This presentation was provided by Daniel Tracy of the University of Illinois at Urbana Champaign during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
This presentation was provided by Rachel Vacek of the University of Michigan during the NISO webinar, Library as Publisher, Part Two, held on March 14, 2018.
This presentation was provided by Salwa Ismail of Georgetown University during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Participants will be able to:
Describe the different types of e-resource
Contrast their features and functionality
Describe the different access routes for electronic resources
Identify some of the access options available within developing countries
Access scholarly electronic resources
1) E-book collections are a large part of many library collections but can be difficult for users to discover due to lack of metadata and disconnected management systems.
2) New opportunities exist to improve e-book discovery through unified knowledgebases, automated metadata feeds from publishers, and direct integration between knowledgebases and discovery services.
3) Libraries can benefit from reduced manual effort in managing e-book holdings and more timely access to e-books in discovery systems through automated processes for updating title lists and status changes.
Meeting the e-resources challenge through collaboration: an OCLC perspective ...NASIG
Libraries have been evolving their methods and approaches to managing the increasing range and number of electronic collections; however, much of the technology that has been developed to support this evolution involves the use of closed, disparate systems that each supports a single aspect of electronic resource management. At this session, OCLC staff and experts from member libraries will look at specific challenges of the e-resource management life cycle and share their perspectives about the opportunities to simplify and streamline processes at each step of the workflowselect, acquire, describe, discover, access and renew.
Particular focus will be given to the potential for libraries (and providers) to share data, tools and processes within OCLC's suite of WorldShare applications. These include: working with publishers to provide comprehensive, timely, good quality, reusable metadata to drive the discovery and usage of electronic resources; providing APIs that foster the development of functional enhancements that benefit everyone; working with a range of partners to embed metadata about, and drive discovery of, library collections in the sites and tools where users start their search.
OCLC is a worldwide cooperative of more than 16,000 libraries, archives and museums, working with members to provide a range of cloud-based, cooperative services that manage the complete library management life cycleOCLC WorldShare. OCLC's unique community-led approach to cataloging has resulted in widespread acknowledgment of the richness and accuracy of libraries' metadata. We are now applying this approach to the description, management and discovery of electronic resources.
By offering applications that address acquisitions, link resolution, authentication, license management, discovery, metadata synchronization and analyticson an open, shared platformOCLC is working with libraries to share the work of managing and delivering licensed resources with services that streamline and automate critical functions at every step of the library's workflow.
Presenters:
Maria Collins
Head, Acquisitions and Discovery, North Carolina State University
Rene Erlandson
Director of Virtual Services, University of Nebraska Omaha
Jill Fluvog
Director of eSolutions, OCLC
Dawn Hale
Head of Technical Services, Johns Hopkins University
Andrew Pace
Executive Director for Networked Library Services, OCLC
This document discusses efforts by a research librarian at City University London to improve digital literacy support for researchers. The librarian conducted a questionnaire that informed the development of a Library Researcher Development Programme. A blog and case study resource were also created. Based on researcher feedback, workshops were held on topics like using social media and open access publishing. The librarian is now conducting further research to identify factors influencing researchers' digital literacy in order to guide future instruction. The conclusion emphasizes engaging researchers and using their work to enhance information literacy support through research-based practice.
CARL ABRC social media environmental scan 2011CARLsurvey2010
The document summarizes the findings of a 2011 environmental scan of social media usage at 29 Canadian academic libraries that are members of CARL/ABRC. It was found that the most commonly used social media tools were blogs, Facebook, Twitter, social bookmarking tools, wikis, and multimedia sharing sites. Usage varied significantly between institutions and regions. The scan aimed to identify best practices and explore why some libraries had abandoned initial social media projects. Five libraries had hired emerging technology librarians to lead social media efforts.
This document presents a preliminary analysis of survey results from approximately 400 Canadian academic librarians regarding their use of social media. Some key findings include: 68% of respondents have advanced knowledge of social media; common tools used include blogs, RSS feeds, and video sharing; Twitter and Second Life are used less; and most felt basic social media knowledge and understanding its role in scholarly communication were high priorities for librarians. The full report will provide additional analysis of trends in responses.
This presentation was provided by Rachel Vacek of the University of Michigan during the NISO webinar, Library as Publisher, Part Two, held on March 14, 2018.
This presentation was provided by Salwa Ismail of Georgetown University during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Participants will be able to:
Describe the different types of e-resource
Contrast their features and functionality
Describe the different access routes for electronic resources
Identify some of the access options available within developing countries
Access scholarly electronic resources
1) E-book collections are a large part of many library collections but can be difficult for users to discover due to lack of metadata and disconnected management systems.
2) New opportunities exist to improve e-book discovery through unified knowledgebases, automated metadata feeds from publishers, and direct integration between knowledgebases and discovery services.
3) Libraries can benefit from reduced manual effort in managing e-book holdings and more timely access to e-books in discovery systems through automated processes for updating title lists and status changes.
Meeting the e-resources challenge through collaboration: an OCLC perspective ...NASIG
Libraries have been evolving their methods and approaches to managing the increasing range and number of electronic collections; however, much of the technology that has been developed to support this evolution involves the use of closed, disparate systems that each supports a single aspect of electronic resource management. At this session, OCLC staff and experts from member libraries will look at specific challenges of the e-resource management life cycle and share their perspectives about the opportunities to simplify and streamline processes at each step of the workflowselect, acquire, describe, discover, access and renew.
