This document discusses an e-resource workflow for small to medium sized academic libraries. It covers tracking e-resources using existing tools, assessing them through statistics and cost data, digitizing materials, outsourcing some processes, and emphasizing communication and teamwork. The presentation raises questions and provides contact information for the presenter.
This document discusses instructional technology and how it requires teamwork across various departments on a campus. It lists many tools that instructional technology teams use to support teaching and learning such as games, clickers, podcasts, just-in-time instruction, blogs, webinars, tutorials, and workshops. It also illustrates the collaborative process needed with a step-by-step diagram showing the roles of Amy, Lynda, Beth, and Hannah on the instructional technology team.
Presentation at Oklahoma's 4-H Roundup. Topics covered include the Cooperative Alliances, the reasons to transition to higher education and degree completion.
The document discusses the evolution of libraries and the web from versions 1.0 to 4.0. It outlines principles of Library 2.0 which focus on participation, flexibility, and recognizing users as human. Libraries are now everywhere and have no barriers. The document urges libraries to find out what users want and provide both services and spaces for study and collaboration, while assisting users with information and technology skills. It suggests librarians learn new tools gradually and share knowledge to keep up with changes.
This document provides attribution sources for various slides in a presentation. It lists the slide number followed by the source URL or indicates that it is a personal photo. Sources include Flickr, blogs, tutorials, and Wikimedia Commons. Personal photos and artwork are also attributed to individuals for slides 10-11, 19-25, and 29-30.
Marketing, Recruitment, Retention & Transitions in CareerTechJeremy Zweiacker
The document discusses strategic enrollment management for career and technical education. It emphasizes utilizing a comprehensive process involving the entire institution to achieve optimal recruitment, retention, graduation and transition rates. This includes coordinating efforts across marketing, recruitment, guidance, instruction, administration and career services to support students through their education and into the workforce. The presentation provides examples of strategies for areas like marketing, recruitment, retention and transitions to foster college and career success.
RDA and the future cataloguing communityAnne Welsh
The document discusses how the Resource Description and Access (RDA) cataloguing standard will impact the future cataloguing community. RDA aims to provide a more flexible approach to metadata creation that aligns with the digital environment. This may require cataloguers to learn new skills and standards that are more compatible with linked data. The transition to RDA presents both opportunities and challenges for the cataloguing community.
This document discusses instructional technology and how it requires teamwork across various departments on a campus. It lists many tools that instructional technology teams use to support teaching and learning such as games, clickers, podcasts, just-in-time instruction, blogs, webinars, tutorials, and workshops. It also illustrates the collaborative process needed with a step-by-step diagram showing the roles of Amy, Lynda, Beth, and Hannah on the instructional technology team.
Presentation at Oklahoma's 4-H Roundup. Topics covered include the Cooperative Alliances, the reasons to transition to higher education and degree completion.
The document discusses the evolution of libraries and the web from versions 1.0 to 4.0. It outlines principles of Library 2.0 which focus on participation, flexibility, and recognizing users as human. Libraries are now everywhere and have no barriers. The document urges libraries to find out what users want and provide both services and spaces for study and collaboration, while assisting users with information and technology skills. It suggests librarians learn new tools gradually and share knowledge to keep up with changes.
This document provides attribution sources for various slides in a presentation. It lists the slide number followed by the source URL or indicates that it is a personal photo. Sources include Flickr, blogs, tutorials, and Wikimedia Commons. Personal photos and artwork are also attributed to individuals for slides 10-11, 19-25, and 29-30.
Marketing, Recruitment, Retention & Transitions in CareerTechJeremy Zweiacker
The document discusses strategic enrollment management for career and technical education. It emphasizes utilizing a comprehensive process involving the entire institution to achieve optimal recruitment, retention, graduation and transition rates. This includes coordinating efforts across marketing, recruitment, guidance, instruction, administration and career services to support students through their education and into the workforce. The presentation provides examples of strategies for areas like marketing, recruitment, retention and transitions to foster college and career success.
