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6023 results in Facet Publishing

Page 185 of 302

  • Introduction

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

  • Summary

    This book seeks to examine the strategic issues in realizing a digital future for libraries and librarians. The rapid expansion of the internet and of electronic communications means that the gathering, storage and transmission of information present fresh challenges to those responsible for preserving the cultural memory of society. Given the magnitude of the information explosion, it would be all too easy to view the future of libraries, and of librarians, as purely determined by technology. We prefer to take a holistic view of the digital domain, and try to situate new developments in their social, cultural and historic contexts. We do not advocate technology for its own sake, and we hope this book maps the transition of libraries into the wired world as evolution not revolution.

    The authors are conscious that a single work cannot cover in any great depth all the issues facing librarians and other information workers as they engage in digital activities. This book is therefore planned as the first in a series of Digital Futures volumes, each of which will deal in more detail with a major topic in digital library research and development. Anyone interested in contributing to such a series is invited to contact the authors at marilyn.deegan@qeh.ox.ac.uk and s.g.tanner@herts.ac.uk.

    We have assumed little prior knowledge in our audience, rather an interest and concern about where cultural institutions are headed in the changing world of information and communication. However, we have included some technical explanation to aid a basic understanding of the fundamental issues. Because this field gives rise to a great deal of new specialist terminology, we have provided a glossary of key terms, acronyms and abbreviations.

    The chapters follow a logical progression from creating and collecting digital content through to its delivery and management for the long term. They can, however, be read and understood individually. We look at how librarians and information workers can locate the electronic resources most relevant to the needs of their users, integrate these resources into the infrastructure of their institutions, manage the necessary technology, and anticipate future trends in the digital age. This book is intended to be most useful to librarians, archivists and information managers in libraries and information organizations of all types: educational, public and corporate.

  • 20 - 3D libraries for 3D smarting

  • from PART 3 - IDEAS AND FUTURES
    • By Jef Staes, learning and innovation architect, is a thought leader in learning and innovation
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 223-230

  • Summary

    Unintended consequences; book-based learning creates sheep

    During one of my meanders around the internet, I stumbled on the idea of unintended consequences. It made me realize how we've transformed so many talented people into passionless sheep. I'm convinced this transformation was not a conscious choice. Teachers, entrepreneurs and policy makers are eager to encourage others to do their work with passion and creativity, but these attributes seem scarce. Maybe this is an unintended consequence of trying too hard to achieve this. I think the lack of passion is a side effect of one of the biggest inventions in history, the printing press, and the resulting education system based on it. Book printing indirectly smothered our children's talents and passions like the wind blowing out a candle. The total absence of passion in our education system is the unintended consequence of the printing press.

    In my book My Organisation is a Jungle (Staes, 2008), I recall history lessons in which I was fascinated by the timeline hanging above the blackboard. Each period was indicated on it with a name that identified that period. The Stone Age, the Bronze Age and the Iron Age. Time and again people were faced with new ideas and saw them as either a threat or an opportunity. What is happening today is no different, except that it's not the processing of iron or bronze but the processing of an overabundance of information sources. Companies and organizations that are most efficient and effective information processors come out on top and can respond rapidly to the emerging needs of a changing society. New and inspiring information is an important source of learning driving creative entrepreneurship and innovation. I see this chaotic period in which we now live and work as the fascinating but dramatic transformation from the 2D Age to the 3D Age (Figure 20.1). The flat, two-dimensional 2D Age, characterized by classroom learning, predictability and continuous improvement, is laboriously making way for the three-dimensional 3D Age. In the 3D Age more and more passionate talents will produce and exploit new information to drive innovation. The greatest barrier to entering the new 3D Age, however, are the invisible walls that 2D teachers and 2D managers have unconsciously erected around our passions and talents.

  • 11 - Writing up your project findings

  • from PART 3 - IMPACT OF RESEARCH, EVALUATION AND AUDIT
    • By Graham Walton, Service Development Manager, Loughborough University, UK, Maria J. Grant, Research Fellow (Information), School of Nursing, Midwifery and Social Work, University of Salford, UK
  • Edited by Maria J. Grant, Sen Barbara, Hannah Spring
  • Book:
    Research, Evaluation and Audit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 191-202

  • Summary

    ‘Writing is a luxury I don't have time for in my job!’

