RSS
 

Libraries, Beacons, and the Internet of Things

27 Feb

A while ago I tweeted this helpful graphic:

I know what you're thinking - it will be climate change that renders the debate on the future of libraries moot, not the singularity! And you're quite right, of course.

I know what you’re thinking – it will be climate change that renders the debate on the future of libraries moot, not the singularity! And you’re quite right, of course.

 

The Internet of Things will, hopefully, be a big deal in libraries. Some of the technology associated with it feels very far-away in terms of the resources it would take to implement it, but we’ve seen how these things work – what starts off as unattainable fantasy becomes cheaply available reality soon enough.

But what does it mean, though? I mean really mean, for libraries? I found this UX article on beacons very helpful in giving me an overview of the technology, and this post is an extrapolation of the ideas it presents, into a library context.

What is The Internet of Things?

In short, the Internet of Things refers to when objects are able to connect with each other online, because they can be uniquely identified.

We’re actually very familiar with this in Libraries, because we use RFID. You put the book in the cradle, and that book (due to its RFID tag) speaks to the issue-machine, which then informs the library management system that the book has been issued to your account. It’s the internet, but interacting with a Thing! Brilliant.

What are beacons?

Beacons are wireless devices which use Bluetooth (but an especially low-energy version which doesn’t drain battery) to broadcast to other Bluetooth objects around them. You may have seen wearable technology like Jawbone or Fitbit, which monitor your physical activity – these use beacons to ‘talk’ to your phone, allowing you to get information via your phone’s screen.

In physical terms, you can already get commercially available beacons – for example from Estimote – which are discreet physical objects (as opposed to something integrated into a Fitbit wrist-band) to put in physical locations, allowing smartphones to interact with them according to parameters you define.

Give me some examples of what Libraries could do

Here are some ideas to enhance the library user experience:

  1. Locate items from my books list. Most library catalogues have a ‘favourite’ function, where you can add items to a list. Imagine you make your list of books at home using this feature, then come into a library fully hooked up to the Internet of Things – as you walk in, you’re presented with a map and directions to each of the available items. You’d know before you got past the foyer if any books had already been borrowed, and you’d even be able to find them if they were misshelved.
    ..
    Wait, come back! I’ve got better ones, look…
    .
  2. A self-guided virtual tour. Set up beacons at key points around the Library, and send users off on a tour. When they get to each location their phone plays them videos, or audio, and gives them more information on how to get the most from that area. Combine this with augmented reality to really knock people’s socks off.
    .
  3. An enriched Special Collections experience. When you’re near the glass case displaying the rare and precious illuminated manuscript that you can’t touch, your phone or tablet can show you the whole document in digital format. It could even play you audio of expert analysis by the Special Collections librarian.
    .
  4. Contactless fine payment. The Internet of Things knows how much you owe, and has the capability to let you pay it without you having to queue for a till or a card-reader.
    .
  5. Availability of machines. Some library apps already show you which PCs are in use and which are actually free within the Library building, which users find invaluable. Beacons could easily extend this to printers (and 3D printers), scanners, study rooms, blu-ray players etc etc – all quick to check from your phone as you enter the Library.
    .
  6. More details on items. In the same way you can put a QR Code on a DVD box which takes the user to the imdb entry on the film in question, or on a music score to take the user to an MP3 of the piece, you could give any manner of contextual information on items in your collection via the Internet of Things. If a user is in the vicinity of an item, she or he will be able to get information on it online via their phone.
    .

My brain is not particularly wired to invention. When someone else lays out ideas I can spark off them, but I can very rarely think up anything from scratch – so with that in mind, the list above is quite small, and I’d be VERY interested to hear what you think we could do with this technology, via a comment…

 

{lang: 'en-GB'}
Print Friendly
 

Can you use Twitter for Academic teaching? Yes, here are some examples

17 Feb

I have read, and contributed to, an awful lot of writing online about Twitter in HE. Social networks in general and Twitter in particular are increasingly accepted as a valuable part of the academic world. If you want to know about how to use Twitter for communication, for building reputation, for research, then Google will provide you with endless hours of reading.

