It’s March, and along with the approach of Spring, that means March Madness is around the corner – the NCAA Men’s and Women’s College Basketball Tournaments! This year, OCLC Research is presenting a library-themed tournament to help get you in the mood for the real thing – except this competition doesn’t require a basketball. Instead, get ready for the 2015 OCLC Research Collective Collections Tournament! #oclctourney
A collective collection is the combined collections of a group of institutions, with duplicate holdings removed, yielding the set of distinct publications held across the collections of the group’s members. Collective collections are an important concept for thinking about library collections today, as collection building and management increasingly take place within, and are informed by, the broader context of the system-wide library resource. OCLC Research has done a great deal of work with collective collections, culminating in our recently published (and award-winning!) volume Understanding Collective Collections. Our work in this area continues, but we’ve taken a little time out to have some fun with collective collections, with our own Collective Collections Tournament.
Here’s how the tournament works. Thirty-two athletic conferences receive an automatic bid into the Men’s and Women’s NCAA basketball tournaments. Using WorldCat data, we will construct the collective collection for each conference – that is, the distinct publications held across the library collections of all conference members. In the first round, the 32 conference collective collections will be randomly assigned into 16 pairs. Each pair of conference collections will then “compete” on the basis of some metric related to the contents of the collections. The “winner” of each pairing will then move on to the second round, and so on, until only two conference collections are left standing to compete for the championship!
Here are the key dates:
- Round of 32: Results posted Friday, March 20
- Round of 16: Results posted Friday, March 27
- Round of 8: Results posted Tuesday, March 31
- Round of 4: Results posted Friday, April 3
- Championship: Results posted Monday, April 6
You can participate! The Collective Collections Tournament will have a “bracket competition”. Enter the competition using our convenient entry form. You’ll be asked to select one of the 32 competing conferences. Choose a conference, and then follow the tournament to see how your conference fares. All entrants that have selected the winning conference will be entered into a random drawing for a $100 Visa Gift Card! If no one selects the winning conference, then a random drawing will be held among all entrants to determine the winner! Entries must be received by 5 PM Eastern time, Thursday, March 19, 2015. The winner will be announced on the HangingTogether blog no later than April 8, 2015. Please read the 2015 OCLC Research Collective Collections Tournament: Bracket Competition Official Rules (“Official Rules”); submitting an Entry shall constitute acknowledgment and acceptance of the Official Rules. The Collective Collections Tournament or the Bracket Competition is not endorsed by, associated with, or sponsored by, the National Collegiate Athletic Association (“NCAA”).
Please keep in mind that the tournament is not intended to show that one conference collective collection is “better” than another (and when you see the metrics we’ve chosen to compete on, you’ll see there is no danger of that!). Our purpose is to have some fun, but also to highlight the concept of collective collections, and demonstrate how they can be constructed and analyzed with WorldCat data. In reality, of course, collective collections are not a source of competition for libraries, but a way of identifying collective strengths and complementarities within the system-wide library resource.
Our data source for the tournament is WorldCat, so all conference collective collections reflect their members’ collections as they are cataloged in WorldCat. We recognize that the NCAA basketball tournament may not be familiar to many of our non-US colleagues; we chose it because of its timeliness, and because WorldCat’s coverage of North American academic library collections is particularly strong. If you haven’t heard of the NCAA basketball tournament, we hope you’ll find our Collective Collections Tournament entertaining anyway!
Watch this space for further announcements, and we’ll see you in the first round!
#oclctourneyAbout Brian Lavoie
Brian Lavoie is a Research Scientist in OCLC Research. Brian's research interests include collective collections, the system-wide organization of library resources, and digital preservation.Mail | Web | LinkedIn | More Posts (7)
This week, President Barack Obama announced his intent to nominate Dr. Kathryn Matthew to serve as the director of the Institute of Museum and Library Services (IMLS). Dr. Kathryn Matthew is currently the chief science educator at the Children’s Museum of Indianapolis, a position she has held since 2014. She was a principal consultant and a product manager at Blackbaud, Inc. from 2008 to 2013, a director at Historic Charleston Foundation from 2006 to 2008, and an exhibits consultant at Chemical Heritage Foundation from 2005 to 2006.
