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6023 results in Facet Publishing

Page 157 of 302

  • 3 - Mapping and library services at UOC: a preliminary case study for BPC and UOC

  • from Part 1 - Best practice for the use of mobile technologies in libraries
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 31-34

  • Summary

    Introduction

    The project ‘Mapping and library services at UOC’ is the result of a study of options for co-operation between the Public Libraries of Catalonia and the Open University of Catalonia, and is a good example of the potential for co-operation between different public service oriented entities.

    Below we will describe the territory in which the project is to be implemented, the main characteristics of the participating entities, the Public Libraries of Catalonia and the Open University of Catalonia, to then explain the role of mobile applications in the Open University of Catalonia and how their use enables new services to be conveyed, the fruit of the co-operation between two entities.

    Catalonia is a country in the north-east of the Iberian Peninsula with a population of 7.5 million people: 1.7 million living in the capital, Barcelona, and over 4 million living in the Barcelona metropolitan area.

    The public libraries of Catalonia (www.biblioteques.gencat.cat) (hereinafter BPC) form part of the library system in Catalonia. In 2012, the 370 member libraries received 25.2 million visits and made 16.3 million loans, while there are 3.3 million public library card holders. The libraries are places of cultural and social dynamism distributed throughout the territory that contribute to integration and facilitate access to content and resources of interest to citizens.

    The Open University of Catalonia (www.uoc.edu) (hereinafter UOC) was founded in 1995 with the mission to provide people with lifelong learning and education opportunities. The aim is to help individuals meet their learning needs and provide them with full access to knowledge, above and beyond the usual scheduling and location constraints. The UOC has 60,096 students, with more than 40,000 graduates. The university offers undergraduate and master's degrees, postgraduate and specialist courses, PhDs, short open courses and incompany training, in different areas of knowledge ranging from arts and humanities, health sciences, information and communication sciences, law and political science, economics and business studies, IT, multimedia and telecommunications, psychology and education sciences, city management and urban planning, tourism, and information society, to food systems, culture and society.

    The UOC Virtual Library (www.biblioteca.uoc.edu), hereinafter VL, is a virtual library in that it does not have a building accessible to the public; the website of the Library is the library itself. The Library can be accessed from inside the campus, and from the UOC portal.

  • 8 - A framework for classifying and comparing interactions in culturalheritage information systems

  • Ian Ruthven, G. G. Chowdhury
  • Book:
    Cultural Heritage Information
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 153-176

  • Summary

    Introduction

    For centuries, cultural heritage institutions have acted as guardians of the society's cultural memory, guiding visitors and researchers through historic and contemporary assets while explaining their significance and value. Through digitization of cultural heritage and online access to it, memory institutions such as museums, libraries and archives have the opportunity to unlock the potential of their material. Recent technological developments enable organizations to reach a broad spectrum of people with different backgrounds and to facilitate contextualization of cultural heritage artefacts in an unprecedented way, thus opening up new horizons in experiencing cultural heritage.

    Most institutions seized the opportunity to revive their hidden heritage by digitizing objects and publishing and displaying a digital surrogate on a website or information system. They seek meaningful presentations of their digitized cultural heritage data with regard to display of context and purposeful interactions, but transferring context and significance of objects in a digital environment is not a trivial task. In most cases, the digital representations do not reflect the context the original artefacts were embedded in. This leads to a loss of meaningful, and often expensively curated, information and the question of what purposeful interactions with digital cultural heritage should entail.

    Cultural heritage information systems need to be differentiated from systems accessing pure textual content. The main differences between a generic information system and one storing and accessing cultural heritage are the potential interactions with the digital content. First, the information system needs to offer appropriate access functionalities that bring meaningful objects to the surface and ensure important information does not get buried in a pile of low-quality metadata. Second, they need to enable the users to immerse themselves in the historic situation an object gained significance from and make clear in which context it was created. In the best case, context and digital objects are so interweaved that they transport the user back in time, simulating the historic setting. Presenting and showcasing cultural heritage and striving for enthusing users about their heritage through the means of the digital medium should be the goal of memory institutions.

    One might consider these to be dreams of the future, because a lot of steps need to be taken for this vision to become a reality.

