I chose as my future trends topic the process of digitizing material for both preservation and the sharing of primary sources.
Whelan, Debra Lau, (4/21/2009). World Digital Library brings the world to your classroom. School Library Journal, Retrieved 7/23/09 from http://www.schoollibraryjournal.com/index.asp?layout=articlePrint&articleID=CA6653143
This article is a basic introduction to the World Digital Library (WDL) and the benefits its use will provide students of all levels in education around the world. The WDL was created by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Library of Congress (LC) and thirty other organizations worldwide, with the intent to make available to students a multitude of primary source information through the Internet, unrestricted and without cost. National libraries, cultural and educational institutions from countries all over the globe have contributed to this site. Students will be able to explore a variety of items in various media including but not restricted to rare books, maps, photographs, films and audio recordings accompanied with commentary by expert curators. The WDL is available in seven major languages and includes content in over forty languages. It is the hope of the creators of the WDL that not only will students be inspired to learn more through their searches, but also grow to appreciate the cultures of those societies currently unknown to them and bring understanding with knowledge.
Minkel, Walter, (11/1/2002). Extra! Extra! Read all about the past in historic newspaper databases. School Library Journal, Retrieved 7/23/09 from http://www.schoollibraryjournal.com/article/CA254399.html?q=digital+preservation
This article focuses on the attempts during the last decade to digitize newspaper publications, thereby making the historic value accessible to students in the information age. It deals primarily with the company ProQuest Information and Learning, although others are mentioned, which had provided access to newspaper publications through microfilm and microfiche, and how teachers and librarians are using this on-line service. The positive aspects of the service are the different types of searches available (title, author, types of article) and the restrictions narrowing the searches (photographs, obituaries, advertisements among others). Two teachers are quoted reporting the benefit the service gave to their students in bringing the past alive and engaging them passionately in research. The article also states the difficulties with digitalization of such a tremendous amount of information. At the time this article was written, only two newspaper archives had been completed by ProQuest although more were scheduled; the price of the service was considered prohibitive for other than academic libraries. The main problem posed, one that continues to be to the present day, is ensuring the current digital format will be accessible in the future.
I chose ebooks to research as a future trend in school libraries.
Ebooks and 21st-Century Learning by Deborah McKenzie
According to McKenzie ebooks move school libraries into the 21st century. Students can download an ebook from the school library at home. Reading and learning is expanded beyond the school hours. Struggling readers benefit from the built-in ebook functions: zoom tools for easier reading, read-aloud options, and a dictionary to look up words instantly. Ebooks also eliminate the stigma struggling readers have when needing to choose books at a lower reading level than their classmates.
McKenzie, D. (2009, January/February). Ebooks and 21st-Century Learning. MultiMedia & Internet @ Schools. 16, (1) 27-28. Retrieved from Wilson Web database July 20, 2009.
“Making Time” for Reading: Factors that Influence the Success of Multimedia Reading in the Home by Grace Oakley and Jenny Jay.
Grace Oakley and Jenny Jay teachers at Edith Cowan University in Western Australia conducted a study involving reluctant readers and Electronic Talking Books (ETBs). Students were chosen based on a survey of their reading habits at home. Their ages ranged from 8 to 11. ETBs on CD ROMs were sent home with the children. The parents were asked to sit with the child, observe the behavior, and discuss the text with the child to guage comprehension and enjoyment. The parents were also asked to fill out a feedback form which involved checking several boxes. The overall results from the students was that they enjoyed the ETBs and they read more than usual. During the 10 week period, 10% of the students read all the stories on the CD-ROM each week which added up to two hours a week. Two of the students quadrupled their time spent on home reading. The students could choose to listen to the narration instead of reading on their own. The results were inconclusive because of the factors that inhibited the implementation of the program. Some parents perceived the ETBs as cheating and did not consider it “real” reading. There was not enough involvement by the school. Some schools did not “sell” the program properly and so did not create enthusiasm for the program. Oakley and Jay concluded that there needs to be a stronger link between home reading and what is happening in the classroom. They also discovered that parents need specific suggestions and clear guidelines on how to help and encourage their children to read at home.
