2009年1月13日 星期二
課堂筆記James Henri's11/01-12/13
11/01 EBLIP(Evidence Based Library and Information Practice)-Academic Librarians Have Concerns about Their Role as Teachers
EBLIP is an open access, peer reviewed journal published quarterly by the University of Alberta Learning Services and supported by an international team of editorial advisors. The purpose of the journal is to provide a forum for librarians and other information professionals to discover research that may contribute to decision making in professional practice. EBLIP publishes original research and commentary on the topic of evidence based library and information practice, as well as reviews of previously published research (evidence summaries) on a wide number of topics. -http://ejournals.library.ualberta.ca/index.php/EBLIP
Reflect:the teacher librarians' position seems to be a little bit lower than the classroom teachers' in the high school. I think that's because the former have to stand by in the library helping the circulation front desk and the latter just freely go back to the teachers' office after class. And the students don't pay much respect to the teacher librarian when they come to use the library's space, internet computers or collections. In other words, teacher librarians need to build up their professional literacy and become specialist teachers indeed. The certification and identification will be extremely needed.
11/15 The importance of the Teacher Librarian
According to the IFLA/UNESCO School Library manifesto, which was tried to emphasize the importance of the teacher librarians from several library oriented aspects, it really reminds us to figure out what situation the teacher librarians stands for in Taiwan.
We absolutely agree those clear viewpoints:
Teacher-librarians
are members of the school's total teaching staff
are involved in teaching and learning
are involved in the provision of information related resources, integral to planning, implementation and evaluation of curriculum
are team members
are information specialists
encourage the love of literature and learning
are resource specialists
provide for students' interests
provide assistance to classroom teacher in curriculum development and planning
manage technology in the library
are in charge of developing the library collection
participate in networks to extend availability of resources
are responsible for administering library resources, including budgeting and stocktake
teach information skills, such as critical literacy
ensure students understand and use technology
supervise library staff, volunteers and students
But after full group discussion, we have some conclusions described as follows:
In the high school, the teacher librarian did play a role in every clear viewpoints mentioned above, but it’s a small role not a big(important) role in the reality.
In the real school life, the administrators or the colleagues (even the students)treat the teacher-librarian simply as a administrative staff or a front desk clerk. They don’t pay much respect to the profession of a teacher- librarian (or a librarian).
Classroom teachers always focus their curriculum on the textbook. They never think about teaching with the help of the library collection or collaborating with a teacher-librarian.
There are many one-person libraries exit in the private high schools in Taiwan. The teacher-librarian have to do the trivials alone.
Teacher-librarians have just the same pay as the classroom teachers. We don’t have additional professional pay.
Although the truth is cruel, we teacher-librarians still stick to our position. There are so many reader services and technology services needed to be promoted and accomplished.
We also find the big difference is that the Library & Information Science in Taiwan has been training up in the bachelor degree instead of master degree. In the other words, it urges us to take the continuing education to become a subject specialist. Finally, we can be proud to do our good job ignoring those reverse impression.
11/29 Information Literacy-Dr. Violet Harada's view
Problem Based Instruction: Making Learning Real.
Topical vs. Problem Based
Topical
Students regurgitate information.
Teachers dispense information.
Information is through textbooks.
Learning focuses on answers.
Information is the goal.
Problem Based
Students solve problems.
Teachers guide and coach.
Information is accessed globally.
Learning focuses on questions.
Knowledge is the goal.
12/13 Society Responsibility
Social responsibility vs. individual reader responsibility?
Dear James,
After class discussion, I was still a little confussed about the difference between the library's responsibility for the society and for the individual users. Please give me a hint or something to make it clear. Thank you a million. Besides, it was really an exciting course to push everyone to explore his viewpoints. We enjoyed it very much. In the end, we wish you a Merry Christmas!!
EBLIP is an open access, peer reviewed journal published quarterly by the University of Alberta Learning Services and supported by an international team of editorial advisors. The purpose of the journal is to provide a forum for librarians and other information professionals to discover research that may contribute to decision making in professional practice. EBLIP publishes original research and commentary on the topic of evidence based library and information practice, as well as reviews of previously published research (evidence summaries) on a wide number of topics. -http://ejournals.library.ualberta.ca/index.php/EBLIP
Reflect:the teacher librarians' position seems to be a little bit lower than the classroom teachers' in the high school. I think that's because the former have to stand by in the library helping the circulation front desk and the latter just freely go back to the teachers' office after class. And the students don't pay much respect to the teacher librarian when they come to use the library's space, internet computers or collections. In other words, teacher librarians need to build up their professional literacy and become specialist teachers indeed. The certification and identification will be extremely needed.