    ‘Is there anyone who can help me get started?’

    ‘How do I decide where to send my writing?’

    Introduction

    An integral part of completing a project, particularly one involving research or evaluation, is the process of reporting the work to the wider community. Becoming effective in writing research requires knowledge and skills that are transferable from the wide range of attributes and awareness already existing in the library and information science (LIS) practitioners’ skills portfolio. The purpose of this chapter is to provide an insight into aspects of writing to ensure that, as a writer, you become familiar with both the pleasures and challenges of writing. Strategies to overcome the challenges of writing are provided and the complex and varied motivations for writing are explored.

    Motivation for writing

    In some professions the culture, professional framework, job responsibilities and support structures are highly influential in motivating writing activity. While this is true for academic libraries in countries such as the USA and Nigeria, where tenure and financial gain are factors, in general extrinsic motivators are unusual within the LIS sector. As neither career progression nor a permanent contract are linked with writing output for most librarians, it is down to you as an individual to identify what motivates and influences your approach to writing.

    Writing is often a primarily solo activity, and so it can be helpful to have an understanding of a range of factors identified in the literature that motivate others to write up their work (Bradley, 2008; Clapton, 2010; Sullivan, 2011):

  • Provides an outlet for project findings: Having your work published enables you to share your ideas and findings with other LIS practitioners and helps inform their decisionmaking, strengthening and improving library services. The more project work that is written up the rate at which our available knowledge base, which we ourselves may wish to draw on, will continue to grow.

  • Boosts individual's reputation: By contributing to the knowledge base, your writing portfolio can contribute to your professional progression. It provides the opportunity to raise your personal profile within your own organization and the wider LIS community and demonstrates that you have a range of skills that can be used in different settings. Very often further opportunities arise that can be directly attributed to specific items of professional writing.

  • 6 - Australasian projects and trends

  • from PART 1 - PROJECTS AND TRENDS
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 75-89

  • Summary

    Introduction: space and place, or working with the tyranny of distance

    In 1966 the Australian historian Geoffrey Blainey published The Tyranny of Distance: how distance shaped Australia's history. This study has become well known for its explicit evocation of the large empty spaces of Terra Australis. Blainey's initial interest was in the cost imposed by distance on commodities and people, but the idea of linking distance and tyranny has had much wider resonance, in the ways in which Australians think of themselves and the space they inhabit.

    Australia is largely empty – 23 million people occupy a land mass not much smaller than the continental USA. Australia is also highly urbanized. Overall it has a population density of 2.9 per square kilometre, the sixth lowest on the planet. This compares with the USA, which has 12 times that population density, and the UK with 93 times. But even this figure for Australia is deceptive. Over a third of Australia's population lives in just two cities – Sydney and Melbourne, so large tracts of Australia are very sparsely populated indeed. Consequently libraries have been forced to think of their coverage in much wider terms than the suburb or town where they are sited. The libraries in parts of Sydney cater for users in a library space similar to those of urban centres in Europe or the USA. In contrast, the library in Telfer, a mining town in the Pilbara region of Western Australia situated 1300 km from Perth, the capital of Western Australia, is one of the most isolated.

    Until recently traditional models of library space were clearly expressed in the different kinds of libraries in Australia: the National Library of Australia in Canberra; the state and territory libraries in their capitals; the suburban libraries in the cities; and the country libraries. This model of library space was centripetal – libraries drew people to visit them – and directive, as if saying: ‘Here I am, with my resources, you are welcome to come and use them as specified in the traditional conventions for library use.’ Against this, however, has been a strong commitment to outreach in order to include readers who live too far away to allow easy access to a library or branch library.

  • 11 - Beyond space: access is all – or is it?

  • from PART 3 - IDEAS AND FUTURES
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 151-158

  • Summary

    Introduction

    This chapter considers the future of physical library space from a higher education perspective and questions the future need for libraries – other than virtual ones. Reference is made to the work done in recent years by Jisc, though the views expressed here are those of the author and not the organization.

