Part cj of Amazon crawl..
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The American Library Association (ALA) recently recognized a Washington Office staffer for her successful leadership advocating on behalf of libraries across the country in connection with the FCC’s E-rate proceeding. ALA last week awarded Marijke Visser, associate director of the ALA Office for Information Technology Policy (OITP), the 2015 Staff Achievement Award for her work to push for the Federal Communications Commission (FCC) to make substantial improvements to the E-rate program. Marijke has worked for the ALA for the past six years.
Visser led efforts to advocate on behalf of the public and school libraries that depend on high-capacity broadband to serve their patrons. And her hard work has paid off: In December 2014, the FCC announced that it will add an additional $1.5 billion to the yearly program for libraries and schools. Throughout the multi-year advocacy process, Marijke helped to strengthen ALA relationships with FCC leaders, as evident by the video message FCC Chairman Tom Wheeler released at the 2014 ALA Annual Conference in Las Vegas, as well as FCC Special Counsel Gigi Sohn’s speaking engagement at the same conference. In May 2014, Chairman Wheeler hosted a meeting at the FCC of ALA member-leaders that included ALA President-elect Courtney Young, Public Library Association (PLA) Immediate Past President Carolyn Anthony, Public Library Association Board Member Felton Thomas, and Public Library Association staff member Mary Hirsh.
ALA staff members lauded Marijke’s contributions to the library community during ALA’s recent annual Staff Achievement Day:
“2014 was an extraordinary year for Marijke Visser and her contributions to the library community,” said Alan Inouye, OITP Director. “Indeed, it isn’t often that any one person has a material influence on a billion-dollar program increase. In this rare case, the results matched the dramatic and exceptional effort invested by Marijke far beyond the usual work week, and her engagement built stronger relationships inside and outside the ALA to position us for future success. Despite this emphasis on policy advocacy on the E-rate program, she also made advances in her youth and technology work and built some bridges to other ALA units.”
“As the program director for the ALA telecommunications policy portfolio, I work the most closely and the most often with Marijke,” said Larra Clark, deputy director of OITP. “Not only has she delivered remarkable results to the benefit of the ALA’s visibility and standing on the national policy stage, but she has done it with remarkable grace, humor, inclusiveness, and perseverance including over late nights, weekends and family vacation.”
“PLA was one of several partner organizations working with Marijke and OITP staff on E-rate,” said Carolyn Anthony, PLA Immediate Past President and director of the Skokie Public Library in Illinois. “The communication between our organizations, librarians, and the FCC, through its formal ‘comment period process’ is complex and vitally important. Marijke, with her deep knowledge of the process and the FCC, was there every step of the way. Through her excellent relationships with FCC staff, she navigated us through very challenging waters, always with confidence, competence and grace.”
Finally, here’s praise from Kathleen Moeller-Peiffer, who is the deputy New Jersey State Librarian for Lifelong Learning, president of the Association for Specialized and Cooperative Library Agencies and chair of the ALA E-rate Task Force:
“Marijke began her work by contacting various library constituencies and requesting their input on the changes. She continued her work by bringing those constituencies to consensus so as to present a united library position to the Commission. Finally, she kept the e-rate task force, state e-rate coordinators and the library field in general informed of ALA’s positions and the reasons behind them every step of the way by email, conference calls and articles. The resulting actions taken by the FCC were favorable to libraries in no small way due to her advocacy.”
Hearty congratulations to Marijke on her achievements and recognition.
The post Marijke Visser honored with 2015 ALA Staff Achievement Award appeared first on District Dispatch.
I had the honor of being on an IMLS Focus panel this Thursday in Washington, DC. The theme of the day was needs of a national digital platform, one of the core IMLS funding priorities; my panel (chaired by the inimitable John Palfrey, and also featuring Bethany Nowviskie, Kim Schroeder, and Margo Padilla) was on professional development.
I had an outline about the nuts and bolts of ongoing coding skills training for librarians, based on my experience teaching workshops and what I learned interviewing librarians who code for my latest Library Technology Report. And then I found I couldn’t deliver it because, well, I had to say this instead.
There’s more I was trying to say, but I couldn’t quite find the words. Maybe you can help.
I was going to talk about why ongoing tech training is hard, the nuts and bolts of pedagogy, and what you can do to help. Maybe I still will in Q&A. But right now, 40 miles north of us, Baltimore is burning. Or it isn’t: it is ten thousand people protesting peacefully against many years of secret violence, violence kept secret by habitual gag orders, with national media drawn like moths to the mere handful of flames. The stories I hear on Twitter are not the same as the stories on CNN. And we, as cultural heritage institutions, are about our communities and their stories, and about which stories are told, which are made canon, and how and why.
So I want to talk about how technology training and digital platforms can either support, or threaten, our communities and their ability to tell their stories, and to have their stories reflected in the canonical story that we build when we build a national platform. I want to make it explicit what we are doing in this room, today, is about deciding whose stories get told, by whom, and how. Whose are widely recognized as valid, and whose are samizdat, whose get to reach our corridors of power only through protest and fire.
I was reminded this morning of an article co-authored by Myrna Morales, who was researching the Young Lords Party, which is a political organization in her native Puerto Rico, and she couldn’t find any literature about it, and she had a sinking feeling, she thought maybe she should check the header for gangs, and that was where she found information on this.
And I was reminded of a thing I did at a Harvard LibraryCloud
hackathon earlier, intersectional librarycloud, where I looked at the most popular elements circulated at Harvard, using the StackScore and their API, and I looked at whether they also had subject headers that reflected women’s studies or LGBT studies or African American studies, using code and meta data as a way to surface what people learn matters when they’re doing scholarship and learning at one of the most famous institutions on earth. TL;DR, it didn’t really turn out to matter. They’re not reading about stuff like that when they’re reading the things that they mostly read at Harvard.
So, the way that we structure our meta data, the content we seek, the tools we give people for interrogating the platform, whom we empower to use these tools and add this content and teach about these tools and construct them, how many they are, how diverse they are have these profound effects on which stories that we advance and we say matter as cultural heritage institutions, which in turn, shapes the present and the future.
