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6023 results in Facet Publishing

Page 189 of 302

  • 3 - Next-generation discovery: an overview of the European scene

  • Edited by Sally Chambers
  • Book:
    Catalogue 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 July 2013, pp 37-64

  • Summary

    Introduction

    Dissatisfaction with the online catalogues delivered as part of the library management system sparked the emergence of a new genre of products and services that focus entirely on providing an improved experience in the way that libraries provide access to their collections and services. One of the major trends of this phase of library automation involves a separation between the library management system that provides automation support for the internal operations, such as cataloguing, circulation, serials management and new material acquisitions, from the presentation layer facing the users of the library. In this age of decoupled systems, a variety of commercial products and services, as well as projects taken on by library organizations, now find use in many libraries throughout the world.

    In this chapter we will provide a brief overview of the features and general characteristics of this new genre of library software, focusing on the products that have been deployed or developed in the United Kingdom and other parts of Europe. Some of these projects include adoption of commercial products from international vendors such as Serials Solutions, EBSCO, Ex Libris and OCLC and others involve locally developed software or implementation of open source products.

    Features and services

    These new catalogue products, or discovery services as they are more commonly known, embrace a more robust approach to interfaces, to content and to service delivery. In these times, where most library users use the web for a wide array of daily activities, it is essential for libraries to provide interfaces that follow the conventions and meet expectations set by other successful destinations on the web. Libraries need to make dramatic improvements in the way that they provide access to their collections and deliver their services, as the current library systems in use reflect an earlier phase of the rapidly evolving history of the web.

    These newgeneration library discovery services aim to follow the interface conventions that have become well established in the mainstream of the web. Ecommerce and social networking sites employ features that allow individuals to easily navigate through enormous quantities of information and take advantage of any services offered.

  • 4 - The mobile library catalogue

  • Edited by Sally Chambers
  • Book:
    Catalogue 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 July 2013, pp 65-92

  • Summary

    Introduction

    What is a mobile catalogue? A mobile catalogue is a view of a library's collection, with corresponding services, targeted at customers using mobile devices. This definition summarizes the issues involved and the questions that need to be answered.

    What are mobile devices? What are mobile applications? Who are mobile users? What type of library are we talking about? What is the collection? Is the mobile view different from the standard view? Which services are targeted at mobile customers? In this chapter we will find out the answers to these questions.

    Beginning with defining exactly what a mobile device is, and what it is not, we will then move on to explore the different kinds of mobile applications it is possible to implement and look at the advantages and disadvantages of each. An overview of a range of mobile platforms is followed by a brief explanation of the mobile phone network technology. As mobile library services need to be developed for the endusers, the user needs of the target audience from a range of different types of library will be explored. Building on this understanding of user needs, the different types of mobile library services are then explored, before looking specifically at what functionalities of a library catalogue can be provided via a mobile device.

    With this background knowledge in place, we will then turn our attention to putting it into practice. Using the University of Amsterdam Library's ‘UBA Mobile’ implementation as a case study, the practical steps that need to be undertaken to ‘get a mobile catalogue’ will be followed. This part includes practical tips and lessons learned to assist in making the task of implementing a mobile catalogue easier. Next comes a selection of implementation examples spanning various types of library and different software platforms. The chapter concludes with a tenpoint checklist outlining the steps to set up a mobile catalogue.

    Mobile devices

    The first question to be answered is: which mobile devices are we referring to? The main feature that distinguishes mobile computing from previous technologies is the fact that it enables people to have internet access literally any time, anywhere. This limits the type of mobile devices to the ones small enough to carry around in a pocket or handbag such as mobile smart phones and small internet devices like the iPod Touch.

  • 10 - Future trends

  • Adrian Brown
  • Book:
    Practical Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 273-292

  • Summary

    Introduction

    Attempts to predict trends in technology beyond the very short term are fraught with difficulty, and frequently offer little more than unintentional entertainment for future readers. Having said that, in as rapidly changing a field as digital preservation, there is some value in considering the areas of progress that are most apparent, and how they may manifest. This chapter looks at emerging technologies and trends within the digital preservation community and beyond, where they are likely to have an impact on that community.

