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 269 of 293

  • 8 - Contemporary literacy – the three Es

  • from Part I - Literacies in the digital age
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 89-98

  • Summary

    Abstract

    Retooling classrooms for 21st-century teaching and learning will not be served by completely reinventing literacy. It is important to acknowledge the continuing value of reading, arithmetic and writing, as basic skills, and to build on that foundation and expanded model of contemporary literacy. This chapter seeks to start with the three Rs, and grow them into three Es, an expanded model for being proficient and efficient users of information.

    Introduction

    Before we begin a discussion of contemporary literacy, it is important to settle on a definition for ‘literacy’ that can serve as a framework. This is no small task, considering that the word has been used in a wide variety of contexts, addressing a broad range of skill sets. But, for the sake of this chapter, I want to suggest a consensus around the following definition:

    Literacy comprises those essential information skills required to accomplish goals within one's contemporary information environment.

    The only part of this definition that might seem out of place to most 21st-century inhabitants is the last part, ‘within one's contemporary information environment’. During most of the last two centuries, that environment changed very little. It was at the beginning of the 19th century that Sir William Curtis, Lord Mayor of London, coined the phrase, ‘the three Rs’. Not an extraordinarily literate man, as evidenced by his spelling, Curtis did effectively define an effective literacy framework for a published-print information environment.

    Today, however, that environment has changed, and it has happened in just 30 years – mostly in the last ten years. Information has changed in what it looks like, what we look at to view it, where and how we find it, what we can do with it, and how we communicate it.

    Any effort to effectively define a new literacy model that reflects this new information environment effectively requires us to drill down into the roots of how information has changed. Factoring all aspects of information reveals three new characteristics of the contemporary information environment that are fundamental to using this environment to accomplish goals: information is networked; information is digital; and information is in abundance.

    Information is networked

    Information in the published-print environment was networked. But it was a network based on transporting paper and other printed materials across oceans, rivers, mountains, towns and across the classroom.

  • 18 - Approaches to enabling digital literacies: successes and failures

  • from Part II - Enabling and supporting digital literacies
    • By Alex Reid, Professorial Fellow University of Western Australia
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 196-205

  • Summary

    Abstract

    This chapter outlines a range of approaches that have been adopted in various universities in order to address the issue of achieving acceptable levels of information and communications technology (ICT) literacy among the staff and student body. Some of these have been successful, while others have failed. In each case an effort is made to identify the reasons for success or failure, including local factors; it then seeks to draw out general principles evidenced by these cases, which should lead to improved success in future.

    Introduction

    Information and communications technology (ICT) literacy is now universally considered an essential skill needed by university staff to undertake their research and teaching, and by students to undertake their studies. Graduates in almost all walks of life are expected to possess ICT skills, in varying depth. Many different approaches have been adopted by universities to improving the levels of ICT literacy among their staff and students. Some have been more successful than others but, since ICT literacy is rarely an end in itself, it is hard to assess the degree of ‘success’ or ‘failure’ of any particular approach. Much depends on the prevailing culture of the institution, what current levels of literacy exist, and what goals one has. What does seem clear is that the establishment of clear, achievable goals and an institutional commitment are vital, along with an understanding that ‘ICT literacy’ is not something that can be achieved once and for all, since the desired level of literacy is a moving target, which will continue to move (perhaps even accelerate) indefinitely (Winship, 2001; CEPIS, 2005). The following variety of approaches is presented to illustrate these claims, and to offer ideas that may be more or less appropriate in different cultural and technical environments.

    Free and rich repertoire of classroom-based courses

    Some universities have taken the approach of providing free-of-charge a wide range of (ever-changing) face-to-face courses. They are usually open to all staff (academic and general) as well as to postgraduate students and sometimes undergraduates. These courses are typically organized and managed by a small full-time staff contingent, supplemented by contributions made by technical specialists for more esoteric courses. The courses aim to cover a full spectrum of ICT skills, being constantly upgraded as technology and demand vary.

