4A: Information Literacy in a Digital Age
Enhancing Information Literacy via MOOC and Library’s i-Space
Shirley Chiu-wing Wong – Hong Kong Polytechnic University (Hong Kong)
Equating search with research, as reaffirmed by the studies led by the Hong Kong Polytechnic University Library, is a widespread misconception among undergraduates in Hong Kong. Base on real findings of the studies, a self-paced, asynchronous, non-credit bearing online MOOC courseware “InfoLit for U”, has been launched in early 2018. The “InfoLit for U” MOOC courseware was jointly designed by the libraries of all public funded universities in Hong Kong. Its design takes reference from the relational model of information literacy, in particular, the knowledge creation face of informed learning. The focal module, developed by the Hong Kong Polytechnic University Library, addresses essential concepts and common misconceptions about using information in university learning and career settings, while the eight discipline modules designed by participating libraries focus on discipline-specific information literacy (IL) practices. All modules start with the “IL & Me” series of video sharing by professionals to highlight the personal relevance of information to university learning, research and future career. Animated scenarios, games and exercises help students to adopt appropriate learning-to-learn dispositions and best practices of information literacy. An i-Space has been set up in the Hong Kong Polytechnic University Library in October 2017 to enrich students’ information experience. It is a technology-rich space furnished with a variety of easy to use digital equipment and facilities for students from all disciplines to experience evolving technologies, to learn, evaluate and create digital content. The Digital Makerspace provides 3D Printers, 3D scanners, laser cutter, VR Experience Zone, IoT (Internet of Things) and Large Format Printing equipment while the Digital Visualisation Room is equipped with a high performance computer and high-resolution Video Wall to facilitate visualisation of data. The Multimedia Commons provides a Digital Studio and a number of Multime
Dr Shirley Chiu-wing Wong is the University Librarian of The Hong Kong Polytechnic University. She is the principal investigator of the project funded by the Hong Kong University Grants Committee and participated by all 8 UGC-funded universities. The project aims to enhance information literacy (IL) among university students by developing and implementing an IL MOOC. She is the Vice Chair of the Asia Pacific Executive Committee of OCLC, was a member of the Broad of Directors of IATUL from 2014 t
Using technology to teach students information literacy skills: an online module for first-year students at the University of Johannesburg
Elize Du Toit – University of Johannesburg (South Africa)
Being information literate is a basic requirement for 21st-century learning and assessment. As the shift in 21st-century education moves towards e-learning and the use of technology in education, libraries recognise that their role as providing ‘traditional’ support to teaching, learning and research needs to change to support web-based learning. This shift in education necessitates libraries to look at new ways to enhance students’ academic experience by incorporating web-based technology to train students in information literacy skills. The library developed an online information literacy module to support students’ information literacy skills. A pilot study was conducted to analyse first-year students’ baseline knowledge of information literacy skills and to evaluate the impact of the online module. 12 volunteer first-year students of the University of Johannesburg participated in the pilot study, consisting of a one-shot pre- and post-test. This study was mainly qualitative but used quantitative data to support the findings.
The key findings revealed that students benefited greatly from the actual online activities in developing their information literacy skills.
The study was limited to first-year students of the University of Johannesburg. Since the study was conducted, other university departments and faculties made the module compulsory for all their students, which could lead to further studies on how the module could benefit students from other level of studies.
It started off as a non-compulsory module but we would like to develop it as a compulsory module in due course.
The online information literacy module is an interactive multimedia module that integrates an open web-based system (Library LibGuide) with a Learning Management System (Blackboard).
information literacy; online learning; information communication technology; first-year students; University of Johannesburg
Elize du Toit is the Information Skilling Librarian at the University of Johannesburg. She has a Master’s degree (Cum Laude) in Information Science from the University of South African and is currently enrolled for a PhD in Information Science at the University of South Africa. Her thesis research topic is: “Information-seeking behaviour of first-generation students at the University of Johannesburg.” Her research interests are in the fields of information behaviour and information literacy.
University Libraries as Digital Publishing Entities for Improved Teaching and Learning
Helge Høivik – OsloMet – Oslo Metropolitan University (Norway)
An editor working for a major Norwegian publishing house did recently resign. The event caught attention since he published a pamphlet listing his 200 reasons for doing so. The main reason: An increasing commercialization of the book publishing industry. – A major Norwegian bookstore had rented space from a well-known business school when an intense and public quarrel erupted between them. The school was terminating the lease contract since it’s leadership did not want a physical bookstore on campus anymore. Students might be better served online. – Starting in 2015 the library at Oslo Metropolitan University launched a new online publishing unit called “Bokskapet” (“The Bookshelf”). It is focused on MOOCs and textbook resources for blended mode teaching and learning and has developed a comprehensive model for using them. These three examples may be understood on a backdrop of more general tendencies, among them: ● Authorship and the editorial work is labor intensive. ● Technical production and distribution costs go down, – particularly so due to digitization. ● Book markets are increasingly international In scope, to some extent driven by increased productivity of human translators and by real-time artificial intelligence engines. ● In academic cultures, we experience displacement of the written word of static (paper-based) documents towards dynamic and interactive multimedia expressive publication. A orality competes with written culture carried by new media.. ● Digital textbooks and MOOCs (Massive Open Online Courses) become closely integrated within the internal social and organizational structure of teaching and learning. With reference to these events and trends, this paper rise a number of questions regarding the established business model of commercial publishing houses and present and discuss the “Bookshelf” Model for teaching and learning as an alternative venue.