I’ve said before that libraries are about transforming people through access to information and each other, and that’s true, but today I’m thinking more about what we can do to let more people transform libraries, and how libraries and our content and APIs and platforms can be tools for more people to transform each other. How the metadata that courses through digital platforms is the frame we have to tell, and interpret, stories, and how therefore as metadata creators we must be consciously inclusive. And how, when we train librarians to use and create national digital platforms, we can train them to use those skills in a contextually aware way, to not just understand technology but to interrogate it from a critical perspective. To see how technology interacts with our communities and their stories and where those gaps are, and how they can be part of bridging them. Because here we are, comfortable and safe and supplied with coffee, mostly white, talking about how millions of dollars should be spent, and Baltimore is convulsed by its history, and by the blind eyes so many of us have turned to it.
May Day! Start May off right with these links.
A Microsoft robot will guess your age. No prize if it guesses wrong.
A basement full of LEGO. Keep your eyes peeled for the LEGO Public Library.
As these backstage technical challenges [are] resolved, the battles will increasingly rage around their presentation
then went here waiting, dreaming of conductive (not paint on) printer inks…
Warning: Bit-fiddling ahead.
The initial driver for implementing Sparse Faceting was to have extraction-time scale with the result set size, instead of with the total number of unique values in the index. From a performance point of view, this works very well in the current implementation: A side car structure keeps track of which counters has been updated. It is a simple array of pointers (integers really) and sampling indicates that a size of about 8% of the total amount of counters works okay.
So 8%, expressed as Java integers? That is 4*0.08*#values bytes.
Less abstract, we have a use case with 600M values/shard. Rounding each counter up to nearest power of 2, the theoretical lower bound of memory needed for representing the counters are all the bits that can change during updates. For a sample shard that is about 140MB.
N-plane counters for the same shard takes up 144MB + 157MB, where the first 144MB are shared between all counter instances. So they are pretty close to the theoretical lower bound – at least the extra instances. Note: They can be forced to be practically at the lower bound, but that impacts performance.
Back to the tracker, because N-plane needs one to scale its performance with result set size. Tracker size was 4*0.08*#values bytes, which for the test shard is 192MB. For those extra counter instances, the tracker ends up using more memory that the counters it tracks.
What we need is something better to efficiently keep track of the touched values, where efficient is measured both in time and space. In fancy talk, that is a succinct data structure.Implicit markers
With n-plane counters, each bit of a given counter is stored on a separate plane (at least conceptually): If a counter has a max of 5, it needs 3 bits to store the count and is thus spread across the lower 3 planes.
Suppose we treated the lowest plane separately from the rest of the planes: Instead of supplying the bit at position 0 for the usual binary representation, it simply states if 1 should be added to the number or not. Confused? Let’s represent the numbers from 0 to 8 in standard binary as well as our new system:Decimal 0 1 2 3 4 5 6 7 8 Binary 0 1 10 11 100 101 110 111 1000 Binary+ 0 1 11 101 111 1001 1011 1101 1111
Note that the representation is not quite as compact as true binary; e.g. the tipping point for going from 3 to 4 planes is from 7 to 8 for binary, but from 4 to 5 for binary+. Loosely estimated, it will cost 1 extra bit/value to use the new representation. However, there is zero extra cost for counters with maximum value 1. It turns out that most of the outgoing links in our net archive corpus are unique, so about 400M of the 600M satisfies this. So the extra memory cost of the extended binary will be 200M / 8 bits/byte = 25MB.
Having a not-zero flag solves a performance issue with the current n-plane counters, but it also opens up for…Bitmap based sparse tracking
The goal here is to quickly track & locate the counters that have a non-zero value. Underneath the hood, a plane in a n-plane counter is just an array of longs. With implicit markers, checking whether there is one or more counters with non-zero values in a group of 64 counters is a simple matter of checking whether a long is equal to 0.
With our 600M counters, that means about 10M checks, reading 75MB data sequentially from heap. Not bad, but still a substantial fixed overhead.
So what if we create a bitmap with a single bit representing each long in the backing structure of the first plane. If the backing long has 0 updated counters, the bitmap entry is 0, for everything else it is 1. That would require #counters/64 bits or 1.2MB. Locating the non-zero counters then becomes a matter of reading 18K longs sequentially and checking for 0. Now the fixed overhead seems manageable.
The bitmap would of course have to be maintained during updates, introducing an extra get-set to the act of incrementing a counter. However, the old tracker used a single set (and simpler logic), so the difference is not that great.New idea vs. tried and true
Memory wise the new tracker would need about 26.2MB for 600M counters, where the old one needs 192MB. An obvious improvement.
For very low hit counts, the new tracker would loose: A fixed overhead of 18K checks is still more work than loading a few values directly from an array.
The complexity of the new tracker is far higher, but it might turn out to be fastest in most cases as iteration of the tracked counters are guaranteed to be in sequential order, where the existing tracker is random order.
Today, American Library Association (ALA) President Courtney Young released the following statement regarding President Obama’s announcement of the ConnectED: Library Challenge initiative to ensure that all school students receive public library cards through their schools:
We are encouraged by President Barack Obama’s announcement to ensure that all students have access to the wealth of reading materials, educational assistance and digital resources made available through our nation’s public libraries. We support the initiative’s calls on public libraries, school administrators and government leaders to work collaboratively to create seamless learning opportunities for all of their students.
Learning does not end in the classroom—in fact, the nation’s libraries create dynamic learning environments by bringing together trained information professionals, collections of print and online resources and free access to high-speed Internet. Furthermore, studies show that children who use the library perform better in school and are more likely to continue to use the library as a source of lifetime learning. Unfortunately, too many vulnerable students do not have library cards. One study found that the most powerful demographic predictor of library card ownership is poverty—more than 60 percent of children living below the poverty level did not have a library card.
We are appreciative that the Administration recognizes the role libraries play in meeting the daily educational and technological needs of many low-income American students. We know that more than 75 percent of K-12 teachers have assigned Internet-required homework, yet only 54 percent of those teachers say that all of their students have sufficient access to digital tools at school. We also know that many parents struggle to provide their children with the digital resources that they need to succeed—nearly 40 percent of all Americans do not have access to high-speed broadband Internet at home.
ALA calls on school and public library leaders to work collaboratively with school administrators and civic leaders to ensure that each and every student has a public library card.