    Out with the old; in with the new

    Traditional academic libraries, their buildings, collections and services face an uncertain future, as demonstrated by the following quotation from a report by the University Leadership Council (2011), which enumerates the key drivers behind a fundamental change in thinking about ‘the library’:

    Decreasing use of both traditional collections and the spaces in which they are contained has been combined in recent years with significant rises in the main costs associated with library provision. This is particularly evident in the dwindling importance of the library's collection size as an indicator of value in universities and the very low footfall by academic staff and research students, for whom ‘the library’ is – or is expected to be – at their fingertips. Increasingly, the creation, ownership, management and access to content rests outside the direct sphere of library-type services.

    The University Leadership Council (2011) report also neatly summarized future requirements for what is increasingly being described as the ‘edgeless’ university:

    Today's users require a new set of services and accommodations from the academic library that necessitate a strategic paradigm shift: from building and maintaining a collection to engaging with students and faculty, as well as providing space for study, collaboration, and creativity. Traditional organizational boundaries are likely to fade and the word ‘library’ will cease to adequately describe the suite of both virtual and physical academic support services offered to patrons.

    There is little doubt that the major changes in the delivery and receipt of education are changing the ways in which library space is designed, built, used, re-used and refurbished. Hardly an academic year goes by without some new development that is likely to alter the education landscape. The recent advent of massive open online courses (MOOCs) is one of the more radical, with the potential to change the current distance and face-to-face teaching models irrevocably.

  • Summary to Part 2

  • from PART 2 - TRENDS AND IDEAS
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 145-146

  • Summary

    This part of the book has looked (in Chapters 7 and 8) at aspects of technology and learning in the context of library space development. Switching the technology system that is the library from a focus on technology for operational management to a more strategic focus on user need and user choice links closely with the ideas in Chapters 8 and 9 on variety and flexibility, in both space and service provision, to support learning. Chapter 8 argues for a new approach to education, shifting from an industrial model to one based on individual capability and performance that acknowledges difference, conversational learning and emotional factors. The 21st-century library has a key role to play in this shift becoming a more important place of learning than ever before by providing variety and giving learners real choices – of space, technologies and services. This variety is not about separate silos but about a continuum of experiences and interactions with resources, technologies and people, understanding not just how people learn but also how space can support them through its variety and flexibility. Finding out what works with space and technology is an essential part of the 21st-century library, requiring continuous experimentation.

    This experimentation needs imagination and in Chapter 10 I covered some ways of thinking about library and learning space development that can help develop for the imagination needed to come up with new ideas that work. Exposure to a broad range of ideas is important to feed the imagination and in the final part of this book there are 14 chapters from a range of perspectives to provide some food for thought.

  • 5 - Ethics and best practice

  • from PART 1 - GETTING STARTED
    • By Elizabeth Buchanan, Director, Center for Applied Ethics, University of Wisconsin-Stout, USA, Stuart Ferguson, Assistant Professor in Information Studies, University of Canberra, Australia
  • Edited by Maria J. Grant, Sen Barbara, Hannah Spring
  • Book:
    Research, Evaluation and Audit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 65-76

  • Summary

    ‘I'm only doing a local project.’

    ‘What kinds of ethics are there?’

    ‘Ethics only apply to health projects, right?’

    Ethical practice in research is about doing what is possible, while protecting the stakeholders involved in the process (see Chapter 13). Accepted practice prevents researchers from engaging in data collection before receiving ethical approval but the process by which this approval is obtained will vary, depending on your local circumstances. Your own organization may invest responsibility for ethics review in a specific individual, such as a senior or research and development manager, while universities and research centres have formal ethics panels. Some organizations may operate a system of ‘gatekeepers’, with formal ethics boards only handling ‘highrisk’ applications and referrals from ‘lower’ gatekeepers such as departmental ethics committees or individual delegates, e.g. research students’ supervisors.

    Even if your proposal doesn't need to go through a local ethical approval process, it is important that it reaches a comparable standard. There must be a clear idea of research purpose (see Chapters 3 and 4), a body of relevant research to draw from (what we know already – see Chapter 6), specified research methods to be used (see Chapters 7 and 8), appropriate research processes and techniques, and a sound prediction of the foreseeable risks and benefits.

    Throughout this chapter, we will call attention to the many and various ethical challenges that may face you as a researcher.

    Why are ethics important?

