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6023 results in Facet Publishing

Page 138 of 302

  • 4 - Novice to expert: developing digitally capable librarians

  • from PART 2 - The agile librarian
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 61-80

  • Summary

    Introduction

    The estate of digital scholarship is expanding, the boundaries of academic librarianship are blurring and researchers and academic staff are widening their engagement in the process of creating and sharing new knowledge through the use of repositories and the adoption of emergent technologies. This has the potential to lead, on the one hand, to a lack of resourcing of support, which has traditionally been delivered by library staff and, on the other hand, to opportunities for forward-thinking professional services to revise their remit and add to their portfolio. The research discussed in this chapter was part of a (UK) nationwide Jisc-funded programme, Developing Digital Literacies (Jisc, 2014). Jisc (Joint Information Systems Committee) is a UK non-profit organization with the vision to ‘make the UK the most digitally advanced education and research nation in the world’ through ‘exploiting fully the possibilities of modern digital empowerment, content and connectivity’ (Jisc, 2016). It operates the national UK's higher education (HE) Janet network, negotiates collectively with vendors and publishers and provides training and advice within the education sector. This chapter explores the context of current conceptions of digital literacies and the growth in digital scholarship, which is defined here as ‘the ability to participate in emerging academic, professional and research practices that depend on digital systems’ (Jisc, 2011). It goes on to discuss issues around skills and competencies of librarians, focusing on how these relate to digital literacies and digital scholarship, particularly in university and research sectors.

    Since the millennium, but more particularly over the last ten years, the impact of technology on the provision of library services in UK HE has been profound. Naturally, the increase in access to online resources within colleges and universities has affected budgetary and strategic considerations and the means of service delivery, while, on the front line, library staff now inhabit a complex and ever-changing information environment which would be almost unrecognizable to colleagues from the last century. Alongside these changes within the profession, the context and practices of users of all types have also developed apace. If libraries are to effectively support the needs of scholars, then it is important to recognize the changes in digital scholarship practices, and attendant digital literacies, and to map these to the skills and competencies needed by library staff to support them.

  • 7 - Building scalable and sustainable services for researchers

  • from PART 3 - Digital spaces and services
    • By David Clay, University Librarian (Interim) at the University of Salford
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 121-138

  • Summary

    Introduction

    The role of the library in support of research is changing. Lorcan Dempsey (2010) has traced the shift in focus away from outside-in resources, where the library is buying or licensing materials, to ‘inside-out’ resources that may be unique to an institution. This has led to the library supporting creation, not just consumption, of scholarly outputs.

    This is reflected in the new roles and services libraries are developing around digital scholarship. Weller (2011, 41) identifies different flavours of digital scholarship; one ‘refers to the curation and collection of digital resources, which places it in the information sciences, whereas others use it in a broader sense to cover a range of scholarly activities afforded by new technologies’.

    This chapter explores the background to the development of these new roles and services and looks at how libraries are supporting different flavours of digital scholarship, using examples from the University of Salford in the UK and other academic and national libraries. It examines scholarly communication initiatives; research data services; digitization, curation and preservation activities; consultancy and training. The relationship of the library with faculty and other support services is considered, as are the challenges in developing new roles and services that enable the library to become a partner in digital scholarship.

    Background

    Liu and Thomas (2012) state that we

    are in the first phase of a digital revolution in higher education. Much of the teaching and learning apparatus has moved online. Computational technologies and methodologies have transformed research practices in every discipline, leading to exciting discoveries and tools. New interdisciplinary initiatives, exploiting the digital, such as bioinformatics, human cognition, and digital humanities, are bringing faculty members together in ways never before attempted.

    The key drivers behind this change are the digitization of content and the development a global, social network (Weller, 2011). The internet has removed barriers to communication and collaboration and enabled the development of new tools and techniques to interrogate the abundance of scholarly information and knowledge that is now available online.

