Submit Search
Upload
AddThis Sharing Trends: Infographic
•
0 likes
•
383 views
Errol A. Adams, J.D., M.L.S.
Follow
Report
Share
Report
Share
1 of 1
Download now
Download to read offline
Recommended
This is the first public airing of the three EU-level policy clusters put together for universities, colleges (further education, VET) and schools
Policies for OER Uptake - presentation to EDEN Synergy workshop
Policies for OER Uptake - presentation to EDEN Synergy workshop
Paul Bacsich
FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin. This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint. The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures. The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland). The research methodology involves so far: 1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders. 2. in-depth interviews, using an interview template, with key staff at FutureLearn partners. There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project. The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013). The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
OCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn community
Paul Bacsich
This is an introductory presentation designed for the EDEN Synergy workshop
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
Paul Bacsich
This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by the presenters and form the basis of the discussion which follows. Why have a policy? What are the problems in developing a policy? How do you get your teaching staff on board? Did it require extra staff (as with MOOCs in some cases)? What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER. Have you had feedback from students about the policy? Has there been feedback (good/bad) from students as a result? What have been the key benefits of developing and having a policy? The first presenter is Paul Bacsich from POERUP.
Institutional Open Education and OER Policies - a view from POERUP
Institutional Open Education and OER Policies - a view from POERUP
Paul Bacsich
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint. The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Mapping OER using Semantic Wikis
Mapping OER using Semantic Wikis
Paul Bacsich
The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries. We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after. One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER. We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying. We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future. POERUP is doing this by: • studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries; • researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities; • developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field. Finally, these results are being disseminated and maintained in a sustainable way. The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
OCWC2014 Presentation on POERUP
OCWC2014 Presentation on POERUP
Paul Bacsich
Presentation to a workshop joint with Walter Kugemann to the EFQUEL Academy just prior to the EFQUEL Innovation Forum
Quality, benchmarking and success factors in virtual schools
Quality, benchmarking and success factors in virtual schools
Paul Bacsich
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales. The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education). This paper focuses only on higher education in the UK but companion papers focus on further education and on schools. In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation. Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee. Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland. The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies. In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit. The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
Policies for uptake of OER in the UK home nations
Policies for uptake of OER in the UK home nations
Paul Bacsich
Recommended
This is the first public airing of the three EU-level policy clusters put together for universities, colleges (further education, VET) and schools
Policies for OER Uptake - presentation to EDEN Synergy workshop
Policies for OER Uptake - presentation to EDEN Synergy workshop
Paul Bacsich
FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin. This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint. The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures. The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland). The research methodology involves so far: 1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders. 2. in-depth interviews, using an interview template, with key staff at FutureLearn partners. There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project. The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013). The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
OCWC POERUP external evaluation of FutureLearn community
OCWC POERUP external evaluation of FutureLearn community
Paul Bacsich
This is an introductory presentation designed for the EDEN Synergy workshop
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
Paul Bacsich
This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by the presenters and form the basis of the discussion which follows. Why have a policy? What are the problems in developing a policy? How do you get your teaching staff on board? Did it require extra staff (as with MOOCs in some cases)? What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER. Have you had feedback from students about the policy? Has there been feedback (good/bad) from students as a result? What have been the key benefits of developing and having a policy? The first presenter is Paul Bacsich from POERUP.
Institutional Open Education and OER Policies - a view from POERUP
Institutional Open Education and OER Policies - a view from POERUP
Paul Bacsich
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint. The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Mapping OER using Semantic Wikis
Mapping OER using Semantic Wikis
Paul Bacsich
The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries. We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after. One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER. We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying. We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future. POERUP is doing this by: • studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries; • researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities; • developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field. Finally, these results are being disseminated and maintained in a sustainable way. The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
OCWC2014 Presentation on POERUP
OCWC2014 Presentation on POERUP
Paul Bacsich
Presentation to a workshop joint with Walter Kugemann to the EFQUEL Academy just prior to the EFQUEL Innovation Forum
Quality, benchmarking and success factors in virtual schools
Quality, benchmarking and success factors in virtual schools
Paul Bacsich
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales. The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education). This paper focuses only on higher education in the UK but companion papers focus on further education and on schools. In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation. Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee. Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland. The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies. In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit. The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
Policies for uptake of OER in the UK home nations
Policies for uptake of OER in the UK home nations
Paul Bacsich
These slides were used in a presentation at the 2017 Caribbean Association of Law Libraries Conference in Nassau, New Providence, The Bahamas.
Digital Nightmares: Accessing the Technology
Digital Nightmares: Accessing the Technology
Errol A. Adams, J.D., M.L.S.
