This study aims to describe the current status and usage trends of a new document delivery service (DDS) for foreign scholarly journals in Korea.
Abstract
Purpose
This study aims to describe the current status and usage trends of a new document delivery service (DDS) for foreign scholarly journals in Korea.
Design/methodology/approach
Data were collected from 2010 to 2016 for the number of foreign journal subscriptions held by Foreign Research Information Centers (FRICs), number of FRIC DDS requests, the amount of government funds spent on the subscriptions, etc.
Findings
There has been an increase in the number of foreign journal subscriptions and DDS transactions by FRICs, especially in the fields of science, technology and medicine.
Originality/value
The DDS project in this study offers a useful example of collaboration between the government and academic libraries to provide research communities with foreign scholarly journals.
Details
Keywords
This paper aims to review the evolution of a nation-wide Document Delivery Service in Korea over the past decade, focusing on how the service has been reconfigured to sustain and…
Abstract
Purpose
This paper aims to review the evolution of a nation-wide Document Delivery Service in Korea over the past decade, focusing on how the service has been reconfigured to sustain and fortify its position as a central channel for accessing information in the era of abundant digital resources.
Design/methodology/approach
The impacts of policy changes and technical improvements introduced incrementally over the years on the advance of the service are analyzed. The overall statistics over the period of 14 years are first presented to show the changing trends of the service, and the transaction log of the period of nine years is analyzed in detail to examine the impact of policy implementation and technical advancement on the quantity and quality of the service.
Findings
The transaction log analysis has uncovered the two main themes or directions of changes that have contributed to its robustness. First, changes introduced to streamline the service process both on the request end (unmediated requests) and on the delivery end (electronic delivery) have brought a sizable improvement on the speed of the service. Second, efforts to incorporate various resource-sharing activities into a unified service framework have led to an enhanced efficiency of the service as well as an increase in volume.
Originality/value
The empirical data demonstrating how managerial and technological changes have contributed to sustain the value of the service can be valuable benchmarking data for other services facing the same challenges.
Details
Keywords
The aim of this paper is to investigate the development and current usage status of dCube, the first electronic document delivery application in Korea; identify the effects of…
Abstract
Purpose
The aim of this paper is to investigate the development and current usage status of dCube, the first electronic document delivery application in Korea; identify the effects of electronic document delivery; and present references to institutions that are considering the creation of similar systems.
Design/methodology/approach
dCube development reports, usage manuals, and interview reports with field experts who were in charge of dCube's development were collected; and statistics data from 2007 to 2012 were analyzed.
Findings
dCube, an open and user‐friendly system, was developed through benchmarking of similar systems and in response to requests from member institutions. Since its development, regular mail use has decreased as dCube usage has highly increased. dCube's turn‐around time is less than one day, compared to three to four days for regular mail.
Originality/value
This study represents a thorough investigation and analysis of the development process and utility of the largest‐scale electronic document delivery application in Korea, whose openness and convenience are good models for other ILL/DDS applications.
Details
Keywords
This paper sets out to investigate current trends and services of document supply between KERIS (Korea Education & Research Information Service) in South Korea and NII (The…
Abstract
Purpose
This paper sets out to investigate current trends and services of document supply between KERIS (Korea Education & Research Information Service) in South Korea and NII (The National Institute of Informatics) in Japan.
Design/methodology/approach
Data during 2004 to 2007 were collected comprehensively from reports related to the KERIS‐NII document supply services, including interview results with practitioners in charge of these services. The data collected were analyzed and interpreted.
Findings
The management system of KERIS‐NII document supply was mediated (agent‐dependent) in 2004, but is now unmediated (direct) document supply due to system enhancements that began in April 2007. After the change to the direct system, the numbers of requests have increased and the time from request to provision has decreased. Therefore, the direct system has brought about more efficient cooperation and user services.
Originality/value
The KERIS‐NII document supply service is important, being the first official cooperation network between university libraries in two Northeast Asian nations, South Korea and Japan.