  • 8 - Social networking with the scholarly community: a literature review

  • from PART 4 - Communications and social networking
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 141-156

  • Summary

    Introduction

    To remain relevant to the ever-changing needs of its patrons, an academic library must have a strategic aim of adapting to the developing technological and information landscape. The establishment of strategies to support digital scholarship is an important step on this journey and librarians must remain engaged with patrons in order to achieve success in this area. This engagement is essential for two reasons: (i) so academic libraries can advise scholars on how digital research activities can be incorporated into their work and (ii) to build close collaborative connections with researchers in order to facilitate the continuous development of relevant library services. Librarians therefore must not only gain knowledge of the new digital tools, systems and processes, but also new ways of engaging patrons. Social networking sites (SNS) have introduced new opportunities for academic libraries to engage with patrons. SNS usually enable information, digital video, audio, photographs and music to be fed into a personal space that can be shared with others. SNS also provide a platform where people can engage with one another. Engagement is a two-way exchange and can be defined as ‘some action beyond exposure, and implies an interaction between two or more parties’ (The Conclave, 2013, 6). In this chapter, we explore published literature discussing patron engagement using SNS, methods that have a positive impact on patron responsiveness and patrons’ views on library engagement through SNS. We will also discuss prevalent themes in the literature. These will cover methods for measuring the success of engagement using SNS and factors that should be considered by libraries wishing to engage with patrons through SNS.

    Defining social media and social networking sites

    Social media is increasingly popular, and in the USA is used by 90% of young adults aged 18 to 29 (Perrin, 2015). Junco (2012) studied 2368 American college students and found that those who were using Facebook spent an average of 101 minutes on the site each day. The findings of another American study suggest that online engagement is becoming ever more popular with young people; 34% of 12- to 24-yearolds now prefer to collaborate online rather than in person or via phone, as opposed to 19% for older generations (Meeker, 2015). This highlights the importance of online engagement for academic libraries, with many of their patrons being in this sector.

  • 9 - Developing digital scholars: from the ivory tower to the Twittersphere

  • from PART 4 - Communications and social networking
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 157-172

  • Summary

    Introduction

    Who or what is a digital scholar? Questions such as this are often surprisingly absent from library literature, either being side-lined in our rush to establish a digital scholarship centre or neglected in our push to capitalize upon interest in open access (OA) publishing and, more recently, open educational resources (OER). Yet, while the establishment of physical and financial backing for these efforts is vitally important, our disregard for the underlying (and occasionally contentious) scholarly practices and activities that support these goals is troublesome. Just as we saw with Web 2.0 hype back in the early 2000s, a focus on the shiny new technologies rather than on the practices and individual capacities needed to engage within these new environments runs the risk of reducing digital scholarship to a technical or instrumental skill set and neglecting the broader sociocultural issues that are at play within this arena, including questions about the nature and purpose of scholarship in an era of increased accountability, impact and control. The focus on the tools rather than the people also constitutes a missed opportunity for librarians.

    This chapter will explore our changing understandings of digital and open scholarship as well as the librarian's role in supporting the development of the capacities that are needed to engage within these environments. Defining a digital scholar as ‘someone who employs digital, networked and open approaches to demonstrate specialism in a field’ (Weller, 2011, 5), and digital scholarship as comprising three major forms: open education, open access and networked participation (Veletsianos and Kimmons, 2012a, 168), the chapter will be split into three sections. The first section will start by exploring the concept of digital scholarship, drawing out the connections between digital, networked, participatory and open scholarship. The chapter will then focus more concretely on the idea of networked participation, or the use of online social networks to ‘share, reflect upon, critique, improve, validate, and … develop … scholarship’ (Veletsianos and Kimmons, 2012a, 168), paying particular attention to how changing ideas of academic influence, reputation and identity intersect with the realities of contemporary academia. Finally, the third section of the chapter will use a series of practical examples to explore how librarians can use these ideas to facilitate researcher learning and development as well as further discussion in the field.

