Mentor Training is a requisite for becoming a CILIP Mentor and this course is suitable for all CILIP members who have recently registered as CILIP mentors or are thinking of registering
By the end of the day participants will: • Have an awareness of the function of mentoring in the CILIP CPD process • Have had the opportunity to explore and experience mentoring • Be able to make an assessment of their capability as mentors and identify their development needs in this area
Information Security is very much an issue of the moment! Only yesterday Apple was in the news as the US government demanded that they should create backdoor access into the encrypted data on an iPhone; the UK government is moving forwards on its Investigatory Powers Bill, and - as reported here - there are changes afoot for Data Protection. CILIP has been leading on Information Management for some time (as evidenced in the regular column in Update) and a recent Iron Mountain and Association for Information and Image Management (AIIM) White Paper explores the future skills and attributes that will help information managers create positive impacts for their organisations over the next 3-5 years... including a mention of information security and access control.
So it is very timely that UKeiG has announced a new training event: Information Security: governance and risk to be presented by Peter Cruickshank on Friday June 17th at CILIP. Among other things, Peter will be examining governance frameworks for information systems and the concepts of governance, risk management and compliance, as well as relevant laws and regulations, both national and international, including Data Protection, Freedom of Information and computer misuse.
The Iron Mountain and AIIM report noted that when asked about the Information Management (IM) skills their organisation would value over the next 3-5 years, participants identified 'risk management, security and data privacy' at the top of the list. Unsurprisingly information managers felt that their strengths lay in traditional aspects of IM but felt slightly less comfortable in some of the areas predicted to become increasingly vital – including information security.
For full details - and a booking form - for the June UKeiG workshop, see our event page.
On Monday 14th March 2016 CILIP will launch the Online Register of Practitioners.
Maintaining a public register is stipulated as part of CILIP’s Royal Charter. This will be an online version of our public register detailing all current members, including those who hold a level of Professional Registration. In the past, this has been held in the CILIP Yearbook. Publishing your details online will allow for a more up to date record to be available for public viewing.
The benefits of publishing the register this way include:
Allowing employers to check whether an individual is in membership and their level of professional registration
An accessible and official record that your CPD is up to date via revalidation
A more accurate and current record of your professional details for professional recognition
Public assurance that services are being delivered by a qualified professional
A register entry will consist of the following data:
Surname, Title, Initials, Postnominals
Job title and employer name or Retired or Life Member or Student and University name or Unwaged
Membership number
Date of professional registration (e.g. date of gaining Chartership)
Date of last revalidation
Please note that no personal contact details are included in the Register of Practitioners.
We will be using members CILIP Yearbook preference as a basis for inclusion in the Register of Practitioners, all members will be contacted in advance and advised on what their current yearbook preference is recorded as.
If members do not want their information to be included in the online Register of Practitioners then they can complete this form, to advise CILIP of their desire to have their details omitted.
If you are happy for your details to appear in the Register, you can you log in and check/update your details (particularly those listed above).
Please contact CILIP Member Services (memberservices@cilip.org.uk) if you have any questions about the public register.
Peter Cruickshank's one day course reviews the threats and compliance issues that owners and implementers of information systems face.
Who should attend?
This workshop is suitable for all levels of experience. The techniques and approaches covered can be applied to all subject areas. Delegates are encouraged to prepare by thinking examples of the challenges they have faced in this area.
CILIP’s Professional Knowledge and Skills Base (PKSB)
This course supports the following elements of CILIP’s PKSB:
2. Knowledge and Information Management 2.2 Information management 5. Information Governance and Compliance 5.5 Information ownership and accountability 5. Information Governance and Compliance 5.6 Information risk management
This intense one day course reviews the threats and compliance issues that owners and implementers of information systems face. Emphasising the interaction of human, organisational and technical factors required to establish a secure system; it gives an overview of different approaches to governance of information systems, and considers the impact of laws, frameworks and standards.
The programme includes an overview of:
The concepts behind GRC – Governance, Risk Management and Compliance
Governance frameworks for information systems and how they relate (including COBIT, ITIL and ISO27000)
Overview of relevant laws and regulations: national and international, including Data Protection, Freedom of Information and computer misuse.
The definitions of risk and the issues that are encountered in risk management, contingency and continuity planning (including incident handling)
Controls as a mechanism for risk management, and the role audit can play
Creating a positive, intentional, security culture
Peter Cruickshank is a Research Fellow and Lecturer in Information Systems. He has a background in business, accountancy, IS Audit and information governance generally. He retains an active interest and delivers courses and lectures in these and related areas. Peter has been involved in a number of LIS projects, including the RiLIES Projects looking at the barriers to impact of research on library and information science practitioners.
Research Fellow and Lecturer in Information Systems
The following learning spaces are not necessarily spectacular pieces of architecture destined for awards but what they represent to me are a series of spaces that interest and intrigue me, that point to thinking about learning spaces in a different way – blurring the boundaries between learning, working and living to meet the diverse needs of learners.
Kiva, Institute for Educational Development, Aga Khan University, Karachi, Pakistan
The Kiva is a learning space that is based on the kivas of the puebloans of the American south west but has been transplanted to a postgraduate education institute in Karachi to create a democratic space to celebrate story telling and discussion.
Technology has deliberately been pushed to the edge of the room and the space design and pedagogy are completely integrated.
University of Melbourne Learning Lab, Melbourne, Australia
A redundant 100-seat tiered chemistry lecture theatre was converted into a 40-seat collaborative classroom to improve the student experience as both staff and student found the traditional didactic lectures unsatisfactory.
The classroom now supports classes consisting of five groups of eight or 10 groups of four over four levels. Each zone has access to group-use PCs, laptop points, a camera and a large LCD screen that can be driven centrally or by the group. The lab is also equipped for remote observation and video capture to support evaluation of learning and teaching practice and to record examples of successful innovative practice.
[#insertinlinedriver spaces-guide#]
With this learning lab a redundant space has been transformed into a flexible, student-centred learning space that supports collaborative group learning and interaction. The increased area required per student in spaces like this is only possible through the intensification of use/increased utilisation of learning spaces across the university.
This project shows the possibilities that exist within existing campuses for the transformation of traditional learning spaces into places that support a wider range of learning and teaching approaches and technologies.
This building houses the Blizard Institute and around 500 researchers and students involved in biomedical research. It includes open plan laboratory and office accommodation, specialist technology spaces, a 400-seat lecture theatre, meeting rooms and a Bioscience Education Centre.
The open plan laboratories are all on a single floor five metres below ground level but with natural light coming in at high levels. The researcher work areas have been taken out of the laboratory spaces and are located on a mezzanine. It features an air curtain that prevents fumes from rising up from the laboratories into the work areas but allows visual and auditory communication between research and work areas. Hanging above the laboratories are several pods containing meeting rooms and the Bioscience Education Centre.