RDA and the future cataloguing communityAnne Welsh
The document discusses how the Resource Description and Access (RDA) cataloguing standard will impact the future cataloguing community. RDA aims to provide a more flexible approach to metadata creation that aligns with the digital environment. This may require cataloguers to learn new skills and standards that are more compatible with linked data. The transition to RDA presents both opportunities and challenges for the cataloguing community.
OESIS - Blended Programs for Alternative RevenueDave Ostroff
The document discusses blended programs for alternative revenue at All Saints' Episcopal School in Fort Worth, Texas. It contains links to various images without descriptions. The document ends by thanking the reader and providing contact information for Dave Ostroff to connect, engage, and share.
Your digital footprint is an important part of an educator's professional image. This is a brief overview of creating and maintaining a successful digital footprint.
Twitter can be a powerful collaboration tool for teachers. It allows teachers to connect with others, share ideas and resources, and find answers to questions quickly. Some benefits include reducing teacher isolation, providing information on-demand, and allowing free sharing of ideas. With hashtags and chats, teachers can easily find discussions on topics relevant to their classes.
The document discusses copyright and Creative Commons licenses. It provides examples of images on Flickr with different copyright labels such as "All Rights Reserved" and "No Rights Reserved". It then lists some common Creative Commons licenses including Attribution, Attribution Share Alike, and Attribution Non-Commercial No Derivatives. The document questions if "Some Rights Reserved" could be another option and ends with a link to a Flickr photo.
This document discusses the "flipped classroom" model and its potential use with the learning management system AsULearn. It begins by asking what the best use of face-to-face classroom time is and lists options like lecture, group work, discussions, and student questions. It then identifies three key elements of the flipped classroom model: high-quality online instructional resources, engaging in-class activities, and assessment. The document asks how the model could help courses and students. It poses questions about what instruction could be moved online, how students will be assessed, and what face-to-face time might look like. Finally, it outlines the goals and agenda for a workshop on implementing the flipped classroom model.
This document discusses the landscape and implications of ebooks. It notes that ebooks are an important change that libraries must address in areas like relevance to patrons, costs, impacts on operations, implementation challenges, policy considerations, and cataloging issues. Ebooks present problems that libraries must constantly work to address as the format continues to change.
Using the C word: Change and the future of libraries.Cliff Landis
The document discusses the changing role of libraries and the future of library services. It outlines the progression from Web 1.0 to 2.0 to 3.0, with each iteration connecting more people and knowledge. Library 2.0 principles emphasize user participation, flexibility, and designing services around user needs. The document argues that for libraries to keep up with these changes, they must consult users to understand their wants, provide both traditional and new services, and have an open conversation about the future of libraries.
The Value of Leadership, the Leadership of Value: Remaining Relevant in times...Peter Bromberg
This document discusses the need for libraries and information organizations to adapt and change with the exponential pace of technological change. It provides examples of how technologies like the printing press, telephone, and internet were adopted at an accelerating rate and disrupted existing industries. The document advocates for leadership that embraces experimentation and improvisation to remain relevant by understanding customer needs and communicating value in new ways.
This document provides guidance on starting classroom or individual blogs. It discusses considerations for the backend and frontend of blogs, including tools, rules, motivation, blogrolls, widgets, posts versus pages, engaging posts, connecting with others, RSS feeds, Creative Commons images, and media storage. Useful links are also provided for educational blogging resources and guides.
The document discusses how relationships and word-of-mouth are the latest trends in social media. It notes that networking through the internet builds on human's natural ability to network and that rainmakers have always relied on relationships. Finally, it states that word-of-mouth reputation is everything.
This document discusses shifts that need to occur in education to better prepare students. It argues that technology should not be the driver of change, but rather what is best for students. Some of the shifts mentioned include moving from paper-based to electronic materials, encouraging more collaborative and student-centered learning, increasing transparency, and focusing on collective capacity and growth mindsets among teachers. The overall goal is for technology to become ubiquitous yet invisible like oxygen in the classroom.
