This is an unpublished and longer version of a short paper that was submitted (and not accepted) to JCDL 2003. In this paper we describe our initial goals for DLIST, a digital library for Library and Information Science Research and Practice and for Information Technology as it relates to LIS. DLIST is built upon the open access eprints model, but extends materials in the collection beyond the formal, scholarly literature to include other types of content created by researchers and practitioners. DLIST is intended to promote resource sharing in LIS and IT and to attempt to bridge the gap between research and practice. The notion of open access is briefly discussed as a central tenet for the development of the intellectual commons as an interactive space for learning.

We propose that emerging collaboration, or groupware, technology that supports synchronous interaction among students and faculty can add new aspects to the traditional distance learning and university course models. To explore this assumption we taught a masters' level university course using collaboration technology. In our approach, collaboration technology (integrated synchronous audio- and video-conferencing, electronic whiteboard and shared application tools) was used to provide students at universities in different countries opportunities to participate in interactive class exercises and discussions, and to do class assignments together. Students also participated in traditional, face-to-face class seminars, discussions and exercises at their local university. Thus students learned using collaboration technology and traditional methods. In this paper we describe the course and discuss students' evaluations of the course, their collaboration with each other, and collaboration technology used during the course. Students evaluated the course and their collaborative experiences very highly but reported unique challenges and had mixed impressions with respect to the technology. Challenges included establishing interpersonal communication and meeting commitments. In general, students judged collaboration technology lower than e-mail and telephony in characteristics such as social presence, participation and ease of use. However, there were differences in evaluations among students in Chapel Hill and Oulu implying cultural preferences. In addition, students reported varying degrees of productivity and variety of tasks afforded the technology. These differences were similar for students in Chapel Hill and Oulu, implying individual preferences influenced evaluation of the technology. These results appear to imply that students need to learn principles of collaboration in addition to the technology for collaborative learning across distances to occur, and that a variety of technologies are needed to accommodate cultural and individual differences among students.

The terrorist attacks of September 11th on the World Trade Center and the Pentagon have had profound implications for many aspects of American and global society. This essay explores the many implications for library and information science schools educating the next generation of information professionals. The essay considers an array of opinions by the faculty located in one such school regarding how to reflect on the aftermath of the attacks for basic aspects of teaching, research, and curriculum design in library and information science schools. Topics examined include disaster preparedness and recovery, knowledge management, workplace design and location, technology and the human dimension, ethics and information policy, information security, information economics, memorializing and documenting the terrorist attacks, the role of the Internet, and preservation.

award winner of the best oral presentation, European Association for Health Information & Libraries Workshop 2007, Kraków, Poland, 12-15 September 2007 / Since 2006, the Campus Library of Biomedical Sciences of K.U.Leuven University is reconsidering its role in education and research. Giving access to scientific information is still our libraryâ s most important mission. However, teaching our students and academic staff the skills for efficient retrieval and use of scientific information is increasingly becoming an important task too. In the past, instruction was limited to guided tours and short library instruction sessions, organized on an individual and unsystematic basis. This changed in 2006, when we were asked by the Faculty of Medicine to reconsider part of the medical curriculum in the light of integrating information literacy in it. The following considerations were made: 1. information literacy should be integrated in a systematic way in the curriculum 2. minimal skills of information literacy should be determined for each level 3. instruction in information literacy should be a continuous line starting in the first and ending in the last year (vertical line) 4. information literacy should be acquired in an active way in as many courses as possible (horizontal line) 5. instruction in information literacy is a shared responsibility of library and academic staff As a result, the biomedical library was given the responsibility of information literacy in the beginning of the curriculum of medical students, while academic staff took the responsibility of the rest. At the same time, the library was investing a lot in providing our academic staff with tools, formats and learning objects for integrating information literacy in their lessons. We also started planning systematic trainings for keeping our academic staff up to date with major changes in scientific information. The new curriculum of the Faculty of Medicine was put into practice in October 2006. It was soon followed by similar projects in all other biomedical faculties of our university.

