This and that for the end of June.
Themed color palettes from movies, cities, nature and more
Ever wonder about the physics behind guitar solos? Well here’s your answer…
An engaging feed of videos and music. A reminder of how many parallel experiences exist in the world.
The future of furniture, or just another folding table?
A design history of the disposable ‘Jazz’ cup
I recently participated in a training session about empathy, led by our wonderful Staff Development Specialist here at the Martin County Library System. The goal of this session was to define empathy and discuss how to show empathy for our patrons and co-workers. It got me thinking about empathy in regards to teaching technology. I frequently work with library patrons who are frustrated with technology. Many of these patrons are older adults who feel handicapped because they were not raised in the digital age.
I, on the other hand, was born born in the digital age. I learned how to use a computer in elementary school and technology has been present in my life ever since. It’s easy to forget this advantage and lose patience when you are teaching someone with a different background. In teaching classes and offering one-on-one technology help, I’ve picked up a few tips about how to empathize with your students.
If you find your patience wearing thin, think of a time when you struggled to learn something. For me, it’s learning to drive stick. I’ve tried several times and each attempt was more frustrating than the last. When I think about how nerve-wracking it is to be behind the wheel with my hand on the stick shift, I remember how scary it can be to learn something new. I often help patrons who have purchased a new device (iPad, smartphone, etc.) and they are terrified to do the wrong thing. Returning to my adventures with manual transmissions helps me understand where they’re coming from.
I was teaching a class a few weeks back and one patron was really struggling to keep up with the group. I started to get irritated by her constant questions, until halfway through when I realized that she looked exactly like my aunt. This immediately snapped me back to reality. If my aunt walked into a library I would want her to receive the best customer service possible and be treated with the utmost respect. My patience was instantly renewed, and I’ve used this trick successfully several times since by comparing patrons to my grandparents, parents, etc. Empathy is often defined as putting yourself in the other person’s shoes, but putting a loved one in the other person’s shoes can also do the trick.
I often hear the same complaints from patrons who are frustrated, confused, or overwhelmed by technology. I’ll admit it can be trying to listen to the same thing again and again, but I also recognize that listening to these grievances is very important. Sometimes it’s best to get those frustrations out right off the bat in order to set them aside and focus on learning. Listening is one of our best tools, and acknowledging that someone’s problem is valid can also be extremely helpful.
Do you have any tips for tech empathy?
Library of Congress: The Signal: We Did All That? NDSA Standards and Practices Working Group Project Recaps
The end of the school year often finds me thinking about time gone by. What did I work on and what can I show for it? The NDSA Standards and Practices Working Group members were in the same frame of mind so we recently did a survey of our projects and accomplishments since the NDSA launched in 2010. It’s an impressive list (if we do say so ourselves), especially once you realize that these topics come from the interests of our diverse membership. As co-chair of the working group, I’d like to share with you all of the the S&P-related blog posts to bring readers up-to-date with many of our topical and timely initiatives.
Video has been a hot topic in S&P recently. Several round-robin discussions led to a “Video Deep Dive” action team which developed and conducted the Stumbling Blocks to Preserving Video Survey to identify and rank issues that may hinder digital video preservation. The preliminary results led us to dig a little deeper in how we processed and analyzed the data so look for an update on this soon.
Preserving Digital and Software-Based Artworks
S&P hosted a two-part discussion with experts from four collecting institutions (San Francisco Museum of Modern Art, Museum of Modern Art, The Rose Goldsen Archive of New Media Art, and Smithsonian Institution Time Based Media Art project) to share their experiences in both preserving and providing access to digital art works and other new media. These complex digital objects materials are increasingly part of collections outside of traditional museum environments and cultural heritage institutions, including libraries and archives, will see more and more of this type of content in their collections.
S&P members contributed to a report that takes a measured look at the costs and benefits of the widespread use of the PDF/A-3 format, especially as it effects content arriving in collecting institutions. The report provides background on the technical development of the specification, identifies specific scenarios under which the format might be used and suggests policy prescriptions for collecting institutions to consider.
Staffing for Effective Digital Preservation Survey
S&P conducted a survey of 85 institutions with a mandate to preserve digital content about how they staffed and organized their preservation functions. In addition to an award-winning poster (PDF) at iPRES2012, S&P members produced a detailed report and deposited the raw data in ICPSR.
Along with our colleagues in the NDSA Infrastructure Working Group, S&P members helped author the NDSA publication, “Checking Your Digital Content: What is Fixity and When Should I Be Checking It?” (PDF). This resource provides stewards of digital objects with information about implementing fixity concepts and methods in a way that makes sense for their organization based on their needs and resources. Topics covered include definitions of fixity and fixity information, general approaches to fixity check frequency and comparison of common fixity information-generating instruments.
2015 National Agenda
S&P members also contributed significant input and informed actionable recommendations to the Organization Policies and Practice chapter of the NDSA 2015 National Agenda for Digital Stewardship.
Issues with archiving email proved to be another rallying point for S&P members who participated in initiating an informal Email Interest Group to discuss issues, projects and workflows to preserve email.
Compiling this review list for S&P proudly reminds me of how much we’ve done through our active and engaged membership. And I should mention that this post doesn’t even cover all our projects – just the ones with blog posts! Even with all we’ve done so far, S&P still has many issues and practices to explore.
DuraSpace News: DSpace in Vietnam with Registered Service Provider D & L Technology Integration and Consulting
Winchester, MA Efforts are increasing at institutions around the world to provide open access to global culture and scholarship including theses, dissertations, journals, digitized materials, special collections, maps, videos, audio recordings and other types of data. D & L Technology Integration and Consulting, a new DuraSpace Registered Service Provider located in Hanoi-Vietnam is part of that worldwide effort.
