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5856 results in Facet Publishing

Page 75 of 293

  • 6 - Combining Open Data

  • Henriette Roued-Cunliffe, University of Copenhagen, Denmark
  • Book:
    Open Heritage Data
    Published by:
    Facet
    Published online:
    23 July 2020
    Print publication:
    28 February 2019, pp 93-112

  • Summary

    Combining or mapping datasets serves a very important purpose in terms of open data. This is because the real beauty of open data lies in the ability to use data from different sources together. For example, by creating a simple portal allowing different datasets to be searched and browsed in the same platform – such as the DPLA/Europeana tool shown in Chapter 4, which sends a similar call to both DPLA and Europeana and allows the results to be visualised side by side.

    Over the years there have been many attempts to make coherent standards and thesauri for various domains in the heritage sector. As with data sharing, libraries were the prime movers on common data standards, with standards like MARC developed by Henriette Avram in the 1960s for the US Library of Congress (Schudel, 2006). The MARC standards were developed to catalogue library metadata from books, articles and other publications. In the heritage sector books and artworks are some of the easiest items for which to create a common standard, as they often have very similar metadata (e.g. author/ artist, title, publisher, length/size, type/technique/media/genre). However, the need for shared metadata is greater for books than for artworks because there are often many copies of a book in many different institutions which can make use of the shared information. This is why libraries for many years led the drive to share metadata and were able to successfully roll out a metadata standard that most countries use in one form or another.

    The current push in sharing metadata for heritage items is driven by galleries and art museums. Many of these heritage data-sharing sites are image based. Images, whether reproductions of artworks or digitisations of documents or photographs, also have a pretty similar metadata structure: creator, date, subject, etc. The use and reuse of the images is heavily reliant on their copyright status, but makes for very interesting projects in creative communities. However, there are large amounts of heritage material that are not so easy to share or to find a data standard for, despite many years of trying.

  • Chapter 1 - Scholarly Communication 101

  • Claire Sewell, Cambridge University Library
  • Book:
    The No-nonsense Guide to Research Support and Scholarly Communication
    Published by:
    Facet
    Published online:
    22 February 2020
    Print publication:
    28 February 2019, pp 1-16

  • Summary

    Introduction

    Staff in academic libraries have supported researchers for as long as they have been in existence. The nature of this research varies from undergraduates working on set assignments to senior lecturers producing their latest peer-reviewed journal article. Each type of user requires a different level of support and library staff have adapted their services accordingly. However, in recent years there have been several major changes to the way original research is funded and assessed, resulting in new challenges for researchers and new opportunities for library staff. Academic libraries are increasingly advertising for research support staff but what does this role actually entail? This chapter outlines some of the key changes for libraries and researchers in order to demonstrate how and why librarians can play a key part in supporting their research communities. At the end of this chapter readers will have a more detailed understanding of what is meant by the terms ‘scholarly communication’ and ‘research support’, how the job of the researcher and the library is changing in the 21st century and the various ways in which institutions can offer support to their community.

    What's in a name?

    Although the terms ‘scholarly communication’ and ‘research support’ are often used interchangeably they actually have different meanings. The American Library Association's Association of College & Research Libraries (ACRL) defines scholarly communication as ‘the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use’ (ACRL, 2003). This definition explains scholarly communication as a process – it is the way in which researchers share the outputs of the work they have done once they have been completed. These outputs are referred to as scholarly because they are produced within the sphere of academia. Researchers often work in an academic setting such as a university to answer a question or investigate a problem through methods such as conducting experiments or analysing historical documents. They use the results of their work to produce an output such as a peer-reviewed journal article, which is typically aimed at an audience of other researchers and academics.