The document discusses how academic identity and metrics are changing. It notes that identity is becoming more distributed across overlapping communities with varied norms, which can be confusing. It questions what impact and metrics mean in academia and whether alternative representations to metrics could be sufficient, as metrics are both useful but also potentially dangerous due to pressures to conform to them.
A short presentation about the process that Yokohama International School went through to develop our Connected Learning Community (1:1 program) for the Learning 2.014 Africa conference.
OESIS - Blended Programs for Alternative RevenueDave Ostroff
The document discusses blended programs for alternative revenue at All Saints' Episcopal School in Fort Worth, Texas. It contains links to various images without descriptions. The document ends by thanking the reader and providing contact information for Dave Ostroff to connect, engage, and share.
Your digital footprint is an important part of an educator's professional image. This is a brief overview of creating and maintaining a successful digital footprint.
Twitter can be a powerful collaboration tool for teachers. It allows teachers to connect with others, share ideas and resources, and find answers to questions quickly. Some benefits include reducing teacher isolation, providing information on-demand, and allowing free sharing of ideas. With hashtags and chats, teachers can easily find discussions on topics relevant to their classes.
The document discusses copyright and Creative Commons licenses. It provides examples of images on Flickr with different copyright labels such as "All Rights Reserved" and "No Rights Reserved". It then lists some common Creative Commons licenses including Attribution, Attribution Share Alike, and Attribution Non-Commercial No Derivatives. The document questions if "Some Rights Reserved" could be another option and ends with a link to a Flickr photo.
This document discusses the "flipped classroom" model and its potential use with the learning management system AsULearn. It begins by asking what the best use of face-to-face classroom time is and lists options like lecture, group work, discussions, and student questions. It then identifies three key elements of the flipped classroom model: high-quality online instructional resources, engaging in-class activities, and assessment. The document asks how the model could help courses and students. It poses questions about what instruction could be moved online, how students will be assessed, and what face-to-face time might look like. Finally, it outlines the goals and agenda for a workshop on implementing the flipped classroom model.
This document discusses the landscape and implications of ebooks. It notes that ebooks are an important change that libraries must address in areas like relevance to patrons, costs, impacts on operations, implementation challenges, policy considerations, and cataloging issues. Ebooks present problems that libraries must constantly work to address as the format continues to change.
Using the C word: Change and the future of libraries.Cliff Landis
The document discusses the changing role of libraries and the future of library services. It outlines the progression from Web 1.0 to 2.0 to 3.0, with each iteration connecting more people and knowledge. Library 2.0 principles emphasize user participation, flexibility, and designing services around user needs. The document argues that for libraries to keep up with these changes, they must consult users to understand their wants, provide both traditional and new services, and have an open conversation about the future of libraries.
The Value of Leadership, the Leadership of Value: Remaining Relevant in times...Peter Bromberg
This document discusses the need for libraries and information organizations to adapt and change with the exponential pace of technological change. It provides examples of how technologies like the printing press, telephone, and internet were adopted at an accelerating rate and disrupted existing industries. The document advocates for leadership that embraces experimentation and improvisation to remain relevant by understanding customer needs and communicating value in new ways.
This document provides guidance on starting classroom or individual blogs. It discusses considerations for the backend and frontend of blogs, including tools, rules, motivation, blogrolls, widgets, posts versus pages, engaging posts, connecting with others, RSS feeds, Creative Commons images, and media storage. Useful links are also provided for educational blogging resources and guides.
The document discusses how relationships and word-of-mouth are the latest trends in social media. It notes that networking through the internet builds on human's natural ability to network and that rainmakers have always relied on relationships. Finally, it states that word-of-mouth reputation is everything.
This document discusses shifts that need to occur in education to better prepare students. It argues that technology should not be the driver of change, but rather what is best for students. Some of the shifts mentioned include moving from paper-based to electronic materials, encouraging more collaborative and student-centered learning, increasing transparency, and focusing on collective capacity and growth mindsets among teachers. The overall goal is for technology to become ubiquitous yet invisible like oxygen in the classroom.