Social Media and Learning in an Era of Digital Natives
Social Media and Learning in an Era of Digital Natives
Errol A. Adams, J.D., M.L.S.
HASHTAG!
HASHTAG!
Errol A. Adams, J.D., M.L.S.
An Intro to Writing & Publication for Legal Scholarly Authors
An Intro to Writing & Publication for Legal Scholarly Authors
Errol A. Adams, J.D., M.L.S.
Establishment and Application of Competitive Systems in mobile Devices
Establishment and Application of Competitive Systems in mobile Devices
Errol A. Adams, J.D., M.L.S.
A listing of evaluation tools and articles that may be useful if not interesting: "Information Quality Resources on the Internet," by Marcus P. Zillman, Published on December 2, 2011:
Information Quality Resources on The Internet
Information Quality Resources on The Internet
Errol A. Adams, J.D., M.L.S.
On November 17, 1938, 45 librarians met at the Cortile restaurant on West 43rd Street in New York City to form the Law Library Association of Greater New York. The purpose of the Association was to "assist in the professional standing of law librarians." It was to include librarians in New York County, as well as the adjoining counties in New York and New Jersey. By the time the first membership directory was published in 1939, the membership had grown to 59. Today LLAGNY has 700 members, 70% of whom work in private law libraries. LLAGNY became incorporated as a non-profit organization in New York State on August 24, 1987. LLAGNY members may join a number of committees, including: Advertising, Corporate Sponsorship, Education, Grants/Scholarships, MCLE/Teaching Legal Research, Membership, Placement/Interns, Pro-Bono, Public Relations, Special Events, Technology, Union List and Volunteers. Frequency of meetings for committees is at the discretion of the Chair of the committee. Generally, Committee Chairs are appointed by the President. Each committee is given a LLAGNY Board member who acts as a liaison between the committee and the Board of Directors. Our education meetings are primarily held in the evenings, 6 times per year. Recent programs included: "Closing of Libraries in the Private Sector" and "Librarians as Gumshoes". We have also attempted several 1/2 day seminars. Additional activities include the annual Law Library Student Interns Luncheon, Bridge the Gap Program for Summer Associates and the Job Hotline. In addition to the educational meetings, we have occasional luncheons. The luncheons include a brief presentation (usually by a vendor), and a chance for librarians to talk informally about mutual interests and concerns. LLAGNY also hosts an annual Holiday party, and the Annual Association dinner in June. The LLAGNY Board meets monthly to discuss the business that has come before the Association. The Board consists of the President, Vice President/President-Elect, Immediate Past President, five Directors, Treasurer, Secretary, and the newsletter Editor (in a non-voting capacity). Each position is a one year term, with the exception of the Secretary and Treasurer, who serve for two (2) years. The newsletter Editor is an appointed position. LLAGNY has published four different newsletters throughout the years. The first was called The Information Bulletin. Following the Bulletin was The Legist. Legist II appeared in 1963, and finally in 1976 our current publication, Law Lines, made its debut. Law Lines is now published bimonthly, and is paid for by LLAGNY. We do seek advertising from publishers and vendors to help defray the costs. Our advertising rates range from $120.00 to $475.00 per ad. LLAGNY also publishes a Union List of Serials and an annual Membership Directory. Advertisements are also accepted for these two publications.
LLAGNY's 65 YEARS A TIMELINE
LLAGNY's 65 YEARS A TIMELINE
Errol A. Adams, J.D., M.L.S.
LLAGNY's 65 years A Timeline
LLAGNY's 65 years A Timeline
Errol A. Adams, J.D., M.L.S.
The Mediating Effect of Cognitive Social Capital...
The Mediating Effect of Cognitive Social Capital...
Errol A. Adams, J.D., M.L.S.
Sabrina Pacifici, LLRX.com, updates her CI Resource Guide, once again. First published in 2006 and updated annually, Sabrina’s guide suggests a multitude of resources to use for CI. The Guide has always focused more on free resources with a sprinkling of fee-based resources.
Competitive Intelligence: A Selective Resource Guide - Completely Updated - D...
Competitive Intelligence: A Selective Resource Guide - Completely Updated - D...
Errol A. Adams, J.D., M.L.S.
Secrets and Lies The Rise of Corporate Espionage in a Global Economy
Secrets and Lies The Rise of Corporate Espionage in a Global Economy
Errol A. Adams, J.D., M.L.S.
2020 Future Work Skills" by Institute of the Future (pdf)
2020 Future Work Skills" by Institute of the Future (pdf)
Errol A. Adams, J.D., M.L.S.