Delivering Impact with Digital Resources
  • Simon Tanner
  • Published by:
    Facet
    Published online:
    22 February 2020
    Print publication:
    28 February 2019
  • This book provides practical guidance for delivering and sustaining value and impact from digital content.Our digital presence has the power to change lives and life opportunities. We must understand digital values to consider how organizational presence within digital cultures can create change. Impact assessment is the tool to foster understanding of how strategic decisions about digital resources may be fostering change within our communities. Delivering Impact with Digital Resources focuses on introducing both a mechanism and a way to thinking about strategies and evidence of benefits that extend to impact. Such that, the existence of a digital resource shows measurable outcomes that demonstrate a change in the life or life opportunities of the community. The book proposes an updated Balanced Value Impact Model (BVIM) to enable each memory organization to convincingly argue they are an efficient and effective operation, working in innovative modes with digital resources for the positive social and economic benefit of their communities.Coverage includes:a guide to using the Balanced Value Impact Model and a wide range of data gathering and evidence based methods exploration of strategy in the context of digital ecosystems, an attention economy and cultural economicsworking with communities and stakeholders to deliver on promises implicit in digital resources/activitiesmajor case studies about Europeana, the Wellcome Trust and the National Gallery of Denmark, amongst othersan exploration of the difference between the attitudes expressed by groups within digital cultures versus the actualbehaviours they exhibit using impact exemplars from many sectors and geographies to show how they are explored and applied.Readership: This book will be especially useful for those managing digital presences in libraries, archives, galleries and museums including MA and PhD students studying subjects such as librarianship, information science, museums studies, archival studies, publishing, cultural studies and media studies.

  • 3 - Publishing Open Data

  • Henriette Roued-Cunliffe, University of Copenhagen, Denmark
  • Book:
    Open Heritage Data
    Published by:
    Facet
    Published online:
    23 July 2020
    Print publication:
    28 February 2019, pp 39-56

  • Summary

    Heritage data can take many forms, from digitised oil paintings to lists of archaeological finds. Thus, there is no one-size-fits-all solution to publishing these many varied data forms.

    The aim of this chapter is to ensure that professionals and amateurs in the heritage community, such as museum curators, archivists, community historians, etc. can get practical advice and inspiration on how to publish their own datasets. The examples used are taken from around the world to show the varying degree of openness in publishing OHD today.

    I will use the five questions from the OHD Model explained in Chapter 1 to evaluate the openness of the published data in each example.

    1. 1 Is the material published online, with metadata so that it can be searched and filtered?

    2. 2 Is the material published with an open licence or in the public domain, and is this clearly communicated in conjunction with the material?

    3. 3 Does the institution actively encourage reuse of the material and provide support for anyone who wishes to reuse it, free of charge?

    4. 4 Is the material available in an open, machine-readable format that anyone can export/download?

    5. 5 Is the material available through a well-described web service or API that anyone has access to?

    Each of these questions opens up for further questions, which will be exemplified in the following. For example, if heritage collections are published online with metadata, this opens them up for a basic discovery of what the collections contain. This discovery is usually independent of location and can lead to further interest in the institution in question. However, an important aspect of the metadata can be whether the material is accessible to view at the institution. For example, is the artwork on display, or is it possible to read the documents?

    If the material is published with open licences or the institution communicates clearly that it is in the public domain, which parts of the material are covered? Does the CC0 licence cover the only metadata provided by the institution, and which images are in or out of copyright?

    If the institution encourages reuse, how do they communicate this to users? Sometimes this is written only on an ‘about’ page, meaning that the users have to go looking in order to learn that the material is available for reuse.