DPLA: American Association of School Librarians Names DPLA a 2015 Best App for Teaching & Learning
The Digital Public Library of America is extraordinarily grateful to be recognized as one of 2015’s Best Apps for Teaching & Learning by the American Association of School Librarians (AASL). Chosen for its embodiment of AASL’s learning standards and support of the school librarian’s role in implementing career and college readiness standards, this is DPLA’s second “Best of” award from the prestigious education-oriented division of the American Library Association. DPLA was recognized as a Best Website for Teaching & Learning in 2013.
“This recognition from AASL means so much to us, since school librarians have been such great advocates for DPLA, especially as we strive to make our materials useful to students,” said Dan Cohen, DPLA’s Executive Director. “This second award from AASL highlights that DPLA is available in multiple formats, including apps, a website, and other websites that incorporate our extraordinary content from collections across the United States.”
The Best Apps for Teaching & Learning recognition honors apps of exceptional value to inquiry-based teaching and learning as embodied in the AASL’s Standards for the 21st-Century Learner. The recognized apps foster the qualities of innovation, creativity, active participation, and collaboration and are user-friendly to encourage a community of learners to explore and discover. The apps were announced during the 2015 ALA Annual Conference in San Francisco.
The AASL, a division of the American Library Association, promotes the improvement and extension of library services in elementary and secondary schools as a means of strengthening the total education program. AASL’s mission is to empower leaders to transform teaching and learning.
To find out more about DPLA’s efforts around education, read the DPLA’s three-year strategic plan, published in January 2015, and its Whiting Foundation-funded research paper on using large digital collections in education, published in April 2015.
FOSS4Lib Recent Releases: Koha - Security and maintenance releases - v 3.20.1, 3.18.8, 3.16.12, 3.14.16
Last updated June 27, 2015. Created by David Nind on June 27, 2015.
Log in to edit this page.
Security and maintenance releases for Koha.
As these are security releases it is strongly recommended that you upgrade as soon as possible.
Special thanks also goes to Raschin Tavakoli and Dimitris Simos from the Combinatorial Security Testing Team of SBA Research for finding and reporting the security bugs.
See the release announcements for the details:
Libraries are in a revolution fueled by rapid advances in technology, and thus the roles, capabilities, and expectations of libraries are changing rapidly. National public policy for libraries must reflect these changes. Today the American Library Association (ALA) released a National Policy Agenda (pdf) for Libraries to guide a proactive policy shift.
“Too often, decision makers do not yet understand the extent to which libraries can be catalysts for opportunity and progress,” said ALA President Courtney Young in a press release. “As a result, investments in libraries and librarians lag our potential to contribute to the missions of the federal government and other national institutions. We must take concerted action to advance shared policy goals.”
The agenda was developed in concert with major library organizations that serve on a Library Advisory Committee for the Policy Revolution! initiative and with input from a public comment period. Funding for this project is provided by the Bill & Melinda Gates Foundation as part of a three-year grant that also supports efforts to deepen national stakeholder engagement and increase library advocacy capacity.
“Libraries cannot wait to be invited to ‘the table.’ We need proactive, strategic and aligned advocacy to support national policies that advance the public’s interest in the digital age and support libraries as essential community assets,” writes Deborah Jacobs, director of the Global Libraries Program at the Bill & Melinda Gates Foundation, in a foreword (pdf) to the agenda (pdf).
The agenda flows out of library values and the imperative of “opportunity for all,” as well as within a context of national political, economic and demographic trends. It seeks to answer the questions “What are the U.S. library interests and priorities for the next five years that should be emphasized to national decision makers?” and “Where might there be windows of opportunity to advance a particular priority at this particular time?”
The agenda articulates two broad themes—building library capacity to advance national priorities and advancing the public interest. Among the areas for capacity building are education and learning, entrepreneurship, and health and wellness. Public interest topics include balanced copyright and licensing, systems for digital content, and privacy and transparency. The agenda also identifies specific populations for which there are significant demographic shifts or bipartisan opportunities to address specialized needs.
“National decision makers often don’t understand the roles or capabilities of modern libraries,” said Alan S. Inouye, director of ALA’s Office for Information Technology Policy and co-principal investigator of the Policy Revolution! initiative. “Thus, an underlying imperative of the agenda is communication about how modern libraries contribute to society. Progress on specific policy goals is significantly impeded if this broader understanding is lacking.”
“Sustainable libraries are essential to sustainable communities,” said Ken Wiggin, president of the Chief Officers of State Library Agencies (COSLA), which is a grant partner. “I believe this agenda will help unify and amplify our voices at the national level and can be customized for state-level action, as well.”
Using the Agenda, the ALA Washington Office will match priorities to windows of opportunity and confluence to begin advancing policy goals—in partnership with other library organizations and allies with whom there is alignment.
While initiated at different times, the Policy Revolution! initiative dovetails with the new proposed strategic framework and plan for the ALA, which focuses on three Strategic Directions: information policy, advocacy and professional and leadership development. “Taken together, along with a growing focus on transforming libraries, we are ‘connecting the dots’ across the profession and strengthening our collective voice,” said Larra Clark, deputy director of ALA’s Office for Information Technology Policy and co-principal investigator of the Policy Revolution! initiative.
Attendees at the ALA Annual Conference in San Francisco can learn more about the agenda and related advocacy at two programs. On Saturday, June 27, from 1-2:30 p.m., Policy Revolution! Senior Policy Counsel and partner at Arent Fox, Alan Fishel, will lead an interactive program on Negotiating to Advocacy Success with Clark. On Sunday, June 28, from 3 to 4 p.m., ALA Incoming President-Elect Julie Todaro will join Inouye and Wiggin to discuss Dollars for Local Libraries. More information on the initiative also is available online at www.ala.org/oitp.
