Abstract
Only 19% of accredited LIS programs appear to have a course on ERM. Thus, for continued evolution of online resource management, we need to determine how to share our expertise. This presentation explores using TERMS and NASIG’s Core Competencies for staff development as well as teaching a library science course.
As the demand for convenient, accessible, and relevant information access rises while funding remains flat, it is critical that libraries have the skilled workforce necessary for the extreme stewardship required to manage online resources.
In this session, the presenter describes using the Techniques of Electronic Resource Management (TERMS) as a framework for developing an ERM Team and as a blueprint for teaching an online e-resource management course for University of Wisconsin – Madison SLIS.
Then the presenter will invite participants to discuss the future of e-resource management knowledge transfer and skill distribution by establishing partnerships with SLIS programs, establishing paid e-resource management fellowships, or...?
This document provides a literature review on the effectiveness of MOOCs for professional development. It discusses how early MOOCs aimed to provide college level courses to students worldwide but completion rates were low. Now, MOOCs are increasingly being used for corporate training and professional development. While some employers view MOOCs favorably, there is limited data on their quality and effectiveness for employee skills and performance gains. Some companies have partnered with MOOC providers to create degree and credential programs, but it remains unclear if MOOCs will be widely accepted as a learning tool for employee development.
NCWIT Counselors for Computing at Google Chicagojkrauss
The document discusses the state of computing careers and education, highlighting the growing demand for computing jobs that is not being met as well as efforts to improve computer science education, particularly for women and girls. It provides information and resources for school counselors to help guide more students, especially those from underrepresented groups, towards pursuing education and careers in computing fields.
Peter Bol, Vice Provost for Advances in Learning at Harvard University, gave a talk on the future of information technology in higher education. He discussed several topics, including improving teaching and learning at research universities through greater use of online learning opportunities and a learning management system (LMS). He also talked about using data-driven research to study teaching and learning, such as by analyzing student behavior and performance in massive open online courses (MOOCs) to identify areas for improvement. Finally, he addressed the audiences for open online learning and how MOOCs have given Harvard courses a much larger reach than just the small number of undergraduate students.
eLearning TechnologiesHelping Educational Institutions Unlock Human Potentia...Mostafa Ewees
eLearning technologies from Microsoft can help educational institutions unlock human potential through learning solutions. These include learning management systems, educational intranets, digital and streaming media, mobile learning, and assessment tools. Key opportunities for higher education include eLearning/online education, portals for accountability and assessment, and fundraising support. Technologies like SharePoint can help coordinate learning, connect educational communities, and allow students and faculty to create and express ideas.
Learning Management Systems - extracting Value from their e-VolutionAlan Arnold
A presentation on day 2 of the "e-Evolution: Adventures in e-Research and e-Learning" forum University of Melbourne, 29-30 Sep. 2009
http://www.cshe.unimelb.edu.au/academic_dev/eseminars09.html
The document discusses the evolution of e-learning from its early stages to the development of the effective e-learning (e2L) model in 2003. It provides background on the growth of e-learning in both corporate and academic settings. It then summarizes the original e2L model and discusses ongoing research to update the model to reflect current best practices in online learning.
What's Your LMSs Status? Online Learning Conference 2013 (#olc13) session 504v2Brandon Williams
Here's an updated version of the LMSs Status preso shared initially at the Training Magazine Conference and Expo in Orlando back in Feb. The organizers of their online conference reached out to ask that we present in Chicago, so I updated the deck with new info and relevant stats. Enjoy!
Electronic Resource Management and Licensing: Info for the New and/or Acciden...Galadriel Chilton
After presenting Human TERMS of Engagement at ER&L 2014, conversations with librarians new to e-resource management positions and those who are suddenly responsible for managing e-resources led to requests for information about where to start learning more about this important area of librarianship. The following reading list and discussion questions are from my syllabus when I taught a section of LIS 755: Electronic Resource Management and Licensing in Fall 2012 and 2013 for University of Wisconsin – Madison’s School of Library & Information Studies as an asynchronous online class. I share this with hopes that the readings and questions will be helpful to those new to the work.