Particular focus will be given to the potential for libraries (and providers) to share data, tools and processes within OCLC's suite of WorldShare applications. These include: working with publishers to provide comprehensive, timely, good quality, reusable metadata to drive the discovery and usage of electronic resources; providing APIs that foster the development of functional enhancements that benefit everyone; working with a range of partners to embed metadata about, and drive discovery of, library collections in the sites and tools where users start their search.
OCLC is a worldwide cooperative of more than 16,000 libraries, archives and museums, working with members to provide a range of cloud-based, cooperative services that manage the complete library management life cycleOCLC WorldShare. OCLC's unique community-led approach to cataloging has resulted in widespread acknowledgment of the richness and accuracy of libraries' metadata. We are now applying this approach to the description, management and discovery of electronic resources.
By offering applications that address acquisitions, link resolution, authentication, license management, discovery, metadata synchronization and analyticson an open, shared platformOCLC is working with libraries to share the work of managing and delivering licensed resources with services that streamline and automate critical functions at every step of the library's workflow.
Presenters:
Maria Collins
Head, Acquisitions and Discovery, North Carolina State University
Rene Erlandson
Director of Virtual Services, University of Nebraska Omaha
Jill Fluvog
Director of eSolutions, OCLC
Dawn Hale
Head of Technical Services, Johns Hopkins University
Andrew Pace
Executive Director for Networked Library Services, OCLC
This document discusses efforts by a research librarian at City University London to improve digital literacy support for researchers. The librarian conducted a questionnaire that informed the development of a Library Researcher Development Programme. A blog and case study resource were also created. Based on researcher feedback, workshops were held on topics like using social media and open access publishing. The librarian is now conducting further research to identify factors influencing researchers' digital literacy in order to guide future instruction. The conclusion emphasizes engaging researchers and using their work to enhance information literacy support through research-based practice.
CARL ABRC social media environmental scan 2011CARLsurvey2010
The document summarizes the findings of a 2011 environmental scan of social media usage at 29 Canadian academic libraries that are members of CARL/ABRC. It was found that the most commonly used social media tools were blogs, Facebook, Twitter, social bookmarking tools, wikis, and multimedia sharing sites. Usage varied significantly between institutions and regions. The scan aimed to identify best practices and explore why some libraries had abandoned initial social media projects. Five libraries had hired emerging technology librarians to lead social media efforts.
This document presents a preliminary analysis of survey results from approximately 400 Canadian academic librarians regarding their use of social media. Some key findings include: 68% of respondents have advanced knowledge of social media; common tools used include blogs, RSS feeds, and video sharing; Twitter and Second Life are used less; and most felt basic social media knowledge and understanding its role in scholarly communication were high priorities for librarians. The full report will provide additional analysis of trends in responses.
Therapy for your CMS: Improving the User ExperienceRachel Vacek
In web design, much of user experience design is focused on the needs and expectations of end-users. However, when developing within an open-source content management system (CMS), it becomes essential to also consider those who will be using the CMS.At the University of Houston Libraries, the Web Services department learned how essential it is to balance usability and functionality when developing a CMS after they really started using and getting feedback on their over-engineered intranet implementation in Drupal.This talk will include lessons learned from our initial mistakes, but focus primarily on the challenges and successes of the CMS built for the Libraries’ website and the methods we used for engaging users to help determine the initial direction for the development of the CMS. Attendees will leave with ideas on how to simultaneously provide flexibility and advanced tools to improve the user experience and apply “therapy” to their own CMS implementations. Background article: Improving the Drupal User Experience, http://journal.code4lib.org/articles/4578
Measuring Anonymity in Academic Virtual Referencekslovesbooks
Kristin Grabarek Roper and I presented this information as a poster session at the American Library Association's Annual Conference 2012. We hope that other librarians, academic and otherwise, may choose to adapt our methods to measure anonymity and assess identity at their institutions.
Impact the UX of Your Website with Contextual InquiryRachel Vacek
A contextual inquiry is a research study that involves in-depth interviews where users walk through common tasks in the physical environment in which they typically perform them. It can be used to better understand the intents and motivations behind user behavior. In this session, learn what’s needed to conduct a contextual inquiry and how to analyze the ethnographic data once collected. We'll cover how to synthesize and visualize your findings as sequence models and affinity diagrams that directly inform the development of personas and common task flows. Finally, learn how this process can help guide your design and content strategy efforts while constructing a rich picture of the user experience.
Web-Scale Discovery: Post ImplementationRachel Vacek
Discovery services provide users a single
search box to access a library’s entire prei-ndexed collection. Representatives from
two academic libraries serving different
user populations will discuss marketing,
instructing users, evaluating the product,
and maintaining the resource after a
discovery service is implemented
Presentation by Lynn Silipigni Connaway - June 2009, Glasgow University Library: "The library is a good source if you have several months": making the library more accessible
The Mobile Playground: Can Databases and iPads Play Nice?onlinenw
This study examined how seven major database vendors functioned on iPad tablets. The researchers tested four areas of functionality: presentation of pages, access to multimedia content, database-specific tools, and ability to email full text. Overall, databases worked well on iPads, though some had issues with emailing full text or using Flash or Java features. While most databases did not require separate apps, apps from vendors could be useful for instruction. The researchers concluded that with some workarounds, databases and iPads can generally have good functionality for student and instructional use.