The Federal Court found that a blogger had been served with court documents when he was emailed originating process by the applicants in a trade mark infringement case.
"...Court orders service by email..."
"...Court orders service by email..."
Errol A. Adams, J.D., M.L.S.
Infographic on QR Usage in Legal Marketing
Infographic on QR Usage in Legal Marketing
Errol A. Adams, J.D., M.L.S.
LexisNexis and Vizibility Release Research Results on the Use of Social Media Within Law Firms
Social Media Legal Infographic
Social Media Legal Infographic
Errol A. Adams, J.D., M.L.S.
Competitive intelligence, How to get it...
Competitive intelligence, How to get it...
Errol A. Adams, J.D., M.L.S.
Records Management Responsibilities of Librarians
AALL's Spectrum Article Records Management....
AALL's Spectrum Article Records Management....
Errol A. Adams, J.D., M.L.S.
A lawyer's guide to the top 13 social media issues
A lawyer's guide to the top 13 social media issues
Errol A. Adams, J.D., M.L.S.
Good Social-Networking-Users
Good Social-Networking-Users
Errol A. Adams, J.D., M.L.S.
Legal Research Methodology
Legal Research Methodology
Errol A. Adams, J.D., M.L.S.
More Related Content
More from Errol A. Adams, J.D., M.L.S.
These slides were used in a presentation at the 2017 Caribbean Association of Law Libraries Conference in Nassau, New Providence, The Bahamas.
Digital Nightmares: Accessing the Technology
Digital Nightmares: Accessing the Technology
Errol A. Adams, J.D., M.L.S.
Social Media and Learning in an Era of Digital Natives
Social Media and Learning in an Era of Digital Natives
Errol A. Adams, J.D., M.L.S.
HASHTAG!
HASHTAG!
Errol A. Adams, J.D., M.L.S.
An Intro to Writing & Publication for Legal Scholarly Authors
An Intro to Writing & Publication for Legal Scholarly Authors
Errol A. Adams, J.D., M.L.S.
Establishment and Application of Competitive Systems in mobile Devices
Establishment and Application of Competitive Systems in mobile Devices
Errol A. Adams, J.D., M.L.S.
A listing of evaluation tools and articles that may be useful if not interesting: "Information Quality Resources on the Internet," by Marcus P. Zillman, Published on December 2, 2011:
Information Quality Resources on The Internet
Information Quality Resources on The Internet
Errol A. Adams, J.D., M.L.S.
On November 17, 1938, 45 librarians met at the Cortile restaurant on West 43rd Street in New York City to form the Law Library Association of Greater New York. The purpose of the Association was to "assist in the professional standing of law librarians." It was to include librarians in New York County, as well as the adjoining counties in New York and New Jersey. By the time the first membership directory was published in 1939, the membership had grown to 59. Today LLAGNY has 700 members, 70% of whom work in private law libraries. LLAGNY became incorporated as a non-profit organization in New York State on August 24, 1987. LLAGNY members may join a number of committees, including: Advertising, Corporate Sponsorship, Education, Grants/Scholarships, MCLE/Teaching Legal Research, Membership, Placement/Interns, Pro-Bono, Public Relations, Special Events, Technology, Union List and Volunteers. Frequency of meetings for committees is at the discretion of the Chair of the committee. Generally, Committee Chairs are appointed by the President. Each committee is given a LLAGNY Board member who acts as a liaison between the committee and the Board of Directors. Our education meetings are primarily held in the evenings, 6 times per year. Recent programs included: "Closing of Libraries in the Private Sector" and "Librarians as Gumshoes". We have also attempted several 1/2 day seminars. Additional activities include the annual Law Library Student Interns Luncheon, Bridge the Gap Program for Summer Associates and the Job Hotline. In addition to the educational meetings, we have occasional luncheons. The luncheons include a brief presentation (usually by a vendor), and a chance for librarians to talk informally about mutual interests and concerns. LLAGNY also hosts an annual Holiday party, and the Annual Association dinner in June. The LLAGNY Board meets monthly to discuss the business that has come before the Association. The Board consists of the President, Vice President/President-Elect, Immediate Past President, five Directors, Treasurer, Secretary, and the newsletter Editor (in a non-voting capacity). Each position is a one year term, with the exception of the Secretary and Treasurer, who serve for two (2) years. The newsletter Editor is an appointed position. LLAGNY has published four different newsletters throughout the years. The first was called The Information Bulletin. Following the Bulletin was The Legist. Legist II appeared in 1963, and finally in 1976 our current publication, Law Lines, made its debut. Law Lines is now published bimonthly, and is paid for by LLAGNY. We do seek advertising from publishers and vendors to help defray the costs. Our advertising rates range from $120.00 to $475.00 per ad. LLAGNY also publishes a Union List of Serials and an annual Membership Directory. Advertisements are also accepted for these two publications.