Previously, Dr. Matthew was vice president at Please Touch Museum from 2003 to 2005 and a director at The Nature Conservancy from 2001 to 2002. She was a director at Reebok International from 1998 to 2001. Dr. Matthew also held senior positions at various museums, including a director at Science City at Union Station from 1996 to 1998, executive director at the New Mexico Museum of Natural History and Science from 1991 to 1994, deputy director at the Virginia Museum of Natural History from 1988 to 1990, and an assistant director at the Santa Barbara Museum of Natural History from 1986 to 1988. Dr. Matthew received a B.A. from Mount Holyoke College, an M.B.A. from the University of Minnesota Carlson School of Management, and a Ph.D. from the University of Pennsylvania.
The post President Obama nominates Kathryn Matthew to lead IMLS appeared first on District Dispatch.
Congress’ process for funding programs is in full swing and millions in federal funding for libraries hang in the balance. There’s never enough money to go around, and Members are always looking for programs to “zero out” so they can reallocate those budgets to their pet projects. Right now, the real keys to saving library funding from the chopping block – particularly the Library Services Technology Act (LSTA) and Innovative Approaches to Literacy (IAL) programs — are the members of the powerful House and Senate Appropriations Committees. Your Representative in the House and two Senators have influence with those Committee members, so it’s important that your Members let the Appropriations Committee know of their support for continued library funding.
The best way for them to do that is to sign what we call “Dear Appropriator” letters that three Members of Congress who are huge library champions have drafted to the members of the Appropriations Committees in the House and Senate. The more Members of Congress that we can get to sign these “Dear Appropriator” letters, the better the chance of preserving and securing real money for libraries.
But there’s a catch – Members of Congress generally only add their names to “Dear Appropriator” letters if they hear from their own constituents. Right now, it’s your Senators and Representative in the House who needs to sign LSTA and IAL “Dear Appropriator” letters.
With the March 20 deadline for signatures fast approaching, it’s urgent that you email or phone your own Senators and Representative today by calling (202) 225-3121, asking the Operator to connect you to your Senators and Representative’s office (you can find out who that is easily here) and ask the person who answers to ask their boss to add their name to “Dear Appropriator” letters supporting LSTA and IAL currently being circulated by our champions in Congress. To see whether your Members of Congress signed the letters last year, view the FY 2015 Funding Letter Signees document (pdf). If so, please be sure to thank and remind them of that when you email or call!
Background material for you and contact information for your Senators and Representative to use to add their name to these crucial letters follow. Again, signatures on the letters are due by March 20 so, please, call your Congressperson’s office now and ask him or her to sign both the LSTA and IAL “Dear Appropriator” letters being circulated by our champions (see chart below).
Please join us. There’s not a moment, but millions and millions of dollars, to lose!
Note: these letters are due before the end of the month so you will need to call this week.“DEAR APPROPRIATOR” LETTERS … LSTA IAL BACKGROUND INFORMATION LSTA is the only source of funding for libraries in the federal budget. The bulk of this funding is returned to states through a population-based grant program through the Institute of Museum and Library Services (IMLS). Libraries use LSTA funds to, among other things, build and maintain 21st century collections that facilitate employment and entrepreneurship, community engagement, and individual empowerment. For more information on LSTA, check out this document LSTA Background and Ask (pdf). IAL is the only federal program supporting literacy for underserved school libraries and has become the primary source for federal funding for school library materials. Focusing on low income schools, these funds help many schools bring their school libraries up to standard. For more information on IAL, view School Libraries Brief (pdf). Congressional staff your Member should contact to sign… HOUSE STAFF/ CHAMPION Norma Salazar (Representative Raul Grijalva) Don Andres (Representative Eddie Bernice Johnson) SENATE STAFF/ CHAMPION Elyse Wasch (Senator Jack Reed) Elyse Wasch (Senator Jack Reed)
James Rice (Senator Charles Grassley)
The post Your “dialing for dollars” critical to saving millions for library programs appeared first on District Dispatch.