This document discusses the challenges that academic librarians face in keeping up with changing formats of information resources and teaching students how to use them. It notes how resources have shifted from physical to virtual and the proliferation of online databases, ebooks, and media in different formats. It also explores students' increasing reliance on tools like Google, Wikipedia, and social media for research and how this poses challenges and opportunities for librarians in information literacy instruction.
Building and managing the scientific electronic collections for a new SciTech...Rindra Ramli
Electronic resources have evolved to become one of the most important resources within the library’s collection. The growths of these resources and the players involved within this area have provided library users with another alternative to obtain information. When implemented correctly with library assistance (library trainings, reference consultations and so forth), library users can access these electronic resources anywhere in the world with relative ease as long as there is an internet connection. Geographic barriers are no longer an issue and information can be obtained in a just-in-time manner. This paper describes how KAUST library built its electronic resources and how they grew into what it is today. Issues such as manpower, expertise level, budget, ERM tools, library-vendor relations and library-user communication will also be elaborated in the paper. Despite its drawbacks, KAUST library has managed to overcome most of them and strived to improve certain areas of concern. The paper will also describe the library’s ERM future directions and strategic planning. KAUST University was opened in September 2009 and it started out with its first cohort of 800 graduate students (25% female) taught by 100 faculties. The main areas of study focus on science and engineering divisions consisting mainly of: Mathematics and Computer Science, Physical Sciences and Life Sciences. From a demographic snapshot taken in 2010, 36% of the student body came from Saudi Arabia and the Middle East, 34% from Asia, 21% from Americas, 5% from Europe and 4% from Africa (alZahrani, R. , Branin, J. and Yi , 2012). The university library, when first started, had about 10 staff. The library is known to have a “state-of-the-art learning and information resource center supporting graduate education and advanced scientific research” (KAUST, 2010). The library subscribed to major science databases, electronic journals and books. It also offers a myriad of services from document delivery requests, textbook services, reference assistance and library trainings and consultations just to name a few.
Assessing Your Library Website: Using User Research Methods and Other ToolsRachel Vacek
This is a presentation given to the Oklahoma chapter of the Association of College and Research Libraries. It's about using web analytics and content audits as well as a variety of user research methods to better understand your users and assess and improve your website.
Selecting implementing and teaching a web scale discovery toolChris Sweet
In the fall of 2010, Illinois Wesleyan University reviewed all the major web-scale discovery tools available to libraries. We chose to be a beta-test site for EBSCO’s Discovery Service (EDS) and conducted usability testing with students. We eventually purchased EDS and did a full roll-out this past fall semester.
This presentation will address the philosophy behind web-scale discovery along with our experiences regarding selection, testing, implementation, evaluation, and teaching. The presentation will also include live search demonstrations using Wesleyan’s EDS interface.
Changing user behavior on the web poses challenges for developing online information literacy tools. Research shows that users have poor understanding of their information needs, difficulties evaluating long search results, and unsophisticated mental maps of the internet. Younger users in particular spend little time evaluating information and have become reliant on search engines like Google over library resources. Developing tools requires addressing issues like entrenched habits, lack of skills training, and preference for familiar search interfaces.
1) Librarians at Weill Cornell Medicine-Qatar developed an interactive e-learning module to engage medical students during a primary care clerkship library instruction session.
2) The module used a clinical scenario and narrative format with animations, visuals, and interactivity.
3) Student feedback found the module to be more engaging than traditional lectures and highlighted learning about medical resources, though some wanted faster pacing or greater challenge.
Electronic Resources Workflows: Three ApproachesTina Beis
Presentation at the Ohio Valley Group of Technical Services Librarians 2017.
Managing and coordinating the multifaceted steps involved in the electronic resource lifecycle in a transparent and effective method can be a challenging aspect of librarianship. This presentation will cover the workflow processes and collaborative efforts involved in: investigation of new resources, acquisitions & licensing, access, support, evaluation and renewal decisions from a unique perspective of three institutions of varying sizes and types. The presenters will discuss their shared work history in coordinating the electronic resources workflow at Capital University, a small private four-year college, as well as their current respective roles at Union Institute and University, a small private nonprofit university specializing in distance learning and The University of Toledo, a large public university with a health science campus. The presentation will conclude with best practices and will highlight some challenging issues we have encountered such as, working with limited staff and administration, large-scale ILS and discovery changes, and budgetary concerns.
Teaching with WorldCat Local: What's Different?kslovesbooks
At the LOEX 2011 conference, Meg Grotti and Karen Sobel presented a discussion on teaching with the WorldCat Local library catalog discovery layer. Their presentation focused on honestly laying out the benefits and challenges of teaching with WCL, and ideas for making teaching better.
The final slide of this presentation links to a group for library instructors who teach with WorldCat Local (or those who are interested in this topic). Viewers are welcome to join.
