Free software options for authoring open textbooks and open books, including Google Docs, OER Commons Open Author Tool, Pressbooks, Moodle Book Module, OERPub Textbook Editor, and LaTeX.
This document discusses open source software and its relevance for libraries. It begins by addressing common concerns about open source like security and lack of commercial support. It then explains how open source software development works through peer review and transparency. Examples are given of large organizations and businesses that use open source. The document emphasizes the natural alignment between open source principles of open access and collaboration and libraries' mission. It provides resources for libraries considering open source options.
The document discusses the benefits of open source libraries. It argues that libraries and open source software share common ideals around freely accessible information. Open source allows libraries more freedom and flexibility compared to proprietary software. The document encourages libraries to educate about, participate in, and try open source software to gain more control over their systems and avoid issues with company mergers or lack of support.
The document discusses the importance of community participation for open source software like Koha. It states that communities power open source projects and without community involvement projects can die. It provides many ways for library professionals and others to get involved with Koha, such as testing software, answering questions, writing documentation, attending meetings, and more. Transparency, honesty, and mentoring others are presented as key principles for participating in open source communities.
This document provides an overview of Koha, an open source integrated library system (ILS). It discusses what Koha is, its history and development, how to access the software and documentation. It also reviews how to perform common technical services tasks in Koha like cataloging, acquisitions and serials management. Finally, it outlines support resources for Koha like mailing lists, documentation and paid support options.
The document discusses using new technologies like web applications and open source software to better market library services. It defines terms like Web 2.0, open source, and provides examples of free web applications like WordPress, Google Docs and Facebook that libraries can use. It also discusses open source desktop applications and library specific applications such as Koha and Evergreen ILS, Blacklight and VuFind next generation catalogs, and the Research Toolbar. The document encourages librarians to keep learning about new technologies through newsletters, wikis and other resources.
This document discusses how books and reading have changed in a Web 2.0 environment. It provides examples of how books can now be digitized, shared online through social bookmarking sites and wikis, and read on e-readers and devices. It also discusses how readers can now comment on and tag books, manage personal libraries online, and find books through new search tools and databases on the internet.
How to leverage social media technologies on a low budgetNicole C. Engard
This document summarizes how libraries can leverage social media technologies on a low budget. It discusses how library budgets are declining but social tools provide opportunities to still provide services. It then provides overviews of many free social media tools for libraries to use, including blogs, file sharing, photo sharing, social networks, and office tools. It emphasizes that libraries should continuously learn about new tools by keeping up with colleagues and patrons.
Connect With Your Users: Communicate Using Social Software ToolsRobFav
NELA presentation delivered at the 113th Vermont Library Conference, May 15, 2007. The presentation explores how libraries are using Blogs, Wikis, and RSS.
This document discusses open source software and its relevance for libraries. It begins by addressing common concerns about open source like security and lack of commercial support. It then explains how open source software development works through peer review and transparency. Examples are given of large organizations and businesses that use open source. The document emphasizes the natural alignment between open source principles of open access and collaboration and libraries' mission. It provides resources for libraries considering open source options.
The document discusses the benefits of open source libraries. It argues that libraries and open source software share common ideals around freely accessible information. Open source allows libraries more freedom and flexibility compared to proprietary software. The document encourages libraries to educate about, participate in, and try open source software to gain more control over their systems and avoid issues with company mergers or lack of support.
The document discusses the importance of community participation for open source software like Koha. It states that communities power open source projects and without community involvement projects can die. It provides many ways for library professionals and others to get involved with Koha, such as testing software, answering questions, writing documentation, attending meetings, and more. Transparency, honesty, and mentoring others are presented as key principles for participating in open source communities.
This document provides an overview of Koha, an open source integrated library system (ILS). It discusses what Koha is, its history and development, how to access the software and documentation. It also reviews how to perform common technical services tasks in Koha like cataloging, acquisitions and serials management. Finally, it outlines support resources for Koha like mailing lists, documentation and paid support options.
The document discusses using new technologies like web applications and open source software to better market library services. It defines terms like Web 2.0, open source, and provides examples of free web applications like WordPress, Google Docs and Facebook that libraries can use. It also discusses open source desktop applications and library specific applications such as Koha and Evergreen ILS, Blacklight and VuFind next generation catalogs, and the Research Toolbar. The document encourages librarians to keep learning about new technologies through newsletters, wikis and other resources.
This document discusses how books and reading have changed in a Web 2.0 environment. It provides examples of how books can now be digitized, shared online through social bookmarking sites and wikis, and read on e-readers and devices. It also discusses how readers can now comment on and tag books, manage personal libraries online, and find books through new search tools and databases on the internet.
How to leverage social media technologies on a low budgetNicole C. Engard
This document summarizes how libraries can leverage social media technologies on a low budget. It discusses how library budgets are declining but social tools provide opportunities to still provide services. It then provides overviews of many free social media tools for libraries to use, including blogs, file sharing, photo sharing, social networks, and office tools. It emphasizes that libraries should continuously learn about new tools by keeping up with colleagues and patrons.
Connect With Your Users: Communicate Using Social Software ToolsRobFav
NELA presentation delivered at the 113th Vermont Library Conference, May 15, 2007. The presentation explores how libraries are using Blogs, Wikis, and RSS.
