Thursday, April 30, 2009
Friday, April 24, 2009
WAAL09: We're from the Government and We're Here to Help! : Reference and Loan Library Services for Academic Libraries
"We're from the Government and We're Here to Help! : Reference and Loan Library Services for Academic Libraries"
Martha Farley Berninger, Abby Swanton, Lisa Reale, and Vickie Long
Reference & Loan Library, DPI - http://dpi.wi.gov/RLL
-- Appreciate getting credit for database links (ex: "provided by BadgerLink" or logo)
-- Access is via IP address or library card barcode ranges (please provide both to Badgerlink), or other as needed
-- New: Federated searching across all EBSCOhost and Proquest databases, (and WisCat for licensed libraries)
-- Support: online form for tech support & promotional materials (bookmarks, posters)
-- Since 1980s - resource-sharing tool for ILL, MARC record sharing
-- Z39.50 compatible
-- Includes public, academic, and medical library catalogs, (and Minitex - Minnesota catalogs?)
-- For past year, ISO connection with Illiad for UW-Madison libraries (GZM) brokered by WILS
-- Splash page is customizable, with up to 4 RSS feeds, calendar message of the day
-- "L" list libraries only - can't afford others
-- WI Document Depository Program - http://dpi.wi.gov/rll/inddep.html
-- Academic and public libraries
-- Some docs are born digital and only exist online
-- Authoritative, long-term access
-- Primary access is via OPACs - all records in WorldCat, WisCat, MadCat, LRBCat, FirstSearch
-- Collection: hot topics, statistics, task forces, final reports
-- All are assigned WiDoc numbers
-- Open to suggestions for documents to add
-- Not archived: public records, databases, private info (intranets), print that hasn't already been digitized, entire websites (tho can do *parts*)
-- RSS feed or Monthly lists sent to libraries since 2005 - http://salcat.dpi.wi.gov/refloan/indship.asp
-- AskAway = chat for all public libraries & paid institutions, email for paid institutions - not encouraged to be linked as primary service
-- Backup reference (phone, email, mail) - all WI residents / libraries
-- Songbook database - links into WisCat
-- Library directory
-- Automobile service manuals (coming soon)
-- Access to Dialog, WestLaw, Lexis-Nexis
"Fake it 'til you make it with government documents"
Nancy Mulhern, Wisconsin Historical Society
Michael Current, UW Lacrosse
-- Top choice for starting points
-- Yahoo type subject directory
-- Official search engine for free government websites (plus images, news, maps...)
-- Faceted search
-- For popular, current information retrieval
-- Agency index
-- Search engine
-- For popular, current information retrieval
-- Searches .gov, .mil, and other U.S. federal, state, and local (?) sites
-- May use less now that Usa.gov is so good
-- CGP: Catalog of U.S. Government Publications = http://catalog.gpo.gov (was "the monthly catalog") - supposed to include all pubs back to 1976 - use Ex Libris' Aleph software - SuDoc sorting works!
-- Worldcat.org, WisCat, BadgerCat
-- Local library catalog
-- www.GPOaccess.gov - supports their own staff too - documents by government branch - moving over to FDsys (Federal Digital System) which is already live - full text search (faceted) of unaltered official versions - currently back to ~1994
-- CIA World Factbook - https://www.cia.gov/library/publications/the-world-factbook - updated at least annually
-- State Dept. Background Notes - http://www.state.gov/r/pa/ei/bgn - update data provided
-- Library of Congress Country Studies (formerly Army Area Handbooks) - http://lcweb2.loc.gov/frd/cs - most were last updated in early 1990's
-- FedStats - http://www.fedstats.gov - homepage doesn't look like much - by topic, geography, agency - search function
-- Statistical Abstract of the United States - http://www.census.gov/compendia/statab - lots more than statistics - annual, all online back to 1879 - summary data for social/political/economic - pulls in data from other organizations (ex: Am Vet Med Assn = pet ownership)
-- Think of the associated agency, not individual "author"
-- Challenge: what did the government call it?
-- Tutorial: http://www.library.ucsb.edu/ala/tutorials/agency.html
-- State gov agencies usually mirror fed gov
-- American Fact Finder - http://factfinder.census.gov - multiple variables - only 1990 and 2000 - "custom table" - slow between 10am-2pm
-- Historical Census - http://fisher.lib.virginia.edu/collections/stats/histcensus - different questions were asked each time - ex: in 1940, how many people were born in Rumania, by state/county?
