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6023 results in Facet Publishing

Page 278 of 302

  • 20 - Windward in an asynchronous world: the Antiguan initiative, unanticipated pleasure of the distance learning revolution

  • from Part II - Enabling and supporting digital literacies
    • By Cornel J. Reinhart, International Consultant, Centre for e-Learning and Literacy Bloemfontein, South Africa
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 215-225

  • Summary

    Abstract

    This chapter explores the e-literacy impact of Skidmore College's University Without Walls (UWW) online asynchronous bachelor degree programme on the Caribbean island of Antigua. Primarily enrolling the island's teachers, mostly women, UWW's online courses, the author argues, have played a fundamental role in bringing a new pedagogical philosophy and digital literacy to this small and somewhat isolated island nation. For island teachers, participation in asynchronous courses offered wonderfully exciting opportunities to share ideas, teaching experiences, and community histories with other students located around the world. Rum, Slaves and Molasses, an online history course concerning the African slave trade, brought these teacher-students, via the power of the internet, new insights into their own Afro-Caribbean history. These valuable perspectives were quickly introduced into the teacher-students’ own classrooms, offering new generations of Antiguan young people a more positive interpretation of their own African past and the important nation-building role played by their enslaved ancestors. In this learning process, these students were also taught how to create their own websites, to research archives around the world, and to access secondary sources totally unavailable on an island with almost no library facilities. The introduction of these web design skills and related valuable e-literacy tools to these teachers, and then to their students, ultimately brought their unique Antiguan story alive. The internet, coupled with constructivist e-learning strategies, allowed these island educators, previously isolated, to share their distinctive history with people around the globe.

    In UWW's Antiguan initiative we see not only the power of e-literacy to transform learning architecture, but also a glimpse of the pedagogical future: the revolutionary impact of ICT and e-literacy on human societies. As educators, this experience allows us to marvel again at the enormous learning capacity inherent in allowing students to speak directly to each other across the world's vast distances; to share diverse cultural experiences and confront deep historical divides; to explore new ideas and information; and to ‘construct knowledge’ from common collective information. In that process, we also see in Antigua the earliest transformation of an entire culture's educational pedagogical foundation (albeit that of a small island nation).

    Introduction

    In the age of sail, windward and leeward described crucial attributes for ships, often slavers, bound for Caribbean sugar islands.

  • 4 - Web archiving

    • By Julien Masanès, co-founder and Director of the European Archive, a non-profit foundation for web preservation and digital cultural access
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 78-97

  • Summary

    Introduction

    In order to be able to conserve artefacts in the long term, it is necessary to understand not only their content, but also their organization, including their physical structure. Librarians have been able to play their historic role as the preservers of books because they have an in-depth understanding not only of the content of books but also of their tabular organization and their physical shaping. Based on this knowledge, they have built the methods, from collection development to preservation policy including shelving, cataloguing, etc. that enable them to fulfil their mission.

    There is a wealth of information on the web. The size of the web is difficult to estimate but certainly ranges in the hundreds of terabytes (1 terabyte = 1024 gigabytes), if not in the petabytes (1 petabyte = 1024 terabytes). The largest libraries in the world hold tens of millions of volumes, which represent, if we consider the text only, tens of terabytes of information (1 megabyte per volume on average). If we take into account images, the total can be estimated at 50 times more. If we consider moving images, information held by libraries is even larger. The Bibliothèque National de France (BnF) for instance is running a digitization project for its videotapes collection that will yield an estimated 400 Tb of data. Nevertheless, it is reasonable to assume that the volume of information that the web contains already equals if not exceeds those of the largest libraries in the world.

    Content on the web has not been, for the most part, selected and edited. We can estimate that around 40 million active webmasters coordinate the production of hundreds of millions of contributors. A very conservative estimate of the number of web logs indicates that 10 million people use this new publication tool and therefore enrich content available on the web.

    This impressive growth in size and number of producers would have resulted in a catastrophe from the preservation standpoint in the analogue world. But, as this has happened in a digital realm, the consequence is more a displacement of problems and practices than a disaster. The main reason for this is that the preservation of borndigital material can benefit from the possibility of automatic processing and falling storage costs that have enabled such growth.

  • 21 - A tale of two courses

  • from Part II - Enabling and supporting digital literacies
    • By Gill Needham, Head of Strategic and Service Development, Open University Library and Learning Resources Centre The Open University, UK, David Murphy, Director, Centre for the Advancement of Learning and Teaching Monash University, Australia
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 226-236

  • Summary

    Abstract

    This chapter describes a case study of two courses on information literacy presented by distance-teaching institutions from opposite sides of the world. The courses are ‘Mining Information in the Internet Age’, from the Open University of Hong Kong, and ‘Mosaic: Making Sense of Information in the Connected Age’, from the UK Open University, both of which are taught online. Designed and developed entirely independently, the courses have distinct similarities and differences, which will be explored in the chapter.