Details
Keywords
Janice Huber, M. Shaun Murphy and D. Jean Clandinin
As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was…
Abstract
As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was Ji-Sook's second year of school in Canada and her first year at Streamside School. She really liked it here and loved her teacher, Ms. Song Lee. Ms. Lee was always sharing stories with the class about her experiences growing up in another country as well as her arrival to Canada and growing up in small towns where Ms. Lee was often the only Chinese person in her school. Listening to Ms. Lee's stories helped Ji-Sook think about Korea and her family there.Removing her coat, Ji-Sook moved quickly to hang it up, her dark curly bobbed hair bouncing as she skipped. Her newly permed hair felt different, but she liked the way it looked. Today Ji-Sook was wearing a favourite outfit, a knitted sweater with a matching plaid skirt. After hanging up her coat, Ji-Sook turned to face the class and noticed that along with her teacher, Ms. Lee, was Ms. Mitton and Ms. Simmee. Ji-Sook was surprised to see Ms. Mitton and Ms. Simmee at school on a Tuesday morning for they usually came in the afternoon. She greeted them happily and took another close look around the room for Ms. Jean. Ji-Sook asked Ms. Mitton where Ms. Jean was; Ms. Mitton smiled and reminded Ji-Sook that Ms. Jean would be coming Wednesday afternoon. Ji-Sook remembered to ask if Ms. Mitton would read with her during shared reading time.Ji-Sook knew it was going to be a very special day. Yesterday afternoon Ms. Lee had reminded the children that in the morning they were to begin a wonderful art project and create their own Starry Night paintings. Quickly Ji-Sook removed the book about Van Gogh, which discussed his Starry Night painting, from her backpack and, before everyone was seated, showed Ms. Lee and Ms. Simmee her book from home. The night before, she and her mother had spent time reading the book aloud. Ji-Sook felt it was much easier to read aloud in Korean than in English. Today's art lesson was out of the ordinary for she loved being able to bring things from home that fit with what they were learning in the classroom. And today was very special.Before going to her desk, Ji-Sook retrieved the poetry book that had a picture of a boy peering over the end of a sidewalk,1 Ji-Sook hurried to her desk and sat down and waited for Ms. Mitton to join her for reading. Seated with three of her classmates at a table composed of 4 desks, she smiled at Nathan, Grace, and Dana. There was so much to be excited about as she knew that after school today there were parent teacher interviews. Ji-Sook knew her mother was not working at the deli shop and was going to come to the interviews with their neighbour who would translate for her. Ji-Sook so loved it when her mother came to school. Once Ms. Mitton arrived, she and Ji-Sook spent a few minutes reading aloud together before Ms. Mitton went to join Ji-Sook's friend, Hailey, who had also asked Ms. Mitton to read with her. Ji-Sook continued to read and look at the drawings in this wonderful book.Adjusting her headset and microphone, Ms. Lee asked Ella, the class's ‘star-of-the-week’, to tap on the desks of each group to indicate that they were to come to the sharing area. Ji-Sook waited excitedly for Ella to tap her group's desks and then she hurriedly joined Grace, Nathan, Dana, and the rest of her classmates on the foam mats by the picture window. Ms. Lee began the art lesson by showing examples of Starry Night paintings completed by the students she had taught last year. Ms. Lee then shared the rubric with which Ji-Sook and her friends could assess their paintings. Ji-Sook knew that Ms. Lee worked with Mrs. D, the other Grade 3 teacher, and that students in both classes would be making the paintings. Once Ms. Lee finished explaining the steps of their art lesson, she asked Ji-Sook if she would like to come and share the book she brought from home.Sitting at the front of the class in Ms. Lee's chair and wearing her microphone, Ji-Sook read aloud from the book. The book was in Korean and Ji-Sook scanned each page quickly before explaining to the class bits and pieces about Van Gogh's life. Ji-Sook, reading from her book, explained that Van Gogh cut off his ear because he couldn’t draw his own portrait properly. Ms. Lee later returned to this detail and asked about how this piece of information in Ji-Sook's book was different from what they had previously read about the artist. The children remembered that Van Gogh cut off his ear for a woman he loved and had offered his ear as a gift to her. Ms. Lee asked the class to think about these two different pieces of information. Following this question Ms. Lee asked what the children might do to ensure the information they found was accurate. Logan suggested that reading many sources would help.Ms. Lee then drew the children's attention to Ji-Sook and said that as Ji-Sook read she was doing two things at the same time. She asked the class what they thought she was doing. Mya suggested Ji-Sook was reading and then talking. Picking up on Mya's point, Ms. Lee emphasized that Ji-Sook was reading in Korean first and then