Libraries going mobile

Are libraries ready for the mobile internet?

Digital information will be accessed in future primarily, if not exclusively via Smartphones or Tablets. That's why the Bavarian State Library is gradually providing its digital services within the framework of these innovative environments. At first the OPAC and website was programmed and designed as generic mobile applications thatrun on all current smartphone browsers.
Mr. Ceynowa highlights that not only mobile applications should be offered but they have to be contextualized in a suitable way to meet user's needs.

"For many people all over the world but especially in devoping countries, mobiles are increasingly the access point not only for common tools and communicationbut also for informationof all kinds, training materials and more"

(Horizon Report, 2010)

Mr. Ceynowa underlines that libraries as important, also web-based provider of information and services have to face this trend toward a mobile use of internet and therefore offer its central services (OPAC, electronic resources, digitized materials etc.) as mobile applications. Especially young library patrons that are used digital natives to mobile devices expect mobile kinds of library services and won't be satisfied with web pages (pressed) en miniature:

"When we get to a point that mobile version is expectedof whatever content we want to interact with, not having a mobile version may cut-off desire to consume that content"

(Challenges and opportunities of the small screen, Inside Higher Education 2009)

The Bavarian State library did not end its efforts with developing mobile applications of the OPAC and its website: In another step the library provided 50 highlights of its collection as an app for iPad and iPhone: "Famous Books - Treasures of the Bavarian State Library". In spring 2011 the App "Islamic Books - Oriental treasures of the Bavarian State Library" followed. There are 3 reasons for providing these Apps only at Apples App-Store:
1.povision as a stand-alone product (in contrary to an integration into Europeana where the contentis hided behind millions of other digital objects and therefore hard to find)
2. Apples App-Store is a common channel for sale (so that it is sure that the product reaches the user)
3. iPad is nowadays one of the best E-Book-Reader regarding high-resolution coloured digitized objects (Gartner Report "Forecast: Media Tablets by Operating System world-wide 2008-2015.")

Currently, the Bavarian State Library experiments with Augmented-Reality: In the App "Ludwig II" the library will provide multimedial content as ann Augmented-Reality application, georeferenced at prominent places of the king's life such as Neuschwanstein Castle. - It seems that my visit to Neuschwanstein Castle was a few years too early! :(

Conversational openings with faculty about scholarly communication

In April, there was an online discussion about how to talk with faculty on your campus about scholarly communication issues, although not zo be sure where to start. In the discussion useful strategies are shown.

Nowadays, it is a core question how to reach faculty staff and students. The relevance of the library is depending on that. Just last week my boss asked me how I want to communicate with faculty in future. - I am trying different ways and I am still thinking about what the best way is. Furthermore it is difficult to answer, because it varies not only from department to department but from person to person (or at least from team to team)!

By the way - sorry that there was such a long term in which I did not whrite anything. Meanwhile I started to work in another institution and I was busy to learn so much new things!

Fairness hearing regarding Google Books settlement on the 18th of February

in 2 weeks On the 18th of February there will be a fairness hearing at the US Department of Justice. According to Norman Oder the settlement now faces the biggest challenges ever (for more details please have a look at http://www.libraryjournal.com/article/CA6717745.html?nid=2673&source=title&rid=18066631

well, now there is a new development:

the U.S. Department of Justice (DOJ), in a long-awaited Statement of Interest, yesterday warned that the amended settlement still goes too far in giving Google advantages in distributing scanned books, as well as raising concerns about pricing (which has been one of the key issues raised by the library community).

For further information and an insight on the developments of this argument between the different parties please have a look at the recent "Library Journal"-article .

Social Media News and Web Tips @ Mashable (The Social Media Guide), e.g. GoogleMaps' future use

I gathered the blog "Mashable : Social Media Guide" (thx to Pierre Suter via recherchenblog - also a blog with helpful information). This "Social Media Guide" comes up with Social Media News, really a huge amount of information to discover! Mashable.com is the world’s largest blog focused exclusively on Web 2.0 and Social Media news. With more than 12.5 million monthly pageviews, Mashable is the most prolific blog reviewing new Web sites and services, publishing breaking news on what’s new on the web and offering social media resources and guides.