    Introduction

    In July 2002 the authors of this chapter, two course developers, one from the Open University Hong Kong (OUHK) and one from the UK Open University (UKOU), met for the first time in Hong Kong and began to discuss a mutual interest in information literacy. Information literacy is an important topic, particularly in the context of an online environment, but not one that at that time featured in stand-alone course offerings, particularly outside the USA and Australia. In the conversation, it transpired that both authors had been proactive in developing and delivering short courses in information literacy in their respective countries.

    Both courses were developed in response to similar circumstances. Both institutions are distance-teaching universities. The UKOU was founded more than 30 years ago and was the first university of its kind; the OUHK followed 20 years later using the same model of ‘supported open learning’. Before near-universal internet access enabled the use of digital library resources, students of these institutions were not required to use libraries as part of their studies. The philosophy of equi- table access meant that students had to be able to complete their studies without visiting a library. Instead they were provided with a rich array of multimedia course materials – now referred to as ‘the course in the box’.

    Both institutions have invested heavily in developing their digital library collections over the last eight to ten years, but had to wait until the majority of students had internet access before their use could be integrated into courses. As students were introduced to the use of digital library resources, it became evident that many lacked the most basic information literacy skills. Many students who had studied for several years with the UKOU had never learned to use libraries, databases or other tools. They had no experience equivalent to the library induction mandatory in most traditional universities.

  • 7 - It's money that matters in long-term preservation

    • By Stephen Chapman, Preservation Librarian for Digital Initiatives in the Weissman Preservation Center, Harvard University Library
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 133-146

  • Summary

    Introduction

    Obsolescence is inevitable. Some objects are built to last longer than others, but all eventually become unusable. Preservation actions may be taken proactively to buy as much time as possible between interventions, or reactively to restore usability to compromised artefacts or content. Because these activities are generally perceived to be problematic and expensive, research agendas for digital preservation underscore the need to ‘reduce the amount of human intervention in digital archiving processes’ (Hedstrom, 2003b). Automation will be fundamental to archive electronic resources on a large scale, but it is highly unlikely that technology is going to make preservation cheap.

    Preservation stakeholders – the ‘designated communities’ in OAIS parlance – serve cultural heritage materials well by acknowledging that preservation is not free. Even if digital object ingest, normalization, validation, monitoring, repair, transformation and other preservation actions become fully automated, and even if storage costs continue to decline, digital preservation is going to cost something.

    How much will it cost? And who will pay whom? What terms and conditions will govern transactions for preservation services? For feebased services, what happens to content for which organizations cannot pay the ‘entry fee’ for archiving, or when they stop paying the ongoing maintenance fees?

    Policy guides and other documentation from emerging preservation digital repositories provide preliminary answers to these and other questions about preservation costs. Professionally managed preservation repositories represent digital preservation as a business, where long-term use of stored objects will result from quid pro quo transactions between object owners (or stewards) and preservation professionals. Object owners appraise content, create or transform their objects to repository-compliant (or recommended) formats, produce metadata (lots of it) and pay fees; in exchange, repository managers provide an organizational commitment to digital preservation, make multiple copies, and monitor data, systems and obsolescence.

    Repository terms and conditions may appear to be complex and onerous, and therefore needlessly expensive, but they have been conceived to make preservation affordable in the long term. Digital objects are inherently fragile, in part due to the rapid pace of manufactured hardware and software obsolescence. Strategies such as emulation, migration and universal virtual computing are being implemented to ensure that content remains usable.

  • 7 - Information literacy – an overview

  • from Part I - Literacies in the digital age
    • By Ola Pilerot, Deputy Head Librarian University of Skövde, Sweden
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 80-88

  • Summary

    Abstract

    This chapter aims to present an overview of the multifaceted concept of information literacy. It should be seen as an exploration of ways of comprehending information literacy. The main questions are: what are the dominating ways of seeing information literacy and why is there an information-literacy initiative? Many authors rightly claim that the task of educating information-literate students and people is not the responsibility of one single group or profession, and consequently this chapter also looks at collaborative aspects of information-literacy education. In accordance with the scope of this book the chapter also presents information literacy in the light of other literacies.