  • Chapter 3 - Open Access

  • Claire Sewell, Cambridge University Library
  • Book:
    The No-nonsense Guide to Research Support and Scholarly Communication
    Published by:
    Facet
    Published online:
    22 February 2020
    Print publication:
    28 February 2019, pp 43-62

  • Summary

    Introduction

    Open access is likely to be the area of research support which most library staff are familiar with, even if they do not fully understand the landscape. Although it has been steadily growing in popularity for some time, open access has come to the attention of most people through mandates set down by publishers and research funders. It is potentially one of the most disruptive changes to the publishing world in recent years and therefore affects many libraries and their users, particularly as a method of accessing previously hidden research findings. As it focuses on the publication and sharing of outputs open access is most commonly considered at the publish and promote stages of the research lifecycle and many researchers leave thinking about it until they are almost at the end of their project. It would be advantageous for them to consider it at an earlier stage as part of their plan, so they can make the appropriate arrangements. There is a place for open access at the discover stage of the research lifecycle as researchers will have increased access to a range of information which they can include in their work. Librarians with a knowledge of this area can advise researchers on decisions they should take relating to open access.

    Once they have read this chapter readers will understand the basic concepts of open access, its benefits and how they can be applied to their local research communities. Although open access is a complex and fast moving area, having this basic grasp of the philosophy will help library staff to engage with researchers on this important issue and better understand how they can play a fundamental role in its support.

    What is open access?

    Unlike many other terms used in this book, open access has a concrete definition. Put simply, open access is the process of making scholarly output freely available for anyone to view online. Although advances in technology have made it easier than ever before to access a wealth of information, for many people there are still barriers to obtaining informed, scholarly information. Open access has arisen as a response to traditional publishing models where readers are charged, either in time or money (when content is held behind a paywall), to view the outputs of research.

  • Introduction

  • Simon Tanner
  • Book:
    Delivering Impact with Digital Resources
    Published by:
    Facet
    Published online:
    22 February 2020
    Print publication:
    28 February 2019, pp xix-xxxvi

  • Summary

    Life writes its own stories

    Impact, values, wisdom and wit are all found in newspaper straplines. The strap ‘If You Don't Want It Printed, Don't Let It Happen’ in the Aspen Daily Times speaks simultaneously to avoiding unwarranted attention and maybe also to cheekily planning ways to garner attention. The Toronto Star's ‘It’s Where You Live’ strapline speaks to a sense of close community engagement, much as does the ‘As Waikato as It Gets’ of New Zealand’s Waikato Times. The news is about change, about how things are different, for good or ill, than they were before.

    Many newspapers claim a mix of social, economic and intrinsic values:

    • • ‘Life Writes Its Own Stories’, or ‘As Life Writes’ (‘Wie das Leben so schreibt’) in the Kleine Zeitung, Graz, Austria;

    • • ‘All the News That's Fit to Print’ in the New York Times;

    • • ‘The daily diary of the American dream’ in the Wall Street Journal;

    • • The Sowetan, South Africa's daily newspaper, with slogans such as ‘Power your Future’ or ‘Sowetan. Building the Nation’;

    • • ‘Right is of no sex, truth is of no color. God is the father of us all and all we are brethren’, the North Star Newspaper strapline reflecting the values of founder Frederick Douglass, who escaped slavery in 1838.

    Others speak to measures of size, scale or importance. Britain is pretty boastful:

    • • the ‘Biggest daily sale on Earth’, in the Daily Mail;

    • • ‘When The Times speaks, the World listens’, in The Times;

    • • ‘Daily Telegraph. Britain's Best Selling Daily Broadsheet’.

    Some newspapers speak to education or knowledge. Such as:

    • • ‘There's nothing more valuable than knowledge’, in the Cape Times;

    • • ‘Your right to know. A new voice for a new Pakistan’, in the Daily Times newspaper, Lahore, Pakistan;

    • • ‘The Guardian. Think …’.

    All these newspapers want our attention; they are all seeking to make an impact on our day and to affect our thinking and behaviour.

    Newspapers have fascinated me ever since the first permanent professional role I started in 1989. Daily I had to scour all the broadsheets and produce a current-awareness bulletin from clippings for my company by 9 o’clock every morning. Newspapers are not just for the here and now, though; as the saying goes, newspapers may be considered a first rough draft of history (Shafer, 2010).