Read the White House fact sheet for more information on the initiative. Moving forward, the Institute of Museum and Library Services (IMLS) will convene a meeting of the national library, government and school leaders to discuss best practices for developing and implementing school-public library card programs in their local districts. Learn more about IMLS’ efforts to implement the ConnectED: Library Challenge.
The post ALA welcomes White House’s ConnectED: Library Challenge appeared first on District Dispatch.
We are proud to announce our third community release: Islandora 7.x-1.5.
Release date: 30 April, 2015New Modules
Islandora Solution Pack Disk Image - Adds all required Fedora objects to allow users to ingest and retrieve disk images through the Islandora interface. (Nick Ruest, York University)
Islandora Solution Pack Entities - This module is for adding support for entities (person, place, event, organization) to Islandora. (discoverygarden inc.)
Islandora Pathauto - Exposes Islandora objects to the alias-creating tools of Pathauto. (Rosie Le Faive, UPEI)
Islandora PDF.js - An Islandora viewer module using Mozilla PDF.js. (Nelson Hart, discoverygarden inc.)Supported Versions
Islandora has been tested with the following versions of major dependencies:
- Fedora 3.5, 3.6.2, 3.7.0, 3.8.0, 3.8.1(RC1,RC2,RC3)
- GSearch 2.6.2, HEAD
- Solr 3.6.2, 4.2.0
- PHP 5.3.3, 5.4, 5.5
- Djatoka 1.1
- Java (Oracle) 6,7,8 (Djatoka requires Sun/Oracle Java)
The full details with links can be found on the wiki (summary included below).
The release VM can be downloaded here.Team Release Manager
- Nick Ruest (York University)
- Adam Vessey (dgi)
- Alan Stanley (dgi)
- Donald Moses (UPEI)
- Jordan Dukart (dgi)
- Mark Jordan (Simon Fraser University)
- Nelson Hart (dgi)
- Nick Ruest (York University)
- Nigel Banks (dgi)
- Paul Pound (UPEI)
- Rosie Le Faive (UPEI)
- William Panting (dgi)
Special thanks to Diego Pino (REUNA), Jared Whiklo (University of Manitoba), and Dan Aitken (dgi) for their contributions.Testers
- Brian Harrington (LYRASIS)
- Dan Lerch (Innisfil Public Library)
- Donald Moses (UPEI)
- Kelli Babcock (University of Toronto)
- Kim Pham (University of Toronto, Scarborough)
- Kirsta Stapelfeldt (University of Toronto, Scarborough)
- Lingling Jiang (University of Toronto, Scarborough)
- Melissa Anez (Islandora Foundation)
- Robin Dean (Colorado Alliance of Research Libraries)
- Rosie Le Faive (UPEI)
- Brian Harrington (LYRASIS)
- Bryan Brown (Florida State University)
- Dan Lerch (Innisfil Public Library)
- Donald Moses (UPEI)
- Islandora Foundation Documentation Interest Group
- Jamie Pinto (SciNet)
- Kelli Babcock (University of Toronto)
- Kim Pham (University of Toronto, Scarborough)
- Kirsta Stapelfeldt (University of Toronto, Scarborough)
- Lingling Jiang (University of Toronto, Scarborough)
- Melissa Anez (Islandora Foundation)
- Robin Dean (Colorado Alliance of Research Libraries)
Special thank you to Jamie Pinto and the Islandora Foundation Documentation Interest Group for the complete restructuring of the documentation, and Bryan Brown for creating the virtual machine and vagrant documentation.Change Log Sub-task
- [ISLANDORA-1131] - Create store datastream option
- [ISLANDORA-1232] - Remove drush installer for JWPlaer
- [ISLANDORA-866] - Collection children don't get created correctly unless XML Forms is enabled
- [ISLANDORA-886] - Form Builder: "add/copy/paste/delete" disappears in safari.
- [ISLANDORA-902] - Objects added via batch ingest store MODS as inline instead of managed
- [ISLANDORA-911] - advanced full text searching - highlighting
- [ISLANDORA-933] - JQuery 1.8 and islandora_solr_search admin page not compatible.
- [ISLANDORA-976] - hocr derivative generation fails when using tesseract 3.03
- [ISLANDORA-1005] - Shouldn't islandora_scholar_embargo_cron() include call to lift embargo?
- [ISLANDORA-1055] - XACML - Parsing methods unrealiable
- [ISLANDORA-1089] - When selecting the Update XACML Inheritance, an error is produced.
- [ISLANDORA-1107] - Video Playback in JW Player
- [ISLANDORA-1121] - scholar batch imports fail during retesting
- [ISLANDORA-1129] - If default path is set, it overrides the paths specified for other content models.
- [ISLANDORA-1133] - OGG default value inconsistent
- [ISLANDORA-1136] - missing xsl in batch
- [ISLANDORA-1139] - SQL errors resulting from functions being passed wrong parameters from menu callbacks
- [ISLANDORA-1146] - Do not generate OCR flag not respected in book batch
- [ISLANDORA-1150] - Simple XML funny stuff with citeproc converter
- [ISLANDORA-1156] - Add license
- [ISLANDORA-1162] - destination_dsid should be optional
- [ISLANDORA-1165] - ZIP Importer does not account for duplicate file URIs
- [ISLANDORA-1170] - KDU Compress portion of JP2 Derivatives leaks a temp file
- [ISLANDORA-1177] - Minor theme deprecation in book and newspaper.
- [ISLANDORA-1182] - Scholar Module show embargo's for other objects
- [ISLANDORA-1183] - XACML relations not being set correctly
- [ISLANDORA-1187] - 'Undefined property: stdClass::$data' error when clicking 'Image Annotation' tab on an image object
- [ISLANDORA-1188] - islandora_batch failing to import MARC binary
- [ISLANDORA-1189] - Newspaper page ingest steps throws warning if selected as content model outside newspaper
- [ISLANDORA-1190] - compounds > 99-100 childs don't get proper relationships
- [ISLANDORA-1197] - Update the README.md
- [ISLANDORA-1200] - islandora_solr_search Admin configuration will not accept valid HTTPS islandora_solr_url
- [ISLANDORA-1201] - newspaper issue Prev/Next navigation does not follow order of date issued
- [ISLANDORA-1204] - Both newspaper issue and page views broken if there is no viewer configured.
