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5856 results in Facet Publishing

Page 225 of 293

  • 9 - Web 2.0 in health libraries

  • from Part 3 - Web applications in health information provision: some practical examples
    • By Pip Divall, Clinical Librarian Service Manager at University Hospitals of Leicester NHS Trust.
  • Edited by Paula Younger, Peter Morgan
  • Book:
    Using Web 2.0 for Health Information
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 April 2011, pp 95-106

  • Summary

    Introduction

    Web 2.0 technologies are becoming increasingly important in healthcare (Randeree, 2009; Van De Belt et al., 2010). Health librarians and information professionals need to keep up to date with developments in technology and the latest in health information in order to support evidence-based healthcare (Sackett et al., 1996). In this chapter I will draw on specific examples of how health librarians make use of Web 2.0 technologies to enhance their work and support clinicians in their clinical practice, using my own experience as a Clinical Librarian at University Hospitals of Leicester (UHL) NHS Trust. I will present three case studies on different applications for Web 2.0 technology: the Clinical Librarian Blog; the UHL Writing Club wiki; and the Clinical Librarian Podcast; as well as the rationale for their use.

    UHL NHS Trust is a large teaching hospital trust, with over 11,000 staff providing acute and secondary care to Leicester, Leicestershire and Rutland. There are three main hospital sites within the city: the Glenfield Hospital, Leicester General Hospital and the Leicester Royal Infirmary. UHL NHS Trust has two Trust-owned libraries, based at the Glenfield and Leicester General hospitals, and provides remote services to the Leicester Royal Infirmary, although there is a physical library there offering basic loan services to NHS staff.

    The Clinical Librarian Service at UHL NHS Trust has been in place since its pilot in 2000, and has expanded over the years to three full-time Clinical Librarians (CLs) providing a service to most of the main clinical and corporate areas within the Trust. Two CLs support the clinical teams: Accident and Emergency; Anaesthesia; Cancer; Cardiorespiratory; Children's Services; Diabetes; Gastroenterology; Musculoskeletal; Renal and Transplant Services; Stroke; Surgery; and Women's, Perinatal and Sexual Health. The third CL supports corporate areas, including audit and infection control. This means that the CL maintains close contact with the teams, often attending ward rounds and case meetings so as to be best placed to understand the context of the question and the need for information, as well as acting as a prompt for the Trust staff to ask for a search of the evidence base to support their decisions.

  • 10 - RSS (Really Simple Syndication): helping faculty and residents stay up to date

  • from Part 3 - Web applications in health information provision: some practical examples
    • By Thane Chambers, University of Alberta, Dale Storie, University of Alberta in Edmonton, Canada, Sandy Campbell, Public Services Librarian at the University of Alberta John W. Scott Health Sciences Library, responsible for liaison to Medicine
  • Edited by Paula Younger, Peter Morgan
  • Book:
    Using Web 2.0 for Health Information
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 April 2011, pp 107-114

  • Summary

    Introduction

    It is imperative that clinicians and researchers in the health sciences stay current with advances in their fields. Many find themselves pressed for time and struggle with the volume of information available to them (Davies, 2007; Wallis, 2006). RSS (Really Simple Syndication) offers a relatively simple approach to managing the flow of new information that is published on the web. This chapter presents an overview of RSS and a case study of teaching RSS to health sciences faculty and medical residents.

    What is RSS?

    RSS is a web-based syndication format that allows information feeds from multiple websites to be aggregated into one place. Typically, the information from an RSS feed is sent directly to a user's desktop or web browser via a feed reader (also known as an aggregator), so that whenever a website is updated the user receives the new information automatically.

    From a technology perspective, RSS is an XML-based format which is fairly simple for information services and content providers to produce and for consumers to use. It is commonly used to subscribe to blogs and podcasts, as well as to generate dynamic web content (e.g. personalized home pages such as iGoogle). RSS originated in the late 1990s but did not become popular until the rise of Web 2.0 in the mid 2000s.

    RSS in library and information services

    Many librarians have identified RSS as a beneficial technology for current awareness. Librarians have traditionally been involved with the provision of current awareness services such as selective dissemination of information (SDI). These services have taken a variety of forms, from creating specialized publications that identify new literature to setting up electronic database alerts (Anderson, 1998; Shultz and De Groote, 2003). RSS feeds are perceived as being especially valuable for academics and professionals because they make use of a single interface (the feed reader) to manage information from new media such as websites and blogs, as well as from traditional information sources such as scholarly journals (Anderson, 2006; Cooke, 2006; Giustini, 2006).