This building solves a number of problems in a very elegant way. The shared, open plan laboratory spaces allow research teams to change easily over time with the shared specialist equipment being located in a separate area, the write-up space is moved out of the expensive laboratories into the adjacent mezzanine, which encourages interaction between researchers; and the location of the education centre above the main laboratory areas allows the visiting school students to see real science happening as well as engaging with the interactive exhibits.
Faculty of Architecture, TU Delft, The Netherlands
This space was created to accommodate the Faculty of Architecture after its previous building had burnt down. Rather than recreating a traditional academic building, the new facility created a shared heart in a lightweight structure between wings of an existing building.
[#insertinlinedriver book-promo#]
To maximise the amount of usable space the circulation areas were used to create a range of informal learning and social spaces that also functioned as work and formal lecture spaces if needed. Less space was assigned to individuals and academics and students shared unassigned work areas. More space was allocated to support a range of other work activities including meetings, concentrated working, phone calls and informal consultations with students.
The end result is a dynamic space that can easily be reconfigured to support a wide range of learning and work activities. This space is as notable for the change management and evaluation activities that surrounded the implementation of such as an innovative space as it is for the design itself.
Formal evaluations of the workplace took place in 2009 and 2010 (and continue periodically) to evaluate use of the work spaces provided, which has led to a reduction in the number of desks provided and the space being reallocated as additional studio spaces for students.
The Hasso Plattner Institute of Design (d.school), Stanford University, USA
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The Hasso Plattner Institute of Design (d.school), Stanford University
The d.school is simply a place at Stanford University where students and faculty from across the university come to take classes and work on projects to develop innovative, human-centred solutions to real-world problems. Courses and curriculum are based on design-thinking processes, drawing on methods from engineering and design and combining them with ideas from the arts, tools from the social sciences and insights from the business world.
The space is used to fuel the creative process and it is designed to be easily transformed to support each stage in the design development process, with furniture elements such as mobile screens, foam blocks and reconfigurable walls used to create a dynamic teaching and research environment.
It is the dynamic nature of the space that is its best feature – it can be appropriated and reinvented by project teams, owned, lived in during the immersive discovery and design processes and then cleared away to present and display the final project outcomes. Nothing is "owned" by a department or team and the space becomes a dynamic marketplace for ideas and solutions.
Information Services Building, University of Otago, Dunedin, New Zealand
This building was completed in 2001 and includes a range of university functions including the central library, the student learning centre, teaching support, student information services and careers.
The central library is the major occupier of the Information Services Building and this provides more than 2,200 study places for students. While many of the facilities offered are what you would expect in any high quality academic library, the library is unusual in that it provides 27 different types of study location that vary in terms of their visibility/privacy, level of technology provision and size of study group.
Some of the study settings are in very busy central zones that are highly visible and connected into the library and the adjacent student centre and others are tucked away on upper levels and provide quiet spaces for study and reflection.
The space between the library and the adjacent student centre has been roofed over to create a street that contains informal study and social settings in a series of ‘living rooms’, delimited only by areas of carpeting and plants. Rather than a formal front wall, a perforated screen connects these spaces back into the main library area and each day the furniture is reconfigured by students to meet their needs.
The variety of settings and the quality of the interior provides a rich landscape of study settings that allow students to select the setting that meets their needs at the time rather than trying to accommodate everything in standard study carrels or work tables.
The British Library in London has large amounts of public space that includes exhibition areas and cafes. These cafes are important meeting places for the academic community and other library users as well as providing a welcome break from the absolute silence of the reading rooms.
The circulation spaces in the library have also been used to house a range of informal work settings including chairs with in-built power and small group meeting tables. Combined with free Wi-Fi throughout the building this has transformed the spaces into public workplace and the spaces are heavily used by freelance workers, start-up companies and people who simply wanting a base in central London for a few hours between trains or meetings.
These work areas have their own population that is distinct from the core British Library readers but it is also a hybrid place that provides facilities for readers who also have to make phone calls and skype, meet with colleagues and work on their computers.
The intensification of use of the circulation space is a great example for universities where circulation areas may make up about 30-40% of the total non-residential space on campus.
Not all inspirational learning spaces need to be owned by the institution or, indeed, be specifically designed as learning spaces.
In 2010 students at Aalto University in Helsinki rented a train (‘Aalto on Tracks’) to take a group of around 100 students and faculty to the Shanghai Expo. During the 10-day trip a wide range of events took place in the train’s conference cars including workshops on entrepreneurship and the future of internet banking, lectures on Russian and Chinese culture, a course on Chinese project management practices and a mobile TedX event as well as a range of sports, cultural and social activities.
This student-led learning experience was repeated the following year when a group of students went by cruise ship from Lisbon to Sao Paulo in Brazil to explore a range of issues including sustainability and development through formal courses with academic credit as well as other workshops, events and visits.
The Natural History Museum is a great example of how learning, research and leisure can overlap in the same space and how institutional boundaries can successfully be blurred without detracting from the quality of the learning or research experience.
As well as being a major cultural and leisure destination in London the Natural History Museum has education activities and resources aimed at every educational stage from five years of age. The Darwin Centre has added substantially to the educational experiences at the museum, combining a central bank of laboratories and specimen storage facilities with a spiral path of interactive exhibits exploring various aspects of the natural sciences and the research process.
Two masters courses are run at the museum jointly with Imperial College, 80 PhDs are based at the museum and there are more than 300 researchers and curators working there with access to more than 70 million specimens.
Andrew is speaking on day one of Digifest, during our plenary session about the power of digital for change. See full programme.
Join the debate
The views expressed by contributors to Jisc Inform are theirs alone and not necessarily those of Jisc. You might not agree with everything that the contributors say but you are guaranteed to read something that will raise questions and spark debate while you're at Digifest - and beyond.
Learning analytics specialist Niall Sclater has been speaking to experts about the legal and ethical issues around giving university and college students access to their data from learning analytics. Hear what they had to say in our podcast.
As the Chartered Institute of Library and Information Professionals, we are responsible under our Royal Charter for ‘ensuring the adequate provision of library and information services’.
Our My Library By Right campaign is the start of re-asserting the statutory basis of public library services. In light of the Local Government Settlement we believe it is now time to go further and to set out what needs to be done to secure the future of the public library network in England for the benefit of the public, communities and the nation.
Putting the public first
Public libraries are one of our most essential public services. Over 850 events took place across the UK for National Libraries Day last weekend. They were a celebration of the diversity, creativity, innovation and public-service ethos which lie at the heart of public libraries, and their counterparts in schools, colleges, prisons and health services across the country.