  • 3 - Management of cultural heritage information: policies and practices

  • Ian Ruthven, G. G. Chowdhury
  • Book:
    Cultural Heritage Information
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 37-62

  • Summary

    Introduction

    As discussed in Chapter 1, managing digital cultural heritage information involves a number of challenges ranging from digitization of objects and artefacts to various knowledge organization and access issues that include metadata, indexing and retrieval; various user and social challenges such as information seeking and retrieval in the context of various community, culture, language, etc.; accessibility to ICT and internet, including digital divide and social exclusion; intellectual property and digital rights management issues; and so on.

    Digitization – the process of converting analogue cultural heritage content into its digital form – is a resource-intensive activity and a successful digitization programme should be governed by a number of policy decisions. Since cultural heritage may include a wide variety of two- and three-dimensional objects in different forms, shapes and sizes with different specific characteristics and attributes, digitizing them in the most appropriate form poses a number of challenges. Terras (2012) argues that although mass digitization of cultural heritage objects began only a decade ago, small-scale initiatives in creating digital images of information objects in library and information institutions can be traced back to the early 1980s. However, she notes that massive digitization programmes began within the last decade with the introduction of major externally funded initiatives, such as the European eContentplus programme (European Commission, 2014) and the Jisc Content Digitization programme (Jisc, 2013). In order to support digitization activities a variety of best-practice guidelines have been produced over the past decade by experts (see, for example, Hughes, 2004; Anderson and Maxwell, 2004; Puglia and Rhodes, 2007) as well as institutions (see, for example, various guidelines that appeared under The Federal Agencies Digitization Guidelines Initiative (FADGI, 2014), the British Library Digitisation Strategy (British Library, 2014) and the Jisc Digitization Workflow Guidelines (Abu-Zayed, 2009). This chapter discusses some of these policies and guidelines for digitization that form the foundation of digital libraries of cultural heritage information.

    Managing digital cultural heritage information also involves a number of social, legal and policy issues. There is a general consensus that cultural heritage information should be made available to everyone for social good. However, there are a number of intellectual property and digital rights management issues. Tsolis et al. (2011) discuss the complex copyright and digital rights management issues and challenges associated with digital cultural heritage information.

  • 11 - Cultural heritage information services: sustainability issues

  • Ian Ruthven, G. G. Chowdhury
  • Book:
    Cultural Heritage Information
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 221-246

  • Summary

    Introduction

    A number of cultural heritage information services have appeared over the past decade or so. Some of these services are offered as part of national library services, like the American Memory from the US Library of Congress, or as an initiative of several memory institutions and industries, such as the Europeana digital library. As discussed in Chapter 3, activities related to the development of such digital libraries of cultural heritage information are very resource-intensive – not only to begin with, for example because of the massive cost of digitization and processing of digital information, but also in the longer term, for preservation of digitized heritage content that is required to ensure future access. Therefore, cultural heritage information services require a continuous funding support, and so the economic sustainability of such services is a major issue. However, economic sustainability is not the only challenge for digital cultural heritage information services. There are a number of social and environmental sustainability challenges as well.

    Social sustainability issues of digital cultural heritage information services may be associated with a number of factors, such as the users’ accessibility to ICT and web, usability of information systems and services, and information behaviour and literacy of users. Other social sustainability issues include copyright and digital rights management regulations; international, national and local or institutional policies and practices with regard to information products and services; and some specific cultural issues, for example those that are associated with indigenous cultural heritage information. Some of these issues have been discussed in Chapter 3.

    Cultural heritage information services make extensive use of ICT throughout their lifecycle – from digitization to indexing, management, access and preservation. Research (Baliga et al., 2009, 2011; Mell and Grance, 2011; Chowdhury 2014a, 2014b) shows that the use of ICT causes a significant amount of greenhouse gas emissions because of the energy required for manufacturing computing equipment and network infra-structure, and also the energy required for use of these devices for building and running various information systems and services. Hence, specific measures need to be taken for building green information systems and services that make more efficient use of ICT and thus are environ mentally sustainable (Chowdhury, 2012a, 2012b, 2012c, 2013a, 2013b, 2014a, 2014b). This chapter discusses the economic, social and environmental sustainability of cultural heritage information systems and services.