    Preservation tools and services

    To date, the majority of research into, and implementation of, digital preservation services has taken place within the public sector, led by the national memory institutions. As a result, the market for commercial solutions has remained relatively small, but there are indications that the private sector is now beginning to grapple with these issues in earnest. The potential demand from sectors such as banking, pharmaceuticals and aerospace is colossal (see ‘The current market’ in Chapter 4). These organizations typically look for commercial, ‘off-the-shelf’ solutions. If this trend continues, it could substantially change the shape of the market, encouraging a wide range of vendors to offer digital preservation solutions. Such a development can only be positive, creating a healthy degree of competition.

    Current commercial services have typically emerged from the incubators of flagship public sector projects: for example, Ex Libris’ Rosetta from the National Library of New Zealand's National Digital Heritage Archive, and Tessella's SDB from the UK National Archives’ digital archive. These vendors have tended to market their products to the large cultural memory institutions, focusing on consolidating their positions in these sectors. However, this is a small market and easily saturated, and they are increasingly looking to diversify, targeting smaller organizations, with correspondingly more modest budgets. One manifestation of this is likely to be a growth in utility preservation services in the Cloud, such as Tessella's Preservica (see Chapter 4, ‘Models for implementing a digital preservation service’ and later in this chapter). Another might be ‘lite’ versions of products, offering lower implementation and support costs at the price of less flexibility.

  • 3 - Making training interesting

  • from Part 1 - Training practices
  • Barbara Allan
  • Book:
    The No-nonsense Guide to Training in Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 33-60

  • Summary

    Introduction

    The purpose of this chapter is to provide an overview of different methods of delivering learning and teaching. A combination of these different methods may be included in a training session in order to engage the learners and enhance their learning experience. The training methods are listed in alphabetical order.

    Additional training methods which involve the use of ICTs are described in Chapter 4, and Chapter 8 provides a guide to over 90 workplace learning activities which may be incorporated into training programmes.

    Action planning

    Action plans are frequently used as a means of encouraging learners to identify what they are going to do either during or after the training event. The process of writing an action plan and then sharing it with peers, trainers or work colleagues can be extremely motivating. The key to a good action plan is that it should be SMART:

  • • Specific, i.e. the action is identifiable

  • • Measurable, i.e. there is something to see or hear that will show that the action has taken place

  • • Achievable, i.e. the action is manageable within the context of the training course and the working environment of the library

  • • Relevant, i.e. the learner will immediately understand its relevance to him or her

  • • Time bound, i.e. a deadline is set for the action, or time is allocated to it on a regular basis.

    • A simple and practical approach to action planning is to hand out a sticky note to each participant and ask her/him to identify and write down an action that they will do as a result of the training event. They can then share this with a colleague or the whole group. Participants can take the sticky note away with them from the training as a reminder of their intended action. Alternatively, participants can be asked to complete an action planning form – an example is provided in Figure 3.1.

    Activities

    Most trainers develop a range of activities which help them to engage learners in the topic under consideration. A general principle for all activities is that you need to:

  • • identify a clear learning outcome for the activity

  • • require an output from the activity, either by individuals or by groups

  • • think about the levels of experience and confidence of participants

  • • think about how you will support individuals who have additional needs

  • 5 - Making it happen

  • from Part 1 - Training practices
  • Barbara Allan
  • Book:
    The No-nonsense Guide to Training in Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 89-112

  • Summary

    Introduction

    This chapter is concerned with the activities that need to take place in order to ensure that training events are well designed and evaluated, and also marketed and promoted. The starting-point for thinking about any training event is the learners and their needs, and this is explored under the headings: library and information users and their needs; supporting learners with disabilities; and working with international students.