Our vision of the future development of the UK’s public libraries must be driven first and foremost by the needs of current and potential library users – both in person and online. Delivering real progress for our society and our economy depends on every single person having the opportunity to read, to develop their digital and critical thinking skills and to be part of their community.
The threats to public library services – of cuts, closures and ‘hollowing-out’ – reported daily in the press must be countered not on the basis of retaining buildings or jobs (although buildings and jobs are essential to delivery) but on the basis that they limit equality of opportunity and our progress as a nation.
CILIP wants every single UK citizen to have access to free, high-quality public library services which promote the right to read, to learn, to interact and to build confidence and skills.
Setting a strategy
Our strategy for public libraries in England needs 4 key elements to succeed:
A clear, positive vision of the future
A realistic roadmap for achieving it
The will, resource and influence to put it into action, and
The time to deliver it properly
Thankfully, we have good examples to draw on. Closest to home are the strategies in Scotland and Wales. Ambition and Opportunity, the strategy for public libraries in Scotland speaks of defining a ‘map and a compass: a map to show the terrain ahead and a compass to show the direction of travel’.
As part of the Leadership for Libraries Taskforce, CILIP believes now is our last chance to work together in unity across the library profession, the Local Government Association and key partners and to take ownership of a similar strategy for public libraries in England. The benefits libraries offer to society as a joined-up, universal service are too valuable to be left to a chaotic and economically-driven process.
What lies ahead?
Due to their statutory nature, the fate of public library authorities and library services in England is closely tied to the future direction of Local Authorities.
We know that what lies ahead for Local Authorities is complex and challenging. With the reduction and eventual withdrawal of central Government funding, Councils will depend on business rates and Council Tax to fund local services. The integration of health and social care, and in particular the spiralling costs of adult social care, will place these limited resources under extreme pressure.
Many Authorities have reacted already by withdrawing funding for local libraries and seeking to transfer services out of statutory provision into community-led, volunteer-run models. At the extreme end, a further 4 years of this process will demolish the very principle of a joined-up national public library network.
Foundations for the future
CILIP believes that it is now beyond urgent to stem the tide of attrition. The Leadership for Libraries Taskforce must take ownership of the future development of public libraries and together we need to lead action to deliver the sustainable, vibrant future for our public libraries that serves the interests of the public.
CILIP believes that, jointly with the Leadership for Libraries Taskforce, we urgently need to establish the following foundations to secure the future of our public libraries and promote the interests of their users:
A National Strategy for Public Libraries in England, developed jointly by the library profession and the Local Government Association and endorsed by the Department for Culture, Media and Sport (DCMS)
The creation and endorsement of an outcomes-based Public Library Service Framework for public libraries in England, drawing on the Welsh Public Library Standard and structured around the SCL Universal Offers
A clear definition of a tiered service, highlighting the core offers to be delivered by statutory public libraries (based on the SCL Universal Offers) as differentiated from non-statutory Community Hubs
Development Plans, created by library authorities in consultation with library users with transitional support from the Leadership for Libraries Taskforce and DCMS and based on clear, accurate data
A clear organisational model for the governance and implementation of the National Strategy, based on the core partners of the Leadership for Libraries Taskforce
Transitional funding support from Treasury to mitigate against ad-hoc and reactive decision-making and provide sufficient time to set viable and realistic development plans in place, ensuring that this support is distributed fairly across England, irrespective of Parliamentary boundaries
A longer-term strategy for the Transformation and Modernisation of the Public Library Network in England, supported explicitly in national policy and funding priorities and with appropriate infrastructure to support the long-term development of library services.
Confronting our challenges
In developing these foundations, it is essential that professional colleagues in England work with public library leaders in Scotland, Wales and Northern Ireland as well as internationally to learn from best practices and innovative ideas.
To be clear – developing a realistic and achievable plan will demand that we confront difficult issues. As a profession, we will need to confront the challenge of structural reform of the public library network, which may impact on the jobs of CILIP members. The opportunity is to achieve a vibrant and sustainable future for our public libraries and to re-assert the principle that a library is not truly a library without a skilled professional librarian.
The next steps
CILIP believes that, to be successful, a strategy for Public Libraries in England must be owned and developed jointly between all of the partners in the Leadership for Libraries Taskforce, drawing on the knowledge and expertise of library staff, campaigners and users.
We are therefore calling on the Taskforce to consider this proposal and to work with us to take it forward. As a community of 13,000 library and information professionals, we believe that it is vital to engage our members in using your skills and professional values to set a new direction for our public libraries for the long-term benefit of everyone.
Do you ever consider submitting a conference proposal but find yourself not knowing where to start? Have you submitted a proposal previously but want to share/discuss your tips with others? Join us for our next CIG e-forum on ‘Crafting a Winning Conference Proposal’.
Co-moderated by Deborah Lee (Courtauld Institute of Art), Claire Sewell (Cambridge University) and Anne Welsh (University College London) the e-forum will cover topics such as:
the benefits of presenting at conferences
getting started with your proposal
choosing a topic, and
common mistakes to avoid
Although the discussion is primarily focused on the information world it is open to anyone with an interest in presenting at conferences.
Details
The eforum takes place on Tuesday 8th and Wednesday 9th of September. On both days sessions will begin at 10am and end at 4pm (UK time).
What is a CIG e-forum?
A CIG e-forum provides an opportunity for librarians to discuss matters of interest, led by moderators through the e-forum discussion list.
The e-forum discussion list works like an email listserv: register your email address with the list, and then you will receive messages and communicate with other participants through an email discussion.
E-forums are scheduled to last two days. Registration is necessary to participate, but it’s free and open to both members and non-members of CIG.
Once you have registered for one e-forum, you do not need to register again, unless you choose to leave the email list. Participation is free and open to anyone.
CIG Scotland is delighted to host an international seminar on RDA & Rare Materials, in conjunction with members of the Association of College & Research Libraries’ Rare Books and Manuscripts Section (RBMS), the European RDA Interest Group (EURIG), the CILIP Rare Books and Special Collections Group (RBSCG), the CILIP Cataloguing & Indexing Group (CIG), IFLA and JSC.
This seminar has been organised in association with the meeting of the Joint Steering Committee for Development of RDA, which meets at the National Library of Scotland, Edinburgh on 2-6 November 2015.
Prompted by organizational changes within JSC, the revision of ACRL’s Rare Books & Manuscripts Section’s Descriptive Cataloging of Rare Materials, the international efforts of institutions and organizations to enhance bibliographic data sharing and interoperability, and the recognition that access to rare materials and special collections is vital for research and learning, this seminar brings together experts and practitioners from around the world. Participants will share, through a mix of presentations and discussion, their current practices and methods for the description of, and access to, rare materials. The objectives of this seminar are knowledge sharing to gain the widest possible picture of current practices and international collaboration on cataloguing and descriptive standards.