This document provides a literature review on the effectiveness of MOOCs for professional development. It discusses how early MOOCs aimed to provide college level courses to students worldwide but completion rates were low. Now, MOOCs are increasingly being used for corporate training and professional development. While some employers view MOOCs favorably, there is limited data on their quality and effectiveness for employee skills and performance gains. Some companies have partnered with MOOC providers to create degree and credential programs, but it remains unclear if MOOCs will be widely accepted as a learning tool for employee development.
NCWIT Counselors for Computing at Google Chicagojkrauss
The document discusses the state of computing careers and education, highlighting the growing demand for computing jobs that is not being met as well as efforts to improve computer science education, particularly for women and girls. It provides information and resources for school counselors to help guide more students, especially those from underrepresented groups, towards pursuing education and careers in computing fields.
Peter Bol, Vice Provost for Advances in Learning at Harvard University, gave a talk on the future of information technology in higher education. He discussed several topics, including improving teaching and learning at research universities through greater use of online learning opportunities and a learning management system (LMS). He also talked about using data-driven research to study teaching and learning, such as by analyzing student behavior and performance in massive open online courses (MOOCs) to identify areas for improvement. Finally, he addressed the audiences for open online learning and how MOOCs have given Harvard courses a much larger reach than just the small number of undergraduate students.
eLearning TechnologiesHelping Educational Institutions Unlock Human Potentia...Mostafa Ewees
eLearning technologies from Microsoft can help educational institutions unlock human potential through learning solutions. These include learning management systems, educational intranets, digital and streaming media, mobile learning, and assessment tools. Key opportunities for higher education include eLearning/online education, portals for accountability and assessment, and fundraising support. Technologies like SharePoint can help coordinate learning, connect educational communities, and allow students and faculty to create and express ideas.
Learning Management Systems - extracting Value from their e-VolutionAlan Arnold
A presentation on day 2 of the "e-Evolution: Adventures in e-Research and e-Learning" forum University of Melbourne, 29-30 Sep. 2009
http://www.cshe.unimelb.edu.au/academic_dev/eseminars09.html
The document discusses the evolution of e-learning from its early stages to the development of the effective e-learning (e2L) model in 2003. It provides background on the growth of e-learning in both corporate and academic settings. It then summarizes the original e2L model and discusses ongoing research to update the model to reflect current best practices in online learning.
What's Your LMSs Status? Online Learning Conference 2013 (#olc13) session 504v2Brandon Williams
Here's an updated version of the LMSs Status preso shared initially at the Training Magazine Conference and Expo in Orlando back in Feb. The organizers of their online conference reached out to ask that we present in Chicago, so I updated the deck with new info and relevant stats. Enjoy!
Electronic Resource Management and Licensing: Info for the New and/or Acciden...Galadriel Chilton
After presenting Human TERMS of Engagement at ER&L 2014, conversations with librarians new to e-resource management positions and those who are suddenly responsible for managing e-resources led to requests for information about where to start learning more about this important area of librarianship. The following reading list and discussion questions are from my syllabus when I taught a section of LIS 755: Electronic Resource Management and Licensing in Fall 2012 and 2013 for University of Wisconsin – Madison’s School of Library & Information Studies as an asynchronous online class. I share this with hopes that the readings and questions will be helpful to those new to the work.
Speaker's notes for the the ERM Panel Session at the 2009 Minnesota Innovative Users Group (MNIUG) Conference on October 20, 2009 at Northwestern College, St. Paul, MN.
ER&L 2014: Never Mind I'll Just Buy: Why Users Won't Jump Through Your Hoops ...Galadriel Chilton
Via an entertaining compare and contrast, the presenters explore disconnects between e-books and streaming video available via library resources compared to “real world” resources such as Netflix and Kindle e-books. The purpose is to illustrate how library resources and commercial resources aim to meet user needs in radically different ways.