In one of these blogpostings GoogleMaps-Mashups are presented. In another article Stan Schroeder gives us a hint what Google intends to do:

Google has been granted a patent named “Claiming Real Estate in Panoramic or 3D Mapping Environments for Advertising,” detailing “techniques for identifying groups of features in an online geographic view of a real property and replacing and/or augmenting the groups of features with advertisement.”

from goRumors you can read

You might remember that this is not the first time Google is introducing sponsored listings on Google Maps. Such ads are already available on generic map views. However, it appears that this will be the first time when these listings will also be made available on real estate listings.

Sounds Fascinating but this worries me in terms of how detailed this 3D Mapping would be (people, cars etc.) ...

Open Educational Resources

In this presentation there are shown the most essential gateways to OER: some are institutional, others are regional or international. During my process of searching for similar tutorials I got to know most of them but there were as well some undescovered repositories.

Open Education and Libraries

View more documents from Ellyssa Kroski.

Using Social Media isn't everything

"Social networks are about ...being social"
that's the core message of this presentation - so: have a look. This presentation is inspiring (for libraries as well)!

Your Social Media Strategy Won't Save You 2

View more documents from Tara Hunt.

German universities are becoming an "University2.0"

The University2.0 is the most ideal way of accessing and sharing information. Moreover the University promotes itself by showing how research is done, how it proceeds and offering results and various documents for free and in one virtual place as a one-stop-shop.
In response to the need to acquire, to index, to store, and to provide documents which are increasingly only available in digital form, the Thuringian University and State Library (ThULB) and the University Data Processing Centre (URZ) began in 1999 with the composition of a digital library called UrMEL (University Multimedia Electronic Library). UrMEL will make it possible to combine the Friedrich Schiller University's (FSU) various activities for the provision of multimedia and historical documents. Since UrMEL can already integrate different projects and serve as a project platform for them, it forms the basis for the integration of further institutions in Thuringia. This is true not only of libraries, but also of museums, archives, and other cultural institutions.
Already realized are the following projects: University@UrMEL, Journals@UrMEL, and Collections@UrMEL.

• University@UrMEL
  
  Within the scope of the Digital Library Thuringia University@UrMEL provides online access to university documents such as doctoral theses, dissertations, research
  reports, and lecture scripts. It serves as a platform for accessing course materials. Audio and video recordings in different formats are also available at University@UrMEL.

• Journals@UrMEL
  
  Journals@UrMEL provides access to electronic journals. Via digitalization, historical journals are made more easily accessible, and are at the same time prevented from decaying. In cooperation with scientific publishers and societies, the ThULB increasingly also publishes online journals itself. In addition to this, the ThULB also purchases online journals from publishers, stores them, and makes them accessible on its own servers.

• Collections@UrMEL
  
  Within Collections@UrMEL, we work together with scholars from different areas to develop special applications for the digital and multimedia editing and indexing of valuable stock from archives and manuscript collections.

For more information please visit the project's website

On Novenber the 10th there will take place a special symposion about UrMEL. According to the program it really looks like as if the institution's libraries are fully integrated into digitazation, multimedia editing and indexing documents.

Let's hope this project leads to reshaping german universities into a real "University2.0" - which is more than only storing data and information in one place.

Becoming a good/ better instructor

Some quotes of other instructors:

There are many dimensions to being a great library instructor. Teaching regularly can certainly help to keep those skills sharp, and it affords the needed opportunity to experiment with learners, to try new things, and to stretch one’s capabilities in the classroom.

(taken from ARCLog:"Maintaining your instruction Mojo")

It’s all about adding value to the learning process. He is spot on when he says that students can now go anywhere to simply hear a lecture by a talking head that is attached to a series of slides. That describes a good deal of online learning and open education resource experience. You go to a web site or a course delivery system and just tune in to a lecture/presentation. But where’s the added value that comes from the dialogue between the teacher and the student? I believe what Bowen is really afraid of losing at his school is what makes the learning experience truly unique – the engagement between the instructor and the learner.