    Actual physical and psychological harms to research participants have been well documented over the years, and are of course to be avoided, but less horrific instances of unethical research are often overlooked. Ethical misconduct can take many forms, ranging from plagiarism, fabrication or falsification of data, misrepresentation of findings, to collaborator disputes and errors of judgment.

    Ethics are about what is ‘right’ or ‘wrong’ in a given condition, and they are about behaviours and conduct. Robust ethical research practices make for sound, valid and reliable research. Your disciplinary or professional peers must trust your research and, as a researcher, you are responsible for the ethics of your actions and decisions.

  • 15 - The researcher's view: context is critical

  • from PART 3 - IDEAS AND FUTURES
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 183-192

  • Summary

    Introduction

    Our ideas about future models of the library focus on the needs of researchers. Our thinking is informed by our own experiences as both users and directors of library and information services in research institutions, and by debates on future roles for library and information professionals in the network world – a world where automation, digitization and socialization of data, information and knowledge, and disintermediation, are transforming the scholarly landscape. We begin with three reasons why library support for research is a critical issue, and then reflect on the current situation and environmental forces shaping provision for researchers, before setting out our thoughts about future services and spaces for research.

    The library and research

    First, higher education institutions across the globe continue to identify teaching and research as two distinct missions (Scott, 2006), and most academic libraries similarly define their roles in education and research as related, but separate, elements of their mission (Aldrich, 2007). Second, surveys in several countries show that researchers’ experiences and perceptions of libraries are not altogether positive (Daniels, Darch and de Jager, 2010; Schonfeld and Housewright, 2010; MacColl and Jubb, 2011) and their views about future priorities often differ from librarians’ views (RIN, 2007). Third, while changes in teaching and learning have largely driven spatial transformations of academic libraries over the past 20 years, we expect changes in research and scholarship to have a more central role over the next two decades in transforming and re-engineering libraries to meet the needs of both researchers and learners (Lyon, 2012).

    Current provision and usage

    For most people, the idea of a library is inseparable from a collection of books and periodicals, a perception that has continued into the network world, despite the arrival of digital technologies, new media and online services. Library requests for research assistance have given way to self-help and mutual support; few people use ask-a-librarian services and information seekers rarely start their search on library websites (OCLC, 2010). Academic researchers mainly use electronic resources, which they access remotely, with only arts and humanities researchers visiting libraries regularly, but less often than before (RIN, 2007). Faculty members rarely consult a librarian or use the library catalogue to begin their research, preferring network-level services, including general-purpose search engines, as well as services targeted at academics (Schonfeld and Housewright, 2010).

  • Summary to Part 1

  • from PART 1 - PROJECTS AND TRENDS
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 90-92

  • Summary

    It is striking that in describing the case studies above, all authors, without prompting, have felt the need to include, in some cases considerable, information about the locality of the libraries that they describe. Each is to some extent a response to its locality and inseparable from it. Not surprisingly, then, in their chapter on Europe, Joyce Sternheim and Rob Bruijnzeels conclude from their cases that ‘no one size fits all’ in library and learning space design. All authors also refer to the need for these buildings and their spaces to respond to the issues of technology, flexibility of space, variety of environment, and development of community and culture. Local diversity and variety of emphasis plays an important part in the overall picture here, too. For example the technology focus for Australasian libraries is an external one to overcome the tyranny of distance in addition to the more general focus on technology-rich environments being created within buildings – illustrating again that ‘no one size fits all’ even within these common threads. And nor should it. Creating a standard formula-driven library replicated across the world would do little to serve local communities and would be agnostic to diversity of culture.

    The overall key trends in library space development implicit in these case studies include responses to the impact of ubiquitous technology and its effect on information availability and study habits, the use of open plan space, and integration of services through co-location with the library or assimilation into it. These trends lead to community development around service provision or learning activities, and the resulting ideas of participation and co-creation of new knowledge transforming the concept of ‘the collection’. There is also a recognition that space is not isolated and cannot be divorced from service provision so that ultimately reformulation of space inevitably leads to rethinking roles within the library.