- [ISLANDORA-1207] - Simple workflow module does not respect namespace restrictions in multisite
- [ISLANDORA-1208] - Solr search facets return 400 bad request if / or " is in the facet value
- [ISLANDORA-1209] - Creative Commons element does not parse International licenses correctly
- [ISLANDORA-1213] - Drush installer can't run
- [ISLANDORA-1214] - MARC xslt typo
- [ISLANDORA-1216] - transform/self transform view missing
- [ISLANDORA-1230] - forward slashes in a field generate a 400 Bad Request from Solr
- [ISLANDORA-1231] - scholar embargo delete policy ds
- [ISLANDORA-1239] - The PDF form has a hidden field with default content and a label missing on another field
- [ISLANDORA-1241] - Bookmark theme fix
- [ISLANDORA-1242] - Compound doesn't appreciate when a child or parent isn't accessible to the current user.
- [ISLANDORA-1243] - PDFjs viewer is impacted by PDF SP theme settings
- [ISLANDORA-1249] - Displays no items when Pager is set to "Display all items"
- [ISLANDORA-1250] - on object page shows downloads as a .dd file even when it's not
- [ISLANDORA-1251] - FITS metadata doesn't display on manage/fits_metadata
- [ISLANDORA-1265] - If no language packs are installed, Tesseract has ugly error
- [ISLANDORA-1271] - Image Annotations do not save
- [ISLANDORA-1273] - XACML Editor adds unused isManageableBy relationship for datastreams in the RELS-INT
- [ISLANDORA-1280] - Entities SP's autocomplete contains hardcoded solr fields
- [ISLANDORA-1290] - facet object label hitting tomcat request size default limit
- [ISLANDORA-1294] - Deleting a collection only deletes first 10 children
- [ISLANDORA-931] - Handle fedora 409s in tuque
- [ISLANDORA-969] - Module READMEs hosting images on Imgur as opposed to Github wiki
- [ISLANDORA-974] - READMEs missed during format changes
- [ISLANDORA-1001] - Dangerous tuque behaviour
- [ISLANDORA-1042] - 7.x-1.4 - Remove deprecated code
- [ISLANDORA-1120] - Islandora Solr Geographical display profile missing required module
- [ISLANDORA-1123] - Suggested example for Query Defaults - "Sort field for default query" breaks solr result
- [ISLANDORA-1223] - Remove 7.x-1.4 deprecations for 7.x-1.5
- [ISLANDORA-687] - Form sections duplicate
- [ISLANDORA-842] - Edismax documentation task
- [ISLANDORA-1178] - using zip importer on large files
- [ISLANDORA-1193] - Bag generation fails when bags contain large FOXML datastreams
- [ISLANDORA-1285] - Compound SP config - Hide and filter Solr results
- [ISLANDORA-1287] - Adding a child to a compound object results in the child object no longer displaying in its original parent collection.
- [ISLANDORA-837] - Video SP derivatives call should replace libfaac with another encoder.
- [ISLANDORA-878] - Refactor Collection Ingest
- [ISLANDORA-921] - Add native JP2 support to large_image, ocr, solution_pack_book
- [ISLANDORA-923] - Sort Types list alphabetically in Form Builder
- [ISLANDORA-924] - Drupal Filter should fail differently
- [ISLANDORA-984] - Delete terminology when managing collections
- [ISLANDORA-1011] - RELS_EXT-to-solr.xslt does not include the relationship's namespace when transforming RELS-EXT
- [ISLANDORA-1045] - xml mime type improvement
- [ISLANDORA-1091] - Add a metadata form to the collection solution pack
- [ISLANDORA-1092] - OBJ ds label - what is the best practice?
- [ISLANDORA-1099] - scholar content model namespace should be islandora
- [ISLANDORA-1113] - Allow an array check for fgs_label
- [ISLANDORA-1115] - Dual behaviour of delete in "Delete members of this collection"
- [ISLANDORA-1116] - TN mimes in DS-COMPOSITE
- [ISLANDORA-1122] - Ensure fgs_label_s is single valued
- [ISLANDORA-1125] - Spaces are escaped in islandora_solr facet selections
- [ISLANDORA-1145] - Newspaper and newspaper issue don't have logic for description and metadata
- [ISLANDORA-1152] - Toggle Object Print
- [ISLANDORA-1160] - Controllable character truncation on Display Fields
- [ISLANDORA-1163] - Make Islandora breadcrumbs xacml aware
- [ISLANDORA-1166] - Prevent upscaling of small images if configured
- [ISLANDORA-1169] - Create drush installer for PDF.js
- [ISLANDORA-1173] - Islandora's temp file management doesn't sniff MIME types
- [ISLANDORA-1174] - Allow facet value (if pid) to be converted to object label
- [ISLANDORA-1175] - islandora pdf does not implement hook_islandora_view_print_object
- [ISLANDORA-1179] - combine ip embargo and scholar embargo into one embargo module
- [ISLANDORA-1191] - Book SP metadata display
- [ISLANDORA-1199] - RepositoryQuery.php exhaust memory on large SPARQL Result xml parsing
- [ISLANDORA-1202] - allow pdf.js viewer to work with books and pages of books
- [ISLANDORA-525] - islandora path aliases
- [ISLANDORA-1130] - Create PDF/A datastream upon ingest
- [ISLANDORA-1134] - Create drush installer for video.js library
- [ISLANDORA-1135] - Create drush installer for JWPlayer library
- [ISLANDORA-1137] - Create drush installer for Openseadragon library
- [ISLANDORA-1138] - Create drush installer for IA Bookreader library
- [ISLANDORA-1154] - solr results navigation block
- [ISLANDORA-1159] - Allow configuration and add class, row display options for table display profile
- [ISLANDORA-1168] - PDF ingestion for books
- [ISLANDORA-1185] - Support MADS metadata in Islandora Importer
DPLA: The Digital Public Library of America Partners with President Obama to Provide Children with Greater Access to Ebooks
Washington, DC—Today President Obama announced a major new program, with the Digital Public Library of America as a core partner, that will provide children from across the country with greater access to thousands of ebooks. The Open eBooks initiative will include ebooks from DPLA’s extensive collection of openly available content as well as contemporary titles from publishers, which are being generously donated as part of the effort and available for free to students from low-income families. The publisher commitments include $250 million in ebook donations. DPLA’s national network of librarians will help coordinate books for inclusion in the program, and will connect to children and libraries across America.