Speaking points for a presentation given at:
The Transformation of Academic Library Collecting
A Symposium Inspired by Dan C. Hazen
http://library.harvard.edu/hazen-symposium
The recently appointed Ivy Plus Director of Collection Initiatives Galadriel Chilton will discuss the initial steps underway to further the work for this network of libraries around a vision of collective collection development and management.
This are my speaking notes for the keynote presentation I gave at Evergreen International 2012. Here's a link to the Prezi Presentation: http://prezi.com/hdnwdkgqrd-7/evergreen-keynote-2012/
Open Source Electronic Resource Management Systems: ERMes and CORALGaladriel Chilton
Speakers notes for the presentation given June 26, 2011 at the American Librarian Association's Annual Conference in New Orleans, LA.
Presentation Description: To tame the complex and ever-changing electronic resource management landscape, electronic resource management systems need to be flexible, evolving and affordable. Two such systems are ERMes and CORAL, developed by libraries for libraries and made freely available. ERMes runs in Microsoft Access and is suitable for small and medium libraries. Released in summer 2010, CORAL, is a modular, web-based system. Presenters will discuss the development, use and future plans for each system.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
Ensuring LSE undergraduates gallps to success: emerging findings from the SAD...LSESADL
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Initial findings showed students developed skills but were also made aware of existing resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The project aimed to expand to more departments and collect additional data on the impact of the ambassador program.
Abstract
Only 19% of accredited LIS programs appear to have a course on ERM. Thus, for continued evolution of online resource management, we need to determine how to share our expertise. This presentation explores using TERMS and NASIG’s Core Competencies for staff development as well as teaching a library science course.
As the demand for convenient, accessible, and relevant information access rises while funding remains flat, it is critical that libraries have the skilled workforce necessary for the extreme stewardship required to manage online resources.
In this session, the presenter describes using the Techniques of Electronic Resource Management (TERMS) as a framework for developing an ERM Team and as a blueprint for teaching an online e-resource management course for University of Wisconsin – Madison SLIS.
Then the presenter will invite participants to discuss the future of e-resource management knowledge transfer and skill distribution by establishing partnerships with SLIS programs, establishing paid e-resource management fellowships, or...?
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.8Stefano Lariccia
Quantitative and qualitative criteria are needed to properly evaluate high-level learning activities of adult learners in the age of the Semantic Web. New tools using natural language processing and ontologies can provide qualitative assessment of web-based learning activities. The development of the Semantic Web may change how blended learning is conducted and evaluated in the future by uniquely identifying learners and tracking their interactions online in a more detailed way.
The document discusses the ICT Capabilities surveys and continuum, which were developed to benchmark teachers' and schools' ICT capabilities and assist with ongoing professional learning planning in ICT. The surveys can help teachers, non-teaching staff, principals, and regional directors develop individual and whole-school ICT plans by indicating strengths and areas for growth. The ePotential website provides resources and guidance for using the surveys and continuum as strategic tools to improve teaching and learning over time at individual, school, and statewide levels.
This document discusses how an intra-college portal can enhance the quality of learning in higher education institutions. It defines an intra-college portal as a web-based platform for students, teachers, and administrators within a college to collaborate and share information. The document explores how technologies like discussion forums, blogs, online repositories, and wikis can serve as building blocks for a high-quality learning environment by facilitating asynchronous collaboration. It argues that an intra-college portal allows for more efficient information flow within a college compared to traditional methods, and thus can help ensure overall quality.
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.1Stefano Lariccia
The document discusses quantitative and qualitative criteria for evaluating high-level learning activities of adult learners in the age of the Semantic Web. It addresses what objectives blended learning, e-learning, and web-based learning aim to achieve in different teaching domains. New tools using natural language processing and ontology extraction could provide qualitative assessment of web-based knowledge building and learning activities by analyzing discourse. Interactive evaluation is needed to properly assess online learning effectiveness from both the learner and instructor perspectives.
