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5856 results in Facet Publishing

Page 156 of 293

  • 9 - Evaluation

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 79-92

  • Summary

    CILIP recommends that the librarian regularly evaluates the performance of the library. This means that:

  • • the librarian is fully integrated into the school's annual planning and improvement cycle

  • • evidence of the impact and outcomes of the librarian's work is collected

  • • the librarian has a vehicle for dialogue with stakeholders throughout the whole school community

  • • the librarian has a body of evidence underpinning his/her professional status.

    • Introduction

    Evaluation is a key part of a school's cycle of planning and development and the evaluation of the library is an important element in that process. This chapter will cover:

  • • the management of evaluation

  • • types of evidence to be gathered

  • • the difference between inputs, outputs and outcomes

  • • the main approaches to evaluation

  • • using the results of evaluation

  • • the benefits of evaluation.

    • Evaluation provides valuable evidence of good practice. It can and should inform target setting and strategic planning. Figure 9.1 on the next page illustrates this point.

    Service evaluation should determine the library's improvement plans. Selfevaluation informs the professional development agenda of the librarian. These are related but discrete activities; service evaluation may inform selfevaluation but is not the sole determining factor. It is powerful advocacy evidence for making a case for new services, resources, staffing or infrastructure.

    Effective management is only possible with effective evaluation. It is how the school librarian can evidence outcomes. There is a growing emphasis on selfevaluation and it is a trend that the librarian should welcome. It provides a timely opportunity to be part of the wider agenda and to claim a central and vital role in the life of the school as one of its key stakeholders.

    Evaluating the library requires progress to be measured against agreed priorities and objectives using a variety of techniques. These involve monitoring, collecting data to measure performance, evaluating performance through performance indicators, reporting on progress and reviewing targets and objectives. The cycle is shown in Figure 9.2.

  • 2 - Staffing and management

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 7-16

  • Summary

    CILIP recommends that the school recognizes the essential leadership role of the librarian and seeks to appoint a full-time chartered librarian with administrative support. This means that:

  • • the librarian has professional library qualifications and is committed to ongoing professional development

  • • the librarian is fully integrated into the academic staff of the school and is given the same status, voice, support and training as other departmental heads

  • • the librarian has sufficient administrative support to allow time to fulfil the leadership, management and teaching requirements of the role.

    • Introduction

    The management of the school library will determine the impact the library has on achievement. Research has shown that where the school's senior management actively supports and endorses the librarian's leadership of the school library the librarian is more effective in supporting key educational objectives (Streatfield, Shaper and RaeScott, 2010; Streatfield and RaeScott, 2013). Williams, Wavell and Coles (2001) have also demonstrated that where a skilled librarian is empowered by management to collaborate effectively with teaching departments the impact on learning is optimized. However, a major factor in maximizing the impact of the library on the whole school is the individual school librarian. The learning librarian is a reflective practitioner: one who keeps up to date, seeks opportunities for professional development, is a member of professional organizations, understands teaching and learning and its development and knows the curriculum. Assuming that a learning librarian is in post, this chapter outlines the management responsibilities of the school librarian and defines how the role fits into the broader educational structure.

    The school librarian within the school management structure

    The management of the library must reflect and support school policies. To achieve this, librarians must be integrated into the school's management structure at a high enough level to have impact. Recognizing their professional knowledge and skills (CILIP, 2013c) they must be empowered to make decisions. The recent Ofsted (2013b) report on improving literacy states: ‘Where librarians are fully integrated into the management structure of the school, they have an opportunity to influence debate and to enhance the library's contribution to pupils’ progress.’

  • 6 - Information literacy

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 45-60

  • Summary

    CILIP recommends that the librarian takes a lead role in the development of students’ information literacy skills to enable all students to become independent, lifelong learners. This means that:

  • • there is a whole-school approach to information literacy, with the librarian and all subject teachers using an agreed model and language

  • • information literacy skills are seen as important at every key stage, to establish good habits and develop higher level skills

  • • the school recognizes the librarian's professional expertise in information retrieval and knowledge of plagiarism issues and expects staff to collaborate in making best use of these.