  • 15 - Supporting students in e-learning

  • from Part II - Enabling and supporting digital literacies
    • By Martin Jenkins, Academic Manager, Centre for Active Learning University of Gloucestershire, UK
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 162-171

  • Summary

    Abstract

    The majority of e-learning developments are supplementary to face-to-face teaching. This means that support issues, which are best planned as part of the curriculum design, are not fully developed. In addition it means the opportunities presented by e-learning are not fully exploited. This chapter considers the reasons why support should be integral to e-learning provision, how this impacts on support provision and how the use of learning-design models can help to inform student support and skills development.

    Introduction

    The use of e-learning encompasses a wide continuum of potential uses of learning technology. Phillips (2004) identifies four e-learning design dimensions: student–student interaction, student–teacher interaction, student–resource interaction and student–computer interaction. However e-learning is employed, it is critical that students are supported in the development of the e-learning skills required and provided with the appropriate support structures and opportunities.

    The majority of e-learning developments have been supplementary to faceto- face delivery. This has meant that the full implications for supporting students in e-learning are not always fully considered. The reason for this is that supplementary applications are often ‘bolted-on’ to traditional forms of delivery. As a consequence e-learning is not considered in the design and delivery of the learning event.

    This chapter is divided into four main sections. The first considers the reasons for supporting e-learning students. The second focuses on developing and supporting the skills that students require to become ‘e-learners’. The third considers how learning design and delivery models can inform planning to ensure appropriate support is in place and how this can be delivered through the curriculum. The fourth section considers the impact of e-learning on learning support services and how the support they provide needs to change.

    Supporting students in e-learning

    Simpson (2002) suggests student support is required for practical, theoretical and moral reasons. Building on Simpson's list for students studying via open and distance learning, the reasons it is important to make student support integral for e-learning are:

  • • Retention: flexible and distance learning provision has been particularly associated with high drop-out rates; based on experiences with traditional correspondence forms of distance learning. E-learning presents opportunities to improve retention through monitoring, tackling isolation and helping provide structure.

  • 3 - The status of preservation metadata in the digital library community

    • By Robin Wendler, Metadata Analyst in the Harvard University Library Office for Information Systems
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 60-77

  • Summary

    Introduction

    It is a truism that preserving digital objects is quite different from preserving physical ones. While a 400-year-old book may be held and read today, digital content can be made manifest only through the use of specific hardware and software. This dependency on a technological intermediary means that not only must the object itself be kept secure and intact, as is true for all preservation, but that the means to reveal its content must also be maintained. In order to do this, a preservation agency must know a great deal about the object and the environment in which it can be used. Collectively, the information that an archive will need to ensure the survival of digital objects over long periods is called preservation metadata.

    In recent years, the digital library community has dedicated focused effort to three main areas related to preservation metadata:

  • • determining what metadata will be needed to maintain objects over time and identifying or creating appropriate metadata standards

  • • designing tools to facilitate the creation, extraction and verification of certain types of metadata

  • • planning and in some cases test-bedding registries that will enable common metadata about digital formats and hardware and software configurations to be shared throughout the community.

    • Digital repositories routinely contain many kinds of information about the objects they manage. Some of this information supports the administration of the archive, such as information about the depositor, the rights holders and the contractual agreement outlining the respective rights and obligations of the depositor and the repository. Additional information may support functions such as discovery, storage management and access management. All such information may also be useful or even necessary for preservation. However, there are additional categories of information that primarily or exclusively exist to enable long-term preservation.

    Techniques for preserving digital material are still in their infancy, with many fundamental questions of methodology and best practice still under debate. Most discussions about digital preservation have been theoretical: as of 2005, few digital archives have active preservation programmes. As experience in preserving digital information grows, understanding of the information that will be required in the preservation process will continue to evolve.