The document identifies the top ten trends in academic libraries according to the ACRL Research Planning and Review Committee in 2012. The trends include communicating the value of libraries, data curation, digital preservation, shifts in higher education, the growing role of information technology, increasing use of mobile devices, patron-driven e-book acquisition, evolving models of scholarly communication, developing staff to meet new challenges, and changing user behaviors and expectations.
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
Ripple 2010 (Presentation to Chisholm Conference)Warrick Wynne
Warrick Wynne, Director of Learning and Curriculum at Ripple 2010, discusses blended learning and the changing landscape of education. He notes that blended learning combines online and face-to-face instruction, with blended learning being the most effective approach. Wynne also emphasizes that good teaching remains important and that teachers need support through collaboration and professional learning to help students in this changing environment. Technology should serve pedagogy and empower student learning by allowing research, creation, communication and collaboration.
This document discusses the journey of transforming learning and teaching at the University of Northampton. It outlines the university's vision of producing knowledgeable and socially responsible global citizens. It also describes the university's approach of Active Blended Learning (ABL), which integrates in-person and online learning. Some challenges of implementing ABL discussed include changing views on teaching, large class sizes, workload, and developing digital fluency among staff and students. The university addresses these challenges through evidence-based practices, robust support programs for faculty, and emphasizing faculty agency in the transformation process.
Does it Blend? Setting up PD for Common Core #CETPA2015Martin Cisneros
This document provides an overview of professional development for blended learning environments. It discusses the increasing popularity of blended learning models and the need to adapt professional development to reflect new pedagogical approaches. The document outlines challenges in meeting diverse district needs and proposes building blended professional development courses using universal frameworks and standards. Sample course design processes and tools are presented to illustrate how to create effective blended professional learning experiences.
This document discusses the merging of academic skills support and library services at UWE Bristol. It notes the overlap between information literacy and academic skills like critical thinking, note taking, and referencing. UWE delivers both generic and subject-specific academic skills workshops that combine these areas. Librarians at UWE were surveyed and found that most provide sessions combining these topics. Challenges include information overload and not enough time, while opportunities include delivering support at the point of need and team teaching. Tips for success include finding relevant subject material and focusing on one skill per session.
Speaker's notes for the the ERM Panel Session at the 2009 Minnesota Innovative Users Group (MNIUG) Conference on October 20, 2009 at Northwestern College, St. Paul, MN.
ER&L 2014: Never Mind I'll Just Buy: Why Users Won't Jump Through Your Hoops ...Galadriel Chilton
Via an entertaining compare and contrast, the presenters explore disconnects between e-books and streaming video available via library resources compared to “real world” resources such as Netflix and Kindle e-books. The purpose is to illustrate how library resources and commercial resources aim to meet user needs in radically different ways.
Speaking points for a presentation given at:
The Transformation of Academic Library Collecting
A Symposium Inspired by Dan C. Hazen
http://library.harvard.edu/hazen-symposium
The recently appointed Ivy Plus Director of Collection Initiatives Galadriel Chilton will discuss the initial steps underway to further the work for this network of libraries around a vision of collective collection development and management.
This are my speaking notes for the keynote presentation I gave at Evergreen International 2012. Here's a link to the Prezi Presentation: http://prezi.com/hdnwdkgqrd-7/evergreen-keynote-2012/
Open Source Electronic Resource Management Systems: ERMes and CORALGaladriel Chilton
Speakers notes for the presentation given June 26, 2011 at the American Librarian Association's Annual Conference in New Orleans, LA.
Presentation Description: To tame the complex and ever-changing electronic resource management landscape, electronic resource management systems need to be flexible, evolving and affordable. Two such systems are ERMes and CORAL, developed by libraries for libraries and made freely available. ERMes runs in Microsoft Access and is suitable for small and medium libraries. Released in summer 2010, CORAL, is a modular, web-based system. Presenters will discuss the development, use and future plans for each system.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
Ensuring LSE undergraduates gallps to success: emerging findings from the SAD...LSESADL
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Initial findings showed students developed skills but were also made aware of existing resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The project aimed to expand to more departments and collect additional data on the impact of the ambassador program.
