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6023 results in Facet Publishing

Page 177 of 302

  • 0 - Introduction

  • In collaboration with RDA
  • Book:
    RDA: Resource, Description and Access, 2013 Revision
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2013, pp 1-16

  • Summary

    0.0 Purpose and Scope

    RDA provides a set of guidelines and instructions on recording data to support resource discovery.

    The data created using RDA to describe a resource are designed to assist users performing the following tasks:

    find—i.e., to find resources that correspond to the user's stated search criteria

    identify—i.e., to confirm that the resource described corresponds to the resource sought, or to distinguish between two or more resources with similar characteristics

    select—i.e., to select a resource that is appropriate to the user's needs obtain—i.e., to acquire or access the resource described.

    The data created using RDA to describe an entity associated with a resource (a person, family, corporate body, concept, etc.) are designed to assist users performing the following tasks:

    find—i.e., to find information on that entity and on resources associated with the entity

    identify—i.e., to confirm that the entity described corresponds to the entity sought, or to distinguish between two or more entities with similar names, etc.

    clarify—i.e., to clarify the relationship between two or more such entities, or to clarify the relationship between the entity described and a name by which that entity is known

    understand—i.e., to understand why a particular name or title, or form of name or title, has been chosen as the preferred name or title for the entity.

    RDA provides a comprehensive set of guidelines and instructions covering all types of content and media.

  • Based on the user tasks defined in IFLA Study Group on the Functional Requirements for Bibliographic Records, Functional Requirements for Bibliographic Records: Final Report (München: K.G. Saur, 1998), 82. Available online at: http://archive.ifla.org/VII/s13/frbr/frbr.pdf.

  • Based on the user tasks defined in IFLA Working Group on Functional Requirements and Numbering of

  • Authority Records (FRANAR), Functional Requirements for Authority Data: A Conceptual Model, edited by Glenn E. Patton (München: K.G. Saur, 2009).

    • 0.1 Key Features

    RDA provides a flexible and extensible framework for the description of resources produced and disseminated using digital technologies while also serving the needs of agencies organizing resources produced in non-digital formats.

    RDA is designed to take advantage of the efficiencies and flexibility in data capture, storage, retrieval, and display made possible with new database technologies. RDA is also designed to be compatible with the legacy technologies still used in many resource discovery applications.

  • 8 - Metadata

  • G. G. Chowdhury, Sudatta Chodhury
  • Book:
    Organizing Information
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 139-156

  • Summary

    Introduction

    Libraries have long been using mechanisms for creating ‘surrogates’ of bibliographic information resources that are used for resource discovery and information management; these are now termed ‘metadata’. Library catalogues and bibliographies are good examples of metadata records. In order to create such metadata, libraries have prepared and adopted various standards like AACR2, MARC 21, etc. However, there is more to metadata than simple catalogue records or bibliographies. The term has long been used in the database world, and recently became popular in the information world in the context of handling and managing electronic information resources. In the context of the web, metadata play a number of key roles, ranging from resource discovery to information access, retrieval, sharing, processing, re-use, etc. Several metadata standards have been developed for handling specific types of information resources. This chapter begins with a discussion of the concept of metadata, its various types and its role in the organization and management of electronic information. It then analyses the basic needs and attributes required for metadata standards; this is followed by a description of the features and characteristics of certain metadata standards designed with a specific purpose in mind: the DCMI (Dublin Core Metadata Initiative) for bibliographic records, eGMS (e-Goverment Metadata Standard) for electronic government records, and ISAD(G) (General International Standard Archival Description) and EAD (Encoded Archival Description) for archival records. The chapter ends with a discussion of the management issues related to metadata.

    Metadata: what?

    Metadata have been in existence since the first library catalogues were established over 2000 years ago in Alexandria in ancient Egypt. However, the term ‘metadata’ did not appear until the 1960s; it became established in the field of database management in the 1970s, and began to appear in the library and information science literature in the mid-1990s (Haynes, 2004; Lange and Winkler, 1997; Schwartz, 2001; Smiraglia, 2005; Vellucci, 1998).