  • 10 - Reflections on digital scholarship: so many reasons to be cheerful

  • from PART 4 - Communications and social networking
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 173-178

  • Summary

    This book captures many of the reasons why library and information professionals working in academic libraries everywhere have reason to be optimistic about their future. It provides timely examples of libraries and librarians reimagining their working environments and themselves; demonstrating relevance, resilience and innovation both within their libraries and across their institutions.

    As discussed in the opening chapter, librarians have long been aware of the challenges posed by digital scholarship. Indeed, we have observed that the opening gambit for much of the published literature is to rehearse concerns around the continuing relevance of academic libraries and academic librarians. Thankfully, most of the ensuing discussions then go on to demonstrate how the profession is, in the face of these challenges, successfully adapting, innovating and generally navigating its way through disruptive change. Even so, you could be forgiven for internalizing the continuing sub-text that an academic librarian's lot is one of constant tension and struggle in the face of what are often portrayed as indifferent institutions and higher education sectors.

    Much of the content of this book showcases examples of where, from an organizational to an individual perspective, libraries are demonstrating flexibility and stretch through the remodelling of services and through innovation in forging new partnerships and carving out new roles or applying existing expertise to new situations, and are making these moves with the confidence that their contribution will provide added value. This boldness is welcome; it is grounded in a clear sense of self-worth, informed by the ongoing belief that the work of the library remains key to the success of all educational institutions.

    This is in contrast to the anxiety expressed by some colleagues over the loss of professional identity, when the association between the library and the librarian becomes less tangible. We have observed two almost opposing developments, offering opportunities but also challenge. The first is where the role of the librarian is taken out of the library and becomes more completely engaged in ‘outreach’ activities, illustrating participation in a networked environment, rather than simply providing a demonstration. The second is where, as Bergstrom describes, new, non-traditional roles are created within the library; for example, data curation librarians and digital scholarship co-ordinators.

  • 6 - Digital scholarship centres: converging space and expertise

  • from PART 3 - Digital spaces and services
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 105-120

  • Summary

    Introduction

    Within the USA, the emerging currency of ‘digital scholarship’ within the academy can be demonstrated through various metrics. With support from the Andrew Mellon Foundation, Bucknell University in Pennsylvania offers an annual academic conference solely devoted to topics in digital scholarship. The conference held in 2015 attracted over 150 attendees from across the USA (Bucknell University, 2015). Many professional organizations now provide guidelines for evaluating academic work in specific disciplinary fields of digital scholarship for the purposes of hiring, promotion and tenure (see, for example, the guidelines of the Modern Language Association, 2012). Academic job advertisements seeking digital scholarship knowledge have increased drastically in the past decade; in the field of history alone there was a tenfold increase from 2003–4 (three postings) to 2012 (34 postings) with at least some mention of digital scholarship. Of the academic positions in history (tenure-track, academic administration, or nontenure faculty) advertised in fall 2013, 5 mentioned ‘digital’ in the title and an additional 11 required or preferred it. These prodigiously growing numbers in the above categories do not begin to reflect the broader opportunities for recent graduates with specialized digital scholarship skills outside of the traditional academy.

    At many institutions, the university library fills the role of training and supporting individual researchers and students with an interest in digital scholarship. While teaching and research faculty are eager for their students to apply technology-based methodologies to research questions, they themselves are often unable or unwilling to devote class time to the acquisition of such skills. In many academic environments, therefore, including large research universities and small liberal arts colleges, the university library has increased its support for teaching and learning in new technology areas. In a workshop that brought together members of 24 digital scholarship centres from across the USA, Lippincott and Goldenberg-Hart (2014) identified common factors across institutions that led to the formation of a centre. These include a growing awareness by faculty or administration that students are graduating without the acquisition of contemporary skills sets; apprehension that peer institutions will eclipse the support or facilities offered at a particular university; and institutional assessment that affirmed the need or desire for services potentially offered by a digital scholarship centre.

