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Library 2.0 2009

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Library 2.0 model for library services in academic libraries

Library 2.0 model for library services in academic libraries

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  • What is RSS?
    RSS (Rich Site Summary) is a format for delivering regularly changing web content. Many news-related sites, weblogs and other online publishers syndicate their content as an RSS Feed to whoever wants it.
    Why RSS? Benefits and Reasons for using RSS
    RSS solves a problem for people who regularly use the web. It allows you to easily stay informed by retrieving the latest content from the sites you are interested in. You save time by not needing to visit each site individually. You ensure your privacy, by not needing to join each site's email newsletter. The number of sites offering RSS feeds is growing rapidly and includes big names like Yahoo News.
    What do I need to do to read an RSS Feed? RSS Feed Readers and News Aggregators
    Feed Reader or News Aggregator software allow you to grab the RSS feeds from various sites and display them for you to read and use.A variety of RSS Readers are available for different platforms. Some popular feed readers include Amphetadesk (Windows, Linux, Mac), FeedReader (Windows), and NewsGator (Windows - integrates with Outlook). There are also a number of web-based feed readers available. My Yahoo, Bloglines, and Google Reader are popular web-based feed readers.Once you have your Feed Reader, it is a matter of finding sites that syndicate content and adding their RSS feed to the list of feeds your Feed Reader checks. Many sites display a small icon with the acronyms RSS, XML, or RDF to let you know a feed is available.
  • Library 2.0 applies Web 2.0 ideas to libraries.
  • is user-centered
    is “everywhere”
    socially rich: library presence (and web presence) includes users’ presences. Both synchronous (IM) and asynchronous (wikki) ways for user sto communicate with each other and with libarians.
    invites participation
    provides multi-media experiences
    is communally innovative: rests on the foundation of libraries as a community service, but understands that as communities change, libraries must not only change with them, but must also allow users to change the library. It seeks to continually change its services, to find new ways to allow communities, not just individuals to seek, find, and utilize information.
    uses systems built between libraries and a range of technology partners
  • Also, digg.com (labs.digg.com);
    Now, information is very easily shared with many social networking websites, whether digg, or even facebook – many news/entertainment sites provide links that allow you to share the story via facebook or other social networking sites.
  • Some drawbacks:
    Do libraries belong in this social setting?
    What if this is a fad? Why waste time investing in this?
    Why duplicate efforts if library is building website?
    Isn’t this a waste of time?
  • University libraries have a somewhat different focus. The Undergraduate Library at the University of Illinois–Urbana-Champaign (http://twitter.com/askundergrad), for example, lets students know about upcoming deadlines (“5 days left to return ALL media items”), service issues (“Access to EBSCO through wireless is down. You can still access EBSCO through desktop PCs”), and other topics of interest to its audience (“UGL is hiring for Spring 09! Applications @ the front desk”). The Yale University Science Libraries (http://twitter.com/yalescilib) announce workshops on library resources, provide links to online archives, and give tips on sending text messages to a librarian. North Carolina State University Engineering Library (http://twitter.com/NCSUEngLibrary) links to both university and external blog posts.
  • University of Illinois at Urbana-Champaign
  • Blogging was initially considered more risky, but now, many professionals are making a name for themselves in their profession with blogs – and libraries are no exception.
  • Duke University Libraries, Biddle Beat (The official blog of the Music Library at Duke)
    Duke University Libraries, Digital Collections Blog (Notes from the Digital Collections Team at Duke)
    Duke University Libraries, Library Hacks (Tips and tools to save you time)
    Duke University Libraries, Scholarly Communications (Duke's source for advice and information about copyright and publication issues)
    Duke University Medical Center Library
  • What is a Wiki anyway?
    A wiki is an information database.  A place where people can view, maintain and co-author documents.
    Online wikis (like Team Wiki) allow that information to be accessible from anywhere.
    A 'team' wiki maintains a list of authorized users which makes it more useful for organizational use.
     
    How would a wiki improve team collaboration?
    A wiki provides a key piece of the online collaboration puzzle.  There is little doubt that sharing of information via the internet has revolutionized the way we work.  However, this information is generally difficult to edit and maintain.  Typically, information flows one-way from author-->reader.  What if we could pool everyone's know-how to maintain the most accurate, up-to-date information?  What if it was super easy for anyone to edit web content, opening up the possibility of co-authoring and sharing information collaboratively.
