Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Publications
  3. Publishing partners
  4. Facet Publishing
  5. Content Listing

Refine listing

Refine listing

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

5856 results in Facet Publishing

Page 123 of 293

  • 1 - The university library and digital scholarship: a review of the literature

  • from PART 1 - A review of the landscape
    • By Lindsey Martin, Assistant Head of Learning Services at Edge Hill University
  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp 3-22

  • Summary

    Introduction

    Digital and web-based technologies have impacted on all aspects of daily life to the extent that it is almost becoming unnecessary to prefix terms with the word ‘digital’. In the United Kingdom, the House of Lords Select Committee on Digital Skills concluded that the 21st century is experiencing a revolutionary period, which it calls the ‘second machine age’, driven by advances in digital technology to the extent that

    The whole economy has become digitised. It would be a mistake to take the ‘digital sector’ as our sole focus of interest. As digital is pervasive across most aspects of our lives, so the ‘digital economy’ is becoming synonymous with the national economy. Digital skills – the skills needed to interact with digital technologies – are life skills, necessary for most aspects of life.

    (Select Committee on Digital Skills, 2015, 20)

    If digital is now the norm, then this suggests that there should no longer be any real distinction between scholarship and digital scholarship, and yet, according to Jones (2013) and Waters (2013), it is by no means a given that the use of new tools and technologies by scholars automatically results in digital scholarship. What technology does, they argue, is to create ‘affordances’ and ‘possibilities’ for new scholarly practices that scholars can then choose to make use of (Pearce et al., 2010; Weller, 2011; Goodfellow, 2013a; Scanlon, 2014).

    The literature on the emergence, practices and impact of digital scholarship at the present time is neither broad nor deep. This review of the literature has revealed that there is little in the way of a shared understanding of what digital scholarship is, that there is a range of terminology and a variety of definitions dependent upon discipline and values, and that there is little that provides an insight into what it might mean to be a digital scholar in practice. Unsurprisingly, then, the role of libraries in responding to the emergence of digital scholarship practices offers a similarly slender literature of differing definitions and approaches to support for and engagement with scholars.

  • Introduction

  • Edited by Alison Mackenzie, Lindsey Martin
  • Book:
    Developing Digital Scholarship
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    17 October 2016, pp xiii-xx

  • Summary

    Digital scholarship is an incredibly awkward term that people have come up with to describe a complex group of developments. The phrase is really, at some basic level, nonsensical. After all, scholarship is scholarship.

    (Lynch, 2014)

    This is Clifford Lynch's response to the question ‘how would you define digital scholarship?’

    His response echoes in part our experiences when we started to examine how digital scholarship is interpreted. Scholarship is a dynamic concept, influenced by the demands of the environment it finds itself in, the ongoing debate about what it means to be a scholar in practice and what support and advice are needed by the digital scholar. There are no easy answers to this question but we aim to offer readers, through a collection of contrasting perspectives, contexts, insights and case studies, an exploration of the relationships between digital scholarship, contemporary academic libraries and professional practice. This will appeal to a readership from across the globe: practitioners, both academic librarians and managers; specialists in archives, special collections or learning technology; students, researchers and tutors of library and information science. Digital scholarship is arguably transformative and this timely publication will provide readers with insights into the changing behaviours of both scholars and librarians as they adapt to the impact that a digital environment has on skills, services, processes and systems.

    Background

    Toward the end of the last century a more inclusive view of scholarship emerged following Ernest Boyer's influential Scholarship Reconsidered: priorities of the professoriate, which recognized that knowledge is not only acquired through research but encompasses the full scope of academic work ‘through synthesis, through practice, and through teaching’ (1990, 24). Melanie Schlosser, digital publishing librarian at Ohio State University Libraries, has defined digital scholarship as ‘research and teaching that is made possible by digital technologies, or that takes advantage of them to ask and answer questions in new ways’. In summary, it is perhaps a generalization but nonetheless true that 21st-century scholarship will be, by default, digital. ‘It marks a move away from the passive, one-way form of communication from scholar to student or peer or novice. It is a new form of inquiry and practice that generates new questions, new evidence, new conclusions, and new audiences as it is used’ (Ayers, 2012).

