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Information and digital literacy in education via the digital path
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Literacy in a digital education world and peripheral issues.
Curated by
Elizabeth E Charles
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What is on the five-year horizon for academic and research libraries? The NMC Horizon Report: 2015 Library Edition examines key trends, significant challenges, and important developments in technology for their impact on academic and research libraries worldwide. This publication was produced by the NMC in collaboration with University of Applied Sciences (HTW) Chur, Technische Informationsbibliothek (TIB) Hannover, and ETH-Bibliothek Zurich. To create the report, an international body of experts from library management, education, technology, and other fields was convened as a panel. Over the course of three months, the 2015 NMC Horizon Project Library Expert Panel came to a consensus about the topics that would appear here. View the work that produced the report on the project wiki. 
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Writings about libraries, technology, and the Web by Matthew Reidsma. Last week I gave the closing keynote at UX Lib: User Experience in Libraries Conference in Cambridge, UK, on creating meaningful experiences and services for library users. I recorded my session in case you want to watch it (I’m working on a transcript). You can also find my slides on Speakerdeck, or listen to the talk on Huffduffer.
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From
princh
Sometimes, there is a big imbalance between what the users wish to have in a library and what they really get. As Mick Fortune mentions in our previous post, for many years libraries measured their success primarily by footfall and they only focused on that. Only in the last few years, libraries have really started focusing on getting to know their users better. Even so, all the studies, such as those made by The Pew Internet, Carnegie UK Trust, Museums Libraries & Archives UK, etc. end up showing the same results.
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In this age of outcomes measurement, many academic librarians are focused—and rightly so—on making sure they best serve students. Yet students are not the only population of end users on an academic campus. Faculty, too, are conduits not only to students but to library users in their own right. As well, studies of faculty attitudes such as Ithaka’s often show that, even as faculty increasingly depend on library-brokered online access to expensive databases and electronic journals, the off-site availability of modern resources may leave many faculty members less aware of the crucial role of the library in their and their students’ workflow.
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They identified that libraries were supporting MOOCs by: Copyright Clearance; Open content promotion; Licensing resources; Instructional support; Production support; in some cases with a general support model (e.g. a librarian assigned to each MOOC). Nature of MOOCs offered by the institution; Institutional coordination of MOOCs; Models of MOOC support; Structure of existing [library] services; [library] Staff and budget.
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