RDA & descriptive cataloging of rare materials: developing policy statements for special collections resources – Francis Lapka (Yale Center for British Art) and Audrey Pearson (Yale University Beinecke Library)
Step children of printing : toward an integrated standard for the description of single-sheet items – Flavia Bruni, Sapienza University of Rome
Alignment between special material and RDA in German speaking countries – Christian Aliverti (Swiss National Library) and Renate Behrens (Deutsche Nationalbibliothek)
Transcription in rare materials cataloguing – Deborah J. Leslie, Folger Shakespeare Library
Metadata is catnip to digital scholars – Jennifer Schaffner
RDA & Rare books cataloguing at Edinburgh University Library – Alasdair Macdonald and Elizabeth Quarmby Lawrence, University of Edinburgh (short paper )
Something old, something new: rare books and RDA – Josie Caplehorne and Rachel Dickinson, University of Kent (short paper)
Book bindings and paper sheets fit for RDA : current practice in the Netherlands – Marja Smolenaars, Koninklijke Bibliotheek, Netherlands
The language of bindings thesaurus – Nicholas Pickwoad and Athanasios Velios, Ligatus, University of the Arts London (short paper)
Associated events
The seminar is associated with several events taking place in Edinburgh of potential interest to attendees. Please see below for details, and how to register.
Registration
To book a place at the seminar (and associated events), please supply the following details to CIG Scotland, at cigscot@gmail.com.
Your name
Institution
Invoice address (or state that you will pay on the day)
Special dietary requirements
Optional. Reserve a place as an observer at the JSC Rare Materials morning session, Thursday 5th Nov. (details below)
Optional. Reserve a place on Thursday 5th Nov visit to Edinburgh University research materials 2-3pm. (details below) NB: numbers are limited and places will be allocated on a first come first served basis.
Optional. Reserve a place on Thursday 5th Nov visit to National Library of Scotland Rare Books 3.30-4.30pm. (details below) NB: numbers are limited and places will be allocated on a first come first served basis.
Optional. Register note of interest in attending Thursday 5th Nov DCRM Task Force meeting, 5.30-8pm. (details below)
A sandwich lunch will be provided at the seminar on Friday. Please note that invoices will be issued after the event. Enquiries regarding purchase orders, payment or invoicing should be sent to CIGS Treasurer at cigscot@gmail.com.
Registration closes 23rd October. Please note that cancellations after this date will be charged at the full price.
We look forward to welcoming you to Edinburgh in November.
Associated events
The seminar is associated with several events taking place in Edinburgh of potential interest to attendees, please see details below. You can register for the majority of these events using the seminar registration above.
Thursday 5 November 2015
Morning (9am-12noon)
JSC meeting agenda item on RDA and the work of the RBMS RDA-DCRM Task Force will form part of the morning business. Observers are welcome and attendance is free, but registration is essential. Please register above. The JSC takes place at the National Library of Scotland (http://www.nls.uk/info/locationmap/index.cfm) For more details on the JSC please refer to the JSC website http://www.rda-jsc.org/node/236.
Afternoon (2-4.30pm)
Visits to collections at the National Library of Scotland and the University of Edinburgh are being arranged.
2-3pm – Visit the Centre for Research Collections at Edinburgh University (http://www.ed.ac.uk/schools-departments/information-services/library-museum-gallery/crc). Attendance is free, but due to space considerations participation will be limited and advance registration is required, with places allocated on a first come first served basis. To reserve a place, please register above.
3.30-4.30pm – Visit the Rare Books Collections at the National Library of Scotland (http://www.nls.uk/collections/rare-books). Attendance is free, but due to space considerations participation will be limited and advance registration is required, with places allocated on a first come first served basis. To reserve a place, please register above.
Evening (5.30-8pm)
RBMS RDA-Descriptive Cataloging of Rare Materials Task Force meeting.
Primarily a business meeting to receive external input on a small set of the most pressing/contentious issues facing the DCRM group. Due to space considerations participation will be limited, please register your note of interest to attend above. The meeting will take place at the National Library of Scotland (http://www.nls.uk/info/locationmap/index.cfm).
Monday 9 November 2015
10am-4pm
RLS-athon – organised by CIG Scotland, JSC, and TMQ.
A Jane-athon or hackathon using the RIMMF RDA data editor and focussing on the works of Robert Louis Stevenson (RLS). RLS was born in Edinburgh on 13 November 1850, and RLS Day is celebrated this week. For more details and how to register please go to http://wp.me/p40zYT-7j.
We look forward to welcoming you to the Seminar and associated events in November.
Organizing committee
Francis Lapka (RBMS RDA-DCRM TF chair)
Nina Schneider (RBMS BSC chair)
Anne Welsh (CIG member and Lecturer, Department of Information Studies, UCL (London)
Iris O’Brien (RBSCG BSC chair and The British Library)
Claudia Fabian (Bayerische Staatsbibliothek and IFLA)
Alan Danskin (EURIG Chair, British Library)
Graeme Forbes (CIGS Chair and Head of Ingest, National Library of Scotland)
Paul Cunnea (CIGS Secretary and Digital Assets Manager, NLS)
The world’s first RLS-athon – a hackathon for RDA metadata about Robert Louis Stevenson and his works, organised by the Cataloguing & Indexing Group in Scotland (CIGS), Joint Steering Committee for Development of RDA (JSC), and The Marc of Quality (TMQ).
10:30 Introductions, Outline of the Day, and Setup
10.45 Brief review of RIMMF functionality
11.15 RLS-athon
13.00 Lunch
14.00 Workshop on “national interests”
15:00 Discussion on issues for RDA, RIMMF, and linked data
Scots! A focus on Kidnapped, Catriona, and The Master of Ballantrae.
National collections. A focus on RDA for RLS as a national figure.
Rare materials and RDA.
MARC in, MARC out. A focus on RIMMF as a metadata FRBRization and quality improvement tool.
Attendees can expect to learn more about RDA, the global standard for resource discovery, and its application to multiple versions of print and digital resources, and have fun doing it.
Before registering, please refer to preparatory work expected for participation in the event – this is highly recommended to fully benefit from attendance.
The most recent of the Group's short papers has been published today - a briefing on how the changes being made to the Disabled Student Allowances - which shift the responsibility for provision of accessible learning resources to an individual's institution - will affect libraries. Written by JISC's Alistair McNaught, the paper covers the support services that will no longer be funded (with a note of the inherent inequalities) and goes on to look at the procurement of e-resources, staff development, external collaboration, and internal collaboration. Available as a pdf for downloading, Disabled Student Allowances changes – key issues for libraries can be found on the Commentaries page of the UKeiG web site.