  • 1 - Concepts and context

  • Margaret Crockett
  • Book:
    The No-nonsense Guide to Archives and Recordkeeping
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 August 2016, pp 1-40

  • Summary

    Archives and records: concepts and terminology

    For those of us concerned with managing records and archives it is of paramount importance that we can articulate and advocate exactly what it is that we are looking after. Before discussing how to manage them, let's agree working definitions for the material itself.

    Records

    First of all, let's look at the term ‘record’. Records and archives are inextricably linked, which is why this book covers both records and archives management as one holistic discipline. We need to understand what records are in order to define archives. Records consist of recorded information which provides evidence of decisions, planning processes, financial transactions, agreements – in fact pretty much any human activity. Records can be in any medium or format.

    Records usually arise as a by-product of business or social activity: for example the invoice for consulting services is part of the process of letting the client know how much they have to pay on the fulfilment of a contractual (written or verbal) agreement. It is rare for records to be deliberately created for their own sake, although there are exceptions. For example, medieval chronicles, personal diaries or letters can be written with the intent of recording the author's or the author's sponsor's viewpoint.

    Record: recorded information in any media or format, providing reliable evidence of human activity.

    Records also need to have certain characteristics or features in order to be ‘good’ records that we can trust and depend on. It is important to know the creator of the record. If the record does not stand alone, it is important to have the links to the other records that together form the comprehensive record. These links and the author provide the context of the record, which in turn allows us to be confident about its authenticity. We also like to be sure that the record has not been tampered with. These characteristics depend upon a variety of things, including:

    • • the custody of the record(s) over time

    • • inherent indications in the physical record, such as inconsistencies in script, the physical carrier or the way it is set out

    • • discrepancies in the audit trail or metadata of digital records.

  • 7 - The future of ontologies and the information professional

  • David Stuart
  • Book:
    Practical Ontologies for Information Professionals
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    31 August 2016, pp 155-164

  • Summary

    Introduction

    In summarizing the law of the instrument Kaplan (1964, 28) wrote ‘Give a small boy a hammer, and he will find that everything he encounters needs pounding’ and such a law applies equally to the application of ontologies. By this stage of the book, if it has achieved its aim of demonstrating the value of ontologies, readers should see the potential of developing and applying ontologies in an ever-increasing number of situations in their working life and possibly even their personal life. This will, undoubtedly, include scenarios where other technologies may be more appropriate, or that the formality of the required ontology requires a skill level beyond that of the information professional.

    This final chapter tries to reign in the sprawling potential of ontologies by considering the future of ontologies within the context of the original aims of this work, considering:

  • • the future of ontologies for knowledge discovery

  • • the future contribution of information professionals to the development of Ontologies

  • • the practical development of ontologies.

    • The adoption (or non-adoption) of any technology is not based on the intrinsic qualities of the technology alone, but is reflective of a wide variety of factors in the associated ecosystem, and the widespread adoption and development of ontologies, and the nature of these ontologies, will depend on competing technologies and culture as well as limitations of the ontologies themselves. Inevitably such a chapter raises more questions than it provides answers.

    The future of ontologies for knowledge discovery

    Within the information ecosystem ontologies must compete for territory with other alternative technologies and approaches, and the innate value of a technology does not necessarily lead to its domination. For example, the value of controlled vocabularies is well known amongst the community of information professionals, but controlled vocabularies are by no means the only or even the principal way that people retrieve information. For the majority of information enquiries, that is those typed by the average user into the search box of Google.com, the power of full-text indexing surpasses the value of controlled vocabularies. In much the same way, the power of formal structured ontologies and knowledge bases sit alongside the increasingly powerful natural language processing (NLP) tools that develop by brute force what could not be achieved through human efforts alone.