    This is what wikis aim to do: they allow a group of people to co-author online information.  This enables experts and authorities in a group to share know-how, procedures, and other information and enables teams to jointly contribute to that information.  Wiki's enable all information to be located in one place, accessible from anywhere, to whoever is authorized to access it (however, only 'team' wikis provide multi-user authorization functions).  With most wikis, that information is fully and instantly searchable.
  • Can either record audio only or include video, which would be in another panel.
  • Previously, we had digitized all audio (albums) into MP3 files, but had access problems, especially off-campus.
  • iTunes U, part of the iTunes Store, is possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners. With over 200,000 educational audio and video files available, iTunes U* has quickly become the engine for the mobile learning movement. It puts the power of the iTunes Store in the hands of qualifying universities so they can distribute their educational media to their students or to the world.
    Internal iTunes U Site
    If you want to allow access only to members of your campus, you can host your own password-protected iTunes U site. This enables you to create and manage the content available on the site, while controlling who can access and download resources from it.
    External iTunes U Site
    You also have the option of making your course material available to all iTunes visitors — alongside content created by Yale, Stanford, UC Berkeley, Oxford, Cambridge, MIT, PBS stations, and some of the most creative K-12 state projects in the country. External sites are also a great recruitment tool, offering an inexpensive way to explain the benefits your school has to offer. With an open iTunes U presence, your school will gain recognition — and a competitive edge — as you reach out and share your knowledge with the world.
    Media should be in AAC, MP3, MPEG-4, or PDF format.
  • From 2007 July-August Library Technology Report, Marshall Breeding.
  • Similar searches (those who liked this, also searched for. . . )
    User-added tags
    Customer-written reviews
    Blogs
    Reputation ranking
    Suggest to friends link for email
    Citation creator
  • http://www.cipal.be/Portals/cipal/NL/documenten/producten/AquaBrowserLibrary%20Comprehensive%20Guide.pdf
    AquaBrowser Library integrates with a library’s online catalog and acts as a search tool and interface. It connects to the library’s catalog, sources the library subscribes to, or shares with other organizations. AquaBrowser performs an instant search for the term(s) the user enters with the functionality and ease of access of Internet search engines. AquaBrowser widens the scope of a typical catalog search by incorporating three distinct design principles, known as Search, Discover and Refine.
  • Implementation
    An AquaBrowser implementation is straightforward and quick.  Your implementation starts with our best practices from implementing hundreds of libraries.  Then using a detailed Implementation Workbook, your staff choose the configuration options that make sense for your users.
    Go Live Quickly
    With our proven technology and quick launch, your library can choose when you go live, with out changing the way you work or altering your existing ILS.
    AquaBrowser is available either locally installed or hosted by Medialab. Hosted implementations require no hardware to purchase, install or maintain.
    AquaBrowser is compatible with all major ILS and OPAC systems and is completely vendor neutral
    The AquaBrowser Control Panel makes it easy to configure, maintain, and update your AquaBrowser from an intuitive dashboard. You can choose from a menu of display and refinement options to configure and update your users’ search experience.
  • Every library is different, and we understand that. Your community is unique and diverse, so why not your discovery layer interface? Rather than providing a “one size fits all” approach, we allow for optional configurations to meet your special needs. Our implementations start with our known best practices, keep the configuration parameter based, and give you easy-to-use administrative options, all of which allow you to better control the experience you ultimately provide to your users.
    Design and data configuration
    AquaBrowser’s design interface is easily configurable to suit your library’s brand and reflect your community. And we can integrate, fine-tune and provide customizations for virtually any data source, so that it’s easily available through the single search interface.
    Easily implements with most ILSes
    Unlike a migration to a new Integrated Library System (Voyager), changing your discovery interface to AquaBrowser is straightforward, and involves little effort on the part of library staff. We start your implementation by providing you with the best practices we’ve learned from installing and supporting over 700 libraries of all types and sizes. Then your staff’s expertise about your MARC data and collections, combined with their knowledge about the community you serve, provides the basis for making the implementation decisions that create the best possible AquaBrowser for your library.