LLAGNY's 65 YEARS A TIMELINE
LLAGNY's 65 YEARS A TIMELINE
Errol A. Adams, J.D., M.L.S.
LLAGNY's 65 years A Timeline
LLAGNY's 65 years A Timeline
Errol A. Adams, J.D., M.L.S.
The Mediating Effect of Cognitive Social Capital...
The Mediating Effect of Cognitive Social Capital...
Errol A. Adams, J.D., M.L.S.
Sabrina Pacifici, LLRX.com, updates her CI Resource Guide, once again. First published in 2006 and updated annually, Sabrina’s guide suggests a multitude of resources to use for CI. The Guide has always focused more on free resources with a sprinkling of fee-based resources.
Competitive Intelligence: A Selective Resource Guide - Completely Updated - D...
Competitive Intelligence: A Selective Resource Guide - Completely Updated - D...
Errol A. Adams, J.D., M.L.S.
Secrets and Lies The Rise of Corporate Espionage in a Global Economy
Secrets and Lies The Rise of Corporate Espionage in a Global Economy
Errol A. Adams, J.D., M.L.S.
2020 Future Work Skills" by Institute of the Future (pdf)
2020 Future Work Skills" by Institute of the Future (pdf)
Errol A. Adams, J.D., M.L.S.
The Federal Court found that a blogger had been served with court documents when he was emailed originating process by the applicants in a trade mark infringement case.
"...Court orders service by email..."
"...Court orders service by email..."
Errol A. Adams, J.D., M.L.S.
Infographic on QR Usage in Legal Marketing
Infographic on QR Usage in Legal Marketing
Errol A. Adams, J.D., M.L.S.
LexisNexis and Vizibility Release Research Results on the Use of Social Media Within Law Firms
Social Media Legal Infographic
Social Media Legal Infographic
Errol A. Adams, J.D., M.L.S.
Competitive intelligence, How to get it...
Competitive intelligence, How to get it...
Errol A. Adams, J.D., M.L.S.
Records Management Responsibilities of Librarians
AALL's Spectrum Article Records Management....
AALL's Spectrum Article Records Management....
Errol A. Adams, J.D., M.L.S.
A lawyer's guide to the top 13 social media issues
A lawyer's guide to the top 13 social media issues
Errol A. Adams, J.D., M.L.S.
Good Social-Networking-Users
Good Social-Networking-Users
Errol A. Adams, J.D., M.L.S.
Legal Research Methodology
Legal Research Methodology
Errol A. Adams, J.D., M.L.S.
More from Errol A. Adams, J.D., M.L.S.
(20)
Digital Nightmares: Accessing the Technology
Digital Nightmares: Accessing the Technology
Social Media and Learning in an Era of Digital Natives
Social Media and Learning in an Era of Digital Natives
HASHTAG!
HASHTAG!
An Intro to Writing & Publication for Legal Scholarly Authors
An Intro to Writing & Publication for Legal Scholarly Authors
Establishment and Application of Competitive Systems in mobile Devices
Establishment and Application of Competitive Systems in mobile Devices
Information Quality Resources on The Internet
Information Quality Resources on The Internet
LLAGNY's 65 YEARS A TIMELINE
LLAGNY's 65 YEARS A TIMELINE
LLAGNY's 65 years A Timeline
LLAGNY's 65 years A Timeline
The Mediating Effect of Cognitive Social Capital...
The Mediating Effect of Cognitive Social Capital...
Competitive Intelligence: A Selective Resource Guide - Completely Updated - D...
Competitive Intelligence: A Selective Resource Guide - Completely Updated - D...
Secrets and Lies The Rise of Corporate Espionage in a Global Economy
Secrets and Lies The Rise of Corporate Espionage in a Global Economy
2020 Future Work Skills" by Institute of the Future (pdf)
2020 Future Work Skills" by Institute of the Future (pdf)
"...Court orders service by email..."
"...Court orders service by email..."
Infographic on QR Usage in Legal Marketing
Infographic on QR Usage in Legal Marketing
Social Media Legal Infographic
Social Media Legal Infographic
Competitive intelligence, How to get it...
Competitive intelligence, How to get it...
AALL's Spectrum Article Records Management....
AALL's Spectrum Article Records Management....
A lawyer's guide to the top 13 social media issues
A lawyer's guide to the top 13 social media issues
Good Social-Networking-Users
Good Social-Networking-Users
Legal Research Methodology
Legal Research Methodology
Download now