Saturday, September 26, 2009
Muddiest Point #4
We read about and discussed in class several different classifcations of metadata and their functions, and I was wondering whether typically a document will be organized with only one specific type of metadata or if it is common to see several different forms in use to organize and describe a single document or set of data.
Week 5 Readings
WEEK 5 READINGS
1) Data Compression-data compression or source coding is the process of encoding information using fewer bits (or other information-bearing units) than an unencoded representation would use, through use of specific encoding schemes.
-only works when both the sender and receiver of the information understand the encoding scheme
pros: -helps reduce the consumption of expensive resources, such as hard disk space or transmission bandwidth
cons:-compressed data must be decompressed to be used, and this extra processing may be detrimental to some applications
lossless vs. lossy compression-lossless is possible because most real-world data has statistical redundancy
-in lossy compression, some loss of fidelity will occur, but it's mostly guided by research on how people will perceive the data in question
-Lossless compression schemes are reversible so that the original data can be reconstructed, while lossy schemes accept some loss of data in order to achieve higher compression
-theoretical framework for compression is provided by information theory and rate-distortion theory
2) Data compression basics-data vs. information (I like the example that if someone sends you the same e-mail twice, you'll have two e-mails worth of data but only one e-mails worth of information)
-"The fundamental idea behind digital data compression is to take a given representation of information (a chunk of binary data) and replace it with a different representation (another chunk of binary data) that takes up less space (space here being measured in binary digits, better known as bits), and from which the original information can later be recovered."
-Run-length encoding: replaces "runs" (that is, sequences of identical characters) with a single character, followed by the "length of the run" (the number of characters in that sequence) in order to provide the same information in less space; if a file contained normal text such as a paragraph with few or no repetitions, RLE compression would not be useful
-The Lempel-Ziv compressor family: work by replacing redundant (i.e., repeated) source data with references to its previous appearance (LZ77) or by explicit references to a "dictionary" compiled from all the data in the source file (LZ78).
-Entropy coding: way to assign shorter codes to common data blocks, while assigning longer codes to rarer data blocks.
-The Wikipedia article provides a basic overview of data compression, and even though I had to read it a few times to really feel like I had the gist (I'm not the most technically inclined person to say the least) I thought it was written in such a way that it could be generally understood. The simple examples the article gave, such as the llustration of lossless and lossy compression through the use of the string 25.888888888 were very helpful in contributing to an understanding of how these types of compression compare and contrast. I felt like I got more out of the second article, because it went more in depth on what was covered in the Wikipedia article, and was written in far simpler language. This article also provided great examples and the pictures depicting differences in compression of JPG images also helped the ideas to sink in. At first, when I began reading these articles I sort of felt like I didn't see how they were useful to all of us. As I read further I began to see that's not the case at all. In terms of practical pplications within the library professions, as we continue to go more and more digital, I think many of us will need to familiarize ourselves with concepts such as image compression as we face issues such as providing images of print media and electronic content in ways that are efficient and cost effective for the library but still beneficial for the patrons. Moreover, much as we face challenges with physical space now in developing and maintaining collections, we will face similar challenges pertaining to digital space as we have more and more information to present and preserve electronically, and an understanding of data compression will likely be very necessary for anyone working in this profession.
3) Imaging Pittsburgh: Creating a shared gateway to digital image collections of the Pittsburgh region
This article is about Pitt's Digital Research Library and their reciept of a grant from the IMLS to provide online access to historical photo collections, containing over 7,000 images. The author included a summary of the project, challenges and accomplishments, and the project outcomes. It was really interesting to read about a practical application of the concepts we read about in the other articles, especially in light of the fact that it was a project right here at Pitt. I thought it tied in to the point I made earlier, that as we continue to work on increasing online access to materials, it will be more and more necessary to understand the nature of, as well as the possibilities and limitations of data compression. A project such as this is something that many of us could likely encounter as we enter into the library professions. It was also interesting how it tied into other concepts we've discussed recently, such as digitalization and metadata.