Digital Literacies for Learning
  • Edited by Allan Martin, Dan Madigan
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006
  • In the 21st century, digital tools enable information to be generated faster and in greater profusion than ever before, to the point where its extent and value are literally beyond imagining. Such quantities can only be meaningfully addressed using more digital tools, and thus our relationship to information is fundamentally changed. This situation presents a particular challenge to processes of learning and teaching, and demands a response from both information professionals and educators. Enabling education in a digital environment means not only changing the form in which learning opportunities are offered, but also enabling students to survive and prosper in digitally based learning environments. This collection brings together a global community of educators, educational researchers, librarians and IT strategists, to consider how learners need to be equipped in an educational environment that is increasingly suffused with digital technology. Traditional notions of literacy need to be challenged, and new literacies, including information literacy and IT literacy, need to be considered as foundation elements for digitally involved learners.

  • Series Editors’ introduction

    • By Marilyn Deegan, Director of Research Development in the Centre for Computing in the Humanities at King's College London, Simon Tanner, Director of King's Digital Consultancy Services (KDCS) at King's College London
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp xi-xii

  • Summary

    The Digital Futures series began its life in the book Digital Futures: strategies for the information age by Marilyn Deegan and Simon Tanner. What became obvious in writing the first book was that no single work can cover in great depth all the issues facing librarians and other information workers as they engage in digital activities. Thus the Digital Futures series idea was born to enable further volumes to explore in detail the major topics that concern our digital information age.

    Written by leading international experts, each book in the Digital Futures series examines some of the key strategic and practical issues facing libraries and other cultural institutions in the rapidly expanding world of digital information.

    Anyone interested in contributing to the Digital Futures series is invited to contact the Series Editors at marilyn.deegan@kcl.ac.uk and simon.tanner@kcl.ac.uk.

  • 19 - Professional development and graduate students: approaches to technical and information competence

  • from Part II - Enabling and supporting digital literacies
    • By Catherine Cardwell, Associate Professor Chair, Department of Library Teaching and Learning, and Instruction Coordinator, University Libraries Bowling Green State University, USA
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 206-214

  • Summary

    Abstract

    In recent years, institutions of higher education have increasingly recognized and emphasized the importance of improving, through a variety of initiatives, students’ technical and information competence. The focus of these initiatives has generally been on undergraduate students and teaching faculty, not on graduate students. In their formal course work, graduate students concentrate on acquiring disciplinary knowledge and participating in disciplinary research. Relatively few opportunities exist for professional development activities designed to develop graduate students’ technical and information competence. To remedy the situation, institutions of higher education need to rely on approaches typically used by faculty development centres in order to reach graduate students. An interdisciplinary learning community model used at Bowling Green State University in Ohio is presented in this chapter.

    Introduction

    Most initiatives regarding technical and information competence focus on undergraduate students or faculty, not graduate students. This is unfortunate since most graduate students will become faculty members or will follow equally challenging career paths requiring a high level of competence in these areas. As such, graduate students need more access to professional development opportunities. Their future employers and students will only benefit from their improved skills.

    In the USA, graduate student preparation has recently gained more attention since several important studies found a mismatch between graduate student education and the kind of work expected of students once they complete their degrees (Pruitt-Logan and Gaff, 2004, 177). One area commonly identified as needing greater attention is teaching, specifically teaching with technology. Increasingly, faculty are expected to apply innovative technological approaches to their teaching (Adams, 2002, 3–4). Relying on the expertise of staff at faculty development centres is one possible solution to this problem for colleges and universities. Faculty development centres are able to employ strategies they typically use with faculty to reach graduate students because graduate students are more like faculty members in training, not undergraduates. These strategies may include but are not limited to offering workshops, fostering campus partnerships, providing incentives for participation, and creating cohort-based or topic-based learning communities.

    A professional development project incorporating a variety of approaches used by faculty development centres is the focus of this chapter. In an attempt to improve graduate student information and technical competence, the Center for Teaching Learning and Technology (CTLT) along with University Libraries (UL) at Bowling Green State University (BGSU) launched an experimental interdisciplinary learning community.