- It claims to have much lower latency, a few seconds instead of a few hours.
- It has the same (synchronous) API as Google's more expensive storage, where Glacier has a different (asynchronous) API than S3.
- Its pricing for getting data out lacks Glacier's 5% free tier, but otherwise is much simpler than Glacier's.
I believe I know how Google has built their nearline technology, I wrote about it two years ago.
Here’s a brief demo of what it looks like to use twarc on the command line to archive tweets that are mentioning Ferguson. I’ve been doing archiving around this topic off and on since August of last year, and happened to start it up again recently to collect the response to the Justice Department report.
I kind of glossed over getting your Twitter keys set up, which is a bit tedious. I have them set in environment variables for that demo, but you can pass them in on the command line now. I guess that could be another demo sometime. If you are interested send me a tweet.
… in 10 years nothing you built today that depends on JS for the content will be available, visible, or archived anywhere on the web
It is a dire warning. It sounds and feels true. I am in the middle of writing a webapp that happens to use React, so Tantek’s words are particularly sobering.
And yet, consider for a moment how Twitter make personal downloadable archives available. When you request your archive you eventually get a zip file. When you unzip it, you open an index.html file in your browser, and are provided you with a view of all the tweets you’ve ever sent.
Another option is to change or at least augment the current web archiving paradigm by adding curator driven web archiving to the mix. The best examples I’ve seen of this are Ilya Kreymer’s work on pywb and pywb-recorder. Ilya is a former Internet Archive engineer, and is well aware of the limitations in the most common forms of web archiving today. pywb is a new player for web archives and pywb-recorder is a new recording environment. Both work in concert to let archivists interactively select web content that needs to be archived, and then for that content to be played back. The best example of this is his demo service webrecorder.io which composes pywb and pywb-recorder so that anyone can create a web archive of a highly dynamic website, download the WARC archive file, and then reupload it for playback.
Today I found the following resources and bookmarked them on <a href=
- Avalon The Avalon Media System is an open source system for managing and providing access to large collections of digital audio and video. The freely available system enables libraries and archives to easily curate, distribute and provide online access to their collections for purposes of teaching, learning and research.
Digest powered by RSS Digest
- Harvard Business School approves open-access policy
- Why can’t it all be this easy?
- Handheld Librarian Online Conference
A how-to guide for creating high-impact instructional videos without tearing your hair out.
Tuesday May 12, 2015
1:00 pm – 2:30 pm Central Time
Register now for this webinar
This brand new LITA Webinar promises a fun time learning how to create instructional videos
Have you ever wanted to create an engaging and educational instructional video, but felt like you didn’t have the time, ability, or technology? Are you perplexed by all the moving parts that go into creating an effective tutorial? In this session, Anne Burke and Andreas Orphanides will help to demystify the process, breaking it down into easy-to-follow steps, and provide a variety of technical approaches suited to a range of skill sets. They will cover choosing and scoping your topic, scripting and storyboarding, producing the video, and getting it online. They will also address common pitfalls at each stage.
Can’t make the date but still want to join in? Registered participants will have access to the recorded webinar.
LITA Member: $45
Register Online page arranged by session date (login required)
Mail or fax form to ALA Registration
Call 1-800-545-2433 and press 5
Questions or Comments?
For all other questions or comments related to the course, contact LITA at (312) 280-4269 or Mark Beatty, firstname.lastname@example.org.
As part of Open Education Week #openeducationwk activities we are publishing a post on how Open Knowledge Russia have been experimenting with data expeditions. This a follow up post to one that appeared on the Open Education Working Group Website which gave an overview of Open Education projects in Russia.The authors of this post are Anna Sakoyan and Irina Radchenko, who together have founded DataDrivenJournalism.RU. Anna is currently working as a journalist and translator for a Russian analytical resource Polit.ru and is also involved in the activities of NGO InfoCulture. You can reach Anna on Twitter on @ansakoy, on Facebook and on LinkedIn. She blogs in English at http://ourchiefweapons.wordpress.com/.