    • Information literacy in the 21st century

    The challenge that we face in the 21st century, more than ever before, is knowing how to satisfy our information needs with information that is reliable. Information literacy (IL) is a term used to encompass the skills and competencies that are required for navigating the information explosion that technology has unleashed. There are many challenges and decisions that are faced by consumers of information today. Information is available through an everincreasing range of media that can be accessed purposely or casually by browsing or by following links. There are many reasons that motivate individuals to find information, ranging from education and work to fun and entertainment. In addition, all consumers have to make ethical decisions about how they use the material that they find in relation to issues such as plagiarism and copyright (Webber, 2010). These components link together to form the why and how of 21stcentury informationseeking behaviour. With 24hour access to information sources this process of information consumption is ongoing. Information literacy skills cannot be ignored; they are an educational imperative and a ‘basic human right in a digital world’ which promote ‘social inclusion in all nations’ (IFLA, 2005). Figure 6.1 summarizes 21stcentury informationseeking behaviour.

    Key information literacy definitions

    Information literacy skills are recognized both nationally and internationally.

  • 5 - Management of learning resources

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 35-44

  • Summary

    CILIP recommends that the school supports the vital role that sufficient quality resources play in stimulating learning and maximizes the impact of this investment by managing resources centrally. This means that:

  • • all members of the school community have equal access to the library services

  • • resources are recorded centrally

  • • the stock selection policy aims to provide for the needs of all users

  • • funding is sufficient to provide enough up-to-date and relevant resources to meet users’ needs.

    • Introduction

    The complexity of managing learning resources has grown considerably in the last few years with the expansion of electronic information and eresources available to schools. This chapter offers guidance on managing this growth by examining the issues of:

  • • needs assessment

  • • budgeting

  • • selection

  • • location

  • • organization and access.

    • The current context for managing learning resources is characterized by:

  • • an emphasis on independent learning

  • • the recognition of the importance of independent reading in the development of literacy

  • • the unique contribution to reader development made by the library

  • • the key importance of information literacy

  • • the use of ICT as a tool for teaching and learning

  • • the importance of elearning and the development of intranets, websites and virtual learning environments (VLEs)

  • • the growing availability of mobile devices as a point of access to information

  • • an awareness of social inequalities in access to highquality information

  • • an increased understanding of how the brain works – the physiology of learning.

    • Students should enjoy using the library's resources. They need to see their own interests and cultures reflected and validated by inclusion in the school library. The best resources collections will inspire an enthusiasm to learn, stimulate curiosity and suit a variety of learning styles. This means that the secondary school library must contain a full range of imaginative fiction, from picture books to teen fiction to adult novels, and the widest possible nonfiction range. It needs to include representations of different life styles, cultures (including youth culture) and faiths. Resources need to relate directly to curriculum needs to support and sustain students’ achievement and provision should also be made for quality resources supporting students wider interests. Access to electronic resources needs to be integrated with books, recordings and resources provided in other media.

  • 1 - The school librarian and learning: CILIP's vision

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 1-6

  • Summary

    CILIP recommends that the school recognizes the school library and the librarian as essential in supporting teaching and learning. This means that:

  • • the school library is an independent, academic department

  • • the school librarian is head of that department

  • • the school library is a whole-school resource

  • • the school library is an inclusive service.

    • Introduction

    Since the last edition of these guidelines (Barrett and Douglas, 2004) there have been unprecedented changes in all sorts of technologies which, in turn, have altered the way we think about education, particularly in the debate surrounding how our young people should learn and what learning looks like in the 21st century. At the moment, we are preparing them for jobs that may not yet exist and for a world that has never before been so connected; one that will become even more connected in ways that we cannot even dream of as yet. This has led to some questioning of the value of having a school librarian and library, when everything is freely available on the internet without apparently requiring the mediation of a librarian. However, as the discourse on pedagogy changes and widens to include evidencebased learning, independent and collaborative learning and guided inquiry, libraries will become a ‘learning commons’ (Loerstscher et al., 2011) where librarians are no longer just the keepers of books or even gatekeepers in the traditional sense; they will become the people who prepare students for the future we cannot yet see, using tools that have not yet been invented. The service provided will not be restricted to the school day, with a rigid timetable, fixed furniture, selected resources and set patterns of use. Library services will be available all the time and choice of resources, use of space and services will all be flexible and determined by the users’ needs. Now and in the future, the school librarian helps every learner to begin a relationship with the library that should be a lifelong relationship: what happens at school prepares them for what happens at college or university or at work or at the public library.

    The changes in technology present challenges but, as the new tools are invented, they are being assimilated into the work of the librarian.

  • 6 - Bridge over troubled waters: QR coding the collection for student satisfaction

  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 4
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 53-58

  • Summary

    Introduction

    Since 2012 Bournemouth University (BU) Library has been highlighting available, relevant e-books by embedding QR codes in its printed book collection. This chapter will focus on the drivers and intended outcomes of the project and will discuss the characteristics of successful QR campaigns that we have considered in order to achieve our aims. A more practical discussion of project implementation is in press at the time of writing (Ford, 2013).