This document discusses using Web 2.0 tools in an educational environment. It begins by comparing Web 1.0 and Web 2.0, noting that Web 2.0 encourages sharing, user-generated content, and mobile access over desktop applications. The document then provides many examples of how schools and libraries can use Web 2.0 tools, including blogs, wikis, social networking, photo sharing, and more. It acknowledges challenges but emphasizes that websites should be flexible and encourage collaboration.
This document provides instructions for editing Wikisource, the free content library, by adding texts, proofreading, and publishing finished works. It discusses uploading scans to Wikimedia Commons and Wikisource, creating index pages, proofreading pages, publishing the finished work to the main namespace, and publicizing the work. The basic procedure is to check if the work already exists on Wikisource, upload a scan, create an index page, proofread each page, validate the proofreading, transclude the work to the main namespace, and apply finishing touches.
The document discusses tools and strategies for reading activities. It suggests using online resources like corpora, dictionaries, archives and news aggregators to make a variety of readings available and aid comprehension. Discussion tools like surveys, blogs and comments can encourage interactive reading and sharing. Tutorial software, graphic organizers and word lists can also help learners. RSS feeds and services like Pulse and Flipboard are recommended for creating personalized news streams. Twitter is proposed as a way to follow topics, generate previews and develop reading activities.
Wikisource is a free online digital library hosted by the Wikimedia Foundation. It contains public domain and openly licensed texts that have been scanned, converted to HTML through OCR, and proofread by volunteers. Works include novels, letters, speeches and more. Users can search the catalog, read texts, and discuss or contribute to proofreading efforts. The goal is to make as many important works as freely available and searchable online as possible through this collaborative open knowledge project.
Who do they think we are? Addressing library identity perception in the academyAnnis Lee Adams
This document summarizes a presentation given at the CARL Conference on April 6, 2014. It discusses a presentation given by Margot Hanson from California Maritime Academy and Annis Lee Adams from Golden Gate University titled "Who do they think we are? Addressing library identity perception in the academy." The presentation looked at how librarians are perceived by others and discussed research into how academics write about libraries and librarians online. It provided an overview of several studies and articles on topics such as the value of academic libraries, how academics use online forums, online disinhibition effects, and analyzing comments on library-related articles. Attendees were asked about their experiences with online commenting.
This document provides an introduction and overview of wikis. It discusses wikis' history as a type of website invented by Ward Cunningham, their radical simplicity allowing direct editing through the web, and saved versions. Examples of wikis discussed include the first wiki, the Portland Pattern Repository, and the PHPWiki exercise site. Key differences between wikis and blogs are outlined. Academic wikis such as the Stanford Encyclopedia of Philosophy and Wikipedia are examined. The document explores wikis' structures of participation and how they relate to other media forms. It also discusses the semantic web and linked data projects like Freebase and DBpedia that aim to make wiki knowledge machine-readable.
According to the Open Education Consortium, “sharing is probably the most basic characteristic of education: education is sharing knowledge, insights, and information with others, upon which new knowledge, skills, ideas, and understanding can be built." Whether they are purchased or freely acquired, librarians should be open to sharing their resources to everyone who wants to use them to enrich their lives through education. Open Education Resources (OER) include resources or tools that can be used and modified for free and without any legal or technical barriers, and when used properly can help foster a transparent culture of learning and engagement in our communities. In this webinar:
• Learn what Open Education Resources (OER) are and how they can be used to engender trust, generate rigorous learning opportunities, and potentially lead to smarter decision-making strategies.
• Discover a variety of OER and Open Access (OA) repositories to find accessible and authoritative resources, including textbooks, to use in curriculum.
• Acquire OER strategies for developing a variety of educational opportunities using a variety of formats.
•Understand various issues (e.g., GDPR) impacting OER in libraries.
Wikipedia is a free online encyclopedia that can be edited by anyone. It operates using wiki software, which allows users to freely edit and compose web page content through a web browser. Wikipedia is written collaboratively by volunteers worldwide and provides a quick understanding of various topics, though it should only be used as a starting point for research due to the lack of refereeing of articles. The goal of Wikipedia is to have 250,000 articles in every language spoken by at least 1 million people. It is funded through donations and operates on a non-profit basis.
This document discusses wikis and their use in educational settings. It defines wikis as websites that allow for collaborative writing and editing. Wikis are free tools that can be used by students and teachers for research projects, book discussions, and creating a digital learning commons. The document provides examples of how students in 3rd grade, middle school, and high school have used wikis for sports trivia, research on Darfur, and managing a battle of the books competition. It also explains how school librarians can use wikis as a library website or to communicate with other librarians.