-- State Information - http://wikis.ala.org/godort/index.php/State_Agency_Databases
-- Wisconsin - http://www.getfacts.wisc.edu/?geo-mcd - from UW-Madison Applied Population Lab - multivariable - to municipality/tract/block group/basin/watershed (unless privacy could be invaded, for 72 years)
-- Bureau of Labor Statistics - http://www.bls.gov - ex: Unemployment: Mass Layoffs, CPI Inflation Calculator
-- Science.gov - http://wwww.science.gov - "Usa.gov for science" - includes Agriculture, Food, Biotechnology, Animals, Plants, Ecology, Genetics... - faceted results - includes Agricola and PubMed article records
-- Keep in mind that agency names change, and come in/out of existence
-- Century of Law Making - http://lcweb2.loc.gov/amem/amlaw - (1774-1875) - digitized documents - search function
-- Thomas Congressional Information - Library of Congress - http://thomas.loc.gov/cp111/cp111query.html
-- Google Book Search - Google afraid of being sued for posting government info after 1923 even though it isn't copyrighted - can still get limited preview or snippet -
-- WorldCat.org - more historic documents being added
-- Resources above
-- Agency approach
-- Robust referral to gov doc specialist - WHS, UW-Madison Memorial Library, Milwaukee Public Library
Thursday, April 23, 2009
"Public Records in e-Mail and Winning Strategies for Managing Them"
Amy Moran, WI Dept. Administration
Nancy Kunde, retired UW-Madison Records Officer - starting as adjunct professor for SJSU in Fall
- Open Records/Sunshine Law: "...all persons are entitled to the greatest possible information regarding the affairs..."
- What needs to be retained? Public record = documentation of public decisions and transactions.
- Gets into area of "appraisal" - setting value of records
- Why save? Administrative, legal, financial, historic, and research reasons
- May only be disposed when authorized by an approved RDA (Records Disposition Authorization)
- Most public records now generated electronically
- Program area determines retention needs - IT has custodial responsibility
- Content determines record status:
- does it: interpret or execute policy? record important meetings? document accountability? facilitate department actions/processes? convey an action? support a transaction? support or convey a decision?
Email in the workplace:
- Continues to grow
- Attachments getting larger
- ~93% of all incoming email is unsolicited
- Most may not be public records - can be deleted right away
- In the past, every department had a "file room" managed by the secretary
- Now, we're all data managers / records custodians - everyone's business
- Focus on major functions of the department (communicating with faculty? students?)
- Email retention is the same as for hard copy (public records, FERPA, HIPAA, other privacy acts, etc.)
- May be an overall appropriate use policy for organization - differs from one to another
- Subject to open records requests
- Subject to discovery - federal rules changed recently
- California is the state pushing the bubble
- Legal world just starting to consider metadata (largely invisible)
- For authenticating, metadata are critical (to/from/subject/less visible parts)
- Harder to tell when electronic materials have been tempered with
Saving too little:
- violation of public trust/responsibility,
- not available when needed,
- opposition has copies that we don't,
Saving too much:
- Davy Jones' locker
- cost for storage/migration/retrieval/redaction - CD degradation after 5 years
- "Working in the cloud" - online repository = helps with migration problems
- "Smoking gun" - $2.2 million in damages awarded to women suing for sexual discrimination, when found "10 reasons why beer is better than women"
- Not everyone who receives an email needs to save - sender should always save if meets criteria; receiver should receive if it is actionable
- Delete: transitory material, unsolicited, personal, copies, captured in later messages - weekly
- Personal? Delete
- Work related? Reply or Retain or Delete
- Outgoing? Retain or Delete
- Retained? For current use, Archive, or Delete
- Appropriately named folders
- Either within or outside the client - not both; ex: Thunderbird allows setting # of days to keep
- File related records in the same folder
- Each year, close old folder and start new
- May be able to incorporate retention schedule into metadata
- Administrative Rule 12 - protect access to e-only records over retention life (retrieval/redaction/etc.)