“We view this initiative as a critical next step in DPLA’s overall mission to maximize access to our shared culture,” said Dan Cohen, DPLA’s Executive Director. “With the centrality of books in our culture and the importance of encouraging reading both for learning and for pure enjoyment, we felt it was essential to find creative ways to increase that access.”
DPLA will work closely with the New York Public Library, First Book, and the Institute of Museum and Library Services. NYPL is creating an app that will enable children to read ebooks on a wide variety of devices, including tablets that have been donated as part of the President’s ConnectED initiative and on the smartphones that are increasingly used by Americans at all income levels. First Book, a nonprofit social enterprise that already provides millions of print books to classrooms and programs serving children in need, will provide full access to its network of 175,000 educators and program leaders serving children from low-income families, and identify additional programs that can take advantage of the ebooks program.
With today’s announcement, DPLA and its partners will begin to build the Digital Public Library of America Youth collection, or DPLAY. Eventually the overall collection will include thousands of public domain and in-copyright works. For classic books, compelling new covers will be added by Recovering the Classics, a project that allows artists to reimagine these great works.
The Digital Public Library of America looks forward to connecting children with ebooks through new avenues, and is also delighted that this ebook program has been announced at the same time as a new push to get library cards into the hands of all children in America.
Press contact: Kenny Whitebloom, email@example.com
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 First Book
First Book is a nonprofit social enterprise that has distributed more than 125 million books and educational resources to programs and schools serving children from low-income families throughout the United States and Canada. By making new, high-quality books available on an ongoing basis, First Book is transforming the lives of children in need and elevating the quality of education. For more information, please visit http://www.firstbook.org.
About The New York Public Library
The New York Public Library is a free provider of education and information for the people of New York and beyond. With 92 locations—including research and branch libraries—throughout the Bronx, Manhattan, and Staten Island, the Library offers free materials, computer access, classes, exhibitions, programming and more to everyone from toddlers to scholars, and has seen record numbers of attendance and circulation in recent years. The New York Public Library serves more than 18 million patrons who come through its doors annually and millions more around the globe who use its resources at www.nypl.org.
About the Institute of Museum and Library Services
The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 35,000 museums. Our mission is to inspire libraries and museums to advance innovation, lifelong learning, and cultural and civic engagement. Our grant making, policy development, and research help libraries and museums deliver valuable services that make it possible for communities and individuals to thrive. To learn more, visit www.imls.gov.
Through generous funding of the Alfred P. Sloan foundation, the Digital Public Library of America convened a two-day working meeting comprised of a diverse group of stakeholders to understand the current ecosystem for ebooks and to unbundle pieces of this ecosystem to address the challenges ebooks present for libraries. Thanks to all those who came to Indianapolis and contributed to the conversation.
A summary report of the topics discussed is located here.
We are working on detailed notes and follow up activities, with the goal of having next steps organized by late May.
If you are interested in future DPLA ebook activities, please subscribe to our open google-group.
Registration is available for Hot Topics: The DuraSpace Community Webinar Series, "Digital Preservation with ArchivesDirect: Ready, Set, Go!"
This is one of our periodic messages sent to all LITA members. This update includes items as follows:
- Last two days to vote in the LITA/ALA election
- New LITA Guide just published
- Four preconferences/regional workshops planned for San Francisco
- Online Learning Opportunities in May
Last two days to vote
If your current LITA membership was activated by January 31, 2015, you qualify to vote. Sometime ago you received an email notice regarding the election. If you haven’t already voted, please do find that email from the ALA Election Coordinator. The ALA/LITA election ends on Friday, May 1 just before midnight. For more details, see the LITAblog post.
New LITA Guide now available
Technology Disaster Response and Recovery Planning (a LITA Guide) is now available through the ALA Store. Mary Mallery is the editor and she has written the first chapter. Other contributors include: Liz Bishoff, Thomas Clareson, Donia Conn, Denise O’Shea, Marshall Breeding and Paul Soderdahl.
Register for one of the following four LITA workshops being offered in San Francisco. Simply go to the ALA Annual Conference registration and sign up. If you are already registered for conference, the workshop will be added to your registration. If you can’t attend the Annual Conference but a full day workshop on Friday, June 26th from 8:30 – 4:00 pm would be perfect for you, please go to the ALA Annual Conference registration site and sign up. You do not have to register for the Annual Conference. Three of the workshops are in the Moscone Convention Center; the fourth workshop is off site in a maker space. Registration will be accepted on site as space allows. These are your choices:
- Creating Better Tutorials Through User-Centered Instructional Design. Hands-on workshop with experts from the University of Arizona.
- Learn to Teach Coding and Mentor Technology Newbies – in Your Library or Anywhere! Work with experts from the Black Girls CODE to become master technology teachers.
- Let’s Hack a Collaborative Library Website. This hands-on experience will consist of a morning in-depth introduction to the tools, followed by an afternoon building a single collaborative library website.
- Build a Circuit & Learn to Program an Arduino in a Silicon Valley Hackerspace. This workshop will convene at Noisebridge, a maker space in San Francisco. Clearly, it will be hands on.
If you are attending Annual, be sure to review the LITA schedule. On Saturday, in addition to the all committees meeting in the morning, a number of IGs are holding discussions both in the morning and during the afternoon. The IG sessions continue through Sunday.
Sunday Afternoon with LITA includes the Top Technology Trends panel discussion, a brief awards ceremony, and the LITA President’s Program with Lou Rosenfeld. Details on all things LITA at Annual Conference, are available at http://www.ala.org/lita/conferences/annual/2015.
Online Learning opportunities
- Yes, You Can Video: A how-to guide for creating high-impact instructional videos without tearing your hair out. Tuesday, May 12, 1:00 – 2:30 CDT
- Technology and Youth Services Programs: Early Literacy Apps and More. Wednesday, May 20, 1:00 – 2:00 pm CDT
- After Hours: Circulating Technology to Improve Kids’ Access. Wednesday, May 27, 1:00 – 2:00 pm CDT.
