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5856 results in Facet Publishing

Page 286 of 293

  • 2 - Keynote paper: beyond the mainstream of library services

    • By Peter Brophy, Professor and Director, Centre for Research in Library and Information Management (CERLIM), Manchester Metropolitan University, UK
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 7-16

  • Summary

    Introduction

    The ideas behind the Libraries Without Walls series of conferences, of which this is the fifth, can be traced back to a number of different roots. Some of these were concerned with the ways in which information technology might be used to deliver library services – and as such they go back at least to the early 1970s. Other ideas concerned the delivery of education, and especially experiments and services that sought to deliver to the learner rather than expecting the learner to come to an institution – distance learning concepts that can be traced back even further, and were well developed in many countries by the middle of the 20th century. Yet other concepts arose from beliefs in the importance of widespread participation in society and thus in learning, and the imperative to find ways to involve the disenfranchised. Draw these together – technology, delivery and universal participation – and the stage is set for new ways of thinking about library services.

    One result of this kind of thinking was that by the early 1990s most libraries had come to accept that their role was better described as the provision of access to information sources than as the custody of physical artefacts – although of course there were exceptions, for example among national and highly specialist libraries. But as the access paradigm started to dominate, new methods of service delivery began to appear. The question became whether remote delivery, digitizing content, deploying electronic networks and exploiting the ever more widespread ownership of personal computers could offer a new way to think about, conceptualize and run the library.

    It was at this point that the BIBDEL project was conceived. Funded by the European Commission's Libraries Programme it brought together three academic libraries – those of the University of Central Lancashire (UCLAN) in the UK, Dublin City University (DCU) in Ireland and the University of the Aegean (UAe) in Greece – to explore the potential of electronic delivery of library services to distant users. The co-ordinating partner, UCLAN, worked with students taking university courses at small, remote colleges across the north-west of England.

  • 12 - An incremental usability and accessibility evaluation framework for digital libraries

  • from THEME 3 - USABILITY AND ACCESSIBILITY OF DIGITAL LIBRARY SERVICES
    • By Neil King, Researcher, Centre for HCI Design, City University, London, UK, Terry Hoi-Yan Ma, Research Assistant, Centre for HCI Design, City University, London, UK, Panayiotis Zaphiris, Lecturer, Centre for HCI Design, City University, London, UK, Helen Petrie, Professor of Human Computer Interaction (HCI), City University, London, UK, Fraser Hamilton, Senior Research Consultant, City University, London, UK
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 123-131

  • Summary

    Introduction

    Information and Communication Technologies (ICTs) are enabling a global audience to share knowledge and ideas with one another by the click of a button. One of the key tools of this revolution is the internet, which is replacing CD-ROMs with online databases, traditional hard copy books and journals with digital libraries and atlases with interactive geo-spatial data. The success of these services is maximized if end-users are well supported to easily accomplish their desired tasks.

    The nature of digital libraries

    In recent years the information superhighway, the internet, has become a global gateway for information dissemination. With the ability to share worldwide collections of information, digital libraries (DLs) have become one of the common mediums to store and disseminate information by individuals or groups that select, organize and catalogue large numbers of documents.

    DLs, generally referred to as ‘collections of information that are both digitized and organized’ (Lesk, 1997), give us opportunities we never had with traditional libraries or even with the web. Current design of DLs contains complex facilities including text search, functionality relating to hypertext, multimedia, the internet and highly interactive interfaces.

    According to Theng (1997), if we have problems producing good websites (as evidenced by much research done in addressing problems on the web), then because DLs are more than just websites, we can expect to have problems creating good DLs too. Also, Dix et al. (1995) suggested that even if the best methodologies and models are adopted in the design of a usable interactive system, it is still necessary to assess the design and test the system to ensure that it behaves as expected and meets the user's requirements. Therefore, there is a need for a usability and accessibility framework that supports the development of effective solutions for DLs in order to produce truly usable and accessible DLs.

    A crucial factor for libraries is that the information they preserve and deliver must be effectively organized. With regards to DLs, Arms (2002) notes that a ‘(d)igital stream of data sent to earth from a satellite is not a library. [However, the] same data, when organized systematically, becomes a digital library collection.’ This is one of the key dimensions of a DL.