- Xythos - pilot project to use; UW-Madison has records module
- Maximize use of email software "folders" - instead of using "inbox" as a catchall
- Online storage isn't appropriate for secure access
- "Near line"
- Offline - printing to paper, or print to PDF file (still manipulatable, except for PDFa)
Information Life Cycle:
- Designing > Record created > Use of record > Dormant > Long-term storage
- Must maintain accuracy, accessibility, retrievability, reliability throughout life cycle
- Conflicting life cycles of information vs. media
- Consult Wisconsin Department of Administration Public Records Board website for general records retention information - http://www.doa.state.wi.us/section.asp?linkid=127&locid=0
- UW System General Counsel - all that apply to university - http://www.uwsa.edu/gc-off/records
-- new! webcasts on records management
-- challenge: 40,000 UW System employees
- UW Archives & Records Management - http://archives.library.wisc.edu/records
- who can make requests? Answer: Anyone; federal open records/sunshine law was modelled on Wisconsin's - you don't have to say who you are, or why you want it - ex: WI State Journal requested salaries of all employees
- Another example: all the email from one of our deans - you can petition for this to be narrowed, but have to respond in timely manner. "All" might really be "all."
- does this affect non-UW System institutions? Answer: Yes, not just issue for biggest schools.
- other technologies? Answer: Some say "don't use IM for official communications" - but this may not be possible. Some gadgets allow synching, backup, etc. - don't want people walking around with records. Could summarize chat in email or print for offical record. Telephone conversations aren't normally recorded, but exceptions: calling in for unemployment benefits.
- Disintermediation - very few secretaries anymore; no one training and overseeing records management responsibility
- can we ask IT to be responsible? Answer: Backup isn't record retention - they have a role, but can't be the sole managers.
"Tapping the Creative Spirit to Spur Innovation"
Kathryn Deiss, ACRL Content Strategist
- http://kathryndeiss.pbwiki.com/ - presentation posted
- How do you develop a creative environment?
- New stuff - how do we get it? Depend on creative part of the mind - how tap it?
- Audience: everyone, (usually people say: musicians, artists, writers)
- "Creative Inventions" lightning round (60 seconds) - create an invention using your card and someone else's (items like: ping pong balls, wind chimes, empty 35mm film canister, thermos, bubble-blowing kit, milk crate, waffle iron, gerbil wheel, whistling tea kettle, cassette tape player, cell phone, water pitcher, bicycle helmet, corkscrew, wallet, measuring spoons, compass, slinky, cupcake liners, camera, mousetrap, spray paint, ice cube tray, mickey mouse ears, bandana, zipper, skateboard)
- Everyone is creative - process of generating novel ideas that are likely to be useful
- Difficulty = we don't know where we are:
- problem/opportunity > divergent thinking > convergent thinking > decision point
- Most people truncate early part, and don't generate enough ideas
- Problem/opportunity identification - generate ideas - analyze options - choose - implement prototypes - incubate and get feedback - revise and reintroduce
- We say "but if we put out a prototype and then take it away, patrons will get mad" - not a good reason not to do it
Tools & practices - creative spaces - attitudes & frames of mind
- Precise observation - ex: some libraries doing "ethnographic research" of students like they're tribes - U. Rochester Research Project published "Studying Students"
- Penetrating questions - why do we think this? what happens when we do this?
- Absence of judgment - suspend in idea-generation period - not "it didn't work last time" or "that won't work"
- Faith in your resources - group's creativity can do it
- Preparation - sitting, waiting, being open, groundwork of processes to bring people together for sparks
- Time off - don't jump into decision; incubate inside
- The spark! - leap on it
- Elaboration - what could idea look like? brainstorm on the one idea
- Brainstorming rules:
- Someone records it all
- No Voice of Judgment
- Quantity over quality
- Wilder the better
- Build on the ideas of others
- Other ways:
- Silent brainstorming (individual, on piece of paper; round robin sharing - get more ideas because introverted people participate)
- Visual brainstorming
- Brainwriting - circulate pieces of paper with ideas among participants
- Mindmapping - there are software programs to help, or can do manually
- Think of something at work you'd like to change or understand better - Being in this situation is like [add metaphor] - spin off - feelings associated - how affect communication
- Changing perspective:
- Can we put to other use? adapt? modify? rearrange? substitute? reverse? combine? ...
- Effective group creativity requires diverse points of view - not nasty conflict, but multiple perspectives
- Incubation - like seeds in the soil, like eggs in a nest, like bread rising - "you know, I was thinking..."
- Scott Adams (Dilbert) went to work for IDEO - to improve "the cubicle" - modular, fun, customizable - (photos) which would you rather work in? - IDEO carves furniture out of styrofoam and says "how's this?"