    Much of the journal literature about RSS is purely descriptive, focusing on what the technology is and how it can be used in libraries or information services (Cohen, 2008; Holvoet, 2006; Tennant, 2003). In implementation, RSS has been used to promote new resources, deliver library news, and provide database alerts (Armstrong, 2007; Blansit, 2006; Corrado and Moulaison, 2006).

  • 15 - Conclusion

  • from Part 4 - The future
  • Edited by Paula Younger, Peter Morgan
  • Book:
    Using Web 2.0 for Health Information
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 April 2011, pp 153-156

  • Summary

    Like the printing press, telephone and television before it, the internet has changed forever the way we disseminate and retrieve information.

    Both as a group and as individuals, information professionals are rich in imagination, resourcefulness and the ability to innovate, as well as the ability to adopt and adapt to new technology. All of these skills are very apparent from the many and varied examples in this book of how Web 2.0 applications are being used in healthcare information settings.

    The sheer variety of the projects outlined here is also testament to the flexibility of Web 2.0 applications, with each service highlighting different features, depending on the needs of their users. Whether it is a practical application to provide information in a more timely and cost-effective manner to users and non-users alike, or a more academic approach, there is a Web 2.0 application that can be used. Some common themes have, however, emerged.

    The first of these is the use of the web as a platform. Users are no longer limited to having to use applications on their desktop, laptop or netbook. Online file storage options such as Flickr and Google Docs also mean that users no longer need to rely on memory sticks or external storage. Applications such as haptics and virtual environments such as Second Life offer tremendous potential for the future in all kinds of environments, particularly health.

    A second major theme is the trend towards collaborative working. Web applications such as Google Docs, wikis and blogs provide the opportunity for individuals and teams to work on documents and information no matter where they are located. If we assume that, in general, crowds have a higher level of wisdom and knowledge than individuals, then there is also the facility for members of those teams to correct erroneous information. Both information professionals and healthcare professionals are experienced in working collaboratively in multidisciplinary teams to achieve a result: it is now possible to replicate those methods of working in an electronic environment.

    A third theme is the use of mobile technology, paving the way for ‘web anywhere’.

  • 2 - Building a strategic approach

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 21-40

  • Summary

    Introduction

    In the previous chapter we considered two main themes: firstly, how people use the web as they go about their daily lives and secondly, how your organization is positioned in terms of technology, content, metrics and so on. Now that we've got this background information in place, let's start thinking about how to be more strategic with our thinking.

    When you work in a busy, content-rich and resource-poor environment such as a cultural heritage institution, it is all too easy to become reactive. Everything needs doing now, or yesterday, or last week. Your inbox is full, as is your head. The last thing you probably want to do is take some time out from the coalface in order to ‘think bigger-picture'.

    Unfortunately, this is exactly what is required by strategic thinking. Hopefully, if you're putting in the time to read this book, you've already recognized that a reactive approach is rarely the route to either sanity or excellence, and will be prepared to invest some more time into planning.

    The benefits of working more strategically are both short and long term. From a short-term perspective, you'll find that having answers to hand when they're asked for by people like your stakeholders saves you a huge amount of time. From a long-term perspective, you'll find similar time savings when you're thinking about how to respond to the myriad incoming projects and ‘Can you put this on the web?' requests – the ones that are probably right now sitting in your inbox!

    More importantly, having a long-term approach will ensure that what you do online is relevant to both your audience and to your organization. You should hopefully find that a strong web strategy also gives you the means to demonstrate success – whatever your particular definition of ‘success' is – and to then build and grow your online presence into the future.

    A good strategy, embedded well across an organization, gives people momentum and a shared intellectual framework with which to move forward collectively.

    You'll also see that a good approach is to align your online strategy with your institutional strategy: by doing this you not only build on work that has already been done but hopefully also demonstrate how the web can be a powerful adjunct to what your organization does already.

  • 3 - Content

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 41-62

  • Summary

    Introduction

    Content is, without argument, the single most important part of the entire equation when it comes to building a successful online presence. All the shiny technology in the world, all the latest social media tools, all the advertising, all the budget – none of it means anything at all unless you have good, solid content which your users want to see.

    What is ‘good' content? As ever, it depends….

    For one person, ‘good content' might simply be an up-to-date listing of what is on at your cultural heritage institution over the coming weekend. For another, an in-depth academic paper on some aspect of your museum collection might be what they're looking for.

