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 176 of 293

  • 3 - Making training interesting

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

  • Summary

    Introduction

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

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

    Action planning

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

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

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

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

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

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

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

    Activities

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

  • • identify a clear learning outcome for the activity

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

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

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

  • 5 - Making it happen

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

  • Summary

    Introduction

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

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

  • • giving yourself confidence

  • • focusing your thinking on the learners

  • • preparation of learning materials

  • • meeting problems with contingency plans

  • • thinking through the whole event

  • • reduced likelihood of making basic errors

  • • looking professional.

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

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

    Example 5.1 Planning and designing training events

    Harding (2012) writes:

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

Practical Digital Preservation
  • A How-to Guide for Organizations of Any Size
  • Adrian Brown
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013
  • This very practical guide, offering a comprehensive overview of best practice, is aimed at the non-specialist, assuming only a basic understanding of IT and offering guidance as to how to implement strategies with minimal time and resources. Digital preservation has become a critical issue for institutions of all sizes but until recently has mostly been the preserve of national archives and libraries with the resources, time and specialist knowledge available to experiment. However, as the discipline matures and practical tools and information are increasingly available the barriers to entry are falling for smaller organizations which can realistically start to take active steps towards a preservation strategy. However, the sheer volume of technical information now available on the subject is becoming a significant obstacle and a straightforward guide is required to offer clear and practical solutions. Each chapter covers the essential building blocks of digital preservation strategy and implementation including: making the case for digital preservation; understanding your requirements; models for implementing a digital preservation service; selecting and acquiring digital content; accessioning and ingesting digital objects; describing digital objects; preserving digital objects; providing access to users; future trends. This is an essential handbook for anyone involved in digital preservation in medium or smaller sized organizations and those wanting to get a better understanding of the process. It's also a useful guide to digital preservation basics for students studying library and information science, archives and records management courses and academics getting to grips with practical issues.

  • 3 - Understanding your requirements

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

  • Summary

    Introduction

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

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

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

    Identifying stakeholders

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

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

  • 2 - Different approaches to learning and teaching

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

  • Summary

    Introduction

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

    This chapter focuses on the following themes:

  • • three approaches to learning and teaching

  • • a model for workplace learning programmes

  • • theories of learning.

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

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

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

  • 1 - Introduction

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

  • Summary

    Introduction to this chapter

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

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

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

  • 2 - Making the case for digital preservation

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

  • Summary

    Introduction

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

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

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

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

    Understanding the drivers

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

    Collection development

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

    Corporate memory

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

  • 7 - Describing digital objects

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

  • Summary

    Introduction

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

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

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

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

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

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

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

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

    The role of metadata

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

  • 8 - Preserving digital objects

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

  • Summary

    Introduction

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

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

    The goals of preservation

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

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

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

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

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

  • 6 - Delivering face-to-face training sessions

  • from Part 1 - Training practices
  • Barbara Allan
  • Book:
    The No-nonsense Guide to Training in Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 113-132

  • Summary

    Introduction

    This chapter is concerned with delivering face-to-face training sessions. It covers the following topics: getting started; managing the learning process; questions; ending the learning process. This is followed by three examples: teaching large groups; making database training interesting; and managing challenging behaviours.

    Getting started

    The start of a session is always important, as this sets the tone for the whole training event. A basic rule is to arrive early (if possible). This gives you time to check the room and facilities, including:

  • • seating arrangements

  • • technology

  • • lighting

  • • layout

  • • all learning resources and materials

  • • location of toilets

  • • emergency exits and arrangements.

    • It is worthwhile starting up the technology and uploading and viewing your learning resources, e.g. PowerPoint presentation. If you are using video clips or other media, then check that the system is fully working. It is very frustrating to discover halfway through a presentation that the sound on a video clip doesn't work.

    TIP FOR TRAINERS

    Make sure that you have everything ready and have carried out all the checks. Then position yourself in the room so that you can meet and greet everyone as they arrive for their training event.

    This gives you an opportunity to introduce yourself and begin to learn everyone's (or at least, some people's) names. It also gives them a chance to ‘size you up’ and begin to get to know you.