The American Library Association (ALA) this week awarded Kathleen DeLaurenti the 2015 Robert L. Oakley Memorial Scholarship. The Library Copyright Alliance, which includes ALA, established the Robert L. Oakley Memorial Scholarship to support research and advanced study for librarians in their early-to-mid-careers who are interested and active in public policy, copyright, licensing, open access and their impacts on libraries.
DeLaurenti serves as the arts librarian at the College of William and Mary, where she led a user-centered re-design of the Music Library, including adding new equipment, collections, and services. She also is the first librarian at William and Mary to receive a Creative Adaption Grant to begin a pilot project to help faculty incorporate Open Educational Resources into their courses. The Oakley scholarship will support DeLaurenti’s work in copyright education, focusing on students’ understanding of music licensing and copyright basics.
“The support of the Oakley Scholarship would allow me to not only continue the next phase of this project to create music copyright learning modules, but it would provide the resources to involve students in curricular development and module creation,” said DeLaurenti.
The Oakley Scholarship awards a $1,000 scholarship to individuals or a team of individuals who meet eligibility criteria to encourage and expand interest in and knowledge of these aspects of librarianship, as well as bring the next generation of advocates, lobbyists and scholars to the forefront with opportunities they might not otherwise have.
“The Oakley scholarship is intended to support librarians in non-administrative positions who are less likely to have the funds necessary to build on their copyright interests,” said Carrie Russell, program director of the ALA Program for Public Access to Information, in a statement. DeLaurenti’s project will ultimately be helpful to any librarian who works with library users with music copyright questions. Music copyright is about licensing, it’s complex, and has always been a topic of great interest to librarians.”
Law librarian and professor Robert Oakley was an expert on copyright law and wrote and lectured on the subject. He served on the Library Copyright Alliance representing the American Association of Law Libraries (AALL) and played a leading role in advocating for U.S. libraries and the public they serve at many international forums including the World Intellectual Property Organization (WIPO) and United Nations Educational Scientific and Cultural Organization (UNESCO). He served as the United States delegate to the International Federation of Library Associations (IFLA) Standing Committee on Copyright and Related Rights from 1997-2003.
Oakley testified before Congress on copyright, open access, library appropriations and free access to government documents and was a member of the Library of Congress’ Section 108 Study Group. A valued colleague and mentor for numerous librarians, Oakley was a recognized leader in law librarianship and library management who also maintained a profound commitment to public policy and the rights of library users.
The post Arts librarian receives 2015 Robert Oakley scholarship appeared first on District Dispatch.
This spring, I taught a technology course for pre-service teachers. In addition to my MLS, I have a master’s degree in educational technology, a graduated certificate in online teaching and learning, and an undergraduate degree in education. My own schooling had taught me the importance of making pedagogically sound decisions and never using technology for only the sake of using technology. I quickly learned though that making those pedagogically sound decisions when looking into the eyes of students was a bit more challenging than I had originally thought.Image made available under a Creative Commons Attribution 3.0 License from http://quality.ecampusalberta.ca/
As I reflected on my teaching after every class, I asked myself many questions including: How do we learn? How can I incorporate technology in a way that is beneficial for my students? How can I use technology in a seamless manner where the learning is not interrupted by inclusion of technology?
Once the spring semester ended and I was able to breathe, I started to think about how what I learned teaching a technology course could (and should) influence my work as a librarian. Overall, I think librarians do a pretty great job using technology, but I realized for me that many of the technology decisions I make in my day job as an academic librarian are not nearly as grounded in learning theory as I think they should be. When I was teaching a full course it was easier to think about theory and wrestle with these questions, but when I create libguides, build tutorials, make suggestions for the library website, and recommend new technology for the learning commons, how often do I first think about how we learn?
So here is my goal (I’m admitting it online and hoping the LITA community will support me in it), I want to start reading more books on learning theory and start using that knowledge to influence all aspects of my work, and specifically with the technology that I use since almost everything that I do is somehow connected to technology.
Current reading list:
What do you recommend that I read? Do you have any tips for connecting learning theory to non-teaching library technology responsibilities?
The following is a guest post by Barrie Howard, IT Project Manager at the Library of Congress.
The Digital Preservation Outreach and Education (DPOE) program is pleased to announce a successful outcome for two international Train-the-Trainer workshops. These workshops were recently held in Australia, and are the first of their kind to be held outside of the United States.
The first workshop (May 26-29, 2015) was hosted by the State Library Victoria in Melbourne, sponsored by a collaborative organization of public libraries in Victoria called the Public Libraries Victoria Network (PLVN). The second workshop (June 2-5, 2015) took place in Sydney at the State Library of New South Wales, sponsored by a ten member consortium of national, state and territory libraries of Australia and New Zealand, the National and State Libraries of Australasia (NSLA). In addition to these two international workshops, DPOE has previously delivered four domestic workshops, partnering with organizations across the nation.
The aim of the DPOE workshop is to produce a corps of trainers, who are equipped to teach others the basic principles and practices of preserving digital materials. In this way, DPOE’s “teach-a-person-to-fish” model extends the benefits of a workshop well beyond only those who can attend. There are many examples of DPOE trainers working together across jurisdictional and organizational boundaries to meet the needs of cultural heritage institutions of all shapes and sizes. DPOE trainers go on to develop training events of their own, and have delivered many webinars and workshops in the Midwest, Pacific Northwest, and Southeast regions of the United States, which will be replicated in regions across Australia in the coming year. Some of these examples have been highlighted in previous blog posts.
The DPOE Down Under workshops were well received due largely to the exceptional knowledge and leadership of three of the program’s anchor instructors: Mary Molinaro (University of Kentucky Libraries), Jacob Nadal (The Research Collections and Preservation Consortium), and Amy Rudersdorf (Digital Public Library of America). This extremely talented team has provided subject matter expertise to the program in the past. Over the last year, DPOE Program Manager George Coulbourne has convened two meetings of the core instructors to give the training curriculum a significant overhaul. The instructors worked with DPOE staff to review and revise training materials in anticipation of the back-to-back DPOE workshops in Australia, ensuring the curriculum is as relevant and up-to-date as ever.