For more information, go to the LITA Web site.
I encourage you to connect with LITA by:
- Exploring our web site.
- Subscribing to LITA-L email discussion list.
- Visiting the LITA blog and LITA Division page on ALA Connect.
- Connecting with us on Facebook and Twitter.
- Reaching out to the LITA leadership at any time.
Please note: the Information Technology and Libraries (ITAL) journal is available to you and to the entire profession. ITAL features high-quality articles that undergo rigorous peer-review as well as case studies, commentary, and information about topics and trends of interest to the LITA community and beyond. Be sure to sign up for notifications when new issues are posted (March, June, September, and December).
If you have any questions or wish to discuss any of these items, please do let me know.
All the best,
Mary Taylor, Executive Director
Library and Information Technology Association (LITA)
50 E. Huron, Chicago, IL 60611
312-280-4267 (direct line)
mtaylor (at) ala.org
Join us in Minneapolis, November 12-15, 2015 for the LITA Forum.
The Civil War, from 1861 to 1865, is the centerpiece of our nation’s story. It looms large, not merely because of its brutality and scope but because of its place in the course of American history. The seeds of war were planted long before 1861 and the conflict remains part of our national memory.
Geography has helped shape this narrative. The physical landscape influenced economic differences between the regions, the desire to expand into new territories, the execution of the conflict both in the field and on the home front, and the ways in which our recollections have been shaped.
Maps enable us to present the complex strands that, when woven together, provide a detailed account of the causes and conduct of the war. These visual images remain a salient aspect of our memory. Photographs, prints, diaries, songs and letters enhance our ability to tell this story, when our nation, as a Currier & Ives cartoon depicts, was about to be “Torn in Two.”
Our newest exhibition, “Torn in Two: Mapping the American Civil War,” tells the story of the American Civil War both nationally and locally in Boston, Massachusetts, through maps, documents, letters, and other primary sources.View the exhibition
This exhibition was developed by the Norman B. Leventhal Map Center, a nonprofit organization established as a partnership between the Boston Public Library and philanthropist Norman Leventhal. Learn more at maps.bpl.org.
Featured image: Detail of “Map of the United States, showing by colors, the Area of Freedom and Slavery, and the Territories whose destiny is yet to be decided, exhibiting also the Missouri Compromise Line and the routes of Colonel Fremont in his Famous Explorations with important statistics of the Free and Slave States,” 1865. Courtesy of the Norman B. Leventhal Map Center at the Boston Public Library via Digital Commonwealth.
I was always bright and precocious. Before starting kindergarten I taught myself to read the Dick and Jane books that were being read to me. My parents didn't believe that I could read so they bought a book I had never seen and I read it to them. From then on my mother's mantra was, "Karen, no one is ever going to love you if you don't play dumb." Marilyn Monroe in Some Like it Hot. Not Myrna Loy in The Thin Man.
I wore glasses (from the age of 5) in a time when the chant "Men never make passes at girls who were glasses" was often heard.
Being smart and being female is still difficult in our culture. Esther Dyson, who for long has been one of the cultivators of deep thinking around technology, was introduced as "the most powerful woman in American business", to which she replied that she considered herself at least one of the most powerful people in her field. She's right. But being saddled with the "woman" category it means that she can be considered apart, not a threat to the status of any men who might otherwise be lessened by her success in "their" world.
I was fortunate to have a few high school teachers who appreciated intellect in a girl. (I was unfortunate to also have the local high school lech who paid girls A's to sit in the front of the class in mini-skirts but without panties.) It wasn't really until I hit college that the discrimination against smart women became intense. I can only imagine that it is because college professors see themselves as grooming the next generation of college professors, while high school teachers instead had the task of helping us learn what they had to teach, then leave. In my first semester at college I had one of those introductory courses that was held in an auditorium -- probably a history class of some sort. After class one day I walked with the professor toward his office and chatted with him about some idea that had come to me from his lecture. He was friendly and encouraging. At the next class meeting he began by saying: "After class last time, a young man presented me with a very interesting idea." He had not mistaken me at the time for a boy. This was a small private college and there was a dress code. I had long, flowing hair, wore makeup, and was wearing a dress. Instead, his memory turned me into a boy because it would have been impossible for him to have received a new and interesting idea from a girl. You can imagine how likely it would have been for him to become the mentor to a bright woman looking to pursue an academic career.
You may also be able to imagine how this statement made me disappear, not only in his eyes and the eyes of my classmates, who would never know that I was that "young man," but also in my own eyes. Psychologists call it "loss of significance" -- that your very being is denied; you are erased, post facto. I don't wonder that so many women suffer depression, because there is nothing more disorienting or more discouraging than having your own experience denied, pulled out from under you, and to be made invisible.
The stories, of course, abound; I couldn't begin to tell them all. This one, though, must be told: There was the boss who had hired me as the only woman holding a management position in the organization. He chuckled in surprise and disdain when I asked to be included in the meetings that he held with the otherwise-all-male management staff, which he had not thought to invite me to. He was even more surprised when I spoke up at the meetings. One day he called me into his office and praised me by saying "We're lucky to have found you. If you were a man we'd have to be paying you twice as much."
With great pain I realize that I experienced all of this from a position of great privilege, as a white, middle-class, educated American. I cannot imagine the prejudice of race or caste that others must live with, nor how that affects their sense of themselves as whole human beings.
I'm glad I went into librarianship, with all of its warts. I have spent my career surrounded by smart women. I got to create technology with women. I hope to do more of that. My main message here today, though, is this: if you can help a young woman understand her own worth, to appreciate her abilities, and to see being smart as a positive, please do, in whatever way you can. Whether it's encouragement, scholarships, or raising a daughter who never hears "no one will ever love you if don't play dumb." Let's make sure that the fifties are behind us.
District Dispatch: ALA Calls on House Appropriations Subcommittee to Continue Funding Vital Library Programs
Today ALA’s own Emily Sheketoff, Executive Director of the Washington Office, sat down at a microphone (carrying with her in spirit thousands of libraries and millions of library patrons) before Congress to make the strongest possible case for ongoing federal financial support of the Library Services and Technology Act (LSTA) and Innovative Approaches to Literacy (IAL).