  • 13 - Special libraries

  • from PART 2 - EBLIP IN ACTION
    • By Bill Fisher, professor with the School of Information at San Jose State University.
  • Edited by Allison Brettle, Denise Koufogiannakis
  • Book:
    Being Evidence Based in Library and Information Practice
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 August 2016, pp 151-164

  • Summary

    Evidence-based library and information practice; who could argue or take issue with an idea like that? If asked, almost all of us would say that we make rational decisions based on current practice as described in the professional literature, conference presentations/proceedings, or from our conversations with colleagues from our own organization as well as other organizations. After all, who is going to admit to making irrational decisions, employing conjecture-based practice or flying by the seat of their pants in order to get by in the workplace? From the other chapters in this book, one can assess the extent to which EBLIP has had an impact on the recognized LIS subfields: academic libraries, public libraries, school libraries and health sciences libraries (where things began). This chapter will put EBLIP into context for the remaining subfield of special, or non-traditional libraries.

    As with any endeavour of this nature, a few definitions are in order so as to establish the scope of what follows. For the purposes of this chapter, a special library may be part of a larger, parent organization; typically has a collection that is focused on one or more topic areas; and has a defined population of customers, so that it may not be available to the general public. Indeed, in a very large organization the special library may be funded by certain segments of the larger organization, so that the library may be available only to those affiliated with those segments of the organization that actively support/fund the library. There are also a couple of generalizations that we can make about special libraries. First, no two special libraries are alike. While most public libraries will offer very similar services and have very similar collections, if this happens with special libraries it is more by chance than by design. Second, special libraries don't have to exist; there are rarely things like accreditation standards or mandates that compel an organization to maintain a special library. Special libraries exist to provide specific services and develop/maintain a specific collection. If the library fails to do this or those services/collections are no longer needed by the organization, that special library will cease to exist.

Practical Ontologies for Information Professionals
  • David Stuart
  • Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    31 August 2016
  • Practical Ontologies for Information Professionals provides an accessible introduction and exploration of ontologies and demonstrates their value to information professionals. More data and information is being created than ever before. Ontologies, formal representations of knowledge with rich semantic relationships, have become increasingly important in the context of today's information overload and data deluge. The publishing and sharing of explicit explanations for a wide variety of conceptualizations, in a machine readable format, has the power to both improve information retrieval and discover new knowledge. Information professionals are key contributors to the development of new, and increasingly useful, ontologies.

  • 3 - Articulate

  • from PART 1 - BACKGROUND AND MODEL
    • By Alison Brettle, Reader in Evidence Based Practice and Director of Post Graduate Research in the School of Nursing, Midwifery and Social Work Research at the University of Salford, UK., Denise Koufogiannakis, Associate University Librarian at the University of Alberta in Edmonton, Alberta, Canada.
  • Edited by Allison Brettle, Denise Koufogiannakis
  • Book:
    Being Evidence Based in Library and Information Practice
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 August 2016, pp 19-26

  • Summary

    EBLIP begins with a question, a need to understand the problem, which is then articulated or clarified. For librarians this may be an area where service improvement is required, or it may be related to the management of the library's collection, for example. It could be a question about how an instruction or academic librarian should best teach information literacy concepts, or it could involve a big decision such as the reconfiguration of reference services in the library. Different stakeholders may have different types of questions; for example, practitioners’ questions may well be about practice, whereas managers, funders or policy makers may want evidence to demonstrate the use or value of a service. This chapter will outline the importance of a clear question and describe methods that have been used to clarify and situate questions within EBP.

    The importance of a clear question

    Eldredge notes that ‘Questions drive the entire EBL process. […] The wording and content of the questions will determine what kinds of research designs are needed to secure answers’ (Eldredge, 2000b, 292). This is true to a certain extent, but, as noted in the previous chapter, this book follows a holistic approach to EBLIP. We need to ensure that the question allows us to capture what we already know and incorporates local evidence and our professional knowledge. Therefore, it is more appropriate that the wording and content of the question will allow us to consider all the relevant evidence that we may want to use in order to answer the question.