11/15 The importance of the Teacher Librarian
According to the IFLA/UNESCO School Library manifesto, which was tried to emphasize the importance of the teacher librarians from several library oriented aspects, it really reminds us to figure out what situation the teacher librarians stands for in Taiwan.
We absolutely agree those clear viewpoints:
Teacher-librarians
are members of the school's total teaching staff
are involved in teaching and learning
are involved in the provision of information related resources, integral to planning, implementation and evaluation of curriculum
are team members
are information specialists
encourage the love of literature and learning
are resource specialists
provide for students' interests
provide assistance to classroom teacher in curriculum development and planning
manage technology in the library
are in charge of developing the library collection
participate in networks to extend availability of resources
are responsible for administering library resources, including budgeting and stocktake
teach information skills, such as critical literacy
ensure students understand and use technology
supervise library staff, volunteers and students
But after full group discussion, we have some conclusions described as follows:
In the high school, the teacher librarian did play a role in every clear viewpoints mentioned above, but it’s a small role not a big(important) role in the reality.
In the real school life, the administrators or the colleagues (even the students)treat the teacher-librarian simply as a administrative staff or a front desk clerk. They don’t pay much respect to the profession of a teacher- librarian (or a librarian).
Classroom teachers always focus their curriculum on the textbook. They never think about teaching with the help of the library collection or collaborating with a teacher-librarian.
There are many one-person libraries exit in the private high schools in Taiwan. The teacher-librarian have to do the trivials alone.
Teacher-librarians have just the same pay as the classroom teachers. We don’t have additional professional pay.
Although the truth is cruel, we teacher-librarians still stick to our position. There are so many reader services and technology services needed to be promoted and accomplished.
We also find the big difference is that the Library & Information Science in Taiwan has been training up in the bachelor degree instead of master degree. In the other words, it urges us to take the continuing education to become a subject specialist. Finally, we can be proud to do our good job ignoring those reverse impression.
11/29 Information Literacy-Dr. Violet Harada's view
Problem Based Instruction: Making Learning Real.
Topical vs. Problem Based
Topical
Students regurgitate information.
Teachers dispense information.
Information is through textbooks.
Learning focuses on answers.
Information is the goal.
Problem Based
Students solve problems.
Teachers guide and coach.
Information is accessed globally.
Learning focuses on questions.
Knowledge is the goal.
12/13 Society Responsibility
Social responsibility vs. individual reader responsibility?
Dear James,
After class discussion, I was still a little confussed about the difference between the library's responsibility for the society and for the individual users. Please give me a hint or something to make it clear. Thank you a million. Besides, it was really an exciting course to push everyone to explore his viewpoints. We enjoyed it very much. In the end, we wish you a Merry Christmas!!
課堂筆記Peter's lectures
一 Information Transfer Process-
17/1 research & information generation
2 composition
3 recording
4 reproduction
5 distribution
6 collection & storage
7 organisation & control
8 retrieval
9 analysis
10 interpretation
11 evaluation
12 synthesis
13 packaging
re- packaging
14 distribution
15 physical access
16 assimilation
by end user
十七個步驟重複循環運作
二 Visualising disciplines & fields of study-
Subject profile analysis (SPA):
•SPA can also be applied to the source documents (references) - application of Coale’s (1965)
methodology
•Organise the aggregated cited documents by subject & discipline based on DDC or alternative
taxonomy
Sample SPA applied to source documents:
Discipline:
Philosophy & psychology
Religion
Social sciences
Language
Technology (Applied sciences)
Arts
*It showed that Social sciences and Arts were applied more cases than the others.
三 Information policy:
Information policy framework-
Perceptions of the nature & roles of information have an impact on information policies:
1.Information as a resource
2.Information as a commodity
3.Information as perception
4.Information as a constitutive force in society (Braman, 1989)
Definitions-
‘a set of interrelated laws & policies concerned with the creation, production, collection,
management, distribution & retrieval of information. Their significance lies in the fact that
they profoundly affect the manner in which an individual in a society, indeed a society itself,
makes political, economic & social choices’ (Mason, 1983)
Typical library policies-
•Eligibility for access (Use)
•Eligibility for borrowing & services (Use)
•Collection development policy (Collect)
•Circulation policy – loan periods, renewals, holds, fines, ILL, AV & special materials (Use,
Deliver)
•Reference policy – assistance, Information Literacy training (Access)
四 Evaluating libraries:
Why evaluate?