  • Northern Ireland

  • June York
  • Book:
    Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 113-114

  • Summary

    LIBRARIES NI (NORTHERN IRELAND LIBRARY AUTHORITY)

    Authority: Libraries NI (Northern Ireland Library Authority)

    Libraries NI, Business Support, 2nd Floor Portadown Library, 24–26 Church Street, Portadown, Co Armagh BT62 3LQ

    (028) 3752 0738

    e-mail: enquiries@librariesni.org.uk

    url: www.librariesni.org.uk

    Chief Executive Ms Irene Knox BA(Hons) MBA DipLib (e-mail: irene.knox@librariesni.org.uk)

    Director of Library Services Ms Helen Osborn MLib MCLIP (e-mail: helen.osborn@librariesni.org.uk)

    Director of Business Support Terry Heron BSc(Econ) HonsFCA (e-mail: terry.heron@librariesni.org.uk)

  • England

  • June York
  • Book:
    Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 3-112

  • Summary

    BARKING AND DAGENHAM

    Authority: London Borough of Barking and Dagenham

    Barking Learning Centre, 2 Town Square, Barking, Essex IG11 7NB

    020 8724 8530 (enquiries and administration)

    e-mail: libraries@lbbd.gov.uk

    url: www.lbbd.gov.uk/libraries

    Group Manager – Libraries Zoinul Abidin (e-mail: zoinul.abidin@lbbd.gov.uk)

    Customer Services Manager Ms Vashti Thorne BA MCLIP (e-mail: vashti.thorne@lbbd.gov.uk)

    Central/largest library

    Barking Library, Barking Learning Centre, 2 Town Square, Barking, Essex IG11 7NB

    020 8724 8725

    Community libraries

    Dagenham Library, 1 Church Elm Lane, Dagenham, Essex RM10 9QS

    Marks Gate Library, Marks Gate Childrens Centre, Rose Lane, Chadwell Heath, Essex RM6 5NJ

    020 8270 4165

    Robert Jeyes Community Library, Chadwell Heath Community Centre, High Road, Chadwell Heath, Essex RM6 6AS

    020 8270 4305

    Thames View Library, Bastable Avenue, Barking, Essex IG11 0LG

    020 8270 4164

    Valence Library, Becontree Avenue, Dagenham, Essex RM8 3HS

    020 8270 6864

    BARNET

    Authority: London Borough of Barnet

    Children's Service – Libraries & Local Studies, Building 4, North London Business Park, Oakleigh Road South, London N11 1NP

    020 8359 7775

    Fax 0870 889 6804

    url: www.barnet.gov.uk/libraries

    Head of Libraries & Local Studies Ms Hannah Richens BA(Hons) DipILM MCLIP (e-mail: hannah.richens@barnet.gov.uk)

    Operations and Customer Service Manager Ms Gill Harvey BSc(Hons) MCLIP (e-mail: gill.harvey@barnet.gov.uk)

    Business Development Manager Mike Fahey (e-mail: mike.fahey@barnet.gov.uk) Lending libraries

    Burnt Oak Library, Watling Avenue, Edgware, Middlesex HA8 0UB

    020 8359 3880

    e-mail: burnt.oak.library@barnet.gov.uk

    Library Customer Service Manager David Izzard (e-mail: david.izzard@barnet.gov.uk)

    Childs Hill Library, 320 Cricklewood Lane, London NW2 2QE

    020 8359 3900

    e-mail: childshill.library@barnet.gov.uk

    Assistant Library Customer Service Manager Irfan Iqbal (e-mail: irfan.iqbal@barnet.gov.uk)

    Chipping Barnet Library, 3 Stapylton Road, Barnet, Herts EN5 4QT

    020 8359 4040

    e-mail: chipping.barnet.library@barnet.gov.uk

    Library Customer Service Manager Robert Prosser (e-mail: robert.prosser@barnet.gov.uk)

    Church End Library, 24 Hendon Lane, Finchley, London N3 1TR

    020 8359 3800

    e-mail: church.end.library@barnet.gov.uk

    Library Customer Service Manager Steve Saunders (e-mail: steve.saunders@barnet.gov.uk) East Barnet Library, 85 Brookhill Road, East Barnet, Herts EN4 8SG

    020 8359 3860

    e-mail: east.barnet.library@barnet.gov.uk

    Library Customer Service Manager Ms Claire Finnett (e-mail: claire.finnett@barnet.gov.uk)