4. a blind spot. digital infrastructures for academic bloggingOpenEdition
This communication if a part of the panel Minor forms of academic communication: revamping the relationship between science and society? at the World social sciences forum http://www.wssf2013.org/fr/panel-comit%C3%A9/minor-forms-academic-communication-revamping-relationship-between-science-and-society
A blind spot? Digital infrastructures for digital publishing, and for academic blogging in particular
Author: Mr. Marin Dacos - OpenEdition
After several centuries of development, knowledge technologies today form a highly organised ecosystem, structured around books and journals and with its own clearly identified professions, infrastructures and actors. From publishers to librarians, authors to booksellers, a book industry has emerged and encourages the circulation of ideas. With the rise of the network, these roles are slowly being redefined and new actors are rapidly emerging. The 2006 ACLS report (“Our Cultural Commonwealth: The Report of the American Council of Learned Societies Commission on Cyberinfrastructure for the Humanities and Social Sciences”) is one of the first signs of recognition of the need for digital infrastructures. These infrastructures are not simply confined to “noble” publications i.e. books and journals. They also concern the so-called minor forms of academic communication. Yet developing such infrastructures requires much more than simply installing a server under a desk. On the contrary, digital infrastructures necessitate the creation of platforms, which in turn entail the emergence of new teams and new professions – those of digital publishing. These platforms are often developed or bought up by predatory multinationals (for example, Mendeley absorbed by Elsevier). Academic-led alternatives do exist (Zotero for bibliographies, Hypotheses for blogs), yet the academic community has failed to fully recognise the associated opportunities and risks. The academy has every interest in making sure it does not become marginalised within its own infrastructures. The alternative is to reproduce the vagaries of the extraordinarily concentrated global publishing system, which has stripped the research sector of some of its intellectual and budgetary initiative-taking capacities.
This document discusses Wikipedia and wikis. It defines a wiki as a piece of server software that allows users to freely create and edit web page content using any web browser. Wikipedia is introduced as a free, multilingual encyclopedia that anyone can edit. While articles are not refereed, Wikipedia should be used as a starting point for research. The document also discusses how wikis can be created and their use in university education and communication.
This document introduces wikis and their educational uses. It discusses the differences between read-only and read/write web environments. Wikis allow collaborative writing and editing. The document then guides participants through activities to evaluate educational wikis, edit a wiki page, create their own wiki, and share their wiki with others. Benefits of wikis include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
Understanding E-books: A Guide to Current Challenges and Future Possibilities...ALATechSource
This document provides an overview of the history and evolution of ebooks. It outlines several major milestones in ebooks such as the development of ebook reading devices from 1999-2012. It also discusses types of ebooks, key players and sources of ebooks, different business models, and issues in the ebook landscape. Major topics covered include the growth of ebooks in libraries and how demand-driven acquisition models have changed over time.
Open Pedagogy: Teaching with WordPress & the CUNY Academic CommonsLaurie Hurson
This document discusses open pedagogy and teaching with WordPress. It defines open as accessible, free, and allowing sharing and remixing. WordPress is presented as an open source platform for customizing courses. The document reviews open digital pedagogy using free online tools, then discusses open educational resources and Creative Commons licensing. Various course models using open teaching on the CUNY Academic Commons are presented, along with building a WordPress site, designing content, and adding open digital tools like Timeline JS and Manifold. Considerations for open tools like login requirements, learning curves, and accessibility are also reviewed.
This document summarizes a workshop about using wikis in K-12 education. It introduces wikis and their educational applications, such as collaboratively writing class texts and projects. It discusses the differences between the read-only web and read/write web. The workshop consists of activities like evaluating educational wikis, editing a wiki page, and creating wikis. Benefits include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
Wikimedia, MediaWiki & Education in IT discusses Wikimedia projects like Wikipedia that run on MediaWiki software. It explains that Wikimedia's mission is to develop free educational content. MediaWiki is an open-source wiki software originally created for Wikipedia that is now widely used. The document discusses wikis and their use for collaboration in education, with examples like a student wiki at Hong Kong Shue Yan University. It concludes that wikis enable instant reference, common knowledge, two-way learning, and mass collaboration compared to traditional methods.
This document provides an overview of a 54 slide presentation on information literacy given by Vibeke Bårnes at the University Library of Tromsø in 2012. The presentation covers topics such as sources and source criticism, search techniques, references and citations, plagiarism, and library resources. It defines information literacy, explains the importance of differentiating reliable sources, and provides guidance on evaluating sources, conducting searches, and properly citing references to avoid plagiarism. The full presentation is available online at the provided web address.
Open access publishing provides free, immediate, online access to scholarly research and results. It has the potential to maximize research investments and exposure. There are two main models - green open access involves self-archiving papers, while gold open access charges publication fees. NTNU supports open access and recommends publishing in open access journals or self-archiving papers in public repositories when possible. Open data also increases access to research data and results.
VOGIN IP 2021 Workshop “Hoe kom ik nu aan de full-text? – Actueler dan ooit, ...Guus van den Brekel
Thuiswerken en off-campus toegang tot wetenschappelijk informatie en bibliotheekdiensten is crucialer dan ooit door Corona. Daarnaast is toegang tot tijdschriften erg prijzig en veel instituten hebben niet de middelen om een licentie op alles te nemen. Vooral organisaties buiten de academische wereld worstelen met toegang tot onderzoek. Bovendien moeten de organisaties met toegang de vraag stellen, wat zullen we doen als we plotseling de toegang tot een reeks tijdschriften verliezen omdat het abonnement is geannuleerd? Als de bibliotheek een artikel niet kan leveren, weten we dat onze gebruikers andere manieren zullen gebruiken om de pdf te krijgen. Echter, deze andere manieren bespreken we bijna nooit. Hoeveel verschillende manieren zijn er precies? Hoe werken ze? Hoe kan ik het groeiende aantal open access-artikelen -die her en der verspreid zijn over het web- op de meest efficiënte manier vinden?