The House Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies accepted public testimony today from ALA and other organizations. One of the few organizations invited to testify, ALA continues to lead efforts to secure $186.6 million in funding for LSTA and $25 million for IAL, arguing that federal support for these programs enables librarians to provide invaluable tools and resources to patrons and often deliver critical government services. The Subcommittee is responsible for crafting one of the 12 appropriations bills that Congress produces annually.
In comments to the Subcommittee, Sheketoff noted that librarians are helping patrons to become better and more productive citizens. She emphasized that the services many patrons have come to expect at their local library include: improving English literacy skills, obtaining and filing citizenship papers, applying for employment, filing for veterans or unemployment benefits, assistance in earning a GED, and obtaining tax forms and assistance in filing their taxes. Libraries, she said, also serve as critical resource hubs for entrepreneurs and small businesses, and as meeting places for members of the community… and sometimes even Members of Congress.
Several Subcommittee members specifically praised the work of libraries across the country. Subcommittee Chair Tom Cole (R-OK) noted that libraries have served communities heroically during disaster events. Another member, Rep. Lucille Roybal-Allard (D-CA) lauded the work of librarians as they continue to be an excellent resource in underserved neighborhoods for children who need homework assistance.
Sheketoff highlighted successful LSTA programs across the country, including: LSTA grants in Oklahoma which supported digital literacy classes for students, health literacy activities, and the purchase of databases that were searched nearly 13 million times in just a single year; LSTA grants in Connecticut that served the needs of blind and visually impaired patrons; and grants in California that supported an innovative program for veterans seeking to return to mainstream society.
Whether LSTA is supporting programs for veterans, children, the disabled, or the unemployed and underemployed, Sheketoff stressed, the value of LSTA as the only source of federal funding for our libraries is clear. Now, in a time when states and cities are reducing support for public libraries and patrons are turning to libraries more often, her testimony said, “it would be as economically inefficient as it would be devastating to communities across America for Congress to turn its back on libraries and their tens of millions of patrons.”
In supporting IAL, Sheketoff added that providing books and childhood literacy activities to children is “crucial to their learning to read, and that their learning to read is crucial to both their economic futures and our nation’s.” The program also supports parental engagement, and promotes student literacy from birth through high school, she added. “The growing demands for a highly literate 21st Century workforce cannot be met unless we begin to support literacy education for our youngest students.”
Sheketoff called on the subcommittee to sustain and strengthen our communities and our nation by sustaining and strengthening America’s libraries.
ALA will continue to keep members apprised as the appropriations process progresses.
The post ALA Calls on House Appropriations Subcommittee to Continue Funding Vital Library Programs appeared first on District Dispatch.
Part 2-ai of Amazon crawl..
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I received some shocking, disturbing, unwelcome news yesterday. Apparently during a “routine” biopsy, Gail Schlachter passed away at the young age of 72. I will not recite the litany of her achievements here, which can be read in part on her biography web page. I prefer to provide a brief personal view of a life well-lived.
Gail was the kind of person who was always glad to see you. If she ever didn’t smile I don’t know about it.
She was giving to a fault. When my mentor Anne Lipow retired from UC Berkeley and started a consulting business, Gail was there with advice and assistance on how to start a successful publishing business. Anne credited Gail with providing essential guidance and support. They were steadfast friends until Anne’s untimely passing from cancer.
Later I came to know Gail’s daughter, Sandy Hirsh. Sandy is an accomplished librarian in her own right and now Dean of the library School at San Jose State. If you know Sandy you know that Gail clearly did something right.
Yesterday the Twitterverse and Facebooklandia were abuzz with anguished cries from librarians all over. There are good reasons for that. Gail was a giant in the profession, and active in so many areas, from professional publishing to ALA governance. To say that she will be missed is a serious understatement.
Rather, there has been a disturbance in The Force.
Image by Konrad Summers, Creative Commons License CC-BY-SA 2.0
There is still time to vote for LITA and ALA candidates. The polls will close on Friday May 1, at 11:59 pm Central Time. So make sure you cast your ballot.
- Aimee Fifarek
- Nancy Colyar
- Ken Varnum
- Susan Sharpless Smith
- Martin Kalfatovic
- Frank Cervone
ALA Candidates who are LITA members include:
- Joseph Janes
- Brett Bonfield
- Megan Drake
- Henry Mensch
- Colby Mariva Riggs
- Jules Shore
- Eric Suess
- Joan Weeks
ALA notified voters by email, providing them with their unique passcodes and information about how to vote online. To ensure receipt of your ballot, members should watch for emails from ALA Election Coordinator, firstname.lastname@example.org. The subject line will be “ALA 2015 election login information below.”
To be eligible to vote, individuals must be members in good standing as of January 31, 2015. Although the election is being conducted online, there remains one exception: Members with disabilities and without internet access may obtain a paper ballot by contacting ALA customer service at 1-800-545-2433, ext. 5.
Make your voice heard and submit your choices.
The following is a guest post by Barrie Howard, IT Project Manager at the Library of Congress.
This post is part of a series about digital preservation training inspired by the Library’s Digital Preservation Outreach & Education (DPOE) Program. Today I’ll focus on an exceptional individual, Jacob Nadal, who among other things is one of the core instructors for the DPOE Train-the-Trainer Workshop and subject matter expert on digital preservation curricula. Jacob is executive director of The Research Collections and Preservation Consortium, which is a partnership among Columbia University, The New York Public Library and Princeton University. ReCAP manages over 12 million items in a highly optimized preservation environment and delivers materials to hundreds of thousands of researchers each year, in print and digital formats.
Barrie: You have been working with DPOE for three or four years now, and have been a core instructor at three DPOE Train-the-Trainer Workshops. Can you recount a little about your experiences and what you value the most about your time with the program?
Jacob: I got involved with DPOE through the residency program (NDSR), actually. I was on the curriculum development panel for the inaugural residency and that led to serving as a DPOE instructor. Both programs appeal to me because they focus on the people and institutions that are responsible for information and then build bridges for them to get ongoing expert guidance about how to improve their preservation efforts. It has been really exciting to see the variety of different backgrounds people bring to the whole project of preservation and how they can all pitch in to accomplish something.