However, using Twitter in teaching seems to be far more tricky and ambiguous. There are a lot more people asking ‘Can we use Twitter in academic teaching, and if so, how?’ then answering that question. Interestingly, there’s a lot more info out there in using it in the school classroom than on using it in the University seminar room, lab, or lecture theatre.

With that in mind, and to make the most of a real edtech zietgeist happening at the University of York at the moment, I put together a 1.5 hour workshop for academics, as part of a series I’m doing for the Learning & Teaching Forum. I really enjoyed putting this together because I learnt a lot, and spoke to a lot of academics doing really interesting things with tweets.

The biggest issue in this area seems to be that you can’t make students sign up for the platform, so how do you make sure no one is excluded if you’re providing key info via Twitter (without you having to duplicate everything)? The first answer is embedding a Twitter stream in the VLE – there is a full guide on how to do that (with BlackBoard) in the handout which accompanied the session (embedded below). The second answer is projecting a hashtag onto the walls during teaching. Chemistry at York is, for some reason, always at the front of the curve with social media, and one of the things Simon Lancaster does is have a back-channel running on big screens during lab-sessions, using Tweetbeam, so that students who don’t wish to sign up for Twitter can still get the benefit of seeing other students’ tweets (and also pictures shared by Simon). I really liked this idea – I liked the ceding of control, the high risk of it, and I like the fact that the students don’t abuse the trust, and take the opportunity instead to contribute enthusiastically and productively.

Anyhow, here are the slides from the workshop – I hope if you’re reading this you find them useful. If you’re an academic and want to chip in via the comments with how you utilise Twitter, that would be great; if you’re an information professional and you also run these sorts of workshops, I’d love to hear from you too.

 

 

Using Twitter in Academic Teaching by University of York Information

{lang: 'en-GB'}
Print Friendly
 

Is the Library degree the best use of your resources? Imagine what else you could do with that time and money

12 Feb

Edit:  Despite my clarifications, people are still misinterpreting my original post as a proposed ‘solution’ to the problem of the Library degree, so I’ve rewritten this to stop that happening.

====

To embark upon a Library Masters in 2014 is a huge undertaking. Assuming you do it part-time, whilst working to support yourself, you’ll spend between ten and eighteen thousand pounds over two years, along with, at a conservative estimate, 1500 hours of your time.[1]

The question is, does the Library degree really represent the best use of this investment?

What if you were to spend the same amount of time and money on a self-structured curriculum of study, events, conferences, training, and building an online portfolio, whilst continuing to work in an information role. Would you not emerge as a more rounded, knowledgeable, and relevant information professional?

I think you would. If someone were to try it, the results would certainly be interesting. This is not, however, a solution to the problem.

The problem with the Library degree

I have many issues with the MA/Msc in Library & Information Management (or similar) as it currently stands, in the UK. For the record, I completed mine, via distance learning, in 2009. It was fine, I didn’t hate it, it wasn’t a bad degree in any way. My views on the degree are based on my own experience, and based on talking to others – I realise they may not be universal complaints. But here are the main ones anyway:

1)    Much of the content of the courses does not seem relevant to actually being an information professional

2)    There is one degree that is supposed to cover, in one year of full-time study, all aspects and types of librarianship, including public, academic and special librarianship (not to mention the myriad other potential careers under the information umbrella). As far as I can tell these disciplines are very different from each other

3)    Many of the courses contain modules they contained 10 years ago, despite the information world having undergone seismic shift in that time. Anything you learn on a library degree is likely to be out of date in two to five years anyway

4)    Having completed a Masters in another discipline prior to getting my Library one, I did not find the latter to be postgraduate in nature. It was just like a very short undergraduate course

5)    The piece of paper at the end – the degree certificate which allows you to apply for higher graded jobs for which a qualification is an ‘essential’ on the person spec – seems far more important than what you learn on the course itself

6)    The difference between a ‘qualified’ librarian and an ‘unqualified’ one is very rarely the qualification. It’s more often that the unqualified librarian’s circumstances are such that they have been unable to do the degree, rather than that they are in any way a lesser librarian

7)    The process by which CILIP accredits degrees and the institutions which offer them does not seem to be in any way rigorous, based on the experiences of colleagues who have attended certain institutions…