    A clear question will enable us to find the appropriate evidence to help us make the decision (Booth, 2006). Just as when embarking on a research project it is important to have a clear research question, because vague research questions tend to lead to vague results, with EBLIP, clear questions will help us make better-informed decisions.

    Davies (2011) suggests that articulating the question also involves a period of reflection, considering issues such as ‘Is this really what I'm looking for?’, ‘Why am I looking for this information?’ and ‘Is there another option to pursue first?’ As well as being clear about the question or problem itself, we need to think about what we know already, the ultimate purpose of the decision (or question), and we must be honest about assumptions or difficulties that may present obstacles.

  • 3 - Existing ontologies

  • David Stuart
  • Book:
    Practical Ontologies for Information Professionals
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    31 August 2016, pp 53-78

  • Summary

    Introduction

    There are a large number of ontologies already available, and more are being developed all the time. This chapter primarily focuses on some of the dominant ontologies being used online. There are many additional ontologies that are associated with specific research projects but have not been more widely adopted, and ontologies that are highly subject-specific. These are generally avoided in this chapter, as there is little advantage in being aware of these ontologies unless it is your field. The one exception that has been made is the inclusion of the Bible Ontology, as the transformation of a narrative work to an ontology provides an interesting comparison with the other ontologies in this chapter, all of which, with the exception of DBpedia, are ontology element sets. The list in this chapter is the best-seller list of ontologies, ignoring the long tail of Bradfordian distribution where most ontologies have limited reuse.

    After a brief note on the topic of ontology documentation, the chapter is split into four parts. The first part covers the most important ontologies that are used to construct ontologies themselves: RDF, RDFS, SKOS, and OWL2. The next part considers some of the ontologies that are associated with more traditional library and information roles, representing books and other types of resources. This is followed by a look at the upper ontology Basic Formal Ontology and two of the dominant cultural heritage data models: the Europeana Data Model, and CIDOC-Conceptual Reference Model. Finally, some of the most widely adopted ontologies on the web are considered.

    Ontology documentation

    When making use of existing ontologies, the information professional is likely to be met with one of two problems. Either there is very little documentation, if any, associated with an ontology, or there is a vast amount of documentation available for an ostensibly simple ontology. The lack of sufficient documentation is the bane of much of the open web, whether open data, open source software, or open ontologies, whereas the second problem can be caused by the need for ontologies to be unambiguous.

  • 14 - Conclusion

  • from PART 2 - EBLIP IN ACTION
    • By Denise Koufogiannakis, Associate University Librarian at the University of Alberta in Edmonton, Alberta, Canada., Alison Brettle, Reader in Evidence Based Practice and Director of Post Graduate Research in the School of Nursing, Midwifery and Social Work Research at the University of Salford, UK.
  • Edited by Allison Brettle, Denise Koufogiannakis
  • Book:
    Being Evidence Based in Library and Information Practice
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 August 2016, pp 165-170

  • Summary

    In this book we have attempted to provide you with an overview of the current state of EBLIP, as well as tools to help you develop an evidence-based approach. EBLIP has shifted over the years, developing from roots in EBM into a model that takes the unique context of LIS professionals into account. The model we have presented is one that was derived from observation, tested and developed by empirical research and, through the case approach in this book, has been demonstrated to be widely applicable across library sectors. The model takes a more holistic view of evidence as well as of the cyclical nature of professional decision making. It also considers barriers to practising in an evidence-based way. While we have presented a model with various stages, we want to emphasize that it is not the exact stages that are important. Having a model is a helpful way to consider and discuss aspects of the process and to break it down into steps that seem manageable. However, we hope that this book has emphasized that EBP is more about approaching practice with a particular mindset, rather than about checking off steps in a process.

