As I settled down to write this quick post, I decided to go back and visit what I wrote about Slipping into Change back in early January 2011. Then I wrote about the new directions and new challenges of my professional move to work full-time work as Lecturer in the Faculty of Education at Charles Sturt University.
How lucky have I been to join such a wonderful group of people in the School of Information Studies, and to be involved with our ongoing work with students in all walks of life who are passionate about libraries and the information profession.
Now, at the start of my third year, I’m preparing myself for another set of challenges, that will be driven by dreams, curiosity and passion – otherwise there’s not point to it all!
Come February I’ll be stepping into the role of Course Director for the School of Information Studies. This builds on my experience gleaned in the role of Course Director (Teacher Librarianship) in the latter half of 2012, and rather magically allows me to work in the whole field of dreams that spans libraries, information studies, archives, information management and teacher librarianship.
OK….. I know that there will be heaps of work. Great days and bad days. Projects that succeed and projects that fail. But always, there will be dreams, curiosity and passion. This is a new role, and promises to be one that will be successful just because we have a wonderful team that works together to make our dreams a reality.
What a surprising opportunity! I never expected this two years ago!
Come with me on my latest exploration of the possible and the dreams. This is your adventure as much as mine because it is through you, my professional network, that my curiosity and passion is ignited.
Robin is a fictional character, a superhero in the DC Comics universe. Robin has long been a fixture in the Batman comic books as Batman‘s partner, making the team of Batman and Robin the Dynamic Duo or the Caped Crusaders of Gotham City. Batman operates in the fictional American Gotham City, assisted by various supporting characters including his crime-fighting partner, Robin.
I WANT to be a caped crusader – really I do! I can imagine donning my cape, and following my leader Batman to save the world from whatever treachery or adventure needs attention. In education too, we all need a Batman to follow, and to lead us – especially when it comes to learning, working online, and building the capacity of future generations of education practitioners.
School libraries are evolving – and in a conference coming up, managing in a new age in school libraries is the centre-piece of discussion.
Holy strawberries Batman, we’re in a jam!
Forget it! The crisis is averted, and our very own Batman-style leader is back in Australia to the rescue!
If you are not familiar with Tara’s work, make sure that you catch up with all that she has to offer.
Any teacher or teacher librarian in Victoria should make sure to catch Tara at the next SLAV conference in Melbourne on the 15th March, where Tara will be presenting the Keynote.
You hardly go a single day without googling an idea, thought, interest, question? Right? Sure, you might use another search engine, but the fact that the word googling has entered the vernacular, and that we do all google is a dead give-away that something big has happened.
The staggering potential of our information and knowledge web is built on an intricate history of science, mathematics and the genius of a handful of men and women, and a bigger pool of quite brilliant people. What is staggering is the way data and data connection has now become a major factor of knowledge. It is impossible to have one without the other, and it is becoming less and less obvious which side of the data/knowledge equation is driving the other.
Thirty years ago, networks developed for communication between people were adapted to communication between machines. Since then we’ve gone from transmitting data over a voice network to transmitting voice over a data network. Google started buying up “dark fiber”, awaiting a time when it would be worth the expense of connecting it at the ends. This is now being lit, and the “last mile” problem – how to reach individual devices without individual connection costs – has evaporated with the arrival of wireless. Google is a force to be reckoned with.
There was a time, in the prehistory of about 1995, when our ideas of “search” still carried the sense of the word’s Latin roots – a search was a kind of “arduous quest” that invariably involved “wandering” and “seeking” and “traversing”. Not any longer. For those who are growing up to search in this millennium, it implies nothing more taxing than typing two words into a box – or, increasingly, mumbling them into a phone – and waiting less than an instant for a comprehensive answer, generally involving texts and images and films and books and maps.
But one of the most interesting news around Google Search last year was the introduction of Knowledge Graph, in May for English queries and in December 2012 for many other languages. Now the Knowledge Graph “covers 570 million entities, 18 billion facts and connections, and about three times as many queries globally as when we first launched it”. To refresh how Knowledge Graph works, it’s worth (again) watching the video :
In the chapter The tale of the Big Computer my mind was riveted by the potential of the future:
Virtual machines never sleep. Only one-third of a search engine is devoted to fulfilling search requests. The other two-thirds are divided between crawling (sending a host of single-minded digital organisms out to gather information) and indexing (building data structures from the results). The load shifts freely between the archipelagos of server farms. Twenty-four hours a day, 365 days a year, algorithms are systematically converting the numerical address matrix into a content-addressable memory, effecting a transformation that constitutes the largest computation ever undertake on planet Earth.