- (photo of big conference table room) - what's wrong with this? - (alternative: what looks like my old housing co-op living rooms)
- Zephyr Innovation Incubator - Illinois - lots of little toys for customers/staff to play with while brainstorming
- Imagine a place that stimulates you (art gallery) - qualities/characteristics: changes periodically, thought-provoking, sometimes beautiful, emotion-provoking - how can your work place better reflect that space?
- Creativity is messy! - we don't have patience for "fooling around" - but you have to, to get the new!
- Have to be willing to break the rules!
- Use unexpected detours to your advantage - others may think that you're distracted and not doing "work"
- we can't
- it won't work
- we tried that before
- we don't have the money
- they won't let us
- what if it's too successful
Wednesday, April 22, 2009
Don't take your own opinions/decisions too seriously
Professional activities (start early); lots to gain from attending/giving presentations as well as networking
Management skills (take management courses to formalize potential experiences)
If you get into management, manage up (know other dept. heads, etc.)
Know where you work (official history, politics, mythology)
Know that you are working for an organization = people (interpersonal relations)
Listen and ask questions of others in your organization
Work is not school (school is about you, work requires deadlines, you are not being graded)
If she had know how much fun she'd have doing her job, she would have done it much sooner
Age is never a deterrent
Change is always a consistent and you need to be able to roll with it
Human touch really matters (even though technology makes it "easy")
Interpersonal relationships are very important, all people are necessary for the library to function
Programming/social events that bring staff together
Be professionally active in a way that you feel you can make a contribution
Learn from successful people in the organization (to help yourself grow)
It's about them (student/faculty) not us
Take responsibility for your mistakes
Power of honest recognition and praise
Try not to demotivate the people you manage
Don't burn bridges no matter how bad the work situation is
If you want to move to different jobs or up the ladder, you are going to have to move
You are in charge of you (not your employer)/personal responsibility
Job searches give you an excellent opportunity to look at yourself
Write a smashing cover letter that includes information about the job you are applying for and the institution you wish to work for
Interviewing; don't forget you are interviewing the potential employer, too
Ask good questions, at the right time
Try to find work situations where you think you can learn and advance yourself (either intellectually or in your career)
Think about the minimums you will accept (money, time, location, other trade offs)
Get to know the people you work with and what they do
Really know yourself (know what irritates you, bugs you, or otherwise affects you negatively) the better you will be able to work with other people
The institution I am working for is not responsible for my personal/professional development
Work/life balance challenges (some don't want to leave when they should go home = burnout; if you do work that much, then you may believe that the institution owes you something which it does not)
Work/life balance question where research has to be done outside of work time?
PW had a similar situation at U of Iowa. Said it's not easy, but the people who could find projects that synced with their jobs had easier times with the research than those whose project had little to do with their day-to-day jobs.
MF: Also tenure track at UNLV, if you can partner with someone you work well with to co-author and article or something else)
GE: Early on he was also faculty, you can't ask for exceptions from the process
How relevant has your Masters degree been in your work?
GE: Initially dissed the library degree, but appreciated the education more as he went along in the profession.
GR: Contrast between education & training. The education gives you something deeper to fall back on when things change
KD: The role we play in giving access to information is important
PW: Pat does planning to ensure the library will be there after he has retired. The theory and the practice learned in library school has been disrupted as technology, etc. change
MF: In addition to the education, try to get a wide range of internships, practical experiences, etc.
How do you motivate people?
PW: Find alternatives to the "yes, but" kinds of statements. Notice what people do and tell them they are doing a good job. Tell people where you are coming from (don't make up your mind ahead of time then have a pseudo conversation).
Regrets about not taking specific classes while in school?
KD: HR, management, budgeting
MF: Quantitative research methods and organization/corporate culture
From the audience: project management
PW: Budget; being open to learning on the job; take opportunities when they are presented to you
GE: Ask to see things like the budget to get your questions answered.
Transformative Technology: Screencasting and the Use of Jing at UW-Madison
Steve Frye & Ian Benton, College Library at UW-Madison
- http://www.jingproject.com/ - quick download
- We're not here because we work for Techsmith - more interested in how this technology can change what we do - link on handout to comparison of screencasting tools
- What do you think of when you hear "transformative technology"? Changes what you do, or how you do it; NOT hype - it's use is immediately apparent
- Examples from audience: internet, e-mail, online circulation / OPAC, telephones, automobile, IM
- What are the steps for changing a tire? Those who know in the audience list steps - so everyone else can now change a tire, right? I think we just need more information - Steve explains in detail using all kinds of words that most people probably don't know - now how many people could do it? OK, let's try YouTube... - now how many people could start doing this? - lots and lots of people raise their hands - is YouTube transformative technology?