translating what she read into English. Ms. Lee asked Ji-Sook if she would like to read aloud in Korean. Ji-Sook momentarily hesitated but responded with a smile when her classmates encouraged her. Ji-Sook read one page aloud. She read quickly and the rhythm of how she read aloud in Korean sounded very different from her reading skills in English.Paper and crayons were distributed. Ji-Sook, Grace, Nathan, and Dana were quiet as they began their Starry Night paintings. Looking over the rubric that Ms. Lee had explained, Ji-Sook understood the first step today was to plan the sky and landscape of her painting. She knew the sky was to be about 2/3 of the paper and that everything she drew was to be in small dashes. It was important for the sky of her painting to look like it was moving. Ji-Sook was aware of Ms. Lee moving about the classroom, helping her classmates check, whether or not, the sky in their paintings was approximately the right size. As everyone worked, Ji-Sook heard Ms. Lee remind the class to press hard with their crayons so that the paint would have something to cling to as it dried. Taking Ms. Lee's advice seriously, Ji-Sook pressed firmly each time her crayons touched the paper, and soon her right arm grew tired. Ji-Sook now had a better idea about what Ms. Lee meant by this art project taking a long time to complete. (Interim research text based on field notes,2 November 21, 2006)
Janice Huber, M. Shaun Murphy and D. Jean Clandinin
As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their…
Abstract
As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their experiences in their familial and school curriculum making. Our earlier chapters show something of these tensions. In this chapter we return to a focus on tensions by exploring the tensions embodied by Loyla, Brent, and Ji-Sook as they lived in these two curriculum-making places. As we inquire into the children's embodied tensions, we do so with a sense of wanting to restory the potential of tensions on school landscapes and in composing lives. We also want to show something of ways in which attention to children's embodied tensions makes visible the gaps and silences they experienced in living in these two curriculum-making places.
Janice Huber, M. Shaun Murphy and D. Jean Clandinin
Elizabeth told her parents she wants to be an inventor but they said she should be a dentist. Elizabeth told us that being a dentist is okay with her because they make stuff �…
Abstract
Elizabeth told her parents she wants to be an inventor but they said she should be a dentist. Elizabeth told us that being a dentist is okay with her because they make stuff – they still invent so she can be a dentist. (Field notes, March 9, 2007)Today as Ji-Sook shared her collage with the class, she emphasized her family in Korea, her church, and the Bible, three topics that came up several times. She talked about Betta, her fish who is also her family and who she talks to when she is sad. Her symbols of belonging were trees and friendship: trees are about belonging for without them the ground would be cracked, there would no oxygen and we would be dead; friendship is like a broken toy – both can be mended. (Field notes, May 9, 2007)
Janice Huber, M. Shaun Murphy and D. Jean Clandinin
Betta is the only person there to talk to when I get home. She is my family. (Field notes, May 9, 2007)I don't know what I want but the first thing I want is for my family to come…
Abstract
Betta is the only person there to talk to when I get home. She is my family. (Field notes, May 9, 2007)I don't know what I want but the first thing I want is for my family to come to Canada because everyone in my class has their family in Canada. (Ji-Sook's letter to Santa, December 5, 2006)
Janice Huber, M. Shaun Murphy and D. Jean Clandinin
The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home…
Abstract
The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home places and through conversations with Ji-Sook and with Mrs. Han. The interim research text shows something of ways in which we recognized Ji-Sook's curriculum making as interwoven with her assessment making and identity making. By tracing Ji-Sook's assessment making in this interim research text, we see that before our coming to know Ji-Sook, she and her parents were already engaged in this process. At the centre of the family's assessment making was Ji-Sook's life, the life curriculum she was composing in Korea. As described in earlier chapters, Mr. and Mrs. Han were concerned about the competitive aspects of schooling in Korea. As Ji-Sook's parents, they wanted Ji-Sook to be deeply engaged in learning in school. In part, Mr. and Mrs. Han did not want Ji-Sook's life to be shaped by the dominant social and cultural plotlines of competition for the highest grades in schools in Korea. However, they did want her to attend university. Mr. and Mrs. Han had experienced long years of studying and testing as they competed for grades that would guarantee their acceptance into a Korean university. This was not what Mr. and Mrs. Han wanted for Ji-Sook's life, for her identity making. It was their dream of a “happier” childhood for Ji-Sook that shaped the family's immigration to Canada.