  • 10 - Literacy, e-literacy and multiliteracies: meeting the challenges of teaching online

  • from Part I - Literacies in the digital age
  • Edited by Allan Martin, Dan Madigan
  • Book:
    Digital Literacies for Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 110-122

  • Summary

    Abstract

    Online teaching and learning are challenging for both teacher and student. There are differences to be negotiated in the modes of learning and communicating and in the language of the technology, the language of the learning environment and the contextspecific language of the subject/vocation. It is estimated that there are at least seven literacies involved in teaching and learning in the online environment. Online learners in Australia are predominately middle-aged women; this is the group that is most likely to have problems with multiliteracies and particularly e-literacy. Even more concerning, this is the group in vocational education and training (VET) that is also likely to be asked to teach online. When both teacher and learner have difficulties with multiliteracies and e-literacy, there is a detrimental effect on the e-learning experience. This may contribute to the high attrition rates experienced in online courses and the reluctance of teachers to take up flexible-learning options. The Australian VET sector has taken some innovative approaches to materials development that are successfully meeting the challenges of multiliteracies.

    Introduction

    The Australian vocational education and training (VET) sector gives Australians the opportunity to gain the skills they need to enter the workforce for the first time, to re-enter the workforce, to retrain for a new job or to upgrade their skills for an existing job. More than 1.7 million students or about 13% of the working- age population take part in VET each year. In order to support and encourage a growing demand by learners for more flexible learning in VET, the Australian Flexible Learning Framework (AFLF) 2000–2004 invested millions of dollars in professional development for early adopters and in the production of high-quality e-learning materials to support the sets of Australian quality framework competencies known as training packages. However, despite the availability of such wonderful resources, e-learning has not been taken up on the scale that was expected.

    Problems with e-learners and e-learning

    I believe that one of the reasons for this is the lack of digital competence and multiliteracies among both learners and teachers in all sectors of education in general and in VET in particular. Traditionally, learners in the VET sector were apprentices and trainees in industry. They were most likely to be 15–18-year-old school-leavers, going straight from secondary education to trade training.

  • 8 - Some European approaches to digital preservation

    • By Peter McKinney, Research Officer for the espida project which is developing a sustainable business-focused model for digital assets (www.gla.ac.uk/espida) and is based at the University of Glasgow's IT Services
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 147-165

  • Summary

    Introduction: a European approach?

    After considering the title of this chapter for some time a question presented itself. Is there such a thing as ‘a European approach’? How could this possibly be the case? Digital materials are consistent throughout the world. At least, they are consistent in their diversity: from New Zealand to Canada, to Brazil and Japan, these countries and their public and private organizations are creating a great mass of materials whose form can be recognized the world over. So can there be a ‘European approach’? Yes. Despite the electronic medium passing through boundaries across the world globalizing practices, there are certain attitudes, positions and circumstances that have outlined what can indeed be termed a ‘European approach’.

    Of course, the examples given below do not necessarily reflect a uniform European approach, but there is more than a hint of a ‘knowledge-space’ that exists in Europe contained in them. This knowledge-space is the product of political boundaries and histories, knowledge, awareness and terminology, and is one of the major contributing factors to the shape of digital preservation work in Europe. Additionally, there is international recognition that the progress that Europe has made provides elements of an approach for others. Through the exploration of the European political climate and a discussion on some major shifts in terminology a uniqueness should appear, an indefinable ‘something’ that has come into being to allow us to say that there is a European approach to digital preservation which is distinctly recognizable.

    For those not convinced of this view, there is a second angle to the chapter title. The title could also read: ‘Some other European approaches’. What is apparent throughout all the literature on issues surrounding digital preservation is that there is a recycling of examples. Vitality is required to keep ideas fresh and momentum going, and the approaches discussed here should offer new perspectives to some of the issues that have been discussed in many fora. Outside the cultural heritage space there are companies and institutions dealing with the persistence of their digital assets as a matter of organizational and business need. Their experiences are instructive to the debates taking place in conferences, journals, newsletters and newsgroups. If nothing else, the examples below will expand horizons within digital preservation.