Digital is having a huge impact on how researchers work and the skills they need, from data analytics to data management. Tony Hey, chief data scientist of the Science and Technology Facilities Council and former vice-president of Microsoft Research, explains the challenges facing data intensive scientific discovery, from data curation to preservation, and the need for a UK e-infrastructure strategy.
At Digifest you're going to be talking about data intensive scientific discovery, something you call the Fourth Paradigm. What is that?
"Almost every field in science is now being overwhelmed by the amount of data it is creating. We've gone from having very little data to having more than we can cope with.
Take the environment, for example. The National Science Foundation in the US is funding an exciting project called the Ocean Observatory Initiative. So they’re putting a fibre optic cable on the seabed on the Juan de Fuca tectonic plate just off Seattle. Now, instead of sending out a ship with post-doc researchers that'll return after a few weeks with some data on a USB stick which they take back to their lab, the researchers will now have data streaming in, 24 hours a day, 365 days a year. Seattle is in an earthquake zone and at risk of a really big earthquake about every 200 years. So it seems like a good idea to be able to monitor the sea bed in real-time!
[#insertinlinedriver fourth-book#]
The notion of the Fourth Paradigm came from my late colleague and Turing award winner, Jim Gray. Jim observed that if you've now got huge amounts of data, researchers need to know how to organise it, how to reorganise it, how to access it, how to visualise it, and how to do sophisticated data analytics on it. For scientists drowning in data, life gets enormously complicated!
You now need to teach researchers new skills of data management and analytics. That’s what Jim meant by the Fourth Paradigm, following on from the three other paradigms - experimental science, theoretical analysis and computer simulation. These Fourth Paradigm skills don’t supersede researchers needing to know something about these other three research paradigms, but increasingly, many scientists now need to be equipped with techniques for managing and analysing data. "
Jim Gray’s dream was to have a world in which "all of the science literature is online, all of the science data is online and they interoperate with each other". How close are we to that?
"I think 2013 was a very significant year. One of the things that I was pursuing when I was a dean at Southampton University was a repository providing open access to research papers. I was keen to establish a research repository because, as dean of engineering, I had 200 engineers and about 500 post docs and students in my faculty, all writing research papers and each year, the library asking me which journals I wanted to cancel. In fact, the university could not afford to subscribe to all the journals in which my staff published - yet I was supposed to write a review of the faculty’s research at the end of each year.
Journal prices have been going up by something like 10-15% on average per year over the last 10 or 15 years while library budgets have been going up by at most 3% per year, so there's clearly a real mismatch and something has to change in research publishing. So I started by insisting we keep a digital full-text copy of all the faculty’s research papers in a faculty research repository. Although I started this initiative, it was other academics and librarians at Southampton who made this vision a reality.
A major role for the library at a research-led university is surely to manage the research repository and be the guardian of the research output of the university. Running such a repository is a key part of a research university’s "reputation management".
But what you really need is to be able to get from the paper to the data on which the authors have based their results. For me, the most significant event in 2013 was the US White House memorandum requiring every significant federal research funding agency in the US to come up with a plan to increase public access to the results of their research. And the definition of research included not only research papers but also the relevant data sets. This memo has kicked off a worldwide focus on open science with research papers linked to the relevant data sets.
So I absolutely do believe in Jim Gray’s vision: the future is all about putting both the paper and the relevant data online. "
And, over here, what do you think about the current open access landscape, how have things evolved since the Finch Report?
"I think the Finch report made a mistake in advocating only gold open access1. I have always advocated green open access and this is not because I hate publishers, I don’t. I edited journals for non-open access publishers for many years, but as dean, I just could not afford what they were selling me.
[#insertinlinedriver oa-implement#]
We need to have a new partnership with publishers. I don’t want to do all the things they do, but I do want to have a service that is good value and that I can afford. That’s all I want! But of course, at the moment, we’re in the middle of a revolution.
So, currently, it’s all very confusing but, at the end of the day when the dust has settled, the general public will be able to have access to the research papers that their taxes have paid for without having to pay out large sums to publishers. That’s surely a good thing."
So you think the open access road is going in the right direction?
"Yes, I think we are definitely going in the right direction. It’s just very confusing as to exactly what funding model will emerge at the end of this revolution! If you talk to different people, you get different answers.
The Finch Report just proposes one possible answer. However, curating, publishing and archiving data is much more complicated than keeping just research papers in repositories, certainly in terms of how this process should be funded. It is clearly not sensible to keep all the data scientists create, so how much data should you keep? I believe that you have to have the people who were involved in generating the data – the scientists – also involved in deciding which of their data should be kept.
[#insertinlinedriver managing-data#]
But there is also another problem: in computational and data-intensive science, some of the most important people are the scientists who write the scientific software or who do the sophisticated data management and write the clever data analysis codes. But these people are not the principle investigators, so they don’t get the limelight.
How do you give attractive career paths to these talented people who are now, increasingly, becoming essential to the progress of modern science? I think this is a real challenge for universities and the research community. It’s especially a challenge because if you train people in data intensive science, they can go and get a job in industry at twice the salary!"
You're working on the UK infrastructure strategy – what does that involve?
"At a national level we need to have an infrastructure capable of supporting first class research. On the network, data and software side, I think there are six key elements. The first is a high bandwidth research network, which is what the Janet network attempts to provide at the moment. However, I think we need to do more with the Janet network in order to support data-intensive applications adequately.
We also need to have a robust authentication and authorisation infrastructure so that the right people can get access to the right systems. Then we need to worry about the production and sustainability of research software. A fourth component consists of technologies and standards for data provenance, curation and preservation. Only then can we realise Jim Gray’s vision for open access to publications and data via research repositories. And finally, we need to create appropriate and powerful discovery tools capable of searching efficiently across globally distributed repositories.
Janet network
Watch a video about Janet: one of the fastest networks in the world
Complementary to this network, software and data infrastructure is the provision of high performance computing resources. In the UK we must provide our computational scientists with access to supercomputers that are competitive on a world scale. In addition, we need to provide appropriate high performance computing resources at both regional and university levels. We then must put this all together and train the people we need to make efficient and effective use of this research infrastructure.
The E-infrastructure Leadership Council, which I co-chair with the minister for science and universities, Jo Johnson, is all about how industry can make appropriate use of this expensive research infrastructure. Can we make the e-infrastructure really usable for industry so that our companies can become more competitive and productive? For me, this is a very exciting challenge."
More generally, how do you see Jisc's role with the infrastructure strategy?
"I see Jisc as capable of playing a leadership role in providing a high performance research network.
One of the challenges we face is the need to have a high bandwidth network that is able to move high volumes of data direct from the data source right to where the researcher needs it. The problem is that you can have a very high bandwidth wide area network but when the data stream reaches the researcher’s university it has to go through the firewall and gets mixed up with the email, web traffic, students watching videos for teaching and so on.