•To verify if the services & collections match user needs:
–Professional, curricular, recreational, etc
•To alert us to any problem/deficiencies in services & collections
•To demonstrate that services & collections have value - $$ well spent
Evaluation & quality
•Measure how well they are doing
•Change: Improve collections/services
Improve cost-effectiveness
Eliminate services
Introduce services
US school library benchmarks-
70% of the entire print collection will have a copyright date no later than 10 years from the
current year
School Collection Items/pupil
Elementary 12,000 20
Middle 15,000 25
High 18,000 30
Measure of quality:School libraries-
‘The measure of how successful an individual school library has been in integrating its
services & facilities into the curriculum may be seen in terms of the effect that the closure of
the school library would have on the school’s curriculum’- (Herring, 1982)
17/1 research & information generation
2 composition
3 recording
4 reproduction
5 distribution
6 collection & storage
7 organisation & control
8 retrieval
9 analysis
10 interpretation
11 evaluation
12 synthesis
13 packaging
re- packaging
14 distribution
15 physical access
16 assimilation
by end user
十七個步驟重複循環運作
二 Visualising disciplines & fields of study-
Subject profile analysis (SPA):
•SPA can also be applied to the source documents (references) - application of Coale’s (1965)
methodology
•Organise the aggregated cited documents by subject & discipline based on DDC or alternative
taxonomy
Sample SPA applied to source documents:
Discipline:
Philosophy & psychology
Religion
Social sciences
Language
Technology (Applied sciences)
Arts
*It showed that Social sciences and Arts were applied more cases than the others.
三 Information policy:
Information policy framework-
Perceptions of the nature & roles of information have an impact on information policies:
1.Information as a resource
2.Information as a commodity
3.Information as perception
4.Information as a constitutive force in society (Braman, 1989)
Definitions-
‘a set of interrelated laws & policies concerned with the creation, production, collection,
management, distribution & retrieval of information. Their significance lies in the fact that
they profoundly affect the manner in which an individual in a society, indeed a society itself,
makes political, economic & social choices’ (Mason, 1983)
Typical library policies-
•Eligibility for access (Use)
•Eligibility for borrowing & services (Use)
•Collection development policy (Collect)
•Circulation policy – loan periods, renewals, holds, fines, ILL, AV & special materials (Use,
Deliver)
•Reference policy – assistance, Information Literacy training (Access)
四 Evaluating libraries:
Why evaluate?
•To verify if the services & collections match user needs:
–Professional, curricular, recreational, etc
•To alert us to any problem/deficiencies in services & collections
•To demonstrate that services & collections have value - $$ well spent
Evaluation & quality
•Measure how well they are doing
•Change: Improve collections/services
Improve cost-effectiveness
Eliminate services
Introduce services
US school library benchmarks-
70% of the entire print collection will have a copyright date no later than 10 years from the
current year
School Collection Items/pupil
Elementary 12,000 20
Middle 15,000 25
High 18,000 30
Measure of quality:School libraries-
‘The measure of how successful an individual school library has been in integrating its
services & facilities into the curriculum may be seen in terms of the effect that the closure of
the school library would have on the school’s curriculum’- (Herring, 1982)
2009年1月12日 星期一
課堂筆記9/20LIS領域知識圖
第一堂就是震撼教育，目標期許-大量閱讀外文專業雜誌，通過GEPT中高級檢定。
但問題一直存在: 圖資是門科學嗎?核心價值能否界定清楚?核心課程為何?發現自己有資訊焦慮與資訊偏食問題!
LIS領域知識圖?... 能代表圖書資訊學又貼近人們現實生活?是烘培機(HOMEPAGE?)還是電烤箱?
但問題一直存在: 圖資是門科學嗎?核心價值能否界定清楚?核心課程為何?發現自己有資訊焦慮與資訊偏食問題!
LIS領域知識圖?... 能代表圖書資訊學又貼近人們現實生活?是烘培機(HOMEPAGE?)還是電烤箱?