Academic librarians need to be mindful of the same challenge. We know that while we offer high quality information resources, our students and faculty can obtain information from a wide variety of resources. And there are times when they are accessing our subscription content through free search engines and are not aware that the content is delivered by the library. Those are well known issues. If the boundaries between information sources are becoming increasingly blurry to the end user, what is it that distinguishes what the academic library does for them? Finding the answer to that question is part of the challenge we face, just as our faculty colleagues will need to make clear to future students the value that they add to the learning process. Otherwise why bother with the huge investment in a traditional college education.

(taken from ARCLog: "We have to add the Value")

There are (at least) 5 key characterists an instructor has to follow:

1. Relevance – The big challenge is to connect course content to the current culture – learning has to be relevant to them.

2. Rationale – Today’s students were raised in a non-authoritarian manner. They won’t comply because the instructor is in charge, but will be more likely to do so when given a good rationale.

3. Relaxed – They thrive in a less formal environment in which they can interact informally with the instructor and each other.

4. Rapport – More than previous generations they are used to having adults in their lives and show interest in them. They appreciate it when instructors show interest as well or when we connect on a personal level.

5. Research-based methods – Millennials have grown up constantly engaged so they can tend to bore easily, so be prepared with active learning methods

(taken from "Why don't my students think I'm groovy")

The new Library2.0-Manifest (by Zukunftswerkstatt - in english: future lab)

The project "Zukunftswerkstatt" (in english: future lab) names the objectives for the libraries' future. The librarians are called to go playing: playing with web2.0-services, playing within (information literacy) instructions etc. I fully agree with that, cos libraries are still seen as old fashioned institutions. Libraries ARE already online - they only have to show a bigger presence at multiple channels: The doors have to be open, librarians aren't the gatekeepers any more.
Please watch the presentation (unfortunately only in German) to get a better impression of what is meant with "go playing":

Zur Zukunft Der Bibliotheken

View more presentations from zw09.

Kindle (and other wireless reading devices) creating a paradigm change?

Jaimie Prideaux posted at her blog "Talking Books Librarian" about kindle2. (I like the message "Still amazing only better" ^^) With that device you can store 1200 ebooks (which you buy at kindleStore, of course) and read newspapers and papers before newsstand (reminds me of the e-paper in "Minority report"). Will devices like kindle, Sony Flexible Full Color Paper Screen, PlasticLogic, Linux-based FirstPaper etc. create a paradigm change? How long will it take until it is common to use such "devices"? Imagine how fast Gameboys or Laptops were disseminated. The question is: When do the libraries have to adopt these technological changes? Until now there is enough time to monitor these developments...

"Why don't I think of that?" - Finding Innovation in Your Library

Previous Month there was a chat discussion about the topic innovation in libraries, its barriers and the librarians' experiences with implementing. (Unfortunately I discovered it now where it is over! :( ) The questions that were discussed are:

What is innovation? How does it happen? Who innovates? And, why does it happen to some more than others? This OnPoint chat will use attendees' experiences to understand how innovation does (and does not) occur in the academic library environment. Drawing on individuals' successes and failures, we will identify obstacles to innovation, discuss various models and theories of innovation, and consider how the individual fits in the innovative organization. David Dahl, Emerging Technologies Librarian at Towson University, will convene this month's chat.

Libraries on the agenda: Horizon Report 2009

SpringerImages - Schematic of the Learning Research Cycle (LRC). A sequence of activities designed to enhance participants’ understanding of the role of information technology (IT) in doing, teaching, and learning science. Activities build on intense experiences in authentic scientific research environments with scientists in their laboratories, which occur in two 3-week periods during two summers. Participants engage in scientific research experiences using IT to seek answers to scientific questions (Ia). Participants concurrently adapt their authentic research experiences to design similar IT-based research experiences for their students, with the assistance of science educators (II). At the end of the first summer, participants leave with an Instructional Framework (IF) to integrate into their classroom instruction during the first school year (III). Reports of the results of their implementation efforts are required for participants to return for a second summer. In June of the second summer, training in mentoring and fundamentals of educational research occurs for graduate students who are chosen to work as mentors for participants during the professional development activities for the second summer (IV). In July, participants continue their work with scientists (Ib) and work with educational researchers to design classroom-based research blueprints (RB) to examine the effects of the IF on students learning (V). Participants implement their research blueprints in their classrooms during the second school year on a voluntary basis (VI) and have the option of reporting the results of their 2nd years’ implementations during a conference held at the ITS Center at the beginning of the third summer (VII). Critical to the entire LRC are multiple and continuous opportunities for discourse and feedback, provided face-to-face during the summer and electronically via a community portal throughout the entire LRC (VIII)

Schematic of the Learning Research Cycle (LRC).A sequence of activities designed to enhance participants’ understanding of the role of information technology (IT) in doing, teaching, and learning science. Activities build on intense experiences in authentic scientific research environments with scientists in their laboratories, which occur in two 3-week periods during two summers. Participants engage in scientific research experiences using IT to seek answers to scientific questions (Ia). Participants concurrently adapt their authentic research experiences to design similar IT-based research experiences for their students, with the assistance of science educators (II). At the end of the first summer, participants leave with an Instructional Framework (IF) to integrate into their classroom instruction during the first school year (III). Reports of the results of their implementation efforts are required for participants to return for a second summer. In June of the second summer, training in mentoring and fundamentals of educational research occurs for graduate students who are chosen to work as mentors for participants during the professional development activities for the second summer (IV). In July, participants continue their work with scientists (Ib) and work with educational researchers to design classroom-based research blueprints (RB) to examine the effects of the IF on students learning (V). Participants implement their research blueprints in their classrooms during the second school year on a voluntary basis (VI) and have the option of reporting the results of their 2nd years’ implementations during a conference held at the ITS Center at the beginning of the third summer (VII). Critical to the entire LRC are multiple and continuous opportunities for discourse and feedback, provided face-to-face during the summer and electronically via a community portal throughout the entire LRC (VIII)
(Quelle: SpringerImages)

Is such a model also possible in Germany?

Springer offers now an image database: SpringerImages is a growing collection of scientific images that spans the scientific, technical and medical fields, including high-quality clinical images from images.MD. The continually updated collection – currently over 1.5 million images – gathers photos, graphs, histograms, figures, and tables, and is available to libraries and their patrons via a searchable online database. The SpringerImages interface enables users to search faster, more broadly and more accurately, through captions, keywords, context and more, even jumping from the image to the source article. Users can create personalized image “sets,” and can easily export images for use in their own presentations or lectures.

Trend-spotting in Germany

Just a few weeks ago the Bibliothekartag took place. The most interesting german project in these days "Zukunftswerkstatt" was introduced there with lots of presentations and a discussion panel. ("Zukunftswerkstatt" can be translated as "hotbed of ideas" or "idea laboraty".) The slogan of "Zukunftswerkstatt" is "Libraries go playing". The vodcasts from the discussion panel can be found at youtube.





Here a few insights into the sometimes controversal but fruitful discussion:

Mrs Prof. Beger (director of the SUB Hamburg) asked the essential question - with which the whole panel dealt -

What do we have to prepare for?

In these days Google is standard. Whether we like it or not Google is the starting point.

Users do not see that libraries are innovative cos the libraries' rooms are old-fashioned and outmoded. The users only get to know this new breeze when the USE the library and its services.
With the focus on this facts Mrs. Beger asked provoking:

Should we entrust Google with our catalogs?

Albert Bilo (director of the UB Essen) underlined that there are people who want an old catalog room and there are people who want to have an OPAC with new features and user-generated content (OPAC2.0). In his opinion it will develop side by side. He highlighted that librarians have to master the task to fill the gaps. (Sometimes they fill gaps which turned out to be no gaps.)

I want to thank Prof. Hobohm for presenting our project at the stand of "Zukunftswerkstatt". The slides of this presentation can be found at slideshare. One year ago we did a survey among german libraries what their opinion is about innovation and how they deal with trends. The results can be found in the current issue of the journal Forum Bibliothek und Information BuB 06/2009.
Several other interesting presentations are online at Slideshare.

Google Squared - Google's new semantic search engine!

Thanks to Tony Liu who gave this hint:

Google, already the king of internet search, has rolled out an experimental new search product called ''Google Squared''.

Google Squared does not provide a list of links to Web pages, like with a traditional Google search, but presents information derived from a query in a spreadsheet-like grid called a ''square''.

Users of google.com/squared can then build, modify and refine their ''square'' through further Web searches.