Google..has been executing precisely the strategy that Alan Turing had in mind: gathering all available answers, inviting all possible questions, and mapping the results.
We celebrate the open communication that the web has come to make possible. The capacity to share and build knowledge. But the reality is that the machines are doing the building for us almost more rapidly than humans. I want to believe that this will all end well! We want a global knowledge cathedral – a glorious repository that celebrates out humanity.
How will Google instil wisdom into it’s machine-made disembodied neural knowledge networks? Or will we just be assimilated so we can google your brain?
I really loved reading Turing’s Cathedral (the title refers to the significant contribution to theory known as the Universal Turing Machine), to know more about the origins of the digital universe, and the shape of things to come. The visionaries who laid the foundations saw the future, and sometimes the peril. We see these too, and the topic is covered over and again in Fantasy and SciFi books and movies, almost as if our global subconscious is pondering this technological revolution and it’s impact on humanity. Look for it, and you’ll see it everywhere.
Never mind. I have faith in the best scholars and creatives amongst us in getting us through the knowledge assimilation process.
Mashable reported the story of Kaleb Lechowiski, who at 22, thanks to his short science-fiction film R’ha, is off to Hollywood.
He created the story of an alien race betrayed by its machine army in search of independence, R’ha centers on a single interrogation scene between an uprising computer and its sentient captive. Looking to break free of the limitations of their design–and carry out total elimination of their creators–the machines use some particularly nasty “motivation protocol” to extract key information from their prisoner.Most things were done in Maya, like animation, rigging, shading, and rendering (Mental Ray). But he modeled almost everything in Blender for speed, using Brush to sculpt the alien and paint a lot of objects. Post-production was done in Nuke and After Effects.
Open Access has become a major theme of interest within the research community and those interested in dissemination of information and knowledge.
In the debate around Open Access, the sadness around the loss of Internet activist and programming star Aaron Swartz highlights that we have much to learn, and little time to learn it. Computer hacking Swartz was a vocal open-access campaigner, and died at the age of 26. Swartz was integral in creating RSS, and created a company that later merged with popular internet destination Reddit. However, more recently he was investigated for hacking JSTOR, the subscription-based journal service, and extracting its database with the intention for public release. For more on Swartz – and the impact of his work on free-data, and the world he leaves behind – read Lawrence Lessig’s piece “Prosecutor as Bully.” BoingBoing’s Cory Doctorow also has a must-read tribute to Swartz, including information on the organization, DemandProgress, Swartz helped establish.
But what exactly is Open Access? In this video Nick Shockey and Jonathan Eisen take us through the world of open access publishing and explain just what it’s all about.
Historically, the two main types of obstacles to information discovery have been barriers of awareness, which encompass all the information we can’t access because we simply don’t know about its existence in the first place, and barriers of accessibility, which refer to the information we do know is out there but remains outside of our practical, infrastructural or legal reach. What the digital convergence has done is solve the latter, by bringing much previously inaccessible information into the public domain, made the former worse in the process, by increasing the net amount of information available to us and thus creating a wealth of information we can’t humanly be aware of due to our cognitive and temporal limitations, and added a third barrier — a barrier of motivation.
Open Access publishing is aiming to bridge the gap in higher education areas. Good research should have no boundaries. Here in Australia the Australian Research Council (ARC) is the largest funder of basic science and humanities research in Australia. So when the ARC talks, academics listen. The ARC has introduced a new open access policy for ARC funded research which takes effect from 1 January 2013. According to this new policy the ARC requires that any publications arising from an ARC supported research project must be deposited into an open access institutional repository within a twelve (12) month period from the date of publication.
In most cases, this open-access publishing will occur through electronic institutional repositories – university websites where one can freely download researchers’ articles. Search engines such as Google Scholar will automatically index these articles and link them to related research. The resulting stream of freely available research will be a boon for our society and economy. But it’s not perfect, just a step in the right direction, as publishers also get ‘a say’ in what happens with published information.