    Introduction

    That information literacy is of great interest to many is evident by the amount of publications that relate to the concept (see Rader, 2002). Among its advocates one group dominates, namely librarians, which is apparent by the number of contributions to the literature made by library professionals. Despite the fact that the term ‘information literacy’ is said to have been coined in the early 1970s (Carbo, 1997), it is evident that the pedagogical ambition which goes along with information literacy education was recognized by librarians long before that:

    A librarian should be more than a keeper of books; he should be an educator…. All

    that is taught in college amounts to very little; but if we can send students out self-reliant

    in their investigations, we have accomplished very much.

    (Robinson, 1876)

    Ways of comprehending information literacy

    When reviewing a number of documents with the common aim of defining or presenting an overview of the concept of information literacy (see e.g. Owusu- Ansah, 2003; Kapitzke, 2003) it becomes apparent that it is a concept that is often similarly regarded. Definitions and models, with slight variations, continuously appear, often in the form of lists that easily remind the reader of recipes or panaceas. The most widely spread of them all is formulated by the American Library Association (1989, 1):

    To be information literate, a person must be able to recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

    Seemingly stemming from the above definition, lists of desired attributes and standardized descriptions of how an information-literate student (or person) should behave or function have been developed.

  • 2 - Learners, learning literacy and the pedagogy of e-learning

  • from Part I - Literacies in the digital age
    • By Terry Mayes, Centre for Research in Lifelong Learning Glasgow Caledonian University, Scotland, Chris Fowler, Director, Chimera University of Essex, UK
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 26-33

  • Summary

    Abstract

    This chapter outlines the landscape of e-learning and considers how learners can flourish within it. It traces the development of understanding about pedagogy that underpins technology-enhanced learning, describing the shift in emphasis from the delivery of powerful representations of the subject matter, through the computer as tutor, to the current focus on dialogue in learning communities. Increasingly, the pedagogical focus is on the emergence of tools that support participation in learning groups, and the formation of learning relationships. The chapter describes one approach that attempts to capitalize on a neglected form of learning: ‘vicarious’ learning, which occurs as a consequence of observing other learners. This leads to consideration of Wenger's recent call for a new discourse based on the ‘horizontalization’ of learning. The chapter concludes by describing a view of ‘learning literacy’ that places willingness and confidence to participate in new learning relationships as the key requirements. These characteristics depend not on skill so much as on developing an identity as a learner.

    Introduction

    In a paper called ‘Learning Technology and Groundhog Day’ (Mayes, 1995) the author argued that the field of educational technology was locked into a cycle of high expectation followed by disappointment, reminiscent of the protagonist in the film ‘Groundhog Day’ who wakes up each morning to find that it is the same day, with the same outcomes repeated indefinitely. The moral of the film was that escape would be possible only when the victim acknowledged his true nature. Only when we understand the true nature of learning, the paper argued, could we expect the technology of learning to be applied in a genuinely effective way.

    Today we want to point to the first real signs that escape from Groundhog Day is close. It has not happened yet. For a lasting escape it is probably necessary for the policy-makers in education and training to question the assumptions about learning that underpin their role as ‘providers’.

  • 8 - Contemporary literacy – the three Es

  • from Part I - Literacies in the digital age
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 89-98

  • Summary

    Abstract

    Retooling classrooms for 21st-century teaching and learning will not be served by completely reinventing literacy. It is important to acknowledge the continuing value of reading, arithmetic and writing, as basic skills, and to build on that foundation and expanded model of contemporary literacy. This chapter seeks to start with the three Rs, and grow them into three Es, an expanded model for being proficient and efficient users of information.

    Introduction

    Before we begin a discussion of contemporary literacy, it is important to settle on a definition for ‘literacy’ that can serve as a framework. This is no small task, considering that the word has been used in a wide variety of contexts, addressing a broad range of skill sets. But, for the sake of this chapter, I want to suggest a consensus around the following definition:

    Literacy comprises those essential information skills required to accomplish goals within one's contemporary information environment.

    The only part of this definition that might seem out of place to most 21st-century inhabitants is the last part, ‘within one's contemporary information environment’. During most of the last two centuries, that environment changed very little. It was at the beginning of the 19th century that Sir William Curtis, Lord Mayor of London, coined the phrase, ‘the three Rs’. Not an extraordinarily literate man, as evidenced by his spelling, Curtis did effectively define an effective literacy framework for a published-print information environment.

    Today, however, that environment has changed, and it has happened in just 30 years – mostly in the last ten years. Information has changed in what it looks like, what we look at to view it, where and how we find it, what we can do with it, and how we communicate it.

    Any effort to effectively define a new literacy model that reflects this new information environment effectively requires us to drill down into the roots of how information has changed. Factoring all aspects of information reveals three new characteristics of the contemporary information environment that are fundamental to using this environment to accomplish goals: information is networked; information is digital; and information is in abundance.