This is a preliminary digitization of S.R. Ranganathan's Documentation Genesis and Development. Published by Vikas Publishing House, Delhi in 1973. First Edition. Copyright permissions granted from the copyright holder: © Sarada Ranganathan Endowment for Library Science (SRELS). To purchase reprints of this work, please visit Ess Ess Publications at http://www.essessreference.com/. Table of Contents: a. Conspectus. b. Address to the Iaslic members. c. Indian tradition of conspectus. d. Documentalist, research worker, and business man. e. Technical terminology. f. Havoc by an undefined technical term 'document'. g. What of documentation. h. Stages in the evolution of documentation service. j. 'Why' of documentation: social necessity. k. 'Why' of documentation: growth of technological research. m. Research as churn and documentation as a steadying tool. n. Quarrel about the agency for documentation. p. Documentation service: summum bonum of all library work. q. Documentation service: hub of all library work. r. Indian techniques of documentation. s. How of documentation: documentalist-reader relation. t. Analogues from traditions. u. Salary scale for librarians. v. Status vs salary. w. Library staff of government of India. x. Report of the pay commission and aftermath. y. False pretences: development. z. Library staff of non-governmental libraries. A. International organisation for documentation. B. National organisation for documentation. C. Beginning of documentation service in India. D. Beginnings of documentation work in India. E. Present day organisation for documentation in India. F. Documentation research and training centre. G. Indian standards institution: documentation section. H. Service library in India. J. Indian National Scientific Documentation Centre. K. Indian National Social Science Documentation Centre. M. Indian association of special libraries and information centres. Index.

Mémoire de Master Sciences de l'Information et des Bibliothèques Option Systèmes Documentaires Numériques. Sous la direction d’Elisabeth Noël Conservateur de bibliothèque, Co-responsable de FORMIST, Ecole Nationale Supérieur des Sciences de l’Information et des Bibliothèques Et de Geneviève Lallich-Boidin Professeur en Science de l’information Université Claude Bernard – Lyon 1 / [EN]: In the higher education, the information literacy knows an unquestionable popularity. However, few quantitative and qualitative elements make it possible to draw up an assessment of it. In view of this report, FORMIST and the ADBU wished the creation of a repertory which would make it possible to count the data of academic libraries on the formation, to update them and to draw some elements for statistical analysis. The purpose of this report is to expose the approach taken by the author to conceive and carry out this program. -------- [FR]: Dans l'enseignement supérieur, la formation à la maîtrise de l'information connaît un engouement certain. Toutefois, peu d'éléments quantitatifs et qualitatifs permettent d'en dresser un bilan. Face à  ce constat, FORMIST et l'ADBU ont souhaité la création d'un répertoire qui permettrait de recenser les données des Services Commun de Documentation sur la formation, de les mettre à  jour et d'en tirer des éléments pour analyse statistique. Ce mémoire a pour but de communiquer la démarche entreprise par l'auteur pour concevoir et réaliser cette application.

<p> Monarch Academy is an Expeditionary Learning (EL) institution, which utilizes a non-traditional educational model that combines all subjects into semester-long projects known as expeditions. In order to properly track the progress of students and to ensure the school is meeting its educational goals, including alignment with Common Core, a process called curriculum mapping has been implemented informally; however, the process has not been centralized nor is it easily accessible by staff and administrators. Commercial curriculum mapping software was researched by administrators, but none met the unique requirements of EL. This study explores and defines a curriculum mapping solution that meets Monarch Academy's needs by providing a centralized, accessible, manageable, and user-centered framework.</p>

<p> With the rapid growth of technology and a fast pace society, students have discovered tablet computers, a powerful portable useful device for education. Although studies have shown rapid growth of tablet computer adaptation within education, limited research exists regarding how tablet computers are used for classroom performance, communication, and leadership among college students. The purpose of the study was to explore and understand how college students use tablet computers by interviewing undergraduate and graduate students. Interview results of 20 college students are as follows: (a) students reported that tablet computers were more portable, easier to use, and convenient devices over laptop computers; (b) in regard to classroom performance, students expressed that the use of e-text books combined with tablets was a faster method of searching for a specific subject over standard paperback books; (c) in regards to leadership, many students believed that tablets are only a tool for leaders but not an essential tool for leading people; and (d) in regard to communication, students expressed that tablet computers was an essential tool for team projects and communicating with their professors and peers while on the go. The study includes a discussion of future research in leadership&rsquo;s use of technology in the workplace, college professors&rsquo; perceptions of tablet computers in the classroom, and marketing modern tablet computers.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: John Unsworth. Includes bibliographical references (leaves 252-259) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4023. Adviser: Christine Jenkins. Includes bibliographical references (leaves 207-229) Available on microfilm from Pro Quest Information and Learning.