Since the end of the Hyperlinked Library MOOC offered last semester here at SLIS, Kyle Jones, my co-instructor, and I have been writing up various parts of the research we’ve done on the MOOC. Here are some highlights from the pre and post MOOC surveys. These findings will be published this fall in the Journal of Library and Information Science Education.
Do you use a mobile app to track your health care information? Do you electronically exchange your health information with a health care provider? These are just some of the questions that were asked of US health care consumers in a recently conducted survey study on electronic personal health record adoption and use.
A few weeks ago, the Special Libraries Association (SLA) held a webinar where Elisabeth Leonard, Market Research Analyst at SAGE, presented findings from a survey of libraries about the current state of reference. This specific presentation focused on reference budgets and perceptions of reference services by various user groups – most of the library budgets for reference are shrinking and patrons have low level of awareness of library reference resources and services. This made me think about a group of librarians I studied last year – they are involved in a grassroots activity called “Slam the Boards”, and they visit social Q&A sites on the 10th of each month and answer as many questions as possible. Social Q&A sites, also called “question-answer sites” and “answer boards”, are becoming increasingly popular as an online source for people’s information needs.
Futurism, futurist, forecasting, and backcasting are some of the main methods involved in planning for the emerging future of technology, and 3D printing, big data, privacy, and ethics are some of the relevant topics. Along the way to researching and teaching a course and preparing to offer a MOOC in technology trends I have followed some exciting new paths where I’ve discovered fascinating organizations, publications, techniques, and researchers involved in this area. Futurism is not about predicting the future, but making informed decisions today that will impact future developments.
In 2011 95% of teens reported using the Internet on a daily basis (Lenhart, Madden, Smith, Purcell, & Rainie, 2011). Based on this statistic it is difficult to say that there is still an access gap for teens that wish to access the Internet (Palfrey & Gasser, 2008). This is not however to suggest that access is equitable. During the years 2008-2011 my interviews with teens in a rural area indicated there are barriers to participation, and quality of access was a significant barrier.
It’s interesting what opportunities come my way from my teaching in the MLIS program at San Jose. Just recently the opportunity presented itself to create an Early Childhood Literacy class to include in our youth services pathway and now that class will be a reality for fall of 2014. I have been asked to teach the class and I feel like I am going full circle back to my public library days and my work in one of the more unique and innovative library districts – Douglas County Libraries outside Denver, Colorado. We had internal training for ECL and this enhanced the internships and the class work I had done previously working on my K-5 endorsement.
What is digital curation?
Digital curation, although still an evolving concept, can be defined in many ways. In “Digital Curation and Trusted Repositories: Steps toward Success,” Christopher A. Lee and Helen R. Tibbo define digital curation as:
“Digital curation involves selection and appraisal by creators and archivists; evolving provision of intellectual access; redundant storage; data transformations; and, for some materials, a commitment to long-term preservation. Digital curation is stewardship that provides for the reproducibility and re-use of authentic digital data and other digital assets. Development of trustworthy and durable digital repositories; principles of sound metadata creation and capture; use of open standards for file formats and data encoding; and the promotion of information management literacy are all essential to the longevity of digital resources and the success of curation efforts.”
This week I presented a poster at the BOBCATSSS 2014 conference, an annual LIS symposium held under the auspices of EUCLID (European Association for Library & Information Education and Research). BOBCATSSS is an acronym for the universities that initiated the symposium in 1993: Budapest, Oslo, Barcelona, Copenhagen, Amsterdam, Tampere, Stuggart, Szombathely and Sheffield. The theme of this year’s symposium was “Library(r) evolution: Promoting sustainable information practices.”
In 2000 the Association of College and Research Libraries (ACRL) approved the Information Literacy Competency Standards for Higher Education. These standards have served to define the term “information literacy” and to guide instruction programs in institutions of higher education throughout the United States and beyond. As defined by the ALA Presidential Committee on Information Literacy in 1989, information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ALA, 1989). While these standards have been instrumental in guiding instruction librarians’ practices in the last fourteen years, they are becoming dated and losing their relevance in today’s information environment. For this reason, the ACRL Board of Directors embarked upon a substantial project in 2011 to evaluate the current standards and determine whether new standards were warranted.