    Determining how your institution can serve the best possible content to the audience you are looking to attract is a complex task. To do it effectively, you have to be in a position where you understand, among other things:

  • • who your audience is, where they are and what motivates them

  • • what content you have, where it comes from and how it moves around your organization

  • • what is going on content-wise outside your organization, and how you might be able to make use of these sources

  • • how your content-delivery mechanisms work

  • • how your content fits with your wider strategic vision.

    • ‘What will draw audiences to your website, given the mass of content available elsewhere on the internet? What types of content are you planning to produce –how many levels of interpretation and narrative, in what media, from which sources?'

    Mia Ridge,

    The Science Museum, UK

    We'll spend the rest of this chapter looking at how content is created, how it flows around your organization, how you keep it up to date and some of the processes and systems that you can use to help you with these tasks.

    Managing content

    Managing content is a complex activity and entire industries have grown up around so-called ‘Enterprise Content' and the way in which content moves around organizations. In this section we'll have a look at some of the issues which typically surround the management of this content.

  • 9 - Away from the browser

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 179-194

  • Summary

    Introduction

    In this chapter, we'll look at two major trends which have enormous potential impact for cultural heritage organizations: Open Data and the mobile web. These two areas are both about ways of using technology to improve output and outreach, and they both use something different from a desktop browser to do this.

    One of the most interesting things about these approaches – as we'll see – is that they give us the opportunity to reach new audiences in new places. These places don't any longer have to be the traditional ones we're used to – at a desktop, on a laptop, etc.; instead content can be authored once and then delivered to many channels: mobile devices, kiosks in museum and library spaces and so on. From a human perspective, this is important because desktops and laptops don't necessarily lend themselves to the ‘invisible' or natural content experiences we've discussed already. Often, given the nature of our organizations, our users are visitors: they are already having a physical experience interacting with our objects, books and archives. Technology is often at its most powerful as an adjunct to rather than a replacement of those experiences.

    Both these trends come from outside the cultural heritage domain – in some commercial organizations, for example, these approaches are quite mature and embedded. Cultural heritage organizations have also started embracing both, and (much as trend-spotting is a fool's game) it looks as if they will form an important part of our landscape in the coming few years.

    Open Data

    What is ‘Open Data'? Wikipedia says this:

    Open data is a philosophy and practice requiring that certain data be freely available to everyone, without restrictions from copyright, patents or other mechanisms of control.

    As the quote above suggests, Open Data is as much a philosophical approach as anything else, and it is worth spending some time examining why any (cultural heritage) organization might want to make their data available in an open format in the first place, before looking more closely at some of the ways that this can be done.

    Why provide Open Data?

    At first glance it is hard to understand why an organization that has invested considerable time and effort into – for example – cataloguing their objects or listing their events should then relinquish control of that raw data in such a way that anyone can use it.

  • 8 - The website project process

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 149-178

  • Summary

    Introduction

    If you're part of a team helping to look after a cultural heritage web presence, you will probably at some stage have to go through some kind of development or redevelopment process. This might be small scale – for example, the build of some kind of microsite or subsection of your existing site – or it might be big – a complete reworking, redesign and relaunch of your entire website. For the purposes of this book, we'll think about a wholescale redevelopment of a website, including web design, technical build, new content writing and so on, but – obviously – adjust according to your particular needs. The process outlined here – analysis, specifying, building, testing – is similar no matter what sized project is being delivered.

    Whichever kind of redevelopment you are considering undertaking, you should – of course – do it within the strategic framework we've been discussing throughout this book, making sure that you consider your users, your strategy and your existing approaches in a holistic way.

    Given this, however, the process of working through a specific project, particularly a website redevelopment one, is fairly different from the daily approach you're already taking. You'll probably have a set timeline against which you need to deliver; you might also have a budget as well as external agencies involved. Once you're working with (and paying!) people outside of your organization, you will need a brief and possibly a specification, and in all likelihood some form of contract as well.

    The specific approach you take to the project will depend very much on the scope, and also on how you work as an organization. Some institutions have very formal project management approaches, using methodologies such as Prince 2 – others use internal or external project managers and outsource all the work that is required to hold a project together from start to completion. Software development has its own complex set of approaches – again, the chosen one will be dependent on a number of factors: the agency that you choose, the size of the project, internal preferences and so on.

    ‘In a rapidly changing environment, creating excellent digital projects requires comprehensive planning, an understanding of the audiences, goals and content, a modicum of luck, and flexibility in implementation.'