Jay, J., Oakley, G. (2008, November). “Making Time” for Reading: Factors that Influence the Success of Multimedia Reading in the Home. The Reading Teacher. 62, (3) 246-55. Retrieved from Wilson Web database July 20, 2009.
I researched eBooks and their place in the library.
Littman, J. & Connaway, L .S. (2004). A circulation analysis of print books and e-books in an academic research library. Library Resources & Technical Services, 48(4), 256-262.
Researchers studied Duke University between the first e-book MARC record being added to library and August 2002 (first records added February 2001; average study period of 16 months). Results of study: • 7880 titles total in both print and e-books. • 3,158 e-books accessed • 2,799 print titles circulated (not counting in-library use) • 1,688 for both (39%) • 1,484 e-books accessed but not print (34%) • 1,125 print titles circulated but not e-books (27%) • 3,597 titles unused E-books received 11% more usages than print books. The researchers concluded that e-books can be a valuable resource in libraries. The topics accessed correspond with print books (the same titles and topics were as popular in e-book format as print format). They conclude that e-books may become more popular as their format becomes more wide-spread. They found some evidence that some patrons may like to use e-books for quick reference and print for more extensive reading (though this is not always the case). Also, some patrons may be using e-books to “sample” material prior to acquiring print book. The article also suggests that it would be wise to purchase e-books for heavily used books.
Bedord, J. (2009). Ebooks hit critical mass. Online (33)3, 14-18.
Ebooks are a growing trend due to significant improvements in content and hardware and more open public. Kindles and readers are improving their readability (screen resolution, battery life, etc). Obvious benefits of ebooks include: • Can convert more easily to audio (though it would be in computer voice) • Visually-impaired patrons can easily convert font to larger text • Lower price • Ebooks can be accessed by multiple users in libraries • No overdue charges • Ebooks can be accessed 24/7 through website • Ebooks are mobile • Patrons who are in remote areas can access library collection • Ebooks cannot be lost by misshelving
Ebooks have seen success due to the growth in number of titles available and better access to ebooks. However, availability of titles is still spotty (obviously most books are still in print format). Ebooks have often been available on separate sections of library websites – initially, patrons were not aware if the books they were searching for were in ebook format. The popularity of aggregators on phones will probably lead the expansion of the ebook, and this format (application on phone) is currently the most popular way to access books.
For my final paper, I wrote about Web 2.0 and libraries. Below is a summary of what I concluded:
Quoting Joyce Kasman Valenza, Brooks (2009) drives home the fact that “the information landscape has shifted” and, like it or not, media specialists need to “lead from the center” as libraries and schools revise their roles and practices in light of the new landscape (p. 14). Refusing to take a leadership role with Web 2.0 technologies runs the risk of irrelevance; as King and Brown (2009) forcefully argue, “if libraries are not using Web 2.0, they will lose those patrons who are already using these tools” (p. 39). In the end, the positives of this trend can outweigh the negatives only if librarians understand that Web 2.0 is about more than technology—it is about a sea change in philosophies that must be applied to every aspect of the library’s structure and practice. In answer to the question “Does a school need a library when information can be accessed from the classroom using Internet connected laptops?” (Warwick, 2009, ¶1) it’s not about technology. Rather, 2.0 librarians break down barriers of traditional roles and seek new ways to involve users in constructing the library experience and encourage the heart “through learning, discovery, and entertainment” (Stephens, 2007, p. 255).
I am working on how ebooks will change the library of the future, and I have attached summaries of two of the journal articles I have used. Now I want to go buy myself a Kindle. ; ) Sue Bedford, Jean. (2009). Ebooks hit critical mass: where do libraries fit with Oprah? Online, 33.3, 14-18. Retrieved July 21, 2009, Academic OneFile. Gale. Auraria Library Website: http://0-find.galegroup.com.skyline.cudenver.edu/itx/start.do?prodId=AONE.
