tag:blogger.com,1999:blog-21262682542633173292024-03-06T00:06:31.526+00:00The Radiated LibraryOn books, libraries, technologies and stuff.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-2126268254263317329.post-84502842169625539382013-06-17T15:49:00.001+01:002013-06-17T15:49:29.351+01:00#ELTU1 - The Scottish Poetry Library - 13 June 2013For me this was a very exciting Library Tweet-Up, not only was it the first in Edinburgh, but I had also volunteered to organise it. So first of all many thanks to the <a href="http://www.scottishpoetrylibrary.org.uk/">Scottish Poetry Library</a> (@ByLeavesWeLive) for hosting us and Anabel Marsh (@AnabelMarsh), the Library Tweet-Up Godmother for all her advice.<br />
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<span style="font-family: Helvetica, Arial, Droid Sans, sans-serif;"><span style="line-height: 19.984375px;">The Poetry Library occupies a stunning modern building designed by </span></span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;"> Malcom Fraser</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;"> </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">just off the Royal Mile in Edinburgh, one of the first lottery funded projects. </span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">We were met by the librarian, Julie Johnson, who gave us a brief history of the building and pointed out the stairs and the lectern outside the main entrance, to create an outdoor performance space. As someone who thought they knew the Library well, this was new to me and we hadn't even stepped over the door yet! Many other design elements contribute to </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">the building's uniqueness, such as incorporating part of the old City Walls and and a 16th century gable into the fabric. A t</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">heme of nature and oak trees and leaves runs throughout the building, inspired by the quotation from Patrick Geddes which is reproduced at the entrance and gives the twitter account its name.</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;"><a href="http://www.scottishpoetrylibrary.org.uk/library/borrowing">Membership</a> of the library is free, currently they have about 2000 members and they offer postal loans throughout the UK and Ireland. </span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">The collections themselves are mainly 20-21st Century reinforcing the ideal of the poetry and the library constituting a living environment. Performance and other activities form a major part of their remit, and many spaces within the librarian are designed to allow flexibility to accommodate these. They are just now running out of space and are commissioning ideas for redevelopment including potentially a recording studio.</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">They have an extensive periodicals collection,the core of which is Scottish. While printed journal publishing may be declining, pamphlet production is increasing, particularly limited edition, decorative publications. Like most of us they are still </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">struggling with how to collect and epublications. The Library maintains a cuttings </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">collection of reviews etc and every Scottish literary magazine is indexed. They also try to subject index poets, services led by enquiry service. The small children's section is less used, but most of the work is done in schools or with poets.</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">The Library has only recently only recently moved into rare and archived materials, primarily with the Edwin Morgan Archive. </span><br />
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<span style="font-family: Helvetica, Arial, Droid Sans, sans-serif;"><span style="line-height: 19.984375px;">There was also the opportunity to see close-up the latest mystery book sculpure - a delicate birds' nest.</span></span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">These sculptures created a storm on twitter and other social media and were the perfect lead in to the </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">next part of the visit, a discussion with Colin Williams, who has been Communications manager since last January, previously having been a journalist.</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">Colin emphasised that the communication reflected the heart of the general strategy, which is bringing people and poems together. </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">Change ideas of how the library works and t</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">hink of the Library not only and bricks and mortar but also a hub, for example they linked in with Olympics by featuring poems from each </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">competing</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;"> country. </span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">He felt that poetry was distinctive, poems being normally quite short, they were u</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">nusually mobile and suited to new media. They have experimented with a number of forms but found that </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">twitter was the most successful, the constraints of 140 characters forcing creativity. </span><br />
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<span style="font-family: Helvetica, Arial, Droid Sans, sans-serif;"><span style="line-height: 19.984375px;">Some do and don'ts:</span></span><br />
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Promote poetry and the Scottish Poetry Library</div>
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Twitter is all about the voice, which fits in nicely for teh SPL e.g. they use it for celebrating poets' anniversaries, followed by few lines of poetry.</div>
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People want to be acknowledged and he tries to reply to all messages </div>
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">Don't use them as mini press releases</span><br />
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Have to be careful about individual opinions, e.g. avoid personal politics</div>
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">They have 14000 twitter followers to varying levels, some never interact, they just like a little poetry in their day. He t</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">ake victories where they find them. Between website. 7000 to 49000 per month</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">For Facebook, they have to register as organisation. This has limitations and makes metrics more difficult. Most likes are for photos rather than text or events. Though surprisingly Google Analytics </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">indicates more click throughs from Facebook rather than twitter. They have also t</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">ried pinterest and flickr, but pushing these may wait until the photo archives are fully organised.</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">Fitting in with the performance element is their use of Soundcloud for podcasts and poems. They produce </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">3 podcasts per month which get 300 hits/month. </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;"> At different times each day, they </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">mention the latest podcast on twitter, recognising the transitory nature of the twitter stream. A recent innovation was to podcast their annual </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">20 best Scottish poems which are picked by a guest editor, which was very successful in SoundCloud. </span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">Spoken poetry makes it come alive for many people, and it keeps a</span><span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;"> place for poetry for transitional life events such as weddings and funerals.</span><br />