NOTE: Slide captions are available here: http://www.slideshare.net/kslovesbooks/teaching-with-worldcat-local-whats-different-slide-captions
Open Badges Open Doors - Digital Workshopmeggiewright
Meggie Wright, Oregon State University
Nate Otto, Indiana University
The Mozilla Foundation’s Open Badges are a new technology that makes it possible for anyone to issue, earn, and display proof of an educational achievement. Open Badges are digital tokens, like merit badges you might receive in the real world. They can be displayed on websites, job sites, and social media. Badges can be used to tell a clear, verifiable story about learning accomplishments, something that degrees and resumes often fail to do. Badges are shaking up education wherever and whenever learning happens, including in libraries. In this digital workshop, find out how badges work, set up a “backpack,” earn your first badge, and think about how this technology may impact our institutions’ roles in the learning ecosystem.
The modern library web environment consists of multiple content sources and applications that perform essential functions that often overlap and could potentially create a fractured user experience. For example, content in a library’s Drupal website may be replicated in LibGuides or WordPress blogs. Search functionality in a discovery platform may be replicated in a federated search tool or the ILS OPAC. This presentation provides tips, tackles technical and political challenges to building a single web experience for users, discusses solutions and use of APIs (application programming interfaces), provides concrete examples, and more.
This presentation provides samples of the following educational electronic resources:
*Dictionaries and Thesaurus
*Encyclopedia and Wikis
*Video Website
Entering the World of Online Collaboration: A Case Study of Librarians on Eth...Amy Donahue
The presentation I gave at MLA 2010 in Washington, DC on EthicShare.org. Includes some background information, screenshots, and the results of a bioethics librarian survey.
Digital Commons Institutional Repository: Roles for Library LiaisonsSammie Morris
The document discusses plans to launch an institutional repository (IR) called DigiNole Commons at Florida State University to promote open access of scholarly works. A task force was established to raise faculty awareness of open access. The IR will use Digital Commons software and be managed by a library implementation team. It will contain works like faculty research, teaching materials, theses/dissertations, and department publications. The goals are to increase visibility of FSU research and save costs. Library liaisons will promote the IR and help faculty contribute works.
Post graduate students behavior and Attitude Towards the Use of E-books in Eg...Mohie Ismail
This study aimed to understand postgraduate students' attitudes towards using e-books in Egypt. A survey was conducted with 100 postgraduate students. The findings showed that most students had used e-books before and found the experience generally successful. While some students preferred print books due to difficulties reading or navigating e-books, most felt it was important for course texts to be electronically available. The literature reviewed found students prefer print for leisure reading but e-books for quick reference, while advantages include searchability and access anywhere.
This document summarizes a presentation comparing the ebrary and Scholars Portal e-book platforms from the perspective of undergraduate students. A survey of 20 undergraduate students found that they preferred features like unlimited copying and downloading, annotation tools, and compatibility with mobile devices. They also wanted less clicks to access pages and integration of course textbooks and reserves. The platforms were compared on search features, usability, and citation tools. Future research ideas included experiments with e-book readers and accessibility features for students with special needs.
Therapy for your CMS: Improving the User ExperienceRachel Vacek
In web design, much of user experience design is focused on the needs and expectations of end-users. However, when developing within an open-source content management system (CMS), it becomes essential to also consider those who will be using the CMS.At the University of Houston Libraries, the Web Services department learned how essential it is to balance usability and functionality when developing a CMS after they really started using and getting feedback on their over-engineered intranet implementation in Drupal.This talk will include lessons learned from our initial mistakes, but focus primarily on the challenges and successes of the CMS built for the Libraries’ website and the methods we used for engaging users to help determine the initial direction for the development of the CMS. Attendees will leave with ideas on how to simultaneously provide flexibility and advanced tools to improve the user experience and apply “therapy” to their own CMS implementations. Background article: Improving the Drupal User Experience, http://journal.code4lib.org/articles/4578
Measuring Anonymity in Academic Virtual Referencekslovesbooks
Kristin Grabarek Roper and I presented this information as a poster session at the American Library Association's Annual Conference 2012. We hope that other librarians, academic and otherwise, may choose to adapt our methods to measure anonymity and assess identity at their institutions.
Impact the UX of Your Website with Contextual InquiryRachel Vacek
A contextual inquiry is a research study that involves in-depth interviews where users walk through common tasks in the physical environment in which they typically perform them. It can be used to better understand the intents and motivations behind user behavior. In this session, learn what’s needed to conduct a contextual inquiry and how to analyze the ethnographic data once collected. We'll cover how to synthesize and visualize your findings as sequence models and affinity diagrams that directly inform the development of personas and common task flows. Finally, learn how this process can help guide your design and content strategy efforts while constructing a rich picture of the user experience.
Web-Scale Discovery: Post ImplementationRachel Vacek
Discovery services provide users a single
search box to access a library’s entire prei-ndexed collection. Representatives from
two academic libraries serving different
user populations will discuss marketing,
instructing users, evaluating the product,
and maintaining the resource after a
discovery service is implemented
Presentation by Lynn Silipigni Connaway - June 2009, Glasgow University Library: "The library is a good source if you have several months": making the library more accessible
The Mobile Playground: Can Databases and iPads Play Nice?onlinenw
This study examined how seven major database vendors functioned on iPad tablets. The researchers tested four areas of functionality: presentation of pages, access to multimedia content, database-specific tools, and ability to email full text. Overall, databases worked well on iPads, though some had issues with emailing full text or using Flash or Java features. While most databases did not require separate apps, apps from vendors could be useful for instruction. The researchers concluded that with some workarounds, databases and iPads can generally have good functionality for student and instructional use.