  • 2 - Digital scholarship: scanning library services and spaces

  • from PART 1 - A review of the landscape
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 23-40

  • Summary

    How is digital scholarship supported in practice? This chapter aims to respond to this question, informed by the results of a small-scale survey of 20 UK and Irish Higher Education (HE) libraries carried out in January 2016. The quantitative data generated by the survey is supplemented by a small number of case studies to provide a more detailed view of individual institutions’ activities. The survey's aim was to capture the extent to which libraries are engaged with a range of services and systems associated with digital scholarship. Responses were gathered from institutions ranging from research intensive to small specialist, from different mission groups and locations.

    The survey considered the impact a technology-rich learning and research environment has on the role of the library and, conversely, how libraries are optimizing their contribution to emerging digital practices and how this is helping to develop new expertise. It is evident that the skills librarians are developing are often in response to emerging service needs alongside new uses of library spaces, as Sinclair (2014) comments:

    Although the library incubator can be a catalyst, it is up to all of us – librarians, faculty, central IT staff, senior administrators, leading IT thinkers, alumni, and citizens, as well as our funding agencies and professional associations – to work together to encourage, promote, and support new forms of open scholarship over the more closed and insular forms of discourse from the past.

    The context for the survey drew on the work of Vinopal and McCormick (2013), who in their article ‘Digital Scholarship in Research Libraries’ included a model for the delivery of scalable and sustainable services in support of digital scholarship. The model emerged from research, observation of trends and interviews with peer US institutions. The principles underpinning it have been adapted and reworked to fit the UK and Irish HE context and were used as a basis for the survey questions.

    The approach taken by Vinopal and McCormick places emphasis ‘on developing, maintaining and integrating standard tools, platforms, and support services for a large community of users’ and, as such, stresses the importance of scalability, reuse and impact.

  • 5 - Lean in the library: building capacity by realigning staff and resources

  • from PART 2 - The agile librarian
    • By Jennifer Bremner, Business Process Improvement Manager at Macquarie University in New South Wales, Australia
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 81-102

  • Summary

    Introduction

    The body that represents the university sector in Australia, Universities Australia, has identified digital scholarship and operational efficiency as two key drivers for change in the Australian higher education sector. The strategy statement for 2013 to 2016, titled A Smarter Australia, recognizes ‘the emergence of the digital economy and new technology, globalisation and the Asian century, economic and industrial restructuring and the need to improve productivity’ (Universities Australia, 2013, 9).

    In this strategy statement it situates digital scholarship within the context of the wider economy and government agenda for Australia:

    The digital economy and technology are transforming higher education, just as they have transformed media, retail, entertainment, finance and administration … These changing practices and cultures bring challenges and opportunities that change university teaching, research, structure and business models, and responding to them has been urged by both senior Labor and Coalition [Government] frontbenchers.

    (Universities Australia, 2013, 52)

    In response to the drivers of the digital economy, including digital scholarship, and the need for greater productivity in the Australian university sector, it has adopted the policy principle that

    Universities need to continue to look for new ways to increase productivity and operational efficiency, including external benchmarking and innovative uses of new technologies.

    (Universities Australia, 2013, 49)

    The strategic plan for Macquarie University has been formulated in response to extensive consultation conducted with staff and students after the arrival of the new Vice-Chancellor in 2012. As well as the drivers outlined in A Smarter Australia, the Macquarie University aspiration and vision is to be

    a university of service and engagement. We serve and engage our students and staff through transformative learning and life experiences; and we serve and engage the world through discovery, dissemination of knowledge and ideas, innovation and deep partnerships.

    (Macquarie University, 2013, 7)

    There are strategic priority areas that support this vision. Strategic priority number seven in the plan is ‘improving those aspects of our support services to realize this aspiration and vision’ (Macquarie University, 2013, 23). This priority was designed to improve the University support services to enable research and teaching to deliver their potential for the institution and was formulated in response to staff feedback during the consultation phase, which identified that the University's processes and approaches were not sufficiently modern or efficient to support their academic purpose.