4) I couldn't find the 4th article, I kept receiving a 404 Error whenever I tried to access the link. I will try to search through other blogs to see if anyone found a working link to this reading.
1) Data Compression-data compression or source coding is the process of encoding information using fewer bits (or other information-bearing units) than an unencoded representation would use, through use of specific encoding schemes.
-only works when both the sender and receiver of the information understand the encoding scheme
pros: -helps reduce the consumption of expensive resources, such as hard disk space or transmission bandwidth
cons:-compressed data must be decompressed to be used, and this extra processing may be detrimental to some applications
lossless vs. lossy compression-lossless is possible because most real-world data has statistical redundancy
-in lossy compression, some loss of fidelity will occur, but it's mostly guided by research on how people will perceive the data in question
-Lossless compression schemes are reversible so that the original data can be reconstructed, while lossy schemes accept some loss of data in order to achieve higher compression
-theoretical framework for compression is provided by information theory and rate-distortion theory
2) Data compression basics-data vs. information (I like the example that if someone sends you the same e-mail twice, you'll have two e-mails worth of data but only one e-mails worth of information)
-"The fundamental idea behind digital data compression is to take a given representation of information (a chunk of binary data) and replace it with a different representation (another chunk of binary data) that takes up less space (space here being measured in binary digits, better known as bits), and from which the original information can later be recovered."
-Run-length encoding: replaces "runs" (that is, sequences of identical characters) with a single character, followed by the "length of the run" (the number of characters in that sequence) in order to provide the same information in less space; if a file contained normal text such as a paragraph with few or no repetitions, RLE compression would not be useful
-The Lempel-Ziv compressor family: work by replacing redundant (i.e., repeated) source data with references to its previous appearance (LZ77) or by explicit references to a "dictionary" compiled from all the data in the source file (LZ78).
-Entropy coding: way to assign shorter codes to common data blocks, while assigning longer codes to rarer data blocks.
-The Wikipedia article provides a basic overview of data compression, and even though I had to read it a few times to really feel like I had the gist (I'm not the most technically inclined person to say the least) I thought it was written in such a way that it could be generally understood. The simple examples the article gave, such as the llustration of lossless and lossy compression through the use of the string 25.888888888 were very helpful in contributing to an understanding of how these types of compression compare and contrast. I felt like I got more out of the second article, because it went more in depth on what was covered in the Wikipedia article, and was written in far simpler language. This article also provided great examples and the pictures depicting differences in compression of JPG images also helped the ideas to sink in. At first, when I began reading these articles I sort of felt like I didn't see how they were useful to all of us. As I read further I began to see that's not the case at all. In terms of practical pplications within the library professions, as we continue to go more and more digital, I think many of us will need to familiarize ourselves with concepts such as image compression as we face issues such as providing images of print media and electronic content in ways that are efficient and cost effective for the library but still beneficial for the patrons. Moreover, much as we face challenges with physical space now in developing and maintaining collections, we will face similar challenges pertaining to digital space as we have more and more information to present and preserve electronically, and an understanding of data compression will likely be very necessary for anyone working in this profession.
3) Imaging Pittsburgh: Creating a shared gateway to digital image collections of the Pittsburgh region
This article is about Pitt's Digital Research Library and their reciept of a grant from the IMLS to provide online access to historical photo collections, containing over 7,000 images. The author included a summary of the project, challenges and accomplishments, and the project outcomes. It was really interesting to read about a practical application of the concepts we read about in the other articles, especially in light of the fact that it was a project right here at Pitt. I thought it tied in to the point I made earlier, that as we continue to work on increasing online access to materials, it will be more and more necessary to understand the nature of, as well as the possibilities and limitations of data compression. A project such as this is something that many of us could likely encounter as we enter into the library professions. It was also interesting how it tied into other concepts we've discussed recently, such as digitalization and metadata.
4) I couldn't find the 4th article, I kept receiving a 404 Error whenever I tried to access the link. I will try to search through other blogs to see if anyone found a working link to this reading.