    East Finchley Library, 226 High Road, London N2 9BB

    020 8359 3815

    e-mail: east.finchley.library@barnet.gov.uk

    Library Customer Service Manager Sim Branaghan (e-mail: sim.branaghan@barnet.gov.uk)

    Edgware Library, Hale Lane, Edgware, Middlesex HA8 8NN

    020 8359 2626

    e-mail: edgware.library@barnet.gov.uk

    Library Customer Service Manager Jon Killick (e-mail: jon.killick@barnet.gov.uk)

  • Preface

  • Phil Bradley
  • Book:
    Social Media for Creative Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp xi-xvi

  • Summary

    I first discovered social media by accident in about 2005. Of course, I’d been blogging for a few years by then, and found blogs a really useful way to keep up to date with what was happening in the areas that interested me. However, I started to notice a sudden influx of new tools that internet users could use to add content to their existing websites, to produce their own guides and so on. I also heard rumblings of a resource called Facebook, and shortly afterwards, some bizarre thing called Twitter. As I thought that some of these tools might be of interest to the information community I started to collect them and created a list on my website of about 100. I blogged once to tell readers that I had done this and within a week I was getting 50,000 hits a day on my website, and it was at about then that I realized there was a really large seismic shift in the way that the internet was evolving. Of course in those days we knew it as Web 2.0, and indeed in 2007 I wrote a title for Facet called How to Use Web 2.0 in Your Library.

    Thankfully we quickly dropped the ‘Web 2.0’ terminology and moved on. Social media has developed since those early days and it has indeed changed the internet that we know, but it's also had a huge effect on the way that the world in general works and communicates. People are realizing that they have more power than ever before to create their own content, to share material with other people, to hold companies to account or indeed perhaps change the political structures of the country that they live in. Social media tools change the way that we get our news, and indeed, we can now become citizen journalists ourselves, but with that power also comes the responsibility of using it correctly. Some people have found to their cost and liberty that they’re not as free to say what they want as they perhaps thought they were.

    However, ‘social media’ as a term is not something I find particularly helpful, since it comes with a great deal of baggage, much of it heaped on by the mainstream media. As you’ll discover as you read this book, I have tried to look at social media in a rather different way.

  • 5 - Presentation tools

  • Phil Bradley
  • Book:
    Social Media for Creative Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 59-72

  • Summary

    Introduction

    We’ve all heard of ‘death by PowerPoint’ and I expect that most of us have experienced it at one time or another. However, it really doesn't have to be that way, since there are lots of tools and guides available to help people create better slide decks. Since this isn't a book about making the most of Microsoft Office I’ll assume that you can find those yourself – I’ll concentrate on other tools instead.

    Of course, we do need to ask ourselves the question ‘Why does a librarian want to create presentations anyway?’ There are plenty of answers to that question – we train and teach people, we put together presentations to promote the services that we offer, display presentations in libraries to brighten up the day or inform people about some subject or the other, and we can use them as a method of reporting back on an event. Of course, we also need to consider that we should be reaching out beyond the members of the library who actually choose to come in and visit us; we are there for all of the community, at any hour of the day or night. Consequently, if we create presentations that are available online we are continuing to provide a good service (and to do what we have always done), but are able to expand that service out, both geographically and chronologically to a global 24/7 resource.

    Additions to PowerPoint

    If you’re not ready to cut the apron strings from PowerPoint (or you like using it, or don't have permission to use anything else) there are several tools that will help you make more of the presentation that you have already produced. Presentations are generally very ‘flat’ and it's difficult to add in everything that you want to; people are limited to the very basic details. Indeed, they should be really, as a good presentation supports the speaker rather than replaces her.

    Knovio

    However, it's possible to bring the speaker back into the presentation with a tool such as Knovio, at www.knovio.com. With this tool you can add your own video taken on your webcam or tablet (iPad only at the time of writing) and synchronize it with the slide content. Then it can be shared by e-mail or online via social media networks.

  • 19 - Library and e-learning: further adventures with augmented reality

  • from Part 4 - The impact of mobile technologies on libraries of the future
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 183-188

  • Summary

    Introduction

    Augmented reality (AR) is defined by Wikipedia (2014) as ‘a live direct or indirect view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data’.