    This is followed by a detailed section on designing training events. Why spend time designing learning and teaching activities? There are a number of reasons for taking the time to work out the detail of your training programme and these include:

  • • giving yourself confidence

  • • focusing your thinking on the learners

  • • preparation of learning materials

  • • meeting problems with contingency plans

  • • thinking through the whole event

  • • reduced likelihood of making basic errors

  • • looking professional.

    • The section covers basic design principles and explores different approaches to structuring face-to-face training events. (E-learning and blended learning programmes will be considered in Chapter 7.) The design of a training event involves thinking about evaluation and incorporating this into the structure of the event. Frequently, evaluation is considered at the end of books on training, but if it is to be properly designed, then it needs to be considered at the same time as the design process. The Kirkpatrick (1994) model is used to describe different levels of and approaches to training evaluation.

    The last section in this chapter focuses on marketing and promoting training events. It describes common approaches to ensuring that the appropriate participants attend training events and ends with a series of case studies which explore current practice.

    Example 5.1 Planning and designing training events

    Harding (2012) writes:

    To be effective, training courses demand meticulous and lengthy planning. They must be geared to the needs of the delegates, and to organisational needs. I spend a lot of time in preliminary discussions about these issues with training providers. Sometimes they change what they have initially asked for as a result, realising that an amended focus or methodology is likely to be more successful.

  • 3 - Understanding your requirements

  • Adrian Brown
  • Book:
    Practical Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 47-62

  • Summary

    Introduction

    This chapter provides guidance on how to identify and understand your requirements for digital preservation services, from high-level needs to the detailed documentation necessary to enable systems to be developed or procured.

    The importance of understanding your requirements as a precursor to implementing any kind of solution cannot be overstated. To omit this step should be as unthinkable as attempting to build a house without detailed architectural plans. Taking the time to do this properly will improve the quality of the end result. This is even more critical for smaller organizations with limited resources, where maximizing value for money is vital; understanding what matters most ensures that those resources can be invested to achieve the greatest possible impact.

    This chapter begins by examining how to develop a set of requirements, including identifying and engaging with everyone who can and should contribute, modelling business processes, and drawing on existing work. It then considers how requirements should be articulated and documented, and the types of requirement that need to be considered. Finally, it looks at how the resulting requirements can be applied in practice, as a basis for developing actual systems and services.

    Identifying stakeholders

    An organization's requirements for digital preservation will not derive from any individual or single group; a wide variety of parties will have an interest. These may be key individuals, or those representing the interests of wider groups with whom it is not possible to engage directly. They may also be decision makers, who need ultimately to authorize the adoption of those requirements as a basis for implementation. Identifying these various stakeholders, and what role they need to play, is therefore an essential first step in understanding one's requirements. They will, of course, vary considerably from case to case, but a number of common categories of stakeholder should be considered:

  • • Content creators and managers: The people who actually create or manage the content to preserve are clearly an essential group. These may be internal staff or external depositors and publishers, and this distinction will be a major factor in determining by what means, and indeed to what extent, they can be identified in advance and consulted. Understanding the nature of the content that needs to be preserved and the processes by which it is managed prior to archiving is essential to inform the design of any solution.

  • 2 - Different approaches to learning and teaching

  • from Part 1 - Training practices
  • Barbara Allan
  • Book:
    The No-nonsense Guide to Training in Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 15-32

  • Summary

    Introduction

    This is an important chapter, as it introduces underpinning approaches to learning and teaching which are relevant in different training situations. If a trainer has a basic understanding of these approaches then s/he will be able to ensure that their training activities are logical, coherent and designed to meet the needs of diverse participants.

    This chapter focuses on the following themes:

  • • three approaches to learning and teaching

  • • a model for workplace learning programmes

  • • theories of learning.

    • The chapter starts by exploring three different approaches: content or trainercentred approaches, where the focus is on what is to be taught; learner-centred approaches, which, as the name implies, put learners at the centre of the learning process; and social approaches to learning. There is overlap between learnercentred and social approaches to learning. Social approaches to learning are very relevant to trainers, as – particularly in continuous professional development – learning communities are often developed as part of the training strategy. In reality, an individual's training practice rarely fits so neatly into any one of these three categories, but may involve a blend of content- or trainer-centred approaches, learner-centred approaches and social approaches.