Abstract
Only 19% of accredited LIS programs appear to have a course on ERM. Thus, for continued evolution of online resource management, we need to determine how to share our expertise. This presentation explores using TERMS and NASIG’s Core Competencies for staff development as well as teaching a library science course.
As the demand for convenient, accessible, and relevant information access rises while funding remains flat, it is critical that libraries have the skilled workforce necessary for the extreme stewardship required to manage online resources.
In this session, the presenter describes using the Techniques of Electronic Resource Management (TERMS) as a framework for developing an ERM Team and as a blueprint for teaching an online e-resource management course for University of Wisconsin – Madison SLIS.
Then the presenter will invite participants to discuss the future of e-resource management knowledge transfer and skill distribution by establishing partnerships with SLIS programs, establishing paid e-resource management fellowships, or...?
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.8Stefano Lariccia
Quantitative and qualitative criteria are needed to properly evaluate high-level learning activities of adult learners in the age of the Semantic Web. New tools using natural language processing and ontologies can provide qualitative assessment of web-based learning activities. The development of the Semantic Web may change how blended learning is conducted and evaluated in the future by uniquely identifying learners and tracking their interactions online in a more detailed way.
The document discusses the ICT Capabilities surveys and continuum, which were developed to benchmark teachers' and schools' ICT capabilities and assist with ongoing professional learning planning in ICT. The surveys can help teachers, non-teaching staff, principals, and regional directors develop individual and whole-school ICT plans by indicating strengths and areas for growth. The ePotential website provides resources and guidance for using the surveys and continuum as strategic tools to improve teaching and learning over time at individual, school, and statewide levels.
This document discusses how an intra-college portal can enhance the quality of learning in higher education institutions. It defines an intra-college portal as a web-based platform for students, teachers, and administrators within a college to collaborate and share information. The document explores how technologies like discussion forums, blogs, online repositories, and wikis can serve as building blocks for a high-quality learning environment by facilitating asynchronous collaboration. It argues that an intra-college portal allows for more efficient information flow within a college compared to traditional methods, and thus can help ensure overall quality.
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.1Stefano Lariccia
The document discusses quantitative and qualitative criteria for evaluating high-level learning activities of adult learners in the age of the Semantic Web. It addresses what objectives blended learning, e-learning, and web-based learning aim to achieve in different teaching domains. New tools using natural language processing and ontology extraction could provide qualitative assessment of web-based knowledge building and learning activities by analyzing discourse. Interactive evaluation is needed to properly assess online learning effectiveness from both the learner and instructor perspectives.
The document identifies the top ten trends in academic libraries according to the ACRL Research Planning and Review Committee in 2012. The trends include communicating the value of libraries, data curation, digital preservation, shifts in higher education, the growing role of information technology, increasing use of mobile devices, patron-driven e-book acquisition, evolving models of scholarly communication, developing staff to meet new challenges, and changing user behaviors and expectations.
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
Ripple 2010 (Presentation to Chisholm Conference)Warrick Wynne
Warrick Wynne, Director of Learning and Curriculum at Ripple 2010, discusses blended learning and the changing landscape of education. He notes that blended learning combines online and face-to-face instruction, with blended learning being the most effective approach. Wynne also emphasizes that good teaching remains important and that teachers need support through collaboration and professional learning to help students in this changing environment. Technology should serve pedagogy and empower student learning by allowing research, creation, communication and collaboration.
This document discusses the journey of transforming learning and teaching at the University of Northampton. It outlines the university's vision of producing knowledgeable and socially responsible global citizens. It also describes the university's approach of Active Blended Learning (ABL), which integrates in-person and online learning. Some challenges of implementing ABL discussed include changing views on teaching, large class sizes, workload, and developing digital fluency among staff and students. The university addresses these challenges through evidence-based practices, robust support programs for faculty, and emphasizing faculty agency in the transformation process.