  • Podcasts are another avenue/mode of sharing information, such as training/IL modules;
    Virtual worlds, such as Second Life is a 3-dimensional virtual world currently populated by over a million users, allowing participants to purchase virtual land to build upon, whether the use is recreational or educational; many businesses, universities and other organizations are experimenting with Second Life as a space for collaborative activities such as corporate training, advertising space, meeting/seminar space, and a space for classes and other educational opportunities. Harvard is even offering classes taught in Second Life.
  • Libraries are also exploring the territory, such as the Alliance Library System (Illiniois) has organized an island on Second Life called “Info Island” which has hosted many programming events such as training for librarians on getting involved in Second Life, book talks, and houses various digital collections. It’s like a digital branch library for the Alliance Library System. http://infoisland.org/ posts events calendars and other information on what is offered at this virtual library.
  • One of the key tenets of the Library 2.0 concept is that libraries take on a more collaborative relationship with their users. This is also a key feature of modern gaming, and much can be learned from looking at how the social networks and environments built up around games support learning and goal achievement.
    Games like WOW are played cooperatively to compete in game quests and goals, and even form social units (guilds) that aid in advancing in the game.
    This creates networks of “distributed knowledge” readily translates to the growth of Library 2.0 which is about “encouraging and enabling a library’s community of users to participate, contributing their own views on resources they have used and new ones to which they might want access.”
  • http://search.library.cmu.edu/rooms/documents/libraries-and-collections/Libraries/etc/index.html
    Games are being increasingly experimented with in the classroom as both teaching tools and environments – and research is even being done on how learning occurs in gaming, which has begun to influence some teaching methodologies.
    Daniel Hood an Information Literacy Fellow and a small group of librarians worked with a graduate class from Carnegie Mellon's Entertainment Technology Center to develop and create an information game.
  • a mashup is a web page or application that combines data or functionality from two or more external sources to create a new service. The term mashup implies easy, fast integration, frequently using open APIs and data sources to produce results that were not the original reason for producing the raw source data. An example of a mashup is the use of cartographic data to add location information to real estate data, thereby creating a new and distinct Web service that was not originally provided by either source.
    **actually, you can even call Library 2.0 a “mash-up” as it utilizes different kinds of technologies.
  • Transcript

    • 1. Library 2.0: A New Model for Library Services Heidi Card ULS Librarian, Assistant to the Director on Research & Special Projects University of Pittsburgh hrc5@pitt.edu
    • 2. Outline  Web 2.0  How Web 2.0 translates to libraries  Library 2.0 tools  “Catalog 2.0”  Conclusion
    • 3. Web 2.0 Concepts, Practices, & Technologies  Continually updated software  Improves as more people use it  Collects & combines data from multiple sources  Individuals create data that can be shared, collected, and combined by other users
    • 4. Communities & Collaboration
    • 5. Millenial Generation: Realities      Media & gadgets part of everyday life Media more prevalent Internet is key factor of everyday life Multitasking is a way of life Anyone can be a publisher/artist/creator
    • 6. Web 2.0 Tools       Social networking Blogs Creating multi-media content Collaborative writing Folksonomies (tagging) Mashups
    • 7. Library 2.0 “. . . a model for library service that encourages constant and purposeful change, inviting user participation in the creation of both the physical and the virtual services they want, supported by consistently evaluating services. It also attempts to reach new users and better serve current ones though improved customer-driven offerings.” (Casey & Savastinuk, 2006)
    • 8. Library 2.0 Principles The library: is user-centered is “everywhere” socially rich invites participation provides multi-media experiences
    • 9. Library 2.0 is “Communally Innovative” “Resting on the foundation of libraries as a community service, but understands that as communities change, libraries must not only change with them, but must also allow users to change the library. It seeks to continually change its services, to find new ways to allow communities, not just individuals to seek, find, and utilize information.” -- Jack M. Maness