知識管理= (知識組織+資訊傳播+資訊行為 )/(數位出版+數位學習+數位典藏與圖書館)/(資訊科技+資訊社會)
解答
摘錄小蝶老師簡報中圖書資訊學特色:
以出版的學術性資訊為對象vs.非正式或非結構化的最新資訊為對象
重視學術傳播(Scholarly Communication) vs.大眾傳播(Mass Communication)
服務為導向vs. 解決問題為導向
協助資訊尋求vs. 提供答案決策
職業訓練vs. 學術訓練
解答
摘錄小蝶老師簡報中圖書資訊學特色:
以出版的學術性資訊為對象vs.非正式或非結構化的最新資訊為對象
重視學術傳播(Scholarly Communication) vs.大眾傳播(Mass Communication)
服務為導向vs. 解決問題為導向
協助資訊尋求vs. 提供答案決策
職業訓練vs. 學術訓練
參觀心得12/27三星鄉圖書館參訪前後
滿心期待12/27校外教學的到來，要謝謝小蝶老師的促成與指導，迺貞老師的全程指導，及全班同學的參與，這趟知性與感性的深度旅遊，雖然是在功課壓力下進行，但看到聽到及感受到的，真讓人耳目一新! 在精神與物質上都有極大的收穫
行前:
1. 期待福山植物園的淨心之旅
2.圖書館提問
a年固定經費
b淘汰政策與財產政策
c館藏年增量目標
d流通目標
e公關管道
f與學校圖書館功能如何區分，避免資源重複浪費，達相輔相成加分效果。
g何謂機會中心
h人力分配
收穫:
A館長人親切有問必答，非科班出身，然卻有一股做事熱誠，館舍動線配置與布置陳設，處處可見巧思，資源再利用的環保概念，同時與鄉鎮機構有良好的互動，也得到地方相當程度的認可，爭取到機會中心的建立，與地方文化建設的補助款項。在籌畫讀書會活動上，她希望圖資人給予專業建議。現場我們許多同學給了非常多的建議，希望能對活動有點助益。
B蔥油餅滋味難忘，希望館長蔥油餅事業早日實現。
C老師抓問題重點，分析問題，令人折服，要學習!
D福山森林浴令人流連忘返
E與同學有時間交流，增進情誼。
F行程匆匆，體悟活在當下。
行前:
1. 期待福山植物園的淨心之旅
2.圖書館提問
a年固定經費
b淘汰政策與財產政策
c館藏年增量目標
d流通目標
e公關管道
f與學校圖書館功能如何區分，避免資源重複浪費，達相輔相成加分效果。
g何謂機會中心
h人力分配
收穫:
A館長人親切有問必答，非科班出身，然卻有一股做事熱誠，館舍動線配置與布置陳設，處處可見巧思，資源再利用的環保概念，同時與鄉鎮機構有良好的互動，也得到地方相當程度的認可，爭取到機會中心的建立，與地方文化建設的補助款項。在籌畫讀書會活動上，她希望圖資人給予專業建議。現場我們許多同學給了非常多的建議，希望能對活動有點助益。
B蔥油餅滋味難忘，希望館長蔥油餅事業早日實現。
C老師抓問題重點，分析問題，令人折服，要學習!
D福山森林浴令人流連忘返
E與同學有時間交流，增進情誼。
F行程匆匆，體悟活在當下。
2009年1月10日 星期六
文章心得Information marketing: seven questions
2種基本的行銷定義:
1.行銷是一種過程。在此過程中會有計畫並執行(履行)其概念、價錢、促銷和銷售(量)的想法，產品和服務的創造，交流和滿足個體的及大型組織目標。
2.行銷是一種管理上的過程. 在此過程中會定位, 預期和提供客戶有效和有利的需求(需要)。
傳統的行銷在於重視每一次的交易所帶來的利益，關係行銷重視與顧客之間長期合作的關係
Relationship marketing，最重要的挑戰在於如何去計畫(規劃)一連串的價值活動來聯繫與顧客的關係(關係行銷焦點在：1.價值的關係2.關係保持和忠誠)。
在資訊行銷上已有多種意涵(數位化的應用):
1.混合型圖書館
2.遠距傳遞服務
3.訓練
4. Knowledge economy：線上學習&知識價值
5. 使用者通常在空閒時或學習時瀏覽網路
6. Global marketplace：在網上可以瀏覽在全球市場上所有的產品&服務
何時是行銷的終止與服務的開始?