This document discusses the challenges that academic librarians face in keeping up with changing formats of information resources and teaching students how to use them. It notes how resources have shifted from physical to virtual and the proliferation of online databases, ebooks, and media in different formats. It also explores students' increasing reliance on tools like Google, Wikipedia, and social media for research and how this poses challenges and opportunities for librarians in information literacy instruction.
Building and managing the scientific electronic collections for a new SciTech...Rindra Ramli
Electronic resources have evolved to become one of the most important resources within the library’s collection. The growths of these resources and the players involved within this area have provided library users with another alternative to obtain information. When implemented correctly with library assistance (library trainings, reference consultations and so forth), library users can access these electronic resources anywhere in the world with relative ease as long as there is an internet connection. Geographic barriers are no longer an issue and information can be obtained in a just-in-time manner. This paper describes how KAUST library built its electronic resources and how they grew into what it is today. Issues such as manpower, expertise level, budget, ERM tools, library-vendor relations and library-user communication will also be elaborated in the paper. Despite its drawbacks, KAUST library has managed to overcome most of them and strived to improve certain areas of concern. The paper will also describe the library’s ERM future directions and strategic planning. KAUST University was opened in September 2009 and it started out with its first cohort of 800 graduate students (25% female) taught by 100 faculties. The main areas of study focus on science and engineering divisions consisting mainly of: Mathematics and Computer Science, Physical Sciences and Life Sciences. From a demographic snapshot taken in 2010, 36% of the student body came from Saudi Arabia and the Middle East, 34% from Asia, 21% from Americas, 5% from Europe and 4% from Africa (alZahrani, R. , Branin, J. and Yi , 2012). The university library, when first started, had about 10 staff. The library is known to have a “state-of-the-art learning and information resource center supporting graduate education and advanced scientific research” (KAUST, 2010). The library subscribed to major science databases, electronic journals and books. It also offers a myriad of services from document delivery requests, textbook services, reference assistance and library trainings and consultations just to name a few.
Assessing Your Library Website: Using User Research Methods and Other ToolsRachel Vacek
This is a presentation given to the Oklahoma chapter of the Association of College and Research Libraries. It's about using web analytics and content audits as well as a variety of user research methods to better understand your users and assess and improve your website.
Selecting implementing and teaching a web scale discovery toolChris Sweet
In the fall of 2010, Illinois Wesleyan University reviewed all the major web-scale discovery tools available to libraries. We chose to be a beta-test site for EBSCO’s Discovery Service (EDS) and conducted usability testing with students. We eventually purchased EDS and did a full roll-out this past fall semester.
This presentation will address the philosophy behind web-scale discovery along with our experiences regarding selection, testing, implementation, evaluation, and teaching. The presentation will also include live search demonstrations using Wesleyan’s EDS interface.
Changing user behavior on the web poses challenges for developing online information literacy tools. Research shows that users have poor understanding of their information needs, difficulties evaluating long search results, and unsophisticated mental maps of the internet. Younger users in particular spend little time evaluating information and have become reliant on search engines like Google over library resources. Developing tools requires addressing issues like entrenched habits, lack of skills training, and preference for familiar search interfaces.
1) Librarians at Weill Cornell Medicine-Qatar developed an interactive e-learning module to engage medical students during a primary care clerkship library instruction session.
2) The module used a clinical scenario and narrative format with animations, visuals, and interactivity.
3) Student feedback found the module to be more engaging than traditional lectures and highlighted learning about medical resources, though some wanted faster pacing or greater challenge.
Electronic Resources Workflows: Three ApproachesTina Beis
Presentation at the Ohio Valley Group of Technical Services Librarians 2017.
Managing and coordinating the multifaceted steps involved in the electronic resource lifecycle in a transparent and effective method can be a challenging aspect of librarianship. This presentation will cover the workflow processes and collaborative efforts involved in: investigation of new resources, acquisitions & licensing, access, support, evaluation and renewal decisions from a unique perspective of three institutions of varying sizes and types. The presenters will discuss their shared work history in coordinating the electronic resources workflow at Capital University, a small private four-year college, as well as their current respective roles at Union Institute and University, a small private nonprofit university specializing in distance learning and The University of Toledo, a large public university with a health science campus. The presentation will conclude with best practices and will highlight some challenging issues we have encountered such as, working with limited staff and administration, large-scale ILS and discovery changes, and budgetary concerns.
Teaching with WorldCat Local: What's Different?kslovesbooks
At the LOEX 2011 conference, Meg Grotti and Karen Sobel presented a discussion on teaching with the WorldCat Local library catalog discovery layer. Their presentation focused on honestly laying out the benefits and challenges of teaching with WCL, and ideas for making teaching better.
The final slide of this presentation links to a group for library instructors who teach with WorldCat Local (or those who are interested in this topic). Viewers are welcome to join.