Deelnemers aan de workshop leren over alle mogelijke manieren en hulpmiddelen en krijgen tips om de full-tekst te vinden van wetenschappelijke publicaties. We bespreken “best practices” van bibliotheek-tools en diensten (Linkresolvers, Discovery, LeanLibrary, LibX, Apps, etc.) en testen vooral alle alternatieve tools zoals EndNote Click (voorheen Kopernio), Unpaywall, CORE Discovery, OpenAccess-Button, LibKey Nomad, Google Scholar-Button en andere extensies of bookmarklets.
Presentation for the Faculty of Humanities, Leiden University. Searching for video & images was covered in another presentation). Note: All URLs are made clickable on the last sheet.
The Open Source Library: It's Free As in PuppyTiffany Garrett
At the University of Texas at Tyler Libraries we went from relying on proprietary software to implementing an open source ILS, ERM, and IR in less than two years. We did this without extra staff, money, or time. We shared our experiences learning from our mistakes and the community with attendees at the 2013 ER&L Conference.
This document discusses using Web 2.0 tools in an educational environment. It begins by comparing Web 1.0 and Web 2.0, noting that Web 2.0 encourages sharing, user-generated content, and mobile access over desktop applications. The document then provides many examples of how schools and libraries can use Web 2.0 tools, including blogs, wikis, social networking, photo sharing, and more. It acknowledges challenges but emphasizes that websites should be flexible and encourage collaboration.
This document provides instructions for editing Wikisource, the free content library, by adding texts, proofreading, and publishing finished works. It discusses uploading scans to Wikimedia Commons and Wikisource, creating index pages, proofreading pages, publishing the finished work to the main namespace, and publicizing the work. The basic procedure is to check if the work already exists on Wikisource, upload a scan, create an index page, proofread each page, validate the proofreading, transclude the work to the main namespace, and apply finishing touches.
The document discusses tools and strategies for reading activities. It suggests using online resources like corpora, dictionaries, archives and news aggregators to make a variety of readings available and aid comprehension. Discussion tools like surveys, blogs and comments can encourage interactive reading and sharing. Tutorial software, graphic organizers and word lists can also help learners. RSS feeds and services like Pulse and Flipboard are recommended for creating personalized news streams. Twitter is proposed as a way to follow topics, generate previews and develop reading activities.
Wikisource is a free online digital library hosted by the Wikimedia Foundation. It contains public domain and openly licensed texts that have been scanned, converted to HTML through OCR, and proofread by volunteers. Works include novels, letters, speeches and more. Users can search the catalog, read texts, and discuss or contribute to proofreading efforts. The goal is to make as many important works as freely available and searchable online as possible through this collaborative open knowledge project.
Who do they think we are? Addressing library identity perception in the academyAnnis Lee Adams
This document summarizes a presentation given at the CARL Conference on April 6, 2014. It discusses a presentation given by Margot Hanson from California Maritime Academy and Annis Lee Adams from Golden Gate University titled "Who do they think we are? Addressing library identity perception in the academy." The presentation looked at how librarians are perceived by others and discussed research into how academics write about libraries and librarians online. It provided an overview of several studies and articles on topics such as the value of academic libraries, how academics use online forums, online disinhibition effects, and analyzing comments on library-related articles. Attendees were asked about their experiences with online commenting.
This document provides an introduction and overview of wikis. It discusses wikis' history as a type of website invented by Ward Cunningham, their radical simplicity allowing direct editing through the web, and saved versions. Examples of wikis discussed include the first wiki, the Portland Pattern Repository, and the PHPWiki exercise site. Key differences between wikis and blogs are outlined. Academic wikis such as the Stanford Encyclopedia of Philosophy and Wikipedia are examined. The document explores wikis' structures of participation and how they relate to other media forms. It also discusses the semantic web and linked data projects like Freebase and DBpedia that aim to make wiki knowledge machine-readable.
According to the Open Education Consortium, “sharing is probably the most basic characteristic of education: education is sharing knowledge, insights, and information with others, upon which new knowledge, skills, ideas, and understanding can be built." Whether they are purchased or freely acquired, librarians should be open to sharing their resources to everyone who wants to use them to enrich their lives through education. Open Education Resources (OER) include resources or tools that can be used and modified for free and without any legal or technical barriers, and when used properly can help foster a transparent culture of learning and engagement in our communities. In this webinar:
• Learn what Open Education Resources (OER) are and how they can be used to engender trust, generate rigorous learning opportunities, and potentially lead to smarter decision-making strategies.
• Discover a variety of OER and Open Access (OA) repositories to find accessible and authoritative resources, including textbooks, to use in curriculum.
• Acquire OER strategies for developing a variety of educational opportunities using a variety of formats.
•Understand various issues (e.g., GDPR) impacting OER in libraries.