8)    To add insult to the injury of the points above, there are many more qualified librarians than there are posts for qualified librarians – meaning that in my own institution alone there are several very talented new professionals who have gone to the time and expense of getting the degree, but who are nevertheless in the same roles they were in whilst they studied

Most importantly, the degree is so expensive that it is actively excluding people from good jobs – we are putting a financial price on progress in our profession, and for what? A degree that isn’t particularly relevant or, in some cases, even particularly enjoyable to complete. I don’t think it’s acceptable that we’re all of us complicit in such a flawed system. Employers, students, CILIP, people like me who recognised the issues but did the Masters anyway just to get the piece of paper – we’re all part of the problem with the Library degree.

If you are going to create a professional environment in which a ten thousand pound degree is necessary to earn more than £25,000 a year, then the degree itself needs to be a LOT more meaningful than it is at present.

What do we do about it?

If it were up to me, I’d do two things:

A) re-design the Masters to be a Problem Based Learning (PBL) degree, which would allow a much closer connection between study and the reality of library work, and

B) issue some kind of nation-wide edict forcing all hiring library managers to give proper value to the second half of the sentence ‘Library qualification or equivalent experience’ which appears on so many job specs.

There are actually a pleasingly high number of hiring managers who do ‘B’ already, although it’s not that wide-spread. But ‘A’ is a lot trickier.

I am writing (or was writing – we’ll get there eventually!) an article with Alan Carbery about rethinking the degree as PBL. I find PBL incredibly difficult to explain succinctly – basically it’s student centered learning, that is used in a lot of Medical Schools around the UK (including the one in my own institution). It’s really very different from the traditional HE pedagogy. Here’s an excerpt from what the BMJ has to say about it (read the whole page here)

In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps.

It sounds like it shouldn’t work, but it does. Students absolutely love it. At my University it is also used, with great success, by the Law School, and it is their approach specifically that I’d like to see emulated with libraries. Here’s what the Law School has to say about it:

You and your colleagues decide how your firm operates and determine how to divide up the work.  Through the process you will build working relationships with each other and learn how to deliver on your responsibilities.

For each case you will identify the legal principles involved in the problem and unravel the legal and contextual issues that lie at the heart of it, which will typically involve more than one area of law. All of the problems will be simulated real-life examples brought to you by virtual clients.

In many situations you will have to interact with other student firms, sometimes working alongside them, sometimes in opposition.

For me this notion of operating in firms with real-life examples is key. Based on UCAS applications etc the Law School tailors each firm to suit the personalities and talents of the people involved.

Imagine arriving at Library School and being divided up into Libraries, and then given real-life, pertinent, and up to date examples of problems Libraries face. You’d work cooperatively with your peers (and in the era of constant-contact media, Google hangouts etc, distance-learning shouldn’t prohibit this) and deal with things which you really will have to deal with when working in a qualified library post. Issues around web-design and social media, around marketing and communications, around copyright, data protection and FOI, around managing budgets in difficult economic circumstances, around whatever is relevant and important, year on year. It’s not just that it allows Library Schools to cover contemporary issues, it’s the manner in which it is taught, which seems to relate more directly to the real world. Here’s another quote, from the Law School’s guide to students on their use of PBL:

The key role of the problem is to trigger your awareness that these issues exist, and create an interest in them by highlighting their real-world ramifications. Once this has happened, the problem then gives you a context which you can use to identify exactly what you need to learn in order to understand the problem and address the issues which it raises.

This, to me, sounds like the kind of approach which has the potential to produce Library Masters graduates who are significantly more qualified, aware, relevant and prepared, for the real-life world of libraries. In fact it’s a bit like what we all do with our CPD anyhow.

Clearly this would be a massive shift in how things are done. Any library school attempting to implement this would have to completely scrap the existing degree and build a new one from the ground up. But I’d argue that needs to happen anyway; perhaps a new teaching method would add much needed impetus and inspiration.

I’d be interested if anyone reading this who is familiar with PBL, or with teaching on current Masters courses, has a view on this! Is it the kind of thing we could realistically do?