Professor Helge Hoivik is heading the “Bokskapet” digital publishing unit at the Unviersity Library at Oslo Metropolitan University. He taught at the Master Degree Level at the Library School and was specialized in digital documents and elearning at the Center for Educaitonal Research and Development at Oslo Met. He was a Fullbright VIsiting Scholar at Penn State University, USA and is a VIsiting Professor at Capital Normal University, Beijing and Hainan Normal University, Haikou in China.
4B: Research Support and Open Science
Publishing behavior of engineers in the changing times
Lenka Nemeckova – Czech Technical University in Prague (Czech Republic)
Publishing behavior of engineers depends highly on the type of work and cooperation they conduct, on the type of audience, as well as on the requirements given by stakeholders. It is safe to assume that their publishing strategies will shift in time with the change of global publishing standards and with the requirements issued by policy-makers. Publishing behavior needs to be carefully studied and considered as an important aspect to set a suitable baseline and form a reasonable strategy for a thorough research support. In 2010, the Czech Technical University in Prague (CTU) conducted the first detailed publication analysis aimed to determine the readiness for building an Open Access infrastructure at the university. A complete journal output published in the period 2005-2009 taken from the institutional CRIS was used and all main Open Access data was added (e.g. SHERPA/RoMEO status, DOAJ status, openness of the journal content). Now, in 2017/2018 a similar analysis was conducted upon the same institutional CRIS data – journal output – published in 2016. The current analysis has been conducted as a part of a CESAER Task Force Open Science initiative which compares the publishing patterns, especially Open Access patterns, across a number of member institutions of the CESAER Open Access WG in different European countries (The UK, Netherlands, Germany, Poland, Czech Republic). Having two similar datasets from different time periods gives a great opportunity to compare the overall publishing patterns of the university. The paper will focus on the shift in publishing patterns at the CTU over the approximate 10-year time window. It will look at the share of domestic and international publications, the tendency to publish with the main international publishers, and Open Access publishing patterns. A corresponding Web of Science analysis of the same time spots will amend the results with the official performance-based perspective given by available metrics
Lenka Nemeckova is a librarian and the Deputy Director of the Central Library at the Czech Technical University in Prague. She received her PhD in Information science at the Charles University in Prague. She focuses on research information support, research skills, bibliometrics and R&D evaluation, and on the support of scholarly publishing incl. Open Access.
Evaluating National and International Standards for Electronic Repositories with regard to Their Suitability for Research Data Management
Christine Damrau – Technical University of Munich (Germany)
There is a great number of general or specialized open source and commercial repositories available, many of them oblivious of quality measurement with respect to their target groups. Measurement of quality, however, would facilitate the decision process of potential authors preceding the publication of their research data on the repository. In recent years, an increasing number of quality standards with respect to repositories evolved internationally. None of them is extensively deployed compared to e.g. DIN EN ISO 9001. Certified repositories are mainly found in the humanities. Repositories of the STEM fields are less frequently certificated. What are the requirements of STEM researchers with regard to repositories when managing, maintaining or publishing research data? Do the existing quality standards come up to these requirements? To answer these questions, the German project ‘bw-FDM-communities’ will be reanalysed. Additionally, TUM (Technical University of Munich) researchers’ needs expressed to the TUM Research Service Centre will be analysed, structured and categorized. A number of relevant certificates will be explored. The requirements to obtain the related certificate will be stated. Finally, the requirements of researchers and the content in various certificates will be compared. The aim of the study is to provide library IT decision makers with a tool to opt for the most ‘researcher-oriented’ standards
Christine Damrau graduated in biology in 2010 and obtained her doctorate in 2014. Since 2015, she is the executive assistant to the University Librarian of the Technical University of Munich. Furthermore, she is the e-Research officer and reference librarian for chemistry. Additionally, she undertakes the master programme of library and information sciences via distance learning at Humboldt University of Berlin.