    The Jisc (Future Libraries) beehive model mentioned in Chapter 6, with its ‘highly developed social sharing structure’, provides a concept that is shared between all the libraries featured in the academic and public sectors. It focuses on those using libraries and their activities as producers of new information and knowledge. Underpinning this is the attraction factor of library space. It is suggested that a strong concept is important and that ‘powerful conceptual design is an inestimable factor in the successful

  • 6 - Reviewing the literature

  • from PART 2 - DOING RESEARCH, EVALUATION AND AUDIT
    • By Michelle Maden, Clinical Information Specialist, Edgehill University, UK
  • Edited by Maria J. Grant, Sen Barbara, Hannah Spring
  • Book:
    Research, Evaluation and Audit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 79-96

  • Summary

    ‘When might I need to do a literature review?’

    ‘Aren't all literature reviews the same?’

    ‘Why do a literature review?’

    This chapter aims to provide you with the skills to conduct an effective literature review. It will provide a brief overview on the different types of review, the importance of the literature search within the research process and approaches to the analysis and synthesis of the literature.

    In particular, this chapter assumes that you already know how to search the literature (see recommended further reading) and focuses on providing practical guidance on the skills and tools required to synthesize and critique the literature.

    Role of the literature review

    The role of the literature review to inform the research process is well documented (Grant and Booth, 2009; Hart, 1998; Jesson, Matheson and Lacey, 2011; Rowley and Slack, 2004). Defined as ‘a library deskmethod involving the secondary analysis of explicit knowledge, so abstract concepts of explicit, tacit knowledge are explored’ (Jesson, Matheson and Lacey, 2011, 9), the literature review helps to set your research, evaluation or audit in context and is an acknowledgement that you know what is happening within that context (Hall, n.d.a). Furthermore, the literature review can assist in supporting the development of a research proposal (see Chapter 4) in identifying potential research designs and the feasibility of adopting such approaches by assessing the strengths and weaknesses of the methodologies (see Chapters 7 and 8) adopted in previous studies. Examining the literature in this way will help to refine the research approach and aid in justifying the need for the research by identifying gaps within the literature.

    Finally, when writing up your project (see Chapter 11) reference to the wider literature is required within the discussion of the project findings, setting your project findings in context with what has been done before. For example, you may want to state whether your findings confirm or contradict previous findings or contribute a new understanding or perspective to the subject. This can only be done with an awareness of the existing literature.

  • 17 - Powered by learning: developing models of provision to meet the expectations of new generations of students

  • from PART 3 - IDEAS AND FUTURES
  • Edited by Les Watson
  • Book:
    Better Library and Learning Space
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2013, pp 201-208

  • Summary

    Libraries at the heart of campus life

    At a time when discussions about academic libraries attract headlines about the impact of electronic publishing (Harris, 2012; Reisz, 2012, reporting on a round-table discussion held in April 2012), and the financial cuts resulting from the UK Coalition Government's new funding regime for English universities, it is easy to overlook the library's role at the heart of the campus.

    This role has been evolving steadily. Building on their established strength of placing students at the centre of their work, libraries have embraced a range of services which go well beyond printed collections: audiovisual materials in the 1960s and 1970s, computing in the 1980s, educational development in the 1990s, and, most recently, one-stop shops which provide a single point of contact with a range of student support services.

    Libraries are well placed to help universities tackle the challenges that lie ahead. As institutions seek new ways of working to deal with reductions in funding and to meet the increasing expectations of students who are paying (in England at least) substantial fees, services are being reorganized to make them more accessible and to drive down costs. This integration or ‘superconvergence’ of services has generally been led by librarians, who use campus library buildings as the focus for activities.

    The move to integrate services affects all aspects of provision, including staff roles, organizational structures and the design of space. Integration can also create the right conditions for educational innovation, encouraging staff to work together on course developments and allowing specialists to share their skills to offer high quality support to students.

    A key issue here is the social dimension of learning. The future of libraries will continue to be shaped by interactions between students, and with staff, building on their established roles and culture and also new ways of working together.

    Integrated services are also being developed in other settings used by students. Public libraries are collaborating with universities and colleges, as well as arts and heritage organizations, to develop a wide range of facilities that place them at the heart of their communities. Learning centres, which bring together help, resources, innovative space and support for study, are being developed to provide a focus for learning in organizations of all kinds. Shared space is the key ingredient which attracts learners and will shape the development of services for the future.

Page 185 of 302