    Information is networked

    Information in the published-print environment was networked. But it was a network based on transporting paper and other printed materials across oceans, rivers, mountains, towns and across the classroom.

  • 18 - Approaches to enabling digital literacies: successes and failures

  • from Part II - Enabling and supporting digital literacies
    • By Alex Reid, Professorial Fellow University of Western Australia
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 196-205

  • Summary

    Abstract

    This chapter outlines a range of approaches that have been adopted in various universities in order to address the issue of achieving acceptable levels of information and communications technology (ICT) literacy among the staff and student body. Some of these have been successful, while others have failed. In each case an effort is made to identify the reasons for success or failure, including local factors; it then seeks to draw out general principles evidenced by these cases, which should lead to improved success in future.

    Introduction

    Information and communications technology (ICT) literacy is now universally considered an essential skill needed by university staff to undertake their research and teaching, and by students to undertake their studies. Graduates in almost all walks of life are expected to possess ICT skills, in varying depth. Many different approaches have been adopted by universities to improving the levels of ICT literacy among their staff and students. Some have been more successful than others but, since ICT literacy is rarely an end in itself, it is hard to assess the degree of ‘success’ or ‘failure’ of any particular approach. Much depends on the prevailing culture of the institution, what current levels of literacy exist, and what goals one has. What does seem clear is that the establishment of clear, achievable goals and an institutional commitment are vital, along with an understanding that ‘ICT literacy’ is not something that can be achieved once and for all, since the desired level of literacy is a moving target, which will continue to move (perhaps even accelerate) indefinitely (Winship, 2001; CEPIS, 2005). The following variety of approaches is presented to illustrate these claims, and to offer ideas that may be more or less appropriate in different cultural and technical environments.

    Free and rich repertoire of classroom-based courses

    Some universities have taken the approach of providing free-of-charge a wide range of (ever-changing) face-to-face courses. They are usually open to all staff (academic and general) as well as to postgraduate students and sometimes undergraduates. These courses are typically organized and managed by a small full-time staff contingent, supplemented by contributions made by technical specialists for more esoteric courses. The courses aim to cover a full spectrum of ICT skills, being constantly upgraded as technology and demand vary.

  • 15 - Supporting students in e-learning

  • from Part II - Enabling and supporting digital literacies
    • By Martin Jenkins, Academic Manager, Centre for Active Learning University of Gloucestershire, UK
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 162-171

  • Summary

    Abstract

    The majority of e-learning developments are supplementary to face-to-face teaching. This means that support issues, which are best planned as part of the curriculum design, are not fully developed. In addition it means the opportunities presented by e-learning are not fully exploited. This chapter considers the reasons why support should be integral to e-learning provision, how this impacts on support provision and how the use of learning-design models can help to inform student support and skills development.

    Introduction

    The use of e-learning encompasses a wide continuum of potential uses of learning technology. Phillips (2004) identifies four e-learning design dimensions: student–student interaction, student–teacher interaction, student–resource interaction and student–computer interaction. However e-learning is employed, it is critical that students are supported in the development of the e-learning skills required and provided with the appropriate support structures and opportunities.

    The majority of e-learning developments have been supplementary to faceto- face delivery. This has meant that the full implications for supporting students in e-learning are not always fully considered. The reason for this is that supplementary applications are often ‘bolted-on’ to traditional forms of delivery. As a consequence e-learning is not considered in the design and delivery of the learning event.

    This chapter is divided into four main sections. The first considers the reasons for supporting e-learning students. The second focuses on developing and supporting the skills that students require to become ‘e-learners’. The third considers how learning design and delivery models can inform planning to ensure appropriate support is in place and how this can be delivered through the curriculum. The fourth section considers the impact of e-learning on learning support services and how the support they provide needs to change.

    Supporting students in e-learning

    Simpson (2002) suggests student support is required for practical, theoretical and moral reasons. Building on Simpson's list for students studying via open and distance learning, the reasons it is important to make student support integral for e-learning are:

  • • Retention: flexible and distance learning provision has been particularly associated with high drop-out rates; based on experiences with traditional correspondence forms of distance learning. E-learning presents opportunities to improve retention through monitoring, tackling isolation and helping provide structure.

  • 3 - The status of preservation metadata in the digital library community

    • By Robin Wendler, Metadata Analyst in the Harvard University Library Office for Information Systems
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 60-77

  • Summary

    Introduction

    It is a truism that preserving digital objects is quite different from preserving physical ones. While a 400-year-old book may be held and read today, digital content can be made manifest only through the use of specific hardware and software. This dependency on a technological intermediary means that not only must the object itself be kept secure and intact, as is true for all preservation, but that the means to reveal its content must also be maintained. In order to do this, a preservation agency must know a great deal about the object and the environment in which it can be used. Collectively, the information that an archive will need to ensure the survival of digital objects over long periods is called preservation metadata.