The workshops are just one way that DPOE fosters outreach and education about digital preservation on a global scale. After a workshop, students graduate and enter into a vibrant network of practitioners, and continue to engage with each other–and the broader digital preservation community–online. DPOE supports this network by providing an email distribution list so practitioners can share information about digital preservation best practices, services, and tools, and to surface stories about their experiences in advancing digital preservation.
Additionally, DPOE maintains a training calendar as a public service to help working professionals discover continuing education, professional development, and training opportunities in the practice of digital preservation. The calendar is updated on a monthly basis, and includes training events hosted by DPOE trainers.
Updated 6/29/15 for typos.
DPLA: Digital Public Library of America makes push to serve all 50 states by 2017 with $3.4 million from the Sloan and Knight foundations
The Digital Public Library of America (DPLA) is on the way to connecting online collections from coast to coast by 2017 – an effort boosted by a new $3.4 million investment, comprising $1.9 million from the Alfred P. Sloan Foundation and $1.5 million from the John S. and James L. Knight Foundation. These two new awards, coupled with significant earlier support from the Institute of Museum and Library Services and the National Endowment for the Humanities, will allow DPLA to open new Service Hubs that provide a way for all cultural heritage organizations across the country to connect through one national collection.
The Digital Public Library of America brings together the riches of America’s libraries, archives and museums, and makes them freely available to the world. DPLA provides public access to more than 10 million items – including the written word plus works of art and culture – from 1,600 institutions.
“The Sloan and Knight foundations have been such generous contributors to DPLA’s success, from our planning phase to the rapid build-out of our national network,” said Dan Cohen, executive director of the Digital Public Library of America. “With these major grants, we will be able to bring online 16 new states, and approach completion of that network.”
This series of investments represents a significant milestone in the development and growth of DPLA’s Service Hubs. These Services Hubs are state or regional digital collaboratives that host, aggregate or otherwise bring together digital objects from libraries, archives, museums and other cultural heritage institutions in their state or region. At the library’s launch in 2013, DPLA represented a collaborative of 16 major partners, covering nine states. The number has since doubled to more than 20 states, and is on the way to 50 in the next two years. As thousands of digital collections have been brought together through DPLA’s platform, fascinating new projects and tools using America’s cultural heritage have emerged, including curated exhibitions on historical topics and eras, dynamic visualizations and other cutting-edge apps, community engagement opportunities at an international scale, and much more.
These new grants will accelerate the growth of the Hubs program so that all collections and item types in America can easily be a part of DPLA. The Sloan Foundation’s $1.9 million award will build on its continued support since DPLA’s launch to establish Service Hubs in eight uncovered states and to further explore how it might address e-books in the collection. The Knight Foundation’s $1.5 million award will facilitate the expansion of the DPLA’s hub network in another eight states where Knight Foundation invests.
“We are delighted to continue our founding support of DPLA with this $1.9 million grant to facilitate the completion of a nationwide Service Hub network—a unique state-by-state approach to aggregating and sharing the digital record of America’s cultural heritage—and to help pilot a modern ebook distribution system for libraries,” said Doron Weber, Vice President Programs and Program Director at the Sloan Foundation. “DPLA represents an historic, non-commercial, grass-roots network to collect, curate, innovate and disseminate a comprehensive catalog of every form of digital knowledge for the benefit of all under the highest standards of quality, stewardship and open access, and Sloan is proud to be a small part of this great undertaking with many wonderful and generous partners such as the Knight Foundation.”
“An informed and engaged public is a prerequisite of American democracy. Libraries – be they physical or digital – play a fundamental role in encouraging people to know more about and become involved in the places where they live. DPLA brings to life the unique items locked away in our nations libraries and archives while providing an invaluable opportunity to bring this information into peoples lives and homes – better connecting them to each other and their communities,” said Jorge Martinez, vice president and chief technology officer at Knight Foundation, which also announced today that in 2016 it will host an international call for ideas on innovating libraries, the second Knight News Challenge on Libraries.
“With this gracious, continued support from Sloan and Knight, we can continue to focus on our largest strategic effort, which is to expand the DPLA network and provide an on-ramp for all states to participate,” said Emily Gore, DPLA’s director of content. “By building out DPLA’s coverage of state and regional Service Hubs, new communities and organizations from across the country will have access to essential 21st century services and programs, further enriching the scale and availability of our shared national cultural heritage online.”
To find out more about DPLA’s efforts towards completing the map of state-based Service Hubs, in addition to other significant initiatives, read the DPLA’s three-year strategic plan, published in January 2015.
About the Digital Public Library of America
The Digital Public Library of America (http://dp.la) brings together the riches of America’s libraries, archives, and museums, and makes them freely available to the world. It strives to contain the full breadth of human expression, including the written word, works of art and culture, records of America’s heritage, and the efforts and data of science. DPLA’s ever-expanding collection includes over 10 million items from 1,600 institutions across the United States.
About the Alfred P. Sloan Foundation
The Sloan Foundation is a philanthropic, not-for-profit grantmaking institution based in New York. Established in 1934 by Alfred Pritchard Sloan Jr., then-president and chief executive officer of General Motors, the foundation makes grants in support of original research and education in science, technology, engineering, mathematics and economics. For more, visit sloan.org.
About the John S. and James L. Knight Foundation
Knight Foundation supports transformational ideas that promote quality journalism, advance media innovation, engage communities and foster the arts. We believe that democracy thrives when people and communities are informed and engaged. For more, visit knightfoundation.org.
My ALA Annual this year is going to focus on five hashtags: #mashcat, #privacy, #nisoprivacy, #kohails, and #evgils.