We librarians are bicycle repairpeople - when they ask us how to do something, we send them tons of words - or, we could send them a screencast with video and sound (shows example for finding a specific article)
- When you try to describe a visual process with a textual description, you must translate
- Jing videos can be created in real time, at the reference desk
- Patron responses (unsolicited) are VERY happy - (shows examples)
- What is a screencast? Much bigger than what we've shown - Wikipedia definition
- Techsmith has video on homepage to show you the value of Jing (shows) - same company makes Camtasia, but Jing is free and fast and has free hosting - just a link, no file transfer necessary
- Removing a barrier to communication (the long list of words and steps and jargon) - no technological hurdle
- How many times have you described a process, and had the patron say "but I that exact thing!"
- Question: what about kinesthetic learners? Answer: They need to follow the process, because my video doesn't provide them the materials they want
- Anyone challenge our assumptions? Audience: Not sure if it's transformative; used to co-browse and be there in realtime with user
- There could certainly be instances in which Jing is not the right tool for the job
- Instruction librarians showed interest
- Ian uses it to send in tech glitches, rather than just describing
- Staff use to send explanations to each other, too
- College Library: Dec 2007-July 2008, soft roll-out in evening reference; Aug 2008 - Official Jing training - not mandatory, but it's a useful tool
- If desired, could be a re-usable object, both for librarians and for users
- Statistics: 1,400-1,550 chat reference calls in 1-2 months; 15-25% use Jing - needed to upgrade
- Jing Pro = low cost for institutional use, had to upgrade to get enough storage space; now enough for UW-Madison's entire campus library system
- Steve doesn't think he's ever had a patron who couldn't get the Jing video to work
- Embed function doesn't seem to be robust
- Most library staff initially didn't record sound - patron response was favorable
- Nice to tell patrons ahead that there's audio, in case they need to turn it on or off
(Show chat transcript, time involved in recording Jing, then continuing chat)
- Documents normal human interaction, not perfection
- Can also share with patrons, so they can make videos themselves
- Can transfer between Pro and free Jing
- Online "help" files are robust
- If interrupted, just push "pause" and continue video again
- (Demonstrations of making, playing, saving video)
- We consider these videos as disposable - don't agonize over its organization; probably easier to create a new one
- Question: Does this work the same on Mac as on PC? Answer: Yes.
- Jing also captures still images, and then there's some extra tools (arrows, boxes, highlighting)
- Question: General screencasting - any pushback from vendors on demonstrating the use of their databases, say if posted to YouTube? Answer: Haven't heard anything yet...
- Video length limit = 5 minutes; suggest not going over 2 1/2 minutes and not trying to explain more than 4 concepts per video
- Question: Does Jing save time on the desk? Answer: Ian's chat transcript data shows that it doesn't, actually lengthens chats
- When sending, ask patron to "tell me if this doesn't work"
Tale (Tail) of the Tyger
Rev. Dr. David Joyce, President of Ripon College
- What do you think of when you hear "Ripon"? Harrison Ford, Rippin' Good cookies, and now "The bike thing"
Goal: Appreciate the worth in yourself and others so that you can influence and create your own future
- We spend too much time picking things apart, and not enough time putting things together
- "Nothing endures but change" - Heraclitus (500 B.C.)
- The rules are changing in this economy - old ways of doing things don't necessarily work - can't just look to the past - it used to be that if stocks were down, then bonds were up - not right now!
- We instill fear in others to control what they do or don't do
- How much do we do or not do because we're afraid of what might happen?