4C: User Centered Library and Service Design
Roboter ante portas? About the deployment of a humanoid robot into a library
Janett Mohnke, Frank Seeliger, Benjamin Stahl – TUAS Wildau (Germany)
Robots are common practice in industrial production, where they already control production processes. In many hospitals they support medical staff during complicated operations. There are robots in some libraries, that support the time-consuming process of inventory. However, can robots be useful in daily life? What makes sense and what is just technical gimmick? For a year, the Technical University of Applied Sciences in Wildau has owned two so called Pepper robots. Pepper is a human-shaped robot. It is about 1,20 meters tall and weighs 28 kg. Pepper is well equipped, highly versatile and can be programmed for specific needs. The model Pepper was launched in 2014 by the Japanese firm Softbanks Robotics Corporate as a genuine day-to-day companion for human beings. It has been available in Europe since September 2016. In Wildau, a team of engineers is experimenting with Pepper to be used as a self-employed library assistant to help visitors and to support the staff of the library. How does the printer work? Where do I find my book? Can you explain the facilities of the library to me? Pepper helps out as a charming new attraction of the university library in Wildau. The authors are going to talk about the steps necessary to transform a brand-new Pepper robot into a library assistant for the library in TUAS Wildau and about their first practical experiences.
Janett Mohnke (*1967) studied computer science at Humboldt University in Berlin, Germany. She received her diploma in 1991 and made her PhD in 1999. For several years, she has lived in and worked at different interesting places like Saarbruecken in Germany, Princeton and Stanford in the U.S.A., and finally Berlin in Germany again. Since 2008 she has been professor of technical computer science at TUAS in Wildau. She has been the team leader of the iCampus Wildau and the RoboticLab team at TUASW.
Benjamin Stahl (*1987) has studied telematics at TUAS Wildau. He received his bachelor’s degree in 2016 and is currently working at his master thesis. Since 2016 he has been part of the RoboticLab team at TUAS Wildau. His research interests are focused on working with embedded systems, humanoid robotics, smart home and web-development.
How can the University Library at OsloMet – Oslo Metropolitan University become an important arena for culture, art and debate?
Tone Berg Knudsen, Tone Hoemsnes, Hege Skahjem – OsloMet – Oslo Metropolitan University (Norway)
OsloMet acquired university status in 2018, and as a result, the Learning Centre and Library has become a University Library.
An important social mission for the University Library is that it “shall contribute to the dissemination of results from Research and Development” (University and Higher Education Act §1-3). This also includes R&D in the creative and performing arts.
OsloMet shall further “stimulate students and staff to participate in public debates” and “develop activities at an institutional level in order to strengthen engagement, unity and common identity among students and staff” (Strategy 2024).
How can the University Library help achieve these goals?
The lunch event “Lunsjpåfyll” has since 2012 been an important arrangement in our user-centered Library. Significant figures from research and professional life are invited to speak about topics of interest in the library once a month.
In addition, we have our own exhibition area situated at one of our libraries, available for students, staff and others who may want to present creative work or performances related to their professional activities at our institution. This autumn, students from Faculty of Technology, Art and Design have presented examination pieces in the library.
Events, exhibitions and debates contribute to student and staff engagement, within – and across – professional fields and faculties. As members of the event committee for “Lunsjpåfyll” and “Exhibitions”, we wish to develop these two traditions by strengthening our cooperation within the organization. In this presentation, we will talk about our vision of the new concept, and share some of our experiences and challenges.
Our goal is to make the University Library an inspiring place to be.
Tone Hoemsnes: Academic Librarian at the Department of Art, Design and Drama. MA in Theatre Studies. Tone Berg Knudsen: Senior Librarian. Cand. Mag. Degree in Norwegian Language and Literature, Pedagogy. Art Studies. Hege Skahjem: Senior Librarian. Cand. Mag. Degree in Norwegian and English Language and Literature and Contemporary Literature. All: BA in Library and Information Science. Members of the Committees Lunsjpåfyll and Exhibitions. University Library at Oslo Metropolitan University.
Why a Unit for Academic Language and Practice should be a part of a University Library
Kari Mari Jonsmoen – OsloMet – Oslo Metropolitan University (Norway)
The main task of a university library is to serve the teaching, learning and research needs of staff and students in higher education. However, the lecturers, students and researchers need more than a collection of sources of information provided by librarians. Globalization in general and the universities’ internationalization policy have led to a large international researcher and student population and thus increased requirements when it comes to language proficiency, intercultural competence and teaching and learning in a multicultural environment. As a result of internationalization and the principle of widening participation the student population has become more heterogeneous. In 2016, the participation rate for Norwegian students (age range 19-24) in higher education within Norway was 35,1%. The Unit for Academic Language and Practice is located in The Learning Centre and Library at OsloMet – Oslo Metropolitan University. The unit’s mission is to contribute to the quality of education and professional development by increasing the academic literacy of staff and students. Academic literacy is defined as receptive and productive skills to participate, learn, guide, teach and publish in an academic context. The Unit for Academic Language and Practice offers linguistic and pedagogical support and conducts research in the fields of academic literacy and pedagogy targeting students in higher education. This presentation will look into the history and the portfolio of the Unit for Academic Language and Practice and illustrate why its competence and type of work belongs in a university library.
Kari Mari Jonsmoen is professor in pedagogy. At Unit for Academic Language and Practice her research field is academic literacy, Norwegian as a second language and teaching in the international and multicultural classroom. She has written several books about student learning. https://www.hioa.no/tilsatt/karim