  • 6 - The costs of digital preservation

    • By Brian F. Lavoie, Consulting Research Scientist in the Office of Research at OCLC Online Computer Library Center, Inc
  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp 106-132

  • Summary

    Introduction

    Stewards of the scholarly and cultural record recognize that their curatorial responsibilities now extend beyond familiar forms of materials, such as print books, paper manuscripts, motion pictures, paintings, etc., to include the ever-increasing body of information manifested in digital form. These digital materials may represent old wine in new bottles, e.g. e-books or electronic government documents, but they also include digital creations with no obvious antecedent in the analogue world, e.g. software, websites and databases. If we are not to tolerate gaps in society's memory in the future, we must intervene in the present to secure the long-term availability of culturally significant digital materials. The 1996 report of the US Task Force on Archiving of Digital Information contains the call to arms that has been echoed in dozens of publications since: ‘Failure to look for trusted means and methods of digital preservation will exact a stiff, long-term cultural penalty’ (Task Force, 1996, 4).

    But the best of intentions are almost always reined in by practical constraints. In the case of digital preservation, it is economic realities that intrude. A significant commitment in effort and resources is required to preserve digital materials, and for institutions operating within the limits imposed by static or even shrinking budgets, the costs of sustaining a programmatic digital archiving activity may simply be prohibitive. Scarcity of funds is hardly a new problem in preservation, of course: Kenney and Stam (2002) recently found that preservation generally commands less than 3% of the total budget in American academic libraries. But there is every indication that the economic requirements of digital preservation, fuelled by the immediacy and scale of the problem, will exacerbate this familiar problem to a degree heretofore unseen.

    As institutions look to implement sustainable digital preservation programmes, the question ‘Is digital preservation technically feasible?’ becomes overshadowed by the question ‘Is digital preservation economically feasible?’. And the corollary to this, of course, is that even the most elegant technical solution is no solution at all if it is not economically sustainable.

  • Introduction

  • Edited by Marilyn Deegan, Simon Tanner
  • Book:
    Digital Preservation
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 September 2006, pp xiii-xvi

  • Summary

    This third volume in the Digital Futures series has been some time in gestation, and is intended as a contribution to the urgent debate about issues around the preservation of culture in digital form. It might seem ironic to some that we have chosen to edit and produce a book about digital preservation, rather than producing this work in some kind of digital form that could be updated regularly. However, we feel that the book still has validity as the appropriate format for sustained and reasoned argument, and we know that the book is a durable format for long-term preservation.

    Digital preservation is a complex issue, with many different aspects and views, and we wish this volume to represent as many of these views as is possible within a single volume. We have therefore commissioned chapters from leading experts in the field, rather than producing a monograph, and we believe that the experts writing here are some of the best-qualified to share their vast experience on digital preservation. As with other volumes in the series, this book is aimed at the information professional who is interested in this area, but who is not an expert. Because this field gives rise to a great deal of new specialist terminology, we have provided a glossary of key terms, acronyms and abbreviations.

    Chapter 1 offers a fairly detailed introduction to the field, and covers prevailing thinking on the different methods of preservation, as well as some of the practical and strategic issues not covered elsewhere. Some of the material covers the same ground as Chapter 8 (‘Preservation’) in Digital Futures, but this has been brought up to date and augmented considerably. In Chapter 2, David Holdsworth covers strategies and methods for digital preservation in more detail, and offers a very useful introduction to the OAIS Reference Model which is being widely adopted by digital preservation projects. Robin Wendler in Chapter 3 leads us gently through the minefield of metadata for digital preservation, pointing out the importance of excellent documentation for digital files and the methods used to preserve them.

Page 269 of 293