    Bridging the gap between traditional skills and digital literacy

    In an increasingly digital information landscape, we believe that digital literacy and student satisfaction are closely linked. Over the past decade, BU has invested heavily in e-resources which has vastly increased the consumption of library information. Annual e-book views have increased exponentially, to over 2.5 million; however, feedback suggests that not all students use e-resources to support their learning.

    We attribute this, at least in part, to the information-seeking behaviour and digital literacy of some students. We encourage students to search our online discovery tools for the full range of print and electronic resources, but techniques like visiting the Library and browsing the shelves are still prevalent (Korobili, Malliari and Zapounidou, 2011). Despite a collection of over 100,000 e-books, the limited availability of electronic textbooks continues to drive visits to the print collection. The discovery of print books through shelf browsing depends on how the library has classified the books. Classification is highly subjective (Keshet, 2011) and materials are not always grouped according to the concepts that students relate to.

    Comments like ‘buy more copies of up-to-date books!’ for subjects that are well covered by our e-book collections suggest that some students assess library coverage of their subject by what they see on the shelves. We were therefore keen to encourage those students who were not finding physical books to develop the resilience to explore digital alternatives.

    QR codes bridge the physical/virtual divide

    Towards the end of 2011 we explored QR codes for this purpose. QR codes are two-dimensional graphical codes that encode a string of characters. Commonly, this string is a URL that takes users to a web page in the browser of the device that is used to scan the code.

  • 5 - Authentication technologies

  • Mariam Garibyan, Simon McLeish, John Paschoud
  • Book:
    Access and Identity Management for Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 39-54

  • Summary

    This chapter examines the different approaches to authentication, as well as what is considered good practice. It also gives an overview of some of the available technologies for authenticating a user.

    ‘Something you know, something you have, or something you are’

    As explained in more detail in Chapter 3, the four main components of access control used in most information systems are:

    • 1 Identification(also called registration): ‘Who are you?’ – the user provides information to identify him/herself, e.g. e-mail address, user ID, name or username.

    • 2 Authentication ‘ Are you who you say you are?’ – the user verifies his/her identity or which organization he/she comes from.

    • 3 Authorization ‘ What are you allowed to do?’ – the process of determining what the identified and authenticated user is allowed to access and what operations he/she is allowed to carry out. In case of licensed information resources, this is based on user profiles and licensing permissions.

    • 4 Accounting The process of collecting statistics and/or billing data. The same tools can also be used to investigate which user accounts may have been compromised due to unauthorized access.

    In this chapter we focus on the authentication aspect of access control.

    Authentication is a process of establishing the user's right to an identity, in other words, the right to have a name (Lynch, 1998). While identification is usually non-private information provided by the users to identify themselves and can be known by system administrators and other system users, authentication requires private information (Zviran and Elrich, 2006). Names used to authenticate a user do not need to correspond to real names used by the user in real life (Lynch, 1998). Authentication is the first step towards protection of electronic library resources and information systems, so it is important to get it right in order to avoid security issues later.

    There are many ways of authenticating a user, most commonly by means of a username and password, but can include any other method of demonstrating identity, such as a smart card, retina scan, voice recognition or fingerprints.

    Menkus suggested dividing authentication methods into three types (in Zviran and Elrich, 2006, 5):

    • 1 Knowledge-based authentication ‘ Something you know’, e.g. password or PIN (personal identification number). It is based on private information supplied by the user.

    • 2 Possession-based ‘ Something you have’, e.g. smart card tokens. It is based on private objects that the user possesses.

  • Appendix 2 - A White Paper on Authentication and Access Management Issues in Cross-organizational Use of Networked Information Resources

  • Mariam Garibyan, Simon McLeish, John Paschoud
  • Book:
    Access and Identity Management for Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 201-236

  • Summary

    About this paper

    A first draft of this paper was released for review by members of the CNI Access Management list on March 28, 1998 and generated a great deal of electronic discussion within the closed CNI-AUTHENTICATE mailing list. This was followed by a meeting in Washington DC on April 5, 1998 to review and discuss the draft paper and comments generated on the list up to that date. The revision has also benefited from discussions at a Digital Library Federation/National Science Foundation Workshop held in Washington on April 6, 1998 on closely related issues. My thanks to all who contributed.

