Synergies Between Research and Education in Digital Libraries Libraries in the Digital Age LIDA 2012 Zadar Croatia June 18 2012 Lynn Silipigni Connaway PhD Senior Research Scientist OCLC ID: 588124
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Slide1
What’s Hot, What’s Not
Synergies Between Research and Education in Digital Libraries
Libraries in the Digital Age (LIDA) 2012Zadar, Croatia, June 18, 2012
Lynn Silipigni Connaway, Ph.D.
Senior Research ScientistOCLCSlide2
What’s Hot,
What’s Not
On Demand Digital Library
Involving & Educating Students
Creating digital library jobs
Lack of fundingLittle integrationSlide3
Digital Environment
“The future is digital…digitize and democratize.”
(
Darnton
, 2009)Slide4
What is a Digital Library?
"Digital libraries are organizations that provide the resources, including the specialized staff, to select, structure, offer intellectual access to, interpret, distribute, preserve the integrity of, and ensure the persistence over time of collections of digital works so that they are readily and economically available for use by a defined community or set of communities."
(Waters, 2007, 5)Slide5
What is a Digital Library?
(
Lesk, 1997, xix)
"Digital libraries are organized collections of digital information. They combine the structuring and gathering of information, which libraries and archives have always done, with the digital representation that computers have made possible. Digital information can be accessed rapidly around the world, copied for preservation without error, stored compactly, and searched very quickly. No conventional back-of-the-book index compares with the text search engines we now have." Slide6
What’s HotSlide7
Expand Our Concept of Research
Four kinds of Expertise
Domain (or subject) expertise
Analytical expertise
Data expertise
Project management expertise“Institutions and scholarly societies must expand their notions of what kinds of activities constitute research and reconsider how these activities are supported, assessed, and rewarded.”(Williford & Henry, 2012, 2)ExpertiseRe-evaluateHot!Slide8
Expand Our Concept of Research Data
Caring for Data
Test (skepticism)
Correct, enhance, and integrate
Make the data meaningful, reliable, and useful
“In fact, some scholars…see the new data they create as their most significant research outcome.”(Williford & Henry, 2012, 3)Caring for dataBig DataHot!Slide9
Embrace Interdisciplinarity
Cultivating
Interdisciplinarity
Organizational flexibility
Intellectual flexibility
Sustained collaboration“Today’s colleges and universities must equip students with skills appropriate for a rapidly changing and diverse workforce…”(Williford & Henry, 2012, 3)Inter-disciplinarityPerspectiveHot!Slide10
Models for Sharing Credit
Collaborative Credit sharing
Enhances assessment of work
Quality and impact of digital projects will grow
“…encourage engagement…by noting and appropriately rewarding their faculty, staff, and students for making
substanial contributions to collaborative efforts.”(Williford & Henry, 2012, 3)Credit SharingEncouragementHot!Slide11
On Demand Digital Libraries
On demand Digital libraries
Brain Hive
Rental service for K-12 schools
School pays $1/rental
Helps libraries make digital shift to e-booksNew publishing models“…rental service may not appeal to schools that want to own their collections and pay a one-time fee for their books. A Netflix for books, all-you-can-eat subscription service would likely resonate much better with educational institutions, but that could be difficult to arrange in terms of licensing agreements with publishers.”(Lee, 2012)On Demand Digital LibraryWhat may be not-so-hotHot!Slide12
Involving and Educating Students
Involving and educating students
UCLA Library’s Center for Primary Research and Training
Archival methods training
Students paired with
underprocessed collections Cost effectiveProvides feedbackMakes collections more accessible“Students have access to materials that others have not yet fully investigated, and their training in archival organization and description results in making those collections more accessible to other researchers.”(Center for Primary Research Training, 2012)Involving and Educating StudentsIt’s a win-win situationHot!Slide13
Involving and Educating Students
Involving and educating students
University of Richmond’s Digital Scholarship Lab
Visualizing Emancipation
Team of grad & undergrad students
Primary textsDigitally map eventsNew opportunities for undergraduate research “And of course, scholarship will eventually be digital. Everything is digital, and people will be working from the ground up imagining how to explain the things people are fascinated by. That’s what is exciting for me about the field. I’m just trying to keep it warm until the young people come along; for them, this is their native language.” (chen, 2012)Involving and Educating StudentsMillennials take overHot!Slide14
Creating Digital Library Jobs
Creating digital library jobs
Create digital infrastructure
Engage with research data needs