  • 1 - The university library and digital scholarship: a review of the literature

  • from PART 1 - A review of the landscape
    • By Lindsey Martin, Assistant Head of Learning Services at Edge Hill University
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 3-22

  • Summary

    Introduction

    Digital and web-based technologies have impacted on all aspects of daily life to the extent that it is almost becoming unnecessary to prefix terms with the word ‘digital’. In the United Kingdom, the House of Lords Select Committee on Digital Skills concluded that the 21st century is experiencing a revolutionary period, which it calls the ‘second machine age’, driven by advances in digital technology to the extent that

    The whole economy has become digitised. It would be a mistake to take the ‘digital sector’ as our sole focus of interest. As digital is pervasive across most aspects of our lives, so the ‘digital economy’ is becoming synonymous with the national economy. Digital skills – the skills needed to interact with digital technologies – are life skills, necessary for most aspects of life.

    (Select Committee on Digital Skills, 2015, 20)

    If digital is now the norm, then this suggests that there should no longer be any real distinction between scholarship and digital scholarship, and yet, according to Jones (2013) and Waters (2013), it is by no means a given that the use of new tools and technologies by scholars automatically results in digital scholarship. What technology does, they argue, is to create ‘affordances’ and ‘possibilities’ for new scholarly practices that scholars can then choose to make use of (Pearce et al., 2010; Weller, 2011; Goodfellow, 2013a; Scanlon, 2014).

    The literature on the emergence, practices and impact of digital scholarship at the present time is neither broad nor deep. This review of the literature has revealed that there is little in the way of a shared understanding of what digital scholarship is, that there is a range of terminology and a variety of definitions dependent upon discipline and values, and that there is little that provides an insight into what it might mean to be a digital scholar in practice. Unsurprisingly, then, the role of libraries in responding to the emergence of digital scholarship practices offers a similarly slender literature of differing definitions and approaches to support for and engagement with scholars.

  • Introduction

  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp xiii-xx

  • Summary

    Digital scholarship is an incredibly awkward term that people have come up with to describe a complex group of developments. The phrase is really, at some basic level, nonsensical. After all, scholarship is scholarship.

    (Lynch, 2014)

    This is Clifford Lynch's response to the question ‘how would you define digital scholarship?’

    His response echoes in part our experiences when we started to examine how digital scholarship is interpreted. Scholarship is a dynamic concept, influenced by the demands of the environment it finds itself in, the ongoing debate about what it means to be a scholar in practice and what support and advice are needed by the digital scholar. There are no easy answers to this question but we aim to offer readers, through a collection of contrasting perspectives, contexts, insights and case studies, an exploration of the relationships between digital scholarship, contemporary academic libraries and professional practice. This will appeal to a readership from across the globe: practitioners, both academic librarians and managers; specialists in archives, special collections or learning technology; students, researchers and tutors of library and information science. Digital scholarship is arguably transformative and this timely publication will provide readers with insights into the changing behaviours of both scholars and librarians as they adapt to the impact that a digital environment has on skills, services, processes and systems.

    Background

    Toward the end of the last century a more inclusive view of scholarship emerged following Ernest Boyer's influential Scholarship Reconsidered: priorities of the professoriate, which recognized that knowledge is not only acquired through research but encompasses the full scope of academic work ‘through synthesis, through practice, and through teaching’ (1990, 24). Melanie Schlosser, digital publishing librarian at Ohio State University Libraries, has defined digital scholarship as ‘research and teaching that is made possible by digital technologies, or that takes advantage of them to ask and answer questions in new ways’. In summary, it is perhaps a generalization but nonetheless true that 21st-century scholarship will be, by default, digital. ‘It marks a move away from the passive, one-way form of communication from scholar to student or peer or novice. It is a new form of inquiry and practice that generates new questions, new evidence, new conclusions, and new audiences as it is used’ (Ayers, 2012).