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<span style="font-family: Helvetica, Arial, 'Droid Sans', sans-serif; line-height: 19.984375px;">All in all everyone found it a fascinating an informative visit and even those of us who had been many times before all learned something.</span><br />
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Hemma<br />
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A number of us went along to Hemma, for some of their (now famous) Swedish cider and a hearty meal, to socialise and discuss the future of the Edinburgh Tweet-Ups. I'm pleased to say everyone felt it was a success and were keen to repeat it. With the first Scottish LibraryCamp coming up in October, we may have time to squeeze one in before then, so I'll sound out out locations and canvass ideas closer to the time.<br />
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Finally 'A Big Thank You' to everyone who came along and made the evening the success it was.<br />
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<br />antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-45720635644344151582013-03-22T16:08:00.000+00:002013-03-22T16:08:00.288+00:00#GLTU8 - The Leningrad Album and Mitchell LibraryThe most recent of the Glasgow Library Tweetups provided a rare treat - a look at the Leningrad Album and a Behind the Scenes tour of the Mitchell Library (followed of course by the traditional visit to a nearby curry house!)<br />
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The Leningrad Album</h3>
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The history of the Leningrad Album is truly extraordinary.During the darkest days of the the Second World War, while the Siege of Leningrad was at its height, the women of Airdrie and Coatbridge created an album containing messages of support to their counterparts in Leningrad. Through some means it got through the blockade and two years later the women of Leningrad reciprocated, creating an album of thanks producing exquisite drawings of the city and photographs of everyday life in the city. It's difficult to imagine what a feat this was, given the horrendous conditions the women were living under. One story was that an artist could only be supplied with a reference work from the library early in the day - later the staff were too weak with hunger to climb the stairs to fetch it. I visited Leningrad (now St Petersburg) myself some years ago and was very moved by the stories and memorials of the Siege. Unfortunately we were not allowed to take direct photographs of the album today but some pictures along with a much fuller story of the album(s) is on the Scotiana website - I heartily recommend it.</div>
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<a href="http://www.scotiana.com/the-leningrad-album-a-token-of-scottish-russian-friendship-in-war/">The Leningrad Album, a Token of Scottish-Russian Friendship in War</a></div>
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Behind the Scenes</h3>
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I've recently become quite a regular visitor to the Mitchell, mainly to the archives for family history research, so was delighted to see a bit more of the building. This included trips to the Burns Collection and Jeffrey Library and most exciting of all for us library geeks, visits to the stacks and the basements.</div>
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The next photo was taken a couple of months ago, of the old Science and Technology Reading Room, now a display space etc. during the George Wylie 'For the Burds' exhibition.</h2>
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As always the greatest of thanks to Anabel Marsh, organiser extraordinaire!</div>
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antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-12748854581389597212010-07-12T16:54:00.000+01:002013-02-19T16:54:43.337+00:00Hampton Court Flower Show 2010<span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px;">A few pictures from my trip to Hampton Court</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKKDr3IeXAnDf6q0d7N4OP2YcgZtJ2m0PvqsprP9zylrDYUFAVinabaW9H-P7ZV6UrGIZhbqkXtDrGedcIrWumozCgb6j-IlULj8_iCr2iDWO7cHHdC5z_bMVjaVkuy1bt3xf0zA5yHtxF/s1600/DC2010_Long+Water.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKKDr3IeXAnDf6q0d7N4OP2YcgZtJ2m0PvqsprP9zylrDYUFAVinabaW9H-P7ZV6UrGIZhbqkXtDrGedcIrWumozCgb6j-IlULj8_iCr2iDWO7cHHdC5z_bMVjaVkuy1bt3xf0zA5yHtxF/s320/DC2010_Long+Water.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">Long Water</span><div style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin-bottom: 15px; margin-top: 15px; padding: 0px; text-align: start;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoLiJ_aP24Ek3O9wLE19KfOlf5FWAoWZGrWJAet_GRN2xPL2fUZ8A5OUweo4A-c9-jtCypBtr18OJxaJwLmDCO5ZpSLd5kRXpBgQ7J3oXwVQ-m71THgS0tamtckP3sZlyUGvVO7KYW0Ksu/s1600/HC2010_Conceptual.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoLiJ_aP24Ek3O9wLE19KfOlf5FWAoWZGrWJAet_GRN2xPL2fUZ8A5OUweo4A-c9-jtCypBtr18OJxaJwLmDCO5ZpSLd5kRXpBgQ7J3oXwVQ-m71THgS0tamtckP3sZlyUGvVO7KYW0Ksu/s320/HC2010_Conceptual.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><em style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; padding: 0px; text-align: start;">Thought the conceptual gardens were very strong</em></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPFCTtMECcnBTHwUUvvM-byNfQipJRvf0SGJsHZWDYtigBZDK4gO7-k5aexvkzGYBIvbzKM_ByWHgduaV9NOY3gKm53NQ9gW1_mTs6oDPuu8peRxfhWIELLmG2j1UmuyrahyyzkD1CRwZ8/s1600/HC2010_Shakespeare.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPFCTtMECcnBTHwUUvvM-byNfQipJRvf0SGJsHZWDYtigBZDK4gO7-k5aexvkzGYBIvbzKM_ByWHgduaV9NOY3gKm53NQ9gW1_mTs6oDPuu8peRxfhWIELLmG2j1UmuyrahyyzkD1CRwZ8/s320/HC2010_Shakespeare.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">Shakespeare's Allotment</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiQ6T14nk9vxuWO34h78pFtU8MTpXj_hiTz3PkkyGPrJj4atDTlRG30OIjXrnqulIEcj3aUWIqXS1MYKjwUW8iMre1pYkGsXWf4eULffgSAFo0BHiCYHhgg7HgymEnLuKdZax0yXEDFlrJ/s1600/HC2010_Konjac.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiQ6T14nk9vxuWO34h78pFtU8MTpXj_hiTz3PkkyGPrJj4atDTlRG30OIjXrnqulIEcj3aUWIqXS1MYKjwUW8iMre1pYkGsXWf4eULffgSAFo0BHiCYHhgg7HgymEnLuKdZax0yXEDFlrJ/s320/HC2010_Konjac.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">Amorphophallus Konjac</span><em style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; padding: 0px; text-align: start;"> (bought one of these)</em></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqX-0b2nCNuAosNxoSSP5A_Ud4Fi5kejU9kqCGgteFJ_Hs0TnC5PFEFBcsKIYd-0aOMIvSpFLlXBo38CxkL041NHyqqII6orQNVVGTO15ZUNiHU7nBVDdXUcXEC3yWqaoSevZeK7yri3mM/s1600/HC2010_Konpira-san.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqX-0b2nCNuAosNxoSSP5A_Ud4Fi5kejU9kqCGgteFJ_Hs0TnC5PFEFBcsKIYd-0aOMIvSpFLlXBo38CxkL041NHyqqII6orQNVVGTO15ZUNiHU7nBVDdXUcXEC3yWqaoSevZeK7yri3mM/s320/HC2010_Konpira-san.