    The use of AR in the worlds of entertainment and commerce has increased rapidly in the last few years, bringing to life objects, printed matter and even locations by enriching what we see around us with additional digital resources. In effect, the use of AR creates a virtual layer on top of our actual situation to enhance our experience through the addition of rich media.

    Several brands are using AR to add these virtual layers to physical objects, notably the UK retailers Tesco and Marks & Spencer, who have included AR in their customer magazines to offer readers the opportunity to view videos of recipes being turned into meals, simply by holding their smartphone or tablet over a particular image. More recently, we have started to see educational institutions exploring the possibilities that AR offers not only for public engagement and marketing, but also for enhancing teaching and the student learning experience.

    Project partnerships

    During the 2012–13 academic year at the University of Bath, the library and the e-learning teams worked collaboratively with the students’ union, the Public Engagement department and others to experiment with AR in a university setting, using agile development techniques to create applications for its use and to engage the university community with this emerging technology. The collaborative partnerships within this project team quickly established a group dynamic of co-operation rather than competition. In particular, the direct involvement of the ‘student voice’ coming from the students’ union added to the project's credibility at the highest levels within the university and was especially helpful in generating ideas and priorities.

    The project had little financial resource on which to call and it was therefore important for us to draw on the expertise and enthusiasm of the collaborators and on their networks and knowledge. We built on previous experience of being an early adopter of QR codes (Robinson, 2010). We also used commercial contacts in the city of Bath (Bath University, 2014) who were already experimenting with AR, and drew upon the expertise of colleagues at MIMAS in Manchester (MIMAS, 2014), including their AR Project Manager Matt Ramirez.

  • Wales

  • June York
  • Book:
    Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 151-164

  • Summary

    ANGLESEY, ISLE OF

    Authority: Isle of Anglesey County Council

    Department of Lifelong Learning, Parc Mownt, Fford Glanhwfa, Llangefni, Ynys Môn LL77 7EY

    (01248) 752095 (enquiries); (01248) 752900 (administration)

    e-mail: libraries@anglesey.gov.uk

    url: www.ynysmon.gov.uk

    Director of Lifelong Learning Dr Gwynne Jones (e-mail: GwynneJones@anglesey.gov.uk)

    Central/largest library

    Llangefni Central Library, Lôn-y-Felin, Llangefni, Ynys Môn LL77 7RT

    (01248) 752095

    Fax (01248) 750197

    e-mail: libraries@anglesey.gov.uk

    Principal Librarian Ms Rachel Rowlands

    Branch libraries

    Amlwch Library, Lôn Parys, Amlwch, Ynys Môn LL68 9EA

    (01407) 830145 (tel/fax)

    e-mail: libraries@anglesey.gov.uk

    Anglesey Archives, Industrial Estate Road, Bryn Cefni Industrial Estate, Llangefni, Ynys Môn LL77 7JA

    (01248) 751930

    e-mail: archives@ynysmon.gov.uk

    Senior Archivist Hayden Burns

    Holyhead Library, Newry Fields, Holyhead, Ynys Môn LL65 1LA

    (01407) 762917

    Fax (01407) 769616

    e-mail: libraries@anglesey.gov.uk

    Menai Bridge Library, Ffordd y Ffair, Menai Bridge, Ynys Môn LL59 5AS

    (01248) 712706 (tel/fax)

    e-mail: libraries@anglesey.gov.uk

    BLAENAU GWENT

    Authority: Life Leisure Trust (Blaenau Gwent)

    Library Headquarters, The Regain Building, Mill Lane, Ebbw Vale, Blaenau Gwent NP23 6GR

    url: www.blaenau-gwent.gov.uk

    Principal Librarian Ms Tracy Jones (01495 355950; e-mail: tracy.jones1@blaenau-gwent.gov.uk) Central/largest library