Irina Radchenko is a Associate Professor at ITMO University and Chief Coordinator of Open Knowledge Russia. You can reach Irina on Twitter on @iradche, on Facebook and on LinkedIn. She blogs in Russian at http://iradche.ru//.1. DataDrivenJournalism.RU project and Russian Data Expeditions
The open educational project DataDrivenJournalism.RU was launched in April 2013 by a group of enthusiasts. Initially it was predominantly a blog, which accumulated translated and originally written manuals on working with data, as well as more general articles about data driven journalism. Its mission was formulated as promoting the use of data (Open Data first of all) in the Russian-language environment and its main objective was to create an online platform to consolidate the Russian-speaking people who were interested in working with data, so that they can exchange their experiences and learn from each other. As the number of the published materials grew, they had to be structured in a searchable way, which resulted in making it look more like a website with special sections for learning materials, interactive educational projects (data expeditions), helpful links, etc.
On one hand, it operates as an educational resource with a growing collection of tutorials, a glossary and lists of helpful external links, as well as the central platform of its data expeditions; on the other hand, as a blog, it provides a broader context of open data application to various areas of activity, including data driven journalism itself. After almost two years of its existence, DataDrivenJournalism.RU has a team of 10 regular authors (comprised of enthusiasts from Germany, Kazakhstan, Russia, Sweden and UK). More than a hundred posts have been published, including 15 tutorials. It has also launched 4 data expeditions, the most recent in December 2014.
The term data expedition was first coined by Open Knowledge’s School of Data, which launched such peer-learning projects both in online and offline formats. We took this model as the basic principle and tried to apply it to the Russian environment. It turned out to be rather perspective, so we began experimenting with it, in order to make this format a more efficient education tool. In particular, we have tried a very loose organisational approach where the participants only had a general subject in common, but were free to choose their own strategy in working with it; a rather rigid approach with a scenario and tasks; and a model, which included experts who could navigate the participants in the area that they had to explore. These have been discussed in our guest post on Brian Kelly’s blog ‘UK Web Focus’.
Our fourth data expedition was part of a hybrid learning model. Namely, it was the practical part of a two-week’s offline course taught by Irina Radchenko in Kazakhstan. This experience appears to be rather inspiring and instructive.2. International Data Expedition in Kazakhstan
The fourth Russian-language data expedition (DE4) was a part of a two-week’s course under the auspices of Karaganda State Technological University taught by Irina Radchenko. After the course was over the university participants who sucessfully completed all the tasks within DE4 received a certificate. Most interesting projects were later published at DataDrivenJournalism.RU. One of them is about industry in Kazakhstan by Asylbek Mubarak who also tells (in Russian) about his experience of participating in DE4 and also about the key stages of his work with data. The other, by Roman Ni is about some aspects of Kazakhstan budget.
First off, it was a unique experience of launching a data expedition outside Russia. It was also interesting that DE4 was a part of a hybrid learning format, which combined traditional offline lectures and seminars with a peer-learning approach. The specific of the peer-learning part was that it was open, so that any online user could participate. The problem was that the decision to make it open occurred rather late, so there was not much time to properly promote its announcement. However, there were several people from Russia and Ukraine who registered for participation. Unfortunately none of them participated actively, but hopefully, they managed to make some use of course materials and tasks published in the DE4 Google group.
This mixed format was rather time-taking, because it required not only preparation for regular lectures, but also a lot of online activity, including interaction with the participants, answering their questions in Google group and checking their online projects. The participants of the offline course seemed enthusiastic about the online part, many found it interesting and intriguing. In the final survey following DE4, most of the respondents emphasised that they liked the online part.
The initial level of the participants was very uneven. Some of them knew how to program and work with data bases, others had hardly ever been exposed to working with data. DE4 main tasks were build in a way that they could be done from scratch based only on the knowledge provided within the course. Meanwhile, there were also more advanced tasks and techniques for those who might find them interesting. Unfortunately, many participants could not complete all the tasks, because they were students and were right in the middle of taking their midterm exams at university.