#mashcat is for Mashcat, which an effort to build links between library systems and library metadata folks. We’ve had some recent success with Twitter chats, and I’ve made up some badge ribbons. If you’d like one, tweet at me (@gmcharlt)!
#privacy and #nisoprivacy are for patron privacy. My particular interest in using our technology to better protect it. I’ll be running the LITA Patron Privacy Technologies Interest Group meeting on Saturday, (where I look forward to Alison Macrina’s update on Let’s Encrypt). I’ll also be participating in the face-to-face meeting on Monday and Tuesday for the NISO project to create a consensus framework for patron privacy in digital library and information systems.
#kohails and #evgils are for Koha and Evergreen, both of which I hack on and which MPOW supports – so one of the things I’ll also be doing is wearing my vendor hat while boothing and meeting.
Here’s my conference schedule so far, although I hope to squeeze in a Linked Data program as well:
In the title of the post, I promised mod_proxy hackery. Not typical for an ALA schedule post? Well, the ALA scheduler website allows you to choose you make your schedule public. If you do that, you can embed the schedule in a blog post using an iframe.
Here’s the HTML that the scheduler suggests:<iframe src="http://alaac15.ala.org/user/36364/schedule-embed" width="600" height="600"></iframe>
There’s a little problem with that suggestion, though: my blog is HTTPS-only. As a consequence, an HTTP iframe won’t be rendered by the browser.
What if I change the embedded URL to “https://alaac15.ala.org/user/36364/schedule-embed”? Still doesn’t work, as the SSL certificate returned is for https://connect.ala.org, which doesn’t match alaac15.ala.org. *cough*
Rather than do something simple, such as using copy-and-paste, I ended up configuring Apache to set up a reverse proxy. That way, my webserver can request my schedule from ALA’s webserver (as well as associated CSS), then present it to the web browser over HTTPS. Here’s the configuration I ended up with, with a bit of help from Stack Overflow:# ALA scheduler needs SSL with a cert that matches badly ProxyPass /alaac15/ http://alaac15.ala.org/ ProxyPassReverse /alaac15/ http://alaac15.ala.org/ ProxyHTMLURLMap http://alaac15.ala.org /alaac15/ <Location /alaac15/> ProxyPassReverse / SetOutputFilter proxy-html ProxyHTMLURLMap http://alaac15.ala.org /alaac15/ ProxyHTMLURLMap / /alaac15/ ProxyHTMLURLMap /alaac15/ /alaac15/ RequestHeader unset Accept-Encoding </Location>
This is a bit ugly (and I’ll be disabling the reverse proxy after the conference is over)… but it works for the moment, and also demonstrates how one might make a resolutely HTTP-only service on your intranet accessible over HTTPS publicly.
Onward! I look forward to meeting friends old and new in San Francisco!
From the The DSpace Committers Group
The DSpace Committers are delighted to announce that a new member has joined the team: Terry Brady from Georgetown University. Please join us in welcoming him!
For a limited time, LibraryThing for Libraries (LTFL) is offering three of its signature enhancements for free!
There are no strings attached. We want people to see how LibraryThing for Libraries can improve your catalog.
- Check Library.
The Check Library button is a “bookmarklet” that allows patrons to check if your library has a book while on Amazon and most other book websites. Unlike other options, LibraryThing knows all of the editions out there, so it finds the edition your library has. Learn more about Check Library
- Other Editions
Let your users know everything you have. Don’t let users leave empty-handed when the record that came up is checked out. Other editions links all your holdings together in a FRBR model—paper, audiobook, ebook, even translations.
- Lexile Measures
Put MetaMetrics’ The Lexile Framework® for Reading in your catalog, to help librarians and patrons find material based on reading level. In addition to showing the Lexile numbers, we also include an interactive browser.
Easy to Add
LTFL Enhancements are easy to install and can be added to every major ILS/OPAC system and most of the minor ones. Enrichments can be customized and styled to fit your catalog, and detailed usage reporting lets you know how they’re doing.
See us at ALA. Stop by booth 3634 at ALA Annual this weekend in San Francisco to talk to Tim and Abby and see how these enhancements work.
If you need a free pass to the exhibit hall, details are in this blog post.
We’re offering these three enhancements free, for at least two years. We’ll probably send you links showing you how awesome other enhancements would look in your catalog, but that’s it.
Find out more http://www.librarything.com/forlibraries or email Abby Blachly at email@example.com.
Editor’s Note: This is a guest post by Justin M. White.
A post by the net librarian was making the rounds on Tumblr a while back and caught my eye. It was short, so I’ll quote most of it here:
As a public librarian, a lot of my job is writing. Copy for websites, computer class handouts, signage, etc. It’s critical that librarians know what language patrons understand. Unfortunately a lot of tech stuff doesn’t use accessible language.
There’s a copier in one of the libraries I work at which has an error message that pops up often which says “insert key counter”. I’m sure this is precise and accurate language to the programmer who wrote the error message, but it really doesn’t mean anything. After trial and error it means you forgot to put money in, so the copier won’t work. But how is the average patron supposed to figure that out?
I subsequently discovered that there’s a surprising lack of discussion about this in the library literature, but what does exist is very promising. Adriene Lim wrote “The Readability of Information Literacy Content on Academic Library Web Sites” back in 2010, which analyzed the readability of library website content that was designed to provide basic research instruction. While most of the libraries surveyed scored well in accessibility of language, some were far more complicated. This is of particular concern for librarians like myself who are working with large populations of ESL and first-generation students.
Here is an actual example of an error message an ESL student in my library had trouble with:
Note that there isn’t a field called “Help Explanation”, but rather a “Describe the kind of help” section. The error message was generated, in this instance, by a space being the first character in the field. As far as the student knew, there was some other field called Help Explanation that wasn’t being filled out, leading them to frantically search the page in vain.
