• To Jupyter and Beyond: Computational Notebooks in the Library

      Ribaric, Tim; Brett, Daniel (2020-01-29)
      Have you heard of Jupyter? Better yet, have you heard about how computational notebooks can be used to teach technologies and are part of the reproducible science movement? This session will show you the Juptyer platform and explain why you should know about it.
    • Visualize your doppelgänger: using information graphics to benchmark AACSB-accredited business schools.

      Lowry, Linda Darlene (Special Libraries Association, 2013-06-10)
      A poster presented at the 2013 SLA Annual Conference, Business & Finance Division poster session, June 10, 2013 in San Diego, CA.
    • Walking the plank: how scholarly piracy affects publishers, libraries and their users

      Yates, Elizabeth (Association of College and Research Libraries, 2017-03)
      The arrival of technology supporting peer-to-peer (P2P) file sharing in scholarly communication has, until recently, had minimal impact on libraries. However, threats posed by pirate sites including Library Genesis Project (LibGen) and Sci-Hub are now impacting both library users and library licensing agreements with publishers. Publishers are nervous as they witness their proprietary content leaking out of paywalled systems—not just hundreds of thousands of articles, but millions. Accordingly, publishers are monitoring activities in licensed products very closely for any behavior that they deem suspicious. When a user’s activities cause a publisher to question whether materials are being pirated, the outcomes can vary. Consequences can range from relatively minor inconvenience for blocked users, who must find workarounds to access scholarly content—to the potential for major disruption of a centuries-old proprietary publishing system. This article uses a case study involving a student at Brock University to highlight significant challenges facing libraries and the rights of their users in the current environment of piracy-wary academic publishers.
    • We All Have an Accent: Welcoming International Students to the Library

      Bordonaro, Karen (Canadian Library Association, 2007)
      an overview of ways to make international students feel welcome in the library
    • We need to have a conversation about OpenURL, a close look at a corpus of error reports from the 2013 academic year. Or, How I learned to stop worrying and give up on clean metadata.

      Ribaric, Tim (2014-10-06)
      OpenURL has been a stalwart in the arsenal of Librarianship for many years now, but it is getting a bit long in the tooth, and cracks in the façade are showing. How well does it still stack up? In the fall of 2013 Brock University Library started looking at the reported errors generated through our OpenURL system to answer this question. By making a clever hack [1] to the error report mechanism it was possible to log all the malevolent OpenURLs in a database to see what the problem was. The end result is a corpus of around 1000 reported URLs [2] that were meticulously examined [3] to find the problem. In the end numerous things were discovered: - Some of the OpenURLs worked just as they were supposed to - Some databases provide really bad OpenURL requests - Some databases don't know how to resolve OpenURL requests properly - Punctuation in metadata often breaks OpenURL - Forget citations to supplementary material - DOI's can't save the day This poster will outline the details of the process and present visualizations of the results of the analysis. OpenURL looks great on paper but there ends up being many obstacles in the actual implementation that both frustrate users and leave Libraries feeling helpless as many of the fixes are out of their hands. [1] http://elibtronic.ca/content/20130823/tracking-sfx-error-reports-sans-effort [2] http://hdl.handle.net/10864/10653 [3] https://github.com/elibtronic/metadata-cruncher/tree/master/open_url_breaker
    • Working Together: Librarian and Student Collaboration Through Active Learning in a Library Eclassroom

      Jacklin, Marcie; Pfaff, Heather (2010)
      Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students) students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions. Opportunities for further research were also discovered, including the degree to which “social loafing” plays a role in collaborative, active learning.