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">Konpira-san</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9FKYduToKj8kENFKP7IlYKpEc3S_Gybt5tSPLQ12tynyW06FtVyJ712Fv3MbjYJYNOhpTrsQTliQKkAKFtvDmC06gX5lVAqguelicA32i5t6G4DvXMiVk7FocCweigHrywuPZJdIOboFL/s1600/HC2010_Dalek.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9FKYduToKj8kENFKP7IlYKpEc3S_Gybt5tSPLQ12tynyW06FtVyJ712Fv3MbjYJYNOhpTrsQTliQKkAKFtvDmC06gX5lVAqguelicA32i5t6G4DvXMiVk7FocCweigHrywuPZJdIOboFL/s320/HC2010_Dalek.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">The Garlic Farm </span><em style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; padding: 0px; text-align: start;">(dalek)</em></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbTJtMil59YsNbEAKiTa1Do6Zw_oKpMtq1lQvPSZ5AC1y2wyuV_woMrWcnn5jiejs1UzfteOTOfn-ozaTM1azvQcou-2-69LctUTMfb0GbDCxe_GN8qeWWgkiEePdsVihzxE2AXF5ZV0if/s1600/DC2010_Birches.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbTJtMil59YsNbEAKiTa1Do6Zw_oKpMtq1lQvPSZ5AC1y2wyuV_woMrWcnn5jiejs1UzfteOTOfn-ozaTM1azvQcou-2-69LctUTMfb0GbDCxe_GN8qeWWgkiEePdsVihzxE2AXF5ZV0if/s320/DC2010_Birches.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><em style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; padding: 0px; text-align: start;">This is what gardening in Edinburgh winds feels like.</em></td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic2uBprRielJPH_DA6oC0wNKUhVOi6A2MYT8R6HQqy1Mq1WQxkIhLiOswFRtjUITnudcs7LrwUIotZsI3UNwY-58KmsxiPLkvM1tYs-In9w3se4KtcYH1aPHlAGAf-poPQW5l8yMoyDgu-/s1600/HC2010_DSCF2909.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic2uBprRielJPH_DA6oC0wNKUhVOi6A2MYT8R6HQqy1Mq1WQxkIhLiOswFRtjUITnudcs7LrwUIotZsI3UNwY-58KmsxiPLkvM1tYs-In9w3se4KtcYH1aPHlAGAf-poPQW5l8yMoyDgu-/s320/HC2010_DSCF2909.jpg" width="320" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigzHvLNyezsg5-eX10FoC2QzqKjZzk4TO7MHI6IZ8p3NUN9KPj2cmeJ1HVPLHagy7eH-OYrkQqj5DUcN1hQQiVVywhtZiX7VSANpiIOuJYxJhl5-0_zwn-S-pBdiRAuhUh-Noe4xmL6sPn/s1600/HC2010_DSCF2912.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigzHvLNyezsg5-eX10FoC2QzqKjZzk4TO7MHI6IZ8p3NUN9KPj2cmeJ1HVPLHagy7eH-OYrkQqj5DUcN1hQQiVVywhtZiX7VSANpiIOuJYxJhl5-0_zwn-S-pBdiRAuhUh-Noe4xmL6sPn/s320/HC2010_DSCF2912.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">Grow Your Own area </span><em style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; padding: 0px; text-align: start;">(regimented gardens)</em></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglj7d5jmrAFu_m_MgYZqz0g82NvF93YnzDTGj3lnj-99fQcfXj16N4_ZNRfuqii4g7vOoouURwVmgDDd8JTwhQQiwfse6cz32sQGS7c-EAoSPy2BZaH9W8Rk2fkGcCjvyxHRuiZO5NwMIl/s1600/HC2010_Daisies.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglj7d5jmrAFu_m_MgYZqz0g82NvF93YnzDTGj3lnj-99fQcfXj16N4_ZNRfuqii4g7vOoouURwVmgDDd8JTwhQQiwfse6cz32sQGS7c-EAoSPy2BZaH9W8Rk2fkGcCjvyxHRuiZO5NwMIl/s320/HC2010_Daisies.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; text-align: start;">Twelfth Night </span><em style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; padding: 0px; text-align: start;">(I LIKE Livingstone daisies, so there!)<br /></em></td></tr>
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<span style="background-color: white; color: #7e7e7e; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 21px;"><br /></span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-6936098657147162492009-09-06T15:34:00.000+01:002013-02-19T15:52:15.737+00:00Edinburgh Riding of the Marches, September 06, 2009A selection of photos from this event:<br />
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<br />antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-12363946713608144152008-12-12T23:49:00.000+00:002008-12-13T00:52:46.781+00:00Friday Book Review: Gardener's nightcap<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://images.amazon.com/images/P/1903155568.01._SX140_SCLZZZZZZZ_.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 140px; height: 140px;" src="http://images.amazon.com/images/P/1903155568.01._SX140_SCLZZZZZZZ_.jpg" alt="" border="0" /></a><br /><span style="font-weight: bold; color: rgb(0, 153, 0);">Gardener's nightcap by Muriel Stuart. London : Persephone Books, 2006.</span><br /><br />‘There is an hour just before dark, when the garden resents interference. Its work, no less than the gardener’s, is done.’<br /><br />As the title suggests this would make perfect bedtime reading for any gardener. It’s a collection of observations planting hints and even the occasional recipe brought together as a sort of commonplace book. What sets it apart from many similar books is the quality of the writing; that the author was a poet is clearly evident. Additionally, unlike modern compilations, generally produced by indifferent researchers, Muriel Stuart’s obvious love of gardening shines through as does some very decided opinions.<br />Superbly presented by Persephone, with their usual care and attention of design, it is a delight to read.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-57264069977163202152008-12-05T18:04:00.001+00:002008-12-09T17:49:05.259+00:00Friday Book Review: Central Glasgow<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://images.amazon.com/images/P/0752406752.01._SX140_SCLZZZZZZZ_.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 140px; height: 198px;" src="http://images.amazon.com/images/P/0752406752.01._SX140_SCLZZZZZZZ_.jpg" alt="" border="0" /></a><a href="http://www.librarything.com/work/1657723"><br /></a><span style="color: rgb(51, 204, 0); font-weight: bold;"><a style="color: rgb(0, 153, 0);" href="http://www.librarything.com/work/1657723">Central Glasgow by Peter Stewart. Stroud : Chalford, 1997.</a><br /></span>This is much better than the usual `then and now' collections of photographs, with quite informative descriptions of each picture. The author has obviously done some research into the histort of the buildings and businesses pictured.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-55222833936434702392008-11-28T16:13:00.004+00:002008-11-28T16:32:41.860+00:00Twittering LibrariansNot an insult, but a comment on my recent experiences with <a href="http://twitter.com/">Twitter </a>. I admit it has taken me some time to 'get it' and perhaps it is also one of those services which has build a critical mass of like-minded people in order to demonstrate its usefuleness. Anyway, a few weeks ago I took the plunge and yesterday really go my first taste of how useful it can be. A colleague attended the mashed libraries event, which was also of interest to me, and I followed the day's events in real time using the hashtag <a href="http://search.twitter.com/search?max_id=1026213655&page=1&q=+%23mashlib+OR+%23mashlib08+OR+mashlib+OR+mashlib08">#mashlib08</a>. It gave much more immediate feeback than waiting for the posts or a report back and additionally put me in contact with people I've never met, but have discovered interests in common.<br /><br />As an experiment I think this is a success and one to continue.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com1tag:blogger.com,1999:blog-2126268254263317329.post-17183006893552571072008-10-24T23:00:00.000+01:002008-10-25T01:02:36.016+01:00Friday Book Review: Our longest days : A people's history of the Second World War<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.librarything.com/picsizes/fa/dc/9c652c9e8aba11ccc35a05fda862903e.