  • 13 - Overcoming barriers to library use by Nigerian professionals

  • from THEME 3 - USABILITY AND ACCESSIBILITY OF DIGITAL LIBRARY SERVICES
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 132-139

  • Summary

    Introduction

    Library and Information professionals are agreed that the catalysts that will empower Africa in her quest for development are information and knowledge. The increasing openness and globalization of the world economy has further made it clear that organizations must lever information effectively to achieve their objectives and stay competitive. The response has been a further pressure on professionals to perform and demonstrate their relevance to their organization's bottom line.

    Realizing that access to information and flexible learning are what would differentiate them for success, professionals are turning to libraries for support for their personal and professional development, especially with the dearth of support from other quarters. However, as information becomes more rapidly available in non-book sources, which could be accessed electronically using new and emerging technologies, the relevance of a largely traditional Nigerian library to a highly mobile and constrained segment of its clientele is in question.

    As in other parts of Africa, low levels of literacy in information and communication technologies (ICTs) in Nigeria are perpetuated by limited access to computers. Yet, over 75% of organizations in Nigeria put emphasis on possession of demonstrable ICT skills as a requirement for employment. Therefore the need for relevance and employability has recently driven professionals to seek ICT skills training where available, especially in libraries that provide it free of charge.

    The use and availability of ICTs in Nigeria

    Organizations that are major employers of professionals in Nigeria spend about 478 billion naira annually on ICT and will be inclined to spend 1.6 trillion naira in the near future. Although of the over 120 million people in Nigeria, only about 0.6% have access to a PC at home, the pace of ICT uptake is increasingly encouraging. Nigeria is quickly becoming one of the destinations of ICT product providers in Africa, second only to South Africa. In the last seven years, the number of licensed full internet providers has grown from 3 to 160, 40 of which provide access in real time. With more than a quarter of organizations having a web presence, more professionals have access to the internet (NICT, 2003).

  • 4 - Supporting information-based networks in higher education

  • from THEME 1 - THE INTEGRATION OF LIBRARY SERVICES AND VIRTUAL LEARNING ENVIRONMENTS
    • By Jan Kooistra, Faculty of Social Sciences, Utrecht University Library, Delft University of Technology, The Netherlands, Kees Hopstaken, Utrecht University Library/Verwey-Jonker Institute, The Netherlands, Maurits Ertsen, Faculty of Civil Engineering and GeoSciences, Delft University of Technology, The Netherlands, Nijs Lagerweij, Faculty of Social Sciences, Utrecht University Library, The Netherlands
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 31-48

  • Summary

    Introduction

    With the development of information and communications technologies (ICTs) classic library practice has become digitized and at the same time has evolved into the practice of information skills. Digitizing practice has greatly increased the quality of instruction. Apart from the standard advantages that employing ICT brings, such as improved facilities at the work place, speed and time independence, the biggest advantage could be the potential to demonstrate exactly how different library systems work, from information seeking to lending. It is possible to serve users by offering them the necessary skills to approach library systems properly and to make their visits to libraries more successful. Many good examples of such programmes, the so called self-explanatory libraries, are available nowadays – for example, the Wageningen Desktop Library (http://library.wur.nl/ desktop/direct/), The Personal Composer (http://search.library.tudelft.nl/pcom/) (both from The Netherlands), LUMINA (www.lib.umn.edu/), The Data Genie (www.lib.calpoly.edu/research/data_genie.html) and, of course, MetaLib (www. exlibris.co.il/metalib/overview.html). With the rise of electronic learning environments, however, one is forced to proceed a stage further. This is a move from information skills to ‘dealing with’ digital scientific material. ‘Dealing with’ implies more than ‘possessing skills’. It involves working according to the rules and methods that determine the exchange of scientific knowledge. The question is no longer how to understand the library system or even how to use it, but knowing how to deal with scientific material as it presents itself through the e-platform both socially and with respect to content. By ‘socially’ we mean that through use of the e-platform it is possible to engage with the scientific network that provides information, which enables us to evaluate it. Dealing with the content of scientific material means that it is now possible to have direct access to the information itself so the information has great influence. Thus, in order to make the package of library functions compatible with and work with an e-platform, the library will need to develop new forms of service and interactive systems that contribute to the possibility of being at the right knowledge centre at the right moment.