    Mia Ridge,

    The Science Museum, UK

  • 7 - The social web (Web 2.0)

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 117-148

  • Summary

    Introduction

    Over the past few years, the web has been dominated by so-called Web 2.0. The phrase has now been either replaced by the term social mediaor accepted as simply being a core part of the web. The term is closely associated with Tim O'Reilly following an O'Reilly conference called ‘Web 2.0' in 2004, although Wikipedia takes it back to as early as 1999:

    The term ‘Web 2.0' was coined in 1999 by Darcy DiNucci. In her article, ‘Fragmented Future,' DiNucci writes:

    The Web we know now, which loads into a browser window in essentially static screenfulls, is only an embryo of the Web to come. The first glimmerings of Web 2.0 are beginning to appear, and we are just starting to see how that embryo might develop. The Web will be understood not as screenfulls of text and graphics but as a transport mechanism, the ether through which interactivity happens. It will … appear on your computer screen … on your TV set … your car dashboard … your cell phone … hand-held game machines … maybe even your microwave oven. (http://en.wikipedia.org/wiki/Web_2.0)

    Interestingly, many commentators, including Tim Berners-Lee, the ‘inventor’ of the web, have suggested that the phrase is meaningless (Sir Tim called it a ‘piece of jargon’). His reasoning for this – and one shared by a fair number of people – is that what Web 2.0 represents is entirely what the web does anyway, and certainly from Berners-Lee's point of view, exactly what he'd envisaged in the first place.

    Furthermore, as with all new approaches, Web 2.0 was at the centre of a fair amount of hype and commercialization during the early part of the noughties. As the hype dies down, Web 2.0 – as with many approaches – becomes more ‘invisible’ as we become used to it, as we saw in our Hype Curve graph in Chapter 1 ‘Evaluating what you have now’.

    One of the milestones of the social web was undoubtedly the launch of Facebook, the social networking site. Facebook launched in 2004 but wasn't made available to the public until late 2006. Facebook quickly became a viral success and helped to define and popularize what ‘social’ meant to many people.

  • 5 - Policies and guidelines

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 83-98

  • Summary

    Introduction

    Your strategic framework and the strategy approach are all about the horizon thinking required to keep your web presence headed in a forward trajectory in the longer term.

    On a day-to-day basis, you also need some scaffolding to help support your operational activities. This is what we'll look at in this chapter: the policies, procedures and guidelines which are commonly needed in a cultural heritage environment.

    Before we go any further, let's get a definition of these terms.

    According to Wikipedia:

    Policies and procedures are a set of documents that describe an organization's policies for operation and the procedures necessary to fulfil the policies. They are often initiated because of some external requirement, such as environmental compliance or other governmental regulations.

    In contrast, Wikipedia defines guidelines thus:

    A guideline is any document that aims to streamline particular processes according to a set routine. By definition, following a guideline is never mandatory.

    These documents are all essentially used in an operational scenario to help you to act in a considered, consistent and measured way.

    As with your strategy, your policy documents should be living documents: you should make sure that you revisit them on a regular basis, amending and developing when required. Because these documents change regularly, find a mechanism which allows you to update them easily – also, make sure that you use a visible and effective versioning system: you should know who updated each document, what changes they made, and when they did it.

    A highly recommended approach when it comes to these kinds of document is to publish them as web pages – preferably externally on your main website (and password protected if individual documents are sensitive), or internally on an intranet or whatever your equivalent is.

    The BBC is an excellent role model for demonstrating how policies, standards and guidelines can be published effectively online. See: www.bbc.co.uk/guidelines/futuremedia.

    Policies, procedures and guidelines

    In this chapter we'll look at some of the common policies, procedures and guidelines that are useful in a cultural heritage online context. Some are meant for internal audiences; others are created for legal compliance or external audiences. The examples here don't represent a complete list – every organization is unique, and you'll need to approach this from your own individual perspective, but it should hopefully give you some sense of the areas you should be considering.

  • 4 - Marketing

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 63-82

  • Summary

    Introduction

    Say you went out today, bought some web hosting and a domain name (website address). If you worked hard, you could easily get something on the web in a matter of days, possibly hours. In this time, you might have successfully adhered to all the required standards, done some design, written your copy, paid for the means to update it – maybe a WCMS or other technical system – and gone live. If you did this and nothing more, you'd have – technically at least – built a website. But you are still a long, long way from establishing a successful ‘presence'.