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 140px; height: 212px;" src="http://www.librarything.com/picsizes/fa/dc/9c652c9e8aba11ccc35a05fda862903e.jpg" alt="" border="0" /></a><br /><span style="font-weight: bold; color: rgb(0, 153, 0);">Our longest days : A people's history of the Second World War by Sandra Koa Wing. London : Profile Books, 2008.<br /><br /></span>I found this to be somewhat disappointing - I'd read Nella Last's War and enjoyed that book, so was hoping for something similar. Mass observation can provide a fascinating sidelight on the difficulties of peoples lives, and how even the 'trivial' changes that war forces on the population can have far-reaching effects and I would like to have seen more of this sort of detail, particularly towards the end where there seemed to be mainly comment on the progress of the war and peace.<br /><br />One of the problems with this particular book is that there are a fair number of diarists, some only appearing at various times during the period (the diaries are arranged chronologically), so, at least initially, it can difficult to get a sense of whose perspective you are experiencing events through. I'd suggest reading the biographies (which are very brief) before getting into the diaries properly.<br /><br />As I got further into the book, I did find myself 'connecting' with one or two particular diarists and reading those were much more enjoyable. As is mentioned in the introduction, the diarists tended to come from a particular class and political leanings, so there are still many stories untold.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com1tag:blogger.com,1999:blog-2126268254263317329.post-17468375885090395912008-10-17T00:19:00.000+01:002008-10-19T00:22:43.275+01:00Friday Book Review: Scenes From A Revolution: The Birth of the New Hollywood<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://images.amazon.com/images/P/1847671020.01._SX140_SCLZZZZZZZ_.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://images.amazon.com/images/P/1847671020.01._SX140_SCLZZZZZZZ_.jpg" alt="" border="0" /></a><br /><a style="color: rgb(0, 153, 0); font-weight: bold;" href="http://www.librarything.com/work/4807972/details/27787365"></a><span style="color: rgb(0, 153, 0); font-weight: bold;">Scenes From A Revolution: The Birth of the New Hollywood by Mark Harris. Canongate Books (2008), Hardcover, 496 pages<br /><br /></span>This is a work which covers a rarely covered period of Hollywood in the standard histories – the mid-Sixties between the hegemony of the old studio system and the rise of the director/auteur. American filmmaking of this decade has been less well catered for than the British industry, with its reflection of ‘Swinging Sixties’.<br /><br />The author’s approach is to focus in on 5 very different films, the Best Picture nominees of 1967 (In the Heat of the Night, Bonnie & Clyde, Doctor Dolittle, The Graduate, Guess Who’s Coming to Dinner), each of which represent a strand of filmmaking at that time, and hold them up the changes which are going on in society around them. The films themselves may seem tame today, but between them they reflected the impact of the Production Code, the Civil Rights Movement and the rise of counterculture. The argument the author makes that these are radical films which changed (or at least were a catalyst for change) is compelling.<br /><br />This is a meticulously researched and referenced work, and for any scholarly film historian would be critical reading, however it is also extremely accessible to anyone with a general interest in the history of film (or the Sixties in general). The stories of the five films, one weaving in and out of the other as their gestation occurs over a period of years keeps the reader interested. The principal characters are sharply depicted, almost wickedly so in some cases. Struggling actors and studio moguls alike could almost be stereotypes, but the author provides enough detail and background to create individuals.<br /><br />It’s the detail that impresses, based on interviews and original documents it makes the work fresh – Ranulph Fiennes attempting to sabotage Dr Dolittle, the trading of scripts and production rights, and perhaps most poignantly these days how filming of In the Heat of the Night was cut short in Tennessee by racism (only one hotel in the town would accept black people).<br /><br />I’ve read few works on behind-the-scenes Hollywood which attempt to give such a full context for the production, the process is as much the star as any of the actors.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-64420317340299586642008-10-10T12:18:00.001+01:002008-10-19T00:19:08.752+01:00Friday Book Review: Geology and landscapes of Scotland<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://images.amazon.com/images/P/1903544092.01._SX140_SCLZZZZZZZ_.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://images.amazon.com/images/P/1903544092.01._SX140_SCLZZZZZZZ_.jpg" alt="" border="0" /></a><br /><a href="http://www.librarything.com/work/763890/26060889"><br /><span style="color: rgb(0, 153, 0); font-weight: bold;">Geology and landscapes of Scotland by Con Gillen. Harpenden : Terra, 2003.</span></a><br /><br />A thoroughly readable account of the geology of Scotland putting it in the context of world processes. Given this is such a complex terrain, he has opted to go fr a regional approach, but has included how the major events which shaped that particular region have also affected elsewhere. For those interested in the history of the science, he also highlights specific areas of importance in the development of geological theory.<br />The work is extensively illustrated throughout with many clear B&W photographs supplemented by line drawings.<br />A useful feature is the further resources section, not merely a bibliography, it includes options for further study and a glossary of technical and Gaelic terms.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-25621182917097195862008-09-26T17:42:00.004+01:002008-09-26T17:49:41.647+01:00Friday Book Review: Words Words Words<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://images.amazon.com/images/P/0199210772.01._SX140_SCLZZZZZZZ_.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://images.amazon.com/images/P/0199210772.01._SX140_SCLZZZZZZZ_.jpg" alt="" border="0" /></a><br /><a style="color: rgb(0, 153, 0); font-weight: bold;" href="http://www.librarything.com/work/1066017/20761019">Words Words Words by David Crystal</a><a href="http://www.librarything.com/work/1066017/20761019"><span style="color: rgb(0, 153, 0); font-weight: bold;">. OUP Oxford (2007), Paperback, 224 pages</span></a><br /><br /><br /><br />This is a much lighter book than many of David Crystal's works. It makes a readable introduction to the subject, actually the chapter summaries seem to suggest that it might be intended for the school/college student. The final chapter includes some exercises (word games?) to test the reader.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-56881185287089956402008-09-25T21:47:00.001+01:002008-09-26T14:01:37.231+01:00SCA Meeting - EdinburghNot (unfortunately) the Society for Creative Anachronism, but the Strategic Content Alliance, which is only interested in library & information world domination, despite the scary name.<br /><br />Not the most relevant of days for us but as always I found a couple of intersting sessions.