhere introduces challenges for data interchange, especially as new standards such as RDA and new ways of expressing data (e.g. in XML formats) are implemented. There are interesting times ahead!
Locally created, purchased or subscribed, ERMS (Electronic Resource Management Systems) is a useful tool for any library that wishes: 1) to perpetually preserve administrative and technical electronic resource metadata, 2) to measure their development through time and 3) to facilitate the management of the key steps of their flow. In this presentation, the French consortium Couperin project, which aims to provide its members with a shared electronic resources management system (ERMS) will be presented. This shared system would serve as a source of mutual information on electronic resources and make easier the population of the tool. The French academic electronic resources environment will be quickly presented and then the reasons why the working group has focused on this scenario will be examined. What services are expected from the shared ERMS and what are the realizations and the limits of this work in progress.
We have adopted SMILE at Glasgow Caledonian University (GCU). SMILE (Study Methods and Information Literacy Exemplars) was created as a JISC project by Imperial College London, Loughborough University and University of Worcester. It is designed in HTML with multimedia and can be used in any VLE. The files are available through Jorum under a Creative Commons License. I hope to show that taking previously written material and adapting it can really work. I will discuss how we have gone on to customise it to GCU and to respond to developing trends such as Graduate Skills. During 2010 the university produced a set of Graduate Attributes for the 21st century. We saw that many of them could be supported through SMILE. We mapped these attributes to SMILE units, then extended them to include the CBI’s[1] graduate attributes and the National Information Literacy Framework (NILF), Scotland. We created a competency framework using the NILF and the IL unit from SirLearnaLot to support students. This process identified some gaps in SMILE so we created new modules: “What is a GCU student?” and “Your digital footprint”. Supporting GCU’s aims and objectives is key to ensuring university buy in and ensuring we provide appropriate support to our students. SMILE forms the core of the library’s IL programme and is a key aim within the Library Strategy. The challenge now is to turn the aim into a reality. The programme is available via GCU’s VLE, GCULearn and a pilot project to incorporate it into our IL training both in the UK and overseas is underway. I will report on the results of the pilot and to the future of SMILE at GCU.
Der Vortrag, der als Keynote-Speech während der Eröffnungsveranstaltung des Kongresses in Leipzig 2010 gehalten wurde, stellt die Bill and Melinda-Gates Stiftung vor, ihre Programme und Einbeziehung des Netzes der Bibliotheken weltweit. Er stellt auch dar, warum die Stiftung gerade über die Bibliotheken die Menschen erreichen möchte, um den freien Zugang zur Information und somit die Chancengleichheit in der globalen Wissensgesellschaft zu fördern.
Digital tools and methods are transforming humanities scholarship and teaching, but oftentimes humanities scholars and librarians have no clear infrastructure to support digital research or to sustain digital projects. If we are to foster digital scholarship and strengthen the digital literacies of our humanities researchers, we must find ways to build knowledge and community around the digital humanities and to increase capacity by identifying individuals and units that can support the use of new technologies and methodologies. This presentation will consider the preliminary findings of a multi-institutional environmental scan and will discuss the resulting initiatives and recommendations, as well as next steps. The environmental scan, surveying local digital humanities landscapes and current infrastructures, addresses current digital humanities practice, digital humanities in research and teaching, existing expertise and services, and perceived needs. While focusing on Penn State University, the comparative perspective of the study provides an understanding, in general, of the needs of humanities scholars and offers a point of comparison for further analysis.
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.
Vortragstext, 9 Seiten