Wikipedia is a free online encyclopedia that can be edited by anyone. It operates using wiki software, which allows users to freely edit and compose web page content through a web browser. Wikipedia is written collaboratively by volunteers worldwide and provides a quick understanding of various topics, though it should only be used as a starting point for research due to the lack of refereeing of articles. The goal of Wikipedia is to have 250,000 articles in every language spoken by at least 1 million people. It is funded through donations and operates on a non-profit basis.
This document discusses wikis and their use in educational settings. It defines wikis as websites that allow for collaborative writing and editing. Wikis are free tools that can be used by students and teachers for research projects, book discussions, and creating a digital learning commons. The document provides examples of how students in 3rd grade, middle school, and high school have used wikis for sports trivia, research on Darfur, and managing a battle of the books competition. It also explains how school librarians can use wikis as a library website or to communicate with other librarians.
4. a blind spot. digital infrastructures for academic bloggingOpenEdition
This communication if a part of the panel Minor forms of academic communication: revamping the relationship between science and society? at the World social sciences forum http://www.wssf2013.org/fr/panel-comit%C3%A9/minor-forms-academic-communication-revamping-relationship-between-science-and-society
A blind spot? Digital infrastructures for digital publishing, and for academic blogging in particular
Author: Mr. Marin Dacos - OpenEdition
After several centuries of development, knowledge technologies today form a highly organised ecosystem, structured around books and journals and with its own clearly identified professions, infrastructures and actors. From publishers to librarians, authors to booksellers, a book industry has emerged and encourages the circulation of ideas. With the rise of the network, these roles are slowly being redefined and new actors are rapidly emerging. The 2006 ACLS report (“Our Cultural Commonwealth: The Report of the American Council of Learned Societies Commission on Cyberinfrastructure for the Humanities and Social Sciences”) is one of the first signs of recognition of the need for digital infrastructures. These infrastructures are not simply confined to “noble” publications i.e. books and journals. They also concern the so-called minor forms of academic communication. Yet developing such infrastructures requires much more than simply installing a server under a desk. On the contrary, digital infrastructures necessitate the creation of platforms, which in turn entail the emergence of new teams and new professions – those of digital publishing. These platforms are often developed or bought up by predatory multinationals (for example, Mendeley absorbed by Elsevier). Academic-led alternatives do exist (Zotero for bibliographies, Hypotheses for blogs), yet the academic community has failed to fully recognise the associated opportunities and risks. The academy has every interest in making sure it does not become marginalised within its own infrastructures. The alternative is to reproduce the vagaries of the extraordinarily concentrated global publishing system, which has stripped the research sector of some of its intellectual and budgetary initiative-taking capacities.
This document discusses Wikipedia and wikis. It defines a wiki as a piece of server software that allows users to freely create and edit web page content using any web browser. Wikipedia is introduced as a free, multilingual encyclopedia that anyone can edit. While articles are not refereed, Wikipedia should be used as a starting point for research. The document also discusses how wikis can be created and their use in university education and communication.
This document introduces wikis and their educational uses. It discusses the differences between read-only and read/write web environments. Wikis allow collaborative writing and editing. The document then guides participants through activities to evaluate educational wikis, edit a wiki page, create their own wiki, and share their wiki with others. Benefits of wikis include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
Understanding E-books: A Guide to Current Challenges and Future Possibilities...ALATechSource
This document provides an overview of the history and evolution of ebooks. It outlines several major milestones in ebooks such as the development of ebook reading devices from 1999-2012. It also discusses types of ebooks, key players and sources of ebooks, different business models, and issues in the ebook landscape. Major topics covered include the growth of ebooks in libraries and how demand-driven acquisition models have changed over time.
Open Pedagogy: Teaching with WordPress & the CUNY Academic CommonsLaurie Hurson
This document discusses open pedagogy and teaching with WordPress. It defines open as accessible, free, and allowing sharing and remixing. WordPress is presented as an open source platform for customizing courses. The document reviews open digital pedagogy using free online tools, then discusses open educational resources and Creative Commons licensing. Various course models using open teaching on the CUNY Academic Commons are presented, along with building a WordPress site, designing content, and adding open digital tools like Timeline JS and Manifold. Considerations for open tools like login requirements, learning curves, and accessibility are also reviewed.
This document summarizes a workshop about using wikis in K-12 education. It introduces wikis and their educational applications, such as collaboratively writing class texts and projects. It discusses the differences between the read-only web and read/write web. The workshop consists of activities like evaluating educational wikis, editing a wiki page, and creating wikis. Benefits include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
Wikimedia, MediaWiki & Education in IT discusses Wikimedia projects like Wikipedia that run on MediaWiki software. It explains that Wikimedia's mission is to develop free educational content. MediaWiki is an open-source wiki software originally created for Wikipedia that is now widely used. The document discusses wikis and their use for collaboration in education, with examples like a student wiki at Hong Kong Shue Yan University. It concludes that wikis enable instant reference, common knowledge, two-way learning, and mass collaboration compared to traditional methods.