    Within a very short period of time, metadata became an important area of research and gave rise to many publications, including the Annual Review of Information Science and Technology (Vellucci, 1998) and a volume of the International Yearbook of Library and Information Management (Gorman and Dorner, 2004). Vellucci (1998) notes that the term transcends boundaries among various stakeholders in the internet arena, and provides a common vocabulary to describe a variety of data structures.

  • B - Websites

  • Sheila Pantry
  • Book:
    Managing Stress and Conflict in Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 121-122

  • Summary

    Many of these websites contain links to other resources and organizations.

    ACAS

    www.acas.org.uk

    Amicus

    www.amicustheunion.org

    Andrea Adams Trust

    www.andreaadamstrust.org

    Association of Personal Injury Lawyers

    www.apil.com

    Bullying Online

    www.bullyonline.org/index.htm

    Carole Spiers Group

    www.carolespiersgroup.com

    Chartered Institution of Personnel and Development

    www.cipd.co.uk/research

    www.cipd.co.uk/subjects/dvsequl/harassmt/harrass.htm?issrchres=1

    Health and Safety Authority – Republic of Ireland

    www.hsa.ie

    Health and Safety Executive

    www.hse.gov.uk/stress/standards/about.htm.

    www.hse.gov.uk/violence/index.htm

    International Stress Management Association UK

    www.isma.org.uk

    Royal Society for the Prevention of Accidents (RoSPA)

    www.rospa.com

    Samaritans

    www.samaritans.org

    www.stressdownday.org

    The Suzy Lamplugh Trust

    www.suzylamplugh.org

    Trades Union Congress (TUC)

    www.tuc.org

    US National Institute for Occupational Safety and Health (NIOSH)

    www.cdc.gov/niosh/about.html

    Workplace Health Connect

    www.workplacehealthconnect.co.uk

  • D - Legislation

  • Sheila Pantry
  • Book:
    Managing Stress and Conflict in Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 131-134

  • Summary

    Health and safety law applies to risks from violence, just as it does to other risks from work. The main pieces of relevant legislation that will be of interest are:

    The Employment Act 2002 (Dispute Resolution) Regulations 2004 SI 2004 No. 752

    After coming into force on 1 October 2004, these regulations have set new rules which all employers have to follow in dispute resolution. See www.opsi.gov.uk/si/si2004/20040752.htm.

    The Employment Equality (Age) Regulations 2006 SI No. 2006 No. 1031

    Having come into force on 1 October 2006, these cover age discrimination. For the regulations, see www.opsi.gov.uk/si/si2006/20061031.htm and for an explanatory memorandum see www.opsi.gov.uk/si/em2006/uksiem_20061031_ en.pdf (143 pages).

    The Employment Equality (Age) (Amendment) Regulations 2006, SI 2006 No. 2408

    These came into force on 30 September 2006. See www.opsi.gov.uk/si/ si2006/20062408.htm.

    The Employment Equality (Age) (Amendment No. 2) Regulations 2006, SI No. 2931

    In force since 1 December 2006, these regulations are available at www.opsi.gov.uk/si/si2006/20062931.htm and an explanatory memorandum can be found at www.opsi.gov.uk/si/em2006/uksiem_20062931_en.pdf (10 pages).

    The Employment Equality (Sex Discrimination) Regulations 2005 SI 2005 No. 2467

    Under this piece of legislation, any form of harassment is unlawful. See www.opsi.gov.uk/si/si2005/20052467.htm.

    Employment Rights Act 1996

    The parts dealing with unfair dismissal, constructive dismissal and victimization are particularly relevant. See www.opsi.gov.uk/acts/acts1996/ 1996018.htm, or to obtain full text copies or order go to www.opsi.gov.uk.

    The Health and Safety at Work etc. Act 1974 (HSW Act)

    Employers have a legal duty under this Act to ensure, as far as reasonably practicable, the health, safety and welfare at work of their employees. This legislation is not available on the OPSI website. Human Rights Act 1998

    The Act came into force on 2 October 2000. It incorporates and brings into force the provisions of the European Convention on Human Rights. See www.opsi.gov.uk/acts/acts1998/19980042.htm.