<br /><br /><br />E-books observatory is always of interest - they are colecting so much data that every presentation/discussion brings up fresh perspective. Today's examples: students spend almost half their time in an ebook looking at the cover. Can you judge an ebook by its cover? They very rarrely use inay of the platform features or interactivity. This may be a chicken and egg scario - they are unfamiliar with these so don't use them, and increased usage may make them more comfortable with using them.<br />The BBC <a href="http://www.bbc.co.uk/memoryshare/">MemoryShare</a> & CenturyShare sites are interesting concepts - for example we have archived audiocassettes of memories of people working in the printing industry (many libraries must have similar), something like this which puts them on a timeline and in context could bring out the content much more effectively.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-31227330469223763962008-09-19T16:32:00.004+01:002008-09-19T16:44:22.209+01:00Friday Book Review: Writing Scotland : how Scotland's writers shaped the nation<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_C9djQcPclVw/SNPIZgOOWNI/AAAAAAAAABo/xFE-7w7D83Y/s1600-h/1904598234.01._SX140_SCLZZZZZZZ_.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://2.bp.blogspot.com/_C9djQcPclVw/SNPIZgOOWNI/AAAAAAAAABo/xFE-7w7D83Y/s200/1904598234.01._SX140_SCLZZZZZZZ_.jpg" alt="" id="BLOGGER_PHOTO_ID_5247758331288639698" border="0" /></a><a href="http://www.librarything.com/work/367866/23852569"><br /></a><a style="color: rgb(0, 153, 0); font-weight: bold;" href="http://www.librarything.com/work/367866/23852569">Writing Scotland : how Scotland's writers shaped the nation by Carl MacDougall</a><a href="http://www.librarything.com/work/367866/23852569"><span style="color: rgb(0, 153, 0); font-weight: bold;">. Edinburgh : Polygon, 2004.</span></a><br /><br />A readable introduction to Scottish literature, it explores the subject thematically rather than chronologically. (Accompanied BBC TV series)antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-8189769712280746422008-09-12T16:32:00.003+01:002008-09-19T16:48:17.934+01:00IGeLU 2008 Madrid<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJFiiGppVBYZLXNhYBCSRbWrQJyvPDc1jbCtV8-6q7sx3j0d-Domx6SaG90nwYUsdTk7O4B-RJyzpmPQ-HIDWMK_HfWz62cctZyxsMOw6FC_ZZDujAuwSNx8PHFSjxqUyaSseqKi4TaCA8/s1600-h/2842981690011029545kAUqoX_fs.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJFiiGppVBYZLXNhYBCSRbWrQJyvPDc1jbCtV8-6q7sx3j0d-Domx6SaG90nwYUsdTk7O4B-RJyzpmPQ-HIDWMK_HfWz62cctZyxsMOw6FC_ZZDujAuwSNx8PHFSjxqUyaSseqKi4TaCA8/s200/2842981690011029545kAUqoX_fs.jpg" alt="" id="BLOGGER_PHOTO_ID_5247757573841052386" border="0" /></a><br />Returned from a successful trip to the IGeLU conference<br /><br />Some pictures of buildings and gardens on <a href="http://community.webshots.com/user/lynncorrigan">webshots</a>, including the wonderful Bibliometro.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-18769670519326522612008-08-22T19:03:00.000+01:002008-08-27T19:06:48.364+01:00Friday Book Review: Scottish gardens. Being a representative selection of different types, old and new<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.librarything.com/picsizes/34/b8/e767aef231431d15365dc8b2ca1ad8c2.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://www.librarything.com/picsizes/34/b8/e767aef231431d15365dc8b2ca1ad8c2.jpg" alt="" border="0" /></a><br /><a href="http://www.librarything.com/work/5951225"><span style="font-weight: bold; color: rgb(0, 153, 0);">Scottish gardens. Being a representative selection of different types, old and new by Sir. Herbert Maxwell. London, 1908</span></a><br /><br />Beautifully illustrated by Mary Wilson, this has fascinating descriptions of many of the best Scottish gardens of that era, interspersed with historical anecdote. The author concentrates mainly on the planting rather than design and layout, with the emphasis on West Coast gardens. Given the publication date of 1908, it is especially fascinating to modern readers as few of these gardens remain in original ownership, or even exist in their original state.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-6502794592674265222008-08-17T18:42:00.000+01:002008-08-27T18:46:43.136+01:00JISC/CNI 08: Student Experience Sir David Melville, Chair of the UK Committee of Inquiry into the Student Experience<span style="font-size:85%;">This is the final round up session<br /><br />ISC survey in ICT expectations (Sept 07)<br />Expectations generally based on school experience<br /><br />Other reading – google generation is wider than we think – adults catch up rapidly once exposed<br /><br />Follow up questionnaire Supervisors noticed that they were multitasking while filling it in.<br /><br />“Owned spaces” are very important –<span style="color: rgb(51, 204, 0);"> can this concept be transferred into innovative physical space design?</span><br /><br />Committee looking at FE and schools as well as evidence from futurologists<br /><br />Age at which w2 becomes ubiquitous getting younger<br />Needs of future workplace demand these skills<br /><br />Committee has a website/wiki/discussion forum<br /><a href="http://www.clex.org.uk">www.clex.org.uk</a><br /><br />Issues of parental consent with younger children and use of social networks for teaching.<br /><br />Future problem of assessment of mashedup material<br /><br /><br /><br />Conclusions<br />Malcolm Read, Executive Secretary, JISC<br /><br />Institutional silos are a frustration – libraries not part of the problem.<br />Information not managed in a strategic way.<br /><br />Cliff Lynch, Executive Director, CNI<br /><br />Conversation moved onto a higher level, from mechanics and technical plumbing to contributing to teaching & learning Libraries need to be assertive in carrying out a deeper mission in institutional & research data management<br />Speed of maturation of repositories & sophistication of digitisation.<br />Simple finding – overelaborated complexity needs to be tackled as aprt of improving the user experience<br /><br /><br />What is UG education for? Affects whole principle of teaching; when does technology help in learning how to think? <span style="color: rgb(51, 204, 0);">(What always wories me is that information literacy/library skills have been taught here for decades, with it appears no effect - what are we doing wrong?)</span><br /><br /><br /></span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-64719827795226211072008-08-17T18:35:00.001+01:002008-08-27T18:36:49.219+01:00JISC/CNI 08: Learning Objects and Instructional Materials<span style="font-size:85%;"><span style="font-size:100%;">JORUM New Directions: Peter Burnhill/Jackie Carter, JORUMUK </span><br /><br />Reason to have content outside the VLE because of the proprietary nature and variety of platforms<br /><br />Originally designed to be used within an institutional setting as part of a course, now we have more open learning, how might that affect usage?<br /><br />2 services: Keep-safe mandate & JORUM R&D<br /><br />23% HEI, project12% FEI contributors 2200 resources<br />80% HEI, 60% HEU users, 5000+ users, 9600+ downloads<br /><br />Showcase<br /><br />JORUM predates emergence of open access; now being repurposed for ‘open sharing’ and showcase for UK commitment to Open Education Resources.<br /><br />Future plans to shift out of the realm of education technologists, to make more accessible. Question as to whether we should focus on academics or students?<br /><br />Developing new licensing regimes<br /><br />JorumOpen<br />Jorum EducationUK<br />JorumPlus<br /><br /><br />Merlot – project which rather than collect objects, collects pointers to objects (US)<br /><br />FF - To realise potential must go direct to learner – can they also be contributors?