Check the ARC Open Access Policy for more information. While the ARC policy will shift some power away from the publishers by putting institutional repositories centre stage, there is a counter-flow that is not in the same spirit of Open Access. Just because public domain content is online and indexed, doesn’t mean that it’s useful.
Beall’s List of Predatory Publishers
The gold open-access model has given rise to a great many new online publishers. Many of these publishers are corrupt and exist only to make money off the author processing charges that are billed to authors upon acceptance of their scientific manuscripts.
Scholarly Open Access showcased the Beall List of Predatory Publishers 2013. The first includes questionable, scholarly open-access publishers. Each of these publishers has a portfolio that ranges from just a few to hundreds of individual journal titles. The second list includes individual journals that do not publish under the platform of any publisher — they are essentially independent, questionable journals.
In both cases, the recommendation is that researchers, scientists, and academics avoid doing business with these publishers and journals. Likewise, students should exercise some caution when reading and referencing these articles in their own academic learning.
Follow Scholarly Open Access for more insights into the contentious field of Open Access publishing.
The global popularity of the Internet and the ready access to information via web searches has led people to expect access to almost any kind of cultural material via a web browser.
As Burnable books states, it’s hardly controversial to note that the digital revolution over the last ten to twenty years has changed the face of medieval studies. Nearly every major manuscript archive has launched a digitization project, with hundreds of high-resolution images added every week, it seems, and eye-catching portals inviting new users to click through and examine the treasures within.
Medieval manuscripts have entered the era of Big Data, a phrase that emerged a couple of years ago to capture the character of information storage, retrieval, accessibility, and usage in the networked worlds of the early twenty-first century.
Burnable Books will feature over the next several months a series of invited guest posts on the topic “Medieval Studies in the Age of Big Data.” Medieval Studies in the Age of Big The Data serial forum is worth reading, especially as it deals with the issues of big data, digitisation, digital revolution, speed vs wisdom, culture and knowledge.
Bibliotheca Apostolica
The Bibliotheca Apostolica, as the Vatican Library is known, is one of the oldest libraries in the world and contains nearly 90,000 historic books, documents, papyrus texts and other ancient treasures. Among its treasures are early copies of works by Aristotle, Dante, Euclid, Homer, and Virgil. Yet today access to the Library is limited. Because of the time and cost required to travel to Rome, only some 2000 scholars can afford to visit the Library each year.
Digitizing its contents in order to preserve the Vatican’s historic treasures and make them available to scholars and historians around the world has become a priority, and the Vatican is embarking upon a multi-year project to digitize, store, archive and put the entire collection on line.
Calendar pages for January, Hours of Joanna of Castile, Bruges, between 1496 and 1506, Additional 18852, ff. 1v-2
Another year and another set of calendars!
I have always enjoyed choosing the ‘right’ calendars to see me through another year, and now I also enjoy making my calendars from previous year’s holiday pics using iPhoto.
Calendars are part of our cultural and artistic history, and well worth exploration. Calendars with illuminations and other miniatures are often found in manuscripts from the medieval era, and particularly in Books of Hours or other texts intended for individual owners. The Book of Hours often begins with a calendar, with the entry for each month spread across two folios. The listings of saints days and feast days are surrounded by intricate miniatures depicting a variety of labours for each month.
The most significant feasts or celebrations are often written in gold or red ink (hence the phrase ‘red letter days’). Along with listing these important dates, many medieval calendars (particularly later ones) include a miniature of the relevant sign of the zodiac, as well as a scene of the ‘labour of the month.’
In an ongoing series on the Medieval and Earlier Manuscripts blog, you will have the opportunity to take a closer look at images from medieval calendars. This year, the featured calendar comes from the ‘Golf Book’, a mid-sixteenth-century Book of Hours (Additional MS 24098; soon to be featured on Digitised Manuscripts). The calendar pages in the Golf Book are spread across two pages, with the first page for each month somewhat unusually reserved for a full-page miniature. In the foreground of the opening January scene (above) is a man splitting wood for a fire, assisted by a woman close by. Behind them a man and his wife, who is nursing an infant, can be seen in their home, warming themselves by the fire.