Sunday, September 20, 2009
Week 4 Reading Notes
WEEK 4 READINGS
1) Database-can be classified according to content
1) bibliographic
2) full-text
3) numeric
4) image
-organized according to database model; most common is relational but hierarchical and network are also used
-many databases use a combination of strategies of database architecture
-Database Management Sytem (DBMS): software that organizes the storage of data
-most present today are relational DBMS (RDBMS) with 5 main components but there are also ODBMS (object DBMS) with 4 main components
-primary tasks of DBMS packages are database devlopment, database interrogation, database maintenance, and application development
-Several types of databases including operational, analytical, data warehouse, distributed database, etc.
-indexing can increase database speed
2) Metadata-literally, data about data
-understood in different ways by those who design, create, describe, preserve and use information systems and resources
-typically in the past has been used in the information professions, especially in cataloging, classification, and indexing, but now information resources are increasingly being put online by the general public so it is no longer just the consideration of information professionals
-user contributed metadata includes things like webpage title tags, folksonomies, and social bookmarks
-students are now taught about the use of metadata in information literacy programs so it becomes even more critical that we are able to use and understand it
-all information objects have three features which can and should reflected through metadata
1) content- what the object contains or is about and is intrinsic to an information object
2) context- who, what, where, why, and how- extrinsic
3) structure- formal set of associations within or among information objects,
can be intrinsic, extrinsic, or both
-Library metadata includes indexes, abstracts, and bibliographic records created according to cataloging rules (data content standards) and data structure standards as well as data value standards
-key points:
1) metadata does not have to be digital
2) metadata relates to more than just the description of an object
3) metadata can come from a variety of sources
4) metadata continues to accrue through the life of an information object or system
5) One information object's metadata can simultaneously be another information object's data, depending on the kinds of aggregations of and dependencies between information objects and systems-metadata has many implications for consumers of information objects and resources, including increased accessibility, retention of content, expanding use, legal issues, preservation, etc.
Both of the readings about Databases and Metadata were extremely beneficial in my opinion. Students in my generation, myself included, have all used databases and many of us are not only active consumers but also creators of metadata, but prior to reading this, I had a very limited knowledge of all the different types, structures, and features of databases and metadata. For instance, I have used tagging features on social networking sites, and also tagged entries on blog postings etc. without any real awareness that what I was doing was part of the process of creating and applying metadata. These articles provided not only a good illustration of how these have been traditionally used in the information professions, which will obviously play a big role in our future careers, but how they are changing and adapting in the digital society, and how we will need to educate ourselves inside and outside of the professional atmosphere in order to be able to both organize and access information effectively.
I thought that the last reading about the Dublin Core Content Model was also very helpful, because it provided a nice illustration and easily understood practical application of the technical content covered in the first two readings.
1) Database-can be classified according to content
1) bibliographic
2) full-text
3) numeric
4) image
-organized according to database model; most common is relational but hierarchical and network are also used
-many databases use a combination of strategies of database architecture
-Database Management Sytem (DBMS): software that organizes the storage of data
-most present today are relational DBMS (RDBMS) with 5 main components but there are also ODBMS (object DBMS) with 4 main components
-primary tasks of DBMS packages are database devlopment, database interrogation, database maintenance, and application development
-Several types of databases including operational, analytical, data warehouse, distributed database, etc.
-indexing can increase database speed
2) Metadata-literally, data about data
-understood in different ways by those who design, create, describe, preserve and use information systems and resources
-typically in the past has been used in the information professions, especially in cataloging, classification, and indexing, but now information resources are increasingly being put online by the general public so it is no longer just the consideration of information professionals
-user contributed metadata includes things like webpage title tags, folksonomies, and social bookmarks
-students are now taught about the use of metadata in information literacy programs so it becomes even more critical that we are able to use and understand it
-all information objects have three features which can and should reflected through metadata
1) content- what the object contains or is about and is intrinsic to an information object
2) context- who, what, where, why, and how- extrinsic
3) structure- formal set of associations within or among information objects,
can be intrinsic, extrinsic, or both
-Library metadata includes indexes, abstracts, and bibliographic records created according to cataloging rules (data content standards) and data structure standards as well as data value standards
-key points:
1) metadata does not have to be digital
2) metadata relates to more than just the description of an object
3) metadata can come from a variety of sources
4) metadata continues to accrue through the life of an information object or system
5) One information object's metadata can simultaneously be another information object's data, depending on the kinds of aggregations of and dependencies between information objects and systems-metadata has many implications for consumers of information objects and resources, including increased accessibility, retention of content, expanding use, legal issues, preservation, etc.