  • 1 - Concepts and context

  • Margaret Crockett
  • Book:
    The No-nonsense Guide to Archives and Recordkeeping
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 August 2016, pp 1-40

  • Summary

    Archives and records: concepts and terminology

    For those of us concerned with managing records and archives it is of paramount importance that we can articulate and advocate exactly what it is that we are looking after. Before discussing how to manage them, let's agree working definitions for the material itself.

    Records

    First of all, let's look at the term ‘record’. Records and archives are inextricably linked, which is why this book covers both records and archives management as one holistic discipline. We need to understand what records are in order to define archives. Records consist of recorded information which provides evidence of decisions, planning processes, financial transactions, agreements – in fact pretty much any human activity. Records can be in any medium or format.

    Records usually arise as a by-product of business or social activity: for example the invoice for consulting services is part of the process of letting the client know how much they have to pay on the fulfilment of a contractual (written or verbal) agreement. It is rare for records to be deliberately created for their own sake, although there are exceptions. For example, medieval chronicles, personal diaries or letters can be written with the intent of recording the author's or the author's sponsor's viewpoint.

    Record: recorded information in any media or format, providing reliable evidence of human activity.

    Records also need to have certain characteristics or features in order to be ‘good’ records that we can trust and depend on. It is important to know the creator of the record. If the record does not stand alone, it is important to have the links to the other records that together form the comprehensive record. These links and the author provide the context of the record, which in turn allows us to be confident about its authenticity. We also like to be sure that the record has not been tampered with. These characteristics depend upon a variety of things, including:

    • • the custody of the record(s) over time

    • • inherent indications in the physical record, such as inconsistencies in script, the physical carrier or the way it is set out

    • • discrepancies in the audit trail or metadata of digital records.

  • 7 - The future of ontologies and the information professional

  • David Stuart
  • Book:
    Practical Ontologies for Information Professionals
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    31 August 2016, pp 155-164

  • Summary

    Introduction

    In summarizing the law of the instrument Kaplan (1964, 28) wrote ‘Give a small boy a hammer, and he will find that everything he encounters needs pounding’ and such a law applies equally to the application of ontologies. By this stage of the book, if it has achieved its aim of demonstrating the value of ontologies, readers should see the potential of developing and applying ontologies in an ever-increasing number of situations in their working life and possibly even their personal life. This will, undoubtedly, include scenarios where other technologies may be more appropriate, or that the formality of the required ontology requires a skill level beyond that of the information professional.

    This final chapter tries to reign in the sprawling potential of ontologies by considering the future of ontologies within the context of the original aims of this work, considering:

  • • the future of ontologies for knowledge discovery

  • • the future contribution of information professionals to the development of Ontologies

  • • the practical development of ontologies.

    • The adoption (or non-adoption) of any technology is not based on the intrinsic qualities of the technology alone, but is reflective of a wide variety of factors in the associated ecosystem, and the widespread adoption and development of ontologies, and the nature of these ontologies, will depend on competing technologies and culture as well as limitations of the ontologies themselves. Inevitably such a chapter raises more questions than it provides answers.

    The future of ontologies for knowledge discovery

    Within the information ecosystem ontologies must compete for territory with other alternative technologies and approaches, and the innate value of a technology does not necessarily lead to its domination. For example, the value of controlled vocabularies is well known amongst the community of information professionals, but controlled vocabularies are by no means the only or even the principal way that people retrieve information. For the majority of information enquiries, that is those typed by the average user into the search box of Google.com, the power of full-text indexing surpasses the value of controlled vocabularies. In much the same way, the power of formal structured ontologies and knowledge bases sit alongside the increasingly powerful natural language processing (NLP) tools that develop by brute force what could not be achieved through human efforts alone.

Page 138 of 302