    In recent years there has been a shift in emphasis from traditional face-to-face training sessions and towards designing development programmes which are integrated into workplace practices. This is called the 70:20:10 model and it is explored in this chapter. This model is very relevant to library and information trainers who are developing training programmes in which training events are integrated into workplace learning activities (explored in Chapter 8).

    Finally, the chapter ends with an exploration of three learning theories. The section starts by looking at three different models of learning style (VAK, Honey and Mumford, Dunn and Dunn) and their relevance to training. This is followed by two models of learning: Bloom's Taxonomy of Learning; and the Learning Competences model. The Bloom's Taxonomy of Learning model provides an insight into the design of learning outcomes, and also of learning activities, and into the need for these to be aligned. The Learning Competence model is relevant both to the design of training events and to people's behaviours as they learn something new

  • 1 - Introduction

  • Barbara Allan
  • Book:
    The No-nonsense Guide to Training in Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 1-12

  • Summary

    Introduction to this chapter

    The aim of this chapter is to introduce the context of training in library and information services. It begins with a general introduction to the aims and intended audience of this book, and some of the current issues faced by library trainers. This is followed by a section which looks at the links between training practice and the strategic goals and objectives of the library or information service. It is helpful for trainers to be aware of these connections, as the more effectively our training is aligned with the needs of the library and information service, the greater will be its contribution. It will also make it easier to access resources and support for training activities. The next section presents many of the benefits of training, and this is a useful list which may be edited as required by individual practitioners who are making a bid for training resources.

    The training cycle is then outlined, and this involves four stages: planning, design, delivery and evaluation. This chapter considers the planning stage, and highlights the importance of working with a range of stakeholders to ensure that you develop an appropriate training plan (and one that meets the library and information service's strategic aims and objectives). Many library and information trainers become involved in training when they are asked to design and deliver specific training events or courses. These subjects, along with training evaluation, are dealt with in much greater depth elsewhere in this book.

    There are a number of financial and legal issues associated with training, and so library and information trainers need to understand and follow their organization's policies and practices with respect to these subjects. In this chapter I have provided guidance on key themes and I recommend that individual trainers follow their own organization's practices and, as appropriate, obtain specialist advice. For independent and self-employed trainers, it is vital that you ensure that you develop effective financial practices, and your accountant will be able to advise you. In terms of legal advice, there are many government and other agencies that are able to help.

  • 2 - Making the case for digital preservation

  • Adrian Brown
  • Book:
    Practical Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 19-46

  • Summary

    Introduction

    Building a digital preservation service requires resources, including staff time and skills, budget and technical infrastructure. More fundamentally, it requires an understanding from the organization that digital preservation is a high priority, and a commitment to the principles and practice. Securing such a mandate is therefore critical: with it, you have taken a crucial first step towards delivering a successful service; without, it will be an uphill battle to achieve anything.

    This chapter describes the drivers for implementing a digital preservation service, and strategies that you can adopt for making an effective business case to secure senior management buy-in and resources. it advocates the development of a digital preservation policy as a first step in building this case, including a discussion of techniques for quantifying the financial and non-financial benefits of implementing a successful preservation solution, and introduces the concept of a digital asset register. finally, it considers the essential elements of the business case itself.

    Building an effective business case may initially seem daunting, but can be broken down into a series of simple steps, as illustrated in Figure 2.1.

    This chapter considers each of these stages in detail, illustrated with examples, from understanding the fundamental arguments to use, to developing a comprehensive business case.

    Understanding the drivers

    A good understanding of the drivers for digital preservation is obviously a prerequisite for developing a compelling business case. Every organization has its own unique imperatives, but there are many generic arguments which should be considered.

    Collection development

    The growing ubiquity of digital ways of working in our business, cultural and social lives is reflected in the increasing desire by many organizations to acquire digital content. Whether it be the library moving from print to electronic journals, or the gallery displaying new forms of digital art, digital information is becoming a fundamental aspect of collection development.