    In this particular – rather extreme – instance, your site would receive no or almost no traffic. The analogy in Chapter 1 ‘Evaluating what you have now' of building a shop down a lonely street which never has any passing trade is hackneyed but nonetheless accurate. However beautiful, however well designed, however well thought out, however well staffed – your shop won't get anyone coming in to it unless people know about it, see the value in it, and are prepared to cross the threshold.

    In this chapter we'll look more closely at how you can get people to come to your site, either through direct marketing or by focusing your SEO (Search Engine Optimization) strategy so that people find your site when they search for content contained within it.

    From ‘site' to ‘presence'

    Many people understand now that building a website is only the beginning of a much longer (and actually, much harder) process of encouraging people to visit that website; however, there are still endless projects going on all the time from cultural heritage organizations and others where all the effort and budget is in that first, initial ‘build' effort, and very little is left over to do the important bit which follows: the marketing and traffic driving.

    Although the example I've used is deliberately extreme, and it is unlikely that many people would launch a new website and then not tell anyone at all about it, the transition from siteto presenceis one which many institutions struggle with. This is partly perhaps because the web has changed things so radically in such a short space of time, but partly it is also because the word ‘marketing' often has negative connotations within cultural heritage organizations.

  • 10 - Bringing it all together

  • Mike Ellis
  • Book:
    Managing and Growing a Cultural Heritage Web Presence
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011, pp 195-204

  • Summary

    Introduction

    Throughout this book, our focus has been on creating a more proactive approach to what we do online. The rationale behind doing things this way is that although it requires some initial up front investment (mainly time, rather than cash!), it ultimately puts you and your institution into a much stronger position in the medium to long term.

    The challenge with being more strategic is that you can almost become toostrategic! Flexibility with strategy is key. One of the hardest yet most vital functions when working online is to understand when strategy and policy should be updated, challenged and changed. This understanding will come through a number of avenues. As we've already seen in Chapter 2 ‘Building a strategic approach', for example, you should have regular strategy reviewswhere you take your strategy, critically evaluate it against any success criteria, and then use this review to amend and evolve your future plans.

    Beyond the review, however, you also need the mechanics in place to allow people – users, staff and stakeholders – to provide you with ongoing feedback about what you're doing or any ideas that they think could improve this. Furthermore, you also need to make sure that you and anyone directly involved with the web at your institution are well informed

    and up to date with the latest developments in your particular sector.

    With this in mind, let's have a look at some ideas for gathering feedback and staying informed.

    Ongoing feedback

    You can keep the feedback and engagement process alive between your strategy reviews by providing and maintaining some kind of mechanism to receive feedback and ideas about the strategy and the progress of your web presence on an ongoing basis. Do this both with your web strategy team – have an Any Other Business (AOB) which you actively maintain between meetings – but also make sure you have an avenue for capturing and gathering feedback from the organization andthe outside audience.

    There are a number of ways of doing this:

    Ideas mailbox

    Ask your IT team to set up a new mailbox which you and your team can get access to. This mailbox should be used for one purpose: to solicit feedback from internal and external people with ideas and suggestions for how you can improve your service.

Managing and Growing a Cultural Heritage Web Presence
  • A Strategic Guide
  • Mike Ellis
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 April 2011
  • In today's hectic and challenging world of website management, it is increasingly important for cultural heritage institutions to make the most out of their presence online. No longer is it enough to maintain a single site; nowadays, the environment is fragmented and complex, made up of a multiplicity of social media presences all intermeshed in subtle and potentially confusing ways. One of the best ways of dealing with this environment is to put strategic thinking at the core of the solution. This allows web stakeholders to take control of their web presence in a holistic way and from there begin to shape and grow it in powerful, measurable ways. This timely book provides a complete guide for any institution looking to build or maintain a cultural heritage web presence. Peppered with examples and case studies of current practice from large and small cultural heritage institutions, it advises administrators and website managers on the best strategic approach, as well as offering hints and tips on best practice. The chapters cover: evaluating what you have now; building a strategic approach; content; marketing; policies and guidelines; traffic and metrics; the social web (Web 2.0 ); the website project process; away from the browser; and, bringing it all together. Scattered throughout the text can be found references to an accompanying website to this book. This offers examples, templates and other downloadable information which the reader will be able to adapt for the needs of their individual organization. This essential book offers valuable, readable and above all practical guidance on how to make a cultural heritage web presence work, both for smaller institutions who are running their website on a shoestring and for larger ones who have more extensive resources at their command.

Page 225 of 293