How I feel when I come in the library every morning
This picture says a thousand words
This picture says a thousand words
The New Media Corporation (NMC), in collaboration with the University of Applied Sciences (HTW) Chur, Technische
Informationsbibliothek (TIB) Hannover, and ETH-Bibliothek Zurich, announces the publication of the NMC Horizon Report: 2014 Library Edition (PDF, 56 pages).
This report outlines the technicological changes as well as the solvable, difficult and wicked challenges facing libraries in the next 5+ years. For example, under trends affecting libraries in the next 2 years, they cite the increasing focus on research data management for publications and the prioritization of mobile content and delivery.
Under “solvable” challenges, they indicate embedding academic and research libraries in the curriculum and rethinking the roles and skills of librarians.
I’ve followed these Horizon repprts before and I am happy to now see a report on libraries. The education ones provided for interesting matter to reflect upon.
This is a worksheet I prepared for a presentation about creating table of contents in MS Word. The structured text is below, but you can also use these versions :
– Using MS Word (2007) with Style (PDF)
– Using MS Word (2007) with Style (.doc)
Before you start writing, think about the structure of your document, such as the different sections and sub-sections. For example, the introduction section could have sub-sections which include an opening, a problem statement or research question, a literature review, etc.
This step does not involve Microsoft Word and is rather an effective writing method.
If you are copying text from another document, make sure it is cleared of all formatting and other superfluous formatting symbols, such as empty paragraphs.
A good method if to use: Home > (Clipboard) Paste Special > Unformatted Text
Also, you could show the paragraph marks: Home > (Paragraph) ¶
Use the style browser to apply a title level to each section titles and sub-section titles. Section titles are “Title 1” and sub-section titles are “Title 2”.
The style browser: Home > (Styles)
First, you must divide your document into different sections. Insert section breaks to a new page: Page Layout > (Page Setup) Breaks > (Section Break) Next Page
Then, access the page footer to make it different than the previous:
Insert > (Header & Footer) Footer > Edit Footer
Toggle this option: Design > (Navigation) Link to previous
This allows having different page numbering styles. Now, for each section, you need to do two things. First, you need to configure each footer’s page numbering style (Roman numerals, Arabic numerals, letters). Second, you need to insert the page number. Here’s how:
Repeat for each section with page numbers (you can have a section with no page numbers).
Now, once you have applied styles to your section and sub-section titles and the formatting of the page numbers for each section, you are ready to insert the table of contents:
References > (Table of Contents) Table of Contents > Insert Table of Contents
This will open the table of contents dialog box. You can select a Format for your table of contents as well as cluck on the Options button to decide which “title levels” to include.
If you later change your document, you can update the table of contents with a click of the mouse. Just hover the cursor over the table of contents and activate the contextual menu (“right-click”) and select Update Field > Entire Table.
First, below each figure, insert a caption:
References > (Captions) Insert Caption
Then, insert a table of figures:
References > (Captions) Insert Table of Figures
To update the table of figures, just hover the cursor over the table of contents and activate the contextual menu (“right-click”) and select Update Field > Entire Table.
First, manually go through your text. Each time you refer to a concept you want included in the index, mark the entry:
References > (Index) Mark Entry
Then, insert an Index:
References > (Index) Insert Index
To update the index, just hover the cursor over the table of contents and activate the contextual menu (“right-click”) and select Update Field > Entire Table.
Interesting, this list of top 20 articles compiled by the Library Instruction Round Table, see page 6 of their latest newsletter. This one seems of particular interest:
Stowe, B. (2013). Designing and implementing an information literacy instruction outcomes assessment program. College & Undergraduate Libraries, 20(3-4),
This case study describes and analyzes the efforts of the library faculty at the Brooklyn Campus Library of Long Island University who are involved in developing, testing, and implementing a ground-up information literacy outcomes assessment program for the undergraduate core curriculum. Based on the increasingly prominent role given to information literacy by re-accreditation agencies, the library was prompted to significantly upgrade its assessment practice of collecting anecdotal evidence and administering clickers-based exit surveys. To detail the process of the upgrade, the article discusses such issues as key external and internal institutional forces that influence the development of an outcomes assessment programs. The library faculty members discuss choosing the appropriate assessment instrument (standardized or locally developed), establishing a hierarchy of priorities of assessment areas/goals, determining the actual assessment questions, and building the iterative assessment cycle (pre-assessment and post-assessment). The author includes examples from early versions of the evaluation instruments as well as the revisions of such instruments. The honesty of the library faculty members is disarming—they freely refer to the persistent personnel and managerial issues their library had been facing for some time and are generally very open about the challenges this represented in terms of developing a sustainable assessment program. As a result, this article provides an invaluable resource for other institutions trying to build their outcomes assessment program from scratch.
This just came out : the latest “Tips and Trends” report from the Instructional Technologies Committee members of the American College and Research Libraries and the American Library Association.
Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Issues are published 4 times a year.
Technology for Flipping the Classroom
By Angela Colmenares
Two interesting posts zipped in front of my eyes during my regular update:
(1) this presentation deposited in e-lis about the information literacy tutorial developed at the University of Ottawa:
Library Research Basics: The Evolution of an Online Information Literacy Tutorial
Hemingway, Ann and Dekker, Jennifer and Bail, Cynthia and Pinet, Richard and Rockeby, Steve Library Research Basics: The Evolution of an Online Information Literacy Tutorial., 2007 . In Ontario Library Association. Super Conference, Toronto, Ontario, January 31 – February 3, 2007. (Unpublished) [Presentation]
And the second, this First Monday article :
How today’s college students use Wikipedia for course-related research
Alison J. Head, Michael B. Eisenberg
Volume 15, Number 3 – 1 March 2010
And, here is my YouTube tutorial on Wikipedia:
I’ve been working hard on an information literacy program for undergraduate students in the marketing and management departments at Concordia University’s John Molson School of Business (more on that later) but, in recent email exchange with a colleague, I came up with the following themes for graduate students:
Off the cuff, this curriculum would obviously discuss important academic resources such as peer-reviewed articles and related databases, but I feel it should also cover best practices with regards to managing one’s information need at the graduate level, well beyond “just” searching for information. This should include: using social media for graduate studies, active information discovery, advanced text processing, bibliographic management software, coping with information overload, etc.
Will come back to that later…
Practionners have a love-hate relationship with Library and information science. Here is a recent article on the topic of whether it is a science or not:
Citation: Fredrick Kiwuwa Lugya, (2014) “What counts as a science and discipline in library and information science?”, Library Review, Vol. 63 Iss: 1/2
(Lugya says yes).
Also of interest, this recent book on theories of information:
Theories of Information, Communication and Knowledge: A Multidisciplinary Approach edited by Fidelia Ibekwe-SanJuan and Thomas M. Dousa (Eds.). London, UK: Springer, 2014. 380 pp. $179.00 (hardcover) (ISBN 978-94-007-6973-1)
(Also reviewed in JASIST)
A colleague of mine highlighted a few articles which explain how university libraries are engaging faculty and providing assistance to switch to open textbooks. Here are the links:
– For more on open textbooks
– The Alt textbook from Temple’s Teaching and Learning Technology Roundtable
– CBC radio (Calgary) interview about open textbooks