Since its inception in 1997, Ask a Librarian (UK) has been a model for best practice in collaborative digital reference in public libraries. Innovative development…
Since its inception in 1997, Ask a Librarian (UK) has been a model for best practice in collaborative digital reference in public libraries. Innovative development currently includes trialling the integration of virtual reference with the standard Web‐form service. In addition to a description of the Ask a Librarian service, this paper provides an overview of digital reference practice, procedures, and issues, with particular emphasis on collaboration.
Aims to present a background to the use of electronic resources, especially e‐books, in public libraries, which appears to threaten some basic activities that define a…
Aims to present a background to the use of electronic resources, especially e‐books, in public libraries, which appears to threaten some basic activities that define a reading culture dependent on the print book.
There are initiatives afoot which are working to integrate e‐books into the culture and process of resource‐sharing. This paper reviews some of the issues with e‐books, and specifically how the Co‐East partnership proposes to contribute to the initiatives concerned with improving accessibility.
It is important that public libraries do take that first step in implementing an e‐books service and take care in its promotion. Their traditional role, after all, is providing the bridge between rights holders and the public and, with the advent of “disruptive technology”, this role is more crucial than ever.
An important precedent for this project has been the findings from the Essex e‐books project, and especially user feedback. Although no one was asking about e‐books, users from all age groups were curious enough to participate in the project, and forthcoming in offering their opinion, much of it positive, about the reading experience and the mobile technology.
With digital technology libraries can archive considerable resources of detailed information about their users. This data is generally regarded as confidential between the…
There is a growing perception that higher education increasingly follows what Cary Nelson calls the business or “Industry .. handbook of relevant strategies and…
There is a growing perception that higher education increasingly follows what Cary Nelson calls the business or “Industry .. handbook of relevant strategies and techniques” of employee management, seen by many in the demise of tenure and the increase in part‐time hiring. As an academic/corporate convergence this trend, however, extends beyond higher education’s use of corporate employee management strategies. As higher education becomes a profitable venture, following business’s “handbook” becomes symptomatic of a profound blurring between corporate and academic entities that beckons a reassessment of higher education’s overall direction in light of its relationship with the corporate world. As we’ll see in the demise of tenure and the growth of the part time position, academia is increasingly following the corporate or “industry ... handbook of relevant strategies and techniques” of employee management (Nelson, 1997b). The presence of a corporate paradigm in academia is, however, not limited to employee management practices. As higher education becomes profitable through the use of new technologies, following the corporate “handbook” becomes symptomatic of a far more significant blurring between corporate and academic entities that, because of the drastic and fundamental changes it poses for academia, warrants that academia both reconsiders its internal structure and its overall degree of separation from the corporate arena.
This research note focuses on the quest to move beyond the poverty paradigm in researching, planning, and developing distressed urban neighborhoods. It is based on the…
This research note focuses on the quest to move beyond the poverty paradigm in researching, planning, and developing distressed urban neighborhoods. It is based on the notion that the poverty paradigm hides more than it reveals about the positionality of people in neoliberal society. It argues that low incomes and joblessness are structural components of neoliberal economies. Therefore, they cannot be eliminated without making fundamental changes in the way that neoliberalism operates. Thus, in a neoliberal society, with a small, passive government, both low incomes and joblessness will grow over time, especially among blacks, Latinos, and immigrants of color. Within this context, the distress found in inner-city neighborhoods is a product of failed urban institutions and the lack of investments in such places. However, there are no laws of socioeconomic development that say low income and joblessness must equate with living in distressed neighborhoods, where dilapidation, crime, and violence are characteristic features of the landscape. This reality is a public policy decision. Therefore, it can be changed by altering the investment strategy in distressed community and by radically transforming the institutions operating in these communities. If this happens, it will be possible to produce communities where low-income workers live in energetic places where they enjoy a high quality of life and standard of living. In such regenerated neighborhoods, it will also be possible to develop innovative strategies that put the jobless to work.
Barriers to cultural adaptability include perceptual, interpretive, and evaluative biases. Differences in culturally based perceptual patterns can be problematic given that interpretation and evaluation of behavior is a critical element of teamwork. Altogether, perceptual patterns are “selective, learned, culturally determined, consistent, and inaccurate” (Adler, 1986, p. 54). Selective exposure, selective attention, and selective retention are all hallmarks of the process of perception. Bagby (1970) demonstrated how perceptual patterns become selective even in childhood. He had American and Mexican children watch a bullfight and a baseball game simultaneously using a tachistoscope. When asked what they had seen, the American children claimed to have watched a baseball game, and the Mexican children claimed to have watched a bullfight. Neither group was aware that they had been presented two stimuli simultaneously. Both groups of children selected stimuli that had meaning for their culture and ignored or forgot the stimuli that had no meaning for them. The children's culture predisposed them to notice some things and not others. Perceptual selectivity is a key barrier to cultural adaptability and influences both interpretation and evaluation.