The document discusses how academic identity and metrics are changing. It notes that identity is becoming more distributed across overlapping communities with varied norms, which can be confusing. It questions what impact and metrics mean in academia and whether alternative representations to metrics could be sufficient, as metrics are both useful but also potentially dangerous due to pressures to conform to them.
A short presentation about the process that Yokohama International School went through to develop our Connected Learning Community (1:1 program) for the Learning 2.014 Africa conference.
Creative Visualizations of Library Data (IL 2012)Anna Creech
This document discusses creative visualizations of library data through graphs, infographics, and tools. It includes an agenda covering choosing data sources, graphing data, and infographics. Examples are provided, such as graphs showing trends in library instruction sessions and reference transactions over time. Recommended tools for data visualization include spreadsheet software, graphics editors, R, and several online platforms. The document encourages choosing the right story, method, and tools to effectively visualize and share library data.
This document discusses statistics and their potential for misuse. It notes that statistics can be manipulated or taken out of context to mislead people, earning them the nickname "lies, damn lies, and statistics." The document also mentions the most popular and most costly types of statistics to use.
ERM... What Do You Do With All That Data, Anyway?Anna Creech
Anna Creech and Cindi Trainor examine how, over the past few years, libraries have been investing resources and staff time into collecting information about their electronic resources into central knowledge bases that, in most cases, is not available to users. How could the electronic resources management systems (ERMS) of tomorrow bring together description and access? What kinds of information must we record in our ERMS, and how do we get this information to users? They focus on using the rich data repository in their ERMS to enhance access to our resources, the data elements in the DLF Electronic Resource Management Initiative report, and how this data can be used in ERMS to convey valuable metadata to our users.
This is from a brief presentation that I did recently on electronic resources and selecting the right format to meet information needs. Yes, it is entirely illustrated with LOLCATS.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
E-Resource Workflow for a Small/Medium Academic Library
Agenda:
My introduction to eresources management
Tracking eresources
Assessment of eresources
Outsourcing eresource management tasks
Questions
flickr.com/photos/jingleslenobel/4326713557/
My first electronic resources management task was given to me almost 9 years ago: catalog all of the electronic journals in two publisher packages, each consisting of several hundred titles. It wasn’t hard, since most of it involved locating the records on OCLC and importing them into our ILS.
However, I began to see some problems with this method less than a year later when the URLs for the journals changed, requiring someone to go in and change them in the records. Just maintaining the URLs alone was becoming an uphill battle.
This was my first “fail” lesson in electronic resource management, and it wouldn’t be my last.
flickr.com/photos/krikit/2880756271/
Tracking resources requires a lot of communication and teamwork. Even if you are a department of one, you will still end up working closely with folks in other parts of the library to purchase and manage electronic resources.
We use a commercial electronic resource management system (ERMS), but home-grown systems can be sufficient as long as you are consistent and document procedures. I worked out of manila folders and archived email messages for years before I had a commercial ERMS to play with. But even with an ERMS, sometimes it’s better to use tools outside of the ERMS to track a resource through its lifecycle. Here are a few that I find work best for me.
When I set up a trial for an eresource, in addition to linking it where relevant, I also set a task reminder in Outlook for the day the trial ends. That way, it doesn’t hang around too long, and makes sure that step isn’t lost in the shuffle.
I tried several different methods including PDF forms and digital checklists to keep track of all of the steps required when we purchase a new eresource, but eventually I realized that the simplest and most effective was to create a paper checklist.
flickr.com/photos/wwworks/1384952210/
I hang it on my cork board and check periodically to make sure that the resource is still moving through the process, and then recycle the paper when everything is checked off.
Also, because we have specific metadata associated with the eresources on the website and in LibGuides, I created a simple web form for the requesting liaison to fill out. Having a standard form has helped get this information in a more consistent (and digital) format. I usually try to have them do it as soon as we place the order so that I can have everything in hand when access is turned on, but sometimes it takes a while to get a response.