    Corporate memory

    Most organizations retain information as part of their ‘corporate memory’, in the form of institutional archives and libraries. Besides the obvious historical purpose, these have a wider role in maintaining the accumulated knowledge and expertise of the institution. This may be especially important if highly specialized knowledge is critical to the organization over long time periods, for example in the fields of aerospace engineering or pharmaceuticals.

  • 7 - Describing digital objects

  • Adrian Brown
  • Book:
    Practical Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 155-192

  • Summary

    Introduction

    It is impossible to manage any collection without some form of systematic description and documentation of its constituent parts. The catalogue has long been the fundamental tool of curators and information managers, and this remains ever more true in the world of digital collections, which have an even greater reliance on detailed, technical description, or metadata.

    Metadata is often described as ‘data about data’. While correct, this rather glib definition is not necessarily very helpful. A less succinct but perhaps more informative definition might be:

    The set of information required to enable content to be discovered, managed and used by both human agents and automated systems.

    When developing a digital repository, you will need to consider metadata from two viewpoints:

  • • the minimum mandatory metadata that is always required to enable management of repository content

  • • the range of allowable metadata that you may wish to acquire if it is available.

    • You need to define a metadata standard that addresses both points, and determine how that standard will operate in practice.

    Working with metadata is often perceived as a daunting challenge, a view undoubtedly reinforced by the bewildering plethora of standards available. This chapter provides guidance on choosing the metadata you need to support a digital preservation repository, how to acquire it, and how it can be stored and managed. It begins by discussing the role of metadata, and the different types of metadata you need to consider. It then provides an overview of the main metadata standards available, and how to choose among them. Next, it considers the various methods for creating and capturing metadata, and for managing it as part of a digital repository. It ends with three case studies, which exemplify this guidance.

    The role of metadata

    Metadata can serve a multitude of purposes. Certain types of metadata are always required, while others may only be necessary in particular scenarios. Broadly, a distinction can be drawn between descriptive metadata, which documents the content of the object of interest and supports its intellectual management, and technical metadata, which describes its technical characteristics and supports its preservation management.

  • 8 - Preserving digital objects

  • Adrian Brown
  • Book:
    Practical Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 193-242

  • Summary

    Introduction

    This chapter addresses the very heart of digital preservation – the strategies and techniques required to ensure that digital information remains accessible and usable over the long term. It is a complex issue, which remains the subject of wide-ranging international research, and this chapter focuses on practical, cost-effective approaches suitable for smaller organizations.

    It begins by examining the goals of preservation, and the nature of digital information, before considering the main threats which it seeks to overcome. It then summarizes the key concepts and approaches, before a detailed consideration of preservation techniques and their practical application.

    The goals of preservation

    Before considering the process of digital preservation in detail, it is worth taking a moment to reconsider the fundamental objective of preservation, in the physical or digital world. This can be very simply stated as follows:

    To maintain the object of preservation for as long as required, in a form which is authentic, and accessible to users.

    It is for the object's custodian to determine how far into the future that requirement extends; in many cases it will be in perpetuity. Similarly, they are the final arbiter of what constitutes an authentic and accessible form. Authenticity and accessibility must be determined with reference to the constraints of the object's creators, and the needs of its current and future users.

    The concept of authenticity must be the informing principle behind any approach to preservation. Authenticity is the assurance that a thing is what it purports to be: if we are unable to demonstrate this for the digital objects in our care then our preservation activities are, frankly, entirely worthless. While different disciplines may require proof of authenticity with varying degrees of rigour – such as the demands of legal admissibility or scientific discovery – all require supporting evidence. This must be accumulated and managed through time, alongside the objects to which it attests, to provide confidence that those objects remain as amenable to investigation, analysis and interpretation as on the day they were created.

    While the concept of authenticity described in this book is firmly rooted in archival approaches, it is equally applicable to the preservation of every kind of digital object, and every curatorial tradition.

Page 189 of 302