Compared to our previous DEs, the percentage of completed tasks was much higher. The DE4 participants were clearly better motivated in terms of demonstrating their performance. Most importantly, some of them were interested in receiving a certificate. Another considerable motivation was participation in offline activities, including face-to-face discussions, as well as interaction during Irina’s lectures and seminars.
Technically, like all the previous expeditions, DE4 was centered around a closed Google group, which was used by the organisers to publish materials and tasks and by participants to discuss tasks, ask questions, exchange helpful links and coordinate their working process (as most of them worked in small teams). The chief tools within DE4 were Google Docs, Google Spreadsheets, Google Refine and Infogr.am. Participants were also encouraged to suggest or use other tools if they find it appropriate.
42 people registered for participation. 36 of them were those who took the offline course at Karaganda State Technical University. Those were most active, so most of our observations are based on their results and feedback. Also, due to the university base of the course, 50% of the participants were undergraduate students, while the other half included postgraduate students, people with a higher education and PhD. Two thirds of the participants were women. As to age groups, almost a half of the participants were between 16 and 21 years old, but there was also a considerable number of those between 22 and 30 years old and two above 50.
13 per cent of the participants completed all the tasks, including the final report. According to their responses to the final survey, most of them did their practical tasks by small pieces, but regularly. As to online interaction, the majority of respondens said they were quite satisfied with their communication experience. About a half of them though admitted that they did not contribute to online discussions, although found others’ contributions helpful. General feedback was very positive. Many pointed out that they were inspired by the friendly atmosphere and mutual helpfulness. Most said they were going to keep learning how to work with open data on their own. Almost all claimed they would like to participate in other data expeditions.3. Conclusions
DE4 was an interesting step in the development of the format. In particular, it showed that an open peer-learning format can be an important integral part of a traditional course. It had a ready-made scenario and an instructor, but at the same time it heavily relied on the participants’ mutual help and experience exchange, and also provided a great degree of freedom and flexibility regarding the choice of subjects and tools. It is also yet another contribution to the collection of materials, which might be helpful in future expeditions alongside with the materials from all the previous DEs. It is part of a process of gradual formation of an educational resources base, as well as a supportive social base. As new methods are applied and tested in DEs, the practices that proved best are stored and used, which helps to make this format more flexible and helpful. What is most important is that this model can be applied to almost any educational initiative, because it is easily replicated and based on using free online services.
From Jon Dunn, Julie Speer, and Sarah Shreeves, OR2015 Conference Organizing Committee; Holly Mercer, William Nixon, and Imma Subirats OR2015 Program Co-Chairs
Indianapolis, IN We are pleased to announce that registration is now open for the 10th International Conference on Open Repositories, to be held on June 8-11, 2015 in Indianapolis, Indiana, United States of America. Full registration details and a link to the registration form may be found at: http://www.or2015.net/registration
To classify is, indeed, as useful as it is natural. The indefinite multitude of particular and changing events is met by the mind with acts of defining, inventorying and listing, reducing the common heads and tying up in bunches. But these acts like other intelligent acts are performed for a purpose, and the accomplishment of purpose is their only justification. Speaking generally, the purpose is to facilitate our dealing with unique individuals and changing events. When we assume that our clefts and bunches represent fixed separations and collections in rerum natura, we obstruct rather than aid our transactions with things. We are guilty of a presumption which nature promptly punishes. We are rendered incompetent to deal effectively with the delicacies and novelties of nature and life. Our thought is hard where facts are mobile ; bunched and chunky where events are fluid, dissolving.
Last updated March 10, 2015. Created by David Nind on March 10, 2015.
Log in to edit this page.
Monthly maintenance and security releases for Koha. See the release announcements for the details:
- Koha 3.18.4 - http://koha-community.org/koha-3-18-4-released/ (23 February 2015 - security and maintenance release)
- Koha 3.16.8 - http://koha-community.org/koha-3-16-8-release/ (3 March 2015 - maintenance release)
Koha 3.18 is the latest stable release of Koha and is recommended for new installations.