  • Chapter 6 - Career Paths in Research Support

  • Claire Sewell, Cambridge University Library
  • Book:
    The No-nonsense Guide to Research Support and Scholarly Communication
    Published by:
    Facet
    Published online:
    22 February 2020
    Print publication:
    28 February 2019, pp 119-144

  • Summary

    Introduction

    Of all the chapters in this book, this is potentially the most important. Library staff can work to develop their knowledge of the scholarly communication landscape but how do they put this into practice by securing a role and which jobs are they qualified to undertake? One of the main challenges to this is deciphering the language used in job advertisements in the sector as it is often unfamiliar and off-putting. This chapter aims to demystify this language, outline the range of positions available and highlight the specific skill sets required for those who want to work in scholarly communication. In a different approach from other chapters it begins by looking at some of the formal research undertaken into the skills used in scholarly communication work and how they align with those specified in current job advertisements. It features a range of case studies from people who work in research support roles and an exercise that encourages readers to undertake a focused audit of their current skills. At the end of the chapter readers will have an increased understanding of the range of jobs available, the skills needed to secure them and a plan to develop them.

    Scholarly communication skills in theory

    In recent years various groups have done a great deal of work in determining the skills necessary to work in research support positions, producing a range of core competency documents. The first of these was the 2012 report commissioned by Research Libraries UK (RLUK) (Auckland, 2012), which has become one of the most influential documents of its type. The report was developed in recognition of the changing role of academic libraries as their research support function became more prominent. It outlines 32 skills and areas of knowledge needed to work in this area. For example staff should be able to manage and manipulate information effectively, and relate funder mandates to assessment exercises like the REF; they also need a working knowledge of metadata schemata. The report emphasises the importance of staff building relationships with researchers and academics, having strong communication skills and the ability to design and deliver effective training on a range of changeable procedures.

  • 9 - Conclusions

  • Edited by Selena Killick, Frankie Wilson
  • Book:
    Putting Library Assessment Data to Work
    Published by:
    Facet
    Published online:
    02 October 2019
    Print publication:
    31 January 2019, pp 163-166

  • Summary

    We hope this book has given you the basics you need to apply a variety of assessment methodologies in your library. You may wish to use institutional measures of customer satisfaction to advocate for the library with senior institutional administrators – as evidence of the impact of library provision on the customer experience and/or to argue for the necessary resources to make improvements.

    Alternatively you may want to use the results of a standardised library survey to benchmark against others to identify your library's strengths and opportunities for improvement. Or maybe responses to an in-house library survey could help you understand your customers’ needs and what actions your library staff need to take to improve their experience.

    Maybe you have a plethora of library data sets, such as circulation statistics, that you want to use to inform decision making and service planning.

    Perhaps it is qualitative feedback that you have collected and now wish to harness to gain understanding and insight into your customers’ interactions with your library, and thereby make improvements. Or you now realise that data is an encompassing term for both quantitative and qualitative information, and they must be used in combination for your library to have a complete understanding of the matter.

    Or maybe you have made full use of all the data you have and there is still something missing, so you are inspired to apply an emerging technique in library assessment at your library.

    We hope the case studies have inspired you and shown how the theory works in the real world. We hope that after reading this book you will bring together a variety of sources of data and feedback to give your library a deeper understanding of users’ needs and the impact of service changes, thereby continually improving customers’ experience. We hope that you will use the same data, carefully communicated, to tell the story of your library service in a meaningful way and so secure future funding.

    Culture shift

    When case study authors or presenters at library assessment conferences provide the context for their library, the default of even the enthusiastic few at the cutting edge of this area is to provide statistics about the size of their collections and the population they serve.