Jean Bedford discusses many of the dilemmas faced by libraries as they incorporate ebooks into the collection. There are questions about content, including choices of subscribing to an ebook aggregator vs. downloading individual books from a bookseller or using an online book database. There are also choices about the hardware used to read the ebook. However, Bedford does not see the inclusion of ebooks as a choice, it is just a matter of how. There are many logistics to be worked out, such as standards for the format of ebooks, so that different hardware can be used, which is important because these are updated frequently. Bedford also believes the cell phone will be the next frontier for ebooks, with bigger, more readable screens. The many benefits of ebooks are listed, and she makes a strong argument for including the available ebooks in the library catalogue. This article is a good overview of the issue of ebooks in the library.
Harris, Christopher. (2009). The truth about ebooks [Electronic version]. School Library Journal, retrieved on July 21, 2009 at http://www.schoollibraryjournal.com/article/CA6660883.html Harris addresses the “myth” that in 5 years there will be no more print books. Though he does say this is a myth, he argues that the new devices for reading ebooks makes then easy and convenient. The text size can be adjusted, and some have the ability to play an audio track while you are reading the book, a handy addition for struggling readers. The Amazon kindle even has a larger size available to read newspapers. However, Harris recognizes that the price of the Kindle or the Sony reader make it hard to access for libraries, and the Kindle user agreement makes it impossible for libraries to use, but he does believe that ebooks have a future in libraries.
Though it appears e-books have not quite taken over the book industry, I believe they have a lot of potential. I believe it opens up a whole new world of books to readers by making books more accessible, making them easier to read, or allowing out of print books to become available to everyone. It offers library media specialists an opportunity to reach more users whether their device of choice is the computer or stand alone e-reader, phone or handheld.
7 comments:
I chose as my future trends topic the process of digitizing material for both preservation and the sharing of primary sources.
Whelan, Debra Lau, (4/21/2009). World Digital Library brings the world to your classroom. School Library Journal, Retrieved 7/23/09 from http://www.schoollibraryjournal.com/index.asp?layout=articlePrint&articleID=CA6653143
This article is a basic introduction to the World Digital Library (WDL) and the benefits its use will provide students of all levels in education around the world. The WDL was created by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Library of Congress (LC) and thirty other organizations worldwide, with the intent to make available to students a multitude of primary source information through the Internet, unrestricted and without cost. National libraries, cultural and educational institutions from countries all over the globe have contributed to this site. Students will be able to explore a variety of items in various media including but not restricted to rare books, maps, photographs, films and audio recordings accompanied with commentary by expert curators. The WDL is available in seven major languages and includes content in over forty languages. It is the hope of the creators of the WDL that not only will students be inspired to learn more through their searches, but also grow to appreciate the cultures of those societies currently unknown to them and bring understanding with knowledge.
Minkel, Walter, (11/1/2002). Extra! Extra! Read all about the past in historic newspaper databases. School Library Journal, Retrieved 7/23/09 from http://www.schoollibraryjournal.com/article/CA254399.html?q=digital+preservation
This article focuses on the attempts during the last decade to digitize newspaper publications, thereby making the historic value accessible to students in the information age. It deals primarily with the company ProQuest Information and Learning, although others are mentioned, which had provided access to newspaper publications through microfilm and microfiche, and how teachers and librarians are using this on-line service. The positive aspects of the service are the different types of searches available (title, author, types of article) and the restrictions narrowing the searches (photographs, obituaries, advertisements among others). Two teachers are quoted reporting the benefit the service gave to their students in bringing the past alive and engaging them passionately in research. The article also states the difficulties with digitalization of such a tremendous amount of information. At the time this article was written, only two newspaper archives had been completed by ProQuest although more were scheduled; the price of the service was considered prohibitive for other than academic libraries. The main problem posed, one that continues to be to the present day, is ensuring the current digital format will be accessible in the future.