    Ebbw Vale Library, 21 Bethcar Street, Ebbw Vale, Blaenau Gwent NP23 6HH

    (01495) 303069

    Fax (01495) 350547

    e-mail: ebbw.vale.library@blaenau-gwent.gov.uk

    Area libraries

    Abertillery Library, Station Hill, Abertillery, Blaenau Gwent NP13 1TE

    (01495) 355646

    e-mail: abertillery.library@blaenau-gwent.gov.uk

    Blaina Library, Reading Institute, High Street, Blaina, Blaenau Gwent NP13 3BN

    (01495) 355609 (tel/fax)

    e-mail: blaina.library@blaenau-gwent.gov.uk

    Brynmawr Library, Market Square, Brynmawr, Blaenau Gwent NP23 4AJ

    (01495) 357743

    Fax (01495) 357796

    e-mail: brynmawr.library@blaenau-gwent.gov.uk

    Cwm Library, Canning Street, Cwm, Blaenau Gwent NP23 7RW

    (01495) 370454 (tel/fax)

    e-mail: cwm.library@blaenau-gwent.gov.uk

    Tredegar Library, The Circle, Tredegar, Blaenau Gwent NP22 3PS

    (01495) 357869

    Fax (01495) 355682

    e-mail: tredegar.library@blaenau-gwent.gov.uk

    BRIDGEND

    Authority: Bridgend County Borough Council

    Library and Information Service, Ravens Court, Brewery Lane, Bridgend CF31 4AP

    (01656) 754800

    Fax (01656) 642431

    e-mail: blis@bridgend.gov.uk

    url: www.bridgend.gov.uk/libraries

    Group Manager (Cultural Services) Richard Hughes (e-mail: richard.hughes@bridgend.gov.uk)

    Interim Principal Officer: Libraries Richard Bellinger MSc MCLIP (e-mail: richard.bellinger@bridgend.gov.uk)

    Community Development Librarian Ms Helen Pridham BA DipIS MCLIP (e-mail: helen.pridham@bridgend.gov.uk)

    Children's Development Librarian Mrs Diana Apperley MA (e-mail: diana.apperley@bridgend.gov.uk)

  • 9 - Semantic access and exploration in cultural heritage digital libraries

  • Ian Ruthven, G. G. Chowdhury
  • Book:
    Cultural Heritage Information
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 177-196

  • Summary

    Introduction

    Cultural heritage information collections and repositories are becoming increasingly visible on the web. The prevalence and popularity of digitization and digital preservation initiatives have given rise to numerous projects focusing on the development of sustainable cultural heritage digital libraries and collections. One of the central components of any such initiative is the conceptualization and implementation of information organization and representation strategies and tools to facilitate information access and interaction. Solid and well established cultural heritage digital libraries address informatio n organization and representation in their business, strategic and sustainability plans for effective and efficient information access and retrieval. The variety of digital objects, digital formats and digital artefacts found in cultural heritage collections make this task a challenging undertaking that requires proper planning, including not only indexing and tagging of materials but also the ways in which indexes and tags can be effectively incorporated into the information architecture and search functionalities of the underlying systems and architectures. Knowledge organization systems (KOS) have been widely used in digital libraries, subject repositories and open archives. The term ‘knowledge organization systems’ refers to a broad range of schemes for organizing information and facilitating resource description and discovery. KOS may include general classification schemes, special classification systems, thesauri, subject headings, taxonomies, ontologies, gazetteers, synonym rings and other types of standardized controlled vocabularies (Hodge, 2000). Effective and efficient organization, representation and retrieval of information on the web in general and in digital libraries in particular call for the different ways in which KOS can be utilized. KOS have the potential to provide various perspectives of a collection in the digital environment and to offer users a rich conceptual and semantic structure to facilitate search term selection for query formulation, reformulation or expansion. The use of these tools becomes increasingly relevant and important when considering the variety of information sources and formats and the need to create accessible and easy-to-use web-based search systems (Shiri and Molberg, 2005). Digital libraries, digital archives and virtual museums have made use of knowledge organization systems and controlled vocabularies. Recently, more attention has been paid to user-centred approaches to knowledge organization systems (Tudhope and Lykke Nielsen, 2006) and their integration into search user interfaces of digital libraries (Shiri, 2006; Shiri and Chase-Kruszewski, 2009) and institutional repositories (Mondoux and Shiri, 2009).