Explore new modes of scholarly communication Keep up with changing research and learning practicesAssociate Director for Digital Library Programmes and Information Technologies, Bodleian Libraries, University of OxfordAssociate Vice President for Digital Programs and Technology ServicesColumbia University Libraries/Information ServicesHead of Digital LibraryInformation Services, The University of Edinburgh(Dempsey, 2011)The jobs are out thereHot!Creating Digital Library JobsSlide15
What’s NotSlide16
Lack of Funding for Educational Programs
Lack of funding
Substantive funding for research in digital libraries
Little funding set aside for educational programs
Education is far behind research and practice
"Unfortunately, education has had little direct or organized connection with any of these rapid and substantive developments. There was little or no funding for education in digital libraries, as related to any of the multitude of the diverse activities.” (Saracevic & Dalbello, 2001)Education in last placeNot So Hot!Lack of fundingSlide17
Lack of Funding for Educational Programs
Lack of funding
Resources and tools change rapidly
Research a big investment
Adopt models for resource sharing
Share resources, skills, & services “Faculty, staff, and students need strong, reliable training programs that correlate sound methodological strategies with appropriate new technologies.”( williford & Henry, 2012, 3)Ongoing commitment to educationGetting warmer…Lack of fundingSlide18
Limitations to Adoption
Limitations to adoption
Need evidence of benefits
Attitudes toward adoption vary
Discipline & Years of Experience
Reluctant to use new technologies Time consuming to learn Do not know they exist Concern about privacy & desire to limit shared dataAdvocacyLimitationsToAdoption“…confusion about the varying requirements of data security between social scientist and sciences. Social science researchers need processing of private or constrained data.”Not So Hot!(CONNAWAY & DICKEY, 2010, 5)Slide19
Lack of Integration in Research and Practice
Lack of integration
Research, practice & education differ
Research
Based in computer science
Future-thinking Practice Operational libraries Present-thinking Little research involved Diverse Education Lag behind both practice and research Concepts taught vary greatly "Mostly, the existing rationale for digital library education, if offered at all, is reactive, meaning that education reacts with a time lag to both research and practical developments in digital libraries.” (Saracevic & Dalbello, 2001)They don’t meet in the middle…yet.Not So Hot!Lack of integrationSlide20
What’s Next?
What is available in digital format?
Who are the users? Who are we educating Archivists/curators
Librarians Computer scientists How do we integrate resources & encourage the different user groups to interact & support each others’ needs?
Data reuseSlide21
What’s Next?
How do people discover the resources?
Metadata Who creates? From whose perspective?
Are the resources accessible? Limited to specific campuses, organizations, or institutions?Slide22
Center for Primary Research Training. (2012, May 2).
Center for primary research and training opportunities.
Retrieved from UCLA Library: Department of Special Collections web site: http://www.library.ucla.edu/specialcollections/researchlibrary/9613.cfm
Chen, A. (2012). Interactive map traces slaves’ path to emancipation.
The Chronicle of Higher Education
, (2012, June 12). Retrieved from http://chronicle.com/blogs/wiredcampus/interactive-map-traces-slaves-path-to-emancipation/36729?sid=wc&utm_source=wc&utm_medium=enConnaway, L. S., & Dickey, T. J. (2010). Towards a profile of the researcher of today: What can we learn from JISC projects? Common themes identified in an analysis of JISC Virtual Research Environment and Digital Repository Projects. Retrieved from http://ie-repository.jisc.ac.uk/418/2/VirtualScholar_themesFromProjects_revised.pdfDarnton, R. (2009). On the ropes? Robert Darnton’s case for books. Publishers Weekly, 256(37), http://www.publishersweekly.com/pw/print/20090914/451-on-the-ropes-robert-darnton-s-case-for-books-.htmlDempsey, L. (2011, August 17). The ILS, the digital library and the research library [Web log]. Retrieved from http://orweblog.oclc.org/archives/002188.htmlReferencesSlide23
Lee, J. (2012). Brain Hive debuts on-demand digital library for schools.
Betakit, (June 4). Retrieved from http://betakit.com/2012/06/04/brain-hive-debuts-on-demand-digital-library-for-schools
Lesk, M. (1997). Practical digital libraries: Books, bytes & bucks. San Francisco: Morgan Kaufmann Publishers. Saracevic
, T., & Dalbello, M. (2001). A survey of digital library education. Proceedings of the American Society for Information Science and Technology, 38, 209-223.
Waters, D. J. (2007). What are digital libraries? In D. Kresh
(Ed.), The whole digital library handbook (pp. 5-7). Chicago: American Library Association.Williford, C., & Henry, C. (2012). One culture: Computationally intensive research in the humanities and social studies: A report on the experiences of first respondents to the digging into data challenge. Washington, DC: Council on Library and Information Resources. ReferencesSlide24
Questions and Discussion
Lynn Connaway, Ph.D.
connawal@oclc.org