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Type: conferenceObject × Publisher: Den Haag : IFLA ×

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Now showing 1 - 4 of 4
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    To OER or not to OER? A question for academic libraries
    (Den Haag : IFLA, 2016) Stummeyer, Sabine
    The growing demand for higher education and the ongoing developments in ICT infrastructure have created unique challenges for higher education institutions. Open Educational Resources (OER) were once created to provide an easy access to learning material in order to support especially the education systems of developing countries. Now they can play an important role for higher education institutions in supporting their teaching staff to create effective teaching and learning environments for their students to encourage greater individual engagement with information. Academic librarians and libraries have a long tradition in providing information to their users. With regard to OER, key roles are creating digital repositories, providing metadata, resource description and indexing, managing and clearing intellectual property rights or storing and dissemination of OER. New challenges can be promoting „openness“ and „open resources“ and the role that librarians and library professionals play by helping users describe, discover, manage and disseminate OER and related copyright expertise. As an added value, academic libraries are offering infrastructure, trusted relationships and communities of practice to the OER-movement. They are integrating collaborative, open cooperation to teaching and research work – the library as a "OER knowledge manager” and therefore they are strengthening their central position to the academic community.
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    Guidelines for Open Educational Resources for Libraries and Information Institutions
    (Den Haag : IFLA, 2017) Stummeyer, Sabine
    „UNESCO believes that universal access to high quality education is key to the building of peace, sustainable social and economic development, and intercultural dialogue. Open Educational Resources (OER) provide a strategic opportunity to improve the quality of education as well as facilitate policy dialogue, knowledge sharing and capacity building“. Libraries and librarians have the task to facilitate unrestriced and free access to information to everyone. This includes Open Educational Resources (OER), which enable their users to retain, reuse, revise, remix and redistribute – the „5R“ of David Wiley about OER - open content. Libraries have a traditional affinity to learning material, public libraries especially in the school sector, acadmic libraries in higher education. Moreover the importance of OER for public as well as for academic libraries increased continually during the past years. But what are the main issues for libraries and librarians that they need to consider? Where do they get reliable information about these issues? A semester project at the Applied University of Hannover identified six main topics and described them in the library context using „handbuch.io“, an open source platform for collaborative writing. During the writing process the project was visible and open for comments for everyone. Using a cc-by licence makes it possible for everyone to retain, reuse, revise, remix and redistribute this OER for librarians about OER. A DOI makes it permanently quotable.
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    Collaborative Working and Knowledge Sharing in the Enterprise Wiki: How Teams Develop Concepts Using Sprints
    (Den Haag : IFLA, 2017) Strobel, Sven
    Wikis have long been established in the library sector. Yet, librarians tend to only use them when compiling lists of links or files. The Competence Centre for Non-Textual Materials (KNM) at the German National Library of Science and Technology (TIB) rather uses the wiki as a working platform for collaboration, knowledge sharing, and management of tasks and workflows. The KNM team defined an agile sprint workflow and implemented it in the wiki in order to develop requirements specifications for the TIB AV-Portal. The KNM method combines a wiki-based management of workflows with agile methods. This method accelerates complex decision making, structures and standardises the processes, intensifies collaboration, and documents everything in the wiki. The paper presents the execution, roles and artefacts of the KNM sprint workflow. It also shows what the KNM method has in common with Scrum and how it differs from it. The KNM method is not limited to software development. It can be applied to concepts other than requirements specifications, such as research applications, guidelines or manuals.
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    Extending Media Literacy Education: The Popular Science Video Workshop
    (Den Haag : IFLA, 2017) Plank, Margret; Molnár, Attila Dávid; Marín-Arraiza, Paloma
    This article discusses the current relevance of videos for communicating science and presents the state of the art of Media Literacy Education programs for scientists in this area. Some initiatives of these programs are supported by university libraries and specialised libraries, and others by universities and research centres themselves. We introduce a program which is designed to provide scientists with specific training for creating and publishing video abstracts. The participants learn how to write a script for a video and acquire the basic skills they need to record audio and video, and edit footage together into a complete unit. This combines both scientific communication and creativity. The aim of this article is to show how scientists can effectively record video abstracts for their papers on their own, how libraries can support them in this issue, and how important it is to extend Media Literacy Education by programs for scientists.