    • 10. Why use Library 2.0?  Marketing purposes  Keep up with user/patrons  Increase resources  Professional collaboration
    • 11. Library 2.0 Tools Facebook IM Reference Library blogs Wikis Webcasts Catalog 2.0
    • 12. Social Networking  Profile Based  Facebook, MySpace  Content Based  Flickr, LibraryThing  Virtual Societies  WOW, SecondLife  Resource Sharing  WebX, GoogleDocs
    • 13. Libraries on Facebook
    • 14. Facebook in the Library      Better relate to patrons New marketing tool (photos, videos) Assessment (get feedback) Repackaging Education
    • 15. Advise students of deadlines Service issues Hiring Class/workshop announcements Links
    • 16. The New Reference Desk
    • 17. Text A Librarian
    • 18. Library Blogs  Library Blogs  Colorado State University  Oberlin College  University of California, Berkeley  Librarian Blogs     Academic Librarian The Kept Up Librarian Librarian By Design Librarian in Black
    • 19. Duke University (4!) Biddle Beat Library Hacks Digital Collections Scholarly Communication
    • 20. Wikis & Collaborative Tools  Internal communication  Institutional collaboration  Research guides
    • 21. Wikki as Intranet
    • 22. LibGuides
    • 23. ULS recently acquired LibGuides
    • 24. WebX
    • 25. Webcasts
    • 26. Multi-media Instruction
    • 27. iTunes University  new platform for audio course reserves  uses iTunes software  “portalized” – student info is updated daily from records  internal & external sites
    • 28. Next Generation OPAC: “Catalog 2.0”
    • 29. Legacy Catalog Problems  have complex search interfaces that might not be sufficiently intuitive  are not consistent with well-established user interface conventions  are unable to rank results according to relevancy or interest  are tied to print materials and are less able to address electronic content  are unable to deliver online content to the user  lack social network features to engage library users
    • 30. Next Generation OPAC Group Mission: To improve the public library catalog to reflect current Web standards for interface, usability and functionality, including simplified search and retrieval, sorting, display, and manipulation. To request through the next-generation OPAC, direct handling for article level content and deep digital content in addition to content represented in the current OPAC.
    • 31. Desired Functionality         Incorporate federated search and digital content Single search box…non Boolean default Relevance ranking “Did you mean…?” Spell check Item details (book jackets, professional reviews, TOCs) Author search….name inversion not required RSS feeds Ability to search by:     Geographic location: Latin America, Hillman Library Format (Sound, visual) Call number searching Longer timeout/no timeout
    • 32. AquaBrowser Search: relevance-ranked results Discover: word cloud Refine: facets
    • 33. More “Tools”     Podcasts Virtual worlds Gaming Mashups
    • 34. Gaming Skills Pattern recognition System thinking Analytical thinking Problem solving Thinking divergently  Strategic thinking     
    • 35. “Libraries today have the opportunity to reconceptualize themselves as a type of game world, wherein library users are the players and developing information seeking and critical thinking skills is part of the play” --David Ward, “Up,up, down,down,left,right,left,right,A,B,select,start: Learning from games and gamers in Library 2.0”
    • 36. Mashup Examples:  woozer = google maps + weather.com  trackthis = shipping sites + twitter/facebook/email
    • 37. Conclusion  Libraries are no longer about just searching and finding information, but sharing information – and libraries must keep up with new methods of sharing  Libraries must embrace and keep up with new technologies to remain relevant
    • 38. References Alexander, Bryan. (2006). “Web 2.0: A new wave of innovation for teaching and learning?” EDUCAUSE Review, 41, no. 2: 32–44. Courtney, N. (Ed.). (2007). Library 2.0 and beyond: Innovative technologies and tomorrow’s user. Westport, CT: Libraries Unlimited. Maness, J. M. (2006). Library 2.0 theory: Web 2.0 and its implications for libraries. Webology, 3, no. 2, June, 2006. Retrieved August 21, 2009 from http://www.webology.ir/2006/v3n2/a25.html Miller, P. (2006). Coming together around library 2.0: a focus for discussion and a call to arms. D-Lib Magazine, 12, (4), 2006. Retrieved September 3, 2009, from http://www.dlib.org/dlib/april06/miller/04miller.html Milstein, S. (2008). Twitter for Libraries (and Librarians). Information Today, Inc. May 2008. Retrieved September 3, 2009 from http://www.infotoday.com/cilmag/may09/Milstein.shtml
    • 39. 谢谢! 謝謝!

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