<br /><br />Measurement of re-use & repurposing of resources.<br />Looking at getting more community engagement; currently reliant on feedback</span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-82645212059763184962008-07-27T18:30:00.000+01:002008-08-27T18:34:01.579+01:00JISC/CNI 08: The Next Steps of Electronic Books<span style="font-size:85%;"><span style="font-size:100%;">JISC national e-books observatory project - a UK wide laboratory: Lorraine Estelle, Chief Executive, JISC Collections<br /><br /></span>It was noted that the textbook sector does not engage with library – direct to student via academics<br /><br />That the project was restricted to only 36 books indicates how nervous publishers were and the level of pricing they were charging<br /><br />127 subscribers to myiLibrary platform (3 subjects)<br />80 to Ovid (medical)<br /><br />90% librarians believed e-textbooks should be free at point of use<br />>22000 responses to survey from users (123 universities)<br />50% teachers not happy<br />65% media students “”<br />But 60% already using ebooks<br />3.1% thought about buying the book<br />35% using library<br />40% share with friend<br />62.6% read from screen; 6% print off<br />Equal numbers visit library/access elsewhere<br />Women in particular appreciated access to digital library, much more than men<br />Expect access via catalogue<br /><br />Preliminary results from data with Student use from January<br />Finding opposite behaviour to superbook project; here only 5% of time spent searching; 72% going straight to content<br />Attributing to Superbook only third were catalogued – <span style="color: rgb(51, 204, 0);">evidence that cataloguing is a user focussed and worthwhile activity</span><br /><br />Taking what we observe students doing and use it to inform construction of the ebook. Are we taking ancient physical structures & navigation into a new world.<br /><br />Repeat using survey asking them why?<br /><br /><span style="font-size:100%;">The Gutenberg-e Electronic Book Project: Opportunities and Challenges in Publishing Born-Digital Monographs:<br />Kate Wittenberg, Director, Electronic Publishing Initiative, Columbia University</span><br /><br />Prizes for best new scholarship by American Historical Association.<br />Condition of additional work to transform from print dissertation to born-digital book<br />Project Goals<br />Workshops with authors to enable them<br />Change in attitudes towards digital publishing within academy<br />Contain costs of publishing scholarly monographs<br />Findings<br />Authors & publishers became close active collaborators rather than ‘lone toilers’<br />Both sides became more interested in possibilities and more creative<br />Attitudes towards digital publications evolved – eg concerns that digital monographs hadn’t gone through same rigorous review process as print.<br />Time & costs exceeded expectations (possibly because the project had blank slates –perhaps for commercialisation need controls similar to print)<br /><br />Must the scholarly narrative be presented in a linear form?<br />How does one present an ‘authorial voice’?<br />Are image & archives supplementary or the organising structure?<br />Can new ‘textbooks’ be created by integrating ebooks and teaching tools<br /><br />Tension between author’s creativity and a very traditional environment e.g. some journals would refuse to review born digital so had to create ‘bound galleys’ Seen some changes particularly in the last couple of years.<br /><br />Potential can create high costs – need to agree on what can be expected<br />Enhanced collaboration can increase costs and times; the levels of support decreased with later groups.<br />Need for continuing innovation; and changes from authors, bulishers and universities attitudes.<br /><br /><a href="http://www.gutenberg-e.org/">www.gutenberg-e.org</a><br /><a href="http://www.humanitiesebook.org/">www.humanitiesebook.org</a><br /><br /><br />Companion websites<br />Publishers lack of integration of ebook/website something which needs further investigation.<br /><br /><br />Effects of hardware e.g Kindle; current project looked at content<br /><br />Would catalogue work as a discovery platform for 1000s ebooks -<span style="color: rgb(51, 204, 0);"> it does for print</span></span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-90701918076130726032008-07-27T18:20:00.001+01:002008-08-27T18:25:23.524+01:00JISC/CNI 08: Web 2.0/Student 2.0: The Key Challenges for HE over the next 5 years - Conor Galvin, UCD Dublin7-8 overall challenges<br /><br /><span style="color: rgb(255, 0, 0);">Identity in the modern world</span><br />Multiple, fluid, contingent<br />Relative importance of associations, and in context<br /><br />Deep relationship with technology, highly visual, we’re not ready – native users from the unremarkable to the unrecognisable. Breadth but not necessarily depth of usage cf university tools<br /><br />To engage with this generation He has to be:<br /><br />Personalised<br />Meaningful<br />Multi-componential – across discipline boundaries<br />Profiled and portable<br /><br />How does your institution rate in these terms? Most in the room rates themselves less than 4/12 http://Demos.co.uk Their Space report ECAR study from 2007 Horizon report highlights 6 key challenges > Techlearning blog 15 minute introduction Educause came back with a number of quick projects which could make a difference<br /><br />Practical examples of open learning<br />OU<br />MIT/Stanford<br />SURF Foundation<br /><br /><br /><span style="color: rgb(255, 0, 0);">How do we reframe the higher education learning experience?</span><br /><br /><span style="color: rgb(255, 0, 0);">What is education for?</span><br />Divergence between generations<br />Education for practical working citizenship<br />Creative living – quote from Modern social imaginaries/Charles Taylor<br />We need a new social imaginary for higher education<br />Rethink how we teach and support and assessment<br /><br />Smart usage:<br />Happening at the lower level of learning e.g. project based learning<br />Examples of innovative projects<br />Alice @ CM reducing dropout rates by 100%<br />UCD library in 2L<br /><br />Learning Design<br />Making/remaking the individuals environment<br />Learning is networked and should be a hopeful experience – we should be prepared to learn as well as teach<br /><br />Information Services is at the nexus<br />Can<br />provide the architecture<br />provide the foresight<br /><br />HE cores<br />Values<br />Capabilities<br />Opportunitiesantisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-26051041166895986272008-07-27T18:14:00.002+01:002008-08-27T18:20:46.863+01:00JISC/CNI 08: Infrastructure to Support Research and Learning<span style="font-size:85%;"><span style="font-size:100%;">Cyberinfrastructure and Cyberlearning: Cliff Lynch, Executive Director, Coalition for Networked Information (CNI) </span><br /><br />This looks at issues from a US perspective<br />NSF Office of Cyberinfrastructure/Office of Educational Resources<br />How can we leverage these two funding streams?<br /><br />Technology enabled education reaches beyond traditional models, not only for adult education, but also to supplement e.g schools. Museums have moved into this in an aggressive way. Platform for advancing relationships between professional & amateur science. The massive data resources can be used for teaching.