I chose ebooks to research as a future trend in school libraries.
Ebooks and 21st-Century Learning by Deborah McKenzie
According to McKenzie ebooks move school libraries into the 21st century. Students can download an ebook from the school library at home. Reading and learning is expanded beyond the school hours. Struggling readers benefit from the built-in ebook functions: zoom tools for easier reading, read-aloud options, and a dictionary to look up words instantly. Ebooks also eliminate the stigma struggling readers have when needing to choose books at a lower reading level than their classmates.
McKenzie, D. (2009, January/February). Ebooks and 21st-Century Learning. MultiMedia
& Internet @ Schools. 16, (1) 27-28. Retrieved from Wilson Web database July 20,
2009.
“Making Time” for Reading: Factors that Influence the Success of Multimedia Reading in the Home by Grace Oakley and Jenny Jay.
Grace Oakley and Jenny Jay teachers at Edith Cowan University in Western Australia conducted a study involving reluctant readers and Electronic Talking Books (ETBs). Students were chosen based on a survey of their reading habits at home. Their ages ranged from 8 to 11. ETBs on CD ROMs were sent home with the children. The parents were asked to sit with the child, observe the behavior, and discuss the text with the child to guage comprehension and enjoyment. The parents were also asked to fill out a feedback form which involved checking several boxes.
The overall results from the students was that they enjoyed the ETBs and they read more than usual. During the 10 week period, 10% of the students read all the stories on the CD-ROM each week which added up to two hours a week. Two of the students quadrupled their time spent on home reading. The students could choose to listen to the narration instead of reading on their own.
The results were inconclusive because of the factors that inhibited the implementation of the program. Some parents perceived the ETBs as cheating and did not consider it “real” reading. There was not enough involvement by the school. Some schools did not “sell” the program properly and so did not create enthusiasm for the program. Oakley and Jay concluded that there needs to be a stronger link between home reading and what is happening in the classroom. They also discovered that parents need specific suggestions and clear guidelines on how to help and encourage their children to read at home.
Jay, J., Oakley, G. (2008, November). “Making Time” for Reading: Factors that
Influence the Success of Multimedia Reading in the Home. The Reading Teacher. 62,
(3) 246-55. Retrieved from Wilson Web database July 20, 2009.
If you change the posting date (to 2015 or something really late) on this post, it will remain at the top.
I researched eBooks and their place in the library.
Littman, J. & Connaway, L .S. (2004). A circulation analysis of print books and e-books in an academic research library. Library Resources & Technical Services, 48(4), 256-262.
Researchers studied Duke University between the first e-book MARC record being added to library and August 2002 (first records added February 2001; average study period of 16 months). Results of study:
• 7880 titles total in both print and e-books.
• 3,158 e-books accessed
• 2,799 print titles circulated (not counting in-library use)
• 1,688 for both (39%)
• 1,484 e-books accessed but not print (34%)
• 1,125 print titles circulated but not e-books (27%)
• 3,597 titles unused
E-books received 11% more usages than print books. The researchers concluded that e-books can be a valuable resource in libraries. The topics accessed correspond with print books (the same titles and topics were as popular in e-book format as print format). They conclude that e-books may become more popular as their format becomes more wide-spread. They found some evidence that some patrons may like to use e-books for quick reference and print for more extensive reading (though this is not always the case). Also, some patrons may be using e-books to “sample” material prior to acquiring print book. The article also suggests that it would be wise to purchase e-books for heavily used books.
Bedord, J. (2009). Ebooks hit critical mass. Online (33)3, 14-18.
