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UAlg Library – Digital Information
Erasmus Staff Week for Librarians
14th to 18th September 2014
We like to share with you how is our day life in our
library
Digital information sector in
Library Statute
4
UALg Library
Where is
the Library?
Gambelas
Penha
Saúde
Portimão
European Documentation Center
and on
Web 6
Community of 8000 students, in 50 first cycle
courses and 70 second cycle courses.
8
Digital user expectations
Expert users expectations
• Simple search boxes like Google or Amazone
• Library databases embedded in virtual learning environments
• Library databases considered difficult
• taste for collaboration, teamwork and networking
• Web browsing by trial and error, ignoring manuals and aids
• research self-directed and tending not to be linear
• belief on the Web
• use of various media: music, photos, posts, videos
• cut and paste more than read and interpret information
(Godwin, P. (2008). Information literacy meets library 2.0. London: Facet Pub.)
The students and the library
Know user skills in research and utilization
of information, their patterns of use of
services and resources offered by the
Library and perception of the importance
given to the library by them, as a mediator
in the access to the information resources.
Survey about students search habits and
library use
 poor identification of types and formats of information
sources, of the search strategy and poor understanding of
the elements and syntax of a bibliographic description
 high expectations about the importance of the library
without matching the use they make of it
 importance of the Internet for obtaining information, far
superior to the effective use of the library and of its
collections
 most commonly used services: availability of rooms for
group work, research documents on the shelf, and
Internet access
 most used features: Google, library books and various
web tools. Stood by their low utilization or ignorance, the
databases and the Library catalog
Content management
Digital curation and management of the
institutional repository Sapientia
http://sapientia.ualg.pt
Support Open Access resources
Management of Library section in the UAlg
website
Reflection to integrate diverse types of
available resources and supports with only
one registration
Management of technical access to databases
14
Users training plan
Focusing on the electronic resources
Great prominence to Open Access resources
(relevance to RCAAP http://www.rcaap.pt and
Sapientia)
Workshops on bibliographic management tools
(particularly Mendeley, Zotero and EndNote Web)
Updating of human resources knowledge through
the library classroom training and increasingly with
more participation in mailing lists, webinars, OERs
(Open Education Resources) and MOOCS (Massive
Open Online Courses).
Diffusion
BibliotecaUALg on social networks:
http://www.flickr.com/photos/biblioteca_ualg
https://www.facebook.com/bibliotecaUALg
http://www.slideshare.net/BibliotecaUALg
https://twitter.com/biblioteca_UAlg
Google+ account
Mailing list information
http://www.flickr.com/photos/biblioteca_ualg
http://www.facebook.com/bibliotecaUALg
http://www.slideshare.net/BibliotecaUALg
https://twitter.com/biblioteca_UAlg
Our concerns
• Institutional repository (management and digital
curation / technology) and CRIS (Current Research and
Information System)
• eBook and eJournal access models; post-cancellation
access models
• Open Access management and content discovery,
education and publishing
• Understanding the use of metrics and impact of
information (including alternatives metrics -
Altmetrics)
• Web users support
• Mobile technologies in library
Social Web support for librarians
• Blogs (Wordpress, Blogger)
• Produtivity (Dropbox; Google Drive;
Mendeley; Evernote; Doodle)
• File share (Slidshare; Flickr; Youtube; Vimeo)
Bookmarc(Delicious; Diigo)
• Mashups/content discovery(Scoop.it;
Pinterest; Stumbleupon; Google+)
Edit content (Issuu; OJS; Prezi)
• Podcasting (Audacity)
• Information (Linkdin; Twitter; Listas várias)
• Training (MOOCS
http://helibtech.com/MOOCs+and+Libraries
Webinars)
Sapientia
• Digital curation
• Management
• Copyright questions
• Auto-archive
• interoperability with
other systems: I&A
databases, local,
national and European
CRIS, OpenAIRE…
• Infraestructure: DSpace
5.2
• ISO 16363 – Audit and
Certification of
Trustworthy Digital
Repositories
23
http://sapientia.ualg.pt
24
Obrigada! epacheco@ualg.pt & mxdias@ualg.pt