  • 21 - Cultural Objects in Networked Environments (COINE)

  • from THEME 5 - THE CREATION OF DIGITAL RESOURCES BY USER COMMUNITIES
    • By Michelle Kelly, Research Associate, CERLIM, Manchester Metropolitan University, UK, Geoff Butters, Research Associate, CERLIM, Manchester Metropolitan University, UK
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 219-226

  • Summary

    Introduction

    For memory institutions to reach broader audiences, they need to move beyond resource discovery and offer services that also relate to people's lives. (DigiCULT, 2002)

    Recent studies, such as the 2002 DigiCULT Report (Technological landscapes for tomorrow's cultural economy: unlocking the value of cultural heritage), are beginning to suggest that there has been a shift in emphasis for digitization projects within museums, libraries and archives. While digitizing collections and putting information online remains the valid goal of most institutions, it is now being recognized that greater value can be added to these collections and sources of information if the role of the ‘user’ is more closely examined and the resources interpreted accordingly. The aim of simply creating digital content on websites and databases has been surpassed by the desire to enhance, manipulate or change the content according to the requirements of a specific audience, therefore making resources relevant to individual users. The DigiCULT Report highlights this change and the increasing demand for ‘high quality, enriched digital content’ (DigiCULT, 2002, 8) with an emphasis on lifelong learning and the relating of cultural resources to individual lives.

    The COINE (Cultural Objects In Networked Environments) project is rooted in the idea of digital cultural heritage being driven by user communities. It embraces the possibility of there being a ‘two-way’ flow of information and cultural heritage resources: no longer should it only be museums, libraries and archives that create the digital content for remote users, but these institutions should also present the opportunity for the users themselves to be active in this creative process, using information technology to improve the sharing of and access to community heritage, collections and personal stories.

    It is from this vision – where users are as active as institutions in the portrayal of community heritage – that the COINE project was born. Could an information system be developed that would:

  • • allow people to create and publish their own stories and resources?

  • • be suitable for people with limited experience of information and digital technology?

  • • perform complex searches?

  • • be capable of handling many hundreds of thousands of objects and narratives while still producing usable results?

  • 5 - Delivering the electronic resource

  • Stuart D. Lee, Frances Boyle
  • Book:
    Building an Electronic Resource Collection
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 112-145

  • Summary

    Introduction

    In the previous chapter we took a step-by-step approach to the life cycle of electronic collection development. At its conclusion we had reached the stage of having evaluated the product and negotiated the licence, and finally of purchasing the resource. There are still several stages left to cover after the initial payment of the invoice, as Figure 5.1 shows. We will look at each of these in turn in this chapter, and conclude with a general discussion of how this system might be put to work in an institution. In this context then, the discussion has to widen out to ‘stakeholders’ (i.e. those people who are affected by the purchase of the resource or may wish to use it) beyond the librarian or collection manager.

    Cataloguing and delivering the electronic resource

    Once the resource has been paid for, the priority is to get it out to the users as quickly as possible. Any delay should be seen as a waste, especially if the product is being subscribed to. Figure 5.1 notes that an extra step has to be taken if the product is to be run locally. The resource must be mounted on the local server (usually an intranet) so that it is available to users, but keeping in mind the terms of licence, as it is important to adhere to any access restrictions imposed. In addition the product may need to be integrated into existing management tools, or into a wider institutional repository.

    If a trial has not been run already it will be at this point that several problems can arise, such as:

  • • the product will simply not run across standard networks

  • • the product will network but requires additional work at the client end – i.e. downloading a piece of software, or mapping a drive for the product to write to

  • • the product does run on a network but only at a very slow rate, or requires a high-specification machine at the client end to be usable

  • • the product runs, but not exactly along the lines negotiated in the licence (e.g. it does not have all the functionality promised, or there are problems using it in the local context).