1. 一群忠誠的客戶是任何組織寶貴的資產。
2. 留住客戶就是希望確保客戶能夠返回。
3. 行銷根植於服務經驗。
品牌通常與高知名度的國際消費品牌聯想在一起。
圖書館和信息專業人員，這些都不是
品牌通常與高知名度的國際消費品牌聯想在一起。
圖書館和信息專業人員，都不是這類型的品牌。
他們應從以下觀點來想：
為自己的產品和服務建立一個企業的身份評價，各品牌選擇商品和服務，提供產品和服務，為自己的產品和服務建立一個企業的身份評價。 大部分的資訊服務都在渴望成為入口網站或第一個被使用。 圖書館不斷的跟網站競爭，要成為個人指導的優先供應者。
在行銷方面，透過下列各項，可提升有效性的分析：
1)提高效率-目標網絡用戶/所有網絡用戶。
2)Locatability /吸引力效率-一些個別訪問/一些要求。
3)聯繫效率-一些積極的訪客/造訪次數，
4)轉換效率-購買次數/一些積極的訪問。
5)保留效率-一些回購/購買次數
1.行銷是一種過程。在此過程中會有計畫並執行(履行)其概念、價錢、促銷和銷售(量)的想法，產品和服務的創造，交流和滿足個體的及大型組織目標。
2.行銷是一種管理上的過程. 在此過程中會定位, 預期和提供客戶有效和有利的需求(需要)。
傳統的行銷在於重視每一次的交易所帶來的利益，關係行銷重視與顧客之間長期合作的關係
Relationship marketing，最重要的挑戰在於如何去計畫(規劃)一連串的價值活動來聯繫與顧客的關係(關係行銷焦點在：1.價值的關係2.關係保持和忠誠)。
在資訊行銷上已有多種意涵(數位化的應用):
1.混合型圖書館
2.遠距傳遞服務
3.訓練
4. Knowledge economy：線上學習&知識價值
5. 使用者通常在空閒時或學習時瀏覽網路
6. Global marketplace：在網上可以瀏覽在全球市場上所有的產品&服務
何時是行銷的終止與服務的開始?
1. 一群忠誠的客戶是任何組織寶貴的資產。
2. 留住客戶就是希望確保客戶能夠返回。
3. 行銷根植於服務經驗。
品牌通常與高知名度的國際消費品牌聯想在一起。
圖書館和信息專業人員，這些都不是
品牌通常與高知名度的國際消費品牌聯想在一起。
圖書館和信息專業人員，都不是這類型的品牌。
他們應從以下觀點來想：
為自己的產品和服務建立一個企業的身份評價，各品牌選擇商品和服務，提供產品和服務，為自己的產品和服務建立一個企業的身份評價。 大部分的資訊服務都在渴望成為入口網站或第一個被使用。 圖書館不斷的跟網站競爭，要成為個人指導的優先供應者。
在行銷方面，透過下列各項，可提升有效性的分析：
1)提高效率-目標網絡用戶/所有網絡用戶。
2)Locatability /吸引力效率-一些個別訪問/一些要求。
3)聯繫效率-一些積極的訪客/造訪次數，
4)轉換效率-購買次數/一些積極的訪問。
5)保留效率-一些回購/購買次數
文章心得Institutional Repositories: Faculty Deposits,Marketing, and the Reform of Scholarly Communication:
數位圖書館與機構典藏的差異
DL：許多不同使用者（包含機構），一般大眾
IR：使用社群較，提供較特定社群的服務
在Lynch機構典藏調查研究中，有項受歡迎的服務－ETD博碩士電子論文服務。
Lawrence's reports指出，線上文章引用次數是非線上文章引用數的4.5倍，隨著網路發展愈成熟，網路上的數位全文論文的影響力（被引用次數）愈來愈顯著 。
機構典藏的內容不足，內容缺乏，學科內容比率不均，應制定文章典藏的流程、原則，對IR才有幫助。 Wollongong University研究指出，將學術產出的文獻上傳至IR，通常在24-48小時內可被檢索點閱、瀏覽，95%是被所google search engine搜尋到 。調查指出， IR與學術傳播--無相關。多了解使用者文化，有助機構典藏IR的發展與宣傳。 ex：找有名的、退休教職員或使用過IR的教職員、建構IR架構的教職員，來推廣分享，或以同理心與使用者對話與宣傳 。 為何教職員參與度低、沒興趣？因為教職員不認為IR對於他們學術努力有價值，IR只是儲存的地方，看不到知識流通的價值。
DL：許多不同使用者（包含機構），一般大眾
IR：使用社群較，提供較特定社群的服務
在Lynch機構典藏調查研究中，有項受歡迎的服務－ETD博碩士電子論文服務。
Lawrence's reports指出，線上文章引用次數是非線上文章引用數的4.5倍，隨著網路發展愈成熟，網路上的數位全文論文的影響力（被引用次數）愈來愈顯著 。
機構典藏的內容不足，內容缺乏，學科內容比率不均，應制定文章典藏的流程、原則，對IR才有幫助。 Wollongong University研究指出，將學術產出的文獻上傳至IR，通常在24-48小時內可被檢索點閱、瀏覽，95%是被所google search engine搜尋到 。調查指出， IR與學術傳播--無相關。多了解使用者文化，有助機構典藏IR的發展與宣傳。 ex：找有名的、退休教職員或使用過IR的教職員、建構IR架構的教職員，來推廣分享，或以同理心與使用者對話與宣傳 。 為何教職員參與度低、沒興趣？因為教職員不認為IR對於他們學術努力有價值，IR只是儲存的地方，看不到知識流通的價值。
訂閱：
文章 (Atom)