    Being evidence based means that you consider your practice from a curious and questioning perspective, with a view to continuous improvement. As such, you question what you are currently doing and think about possible ways to do things better. This questioning leads you to gather evidence sources that are best to help answer your questions. Where no good evidence sources exist, or to make sense of your context, you engage in gathering local evidence or in doing research that is appropriate to the question at hand. You share what you learn with others in order to improve the knowledge of the profession and grow a community of practice that ultimately changes the profession for the better. You implement solutions that you believe are the best, based on the evidence you have found, and then reflect on and further evaluate whether your new implementation has worked. You talk about what you are doing with your community of users, and listen to and incorporate their feedback, adapting services over time.

  • 5 - Archival preservation

  • Margaret Crockett
  • Book:
    The No-nonsense Guide to Archives and Recordkeeping
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 August 2016, pp 171-192

  • Summary

    Introduction

    Preservation: the function of ensuring archives are managed, stored and used under conditions that ensure their longevity.

    Preservation is the function which underpins everything we do when we commit to keeping archives. In selecting archives, organizing them and making them available for use we should always be aware that our goal is to keep these records for ever. This entails a range of management functions and skills which must be in place to protect and preserve the archives, no matter what their age or medium. Preservation management is something everyone in the team, including support staff and volunteers, should be doing. There is an innate tension between most of the work of managing archives – particularly the provision of access – and the preservation goal. But keeping that goal in mind can improve the other areas of our work. For example, assessing preservation requirements as part of the accessioning process ensures that conservation and packaging needs are being logged as part of one handling of the material, thus preventing unnecessary wear and tear. At the same time, management data is being collected to feed into strategy and priority setting for preservation purposes. Figure 5.1 shows the relationship between preservation and the main archival functions discussed in Chapter 4, indicating the archives management activity that both affects and is affected by preservation considerations.

    Preservation planning consists of many elements and Table 5.1 gives a brief overview of the separate elements and what they involve, also noting digital record preservation issues.

    In all of these areas we are seeking to prevent damage and/or deterioration, minimize damage that cannot be prevented, to treat damaged material and above all to ensure that the archives remain legible and accessible. Preservation is a complicated regime of care and maintenance where we identify what can be done routinely and what needs special attention. If done correctly, it ensures that the archives we have inherited, together with the archives of our own time, will survive for future generations

    Policy and strategy

    A preservation policy is an agreed statement on the repository's aims and strategic approach to preserving archives. As with all policies, it provides the framework rather than the detail of what to do and how.

  • Introduction

  • Margaret Crockett
  • Book:
    The No-nonsense Guide to Archives and Recordkeeping
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 August 2016, pp xi-xii

  • Summary

    This book is written for all those working in archives and records management, especially those without formal training, but also people managing archives and records management staff and those working closely with archives and records management, such as IT professionals, librarians and museum curators. It is intended as a practical how-to-do-it guide to managing archives and records and covers all aspects of recordkeeping and archives management following the records’ journey through the lifecycle. Because of this, the chapters are not of equal length, but divide into the four main work areas: current records; records management; archives management; and archives preservation. The book deals with records and archives in all formats and unless specifically mentioned as paper or digital, the guidance is format-neutral. Reference to ‘corporate’ records is not intended in the narrow private enterprise sense, but rather the more general ‘body corporate’. Similarly when ‘business’ is mentioned, it is in the sense of the wider work and goals of any organization.

The No-nonsense Guide to Archives and Recordkeeping
  • Margaret Crockett
  • Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    31 August 2016
  • This practical how-to-do-it guide is ideal for professionals involved in the management of archives and records, especially if they are just starting out or without formal training. The book covers all aspects of recordkeeping and archives management. It follows the records' journey from creation, through the application of classification and access techniques, evaluation for business, legal and historical value and finally to destruction or preservation and access in the archive.

Page 123 of 293