- May be considered "inefficient" because time intensive - I meet with senior staff 4 hours each week to do this process
- #1 Mutual Worth - Begins with belief that "you have worth"
- #2 Authentic Interaction - What's going well? - everyone tends to jump to problem-solving too quickly - sometimes what's going well might be in our personal lives
- #3 Appreciative Understanding - everyone has a skill set, and they have more skills than you know - if you only look at those like you, all you'll get is those like you
- #4 Progressive Integration
- #5 Continuous Improvement
- #6 Transformation
- Motivation (memory, emotions, attitudes) > Decisions > Behaviors > Perceptions > Trust or Distrust
- Ask open-ended questions
- Instead of "Yeah, but" say "Yes, and"
- Enablers: awareness, reason, freedom, skills
The Bike Thing (Velorution):
- Ripon College is growing, and we were running out of car parking
- 1,100 students; 7,800 town residents > unhappy with students parking on streets
- "Creative Interchange":
- #1 Wish statement - "I wish/I would like it if... we didn't need to pave more green space to create parking lots for cars"
- #2 Another person paraphrases, then offers an idea - "We could give all incoming students a bicycle"
- #3 Next person paraphrases, then offers 4 reasons why they like the idea for every 1 wish statement
- #4 Continues until solution arrived upon - give out about 200 bikes per year
Do it yourself = building something new to you or to your organization (usually something brand new)
DIY Basics (partial list):
making something (better or unique)
challenge the norm
DYI for libraries:
GT: customized the catalog with something other than a vendor system
Google scholar script (wag the dog) by GT programmer
Former GT librarian created ERL conference to fulfill a need for a specialized area (electronic resources)
GT Circ area (no more fines, more responsibility, greater influence, displays, assessment, furniture, leisure collections, equipment)
Student technology desk/environment (multimedia studio)
Encouraged Possibility (elements of a DIY culture...as was done with student multimedia studio) partial list
Purpose, problem, or platform (goal)
IDEO Method in 5 steps
1. Understand (figure out user needs/challenges)
2. Observe (watch people in real-life situations to find out how they work, what confuses them, likes/dislikes, etc.)
Nightline: The Deep Dive (DVD & on youtube)
triggers of use
user customization (work-arounds)
intangibles attributes (emotions)
find problems and solutions
GT wanted collaborative space
Critical factors of success
Collaboration among students
Is critical to student perception of successful learning
Stimulate & inspire individuals & groups
Group study space
Preserve but improve upon it. Worked closely with the people that work in the space.
Immersion by Brian to "live" throughout the library while office was redone.
Ongoing process (various plans, trials, etc.)
laptop use (support, power, noise, printing, etc.)
What are they printing? Posters, color, stapling, etc.
Paying for printing (originally was 100 pages per week per student, now tied in with ID cards)
TA's taking over a library space without telling the librarians they were coming. Librarians approached them to set up a space for them to use.
Text a TA
Bring in a professor, buy him/her food in the cafe and they are there for an hour or so in a sort of open office hour.
Fun events, dodgeball, etc.
Impacting the curriculum
Video, papers, maps, 3d modeling, volunteering, presentations, etc.
Set up accounts, but didn't advertise. Professors caught on have built three islands for class assignments
Lit crit class that they needed to find an image for
Social Driven Instruction
Computer sci students felt that instruction needed to be online. More of a social event where library stuff could be promoted throughout conversation
Designing a Culture of Innovation
create a bug list (find solutions
assessement = ongoing
think/talk/act about design (IDEO)
show & tell
make the news (student paper)
work in "their space"
use crayons to map/express yourself
do it regularly
don't let the boss speak first
go for quantity
build & jump
Book: The Ultimate Question,Fred Reichard (?) is where Brian finds questions that he asks of focus groups, individuals, etc.
Users can provide us with our greatest insights
"Digitization on Demand: ILL Operations Participating in Institutional Digitization"
Angela Milock, Laura Rizzo, Eric Robinson - WiLS (Wisconsin Library Services)
- How it all began... WiLS was already scanning masters theses, special collections, etc. for document delivery - thought they could start saving their scanned documents to make them available to everyone
- Models? Found existing Digitization-on-Demand (DOD) and Print-on-Demand (POD) programs at other institutions - Cornell, Penn State, U Michigan
- Where deposit? UW Digital Collections - http://minds.wisconsin.edu/, Google Books & CIC Hathi Trust > OPAC
- Which items to digitize? Started with: Special collections, Music Library
- Turnaround time? Walked through detailed workflow; appears to be faster for ILL to do it than Digital Content Group (therefore, less expensive)
- Partnerships? Special collections, some institutions with Kirtas/Booksurge/Amazon
- Paying for service? WiLS mainly emulated Michigan: cost passed on to requester, posted per page cost, $30-160; Cornell: Amazon ($20-40, 1-4 days); Penn: $26 paperback; WiLS just tries to cover costs; Surprised to find that people at our own institution willing to pay for digitization of materials they already have physical access to
- Requests? Web form, OCLC
- Usage? Huge differences from institution to institution, based on how easy it is to find out about materials/service; people *are* willing to pay; WiLS filled 6 in first 3 weeks (not even announced yet!) vs Michigan ~20/year (multiple communication steps) vs Penn = 1 total in 2 months vs Cornell = heavy POD usage of selected 6,000 titles (Amazon helps!)