What you need is what they call in the US a ‘Science DMZ’ - a science demilitarised zone. This architecture means that when the data gets to the firewall, it doesn't go through the firewall but goes straight to where you need it. In this way, you solve the ‘last mile’ problem and can have sustained high end-to-end bandwidth. This is critical to enable you to transfer lots of data in a reasonable time as opposed to taking weeks.
In the US, they have implemented this type of data stream architecture at over 100 universities under the NSF’s Campus Cyberinfrastructure initiative. In the UK we have no comparable initiative involving university CIOs. Traditionally, Jisc’s responsibility has stopped at the university firewall so there is a worrying gap in our UK e-infrastructure. To address the needs of the new generation of data-intensive scientists, I think that Jisc needs to partner with universities to implement high speed end-to-end data links.
However, Jisc’s development of robust authorisation and authentication middleware is extremely important and allows companies as well as academics to access our national research infrastructure as authorised users. Jisc has also played a key role in promoting repositories for research publications and data. Finally, the Digital Curation Centre (or DCC) is funded by Jisc and has been a pioneer in data curation and a key source of expertise for the research community for more than 10 years."
Tony is speaking on day two of Digifest, during our plenary session about the power of data. See full programme.
Join the debate
The views expressed by contributors to Jisc Inform are theirs alone and not necessarily those of Jisc. You might not agree with everything that the contributors say but you are guaranteed to read something that will raise questions and spark debate while you're at Digifest - and beyond.
Due to the overwhelming demand to visit Bernard Quaritch Ltd. (www.quaritch.com) last October we have organised a repeat visit in April.
Bernard Quaritch Ltd. have been dealing in rare books and manuscripts since 1847. This visit will provide a fascinating insight into the rare book trade. We will discover the company's history and the range of services offered, meet staff and view highlights from the archive as well as current stock.
In these four provocations, anthropologist Donna Lanclos argues that the notion of the "digital native" is bogus and disempowering, that pandering to student expectations can backfire, universities should be open by default, and our attitude to educational technology needs a rethink.
Provocation one: The death of the digital native
The 'digital native' is a generational metaphor. It's a linguistic metaphor. It's a ridiculous metaphor. It's the notion that there is a particular generation of people who are fundamentally unknowable and incomprehensible.
The original formulation even posited that there is something biologically different about the brains of these so-called digital natives, because of their early and frequent interaction with particular types of technology. It's not true and anybody who connects with students and members of academic staff in any kind of practical way knows that people who engage with technology are not motivated by their age category.
Dangerous assumptions
There are very real dangers in adhering to this sort of generational narrative of disconnection – it's an argument that says we'll never understand them and, furthermore, that we cannot teach them.
There are policy implications: if your university philosophy is grounded in assumptions around digital natives, education and technology, you're presupposing you don't have to teach the students how to use tech for their education. And, furthermore, it will never be possible to teach that faculty how to use that technology, either on their own behalf or for their students.
So you've set up at least two different barriers. You've set up a student barrier and you've also set up a barrier for members of academic staff who are then being fed a line about how they're dinosaurs and will never get it. It cuts both ways and it's disenfranchising across the board.
Visitor and resident
[#insertinlinedriver love-blog#]
A very different paradigm is 'visitor and resident'1. Instead of talking about these essentialised categories of native and immigrant, we should be talking about modes of behaviour because, in fact, some people do an awful lot of stuff with technology in some parts of their lives and then not so much in other parts.
Each person's choices are embedded in a very particular context and each person is going to have different reasons for that behaviour. And that's going to inform the nature of their practice. That's going to inform the frequency they're in that place. Indeed, it's going to influence whether they think of the internet as a tool or a place.
Give people freedom
The workshops we're developing with Jisc are around helping people to visualise their practices so that if they do want to change, at least they know where they're starting from. It's so much more empowering a metaphor than native/immigrant. It's about what you do and why you do it, not about who you are as a person. It takes some of the value judgements out of descriptions of modes of behaviour.
They are descriptions of a range of possibilities and I like the idea of giving people the freedom to figure out where they fit in that range of possibilities instead of categorising and pigeonholing them and making them feel limited based on some kind of bogus identity category.
Provocation two: Open by default?
How much of your university practice is behind closed doors? This is traditional, of course, gatekeeping our institutions of higher education, keeping the gates in the walled campuses closed.
The power of open
[#insertinlinedriver networked-blog#]
What if those gates were open? What other sorts of things would we want to be open?
Imagine having at least part of your virtual learning environment (VLE) open, not just for current students (and even current students usually can't see all the teaching that might be useful to them) but for non-students, prospective students, or staff members who want to know what's happening down the road, across the country, in that academic department that interests them.
NetworkED 2020
Watch Donna at NetworkED 2020: The London University, as she asks 'what if all of London were a networked University?'
There would be so much potential for seeing the different ways in which departments are teaching, for instance. Which departments of biology are doing what in their labs? What theoretical approaches are they taking?
Paywalls and passwords
So much of the pedagogy as well as the content of the university is locked away. That has implications not just for potential students but also from a policy perspective – if part of the problem in higher education policy is of non-university people not understanding the work of the university, being open would have really great potential to mitigate that lack of understanding.
What would happen from a political perspective - the funding of universities, the running of universities – if the people who want to hold universities accountable really knew what they do? And if we lock all our content away behind paywalls and password protection, we're not giving the public an opportunity to see the work of a university either.
Networked, open, transparent
The product of education should be effective citizenship that is enacted out in the open. I would like to see our universities modelling themselves more closely on what we should be looking for in society generally: networked, open, transparent, providing the opportunity for people to create things that they wouldn't create all by themselves.
I understand the rationale for gatekeeping, I just don't think that there's as much potential with a gatekept system as there is with an open one.
Provocation three: Stop being ruled by 'student expectations'!
There are two huge problems with the notion of "student expectations": firstly, the sense that, with the UK's new fee model, students' ideas of what higher education should be now weigh much more heavily in the institutions' educational planning. Secondly, institutions in part think their role is to make their students "employable" because some politician somewhere has said the university is there to get them jobs.
Setting low bars
Students coming into higher education don't know much about what higher education can be. So if we allow student expectations to set the standard for what we should be doing, we create an amazingly low bar.
It's the same as student and academic staff expectations of libraries: these tend to be quite traditional and fairly low level stuff. Do libraries provide content? Are they in a building? These users don't know enough about the potential, so can their expectations stretch practice or reach for innovative things?
Student expectations limit
So, being ruled by student expectations is limiting because they don't know what they don't know, while we who work in higher education do have a certain level of expertise around what's possible. That's not to say we should ignore the needs of students or shouldn't pay attention when they tell us what would be effective for them. But part of our job is to provide a space for our students to stretch and explore things and if all we do is meet their expectations they're not going to do that.