  • 20 - A library location-based service: the app ‘Bavaria in Historical Maps’ presents Bavarian history on the mobile internet

  • from Part 4 - The impact of mobile technologies on libraries of the future
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 189-192

  • Summary

    Introduction

    The Bayerische Staatsbibliothek (www.bsb-muenchen.de) is one of the world's largest and most renowned general and research libraries. Besides some of the world's most famous and most precious works of mankind's written cultural heritage, the library also holds one of the most important collections of maps in Europe. With its new app ‘Bayern in historischen Karten’, the Bayerische Staatsbibliothek now presents the great historical cartographic works of the Free State of Bavaria in the form of a location-based service for mobile use.

    For the app, five important cartographic works, comprising over 260 map sheets from the 6th to the 19th century, have been digitized and georeferenced in their entirety: the famous geographic tablets (Landtafeln) by Phillipp Appian from 1568, the cartographic works by Frederik de Wit (1670–90) and Franz Ludwig Güssefeld (1782–96), the Topographical Atlas of the Kingdom of Bavaria (Topographischer Atlas vom Königreich Baiern) (1812–67) and the sheets of the Map of the German Empire (Karte des Deutschen Reiches) relating to Bavaria (1876 et seq.). The maps illustrate also the increasing precision of land surveying. This compilation offers a fascinating journey of discovery through the topography and history of Bavaria. On the one hand, this is the first time that the historical maps of Bavaria can be viewed on mobile devices in every detail in high resolution. On the other hand, and more importantly, they can be discovered interactively with the aid of multimedia applications, proceeding from the specific current position of the app's user. Thanks to the georeferencing of the cartographic works, the current position of the app user – where he or she is currently located, smartphone or tablet in hand – is displayed directly on the historical map: the app consequently works like a historical version of Google Maps. The viewer of the digital maps can find his current position directly on the historical cartographic work he has called up. By using a time line, the user can also navigate seamlessly between the various maps.

    Points of interest

    The selected map offers manifold points of interest in the surroundings of the viewer's current position, providing texts, location data, historical image materials and multimedia applications in connection with the municipalities, monasteries, castles, palaces and art monuments in the surrounding areas.

  • Public Libraries in the Republic of Ireland

  • June York
  • Book:
    Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 167-194

  • Summary

    CARLOW

    Authority: Carlow County Council

    Carlow Central Library, Tullow Street, Carlow, Republic of Ireland ((00 353 59) 917 0094/912 9705 e-mail: library@carlowcoco.ie url: www.carlowlibraries.ie

    County Librarian Ms Josephine Coyne BSc DLIS

    Senior Executive Librarian Ms Deirdre Condron BComm DipLib

    Executive Librarian John Shortall BA MSc(Econ)

    CAVAN

    Authority: Cavan County Council

    Johnston Central Library, Farnham Street, Cavan, Republic of Ireland ((00 353 49) 437 8505 e-mail: library@cavancoco.ie url: www.cavanlibrary.ie

    County Librarian Ms Josephine Brady BA DLIS

    Executive Librarian Tom Sullivan DLIS MSSc

    Assistant Librarians Mrs Teresa Treacy BA DLIS, Ms Emma Clancy BA DLIS

    CLARE

    Authority: Clare County Council

    Clare County Library HQ, Mill Road, Ennis, Co Clare, Republic of Ireland ((00 353 65) 684 6350/682 1616 Fax (00 353 65) 684 2462 e-mail: mailbox@clarelibrary.ie url: www.clarelibrary.ie

    County Librarian Ms Helen Walsh BSc DLIS LAI

    Central/largest library

    De Valera Branch Library, Harmony Row, Ennis, Co Clare, Republic of Ireland ((00 353 65) 684 6353

    Area libraries

    Corofin Library, Corofin, Co Clare, Republic of Ireland ((00 353 65) 683 7219

    Dr Patrick J Hillery Library, Ballard Road, Miltown Malbay, Co Clare, Republic of Ireland ((00 353 65) 708 4822

    Ennistymon Library, The Square, Ennistymon, Co Clare, Republic of Ireland ((00 353 65) 7071245

    Kildysart Library, St John Bosco's Community College, Kildysart, Co Clare, Republic of Ireland ((00 353 65) 683 2113

    Kilfinaghty Library, Church Street, Sixmile Bridge, Co Clare, Republic of Ireland ((00 353 61) 369678

    Killaloe Library, The Lock House, Killaloe, Co Clare, Republic of Ireland ((00 353 61) 376062