The LibPunk podcast addressed the issues of communication between librarians and IT staff in its final episode. One important point brought up was the difference in focus: a fix from IT might be well done, but does it have the user in mind? Librarians can have the same blindsides: the example brought up was catalogers who make records without the user in mind.
Another article, “ESL Library Skills: An Information Literacy Program for Adults with Low Levels of English Literacy”, focused on the range of information literacy programs for ESL populations. Libraries are overwhelmingly in the ESL education business, and those users are going to require dependable and accessible technology as their English language skills grow.
Take note of the messages your library technology gives you. Are they indecipherable? Would they be accessible to an ESL student, or a student with below-average reading levels? Take a look at the messages you create for your library: the sticky note on the copier that explains some workaround. Is your note actually making things worse by putting a wall of text in front of the interface? Do you utilize non-text instructional materials in your LibGuides, or do the words tower over anxious ESL readers? Is your website content intuitive and clearly written out?
As librarians we push access as part of our professional goals. No librarian should be making their content and technology less accessible on purpose, but keeping the effect of the language we use in our minds as we go throughout our careers can lead to some very simple yet effective solutions.
Justin is an accidental technical services librarian at Hodges University in Florida. His interests usually revolve around library/archival technology, history, and information literacy, and reblogging photos of bunnies on all known social media outlets.
Open Knowledge project The Public Domain Review launches a major new fundraising drive, encouraging people to become Friends of the site by giving an annual donation.
For those not yet in the know, The Public Domain Review is a project dedicated to protecting and celebrating, in all its richness and variety, the cultural public domain. In particular, our focus is on the digital copies of public domain works, the mission being to facilitate the appreciation, use and growth of a digital cultural commons which is open for everyone.
We create collections of openly licensed works comprised of highlights from a variety of galleries, libraries, archives, and museums, many of whom also contribute to our popular Curator’s Choice series (including The British Library, Rijksmuseum, and The Getty). We also host a fortnightly essay series in which top academics and authors write about interesting and unusual public domain works which are available online.
Founded in 2011, the site has gone from strength to strength. In its 4 plus years it has seen contributions from the likes of Jack Zipes, Frank Delaney, and Julian Barnes – and garnered praise from such media luminaries as The Paris Review, who called us “one of their favourite journals”, and The Guardian, who hailed us as a “model of digital curation”.
This is all very exciting but we need your help to continue the project into the future.
We are currently only bringing in around half of the base minimum required – the amount we need in order to tick along in a healthy manner. (And around a third of our ideal goal, which would allow us to pay contributors). So it is of urgent importance that we increase our donations if we want the project to continue.
Hence the launch of a brand new fundraising model through which we hope to make The Public Domain Review sustainable and able to continue into the future. Introducing “Friends of The Public Domain Review” – https://publicdomainreview.org/support/What is it?
This new model revolves around building a group of loyal PDR (Public Domain Review) supporters – the “Friends” – each of whom makes an annual donation to the project. This club of patrons will form the beating heart of the site, creating a bedrock of support vital to the project’s survival.How can one become a Friend?
There is no fixed yearly cost to become a Friend – any annual donation will qualify you – but there is a guide price of $60 a year (£40/€55).Are there any perks of being a Friend?
Yes! Any donation above $30 will make you eligible to receive our exclusive twice-a-year “postcard set” – 8 beautiful postcards curated around a theme, with a textual insert. Friends will also be honoured in a special section of the site and on a dedicated page in all PDR Press publications. They will also get first refusal in all future limited edition PDR Press creations, and receive a special end of year letter from the Editor.How do I make my donation?
We’ve worked hard to make it as easy as possible to donate. You no longer have to use PayPal on the PDR site, but can rather donate using your credit or debit card directly on the site.
For more info, and to make your donation, visit: https://publicdomainreview.org/support/
Become a Friend before 8th July to receive the inaugural postcard set upon the theme of “Flight”
Peter Murray: Thursday Threads: Data Management Plans, Better Q/A Sessions, App for Bird Identification
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This week’s threads:
- Where should you keep your data? Your library can help with that answer!
- Use index cards for your next presentation’s question and answer session — it’ll make for a better experience for you and your audience.
- What’s that bird? There is an app for that! Give it your location, date, and some characteristics, and it will bring up pictures for you to make a match.
Funding for my current position at LYRASIS runs out at the end of June, so I am looking for new opportunities and challenges for my skills. Check out my resume/c.v. and please let me know of job opportunities in library technology, open source, and/or community engagement.
Feel free to send this to others you think might be interested in the topics. If you find these threads interesting and useful, you might want to add the Thursday Threads RSS Feed to your feed reader or subscribe to e-mail delivery using the form to the right. If you would like a more raw and immediate version of these types of stories, watch my Pinboard bookmarks (or subscribe to its feed in your feed reader). Items posted to are also sent out as tweets; you can follow me on Twitter. Comments and tips, as always, are welcome.Where Should You Keep Your Data?
Federal funding agencies have made it clear that grant proposals must include plans for sharing research data with other scientists. What has not been clear is how and where researchers should store their data, which can range from sensitive personal medical information to enormous troves of satellite imagery. …
The good news is that formal policies — with recommendations for storage — are beginning to emerge from federal agencies. The bad news is that if you don’t comply with the new policies, you might be prohibited from receiving additional grant money.– Where Should You Keep Your Data?, by Karen M. Markin, The Chronicle of Higher Education, 23-Jun-2015
The even better news? Libraries are gearing up to help you. The article suggests searching for “data-management plan” in your university’s search engine. It also points to the “DMP Tool,” hosted by the University of California. It provides free, interactive forms that guide your preparation of data management plans.Index Card-based Question and Answer Sessions
Here is the formula:
- Throw away the audience microphones.
- Buy a pack of index cards.
- Hand out the cards to the audience before or during your talk.
- Ask people to write their questions on the cards and pass them to the end of the row.
- Collect the cards at the end of the talk.
- Flip through the cards and answer only good (or funny) questions.