  • 22 - The DAEDALUS project: an open archiving initiative

  • from THEME 5 - THE CREATION OF DIGITAL RESOURCES BY USER COMMUNITIES
    • By Susan Ashworth, Team Leader, Biomedical Sciences, Glasgow University Library, UK, William Nixon, Deputy Head of IT Services, Glasgow University, UK
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 227-237

  • Summary

    Introduction

    Access to research materials on our campuses is dictated and constrained by the increasing cost of journals, publishers licensing arrangements and the allocation of copyright in that research to publishers. The advent of electronic journals has not increased access to research. In many cases access has, in fact, diminished, as institutions cancel hard copy holdings to subscribe to electronic journals. These are then only available to the staff and students of that institution, and often not available from off-campus locations, thereby disadvantaging the distance learner. The increasing cost of journals is often borne by institutions at the expense of provision of other materials, notably provision of monographs, to undergraduates.

    The DAEDALUS (Data Providers for Academic E-content and the Disclosure of Assets for Learning, Understanding and Scholarship) project is one of a number of projects that aims to widen access to the research produced within higher education in the United Kingdom, to communities both within and without the higher education sector, by setting up open archives of that research.

    The DAEDALUS project has been funded by the Joint Information Systems Committee (JISC) for three years, to set up open and freely available digital collections of the research output of Glasgow University, one of the Russell Group of research institutions in the United Kingdom. DAEDALUS is not being set up in isolation. Many institutions in the US, Europe and, increasingly, the UK are setting up institutional repositories, and protocols are being developed to enable users to cross-search these archives.

    The DAEDALUS project will use three different types of software: GNU EPrints, DSpace and Virginia Tech Electronic Theses and Dissertations (ETDdb) to create collections of published and peer-reviewed articles, pre-prints and grey literature, and electronic theses. Although the technical issues surrounding the establishment of these services will be investigated, the main thrust of the project is to advocate changes to the production and dissemination of scholarly output, and to persuade researchers to make their research available to communities beyond the relatively small number with access to academic journals.

  • 1 - Introduction

  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 1-6

  • Summary

    The fifth Libraries Without Walls (LWW5) conference was held in Lesvos, Greece, from 19 to 23 September 2003. It continued the tradition of the LWW conferences by bringing together international perspectives on the delivery of library and information services to users who are not in the physical library. When the first LWW conference was held in 1995, the focus was primarily on distance learning and geographical dispersion. Since then, however, rapid advances in the development of information and communications technologies (ICTs) based infrastructures and services have led to a situation where many library users now routinely access services remotely – even when ‘remotely' means ‘within sight of the library building’. As a previous conference attendee observed, ‘we are all distance learners now’. LWW5 was concerned with innovative ways of delivering library and information services in this new environment

    In his keynote paper (‘Beyond the Mainstream’, Chapter 2) Peter Brophy reflected on the focus of the LWW conferences since 1995 when the first LWW conference was held to disseminate findings of the BIBDEL project in which three university libraries had worked together to explore the delivery of library and information services ‘at a distance’ through the use of information technology (Irving and Butters, 1996). Brophy noted that in the second LWW conference held in 1997 (Brophy, Fisher and Clarke, 1998) the remote delivery of information services was a subject that had seen rapid growth as an area of specialist interest, so that by the third conference (Brophy, Fisher and Clarke, 2000) the topic had moved into the mainstream of information service delivery and, by the fourth conference (Brophy, Fisher and Clarke, 2002) in 2001 the topic was actually driving the mainstream. In his paper Brophy raised critical questions about the notion of the ‘library’ as an appropriate construct and about the need to develop a new model of ‘libraries without walls’.

    Subsequent papers that were delivered at the conference all contributed in some way to addressing these questions by articulating the findings of new research and the evaluation of novel practices in remote delivery in the context of education and lifelong learning.

  • 6 - Virtual learning and teaching resources: the library as a collaborator

  • from THEME 1 - THE INTEGRATION OF LIBRARY SERVICES AND VIRTUAL LEARNING ENVIRONMENTS
    • By A. Anneli Ahtola, Library Development Officer, Tampere University Library, Finland
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 56-65

  • Summary

    Introduction

    Learning, teaching and research methods are undergoing rapid and significant changes, which are affecting everybody who reads or writes. Electronic resources are increasingly selected as an information source, and research results are disseminated via information networks. Electronic media also bring about a transformation in how librarians think about their jobs, about information users, and about the whole communication process that they are a part of.