Does it Blend? Setting up PD for Common Core #CETPA2015Martin Cisneros
This document provides an overview of professional development for blended learning environments. It discusses the increasing popularity of blended learning models and the need to adapt professional development to reflect new pedagogical approaches. The document outlines challenges in meeting diverse district needs and proposes building blended professional development courses using universal frameworks and standards. Sample course design processes and tools are presented to illustrate how to create effective blended professional learning experiences.
This document discusses the merging of academic skills support and library services at UWE Bristol. It notes the overlap between information literacy and academic skills like critical thinking, note taking, and referencing. UWE delivers both generic and subject-specific academic skills workshops that combine these areas. Librarians at UWE were surveyed and found that most provide sessions combining these topics. Challenges include information overload and not enough time, while opportunities include delivering support at the point of need and team teaching. Tips for success include finding relevant subject material and focusing on one skill per session.
The document discusses learning analytics and its use at the University of Auckland. It provides examples of how several faculty members are using learning analytics to gain insights into student behavior and learning. One example looks at correlations between course access and grades. Another shares past student performance data to help current students evaluate their own progress. A third discusses using analytics to support an established peer mentoring program. The document emphasizes that learning analytics has potential to improve teaching and learning but also comes with challenges around student privacy and making data meaningful for instructors.
The document summarizes the development and use of the Core Competencies for Electronic Resources Librarianship (CCfERLs). It describes how the CCfERLs were created in 2010 based on research identifying competencies sought by employers. Libraries have used the CCfERLs for workflow mapping, creating job descriptions, and identifying training needs. The future of the CCfERLs may include a revision process and further research on their impact on electronic resources roles and education.
Function follows form: the paradigmatic potentialities of recommender systems and the role of paradata in effective user engagement with open education
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.)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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 document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. March 18, 2014
This work is licensed by Galadriel Chilton under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Human TERMS of Engagement
Galadriel Chilton
galadriel.chilton@lib.uconn.edu
Abstract
Only 19% of accredited LIS programs appear to have a course on ERM. Thus, for continued evolution of
online resource management, we need to determine how to share our expertise. This presentation
explores using TERMS and NASIG’s Core Competencies for staff development as well as teaching a
library science course.
As the demand for convenient, accessible, and relevant information access rises while funding remains
flat, it is critical that libraries have the skilled workforce necessary for the extreme stewardship required
to manage online resources.
In this session, the presenter describes using the Techniques of Electronic Resource Management
(TERMS) as a framework for developing an ERM Team and as a blueprint for teaching an online e-
resource management course for University of Wisconsin – Madison SLIS.
Then the presenter will invite participants to discuss the future of e-resource management knowledge
transfer and skill distribution by establishing partnerships with SLIS programs, establishing paid e-
resource management fellowships, or...?
Part of the discussion includes the necessity of, and ideas for, practicing ERM librarians to work with
library administrators not only to ensure adequate staffing for resource management, but also to
encourage and support librarians who teach credit and continuing education courses in collection
development and management for the evolution of skills in this core, but intensely complicated area of
managing all library resources.
2. March 18, 2014
This work is licensed by Galadriel Chilton under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Image Speaking Points
Introduction
As the demand for convenient, accessible, and
relevant information access rises while funding
remains flat, it is critical that libraries have the
skilled workforce necessary for the extreme
stewardship required to manage online
resources.
So, in this session, I’ll be sharing how I’ve used
Techniques of Electronic Resource Management
(TERMS) as a framework for developing an ERM
Team and as a blueprint for teaching an online e-
resource management course for University of
Wisconsin – Madison SLIS.
Then I’d like for us to talk about the future of e-
resource management, knowledge transfer and
skill distribution through means such as…
establishing partnerships with SLIS programs,
establishing paid e-resource management
fellowships, systematic distribution/reskilling of
ERM work amongst current library staff or...?