This document provides an overview of a 54 slide presentation on information literacy given by Vibeke Bårnes at the University Library of Tromsø in 2012. The presentation covers topics such as sources and source criticism, search techniques, references and citations, plagiarism, and library resources. It defines information literacy, explains the importance of differentiating reliable sources, and provides guidance on evaluating sources, conducting searches, and properly citing references to avoid plagiarism. The full presentation is available online at the provided web address.
Open access publishing provides free, immediate, online access to scholarly research and results. It has the potential to maximize research investments and exposure. There are two main models - green open access involves self-archiving papers, while gold open access charges publication fees. NTNU supports open access and recommends publishing in open access journals or self-archiving papers in public repositories when possible. Open data also increases access to research data and results.
VOGIN IP 2021 Workshop “Hoe kom ik nu aan de full-text? – Actueler dan ooit, ...Guus van den Brekel
Thuiswerken en off-campus toegang tot wetenschappelijk informatie en bibliotheekdiensten is crucialer dan ooit door Corona. Daarnaast is toegang tot tijdschriften erg prijzig en veel instituten hebben niet de middelen om een licentie op alles te nemen. Vooral organisaties buiten de academische wereld worstelen met toegang tot onderzoek. Bovendien moeten de organisaties met toegang de vraag stellen, wat zullen we doen als we plotseling de toegang tot een reeks tijdschriften verliezen omdat het abonnement is geannuleerd? Als de bibliotheek een artikel niet kan leveren, weten we dat onze gebruikers andere manieren zullen gebruiken om de pdf te krijgen. Echter, deze andere manieren bespreken we bijna nooit. Hoeveel verschillende manieren zijn er precies? Hoe werken ze? Hoe kan ik het groeiende aantal open access-artikelen -die her en der verspreid zijn over het web- op de meest efficiënte manier vinden?
Deelnemers aan de workshop leren over alle mogelijke manieren en hulpmiddelen en krijgen tips om de full-tekst te vinden van wetenschappelijke publicaties. We bespreken “best practices” van bibliotheek-tools en diensten (Linkresolvers, Discovery, LeanLibrary, LibX, Apps, etc.) en testen vooral alle alternatieve tools zoals EndNote Click (voorheen Kopernio), Unpaywall, CORE Discovery, OpenAccess-Button, LibKey Nomad, Google Scholar-Button en andere extensies of bookmarklets.
Presentation for the Faculty of Humanities, Leiden University. Searching for video & images was covered in another presentation). Note: All URLs are made clickable on the last sheet.
The Open Source Library: It's Free As in PuppyTiffany Garrett
At the University of Texas at Tyler Libraries we went from relying on proprietary software to implementing an open source ILS, ERM, and IR in less than two years. We did this without extra staff, money, or time. We shared our experiences learning from our mistakes and the community with attendees at the 2013 ER&L Conference.
TEXTUS is a collaboration between the Open Knowledge Foundation and Goldsmiths University funded by JISC to build an open-source platform for accessing and collaborating around public domain texts. It brings together thousands of electronic public domain texts currently scattered across different sites and adds high quality metadata and collaboration tools. The platform will allow users to seamlessly read texts, annotate sections, search across texts and annotations, and cite electronic editions.
The document discusses several recent developments related to open access and e-books:
1) The World Bank approved a new open access policy for its research outputs allowing public distribution and reuse of its work.
2) A Pew Research Center report examined how the rise of e-books is affecting libraries and their patrons. Librarians believe e-books have been good for libraries and reading in general.
3) Brazil will allow prisoners to have sentences reduced by reading books and writing essays on them.
The document then discusses how the book is being transformed from a simple digital copy to a new networked object, and how this impacts concepts like openness, libraries, readers and knowledge.
This document defines and compares open educational resources (OER), open textbooks, and eBooks. It discusses how OER can be freely accessed and shared online through open licenses like Creative Commons to transform teaching and learning. Popular OER include open textbooks, videos, audio clips and interactive exercises that are organized into learning objects. Supporting organizations provide OER repositories, publishers and initiatives to promote open sharing of knowledge.
This document discusses emerging business models in the context of disruptive forces in content industries. It analyzes how sectors like music, video and publishing are being "broken" by digital distribution and changing consumer behaviors. Examples of new models focusing on open content and aggregation are mentioned, including open textbook initiatives and the Flatworld Knowledge model of offering open textbooks and supplemental materials through various purchase options. The document concludes that while existing industries face radical changes, new business models are emerging to address these disruptions, though their long term viability remains to be seen. Experimentation with open content and aggregation within existing models is recommended.
This document discusses open business models in the publishing industry. It describes how distribution of physical goods like books, music, and videos has come under threat from digital distribution. Industries like music, video, and newspapers have been "disrupted." The traditional academic publishing and textbook industry is also facing disruption from open educational resources and open textbooks. Models discussed include open licensing of content, collaborative authoring platforms like Curriki, and the "Flatworld Knowledge" model of offering open textbooks and optional study aids to generate revenue.
An introduction to several plugins and tools available for individual scholars and searchers to identify and access open access articles. The presentation was delivered in 2017 and is a snapshot of the tools at that time.
Presented as part of the UCF Libraries' Stay Savvy with Scholarly Communication Series in 2017.