    The Management of Health and Safety at Work Regulations 1999 SI 1999 No. 3242

    Employers must consider the risks to employees (including the risk of reasonably foreseeable stress and violence), decide how significant these risks are, decide what to do to prevent or control the risks and develop a clear management plan to achieve this. See www.legislation.hmso.gov.uk/si/ si1999/19993242.htm.

  • 1 - Current concerns worldwide

  • Sheila Pantry
  • Book:
    Managing Stress and Conflict in Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 1-12

  • Summary

    In this chapter you will find information on:

    • ∎ how stress and aggression in the workplace is a worldwide problem

    • ∎ how the changing nature of the world of work is affecting levels of stress

    • and aggression

    • ∎ some research into the nature and extent of the problem, and some

    • legislation developed to tackle it

    • ∎ various definitions of the problem

    • ∎ measures for beginning to tackle it.

    A worldwide problem

    Unfortunately, aggression, bullying, conflict, harassment and violence in the workplace are not new, and neither are they decreasing. Pressure is part and parcel of all work and helps to keep us motivated. But excessive pressure and other forms of aggression, bullying and conflict can lead to violence – all of which undermines performance, is costly to employers and can make people ill.

    Some governments and organizations worldwide have tried, particularly over the past 10 years, to try and contain these problems – by legislation, guidance and advice.

    The information and references in this book will help you to understand the causes, and to identify and solve problems in your workplace.

    The changing world of work

    In 2005, the International Labour Office in Geneva commissioned a report entitled The Cost of Violence/Stress at Work and the Benefits of a Violence/Stress-Free Working Environment (Hoel, Sparks and Cooper, 2005). The results show that stress is an increasing workplace phenomenon negatively affecting a growing number of people across the world.

    As the economy becomes global and competition increases in the battle for market share and survival, pressure mounts on workers. With high levels of crime and aggression in society, violence finds its way into the workplace in the form of robbery and assaults, particularly on frontline staff and service providers such as those in our libraries and information centres. As pressures mount, aggression may also build up within the workplace, making worker on worker aggression more likely. Recent research in Europe, the USA and Australia indicates that it is the emotional and psychological abuse referred to as ‘bullying’ and ‘mobbing’, rather than physical violence, which represents the greatest threat to most workers. However, due to the increasing diversity of workforces, a number of studies also document the frequent presence of harassment on the basis of race or gender. Additionally, many women, particularly in the developing world, have found that the workplace represents no safe haven from abusers.

    Listed below are some current factors and trends which may affect the presence and scale of stress and violence:

    • ∎ Economically, we are moving towards a single, global marketplace.

    • ∎ There is increased commercial competition, which results in growing

    • pressures on everyone at work.

  • 4 - The economic factors

  • Marilyn Deegan, Simon Tanner
  • Book:
    Digital Futures
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 84-105

  • Summary

    Information is more useful than money.

    (Dyson, 1997)

    Introduction

    The effective utilization of resources is one of the most important management activities in developing digital content and establishing digital libraries. The history of library development has many examples of great libraries being created through the largess of benefactors or the tax-paying public without necessarily having much consideration to the costeffectiveness of the development: between 1881 and 1917 Andrew Carnegie contributed $56 million to build 2509 libraries (www.carnegie.org/). The new market economies faced by today's manager mean that, even in those few scenarios of generous funding, every last drop of value must be squeezed from the available resources to maintain that funding now and in the future. Senior managers are confronting ever more difficult decisions on resource allocation, with the significant issue of opportunity costs to contend with, as described in this chapter. There are several aspects to the effective utilization of resources in relation to digital information. There are the immediate start-up costs of either creating or purchasing digital content; the further implementation costs for establishing a digital library or even just basic access to bought resources; which are followed by the costs implicit in managing and maintaining a digital resource in the longer term. Hand in hand with resource expenditure go the value and benefit derived from the resource itself, how these are measured and offset against costs – cangoing digital ever become cost-effective? Whether there are intentions to recover costs in their use or to seek profit in the future is a key strategic question that every library manager will have to address in developing digital information resources or digital libraries.