The employability issue
The employability issue is more difficult because I don't think we in higher and further education ever want to be saying we don't care if our students don't get work – that's not true. But the framing of it is all wrong. The point of any educational system is not to provide citizens with jobs. That's the role of the economy.
So, if the economy is failing and people can't find work, it's not the fault of the university; the university shouldn't feel it has to shift fundamentally its reason for existing.
[#insertinlinedriver the-article#]
Universities are not vocational
To my mind, the reason we have higher education – and, indeed, any state-funded education system – is to provide space for us to produce engaged and effective citizens who will be prepared for whatever the economy throws at them, by being able to think and connect and be critical. And those things are relevant to employability, in the sense that any smart employer will want employees with those attributes.
Businesses are not saying "I want someone who went through a programme that promised them a job". I think there's a real disconnect between what real employers actually want, the political rhetoric around the role of the university and the university's reaction to political pressure.
I'd like to see universities, and people who work within them, take a stand against being defined as vocational. I don't think that serves anybody.
Provocation four: Educational technology – fit for purpose?
I want to get people to start from the notion that there are educational things that they want to do, or educational processes that they would like to engage with, and then - and only then - talk about the technology.
Educational practice first
This is the opposite of having technology drive practice, of saying to an educator,
"so we have Moodle, this is what you can do in Moodle. You want to have a conversation with your class? This is what it has to look like in Moodle".
That's technology shaping educational practice in a really top down way. I want the educational practice to come first.
Institutions can approach educational technology in two very different ways. They can have a learning technology division that is basically in charge of acquiring and maintaining educational technology. Or they can provide spaces to develop pedagogy and then think about the role of technology within that pedagogy.
I think the 'fit for purpose' debate is evidence of the tension for those who would like to start with the education but are being told by their institutions that they have to work with particular kinds of tools. I think those debates are actually artefacts of going about it the wrong way: a history of institutions handing people tech instead of starting with the pedagogy.
So, what are you trying to do?
So, educators need to figure out what they need to do. Are you trying to have a conversation? Are you simply trying to transmit information? Or are you, in fact, trying to have students create something?
Answer those pedagogical questions first and then - and only then - will you be able to connect people to the kinds of technologies that can do that thing.
Donna is speaking on day one of Digifest, 9:30-10:45, during our plenary session about the power of digital for change. See full programme.
Join the debate
The views expressed by contributors to Jisc Inform are theirs alone and not necessarily those of Jisc. You might not agree with everything that the contributors say but you are guaranteed to read something that will raise questions and spark debate while you're at Digifest - and beyond.
A network and training day at Winchester Discovery Centre. Friday May 6th 10am to 3pm.
This Unconference is aimed at people with an interest in how we can bring stories to life and encourage reading for pleasure to children and young people.
The day will be filled with drop in and out sessions to support, advise and share ideas on all aspects of supporting children in reading. From sharing your favourite storytime read, to how you introduce beginner read books to children and parents, to how to run arts award within your libraries, to running chatterbooks groups, Carnegie and Kate Greenaway Shadowing, including CKG judges past and present talking about the process and more.
Programme:
10am
Arrival and Coffee
10.15am
Welcome and Introduction to the day
10.20am
Keynote speaker - Julia Eccleshare
11am
Authors, Illustrators and Storytellers Galore
12noon
Lunch (not provided)
12.45pm to 14.45pm
Topic Discussion time: choose an area, put your idea forward, discuss, come up with other ideas, check out what’s being discussed in the other areas and tweet with #UNYLGSE
14.45
Closing reflections with Joy Court
15.00
Close
Timetable may be subject to change.
Bring your own lunch and cake to share. Supply of drinks all day long.
There will be author, storytellers and illustrators and members of the CILIP YLG South East committee will be available to talk all day.
There will be: Author and storyteller Margaret Bateson-Hill, Author of My Big Fat Zombie Goldfish Mo O'Hara, Author of Beetle BoyM.G. Leonard, Author of Dara Palmer’s Major Drama and Dream on, Amber Emma Shevah, Author of Threads Sophia Bennett, Author of Dreamer Ballerina Sarah Rubin, Author/Illustrator of Bunny, Bunny, Catkin and more, Cathy McClennan, Author/Illustrator of The Queen’s Hat, Please Mr Panda and more Steve Anthony and lots more!
ISG are pleased to be able to offer a bursary place for one ISG member to attend the CILIP Conference in Brighton on 12 and 13 July 2016.
The bursary place includes access to both days of the conference, lunch, refreshments and all sessions. It also includes a ticket to the evening reception on Brighton Pier on Tuesday 12 July, which includes drinks, a fish and chip dinner, unlimited rides on the attractions, music and networking with colleagues. One nights’ accommodation at the Ibis hotel on Tuesday 12 July is also included.
Travel expenses are NOT included with the bursary place.
If you'd like to be considered for the bursary, email your details to Claire Back ISG Secretary ISGHonSecretary@cilip.org.ukby Thursday 31 March
The winner will be notified by Friday 7 April.
The winner will be expected to write about their experiences for the Autumn edition of Refer.
ISG are pleased to be able to offer a bursary place for one ISG member to attend the CILIP Conference in Brighton on 12 and 13 July 2016.
The bursary place includes access to both days of the conference, lunch, refreshments and all sessions. It also includes a ticket to the evening reception on Brighton Pier on Tuesday 12 July, which includes drinks, a fish and chip dinner, unlimited rides on the attractions, music and networking with colleagues. One nights’ accommodation at the Ibis hotel on Tuesday 12 July is also included.
Travel expenses are NOT included with the bursary place.
If you'd like to be considered for the bursary, just email your details to Claire Back ISG Secretary ISGHonSecretary@cilip.org.ukby Thursday 31 March
The winner will be notified by Friday 7 April.
The winner will be expected to write about their experiences for the Autumn edition of Refer.
Google has always taken the position that it should clean up search results only on European domains such as Google.fr or Google.de because to do otherwise would have a detrimental effect on the free flow of information. This despite opinions that the European Court of Justice ruling in May 2014 (stating people could ask search engines such as Google and Microsoft's Bing to remove inadequate or irrelevant information that appears under searches for their name - dubbed the "right to be forgotten") should be applied more widely. Reuters state:
To address the concerns of European authorities, the Internet giant will soon start polishing search results across all its websites when someone conducts a search from the country where the removal request originated, a person close to the company said.
Reuters note that the company will filter search results according to a user's IP address, meaning people accessing Google from outside Europe will not be affected.