    Digital publishing has critical implications for teaching and learning, and calls for a fresh look being taken at instructional strategies and the accessibility of information. Electronic resources and digital libraries have the capacity and promise to affect education significantly, and have an opportunity to create a new environment for teaching and learning (Dowler, 1997). This paper will reflect on environmental changes that affect libraries and identify activities that generate added value for teaching and learning, and which Tampere University library has adopted.

    Changes in the work environment

    Trends in publishing

    Anything that happens in the publishing field affects libraries and there are many changes in scientific information and publishing structures. In some fields electronic publishing has surpassed its printed counterpart, so that many important materials do not exist in conventional formats any longer.

    Libraries have an important proactive role in developing and using new publishing channels, and also in assisting faculty and students to make use of those channels. Libraries remain relevant only as long as they supply collections and services that meet the changing needs of their users in the classroom and at the desktop.

    Characteristics of university libraries’ clientele

    The user demographics of university libraries are getting more diverse. Faculty and students are increasingly wide-ranging in their interests, background and skills, and display an increasingly varying set of information needs and expectations. Furthermore, new fields of study and the emergence of virtual universities place additional demands on libraries.

    Learning and teaching strategies

    New views about learning and teaching with more emphasis on cognition are emerging and the problem-based method is becoming more prevalent. This method emphasizes active learning and expects students to become self-directed learners, assuming more responsibility for information gathering through exploring information resources and networks. Electronic resources offer innovative approaches to teaching, and make virtual, web-based teaching and learning possible (Poikela, 2001).

  • 16 - Optimizing resource discovery service interfaces: the Library of Texas challenge

  • from THEME 3 - USABILITY AND ACCESSIBILITY OF DIGITAL LIBRARY SERVICES
    • By William E. Moen, Principal Investigator, ZLOT Project, Texas Center for Digital Knowledge, University of North Texas, USA, Kathleen R. Murray, Associate Fellow, Texas Center for Digital Knowledge, University of North Texas, USA, Irene Lopatovska, School of Library and Information Sciences, University of North Texas, USA
  • Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
  • Book:
    Libraries Without Walls 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 June 2004, pp 161-172

  • Summary

    Introduction

    State library agencies in the US are expanding their traditional services by building statewide virtual libraries offering resource discovery services that take advantage of the intersection of metasearch technology and user demand for access to networked resources. Understanding the information behaviours of various user groups and optimizing resource discovery interfaces for users are critical to the success of statewide virtual libraries.

    The Texas Center for Digital Knowledge at the University of North Texas began a multiphase applied research project in 2001 in support of the Library of Texas, a statewide virtual library (www.tsl.state.tx.us/lot/index.html). Working under contract for the Texas State Library and Archives Commission, we addressed the design, configuration and system implementation of the Library of Texas Resource Discovery Service. This work became known as the ZLOT Project (www.unt.edu/zlot). The resource discovery service is one component of the broader Library of Texas initiative.

    This paper provides an overview of the Library of Texas Resource Discovery Service, its development and current status. More importantly, we identify usability issues of such resource discovery services and suggest possible approaches for improving and optimizing user and search interfaces of these applications through usability assessment.

    The context: resources, services and users

    The 21st-century library, sometimes referred to as a digital or virtual library, involves the deployment of technologies to enhance access to a wide variety of analogue and digital information resources. Available technologies and applications have the potential to extend the reach and range of users to information resources while reducing the barriers to information access. Libraries have tried various approaches to improve information access in the networked environment. Concepts for these approaches include virtual libraries, resource discovery services, metasearch applications and portals.

    There is a wealth of networked information resources available to library users including:

  • • online catalogues

  • • licensed databases from commercial vendors

  • • locally developed databases

  • • digital repositories

  • • web resources.

    • Until recently these resources were typically offered through separate interfaces. The result was a plethora of resources with the attendant challenges of training users on multiple interfaces. While extending the reach and range of users to networked information resources, the multiple interfaces can be viewed as barriers to effective and efficient information access.

Page 286 of 293