NOTE: Slide captions are available here: http://www.slideshare.net/kslovesbooks/teaching-with-worldcat-local-whats-different-slide-captions
Open Badges Open Doors - Digital Workshopmeggiewright
Meggie Wright, Oregon State University
Nate Otto, Indiana University
The Mozilla Foundation’s Open Badges are a new technology that makes it possible for anyone to issue, earn, and display proof of an educational achievement. Open Badges are digital tokens, like merit badges you might receive in the real world. They can be displayed on websites, job sites, and social media. Badges can be used to tell a clear, verifiable story about learning accomplishments, something that degrees and resumes often fail to do. Badges are shaking up education wherever and whenever learning happens, including in libraries. In this digital workshop, find out how badges work, set up a “backpack,” earn your first badge, and think about how this technology may impact our institutions’ roles in the learning ecosystem.
The modern library web environment consists of multiple content sources and applications that perform essential functions that often overlap and could potentially create a fractured user experience. For example, content in a library’s Drupal website may be replicated in LibGuides or WordPress blogs. Search functionality in a discovery platform may be replicated in a federated search tool or the ILS OPAC. This presentation provides tips, tackles technical and political challenges to building a single web experience for users, discusses solutions and use of APIs (application programming interfaces), provides concrete examples, and more.
This presentation provides samples of the following educational electronic resources:
*Dictionaries and Thesaurus
*Encyclopedia and Wikis
*Video Website
Entering the World of Online Collaboration: A Case Study of Librarians on Eth...Amy Donahue
The presentation I gave at MLA 2010 in Washington, DC on EthicShare.org. Includes some background information, screenshots, and the results of a bioethics librarian survey.
Digital Commons Institutional Repository: Roles for Library LiaisonsSammie Morris
The document discusses plans to launch an institutional repository (IR) called DigiNole Commons at Florida State University to promote open access of scholarly works. A task force was established to raise faculty awareness of open access. The IR will use Digital Commons software and be managed by a library implementation team. It will contain works like faculty research, teaching materials, theses/dissertations, and department publications. The goals are to increase visibility of FSU research and save costs. Library liaisons will promote the IR and help faculty contribute works.
Post graduate students behavior and Attitude Towards the Use of E-books in Eg...Mohie Ismail
This study aimed to understand postgraduate students' attitudes towards using e-books in Egypt. A survey was conducted with 100 postgraduate students. The findings showed that most students had used e-books before and found the experience generally successful. While some students preferred print books due to difficulties reading or navigating e-books, most felt it was important for course texts to be electronically available. The literature reviewed found students prefer print for leisure reading but e-books for quick reference, while advantages include searchability and access anywhere.
This document summarizes a presentation comparing the ebrary and Scholars Portal e-book platforms from the perspective of undergraduate students. A survey of 20 undergraduate students found that they preferred features like unlimited copying and downloading, annotation tools, and compatibility with mobile devices. They also wanted less clicks to access pages and integration of course textbooks and reserves. The platforms were compared on search features, usability, and citation tools. Future research ideas included experiments with e-book readers and accessibility features for students with special needs.
The Current State of E-Books in Academic Libraries: A North American PerspectiveMichael Levine-Clark
Levine-Clark, Michael, “The Current State of E-Books in Academic Libraries: A North American Perspective,” Invited. Emerging Trends in Digital Publishing and the Digital Library, National Taiwan University Library, Taipei, January 8, 2013.
學術圖書館之電子書現況
The Current State of eBooks in Academic Libraries
Professor Michael Levine-Clark, 美國丹佛大學圖書館學術交流與典藏服務部門主任
http://www.lib.ntu.edu.tw/events/2013_CALAB/
Library Simplified Library/eBook User and Non User Surveyjamesenglish
This survey sumarizes the differences between users and non users of libraries with regard to eBooks. The purpose of the survey was to inform the product development team of a library eBook Reader.
This document provides an overview of electronic resources, including their definition, characteristics, benefits, and lifecycle. Some key points:
- Electronic resources have revolutionized information dissemination by facilitating easy search and retrieval of information through networks and the internet from any location.
- They allow for remote access, simultaneous use by multiple users, and interaction between authors/publishers and users. Benefits include convenience, savings in physical space and costs, and improved accessibility.
- However, e-resources also face drawbacks like requiring compatible devices and software, and potential hardware or software failures interrupting access.
- The lifecycle of an e-resource involves discovery, trial access, selection, acquisition, providing access
Libraries are increasingly offering digital downloads of ebooks and audiobooks through services like Overdrive. To support patrons, libraries provide:
1) One-on-one help to walk patrons through the downloading process, answer questions, and demonstrate steps.
2) Classes to teach multiple patrons how to download from the digital catalog at once while answering questions.
3) Customized handouts with basic downloading steps tailored for specific devices to help patrons learn independently.
4) Staff training through hands-on experience with devices, checking out digital books, and getting familiar with the downloading process to better help patrons.
Gopal Dutta - Collaboration is the key: working as part of a team to organise...sherif user group
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How to talk to your users about why eBooks are terrible.
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Presented at ER&L 2014
Austin, Texas
Jacqueline Whyte Appleby & Meghan Ecclestone
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This presentation was provided by George Kerscher of Benetech during the NISO event "Making Content Accessible: How Can Publishers and Libraries Better Satisfy the Obligation?" The virtual conference took place on May 13, 2020.
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Textbook affordability is there a role for the libraryNASIG
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2. The survey found that most readers still prefer printed books over e-books, citing reasons like easy access to specify books and poor effects on eyesight from e-books.