The long running Cilip in Sussex Christmas Quiz didn't break with tradition, as yet again the committee team generously allowed other participants the glory of winning the illustrious if tiny cup. Read all about here:
CILIP in Sussex Pub Quiz Report
By Neena Shukla Morris, Assistant Librarian at Ardingly College
This year’s cracking Christmas Quiz was held on Thursday 10th December at The Caxton Arms in Brighton. The atmosphere was festive but feisty, with six teams present and correct, all keen to take home the tempting winners’ trophy.
Our quirky quizmaster, Swiss Tony, had painstakingly prepared question rounds on general knowledge, numbers, rivers and films. Several teams were caught out by a particularly pesky general knowledge question on Mohandas and Indira Ghandi. Contrary to popular belief, these two famous figures are not related! That surprised a few of our contestants!
There were also two picture rounds, based on the themes of ‘villains’ and ‘connections’, the latter of which was particularly testing. Contestants had to link the following answers – a packet of Revels chocolates, Benny Goodman, a Victorian ladies’ bustle and Bruno Mars – the answer of course: Strictly Come Dancing!
The evening was perfectly punctuated with delicious drinks and fabulous food from the tremendous team at The Caxton Arms. The Thai buffet was truly scrumptious – a vegetarian feast that was enjoyed by all. The delightful dinner gave the teams the strength to continue when the questions were getting tough!
After nearly three hours of tense competition, the winning team was ‘Z675.H7’ (can you guess why this is their team name?), from Brighton & Sussex University Hospitals. Congratulations! It couldn’t have gone to a more deserving team!
In second place (though still some twenty points behind ‘Z675.H7’) was the team from Libraries in Independent Schools South East. This may not seem worthy of a mention... though perhaps there is some author bias on this point!
The losing team, in the dismal and depressing last place, was ‘The Team With Twelve Feet’, from The University of Sussex Library. Oh dear... better luck next year folks!
So concluded a fabulous festive evening, and indeed, a productive and positive year for CILIP Sussex. Pictured here is the winning team, victorious with their trophy held aloft in pride! Many laughs and chats were had by friends old and new, and so we look forward to an exciting new year in 2016. A huge thank you to Amanda Lackey and the rest of the committee for doing such an excellent job of arranging the quiz. I’m already looking forward to next year!
Have you every wanted to pass on your expertise, and help others in the profession? Would you like to expand your skill set this year? This a great opportunity for those of you who’d like to enhance your professional profile, by becoming a Cilip mentor. Please see below for details of a course running in Brighton in March.
Introduction to Mentoring course
A one day workshop provided by CILIP in Sussex for CILIP South East Member Network – FREE to members of CILIP.
The purpose of this course is to provide participants with a background to mentoring, a basic framework for conducting mentoring both long and short term. The focus of the event is to enable participants to develop effectively as mentors in the context of the CILIP professional development scheme.
Mentor Training is a requisite for becoming a CILIP Mentor and this course is suitable for all CILIP members who have recently registered as CILIP mentors or are thinking of registering. Do come along and find out more about the mentoring scheme.
By the end of the day participants will: •Have an awareness of the function of mentoring in the CILIP CPD process •Have had the opportunity to explore and experience mentoring •Be able to make an assessment of their capability as mentors and identify their development needs in this area
The morning session will focus on generic mentoring skills whilst the afternoon will focus on the CILIP regulations.
Members who have previously attended a course on mentoring skills may attend the afternoon only (14.00-16.00) to join in the elements relating to the CILIP scheme.
Contact Audrey Marshall for any queries you may have about this course. Email: a.m.marshall@ brighton.ac.uk
10.00-16.00
N.B. The morning session will focus on generic mentoring skills, whilst the afternoon will focus on the CILIP regulations.
Members who have previously attended a course on mentoring skills may attend the afternoon only (14.00-16.00) to join in the elements relating to the CILIP scheme. If you want to attend for the afternoon only then let Audrey Marshall know (see below).
The Academic and Research Libraries Group (London&SE) have arranged a tour of the Greenwich Stockwell Street Library & Archive (University of Greenwich) on Wednesday 18th May at 3:00 pm.
The nearest train station is Greenwich and the nearest DLR station is Cutty Sark
The visit is free, with a maximum of 15 places.
The visit will include a tour of the library, followed by a visit to the archive.
Background to the Collection/Library:
The Stockwell Street development is a new campus library and academic building for architecture Landscape and Creative Professionals and Digital Arts disciplines.
Arranged over five floors, the main feature of the library is the huge steel central staircase offering fabulous views from different angles. 125,000 books are arranged by subject across three floors. Self-service units enable fast and easy issue and discharge of loaned materials.
Seating is available for over 670 across four floors. Zoned areas facilitate Silent, Group and Quiet Study. The extensive ground floor social learning space actively encourages mobile and interactive learning.
The new building offers dedicated training rooms, bookable group study spaces, a spacious workroom and book displays; the library also houses video conferencing facilities and a dedicated space for the university historical archives incorporating archivist’s office, archive research desks and rolling stacks.
ILIG extends an open invite to join us at our next informal! Speaker: Paul Byfield (Legal knowledge manager for the EBRD).
The European Bank for Reconstruction and Development (EBRD) invests in emerging economies in Eastern Europe, CIS (Commonwealth of independent states and the MENA (Middle East and North African) region. Improving transparency and access to information are important tools in this process and Paul Byfield, the EBRD’s Legal Knowledge Manager would like to share the results of a recent survey conducted in this area.
The event also relates to the following areas of CILIP's Professional Knowledge and Skills Base (PKSB):
2.5 Knowledge transfer/organisational learning; 7.5 Collection evaluation and information quality; 9.7 Working with decision makers; 11.2 Communicating with stakeholders
ILIG Informals are not lectures; they are informal, but informative, early evening meetings with a short talk on a theme of international interest plus plenty of time for questions and networking. They are open to all and absolutely free. Light refreshments are served which is why we ask you to let ILIG know you are coming by booking by 9 May 2016.
The first of an annual series of abstracts has been published today on the website: Electronic Information Resources Abstracts, 2015 brings together the citations and abstracts that have appeared in the Members' Area of our web site during 2015, and which members received as a monthly e-Newsletter, into a single volume. Complete with an author and journal/source indexes, this 130-page volume brings together the publishing in blogs, journals and serials, as well as in reports and monographs that UKeiG members are likely to find of interest. UKeiG does not claim comprehensive coverage but the service does cover at least 35 major journals. Organised by 15 subject headings, we believe that Electronic Information Resources Abstracts, 2015 should be a useful reference source.
The 15 subject headings are: Archives; Copyright and Licensing; Digital Libraries / Digital Collections; eBooks; Information LIteracy; Information Management; Knowledge Management; Metadata; Open Access; Publishing; Research Data Management; Resource Discovery; Search and Information Retrieval; Social Media; and Users / Uasge.