- Copyright? Tricky U.S. vs non-U.S. laws; needed clear guidelines > "Cornell matrix"; wanted to be safe from litigation > very conservative (use Google's policy: pre-1923, author death year + 70 years - "are they dead enough?"); other institutions follow different policies
- Technology? WiLS: b/w 300 dpi, grayscale/color 600 dpi; existing ILL/Special Collections scanners; some institutions send to Kirtas scanners (turn pages automatically; Google's probably look like this too); is the scanner up to the challenge? WiLS had nice new scanner but it would
- New tasks? Barcoding and item records on the fly if needed, whole document and each page separately so works with page-turning model
- Total planning time? WiLS took 7 months from idea to reality
- Why? Access more convenient, seamless, removed digitization selection decisions, cost-effective
- Hey, you! Any UW System school can deposit their materials in http://minds.wisconsin.edu/
- Did WiLS not scan materials in Special Collections or the Music Library before you intiated this program? Answer: Went from part (article or chapter) to whole (500+ pages, rare, fragile materials).
- Are Cornell & Penn shipping rare books or doing in-house? Answer: Apparently, they *are* shipping at least some rare materials.
- Some requests denied? Answer: Yes, holding library has that power.
- How delivered? Answer: Preferred delivery method of institution; mounted, hosted PDF version if that's the normal manner.
- Payment details? Answer: If university doesn't cover costs, then patron can use Google Shopping Cart (all communication goes through their local institution)
- Don't need institutional affiliation to request materials? Answer: Correct.
- Is your copyright policy posted? Answer: Not yet.
- What about duplication from one library to another? Answer: We may get fewer requests for duplicate items as things become findable online.
Dr. Kathy Davis, Director, UW-Stevens Point
Aaron F. Nichols, Access Services Librarian
Importance of improving relations:
Both departments have similar goals and serve the same audience (students & staff) although they have different approaches
competition for funding
competition for "turf"
Security vs. accessiblitiy
Expands the Library as a technology rich gathering place for students which promotes the availability of technology
Lets Library/IT staff to focus on what they do best
Allows IT to appropriately channel $$ to enhance the library resources while still meeting IT needs
Planning opportunities for sustainable applications of technology for faculty & students
Library gained $30,000 dollars in funding from the student technology fee allowing them to purchase databases
Pilots/Grants-ipods/MP3s, streaming video project, computer availability kiosk
Planning-security, infrastructure, support, future
Expanded technology facilities- computer pods on all floors, computer equipped study roomsm presentation practice rooms, etc.
New furnishings in public areas
Shared staffing- for support, training, building on expertise
Collaborative group project room (Idea Studio):
Students use for group projects, presentation practice, presentation filming, medai viewing
Faculty/Staff use for departmental meetings, online seminars, presentation, classroom
Very well equipped room with TV, speakers, projector/screen, PC, digital video camera/tripod, moveable tables, moveable whiteboard
Group Project Zone:
PCs with 22" monitor set in pods of 6
Group Study Rooms:
Nine group study rooms enhanced with computers. One unique room with visual equipment (4-6 people per room)
Presentation Practice Room:
Projector, PC with wireless components
Enhanced with PCs, TVs with couches
IT directly provides & supports the program, but are circulated from the library
Computer availability kiosk; shows where the computers are and their availability
Excellent Q&A followed
Monday, April 20, 2009
Tuesday, April 14, 2009
Krug, who often said, “Censorship dies in the light of day,” was the director of OIF and executive director of the Freedom to Read Foundation for more than 40 years. She was admired and respected for her efforts to guarantee the rights of individuals to express ideas and read the ideas of others without governmental interference.
Read the ALA complete news release for more information about Judith Krug's important and tireless work on behalf of First Amendment rights.
Monday, April 06, 2009
The races for State Superintendent of Public Instruction and the State Supreme Court take top billing. Learn more about the candidates and cast your ballot!