3. However, e-books were seen as becoming more of a trend, bringing convenience through easy access while also enhancing competition between publishers.
This presentation reviews accessibility challenges, why accessibility matters, and promote the idea of having an accessibility mindset. It covers some best practices and how to use them, accessibility checkers, accessibility considerations for different document types such as PDF, Epub, etc., and resources and training options.
Rapid progress in information technology and electronic communications in the last few decades have profound impact on the way we gather, store, disseminate and consume information. Methodologies and tools for converting information to knowledge have also been very successful. All these have put a lot of pressure on traditional content storehouses like libraries to harness the new technologies for the benefits of their users.
Since Universities around the world own most of these libraries, they have been trying to embrace these newer technologies and have devised suitable methods that are beneficial to their users. They have created a new category of content called e-resources out of all forms of electronic documents and media. In the last few years, investments in these e-resources have increased many folds. Groups of universities have come together to collaboratively address the situation. In many cases, including India, Governments have also funded much of these efforts.
There are parallel efforts of creating additional knowledge resources by individuals for the consumption of individuals. In fact, the volume of effort in this area has been so large that lot of younger people are beginning to break away from traditional library and university system and greatly depend on these open sources. Proliferation of sources like Google, YouTube, Edx, Moocs and ResearchGate have been nothing short of explosive and has perhaps created the largest knowledge democracy.
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Presentation given as part of a workshop on tablet opportunities for the publication of digital scholarly editions at DiXiT Camp 3 in Boras University, Sweden, February 2015
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So Many Interfaces, So Little Time: The user experience of ebooks in an Academic Context
1. So Many Interfaces, So
Little Time: The User
Experience of Ebooks in
an Academic Context
Daniel Tracy (@dtracy2)
Information Sciences and Digital Humanities Librarian
University of Illinois at Urbana-Champaign
2. Background
• Locally: investment in ebooks, but some prior evidence of disinterest
by distance students.
• Issues in research
• often abstract in treatment of preference for “ebooks”, or using one platform
or reader as a proxy for ebook reading in general even though the ebook
environment in higher education is much more heterogeneous, but some
evidence that platform usability and affordances affects usage (Olney-Zide
and Eiford, 2015).
• usage studies often translate use to satisfaction or desire without accounting
for lack of choice.
• “using” ebooks vs. “reading” print books (Appleton, 2004; Staiger, 2012)
• ebook user types: book lovers, technophiles, pragmatists, and printers
(Shrimplin, et al, 2011, 2012)
• How big of an issue is avoidance? How do users make do? How can
we make their workflows and actual uses easier?
3. Questions
• What workflows do users have for ebook reading for their academic
work?
• How do people deal with problems in ebook interfaces?
• What do they do when their preference for one format conflicts with what is
available?
• How do these issues affect distance students vs on campus students?
• What makes for good ebook or e-reader design with these thingsin
mind?
4. Context: Academic vs Pleasure Reading
• Focus on context of reading and tasks.
• Less interest in discipline, which may affect overall rate of uptake of
and attitudes towards ebooks but seems to have less impact on the
range of ways people use ebooks.
• Academic reading here may have aspects in common with other kinds
of work-related reading, although there are some differences in terms
of the nature of requirements.
5. Context: Population
Graduates students at the School of Information Sciences
• Library and Information Science, Information Management
• Various disciplinary backgrounds and trajectories
• On campus and distance students
• Good mix of people highly attached to print and those eager to adopt new
technologies
• Opportunities to see workflows of people who might be enthusiastic about
ebooks, but also people who have to use them even though they don’t like
them.
6. Context: Collections
University of Illinois: large R1, ebooksin every flavor
• big packages
• title-by-title
• many academic OA titles in catalog (i.e. from OAPEN, Knowledge
Unlatched, OERs)
• for information sciences call number ranges, 38+ platforms with at least one
related ebook, with >90% accounted for by 12 platforms, >50% by 3
platforms.
7. Context: Range of Platform Models
• Find book,download desired chapters or whole book. Read offline in
e or print out.
• Book in browser with moderate DRM, varying seat caps. Limitations
on downloading and printing sections may break up some chapters.
• Book in browser with heavy DRM. Printing/downloadingnearly
impossible.
8. Methods
• Qualitative dive (62 participants)
• Ebook “diaries” tracking uses of ebooks, and times ebooks were avoided
• Interviews, focus groups
• Follow-up survey to all students in the program (162 participants)
9. Behaviors
• Avoiding (choosing not to use): 1/3 participants chose not to read an
ebook at least once—either going for a print copy, another title, or just
opting out.Avoidances accounted for 1 in 6 diary entries.
• Half of avoided ebooks were e-textbooks.
• Abandoning (after starting to use): in 7.5% of diary reports on using
an ebook, students stopped reading the book early because of usability
problems.
10. Behaviors
• The “quick dip”: best use for the browser interface
• 36.9% of uses were 15 minutes or less
• Downloading and (rarely) printing: 17.4% of use cases included a
download; only 3.2% included printing.
• Overall similar use cases: timeshifting, extended reading, highlighting,
annotations.
• Distinguished by preference for difficult reading (printing) and using multiple
times (downloaded copy).