Ebooks are a growing trend due to significant improvements in content and hardware and more open public. Kindles and readers are improving their readability (screen resolution, battery life, etc). Obvious benefits of ebooks include:
• Can convert more easily to audio (though it would be in computer voice)
• Visually-impaired patrons can easily convert font to larger text
• Lower price
• Ebooks can be accessed by multiple users in libraries
• No overdue charges
• Ebooks can be accessed 24/7 through website
• Ebooks are mobile
• Patrons who are in remote areas can access library collection
• Ebooks cannot be lost by misshelving
Ebooks have seen success due to the growth in number of titles available and better access to ebooks. However, availability of titles is still spotty (obviously most books are still in print format). Ebooks have often been available on separate sections of library websites – initially, patrons were not aware if the books they were searching for were in ebook format. The popularity of aggregators on phones will probably lead the expansion of the ebook, and this format (application on phone) is currently the most popular way to access books.
For my final paper, I wrote about Web 2.0 and libraries. Below is a summary of what I concluded:
Quoting Joyce Kasman Valenza, Brooks (2009) drives home the fact that “the information landscape has shifted” and, like it or not, media specialists need to “lead from the center” as libraries and schools revise their roles and practices in light of the new landscape (p. 14). Refusing to take a leadership role with Web 2.0 technologies runs the risk of irrelevance; as King and Brown (2009) forcefully argue, “if libraries are not using Web 2.0, they will lose those patrons who are already using these tools” (p. 39).
In the end, the positives of this trend can outweigh the negatives only if librarians understand that Web 2.0 is about more than technology—it is about a sea change in philosophies that must be applied to every aspect of the library’s structure and practice. In answer to the question “Does a school need a library when information can be accessed from the classroom using Internet connected laptops?” (Warwick, 2009, ¶1) it’s not about technology. Rather, 2.0 librarians break down barriers of traditional roles and seek new ways to involve users in constructing the library experience and encourage the heart “through learning, discovery, and entertainment” (Stephens, 2007, p. 255).
I am working on how ebooks will change the library of the future, and I have attached summaries of two of the journal articles I have used. Now I want to go buy myself a Kindle. ; )
Sue
Bedford, Jean. (2009). Ebooks hit critical mass: where do libraries fit with Oprah? Online, 33.3, 14-18. Retrieved July 21, 2009, Academic OneFile. Gale. Auraria Library Website:
http://0-find.galegroup.com.skyline.cudenver.edu/itx/start.do?prodId=AONE.
Jean Bedford discusses many of the dilemmas faced by libraries as they incorporate ebooks into the collection. There are questions about content, including choices of subscribing to an ebook aggregator vs. downloading individual books from a bookseller or using an online book database. There are also choices about the hardware used to read the ebook. However, Bedford does not see the inclusion of ebooks as a choice, it is just a matter of how.
There are many logistics to be worked out, such as standards for the format of ebooks, so that different hardware can be used, which is important because these are updated frequently. Bedford also believes the cell phone will be the next frontier for ebooks, with bigger, more readable screens.
The many benefits of ebooks are listed, and she makes a strong argument for including the available ebooks in the library catalogue. This article is a good overview of the issue of ebooks in the library.
Harris, Christopher. (2009). The truth about ebooks [Electronic version]. School Library Journal, retrieved on July 21, 2009 at http://www.schoollibraryjournal.com/article/CA6660883.html
Harris addresses the “myth” that in 5 years there will be no more print books. Though he does say this is a myth, he argues that the new devices for reading ebooks makes then easy and convenient. The text size can be adjusted, and some have the ability to play an audio track while you are reading the book, a handy addition for struggling readers. The Amazon kindle even has a larger size available to read newspapers.
However, Harris recognizes that the price of the Kindle or the Sony reader make it hard to access for libraries, and the Kindle user agreement makes it impossible for libraries to use, but he does believe that ebooks have a future in libraries.
Though it appears e-books have not quite taken over the book industry, I believe they have a lot of potential. I believe it opens up a whole new world of books to readers by making books more accessible, making them easier to read, or allowing out of print books to become available to everyone. It offers library media specialists an opportunity to reach more users whether their device of choice is the computer or stand alone e-reader, phone or handheld.
Post a Comment