    When it is time to commence the training session, you need to make a clear start. This will work best if you are relaxed and well prepared. A typical start of a session will involve the following:

  • • Welcome everyone to the event. Greet people and make eye contact. Start off with positive phrases: ‘Welcome to this training event. I am really pleased to be here and I hope that we all have a very successful time together.’

  • • Start enthusiastically and with energy. This is important, as this helps to set the tone and pace for the event. Some trainers use music to help to create a positive atmosphere at the start of the programme.

  • 6 - Accessioning and ingesting digital objects

  • Adrian Brown
  • Book:
    Practical Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 129-154

  • Summary

    Introduction

    Accession is the process by which new content is brought within the intellectual and physical control of the repository. It can be divided into three broad types of activity:

  • • collating the content and metadata into a suitable form for ingest

  • • checking and enhancing that content and metadata where necessary, to ensure that it meets all the requirements for ingest

  • • ingesting the content and metadata into the repository.

    • The accession process is triggered by the conclusion of some form of selection decision and physical transfer, and concludes once the content is under the full control of the repository, and accessible to its user community.

    Accession is likely to account for the majority of your activity when operating a digital repository, so it pays to ensure that you have an effective, efficient and robust process. Effort invested in getting this right will yield dividends in future – a good accession process will ensure that new content is securely stored, well documented and error-free, and will greatly simplify its future preservation and access; conversely, even the most effective future management regime may be unable to compensate for mistakes and omissions during accession.

    This chapter provides a detailed description of the steps required to accession digital objects into a digital repository. It includes an assessment of the types of tool that are available to support these processes, and practical guidance on ‘first aid’ procedures for dealing with poorly documented, obsolete or unsolicited deposits. It ends with a series of case studies to further illustrate how these concepts can be put into practice.

    Defining an accession process

    Accession involves a standard series of steps or workflow, although every repository is likely to require subtle differences in the detail and order of those steps. A model accession workflow, illustrating those key steps, is shown in Figure 6.1.

    The precursor to this workflow – pre-accession activity – encompasses everything that happens in the lifecycle of a digital collection from creation up to the point at which it is physically transferred to the digital repository. In the first step, a standard package of content and metadata, usually referred to as a SIP, is made available to the digital repository to begin the accession process; this step falls on the cusp of the transfer process, as discussed in Chapter 5, ‘Selecting and acquiring objects’.

  • 8 - Learning and development in the workplace

  • from Part 2 - Learning in the workplace
  • Barbara Allan
  • Book:
    The No-nonsense Guide to Training in Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2013, pp 153-208

  • Summary

    Introduction

    This chapter provides a brief introduction to over 90 ideas for workplace learning. Many of these ideas may be used either as part of a training programme or as standalone activities to promote individual or team learning. The chapter does not include any tips for trainers, as its aim is to provide a general overview of different approaches to learning and development in the workplace.

    The concept of workplace learning received a boost through the rise in popularity of the 70:20:10 model of development, which is described in Chapter 2. The basic idea behind the 70:20:10 framework is that 70% of learning takes place in the workplace through dealing with challenging activities; 20% of learning involves learning from colleagues; and 10% is based on courses and reading.

    The topics in this chapter are organized alphabetically and provide busy trainers and managers with more than 90 ideas for workplace learning. Where appropriate, ideas are cross-referenced to relevant chapters earlier in the book.

    Many of the ideas presented here are relevant to trainers who want to keep their knowledge and skills up to date. My own approach is to read professional journals, keep an eye on my favourite blogs (see Blogs below), attend an occasional conference (often online) or webinar, engage in challenging projects and talk to practitioners and delegates who attend my training events.

    Example 8.1 Keeping training relevant and up to date – the perspective of an independent trainer

    As an external trainer, I always want my training to be up to date and relevant. I have a number of ways in which I keep abreast of changing training needs, and of research and other factors that impact on the content of courses. I regularly speak to practitioners working in the library and education fields. I subscribe to a number of online and print journals, and keep an eye on a range of blogs. Email-based discussion forums, Twitter and Facebook alert me to current concerns, new issues and research. When I am planning training I spend a lot of time talking with the training organiser about needs within the organisation. Comments by delegates during courses often alert me to new issues.

Page 176 of 293