Openness in Teaching, Research, and PublishingHillary Corbett
This document discusses openness in teaching, research, and publishing. It defines open access as research outputs that are immediately available online for free without severe restrictions. Regarding teaching, it suggests using open resources like OERs instead of expensive textbooks and using Wikipedia in the classroom. For research, it notes open access helps level the playing field and accelerate discovery. Researchers can participate through open access repositories and making their own work openly available. For publishing, it dispels myths that open access is not peer-reviewed or expensive and notes different models like gold and green open access as well as retaining rights to works.
MOOCs present opportunities for libraries to become more involved in online education. Libraries can help locate open educational resources to include in MOOCs as alternatives to non-open content. Some publishers are partnering with MOOC platforms to make content available through paid coursepacks. Libraries can also support MOOC production by lending equipment, providing recording and editing facilities, and recruiting audiences. MOOCs themselves are covering topics relevant to librarianship and some libraries are creating their own MOOCs.
The document discusses open business models and trends disrupting traditional content industries like music, video, books, and textbooks. It describes how physical distribution of digitizable content is under threat. Initiatives for open textbooks and learning materials from projects like CK-12, Curriki, and Bloomsbury Academic are summarized. The Flatworld Knowledge business model for open textbooks that generates revenue from optional access to print/digital copies and study aids is presented as a case study. The document concludes new business models must absorb disruptive trends but are still untested, and experimenting with open content aggregation could benefit existing models.
Charleston Conference
Thursday Afternoon Plenary
November 4, 2010, 4:30 PM
Panel presentation by: John Dove, President, Credo Reference; Casper Grathwohl, Vice President and Online and Reference Publisher, Oxford University Press; Phoebe Ayers, Wikimedia Foundation and University of California at Davis; Jason B. Phillips, Librarian for Sociology, Psychology, Gender and Sexuality Studies and American Studies, New York University; Michael Sweet, CEO, Credo Reference
LibGuide Design: What Are the Experiences and Guidelines at Other Libraries?Christopher Mitchell
This document summarizes findings from usability studies of LibGuides at various universities. Key recommendations include keeping guide designs clean and easy to use with fewer tabs and resources, placing top databases and resources prominently, using consistent labeling and terminology, and annotating resources to help students. Course-specific guides that address immediate student needs saw greater use than general subject guides and fewer reference questions. Marketing guides within academic departments helped increase student awareness and use.
Public version of presentation proposing research project to look at libraries/ librarians ' role in relation to Open Educational Resources.
[this version edited to remove some context]
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
The Library as Publisher: How Pressbooks Supports Knowledge SharingWiLS
Presented by Steel Wagstaff, Educational Client Manager, Pressbooks for WiLSWorld 2019 on July 23rd in Madison, Wisconsin.
Pressbooks is an open-source book publishing platform that makes it easy for authors to publish books on the web and produce clean, well-formatted exports in multiple formats, including ebooks, print-ready PDFs, and various XML flavors. In this presentation, Pressbooks’ educational client manager Steel Wagstaff will outline the values and principles that have motivated the development of this platform and share some of the ways that libraries (both academic and public) and other educational institutions are using Pressbooks to publish a wide variety of content, from openly licensed textbooks to self-authored novels and just about everything in between.
Similar to Authoring open books at ALA Annual 2017 (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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2. Comparing Free Tools
for Authoring Open Textbooks and Books
Claire Nickerson
Learning Initiatives & OER Librarian
Fort Hays State University Forsyth Library
cenickerson@fhsu.edu
785.628.4543
3. Open Book = Free Access + Open License
Icons CC BY thenounproject.com: “Open Book,” Oliviu Stoian; “Free,” Ervin Bolat; “Unlock,” Arthur Shlain
At a minimum, an open license allows users to . . .
It may also allow users to . . .
Retain: Make a copy and keep it forever
Revise: Edit the book
Redistribute: Give copies to others
Icons CC BY thenounproject.com: “Copy,” Arthur Shlain; “Law,” amy morgan; “Sync,” Marek Polakovic; “Pencil,” Aleksandr Vector; “Shuffle,” H Alberto Gongora
Reuse: Use the content in a wide range of formats and contexts
Remix: Combine portions of multiple works to create a new work
The 5Rs of
Openness
Wiley, D. (2014, March 5). The
access compromise and the 5th
R. Retrieved June 8, 2017, from
https://opencontent.org/blog/ar
chives/3221
4. License Retain? Reuse? Revise? Remix? Redistribute?
CC-Zero Yes Yes Yes Yes Yes
Attribution Yes Yes Yes Yes Yes
Attribution
ShareAlike Yes Yes Yes Yes Yes, but
Attribution
Noncommercial Yes Yes, but Yes Yes Yes, but
Attribution
Noncommercial
ShareAlike
Yes Yes, but Yes Yes Yes, but
Attribution
No Derivatives
Yes Yes No No Yes
Attribution
Noncommercial
No Derivatives
Yes Yes, but No No Yes, but
All Rights
Reserved
No No No No No
Claire Nickerson, Learning Initiatives & OER Librarian, cenickerson@fhsu.edu, 785.628.4543Image CC-BY Shaddim
5. Claire Nickerson
Learning Initiatives & OER Librarian
cenickerson@fhsu.edu
785.628.4543
Attribution: You
can use it, but
you have to credit
the creator.