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Erasmus week2015

  • 1. 1 UAlg Library – Digital Information Erasmus Staff Week for Librarians 14th to 18th September 2014
  • 2. We like to share with you how is our day life in our library
  • 3. Digital information sector in Library Statute
  • 4. 4
  • 7. Community of 8000 students, in 50 first cycle courses and 70 second cycle courses.
  • 9. Expert users expectations • Simple search boxes like Google or Amazone • Library databases embedded in virtual learning environments • Library databases considered difficult • taste for collaboration, teamwork and networking • Web browsing by trial and error, ignoring manuals and aids • research self-directed and tending not to be linear • belief on the Web • use of various media: music, photos, posts, videos • cut and paste more than read and interpret information (Godwin, P. (2008). Information literacy meets library 2.0. London: Facet Pub.)
  • 10. The students and the library Know user skills in research and utilization of information, their patterns of use of services and resources offered by the Library and perception of the importance given to the library by them, as a mediator in the access to the information resources. Survey about students search habits and library use
  • 11.  poor identification of types and formats of information sources, of the search strategy and poor understanding of the elements and syntax of a bibliographic description  high expectations about the importance of the library without matching the use they make of it  importance of the Internet for obtaining information, far superior to the effective use of the library and of its collections  most commonly used services: availability of rooms for group work, research documents on the shelf, and Internet access  most used features: Google, library books and various web tools. Stood by their low utilization or ignorance, the databases and the Library catalog
  • 12.
  • 13. Content management Digital curation and management of the institutional repository Sapientia http://sapientia.ualg.pt Support Open Access resources Management of Library section in the UAlg website Reflection to integrate diverse types of available resources and supports with only one registration Management of technical access to databases
  • 14. 14
  • 15. Users training plan Focusing on the electronic resources Great prominence to Open Access resources (relevance to RCAAP http://www.rcaap.pt and Sapientia) Workshops on bibliographic management tools (particularly Mendeley, Zotero and EndNote Web) Updating of human resources knowledge through the library classroom training and increasingly with more participation in mailing lists, webinars, OERs (Open Education Resources) and MOOCS (Massive Open Online Courses).
  • 16. Diffusion BibliotecaUALg on social networks: http://www.flickr.com/photos/biblioteca_ualg https://www.facebook.com/bibliotecaUALg http://www.slideshare.net/BibliotecaUALg https://twitter.com/biblioteca_UAlg Google+ account Mailing list information
  • 21. Our concerns • Institutional repository (management and digital curation / technology) and CRIS (Current Research and Information System) • eBook and eJournal access models; post-cancellation access models • Open Access management and content discovery, education and publishing • Understanding the use of metrics and impact of information (including alternatives metrics - Altmetrics) • Web users support • Mobile technologies in library
  • 22. Social Web support for librarians • Blogs (Wordpress, Blogger) • Produtivity (Dropbox; Google Drive; Mendeley; Evernote; Doodle) • File share (Slidshare; Flickr; Youtube; Vimeo) Bookmarc(Delicious; Diigo) • Mashups/content discovery(Scoop.it; Pinterest; Stumbleupon; Google+) Edit content (Issuu; OJS; Prezi) • Podcasting (Audacity) • Information (Linkdin; Twitter; Listas várias) • Training (MOOCS http://helibtech.com/MOOCs+and+Libraries Webinars)
  • 23. Sapientia • Digital curation • Management • Copyright questions • Auto-archive • interoperability with other systems: I&A databases, local, national and European CRIS, OpenAIRE… • Infraestructure: DSpace 5.2 • ISO 16363 – Audit and Certification of Trustworthy Digital Repositories 23

Editor's Notes

  1. A geração de pessoas que nasceu e cresceu na Web, incluindo por definição os que nasceram depois de 1981, sente-se mais à vontade neste ambiente que domina, habituada que foi desde sempre aos jogos de computador. Usam-no naturalmente e sem esforço, esperando encontrar caixas simples de pesquisa, ao jeito do Google ou da Amazone; querem as bases de dados das bibliotecas nos seus ambientes virtuais de aprendizagem, sem necessidade de sair deles; acham as bases de dados da biblioteca muito difíceis e não têm vontade de aprender sobre lógica Booleana; gostam de colaboração, trabalho de equipa e em rede; navegam a Web por tentativa erro, ignorando manuais e ajudas; a pesquisa é auto-dirigida e tende a não ser linear, pois são pensadores modelo hipertexto e multitarefa; pensam que o que está escrito na web está correto; trabalham com vários meios: canções, fotos, posts, vídeos e são muitas vezes ignorantes das questões éticas que o uso destes conteúdos levanta. Mais facilmente cortam e colam do que leem e interpretam a informação que encontram (Godwin, 2008)
  2. Contatou-se uma deficiente identificação dos tipos e formatos das fontes de informação; a estratégia de pesquisa para a Internet é deficitária, sendo também notória uma fraca compreensão dos elementos e da sintaxe de uma descrição bibliográfica, para a pesquisa eficiente no catálogo da biblioteca. Embora conscientes do conceito básico de plágio: o uso de frases e parágrafos de outrem, sem aspas ou citação, não aplicam esse princípio ao uso de ideias ou às imagens retiradas da Internet Por outro lado, no que diz respeito ao uso da biblioteca, os nossos utilizadores têm elevadas expetativas sobre o que representa a biblioteca e a sua importância para o seu estudo mas a utilização que dela fazem não vai de encontro a esta imagem. A importância da Internet para a obtenção da informação obtém um valor médio de utilização muito superior ao uso efetivo da biblioteca e das suas coleções. Os serviços mais utilizados são a disponibilização de salas para trabalhos em grupo, a pesquisa de documentos na estante, e o acesso à Internet. Os recursos mais utilizados revelaram ser o Google, os livros da biblioteca e várias ferramentas da web. Evidenciaram-se pela fraca utilização ou desconhecimento, por parte dos inquiridos, as bases de dados e o catálogo da Biblioteca. A corroborar estes dados, juntam-se os dados estatísticos do uso que os utilizadores fazem dos nossos serviços: o empréstimo domiciliário (documentos, renovações e leitores) tem diminuído ao longo dos últimos quatro anos, enquanto o acesso aos recursos eletrónicos, entre eles a B-on tem aumentado substancialmente. Reduz-se a procura dos serviços tradicionais da Biblioteca, com um acentuado decréscimo no número de visitantes e no empréstimo domiciliário de documentos, sentido nos últimos anos.   Em contrapartida, o uso dos recursos disponibilizados on-line aumenta exponencialmente, refletindo todo o trabalho desenvolvido pela Biblioteca na área da formação de utilizadores. No que diz respeito à difusão da produção de conteúdos, o desenvolvimento do repositório institucional Sapientia permite à produção científica da universidade uma grande visibilidade traduzida em mais de 485 000 downloads realizados em 2013, representando um aumento de 964% relativamente a 2011.