We are Jason Thomale from the University of North Texas and George Campbell from OCLC, and we created an advanced “Advanced Typeahead” application during the December 1-5, 2014 Developer House event at OCLC headquarters in Columbus, Ohio. The Developer House events provide OCLC Platform Engineers and library developers an opportunity to brainstorm and develop applications against OCLC Web Services. We would like to share our development experience and the application we designed in this blog post.
I previously shared the story of Keio University, who benefited from attending our 2013 partner meeting — I wanted to share two more “member stories” which have roots in the OCLC Research Library Partnership.
- La Trobe University talks about the importance of tracking researcher activity (something we heard about in our “Registering Researchers in authority files” activity.
- UCLA’s member story focuses on their need to deal with born digital materials (and, of course, we’ve done a lot of work in the born digital zone).
OCLC member stories are being highlighted on the OCLC web page — there are many other interesting and dare I say inspiring stories shared there, so go check them out.About Merrilee ProffittMail | Web | Twitter | Facebook | LinkedIn | More Posts (279)
This amazing site, which is both a historical collection and an online learning tool, more than fulfills its mission of helping people to "explore American history through the stories of women physicians." It is also one of the hands-down most stunningly executed Islandora sites out there in production right now and we could not be more thrilled to see it recognized as the accomplishment it truly is. For more information about the award, please visit the ALA's announcement.
The Minnesota Digital Library (MDL) is one of four DPLA Service Hubs to be sub-awarded a grant from the Bill and Melinda Gates Foundation, through the DPLA, for the Public Library Partnership Project (PLPP). The purpose of PLPP is to develop a curriculum for teaching basic digitization concepts and skills and pilot it through workshops for public library staff, encourage and facilitate their participation in their local digital libraries and DPLA, and create collaborative online exhibitions based on materials digitized through this project. At the end of PLPP, we will also be sharing a self-guided version of the curriculum we built.
MDL was very pleased with the success of our implementation of the first stage of PLPP—we offered four digital skills training sessions to thirty-one individuals from twenty-two different public libraries and collaborating historical societies around Minnesota. The training was so well received that we hope to incorporate similar basic group training sessions into our ongoing recruitment and preparation of potential participants.
We are now deep into the second phase of the PLPP in which the organizations propose projects, select appropriate materials from their collections and send them to us for digitization and metadata preparation. An early success was the contribution of a 1930 plat book of Polk County by the Fosston Public Library, the first organization to contribute to MDL from this county.
One of the challenges we face is that, because of a very strong network of local historical societies throughout Minnesota, our public libraries don’t often have significant collections of archival or historic materials (Hennepin County Library being one important exception). However, we have been able to leverage our PLPP resources to encourage and support collaboration between public libraries and other organizations in their communities. In some cases, public libraries made new connections with city or county offices when collaborators realized they had materials that were worth preserving and making accessible, but didn’t know how to go about it and were not aware of MDL. Public library participants in PLPP were able to identify these materials, make the case of online access, facilitate an avenue for digitization, and share description and rights assessment work. Because of the connections made via our PLPP library participants we’ll be digitizing the portraits of Duluth mayors, the master plans for county parks from the Washington County Park Board, and historically significant and previously inaccessible materials from the Minneapolis Parks and Recreation Board, among other projects.
The Gates-funded project will wrap up at the end of September 2015. Between now and then we will be completing additional projects and developing two online exhibitions built in part on materials digitized through this grant.
PLPP has strengthened our relationship with public libraries around the state, improved the digitization knowledge of public library staff, increased our capacity, and brought in materials to which we would otherwise not have had access. MDL has been more than pleased by the outcomes of our participation in the PLPP!
Carla Urban will be co-leading a digitization training session, with Sheila McAllister of the Digital Library of Georgia, at DPLAfest 2015. To learn more about PLPP and lessons learned, come participate in the discussion!
Header image: Detroit Public Library, Detroit, Minnesota, 1913. Courtesy of Becker County Historical Society via Minnesota Digital Library.