ShareAlike: You
can re-post it, but
you have to use
the same license.
Noncommercial:
you can use it,
but you can’t
profit from it.
No Derivatives:
you can use it,
but you can’t
modify it.
6. Why Write an Open Book?
Provides more exposure for your book
Results in improvements to your book
Keeps your book up to date
Helps you find potential collaborators
Saves time dealing with permissions requests
Provides clarity as to allowed uses
Other reasons
Icons CC BY thenounproject.com: “Dialogue,” Gerald Wildmoser; “Increase,” Rockicon; “Calendar,” Galaxicon; “Handshake,” Artem Kovyazin; “Thumbs Up,” Musket; “Clock,” Mello; “Question,” unlimicon
7. 213
Number of scholarly publishers with
monographs in the Directory of
Open Access Books
OAPEN Foundation. (2017). DOAB: Directory of open access
books. Retrieved June 15, 2017, from http://www.doabooks.org/
11 million
Number of fully accessible
books and texts in the Internet
Archive
Internet Archive. (2017). EBooks and texts. Retrieved June
19, 2017, from https://archive.org/details/texts
1.6 million
Number of students using open
textbooks from OpenStax
Boyd, J. (2016, September 27). More than 1.5 million
students have used OpenStax’s free textbooks. Retrieved
June 15, 2017, from https://openstax.org
54,000
Number of books digitized by
Project Gutenburg
Project Gutenberg. (2017, June 16). Free ebooks. Retrieved
June 19, 2017, from
http://www.gutenberg.org/wiki/Main_Page
150,000
Number of books on GitBook
GitBook. (2017). About GitBook. Retrieved June 19, 2017,
from https://www.gitbook.com/about
65,000
Average # of monthly visits to
the Open Textbook Library
Yano, B., & Ashok, A. (2017, May 18). OER digest: Happy
birthday OTN. Retrieved June 15, 2017, from
https://groups.google.com/a/arl.org/d/msg/sparc-
liboer/QVQSzGl9zGg/XzqbufmHBAAJ
9. Google Docs
•Collaborative editing
•Low learning curve
Advantages
•Limited export options (PDF and ePub)
•Difficult to embed multimedia
•Format is not very “booklike”
Disadvantages
10.
11. OER Commons Open Author Tool
• Easy-to-use text editor
• Supports custom views for instructors versus students
• Automatically added to OER Commons
• Easy to upload or link to multimedia
• Easy to add metadata
Advantages
• May be overly simplistic for some users
• Users may not want their work uploaded to the OER
Commons automatically
Disadvantages
12.
13.
14. Pressbooks
• Based on WordPress
• Many export format options (HTML, PDF, ePub, MOBI,
XML)
• Result is very “booklike”
• Easy to embed multimedia
Advantages
• Free version has watermarks
• Steep learning curve for authors who aren’t tech
savvy
Disadvantages
15.
16. Moodle Book Module
• Easy to upload existing webpages
• Easy editing view
• Convenient if already using Moodle
Advantages
• Moodle must be installed on a server to be
accessed by multiple people
• May not want a Moodle account if using another
LMS
• Limited export capabilities
Disadvantages
17. Di Sarro, D. (2009, April 30). Images in Moodle Book Module. Retrieved
June 24, 2017, from
https://moodle.org/mod/forum/discuss.php?d=122332
18. OERPub Textbook Editor
• Familiar interface for users who use GitHub
• Many different tool options
• Tools can be customized
• Export in many formats
Advantages
• Number of options can be overwhelming
• Confusing for non-codersDisadvantages
19.
20. LaTeX
• Great for math books
• Open sourceAdvantages
• Primarily for publishing, not writing
• Versioning is confusing
• Requires coding knowledge
• Steep learning curve
Disadvantages
21.
22. Additional Resources
Achieve. (2011, November 18). Rubrics for evaluating open education resource (OER) objects.
Retrieved June 14, 2017, from https://www.achieve.org/oer-rubrics
Aesoph, L., & Coolidge, A. (2014). BC Open Textbook Authoring Guide. BC Campus. Retrieved
from https://opentextbc.ca/opentextbook/
Commonwealth of Learning. (2015). Guidelines for open educational resources (OER) in higher
education. Paris: United Nations Educational, Scientific and Cultural Organization. Retrieved
from http://www.unesco.org/new/en/communication-and-
information/resources/publications-and-communication-materials/publications/full-
list/guidelines-for-open-educational-resources-oer-in-higher-education/
Falldin, M., & Lauritsen, K. (2017). Authoring Open Textbooks. Open Textbook Network. Retrieved
from https://press.rebus.community/authoropen/
Open Textbook Library. (2017). Open textbooks review criteria. Retrieved June 14, 2017, from
http://open.umn.edu/opentextbooks/ReviewRubric.aspx
Rebus Community. (2017). About the Rebus Community. Retrieved June 14, 2017, from
https://about.rebus.community/
23. Discussion
• What is your library’s experience with supporting
open authoring?
• Have you used any of these tools? What did you
think?
• What other tools do you know of/would recommend?
• Q:
• Q:
• Q: