The purpose of this paper is to provide an insight into the use of Web 2.0 and Library 2.0 technologies so that librarians can combine open source software with user‐generated…
Abstract
Purpose
The purpose of this paper is to provide an insight into the use of Web 2.0 and Library 2.0 technologies so that librarians can combine open source software with user‐generated content to create a richer discovery experience for their users.
Design/methodology/approach
Following a description of the current state of integrated library systems (ILS) and the developments with Web 2.0 and Library 2.0 technologies, examples are given of library suppliers and libraries which are making use of these technologies.
Findings
Libraries are moving away from the traditional, vendor‐sourced library catalogue software in favour of open source software that can be tailored to meet the community's needs by the people who are most familiar with those needs: library staff. Open source products and some vendor products outside the traditional ILS market allow libraries to pool data created by users: tags, reviews, comments. This allows the smallest libraries to harvest richer data than those of their own communities.
Originality/value
The paper provides a “snapshot” of current developments in this fast‐moving area.
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Keywords
Millie Jackson, Ayse Gider, Celeste Feather, Kelly Smith, Amy Fry, Jamene Brooks‐Kieffer, Christopher D. Vidas and Rose Nelson
To keep librarians and colleagues informed about the issues and programs of the Electronic Resources & Libraries (ER&L) Conference held in Atlanta, Georgia on the Georgia…
Abstract
Purpose
To keep librarians and colleagues informed about the issues and programs of the Electronic Resources & Libraries (ER&L) Conference held in Atlanta, Georgia on the Georgia Institute of Technology campus in February 2007.
Design/methodology/approach
Provides a review of the conference.
Findings
Acquisitions staff, catalogers, public service staff, administrators, IT personnel, information providers from the vendor side, content managers, and others all came together to assess what needs to be done to continue high servicing of both born digital and electronically available resources in a hybrid environment that continues to describe all library settings today. As the percentage of electronic resources quickly grows, there are new challenges in acquiring, caring for, servicing, preserving, using and citing them that keep librarians up at night to consider short‐and long‐term solutions in how they should be organized bibliometrically and how we can re‐engineer some of our procedures to best treat the wide range of e‐Resources now common in all libraries.
Originality value
The program blended services with processing reinforcing the importance of electronic resources for the “total” library environment. It seemed like there was nothing left out.
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Eleanor Mitchell and Sarah Barbara Watstein
The purpose of this paper is to discuss the Taiga Provocative Statements and Darien Statements on the Library and Librarians documents.
Abstract
Purpose
The purpose of this paper is to discuss the Taiga Provocative Statements and Darien Statements on the Library and Librarians documents.
Design/methodology/approach
The paper provides an outline of the two documents and discusses their relevance to libraries and librarians.
Findings
Whether the outcome is the provocative and challenging Taiga outlook or the “glass half full” presented by the Darien exercise, there is value in the process of bringing together groups of people in the library profession to reflect on the present and consider the future. Through Taiga, academic library administrators express what may be seen as a cautionary vision for the profession in which forces beyond their control will define the future. In Darien, front line librarians and other from public, college, university, and research libraries, seem to take a more positive and pragmatic view of how librarians today can impact the future role of their institutions.
Originality/value
The paper offers insights into the two provocative documents which will stimulate conversation and also action among public service librarians and staff.
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C. L. Clarke and D. A. Hutchinson
In this chapter, we think about shifting stories of research as our experience of relational methodology through narrative leads us to think differently about our work together �…
Abstract
In this chapter, we think about shifting stories of research as our experience of relational methodology through narrative leads us to think differently about our work together – our research relationship and responsibility to one another as colleagues, as well as our participants. We inquire into the ways our relational methods of narrative inquiry have continued to compose shared, sustaining stories of research and research community, support our own curriculum making and identity-making experiences, and provoke our respective thinking in new ways. We revisit Aoki’s metaphor of planned and lived experiences to think about the ways that research is lived out in our lives and the complexities of sense-making about research and ourselves as researchers. Research-as-experience can be viewed as a lived curriculum of research, which interrupts the dominant narrative of research-as-plan and acts as a counterstory of research. Research-as-experience is not a static research plan that must be implemented but rather a course of lives within the context of research to be experienced. This perspective recognized that research shifts, just as the lives and identities of our participants shift. Our plans for our participants within our research cannot contain their shifting identities and must shift with them in order to honour their experience. Our work together helped us to understand that it is only through relationship with our research participants and each other that we could approach a deep understanding of their experiences and the narratives they shared about those experiences.
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C. L. Clarke and D. A. Hutchinson
In this chapter, we argue that through relational research experiences with colleagues and participants, researchers are in a shared process of curriculum making and…
Abstract
In this chapter, we argue that through relational research experiences with colleagues and participants, researchers are in a shared process of curriculum making and identity-making. Through reflections on a key shared experience, we demonstrate that in the liminal space of our work together, we have begun to shape our community identity-making to tell a story of ourselves as researchers within that community. In our work together, we have come to understand the ways that research contexts shape the ways we engage in research and the identities we compose as researchers. We suggest that as researchers, we meet in borderlands to engage in relational inquiry with participants and our colleagues. Similarly to Anzaldua, we understand the borderlands as liminal spaces between our respective worlds of research where we come together to compose new stories about ourselves as researchers and the research in which we engage. We attend to the places of tension as they emerge as opportunities to understand more deeply ourselves as researchers and as co-participants in a relational research experience. In doing so, we attend also to our shared responsibilities to each other in an ongoing research relationship. In the borderlands, we meet to tell a new story about who we are and who we are becoming in all our complexity. In this examination of the research community, we have grown into together, we define parameters and processes that resonate with our individual identities as researchers as well as our communal identities within a supportive research community.
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Chinese began to arrive in Florida at the turn of the 20th century. Currently there are more than fifty thousand Chinese living in Florida. This article provides information…
Abstract
Chinese began to arrive in Florida at the turn of the 20th century. Currently there are more than fifty thousand Chinese living in Florida. This article provides information resources for scholars and students of Chinese studies, and for people interested in the history of Chinese Americans and Southeast regional studies. It consists of archive papers, books, journal and newspaper articles and Internet resources containing information on Florida and China. The list is arranged by authors’ last names when available.
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In this chapter, I offer some insights into what I learned over the course of my inquiry into the living and learning that took place on the edges of community. I highlight the…
Abstract
In this chapter, I offer some insights into what I learned over the course of my inquiry into the living and learning that took place on the edges of community. I highlight the inconclusive nature of narrative inquiry as well as demonstrate my recognition that in any narrative inquiry we exit as we entered, in medias res, in the middle of things. Even though the inquiry ends, we continue to compose stories and to share those stories. Our understanding is only ever partial in the same way the stories we compose are incomplete, unfinished. In seeking a conclusion that is not a conclusion, then, I contend that experiences are complex and the stories we compose about those experiences are also complex. The insights and wonderings that emerged from the analysis of my own experiences as well as the experiences of my participants shaped themselves into the overlapping areas of identity-making, curriculum making, and community. In particular, I explored the stories people composed from the edges of community; those spaces conventionally described by the dominant narrative as marginalized. The participants discussed in this chapter demonstrated how profoundly they were each impacted by their positioning as marginalized. At the same time, their stories had a strong thread of self-definition that was insubordinate to that positioning. In varied ways, the participants refused to be defined by others or as other. Their experiences suggested that those spaces conventionally thought of as peripheral, the edges, were actually the defining features of communities.