Calendar page for January, from the Golf Book (Book of Hours, Use of Rome), workshop of Simon Bening, Netherlands (Bruges), c. 1540, Additional MS 24098, f. 18v
For me, there is a direct link between calendars, libraries, and medieval manuscripts such as the Book of Hours! My very first library clerical job was as part of the small library team in the Rare Book and Special Collections Library at the University of Sydney. My desk seemed to be buried amongst rare treasures. A wonderful acquisition that was much treasured was just meters away, along with items as diverse as Norman Lindsay manuscripts and old scholarly dissertations.
But I’ve never forgotten the beauty of the Book of Hours. Use of Paris. Paris. Circa 1460-1465.
This richly decorated manuscript of personal prayers, psalms and recitations with accompanying illustrations taken from the Christmas story with a total of some seventeen miniatures seems now to mark the beginning of a long life associated with books, libraries, and the preservation of culture, knowledge and ideas.
We mark time with calendars. We prepare with calendars. I hope our calendars in 2013 are filled with the beauty and promise that befits who we are and what we should strive to be.
Perhaps one of the most challenging conversations to have in libraries and learning communities as we move towards 2013 is the arrival of RDA. Yes, here is a new acronym that needs to be embedded in our thinking. 2013 will be a year of living dangerously when RDA arrives. Don’t know about RDA yet? Then it’s time to get excited, and up-to-date!
As we close off 2012 many school librarians are busy with their annual stocktake (at least those who haven’t adopted a rolling model of collection maintenance). These same librarians and their staff are perhaps oblivious of the exciting developments that are taking place that will impact on how we manage collections and how we support curriculum in the years to come.
For my money, this is where the rubber hits the ground. Its where the need for proper professionals in schools becomes more important than ever. Here we have innovation happening under our very (information professional) noses – yet we have staff in school library senior positions who have no qualifications in the field or who have not done any further academic training to keep up with the changes needed to manage collections in the digital world that is the 21st century. The next few years are going to be very exciting and challenging making it doubly vital that school leadership understand the importance of having well-qualified teacher librarians and school librarians leading information services in schools.
These very issues were highlighted at the recent SCIS ASKS Forum held in Melbourne recently. How will education libraries best serve their communities in 2015? Support for the new Australian curriculum makes it imperative that we include emerging technologies and global understanding of information organization in the knowledge matrix that we support. It’s no longer about organizing those container of information that’s important – it’s the connections and access pathways and interpersonal learning experiences that a good school library can facilitate. It is a teacher librarian’s job to empower students and teachers information access needs, and to manage systems that support this. We are very lucky in Australia that Education Services Australia, and the Schools Catalogue Information Service have their eye on this for us.
School library systems, media systems, LMS systems etc need to become the 24/7 structured access point for meaning connections. Here we have the key issue in that our multiple systems need to draw on as well as contribute to a knowledge matrix – one that connects to the various information repositories beyond our schools as well.
Old Questions: New Answers
How can this be done? Is there a vision for this? Enter the search and access power that is driven by Web 3.0 developments and the semantic web. What’s different about school libraries now is that collections are really no longer about Dewey, or silo catalogue systems. In a world of API and open data, libraries ( particularly school libraries) are faced with a significant conceptual challenge. Tim Berners-Lee introduced linked data in 2006 and unleashed the future! In 2007 the joint steering committee for Resource Description and Access said that RDA
would be a new standard for resource description for the digital world.
The point of it all is to provide a consistent, flexible and extensible framework for both the technical and content description of all types of resources and all types of content – everywhere, anywhere, always! When search engine collaboration in 2011 added schema.org, we knew that the future was here. Traditional library data has had its day – and this century we are all about linked data ontologies that facilitate computer communications and interaction for the benefit of human knowledge.
There is so much to learn, and so much to deploy. Essentially we need to create a new roadmap of open access and interoperability, to allow RDA new standards in schools to take us out of the confines of traditional library services, and to engage with the Semantic web.
Metadata has been changing everything, and information professionals have been leading these developments, mindful of the semantic web and linked data. There is a lot to discover and learn about. If you are a teacher librarian, please make this part of your professional learning agenda for 2013. We are on the web and of the web, and our opportunities to improve the information and knowledge matrix in schools is fantastic – if we know how!
Visit SCIS Asks Forum, and check out the information from the Forum - even add to the discussion via the survey forms.