    Markets are based upon perceived value and this also has a distinct effect upon digital library development: we cannot afford that which we do not value. Value is a concept based upon individual perceptions, sometimes directed by marketing and other promotional activities, but in actuality it has always had an element of personal choice. The majority of markets are based around the differentials in perceived value rather than actual assets, and these market forces can be seen to be at play in digital library development.

  • 7 - The information-literate researcher

  • Jo Webb, Pat Gannon-Leary, Bent Moira
  • Book:
    Providing Effective Library Services for Research
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 153-184

  • Summary

    Introduction

    In the first part of this book we explored the diversity of scholars’ information-seeking behaviours and academic cultures, concluding that effective library services for researchers must be based on the principle of understanding the multiplicity and complexity of user needs. And, following on from the previous chapter, it is important for libraries and librarians to provide an array of support activities so that researchers develop their information fluency. We will now move away from the range of informal ‘library’ services already discussed to a more detailed account of the ways that libraries and information services can create training and staff development opportunities for researchers at every career stage.

    Starting to teach

    However advanced your audience, remember that you are designing learning and teaching opportunities, and you need to approach the design, delivery and evaluation of these activities professionally. If you are new to this role, we strongly suggest that before starting out you find some time for personal learning and development. This may in the form of attending courses on how to teach, mentoring from a colleague, or guided reading. Our starting point for the development of learning and teaching activities are the principles discussed in Webb and Powis (2004), summarized very brief ly below:

    • 1 Audit the needs of your learners and be clear about the context in which you will place your learning and teaching.

    • 2 Be conscious of the learning and teaching preferences of your students. It may be helpful to consider any cross-cultural issues raised by working with international staff and researchers.

    • 3 Plan your learning and teaching activities based on what you have found out about the needs and wants of your learners, combined with your own understanding of the information environment.

    • 4 Choose appropriate delivery techniques suited for the needs of your learners, resources available (time, information, technology) and your preferences as a teacher and designer of learning opportunities.

    • 5 Use formative and/or summative assessment to ensure that the learning outcomes have been met.

    • 6 Evaluate the effectiveness of what you have done and modify and enhance your practice for the future.

    We do not claim to offer sure-fire recipes for success, but instead a mixture of theory, discussion, experience and a few suggestions which might help to illuminate your own situation.

  • 3 - Defining research and researchers

  • Jo Webb, Pat Gannon-Leary, Bent Moira
  • Book:
    Providing Effective Library Services for Research
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 December 2013, pp 35-60

  • Summary

    Introduction

    We will now move on from the discussion of current issues to examine what we understand by research and the people we describe as researchers. We will also look at some of the key developments in the nature of and environment for research, especially in the UK. We have included four case studies of very different researchers to illustrate the diversity of career paths, status and reasons for undertaking research, as a way of illuminating these discussions of definitions, history and policy. These are based on real researchers, but their names have been changed to preserve their anonymity.

    The aims of this chapter are:

    • ■ to define research and researchers

    • ■ to examine the history of the PhD

    • ■ to consider the impact of the Roberts Review, the Concordat and the RAE on research in the UK and on researchers, making international comparisons where possible.

    What is research?

    As a starting point, we felt that it was important to actually uncover and unpick what we meant by the term research. We searched a selection of resources to explore the different dimensions of our definition. The main phrase which recurred during this examination was ‘systematic investigation’. Such an investigation is made to discover, interpret or revise facts or theories. Another recurring description of research is that of developing or contributing to ‘generalizable knowledge’. So research activity primarily involves the discovery of knowledge not previously known or understood or the development of a new way of organizing or structuring known material that provides a new understanding about its subject matter. Scholarly research, therefore, is systematic or methodical, involves the discovery and interpretation of facts or the revision of accepted theories in the light of new facts. It may also involve the practical application of new or revised theories.

    Although many students undertake research projects during the course of their academic careers and there are many researchers outside formal education – ranging from passionate amateurs to literary biographers – this book has restricted its consideration to scholarly research in academia. We define this as commencing with the doctor of philosophy (PhD or DPhil) degree, widely recognized as the most important postgraduate qualification for graduates wishing to pursue academic and research careers.

Page 177 of 302