- Optional: have an accomplice collect and screen the questions for you during the talk.
Better yet, if you are a conference organizer, buy enough index cards for every one of your talks and tell your speakers and volunteers to use them.– Ban boring mike-based Q&A sessions and use index cards instead, by Valerie Aurora, 23-Jun-2015
I love this idea. It is a great way to get questions from people who aren’t confident enough (or quick enough) to get to the aisle microphones to ask questions. It also allows the the speaker to get to the most interesting questions from the audience. A second optional suggestion: have another accomplice transcribe questions from Twitter for both in-person and livestream attendees.What’s that Bird? There is an App for That!
Part of the mission of the Cornell Lab of Ornithology is to help people answer the question, “What is that bird?” And so, in collaboration with the Visipedia research project, they’ve designed Merlin, a free app available on iTunes and Google Play.– What Kind of Bird Is That?: A Free App From Cornell Will Give You the Answer, by Dan Colman, Open Culture, 10-Jun-2015
Our family tried this one out in the backyard, and it works! Here is a video created by Cornell that shows off the app.Link to this post!
Here’s an update to my post a month ago about the Firefox extensions I use on my laptop to increase privacy. I’m no expert, and it may do little or nothing against spy agencies, but it does confuse corporate tracking, which is also important. One key point, which does defend against spy agencies: use Tor more (but watch out). Every grain of sand we each throw in the gears is a help.Remove Chromium
The browser required a setting to be turned on to actually start listening, Google says, but nevertheless, without my knowing it, a blob of unknown code had been installed on my computer that could listen to my microphone. The links in Falkvinge’s piece are worth following to what developers thought of this and how Google handled it. The Guardian picked up the story with Google eavesdropping tool installed on computers without permission.
My response:$ sudo apt-get purge chromium-browser
Of course, I am walking around with a perfectly constructed and highly sophisticated monitoring device in my pocket which must have its microphone turned on—because it’s my phone—but that’s another issue.
I’m not sure what browser I’ll now use for Google access.Extensions I use
Now, the extensions. I deleted Adblock Plus and now use uBlock, thanks to a recommendation on Twitter. It’s under the GPL v3 and completely free and open, and isn’t, in effect, a protection racket, as described in Both AdBlock Plus and the media are worried about Safari’s upcoming features.
AdBlock Plus needs to work well for its parent company to make money. Not from its users, of course, but from the companies that want to pay the company to make sure their advertisements aren’t blasted into oblivion by the extension.
On my phone I’m still seeing lots of ads (and hence being tracked) but that’s another issue too.
This is my updated list of privacy extensions, with their licenses (MPL == Mozilla Public License, GPL == GNU Public License) and links to source if public:
- Better Privacy (“BetterPrivacy is freeware; Non-commercial use and distribution only!”, no source)
- CanvasBlocker (MPL, https://github.com/kkapsner/CanvasBlocker)
- Cookie Monster (MPL, no source)
- Disconnect (GPL, for-profit company, https://github.com/disconnectme/disconnect)
- HTTPS Everywhere (GPL, https://github.com/EFForg/https-everywhere)
- NoScript (GPL, https://github.com/avian2/noscript)
- Privacy Badger (GPL, https://github.com/EFForg/privacybadgerfirefox)
- uBlock (GPL, https://github.com/chrisaljoudi/ublock)
Check in on Lightbeam every few days to see a nice visualization of how your information is being passed from one site to another. It’s incredible.Blocking referrers
None of those do anything with the HTTP referer header, so I looked into how to handle that myself. Opening the (pseudo-)URL about:config in Firefox and searching for referer (an aged misspelling) showed this:
Finding the details of these is strangely difficult on the Mozilla Firefox site, but Improve online privacy by controlling referrer information documents them.network.http.referer.XOriginPolicy
- 0: always send referrer (default).
- 1: only send if base domains match.
- 2: only send if hosts match.
I set this to 1.network.http.referer.spoofSource
- false: send the referrer (default).
- true: spoof the referrer and instead use the target URI
I set this to true.network.http.referer.trimmingPolicy
- 0: send full URI (default)
- 1: send scheme, host, port and path
- 2: send scheme, host and port
I set this to 2.network.http.sendRefererHeader
- 0. never send the referring URL
- 1. send when following a link
- 2. send when following a link or loading an image (default)
I set this to 1.
This may stop some sites from working. I’ll wait and see.Server-side
Eric Hellman’s Protect reader privacy with referrer meta tags told me about the new referrer (finally properly spelled) meta tag in HTML 5, which allows a site owner to suggest to a browser what referrer information it should pass on to a linked site. You’re viewing this over HTTPS, so this shouldn’t matter when linking to a non-secure HTTP site: 15.1.3 Encoding Sensitive Information in URI’s in RFC 2616 says, “Clients SHOULD NOT include a Referer header field in a (non-secure) HTTP request if the referring page was transferred with a secure protocol.” However, my URL would be passed on to HTTPS sites. To prevent this, I added this to my page template:<meta name="referrer" content="origin-when-cross-origin" />
This means that links leading off my site should pass on that the browser came from https://www.miskatonic.org/, without giving the particular page, but links staying inside my site will pass the full referring URL.Use Tor more
I’m using Tor more. I try to use it for as much regular anonymous browsing as I can: just reading the newspapers or looking at blogs or checking something on Wikipedia or any other normal behaviour. Using Tor like this has two wide advantages: it increases the overall traffic on the network, which helps confuse what everyone else is doing, and it means that more Tor traffic hits regular web sites, which also helps confuse what everyone else is doing. The more people that use it, the better for everyone.
It has its faults. It shows ads! Here’s what the Toronto Star home page looks like right now in Tor:
Not only do I see the ad at the top, which uBlock prevents, it’s messed up and ugly. But I don’t mind.