11. Behaviors
• Used multiple e-derived formats: 20% of use diaries
• Use AND read
• Co-use with print: a print copy was used before, after, or at the same
time as the ebook copy in 20.2% of use diaries.
• Print came first more often than the ebook did in diary reports.
12. Interface, Formats, Devices
• Isolation and control of text vs. appreciation for maintaining the page
• Portability is king, browsers are of limited (but real!) utility
• Ebook users face a stack of interfaces, not one
• Browsers, file formats, devices, apps on devices
• Nobody wants to use a publisher/platform specific app
• People found Adobe Digital Editions (used for DRM-controlled “checkouts”)
frustrating + the DRM download process is confusing
• Participants who had Kindles liked them for pleasure reading, but did not
want to use them for academic reading.
13. Collapsing “Use” and “Read”
• People will increasingly “read” and not just “use” ebooks even if they
don’t prefer them
• But they don’t always need to (“use” isn’t bad)
• If they can offload reading to their preferred combination(s) of device and
app. – Key to p/e being treatable as sufficiently “equal.”
• Usability and DRM limitations have highest impact on limiting
engagement when the user wants to read, not just use. That is, they
prevent the deepest kinds of engagement.
• Biggest drivers to print copies of titles: long-term re-use and difficult
reading. [lots of buying textbookseven if there is an e copy]
14. Ebook “Convenience” Is Overhyped
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Ebooks
Print Books
How frequently is this format convenient?
Always Sometimes Rarely Never
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Ebooks
Print Books
How frequently is this format reliable?
Always Sometimes Rarely Never
*From survey.
15. Participants are Mostly Pragmatic for
Academic Reading
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I prefer ebooks over print books
I prefer print books over ebooks
How frequently is a format preferred over the other?
Always Sometimes Rarely Never
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
If there is a print book I need to use, I'll try to track down an ebook instead
If there is an ebook I need to use, I'll try to track down a print book instead
Willingness to track down alternate format?
Always Sometimes Rarely Never
*From survey.
16. DRM-Driven “Personalization” Undermines
far more Valuable “Individuation” of
Workflows
• DRM, besides copyright control, is often meant to track user behavior
for analytics to then “personalize” the experience, but this is a big
problem for users.
• People want to get ebooks into their preferred reading environment
(specific software/app and device combination),or sometimes
environments.
• Don’t want to have to relearn how to use an ebook with every new
platform/publisher.
• Want all their texts in a consistent place.
• Portable formats not tied to onlineuse or to specific software is key.
17. Distance Students: Contradictions
• Like previous survey: for academic reading: don’t use print a lot
differently from on campus students, but use ebooks less for academic
reading (maybe even more pronounced in terms of never using them).
• Closer to par on pleasure reading but still fewer ebooks and more print books
than on campus.
• Much stronger stated preference for print over ebooks than on campus
students, and more willing to act on that preference to actually track
down a print copy rather than use an ebook.
• Yet: more likely than on campus students to see ebooks as convenient,
reliable, and easy to use.
18. Design Considerations
• Web interface design: do what the browser is good at, then let the
reader get out (via download).It is a stepping-stone, not an end-point.
• This may be especially important for open educational resources.
• Multiple formats: epub + pdf is a good baseline for accessibility +
support for common reading behaviors and need for distinct pages.
19. Design Considerations
• The ereading space is already cluttered. Don’t make it more-so. Don’t
make a new app that is just for your digital library or publishing
content.
• Developers of everything – web interfaces, apps, devices – could
improve search.
• Keyword searching is handy and a value-add of ebooks, but insufficient –
proximity searching would be a huge help.
20. Service Considerations
• Avoid DRM-platforms for ebook purchases when possible, especially
for monographs.
• Highlight good apps for the downloadable formats offered by ebook
platforms, especially if is a format that users are less familiar with
(i.e., epub).
• But consider not promoting platform-specific reading apps.
• Discoverability and access is key, but don’t give usability and the
needs of users the short shrift—it is easy to lure people with content,
but if students (and others) can’t use it or give up we are failing.
• Open access is important but what can users do with their access is
also important?
21. Thanks!
Selected References
• Appleton, Leo. 2004. “TheUse of Electronic Books in Midwifery Education:
TheStudent Perspective.” Health Information & LibrariesJournal 21 (4): 245–
52. https://doi.org/10.1111/j.1471-1842.2004.00509.x.
• Olney-Zide, Molly, and Laura Eiford. 2015. “Confessions of a Late Bloomer:
Use andAcceptance of an E-Books Program in an Undergraduate Library.”
Serials Librarian 68 (1–4): 307–17.
• Revelle, Andy, Kevin Messner, Aaron Shrimplin, and Susan Hurst. 2012.
“Book Lovers, Technophiles, Pragmatists, and Printers: TheSocial and
Demographic Structure of User Attitudes toward e-Books.” College &
Research Libraries 73 (5): 420–29. https://doi.org/10.5860/crl-288.
• Shrimplin, Aaron K., Andy Revelle, Susan Hurst, and Kevin Messner. 2011.
“Contradictions andConsensus — Clusters of Opinions on E-Books.” College
& Research Libraries 72 (2): 181–90. https://doi.org/10.5860/crl-108rl.
• Staiger, Jeff. 2012. “How E-Books Are Used.” Reference &User Services
Quarterly 51 (4): 355–65.