So, to get started, I’d like to share why this topic
is of such an interest to me…
Not unlike most academic libraries, UConn
spends 75% of their collections budget on
electronic resources – e-books, databases, e-
journal packages, etc.
When I came to UConn in Fall 2011, only 3.25 FTE
worked on managing and acquiring e-resources.
3. March 18, 2014
This work is licensed by Galadriel Chilton under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Image Speaking Points
Now, as of January 2014, there is an official ERM
Team that brings people working on acquisition
and management of e-resources together, and
there are 5.65 FTE managing and acquiring e-
resources. It should be noted though, that
everyone on the team has split responsibilities,
such as 50% subject librarian/50% ERM; 20%
IT/80% ERM. When the team was formed in July
2012, I was the only one with ERM experience.
Now, with the newest team member, two of us
have extensive experience wrangling e-resources.
The fall after the team was formed, I began
teaching an online course for UW Madison’s
School of Library and Information Studies: LIS755
Electronic Resource Management & Licensing.
As I was working to build a team and develop a
course, the primary recurring question I had was:
How in the world do I teach e-resources when
just one e-resource workflow or one day in the
life this work is as chaotic, layered, and scattered
as a Jackson Pollock painting?
Why in 2014 is e-resource management still a
specialized skill set outside of the “collection
development” responsibilities of a subject
librarian at many libraries?
Why does “collection development” for non-ERM
staff remain a term applied primarily to selecting
and submitting orders for print and e-books?
But even a Pollock painting is encased by the
parameters of a canvas so I decided to use the 6
TERMS and NASIG Core Competencies as
frameworks for both team and course
development.
4. March 18, 2014
This work is licensed by Galadriel Chilton under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Image Speaking Points
Team Development: TERMS – reviewed one
TERM per team meeting for six weeks
Teaching:
6 TERMS and my job description are among the
first three course readings for LIS755 in Fall 2012
and 2013.
6 TERMS is the foundation and framework for the
class for the subsequent 1-2 week modules for
each of the TERMS: investigate, acquire,
implement, evaluate, and review.
Team Development: NASIG Core competencies
was used to see what skills people might have
had that they didn’t necessarily associate with
“ERM work.” Also used as part of justification for
training and staff development requests (e.g.
staff shadowing/job sharing with acquisitions
staff, business/technical writing course, SQL/PHP
for work in CORAL).
Teaching: One of the first-week course readings
along with 6 TERMS and my job description.
The response?
Team Development: from my perspective, it was
good to use TERMS and the Core Competencies
and I will be referring back to them during team
retreats and ongoing team development. TERMS
is especially good as a lighthouse for us to help
highlight where we’ve made progress among the
storms and to help show us further obstacles we
need to overcome.
Excellent for communicating with library
administrators.
Teaching: TERMS worked very well as a
framework for the course; however, students
were overwhelmed by the core competencies.
5. March 18, 2014
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<QUOTE>
And this was a student taking an elective course
dedicated to ERM when…
My colleague Chenwei Zhao and I looked at the
course descriptions on websites for ALA
accredited library science programs and also
reviewed jobs ads posted on ALA job list, ERIL-L,
and LIBLICENSE-L between September and
December 2013
For course descriptions, we looked for courses
with e-resource management in the title or
description and we looked at collection
development course descriptions to see if the
description encompassed e-resources, e-
journals/packages, e-books, etc.
For job ads, it was a small sample and short
period of time: 21 ads posted between
September and December 2013. This limited
sample and time period give perspective, but I do
think it would be important to review more ads
6. March 18, 2014
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over a longer period of time for a clearer, more
accurate picture.
Anecdotally, from talking with colleagues in the
field, most perceive that the financial resources
spent on e-resources and work to manage these
collections continues to increase and that the
human resources allocated are not adequate.
Austin we have a problem.
So, if, as the core competencies note that e-
resource librarian positions are not entry level
and potential new librarians interested in e-
resource management librarianship are
overwhelmed by ERM near the end of their
program, and yet we still have 75% percent of
collections budgets going towards e-content….