Barrie: You’re engaged in digital preservation education in other ways. Can you tell the readers about the Digital Preservation & Curation class you teach at the Pratt Institute School of Library and Information Science?
Jacob: The Pratt course has its roots in a class I taught at California Rare Book School. There was some interest in an offering about digital collections, but we weren’t sure how to do that for the Rare Book School audience and in that particular context. So the clever plan was to just teach digital preservation the same way I would have taught an analog preservation course (something I’d taught at Indiana University and at Pratt). We started by learning the history of computers (What are these things? Who made them? How do they work?) and used that as a foundation for learning about preservation.
That approach has a very curatorial angle, and since Pratt trains so many people for careers in museums and special collections, it was a natural fit to bring that same approach to teaching digital preservation in their graduate program. I think this approach has worked well for library science because so many of our students have a strong humanities background, and this is a way to build on the training they already have. We read books like “The Information,” “Soul of a New Machine,” and “Where Wizards Stay up Late,” for example. LIS students tend to be good readers and good critical thinkers. I think this approach helps build confidence and instill some genuine interest in computers, making it easier and more enticing to get into the details of the technology and logic of computers.
Barrie: You’ve been deeply involved in revising the DPOE Baseline Curriculum, as well as writing syllabi for your classes and leading various working group efforts. Have you noticed any significant changes to digital preservation practice and theory since 2010?
Jacob: DPOE really solved a problem for me as a teacher. It’s very easy to go through a whole semester talking about clever technologies and deep logical structures, and never get students ready with practical skills they’ll need day one, job one. We use DPOE and a few other frameworks to anchor the class (the OAIS, of course, and TRAC and the NDSA levels of preservation (pdf) are our go-tos). The class project for my Pratt course has evolved around DPOE, and the students have three steps to take–two presentations and a short paper–that are intended to teach skills and processes that will help them out as early-career professionals:
- Present on a digital preservation problem, the more concrete the better, and tell what area of DPOE you think it relates to, and receive feedback. A lot of students tackle specific issues from jobs or internships, and incidentally, learn how to prepare for an interest group or discussion group session at a conference, or a departmental meeting.
- Develop a presentation to explain the next set of activities you want to take to make some progress on that problem, and receive feedback. I often use the NDSA levels as a way to make that progress measurable.
- Write up a proposal, in no more than a page or two–just about the length of a memo to a boss, or précis to a potential funder. By this time any NDSA and DPOE jargon is gone, and they’re left with a concise, measurable proposal, perfect for getting done in time for an annual review.
Using DPOE as a guide has helped students get from theory to practice, and I know of a few who have used this to decide what to do next in their jobs. It’s really gratifying to see this turn to the grassroots, and I think that’s been the big, positive development in the field the last few years. I’m a big fan of the POWRR project, for example, and I think that DPOE, POWRR, NDSA, and the NDSR all share a useful focus on picking something that can be improved, and getting that work started. (POWRR is another resource my students use often to decide if there’s a genuine tool or technology to bring into play, or if a problem is just going to the “check back; maybe solve it next year” file.)
Barrie: From the perspective of an educator, could you compare the strengths and challenges of traditional in-person learning environments to distance learning options?
Jacob: I find distance learning hard, as both an educator and student, but also very useful. I’ve had some good experiences with fundamentals courses, where you get exposed to the received wisdom, the current state of things, and the sort of rote basics. Sometimes, just blocking off the hours to load up the webinar is a good way to force myself (or oneself) to take the time, even if there’s a book or article that could cover the information just as well.
But all that said, I think that working in person helps to build genuine understanding. As an instructor, the chance to read people’s expressions, to try three or four different examples or metaphors, that’s necessary to be sure that the ideas really “clicked.” You also get the helpful surprises in person, the student who has the perfect example, or the unexpected question that propels everyone to a new level of understanding. I can say with complete confidence that staying involved with teaching and learning has been the single most consistent ingredient in making me a useful employee. Being involved in education means that I get access to the brainpower of the whole profession and I have to stay up to date (or really embarrass myself).
Barrie: What’s missing in digital preservation education today?
Jacob: I think about digital preservation in a couple layers. One is technology: core IT, programming, engineering, and I think that’s what the digital curation course at Pratt is mostly about. Not that I teach any of those skills, or prepare students for careers in those areas, but that I try to get them immersed in the history of that work, the culture of those professions, and the problems they’re wrestling with, so that as librarians, we can be smart, sensitive colleagues to the technologist we work with. I think this is tremendously important, and often neglected.
Also, I think the theory-to-practice bridge is still being built. I love theory and frameworks and models. I can’t think of a day in my life as a librarian that I haven’t reflected on some sort of “big idea” to figure out if the practical things I was doing were worthwhile. But, we have some really durable and intelligent models for digital preservation, and not enough of a framework to help people move their institutions towards implementation. DPOE, NDSR, and the NDSA are great tools for doing that, and I have a feeling that a few years from now, we’ll all be hard-pressed to remember how we got anything done before the POWRR project. I feel so lucky to have been introduced to these efforts and to have the chance to participate. For me, they really filled a vacancy in our professional development and showed how to get from the theory to the practice.
Barrie: You’re preparing to present the DPOE Workshop in Australia late this spring. In your preparations, have you noticed any substantial differences in the frameworks for digital preservation activities between Australia and the United States?
Jacob: Actually, the big, pleasant surprise is how international the digital preservation community is. There are, of course, some regional and national programs for funding or certain types of support, but the models of how to do the work really travel well. I’ve seen instances of this in working with Native and Tribal libraries, as well as working with archives and museums. There are different approaches to authorization and privacy for cultural property than we assume for intellectual property in American research libraries, but it was gratifying to see that our system could adapt to support that, and we weren’t forcing a lot of exclusively American or “capital-L” library ideas into a context where they didn’t fit.
What we did need to learn was a new vocabulary, a new set of examples and metaphors. I think this speaks to the virtues of in-person work, again, because it’s very hard to guess what will be meaningful in a particular place and to particular people. You have to go there, bring your best ideas, and then–and we do this explicitly in DPOE train-the-trainer workshops–you hand over the educational role and find out what your students can teach you, and how your ideas can be reshaped in a different context.