If you appreciate the critical roles that libraries play in creating an informed and engaged citizenry, register now for this year’s National Library Legislative Day (NLLD), a two-day advocacy event where hundreds of library supporters, leaders and patrons will meet with their legislators to advocate for library funding.
National Library Legislative Day, which is hosted by the American Library Association (ALA), will be held May 4-5, 2015, in Washington, D.C. Now in its 41st year, National Library Legislative Day focuses on the most pressing issues, including the need to fund the Library Services and Technology Act, support legislation that gives people who use libraries access to federally-funded scholarly journal articles and continued funding that provides school libraries with vital materials.
National Library Legislative Day Coordinators from each U.S. state arrange all advocacy meetings with legislators, communicate with the ALA Washington Office and serve as the contact person for state delegations. The ALA Washington Office will host a special training session on Sunday (May 3rd) afternoon for first-timers. On the first day of the event, participants will receive training and issue briefings to prepare them for meetings with their members of Congress.Advocate from Home
Advocates who cannot travel to Washington for National Library Legislative Day can still make a difference and speak up for libraries. As an alternative, the American Library Association sponsors Virtual Library Legislative Day, which takes place on May 5, 2015. To participate in Virtual Library Legislative Day, register now for American Library Association policy action alerts.
The post Interested in Natl. Library Legislative Day? Here’s what you need to know appeared first on District Dispatch.
Wanna be a peer reviewer for AccessYYZ? Excellent, because we need some of those.
If you’re interested, please shoot an email to email@example.com by March 27th, 2015 with the following information:
Current Position (including whether you are a student)
Have you been to Access before?
Have you presented at Access before?
Have you done peer review for Access before?
Come to think of it, a CV/resume would be nice. Yes, make sure you include that too.
Every once in a while something really interesting comes up on the listserv, and I try to bring the highlights here to the blog so that it will get exposure with a wider audience. Right now, that interesting thing is the nascent Dev Ops Interest Group.
Interest Groups have been a thing in Islandora for just about a year now. They are a way for members of the Islandora community with similar interests, challenges, and projects to come together to share resources and discuss the direction the project should take in the future. We have one for Preservation, Archives, Documentation, GIS, and Fedora 4 (which has become the guiding group for the Islandora/Fedora 4 upgration project). Following up on some conversations from iCampBC, Mark Jordan has proposed that there might be a need for a Dev Ops Interest Group as well, for the folks who spend their time actually deploying Islandora to come together and talk strategies.
As you can see from the thread, the interest is certainly there, and I expect to be announcing the provision of a new Interest Group in days to come. But what brings this subject out from the list is the challenge issued by our Release Manager and Upgration Guru, Nick Ruest:
I'm sitting here waiting for the 7.x-1.5RC1 VM to upload to the release server, and I'm thinking...
I propose or challenge the following:
All of those who have expressed interest in the group, would you be willing to collaborate on creating a canonical development and release VM Vagrant file? I think this is probably the most pressing need to grow our developer community.
I can create a shared repo in the Islandora-Labs organization, and add anyone willing to contribute to it.
I can get us started. I'll cannibalize what we have for the Islandora & Fedora integration project.
We could cannibalize Islandora Chef.
We could cannibalize anything y'all are willing to bring to the table.
Things to think about and sort out - CLAs, LSAP, 7.x-1.6 release. Those who are willing to contribute, should be aware that if this is given to the foundation via LSAP, we'll all have to be covered by a CLA, and do you think we could get this finished by the 7.x-1.6 release? I think we could.
Other benefits, by sticking with bash scripts, and Vagrant, we can take advantage of other DevOps platforms. I'm thinking specifically of Packer.io and virtually looking toward Kevin Clarke. Wouldn't it be great if we finally had that Docker container whose tires have been kicked a couple of time?
Any, let me know what you think. If you think I'm crazy, that's ok too :-)
A crowd-sourced development environment for Islandora. And in fact, the first draft is already out there, just waiting for you to try it out and contribute. And prove to Nick that he's not crazy.
Part 2-ba of Amazon crawl..
This item belongs to: data/ol_data.
This item has files of the following types: Data, Data, Metadata, Text