Using Tor (or ssh) means that you become a permanent target of the security agencies and everything you do will be logged and analyzed, so know what you’re doing.
Still, every grain of sand we each throw in the gears is a help.
From Bram Luyten, @mire
Heverlee, Belgium The OAI9 Conference held in Geneva shed light on a wide range of current open access developments. With over 138 countries represented, it was more than a success. As member of the organizing committee Jens Vigen stated: “Geneva is the place where people meet and particles collide”. We could not agree more.
The OCLC Research Library Partnership Rep, Rank & Role meeting was held in San Francisco, California on 3-4 June 2015. It focused on the library’s contribution to university ranking and researcher reputation. A distinguished group of speakers provided a mix of perspectives. You can check out their slides (and videos) here. You can get a good sense of the conference from these but a few of us have decided to report here on hangingtogether.org on some of the major themes that shaped interests and interaction. The others will follow soon.
One of our meeting goals was to have these presentations spark discussion among attendees about how the library might advance university goals around reputation, assessment and recording of research. We had a nicely varied attendance that included a contingent from outside the USA. This trans-national dimension also characterized our speakers.
Most importantly, this perspective from outside the US shaped discussions and was one of the most important differentiators of perspective and focus among libraries contemplating their role in the management of information generated by research and related to the research process.
If you operate in a country with a national research assessment regime such as those implemented in the UK, the Netherlands and Australia you think differently about the reputation and ranking challenge, you feel differently about the ways in which research outputs get judged qualitatively, and you emphasize investment in services that respond to these regimes and judgments. And that’s not the way peers in the US think about those same matters. See Keith Webster’s presentation (slides, video) for a nice timeline of assessment emergence and his thoughtful take on the impact of global ranking, the effects on resource discovery and some of the implications for librarians.
[N.B. If you are unfamiliar with these national research assessment exercises you might want to look through this report:
MacColl, John. 2010. Research Assessment and the Role of the Library. Report produced by OCLC Research. Published online. (.pdf: 276K/13 pp.).
Granted it is a few years old but it provides a good introduction to what might be an unfamiliar process see pages 5-8 and catalogs some of the impacts for libraries.]
Where there is a national assessment regime they have been implemented to guide, and in some countries, dictate the award of research funding from the national government agencies that support the university-based research within the country. The tie-in to funding changes the conversation. In the US there is concern about faculty motivation to participate in activities that contribute to university reputation and rank. Services are designed to deliver benefits to researchers. Successful participation is driven by offering a personal individual benefit – a bibliography suitable for website publication, advice about how to increase the readership or citation frequency of a faculty member’s work, introductions to other researchers with similar interests for collaboration and networking, etc. See Ginny Steel’s presentation (slides, video soon) that emphasizes the faculty-centered design of the UCLA reputation management system. Contrast that with Wouter Gerritsma’s view (slides, video soon) of his work at Wageningen University in the Netherlands which began with data and moved on to service provision.
Where research assessment exercises rule there is no question about faculty motivation. It is a requirement. It determines personal reputation, shapes professional contribution and feeds into the local reward system of the home institution. It creates and sustains the more intense interest in bibliometrics and altmetrics that characterizes discussion of reputation and rank in these countries.
It also creates a much franker interest in and discussion of institutional rank. Institutions outside the US are much more likely to have set a public goal of climbing to a particular level in one or more of the global university ranking schemes (THE, QS World, USNews, etc.) Once you begin granular assessment of individual research output it seems to make it easier to be honest about the way that rolls up into institutional striving and ambition. See Jan Wilkinson’s presentation (slides, video soon) about the University of Manchester’s ambitions and her candid assessment of what it takes to move an institution’s ranking. This nicely complimented Jiro Kikuryo’s presentation (slides, video soon) about the challenges of getting non-English language research properly appreciated and linking university ranking ambitions to broader societal values and goals.
Some of the conference discussion made the point that the US is on the same trajectory and only behind in the adoption of these assessment and ranking objectives. The market penetration of the support systems and tools outside the US is deeper but a similar pattern of take-up may unfold in the US over the next few years.
There were at least two areas where those with assessment regimes and those without shared similar concerns. One was with the balance between compliance and service goals. Whether being driven by mandates (like those proceeding from the unfunded OSTP pronouncements in the US) or by funding allocations (like those dictated by the UK’s Research Excellence Framework) librarians worried that their support roles would result in them being viewed as ‘instruments of compliance’ by faculty and research staff. This is at odds with the long history of the library as service and support organization within the academy. There was some feeling that a convergence of the US faculty-oriented service development with the expertise outside the US in implementation and support of assessment tools would be the combination that allows librarians to be viewed as partners at the individual faculty level and as important contributors to university administrative ambitions. See David Seaman’s presentation (slides, video soon) for a candid view of the struggle to reconcile these conflicting goals while developing a new research and reputation management system at Dartmouth.
Another area of shared concern independent of assessment was how to round out the view of research beyond STEM disciplines. There are significant challenges in measuring the research contributions of humanities and social science disciplines. The metrics that have emerged around STEM disciplines don’t fit these disciplines and consequently they are undervalued in both university ranking as well as assessment judgments. There was a desire to bring library expertise to bear even while understanding the systemic and cultural complexity of this challenge. See Catherine Mitchell’s nuanced presentation (slides, video soon) about the humanities push back as she led the California Digital Library’s attempt to introduce a research information management system.
In short, all discussions about reputation and ranking need to be predicated on the presence or absence of national assessment regimes and should take into account the need to offer library services that provide individual benefit, contribute to institutional ambitions, and reflect the full range of impact that research has for the university community, the nation’s citizenry and global society.About Jim Michalko
Jim coordinates the OCLC Research office in San Mateo, CA, focuses on relationships with research libraries and work that renovates the library value proposition in the current information environment.Mail | Web | Twitter | LinkedIn | Google+ | More Posts (104)