How are we expanding the pool of human
resources that are willing and able to manage e-
resources?
How do we grow the ERM skill set?
Not only to adequately staff current need, but
also to continue to evolve are work and make
sure that the pool of folks with a core job of ERM
is a vibrant, growing one.
Well, what does the literature say about what
we’re doing…
An ARL Library first posted a position relating to
management of e-resources in 1990. So this work
and e-resource management specific positions
are not new.
7. March 18, 2014
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Anyone want to guess what year these two
quotes were published?
Duranceau, E. F. (2002). Staffing for Electronic
Resource Management: The Results of a Survey.
Serials Review, 28(4), 316–320.
doi:10.1016/S0098-7913(02)00224-1
So, this isn’t a new problem….
In fact it’s in middle school.
Let’s look at the results of the Ithaka survey
results announced last week: “The IthakaS+R
Library Survey 2013 examines strategy and
leadership issues through the eyes of academic
library deans and directors. In fall 2013, we
fielded the Library Survey to the dean or director
of the general or principal library at each four-
year college and university in the United States.
The survey did not include community colleges.
We received 499 responses, or a response rate of
33%.”
Results confirm that well over 50% of materials
8. March 18, 2014
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budgets are on electronic materials.
Confirm the prevalence and focus on electronic.
And that if electronic collections work well,
respondents would be happy to see print
discarded.
As we know, that part about working well
requires human power, and yet…
…the Ithaka survey questions related to functions
of the library only focused on one part of e-
resource acquisitions and management (licensing
e-resources).
9. March 18, 2014
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So, what do we do?
To encourage, support, and not overwhelm
current colleagues and those new to the
profession even if we ourselves are feeling rather
overwhelmed.
It’s going to take all of us.
…and work to evolve ERM as a library
competency rather than just the work of 1-2
people.
Make sure “e-resource manager” is “e-resource
managers” – plural!
We need to work to eliminate – not just bridge -
the delineation between print and electronic
instead of an all-encompassing, robust collection
development view in LIS courses *and* in the
profession that has become our digital divide.
Because with < 60% of collection budgets going
towards e-resources, the entirety of managing e-
collections should be a core library function
rather than a fragile, unsustainable add-on.
10. March 18, 2014
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When I think about e-resource management,
scholarly communication, and now data
management, and digital scholarship/humanities,
it seems like you have many organizations with
the old functions as part of a core structure and
instead re-skilling/changing/transitioning the
whole structure, little pieces of Legos are added
around the edges. Now I love Legos, they are
quite strong, and you can do a heck of a lot with
them, but you can't continue adding around the
edges without unfortunate consequences like
divisions, chasms, and silos wreaking havoc
amongst the human architecture of a library.
Some ideas…
Establishing partnerships with SLIS
programs, establishing paid e-resource
management fellowships*
Practicing ERM librarians work with
library administrators not only to ensure
adequate staffing for resource
management, but also,
Encourage and support librarians who
teach credit and continuing education
courses in collection development and
management for the evolution of
resource management skills.
Make sure that when it comes to
strategic surveys of library functions
that all pieces of resource management
that require human resources are
represented not just one segment such
as licensing.
*However, librarians need to look at their own
structure, their core functions, their staffing and
reskill, reallocate human resources to match
needs and not rely on LIS programs and new
librarians to bear the yolk of evolving the library.
Those are just a couple of ideas…
11. March 18, 2014
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So that one seed at a time, we end up with a
whole library - instead of just one or two in the
field – understanding the work and managing all
of the libraries’ resources.
But what else can/should we do?
It’s time to start this conversation and then work
towards change even if it is slow.
Thank you for attending this last session of they
day, and I’d also like to give a shout-out of
appreciation to my colleague Chenwei Zhao for
her work with me on collecting information for
this project and the Library Society of the World
(LSW) for always being a great place to share
thoughts, get feedback and incubate ideas.
Without Chenwei and LSW this presentation
wouldn’t exist.