    This version, which incorporates many of the ideas from this process, is being prepared for distribution at the Spring CNI Task Force meeting in Washington DC, April 14-15; it is also being placed on the CNI website (www.cni.org) for wider dissemination. Note that in some places time did not permit me to fully incorporate earlier comments or to research questions that were identified, and I have tried to indicate where changes will be made prior to the preparation of the final version. The paper also still needs some considerable editorial work, and I ask readers to be forgiving of editorial problems. Comments are invited and should be sent to cliff@cni.org. About 10 May, 1998, I will prepare a final version of the white paper which will be placed on the CNI website.

    1.0 Introduction

    As institutions implement networked information strategies which call for sharing and licensing access to information resources in the networked environment, authentication and access management have emerged as major issues which threaten to impede progress. While considerable work has been done over the last two decades on authentication within institutions and, more recently, in support of consumer-oriented electronic commerce on the internet, a series of new technical and policy issues emerge in the cross-organizational authentication and access management context. This white paper, which is being prepared by the Coalition for Networked Information in conjunction with a large group of volunteer reviewers and contributors, is intended to serve several purposes:

    • • To identify and scope the new issues that emerge in the crossorganizational setting and to provide a framework for analysing them.

  • 2 - Archival appraisal: practising on shifting sands

  • Edited by Caroline Brown
  • Book:
    Archives and Recordkeeping
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 31-62

  • Summary

    Introduction

    American archivist F. Gerald Ham provocatively asserted in his 1974 Society of American Archivists presidential address that, ‘Our most important and intellectually demanding task as archivists is to make an informed selection of information that will provide the future with a representative record of human experience in our time … Is there any other field of information gathering that has such a broad mandate with a selection process so random, so fragmented, so uncoordinated, and even so accidental?’ (Ham, 1975, 5). Appraisal, which has been described as ‘the most difficult of archival challenges’ (Cook, 1991, 181), is the process whereby archivists and others involved in recordkeeping, such as records creators, records managers and curators of special collections, make that selection. Although Ham uses the term ‘information’ unqualifiedly, appraisal primarily targets very specific kinds of information: bureaucratic, community and personal records and other forms of media and documentation that serve as primary, and frequently unique, evidence of the acts and experiences of organizations, groups and individuals. Making appraisal choices involves weighing the qualities inherent in such evidence and deciding whether it is sufficiently valuable to preserve. Unlike bibliographic selection, archival appraisal prioritizes context rather than content (although, in practice, many archivists may indeed make their – often pragmatic – decisions primarily based on content). An appraisal decision has long-term and often irrevocable consequences, in that archives commit to enduring or permanent preservation of selected material, while material not selected is often destroyed or otherwise lost to society.

    Archivists and appraisal

    Ever since it was first professionally proposed in the early twentieth century as a necessity for coping with problems posed by modern records and recordkeeping, archivists have had a conflicted relationship with the notion of appraisal, as well as with their role in appraisal decisions. As discussed further in section 4, the original aims of appraisal were to address the archival implications of a reduction in the use of registry systems by records creators, as well as to reduce volume of and redundancies in records needing to be kept permanently, while still retaining the insights that they collectively could provide into the decisionmaking and other activities of their creators.

  • Appendix 1 - Case studies

  • Mariam Garibyan, Simon McLeish, John Paschoud
  • Book:
    Access and Identity Management for Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 159-200

  • Summary

    A number of case studies have been collected for this book. Below is some guidance on the relevance of each to a specific chapter of the book. However, in many cases the same case study is relevant to more than one chapter. The authors are particularly grateful to all contributors to the case studies for documenting their real-world experiences for readers.

    Case study list

    • • Extending access management to business and community engagement activities at Kidderminster College, UK – Chapter 10

    • • Moving from Athens to Shibboleth at University College London, UK – Chapter 8

    • • Online reciprocal borrowing registration for Western Australian University Libraries – Chapter 10

    • • Library and IT collaboration: driving strategic improvements to identity and access management practices and capabilities – Chapter 8

    • • Managing affiliated users with federated identity management at UNCChapel Hill, USA – Chapter 12

    • • Tilburg University and the SURFfederatie, the Netherlands – Chapter 8

    • • Delivering access to resources in a joint academic and public library building, UK – Chapter 10

    • • Single sign-on across the USMAI Consortium, USA – Chapter 8.