    In recent years, the digital library community has dedicated focused effort to three main areas related to preservation metadata:

  • • determining what metadata will be needed to maintain objects over time and identifying or creating appropriate metadata standards

  • • designing tools to facilitate the creation, extraction and verification of certain types of metadata

  • • planning and in some cases test-bedding registries that will enable common metadata about digital formats and hardware and software configurations to be shared throughout the community.

    • Digital repositories routinely contain many kinds of information about the objects they manage. Some of this information supports the administration of the archive, such as information about the depositor, the rights holders and the contractual agreement outlining the respective rights and obligations of the depositor and the repository. Additional information may support functions such as discovery, storage management and access management. All such information may also be useful or even necessary for preservation. However, there are additional categories of information that primarily or exclusively exist to enable long-term preservation.

    Techniques for preserving digital material are still in their infancy, with many fundamental questions of methodology and best practice still under debate. Most discussions about digital preservation have been theoretical: as of 2005, few digital archives have active preservation programmes. As experience in preserving digital information grows, understanding of the information that will be required in the preservation process will continue to evolve.

  • Series Editors’ introduction

    • By Marilyn Deegan, Director of Research Development in the Centre for Computing in the Humanities at King's College London, Simon Tanner, Director of King's Digital Consultancy Services (KDCS) at King's College London
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp xi-xii

  • Summary

    The Digital Futures series began its life in the book Digital Futures: strategies for the information age by Marilyn Deegan and Simon Tanner. What became obvious in writing the first book was that no single work can cover in great depth all the issues facing librarians and other information workers as they engage in digital activities. Thus the Digital Futures series idea was born to enable further volumes to explore in detail the major topics that concern our digital information age.

    Written by leading international experts, each book in the Digital Futures series examines some of the key strategic and practical issues facing libraries and other cultural institutions in the rapidly expanding world of digital information.

    Anyone interested in contributing to the Digital Futures series is invited to contact the Series Editors at marilyn.deegan@kcl.ac.uk and simon.tanner@kcl.ac.uk.

  • 19 - Professional development and graduate students: approaches to technical and information competence

  • from Part II - Enabling and supporting digital literacies
    • By Catherine Cardwell, Associate Professor Chair, Department of Library Teaching and Learning, and Instruction Coordinator, University Libraries Bowling Green State University, USA
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 206-214

  • Summary

    Abstract

    In recent years, institutions of higher education have increasingly recognized and emphasized the importance of improving, through a variety of initiatives, students’ technical and information competence. The focus of these initiatives has generally been on undergraduate students and teaching faculty, not on graduate students. In their formal course work, graduate students concentrate on acquiring disciplinary knowledge and participating in disciplinary research. Relatively few opportunities exist for professional development activities designed to develop graduate students’ technical and information competence. To remedy the situation, institutions of higher education need to rely on approaches typically used by faculty development centres in order to reach graduate students. An interdisciplinary learning community model used at Bowling Green State University in Ohio is presented in this chapter.

    Introduction

    Most initiatives regarding technical and information competence focus on undergraduate students or faculty, not graduate students. This is unfortunate since most graduate students will become faculty members or will follow equally challenging career paths requiring a high level of competence in these areas. As such, graduate students need more access to professional development opportunities. Their future employers and students will only benefit from their improved skills.

    In the USA, graduate student preparation has recently gained more attention since several important studies found a mismatch between graduate student education and the kind of work expected of students once they complete their degrees (Pruitt-Logan and Gaff, 2004, 177). One area commonly identified as needing greater attention is teaching, specifically teaching with technology. Increasingly, faculty are expected to apply innovative technological approaches to their teaching (Adams, 2002, 3–4). Relying on the expertise of staff at faculty development centres is one possible solution to this problem for colleges and universities. Faculty development centres are able to employ strategies they typically use with faculty to reach graduate students because graduate students are more like faculty members in training, not undergraduates. These strategies may include but are not limited to offering workshops, fostering campus partnerships, providing incentives for participation, and creating cohort-based or topic-based learning communities.

    A professional development project incorporating a variety of approaches used by faculty development centres is the focus of this chapter. In an attempt to improve graduate student information and technical competence, the Center for Teaching Learning and Technology (CTLT) along with University Libraries (UL) at Bowling Green State University (BGSU) launched an experimental interdisciplinary learning community.

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