One of the things I have been very thankful for is the practice of digitizing license agreements that was in place at my library before I arrived. We keep the paper copies as well, but it’s been very handy to have access to the license agreements without having to get up and go dig thorough a file drawer to find the one I need. We also store them in a network folder, which opens up access to other library staff as needed.
I haven’t yet figured out a secure way to make them available online via our ERMS, but when I do, they’re ready to go.
flickr.com/photos/ian-s/2152798588/
I spend most of my time on eresource assessment, since we outsource most of the heavy lifting like cataloging and link maintenance. Assessment comes in many different flavors, but right now I’m focusing mainly on data sets such as COUNTER reports and cost/use, a.k.a. counting beans. They’re among many tools in the liaison’s arsenal, and they’re frequently a good way to flag resources that are under-used and in need of attention.
The season for gathering usage reports is in January and February. Some institutions collect them every month or every quarter, but except for a few on-demand cases, I find that annually is frequently enough for us. Our ERMS can’t ingest SUSHI (Standardized Usage Statistics Harvesting Initiative) reports yet, so I’m gathering these by hand, or in the rare instance where it’s possible, I have a report set up to email me once a year for the previous year’s COUNTER (Counting Online Usage of Networked Electronic Resources) data.
All of the admin access information is in our ERMS, but I find it’s easier to export it into a spreadsheet and work my way down the list. For resources that provide non-COUNTER statistics, I massage them into the COUNTER format. I know I can’t compare apples to oranges, but generally I’m not comparing resources with each other, but rather assessing them over time, and the COUNTER format allows me to keep it somewhat consistent.
flickr.com/photos/floato/2475639269/
Getting cost data out of our ILS has been a long and arduous process. As much as I hate the interface, I am thankful that we have an ILS that allows us to create and run reports that pull in data which can be filtered and massaged in Microsoft Access.
Once you’ve gathered all of your data (or even before it, if that’s your preference), you’ll need to build the connectors that link them together. I’m using the identifiers for each resource in our ERMS, but anything that can bridge the two (or more) sets of data will work. This takes time to set up, depending on how many eresources are involved. Just keep reminding yourself (and your boss) that once you have this in place, generating annual reports (or on the fly) will be a snap.
In July, I pull a report of the previous fiscal year costs from our ILS, and upload them into our ERMS. This allows me to generate a cost/use report as needed for any of our eresources.
flickr.com/photos/kugelfisch/3387704295/
I’ve also created an eresource renewal decision database in Access that pulls together cost, use, and renewal deadlines, among other things. It also took some time to pull together, but maintaining and updating it is simple. The big benefit is knowing exactly when a resource renews and how much advance notice we need to give the publisher. Also, by having all of the statistical data together in one place, the liaison can more effectively use it to make renewal decisions.
flickr.com/photos/nypl/3110132126/
I briefly mentioned this earlier, and I wanted to address it a little more fully now. A big part of why I am able to do so much of what I do is because we have outsourced as much of the work as we can.
Automation is your friend. If you have the budget, pay for a MARC record service to maintain and update your ejournals. It's likely to cost less than staff time.
Also, if your ERMS works with OCLC's eHoldings service (free for OCLC members), you won't have to worry about maintaining your holdings there, either. This makes ILL happy, and if ILL ain't happy, ain't nobody (in serials/eresources departments) happy.
flickr.com/photos/striatic/1276095/
Almost everyone now has an A-Z list of some sort, and almost everyone is using an automated process to manage it. Both my assistant and myself have administrative access, so if there is a problem with an individual link, either of us can get in and fix it. However, for more systematic issues, we turn that over to the ERMS vendor to handle.
I experimented with outsourcing the use statistics data collection, and if you’re only interested in data from COUNTER-compliant sources that provide clean reports and admin access outside of the institutional IP range, then it’s not a bad deal. However, that is such a small portion of our resources that I’ve decided to go back to manually collecting everything myself.
flickr.com/photos/dalbera/2738451853/
So, that’s it in a nutshell. Thank you for listening. Any questions?
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