<br /><br />Spent far too long creating information objects/courses which cannot be sustained, either because of platform obsolescence or funding. Need platforms which last for a decade at least. Data deluge also applies to learning systems, about how the students are interacting with them; new tools are developed in some areas. Privacy issue is a caution on this e.g cannot build recommenders without user history; but learning systems can be open to abuse. How much privacy should users have? <span style="color: rgb(0, 153, 0);">Would this impact on projects such as the digital lives project?</span><br /><br />Report recommendations re openness – default should be skewed towards openness<br />4-5 weeks due<br /></span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-28945385151463877532008-07-27T18:08:00.002+01:002008-08-27T18:20:27.222+01:00JISC/CNI 08: Digital Lives Research Project: Ian Rowlands, University College LondonHow do we manage our personal digital collections?<br />Traditionally expressed ourselves on paper, which could form the basis of scholarly collections for major research libraries.<br /><br /><span style="color: rgb(51, 204, 0);">Although not a feature here what if the Hydra had been a blog?</span><br /><br />Personas around how we use digital collections can be complex; mixing private and work. We are all also collaborating e.g commenting on someone else’s blog?<br />Will future historians find similar richness of collections?<br />We can consciously build a legacy for ourselves<br /><br />Challenges of distributed information, version control, responsibility of individuals not organisations<br /><br />Internet business cycle 7 weeks<br /><br />PIM very under-researched – how do people organise, name files? Provide tools to help people organise these better - <span style="color: rgb(51, 204, 0);">can we integrate these with our our traditional bibliographic management tools to provide a seamless user experience?</span><br /><br />35 interviews with prominent musicians, academics, politicians.<br /><br />Diversity across group<br />Email used PIM<br /><br />Still live a hybrid world, use mixtures for version control etc.<br /><br />New computer<br />52% migrated selectively<br />43% backed up to external<br />31% archived machine<br />17% did nothing.antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-38639473624919441072008-07-27T18:03:00.002+01:002008-08-27T18:19:22.336+01:00JISC/CNI 08: Directions and New Collections - Kevin Guthrie, President, ITHAKAThink of the academic system as an ecosystem – electronic developments intruded into that ecosystem; we now share space with them.<br />Relentless need to innovate, provide higher value systems. Todays value added = tomorrows commodity<br />Newspaper Publishing<br />Look at how this ecosystem is doing (funded by JISC/SCA)<br />Discontinuous, disruptive change<br />News papers in decline<br />Competition for audience – new players moving into online e.g. BBC, losing geographic leverage. cf libraries<br /><br />Digitisation for Success<br /><br />Grants are for start-up; not sustainability<br /><br />Cost-recovery is insufficient. Growth is necessary as more added value is required, more IT investment required<br /><br />Value is determined by impact<br />Subscription engenders discipline. Need to determine community of users to ‘sell’ at any level<br /><br />Scale matters – consider partnerships, mergers and acquisitions (regarded as success on commercial work)<br /><br />Flexibility, nimbleness & responsiveness are key – accept there may be need for change<br /><br />Leadership must be fully dedicated and accountable (this is an entrepreneurial exercise)<br /><br /><br />We need to set up examples of revenue models as part of projectantisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-31095280111795563432008-07-27T16:07:00.004+01:002008-08-27T18:18:53.505+01:00JISC/CNI 08: Student Experience<span style="font-size:100%;">The Information Behaviour of the Researcher of the Future:<br />Ian Rowlands, University College London</span><br /><br /><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="State"></o:smarttagtype><o:smarttagtype 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font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--><span style="font-size:85%;">Google Generation defined as those born after 1993 - the press portrays this generation as being different somehow.<br /><br />UCL's project was to acquire qualitative data on usage (Longitudinal study from Univ Tennessee)<br /><br />OCLC report – search associated with Google/Yahoo branding only; library associated with legacy print – <span style="color: rgb(51, 204, 0);">how do we put our search tools in their environment</span><br /><br />Google are easy & predictable, but not seen as a gateway to expensive publisher-created content.<br /><br />Go for easy option – need clear mental map of premium content<br /><br />GG not unique<br /><br /><span style="color: rgb(51, 204, 0);">Mental map – did we only have this mental map because the library was static – what now?</span><br /><br />People have no idea what an electronic book is?<br /><br />Get much closer to our users – well beyond satisfaction surveys<br /><br />Deep log analysis of 9 digital library platforms challenges assumptions on how people read – jump around spend little time on actual content. through ‘metadata broth’ viewing rather than reading<br /><br />Differences in number of keywords by different nationalities = Germans most structured, Italians power browsers; males prefer HTML, females PDF<br /><br />Are people using these to check facts, to avoid reading, or rejecting resources, or unable to find relevant resources.<br /><br />Continuity – differences lessen as older generations catch up & even overtake.<br /><br />Are our mental maps based on our models of learning?<br /><br /><br /><span style="font-size:100%;">Listening to Students: Innovative Responses:<br />Betsy Wilson, Dean of University Libraries, University of Washington</span><br /><br />CIBER report (2005) – no library had a department devoted to assessment of the user – a few have now developed expertise in assessment.<br /><br />ARL Library Assessment Conference among those sponsoring many activities<br /><br />Based on user behaviour, use & non-use, and related to outcomes.<br /><br />Commitment to continual assessment & evaluation for positive outcomes<br /><br />Dialogue with users for new services & discontinued services<br /><br />Qualitative & quantitative methods; they have had a series of surveys since 1992<br /><br />Most have moved to remote use – preferred method<br /><br />Self-reliance is of high importance<br /><br />Desktop top priority<br /><br />Library as place to work, other visits drop<br /><br />UWash. has a focus on bioscience; 70% of faculty & students have some interaction with bioscientists but there is no actual faculty of Bioscience<br /><br />Print really dead<br /><br />Library provides ejournal with big chequebook – what happens with OA<br /><br />Need help with personal information<br /><br />Fulfilment – library costs from transaction to delivery too high<br /><br />Integrate discovery & delivery<br /><br />Integrate collection development budgets<br /><br />Get librarians out of the library<br /><br />Can we generalise?