``Unlike a normal search engine, Google Squared doesn't find webpages about your topic – instead, it automatically fetches and organizes facts from across the Internet,'' Google said in a preview of the product last month.

In a blog post, Google said Google Squared could be useful when a user needs to make multiple searches to find the information they want.

''It essentially searches the Web to find the types of facts you might be interested in, extracts them and presents them in a meaningful way,'' Google said.

''If your square isn't perfect at the beginning, it's easy to work with Google Squared to get a better answer,'' Google added.

The Mountain View, California-based Internet search giant cautioned that Google Squared remains experimental and the technology behind it ''is by no means perfect.''

Google Squared is exactly what I imagined of an ideal search engine's presentation of results. I really like graphical semantic search engine (e.g. kartoo) but very often you get lost or at least confused.
In "Google Squared" you get a screenshot of the website (or a picture of the webpage) and additional information. The words you searched for are (mostly) highlighted. - That's the way information need to be organized! :) (Well, is it the most optimal way for presenting information???) That's where libraries have to get to: an optimal intuitive presentation of information...! Librarians always tried to reach this goal-but are there any Best Practices regarding presenting information? What I like regarding the new version of cartoo is: you have several options to arrange the results in the way you favor :)

To get back to "Google Squared":
Google Squared isn't perfect: When searching for "librarianship" you get there is one result showing the "Internet Movie Database"-profile of Eric Wilson. Nowhere at this webpage was the word "librarian" or a similar one. Well could be an advertisement that changed now... - I wonder, if that's the place where personal data is going to be find in future... :( (Until now social networks like myspace, facebook etc. cannot be found via "Google Squared")

"Rambling librarian" about google wave and its possibilities for librarians

Through the posting of Infobib (posting via Planet Biblioblog) I found my way to this interesting posting: "Google wave: possibilities for librarians" who comments on the Day 2 keynote speech of Google presenting Google I/O. He shares his ideas of service possibilities and/ or librarians' way of work:

As a librarian, the Google Wave demo shows how it could transform the way we provide Enquiry and Advisory services. Or how we research, collaborate and publish documents.

Further on, the "Rambling librarian" explains it. Thanks to him to share his ideas and thoughts! :)

In my opinion it is worth -and essential- to think about possible developments. Let's go on to share ideas and visions :)


Background: What is Google wave?

As Google explains

Google Wave is a product that helps users communicate and collaborate on the web. A "wave" is equal parts conversation and document, where users can almost instantly communicate and work together with richly formatted text, photos, videos, maps, and more. Google Wave is also a platform with a rich set of open APIs that allow developers to embed waves in other web services and to build extensions that work inside waves.

"where on earth..." - Finding database tutorials

During the last 2 weeks I was searching for database tutorials. The Online Tutorial LOTSE should bekome more interactive. Therefore we are looking for already existing tutorials to avoid doing the same thing twice. The goal is to cooperate with other institutions.
It was not that easy to collect these database tutorials because in Germany there is no portal that serves as a gateway to them. The only collection (mostly Bavarian institutions involved) I found was a collection of tutorials (already created and planned!) that offer a connection to Citavi.
For english tutorials there exists a gateway/ platform: The Animated Tutorial Sharing Project (ANTS) is a collaborative project presently involving librarians in Canada and the United States, but open to librarians elsewhere. It would be good if libraries of other countries would join, too. This platform is a good start. I really appreciate that there is an instruction how to create tutorials and how to put it online! The tutorials itself can be found at DSpace. Each tutorial is presented with its metadata (e.g. Issue date, institution, keywords ...). In some cases you also find information about which software (Camtasia, Captivate etc.) was used to create the tutorial. This is important to know if you would like to change it.

newer thoughts about PLE

Via Podcampus I got to know about a conference about PLE: the conference "Personal Learning Environments in der Schule" was held on the 13th of March in Goldau. One of the speakers, Prof. Dr. Schulmeister is examining the definition of PLE and what it means for instructors.

First of all, what is PLE?

As the buzzword says it is the learning environment that surrounds us:

• the tools we use to find, write, share, discuss... a paper,


• the sources we discover and use


• the people we talk with about topics

But beyond that our own history - as Prof. Dr. Schulmeister highlighted - is part of our PLE (video (german) of his speech, 3rd min.)