[1] You are notionally expected to spend 100 hours of study per 10 credits on the Masters – assuming you do the dissertation as well, there are 180 credits in the degree, so the total figure is 1,800 hours. I don’t believe anyone has ever spent 225 full 8-hour days studying for a Library Masters, so I reduced it to 1,500 hours, although that still seems fairly fanciful.

 

 

{lang: 'en-GB'}
Print Friendly
 

10 things to make a conference great

16 Dec

What makes a conference great? Andy Priestner posed the following question on Twitter today:


I found my answer wouldn’t fit even across loads of tweets. So with that in mind, and following on from the previous post on inspiring conferences, here’s my personal opinions based on conferences I’ve attended.

  1. The other delegates. This is very tricky. Much like what makes a good school experience isn’t really the Ofsted report and the facilities so much as the other kids and whether they’re nice, and a good job experience has (probably) more to do with your colleagues and line-manager than your salary and objectives, a good conference experience has a lot to do with the kind of crowd the conference attracts. If you get open, enthusiastic and practical people to hang out with, the presentations themselves are really just a springboard rather than the focus of the conference. What I remember most about SLA was the other delegates.
  2. A good keynote from outside the industry. LILAC gives fanstastic keynote – and part of the reason is they bring in someone from outside of libraries, who knows enough about them to make their talk relevant without just pandering to librarians. Spare me people saying ‘A library without a librarian is just a room’ – guess how much that helps me? Correct: not at all.
  3. A variety of formats. There’s no excuse just to have a bunch of people doing long presentations, these days. I want to see Pecha Kucha 20/20s, I want to see Teachmeet style sharing, I want to see panel discussions, I want some unconference style rewriting of the hierarchy. Ideally, I’d like to see something not listed here because I’ve never seen it before. Surprise me.
  4. Speakers who understand speaking rather than just the subject they’ve been asked to speak about. Don’t tell me all about your methodology at the start – if you have to tell me about your methodology at all, do it after you’ve told me WHY I should care about it (i.e. give me the results first). On the subject of results, if you’ve not yet finished your project and can’t tell us your conclusions, why are you here? And of course, don’t get me started on presenters who can’t be bothered to make decent presentations, or go over their time slots.
  5. A mixture of the cerebral and the immediate. I want to be inspired, uplifted, and invigorated. I ALSO want to be able to go back to my desk when the conference is finished and change the way I work, for the better, right away.
  6. New blood. I want there to be new professionals at any event I go to, because apart from being, obviously, The Future, they’re often the most enthusiastic and passionate. So make sure your event offers hard-up new profs the chance to attend and ideally to present too. (On a related note, I’d recommend going to New Profs events even if you aren’t so ‘new’ anymore; it restores your faith…)
  7. A lead organiser who really has their shit together. I’ve been to conferences where the person effectively chairing the event seems completely at sea, or not to be invested in the success of  the day at all. Organising conferences is REALLY hard (I’ve done it, enjoyed it, but resolved to stick to speaking from then on because that is MUCH easier) so you’ve got to be completely committed and quite sharp, and creative, and good at logistics, to make a success of it.
  8. An appropriate level of resource. It is possible to organise conferences and unconferences very cheaply, but that needs to be built into the DNA of the conference. A hugely ambitious conference shouldn’t be attempted without a hugely ambitious budget. I’m quite happy to sleep through 15-minutes of sponsor-talk at the start of each day if it means the event is well financed and everything works.
  9. Technology. If the wifi is no good, find another venue. If the screens are small, find another venue. If the presenter PCs are positioned so the presenter has to look away from the audience to present, find another venue. If someone is doing a presentation via Skype or a webinar software then by God they’d better give a transcendent and truly transformative talk if we’re to suffer through the 100% inevitable bad sound quality, visual glitches, and delays where the screen goes blank.
  10. Downtime. I’m an introvert. Most people going to library conferences are introverts. Introverts need time to recharge, away from the crowds, or we go a bit loopy. So the best conference schedules, for me, are the ones brimming with activity – but with some downtime built in too.

achievement via says-it.com

Anything you’d add?

{lang: 'en-GB'}
Print Friendly
 
Page 1 of 5212345...102030...Last »