<br /><br />Disparity between faculty & UG usage greater than assumed<br /><br />Move to desktop – faculty use of collections drop, but UG relatively static. Their activities in library also static. UG remote access increase not as steep as Faculty & Research<br /><br /><br />Survey that students agreed libraries make them more productive researchers<br /><br />UG – space<br /><br />Res – how to save time<br /><br />Fac – collections<br /><br />Extend hours<br /><br />Diversify space<br /><br />Discovery & delivery<br /><br />Collection resource reallocation<br /><br />Worldcat local<br /><br />20% local<br /><br />60 regional ILL<br /><br />114% international ILL<br /><br />Maintain relevancy & centrality – increase since 1995 – refocus on student needs rather than faculty<br /><br />Lib.washington.edu/assessment<br /><br />Do students rate value with how difficult resource is to obtain<br /><br />Use consumer mindset to judge materials <span style="color: rgb(51, 204, 0);">also services</span><br /><br />Print rather reading use<br /><br />Log analysis based on the browser use<br /><br /><br /><br /></span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-33101146652426140102008-07-10T17:26:00.000+01:002008-07-18T17:27:43.578+01:00JISC/CNI 08: Students and the Transformation of Higher Education - Diana G. Oblinger<p style="font-family: lucida grande;" class="MsoNormal">Diane is trying to put the students experience in context</p><span style="font-family:lucida grande;">Students – multitasking</span><br /><span style="font-family:lucida grande;"> Connected</span><br /><span style="font-family:lucida grande;"> Experiential</span><br /><span style="font-family:lucida grande;">Where they spend their time – not in class (US studies indicate only 7.7% of time)</span><br /><span style="font-family:lucida grande;"> Social networks – their choice for email/exchanging information</span><br /><span style="font-family:lucida grande;"> Gaming (70+% of Americans –<span style="color: rgb(0, 0, 0);"> <span style="color: rgb(51, 204, 0);">is this same in UK?</span>)</span></span><br /><span style="font-family:lucida grande;"> Media creation – not just looking at immediate local feedback; <span style="color: rgb(51, 204, 0);">audiences are on the web</span></span><br /><span style="font-family:lucida grande;">Participatory culture – not necessarily about the product but the process</span><br /><span style="font-family:lucida grande;"> Everyone has something to contribute – <span style="color: rgb(51, 204, 0);">do they really? Is everyone’s input equally valid?</span></span><br /><span style="font-family:lucida grande;"> Social connections create a set of social skills <span style="color: rgb(51, 204, 0);">which we value</span>.</span><br /><span style="font-family:lucida grande;">Knowledge needs have changed from know how to know what to know where</span><br /><br /><span style="font-family:lucida grande;">Definitions of learning are changing</span><br /><span style="font-family:lucida grande;">Experiences – learning by doing rather than assimilation</span><br /><span style="font-family:lucida grande;">Knowledge distributed across communities/networks</span><br /><span style="font-family:lucida grande;">Assessment through reputation</span><br /><br /><span style="font-family:lucida grande;">Contextual constructivism</span><br /><span style="font-family:lucida grande;">Not possible to separate learning from context e.g what you learn changes</span><br /><span style="font-family:lucida grande;">Learning interfaces are part of this context</span><br /><span style="font-family:lucida grande;">Familiar with desktop > cf gaming multi user virtual environments</span><br /><br /><span style="font-family:lucida grande;">Infrastructure based on learning</span><br /><span style="font-family:lucida grande;"> Complex, multidisciplinary data</span><br /><span style="font-family:lucida grande;"> Multiple systems</span><br /><br /><span style="font-family:lucida grande;">Real world problems</span><br /><span style="font-family:lucida grande;">Remote instruments but employers complain that students know theory but can’t handle the equipment in practice</span><br /><br /><span style="font-family:lucida grande;">Science gateways e.g Earthquake Collaboratory, nanoHUB, Galaxy Zoo which include researchers students and citizen environments</span><br /><br /><span style="font-family:lucida grande;">Sensory rich</span><br /><span style="font-family:lucida grande;">2nd life, haptics (learning by touch) e.g. for medical education</span><br /><span style="font-family:lucida grande;">Reinforces memory and learning</span><br /><br /><span style="font-family:lucida grande;">Create & collaborate</span><br /><span style="font-family:lucida grande;">Digital storytelling</span><br /><span style="font-family:lucida grande;">Virtual worlds</span><br /><span style="font-family:lucida grande;">Open University free learning resources</span><br /><br /><span style="font-family:lucida grande;">Space establishes context</span><br /><span style="color: rgb(51, 204, 0);font-family:lucida grande;" >The way we set them up implies how we expect people to learn</span><br /><span style="font-family:lucida grande;">e.g.</span><br /><span style="font-family:lucida grande;">rotating seats in lecture theatres</span><br /><span style="font-family:lucida grande;">Joint problem solving – improves dropout rate for low achieving students</span><br /><span style="font-family:lucida grande;">Metacognition improves learning</span><br /><span style="font-family:lucida grande;">Thinking about learning processes</span><br /><span style="font-family:lucida grande;">‘wrappers’ – students asked about how they expect to do, then after exercise/exam asked again to reflect on these wrt to how they actually performed</span><br /><br /><span style="font-family:lucida grande;">Collaboration</span><br /><br /><span style="font-family:lucida grande;">Open educational resources</span><br /><span style="font-family:lucida grande;">-Challenges assumptions about knowledge, originality and ownership</span><br /><span style="font-family:lucida grande;">Self-publishing</span><br /><br /><span style="font-family:lucida grande;">Need for enabling infrastructure</span><br /><span style="font-family:lucida grande;">Infrastructure for discovery</span><br /><span style="font-family:lucida grande;">Data as an infrastructure</span><br /><span style="font-family:lucida grande;">Distributed infrastructure – grid computing</span><br /><span style="font-family:lucida grande;">Virtual organisations</span><br /><br /><span style=";font-family:lucida grande;font-size:100%;" >Q&A<br /><br /><br />Who or what they can trust?<br />Have shown themselves to be much more savvy, information literacy/fluency programmes. Different attitude to trust, maybe just because they’re younger?<br /><br />How are universities responding to shallow learners?<br />Courses are more interest driven & distributed – students who are not interested continue with a shallow approach<br />Deep problem solving produces more transferable skills</span>antisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0tag:blogger.com,1999:blog-2126268254263317329.post-59612780477789466492008-07-09T22:07:00.000+01:002008-07-18T17:29:13.873+01:00The JISC/CNI Meeting: Transforming the User ExperienceTo a pretty wet Belfast for this meeting - I'll be blogging the individual sessions as usual.<br /><br />Full conference <a href="http://www.ukoln.ac.uk/events/jisc-cni-2008/">website</a><br /><br />On the social side, I can recommend the lamb shanks at the Crownantisyzygyhttp://www.blogger.com/profile/07763747580571527122noreply@blogger.com0