Moreover Prof. Dr. Schulmeister thinks that new ideas are developing out of not-communicated things: Ideas are formed out of talks and out of thoughts. Sometimes they come spontaneous, sometimes they need time to develop.
Mr. Schulmeister underlines that a focus only on the today's tools would be a big mistake. The tools we use nowadays are only limited instruments but they are giving us new opportunities.
Over the past 5 years (maybe more, maybe less) there was a shift from focusing the tools to focusing the people: from software to community.




What is PLE out of the didactic perspective?
PLE concests of standard components that are put together by the person who is using it. (That's why we have to offer information via different types of media)
Schulmeister does not support Michael Wesch's opinion that school/ instruction has not changed but learning did. In Schulmeister's opinion it is possible to present this statement in a completely different way: Learning has not changed but instruction did.
Scoolmeister is an advocate of cooperative learning. He is although right in provoking us to think about following critical questions in learning:

• Is there a concept that wholly fits to the topic learning? (e.g. observational learning?)


• What role does resistance against learning play? (I think everybody experienced this at least one time)


• Are we as instructors paying enough attention to socio-cultural differences?


• Is everybody able to do research?


• Are we allowed to take interest in a specific topic for granted?


• Are we allowed to take self-organization for granted?


• Do students have a proper learning and/or time management?


• Do they have a time management at all?

Schulmeister sums up that PLE's are formale components of the learning situation.

After that Mr Schulmeister examines the difference between LEARNING environment and environment. ...
I will go on about that topic later on.

Continuance: Google Books and mass digitization

Yesterday I discovered the book "Teaching Library in Deutschland" in GoogleBooks.



This book was published in 2005 and is copyrightly material! Google is audacious in digitizing it and giving nearly full access to it (only a few pages were left out). The only acknowledgement they make is to publish the information "This is copyrighted material" at the bottom of the pages! They have chosen confrontation: they are breaking the rules deliberately, hoping for the long arm of the law (that it takes years to until there is a consistent international decision in copyright questions). Google is digitizing books on a large scale without asking for permission. On googlebooksettlement.com authors and other rightsholder are able to raise an objection. German authors are fighting back since March 2009 with the so-called "Heidelberger Appell" which beared fruit in the "The Freedom to Publish and the Protection of Copyright".
A collection of articles dealing with the "Heidelberger Appell" can be found here (unfortunately only german articles). A few days ago there was a good posting at IBI-weblog (german) where several recent articles were contemplated.
Two weeks ago there was held an international conference with 250 people from 19 different countries regarding the topic copyright: "The Future Of Copyright – What Is The Right Protection?". The presentations were translated into french, german and english. Until now there are no presentations/papers/podcasts etc. or results available. (Or did somebody find sth. about this conference?)

To shorten it up here: the suspense continues ;) I hope the authors are winning and the intellectual property remains protected.

Youtube EDU - Google as a world saver or world rule

A few weeks ago the new gateway to lectures, campus-tours, interviews with researches of more than 100 well-known universities and colleges was set up: Youtube EDU. Until now it consists only of videos of american institutions.
As I discovered Youtube is a subsidiary of Google. It's suspect to me that the division which realized or promote it is called "Happy learning" (?!). This reminds me of motivational trainings for managers.


Google's mission is "to organise the world's information and make it universally accessible and useful". This is undoubtedly a positive concern but I am not so naive to be fully convinced of Google - a profit organization - as only social-oriented. In 2003 a New York Times Columnist asked the provoking question "Is Google God?". Bill Thomson at the BBC asked "Is Google too powerful?" - a question that I also prefer. Is Google too powerful? Xiudian Dai wrote an interesting article about Google in which he sums up several fact/ reasons. First, "nation-states might see Google’s search power as a threat to their autonomy. First, the autonomy of the nation-state declines due to the
fact that Google search reinforces the trend towards economic globalisation."

- just to publish the beginning of this posting - I have to deal with the details more closely. All I can say by now: I am concerned. I will put down my concerns here in the next days. At first I have to sort my thoughts. Moreover, it will take a few time to study the details ;)