    Extending access management to business and community engagement activities at Kidderminster College, UK

    Main author/contributor: Graham Mason, Overt Software; Rebecca Williams, Project Officer, Kidderminster College

    Name of institution: Kidderminster College Training, UK

    Background

    Kidderminster College Training (KCT) offers apprenticeships for students aged between 16 and 24. The students spend four days per week in the workplace and one day per week in college. Students study towards National Vocational Qualifications (NVQs) in various areas and can be on the programme between one and four years.

    Access management issues

    Kidderminster College would like to enable the employers of the college students to have access to Moodle, the Kidderminster College virtual learning environment (VLE), so that employers can access reports and monitor data on their employees’ progress and attendance. It could be used as a quick link portal to information relating to the student.

    The students can already access the VLE, as they are registered students, but the college would like them to have their own course on the VLE (currently no course set up for NVQs). It would be useful for them to have access to eresources associated with their NVQ that they can reflect and apply in their work placement.

  • 6 - Authorization based on physical location: how does the internet know where I am?

  • Mariam Garibyan, Simon McLeish, John Paschoud
  • Book:
    Access and Identity Management for Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 55-68

  • Summary

    A large proportion of access decisions (or authorization decisions) are based on the physical location of the user. The design of the internet means that it is quite difficult for a resource host to know, for sure, where a user is in the physical world. This chapter explains how the topology of the internet relates to the geography of the real world, and how services can make access decisions by making a ‘reasonable guess’ about the location of a user based on an IP address.

    Introduction

    The internet is based on technical protocols which allow the traffic which uses the network to find its destination. While humans rely on the domain name system, the computers which actually handle the routing of data use the more fundamental and more systematically structured IP address system. As well as providing the (non-physical) location of devices attached to the internet, this underlying structure can be used to determine physical location too, and this is the basis for some of the simplest forms of access control, even if the structure itself is quite technical and has a complex history.

    Domains and domain names

    Domain names are effectively the basis for human-understandable interaction with the internet. People are familiar with typing URLs (uniform resource locators), such as http://en.wikipedia.org/wiki/Rivera_Plate (obtained from Wikipedia's random article function), into web browsers in order to access the resource.

    A URL can be broken up into several pieces. The first piece is the choice of how to access the resource (here http, which is the basic protocol used on the web), then the domain name (here en.wikipedia.org) which indicates the location of the resource, classically a single server attached to the internet, and then the ‘path’, the specific location of the item required on the server (here /wiki/Rivera_Plate), a single web page or a call to software to generate a viewable page (as in this case). A complete domain name such as en.wikipedia.org is known as a ‘fully qualified’ domain name. Not only does the URL move from the general to the specific, but so does the domain name itself – though it does so from right to left instead of left to right, for historical reasons. In the example, the most general part, known as a top level domain (TLD), is ‘org’, more or less indicating a non-commercial organization which is either American or international in scope.

  • 25 - Mobile devices in medical schools: the WCMC-Q experience

  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 4
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    23 April 2014, pp 229-234

  • Summary

    Introduction

    Since its release in 2010, the iPad has revolutionized the way in which clinicians are able to provide medical care. Clinicians can now access information that is needed to improve patient care and recovery time. This development has raised the expectations of library users that we can assist them in identifying, evaluating and accessing mobile resources, but it has also allowed us to engage with our users in new and progressively dynamic ways.

    The following case study looks at how this shift is occurring at Weill Cornell Medical College in Qatar (WCMC-Q) and, more specifically, within the college's Distributed eLibrary (DeLib). WCMC-Q, like many American medical schools, is providing its medical students with iPads. While getting these devices into the students’ hands is a challenge, finding ways for the students to use them effectively is possibly an even more daunting and demanding matter.

    Why use iPads at WCMC-Q?

    The main origin of the iPod and iPad project was to mirror our sister programme at Weill Cornell Medical College in New York; however, due to many other considerations, it made sense to institute this programme in Doha. WCMC-Q, like many other medical programmes, is always looking for more efficient and innovative ways to engage with and instruct its students. Foremost is the desire to engage students within a progressive framework.

    WCMC-Q also had some logistical interests, such as the problem of ordering books from the US. To resolve this problem, WCMC-Q has worked hard to identify and purchase electronic materials, such as ebooks. Furthermore, the use of electronic materials has made the dissemination of course materials to students much easier, as they can now gain access to the materials via e-mail or through a course management system.

    One of the greatest benefits of the programme has been its impact on the environment, by eliminating the need to print and distribute multiple copies of course materials or to purchase printed textbooks. Many other schools have found that the reduction in printing costs alone can often compensate for the cost of the iPad devices.

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