  • 5 - Library Statistics

  • Edited by Selena Killick, Frankie Wilson
  • Book:
    Putting Library Assessment Data to Work
    Published by:
    Facet
    Published online:
    02 October 2019
    Print publication:
    31 January 2019, pp 83-98

  • Summary

    Chapter overview

    There are two types of librarians, those who love statistics and those whose eyes glaze over at the sight of a spreadsheet. If you've made it to Chapter 5 of this text the chances are you fit into the former category. Libraries have a long history of data collection. Early records show that the Bodleian Library at the University of Oxford was collecting data on the number of readers in the 18th century (Thompson, 1951). Nowadays libraries collect a vast amount of data for a variety of purposes. In this chapter we explore some of these data sets and how they are used to improve the library service.

    The following case studies are presented in this chapter:

  • • Case Study 5.1 Keeping purposeful intelligence: a case study from Learning Services at Edge Hill University (Helen Jamieson, Edge Hill University)

  • • Case Study 5.2 Assessing subject access in special collections at Harvard University (Emilie Hardman, Massachusetts Institute of Technology and Susan Pyzynski, Harvard University).

    • The wealth of data available frequently requires a library to develop and maintain a data inventory. In Case Study 5.1 Jamieson shows how various library data sets collected in the library can be used. The Management Information and Data Solutions (MIDAS) project team at Edge Hill University has worked with library staff to develop and understand data. By engaging stakeholders and building staff skills they have gone on to design key performance indicators (KPIs) which inform decision making and service planning, and advocate the service within the wider organisation and beyond.

    In Case Study 5.2 by Hardman and Pyzynski we see how using library data to investigate the use of the special collections at Harvard University had an unexpected outcome. The initial research focused on using library analytics to identify which titles in the collection were most popular with customers. Staff wanted to evaluate which subject areas were consulted the most. Instead they found that items which did not have any subject-identifying metadata were used less than those with detailed records. Cataloguing practices in the past had focused only on recording item details, for example the title and author, but without subject headings.

  • 3 - Standardised Library Surveys

  • Edited by Selena Killick, Frankie Wilson
  • Book:
    Putting Library Assessment Data to Work
    Published by:
    Facet
    Published online:
    02 October 2019
    Print publication:
    31 January 2019, pp 31-54

  • Summary

    Chapter overview

    In this chapter we explore some of the more common standardised library survey methodologies, and share case studies from three libraries whose staff have used these forms of assessment. Standardised library surveys, commonly developed by national library associations or commercial providers, focus on assessing customers’ perceptions of the library service in a consistent manner. These surveys have enabled library staff to assess their users’ requirements and satisfaction levels with limited development costs; their key strength is the ability to compare performance against sector averages and/or other libraries using the same methodology.

    Typically the questions evaluate common aspects of library provision at a broad level, for example by asking respondents about their perceptions of library information provision. Library staff choose this methodology if they wish to compare their service with other libraries where similar surveys are used, or as an aggregated data set thereof. They may also choose a standardised tool if they wish to evaluate the library services at a general, broad level without going to the expense of developing a bespoke local survey. Users of standardised tools typically repeat the methodology over a period of time to assess the impact any changes have had and to monitor customers’ perceptions longitudinally. Standardised library surveys cannot evaluate local issues, for example perceptions of a unique or uncommon service.

    Standardised library surveys are a long-established form of assessment. In 1990 the American Library Association published Measuring Academic Library Performance: a practical approach, providing libraries with a standardised survey tool (Van House, Weil and McClure, 1990). Previous assessment activity had focused on quantitative measures of library expenditure and operational activity. Van House, Weil and McClure sought to address the gap in assessing user experience of libraries. They provided different survey tools in the book, including a general satisfaction survey and one focusing on material availability, tabulation forms for survey analysis and examples of data presentation.

    In the UK the Society of College, National and University Libraries (SCONUL) launched a standardised survey for libraries to deploy locally in 1996 (Revill and Ford, 1996). This briefing paper provided academic libraries with questions they were free to adapt to local circumstances, but reduced the time needed for a library to create a survey themselves.

Page 75 of 293