    Kilmihil Library, St Michael's Community Centre, Church Street, Kilmihil, Co Clare, Republic of Ireland ((00 353 65) 905 0528

    Kilrush Library, Kilrush, Co Clare, Republic of Ireland

  • 6 - Teaching and training

  • Phil Bradley
  • Book:
    Social Media for Creative Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 73-84

  • Summary

    Introduction

    Most of us, at some time in our working careers, are involved in teaching things to other people. It may be a part of our job as a school or college/university librarian, we may need to run induction sessions for colleagues, or it might be necessary to teach a member of the public how to set their privacy settings on Facebook. Often this training is done face to face, and that's generally the best way of working; you’re available to ask and answer specific questions from the trainee, you can easily check to see if they understand what is being said, and you can do a demonstration for them. However, there may be times when you aren't available, or someone needs to learn something at a time when it isn't possible for a member of staff to run a session, or you may have to run exactly the same session several times, which can be tedious and lead to a less-than-expert presentation.

    It's at times like this that social media tools can make your job a lot easier, and in this chapter I’ll be looking at some of the ways that you can teach people when you cannot run a face-to-face presentation and I’ll look at some of the other things that you can do to assist the learning process.

    Screencasting

    The concept behind screencasting is very simple. You record what is happening on your computer screen, narrate it in some way – perhaps by text, audio recording or webcam video – and make it available for people to view at a time that works for them. Some of the tools will simply capture what you are doing in a browser window, others will capture anything that you are doing on the desktop. Some you have to register for, others you can simply use by clicking a button and others again have to be downloaded and installed. As with all of the other tools mentioned in this book, they are free, although some will have a commercial element if you wish to use some of their advanced features.

    Quick and easy tools

    Screencast-o-matic, www.screencast-o-matic.com, is about as simple as it is possible to get when it comes to screencasting. The home page has a very large ‘Start Recording’ button on it.

  • 7 - Assessing students' perceptions of ease of use and satisfaction with mobile library websites: a private university perspective in Bangladesh

  • from Part 1 - Best practice for the use of mobile technologies in libraries
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 59-72

  • Summary

    Introduction

    In an era of enhanced mobile communication technologies, vast amounts of changes are being generated in facilitating communication and the transfer of information (Steenderen, 2002). Libraries are mastering the mobile web to bring about a new set of services (Kroski, 2008). To enable this, new communication practices are necessary to keep in touch with library users.

    Mobile devices have made access to information very convenient and timely to the users from the comfort of their own home or office or wherever they are. Bangladesh is one of the few countries in the world that can guarantee each one of its residents can get a cellphone signal – no matter where they are, in a country with a population of over 150 million (BBS, 2012). Citycell, the first cellular company in Bangladesh, started operations in 1996. GrameenPhone (widely known as GP) is the second operator and started its operations in 1997. It is a joint venture enterprise between Telenor and Grameen Telecom Corporation, a nonprofit sister concern of the internationally acclaimed microfinance organ ization and community development bank, Grameen Bank. In 2006, Bangladeshi Professor Muhammad Younus and Grameen Bank received the Nobel Peace Prize for economic and social development. PalliPhone (‘rural phone’, a service of Grameenphone for rural people) was the first mobile tool that reached out to rural women in Bangladesh. The total number of mobile phone subscribers has now reached 116,553,000 as at the end of June 2014 (BTRC, 2014). At present, there are six mobile phone operators offering mobile phone services in Bangladesh, listed in Table 7.1.

    Mobile phone applications in LIS services

    Wireless technology has the potential to offer many new possibilities for accessing information from online catalogues, online databases, the internet and virtual libraries (Karim, Darus and Hussin, 2006). Today, the convergence of mobile phones and the internet through the WAP standard presents libraries with a real opportunity to deploy wireless phone technology to manage their operations for the following services:

  • ▪checking records of books borrowed

  • ▪getting alerts on overdue books

  • ▪getting alerts on outstanding fines

  • ▪receiving reminders to return library items that will be due soon

  • ▪renewing library items

  • ▪reference enquiry services

  • ▪receiving text alerts to new resources on the library website

  • ▪getting alerts on library event information

  • ▪getting information from the library OPAC/database

  • ▪contacting a librarian for help.

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