Both of the readings about Databases and Metadata were extremely beneficial in my opinion. Students in my generation, myself included, have all used databases and many of us are not only active consumers but also creators of metadata, but prior to reading this, I had a very limited knowledge of all the different types, structures, and features of databases and metadata. For instance, I have used tagging features on social networking sites, and also tagged entries on blog postings etc. without any real awareness that what I was doing was part of the process of creating and applying metadata. These articles provided not only a good illustration of how these have been traditionally used in the information professions, which will obviously play a big role in our future careers, but how they are changing and adapting in the digital society, and how we will need to educate ourselves inside and outside of the professional atmosphere in order to be able to both organize and access information effectively.
I thought that the last reading about the Dublin Core Content Model was also very helpful, because it provided a nice illustration and easily understood practical application of the technical content covered in the first two readings.
Saturday, September 19, 2009
Monday, September 14, 2009
Assignment 2- Digitalization
Here is the link to the photos I scanned for the digitalization assignment. My cousin took these photos, and I scanned and resized them for the assignment.
http://www.flickr.com/photos/42533674@N06/sets/72157622374147126/detail/
http://www.flickr.com/photos/42533674@N06/sets/72157622374147126/detail/
Friday, September 11, 2009
Blog Comments- Weeks 1, 2 & 3
I didn't realize we were required to comment and post links to these, I will make sure my comments are a little more timely from now on.
Week 3 comments- http://blnblog13.blogspot.com/2009/09/i-had-no-idea-that-basis-for-linux-was.html#comments
Week 2 comments- http://shanlis2600libblog.blogspot.com/2009/09/computer-hardware-week-2.html#comments
Week 1 comments- http://knivesnmatches.blogspot.com/2009/09/assignment-one.html#comments
Week 3 comments- http://blnblog13.blogspot.com/2009/09/i-had-no-idea-that-basis-for-linux-was.html#comments
Week 2 comments- http://shanlis2600libblog.blogspot.com/2009/09/computer-hardware-week-2.html#comments
Week 1 comments- http://knivesnmatches.blogspot.com/2009/09/assignment-one.html#comments
Reading Notes- Week 3
WEEK 3 READINGS
1) Introduction to Linux
-development started in 1969, to address software compatibility issues
-code recycling features were especially important
-made computers much more usable because users could connect to the same network or use a different computer without the need for further education
-current applications: working to develop an easy user interface and offer MS compatible applications
-ideal for power users and programmers
-more 'expertise' is required but striving to make it more accessible for non-experienced users
-future of Linux: open source. code will mature if many programmers can access/adapt/fix etc.
-pros and cons: it is free, versatile and secure, but there are too many variations and it can be confusing for inexperienced users
2) MAC OS X
-UNIX based OS, developed by Apple and now comes standard on all new Macintosh computers
-contains tools to facilitate management of workgroups of Mac OS X machines and provide access to network services
-10th major version of Apple's OS for macs
-includes its own software development tools
-features: Aqua GUI (fluid graphical user interface), anti-aliasing technology for window elements, graphics, texts, widgets, etc., Automator, Dashboard, Front Row, Time Machine, Screen Sharing, etc.
These two readings were very useful to me as someone who is inexperienced in using any computer operating systems other than Windows. While I am surrounded by nerd friends who constantly debate the merits of various systems, I don't know much about either of these, and I thought that the articles were written in such a fashion as to be easily understood by someone with limited experience. I didn't know before reading this that before LINUX was developed, all computers ran different systems and that they could not only not connect to the same network, but that it would be very difficult to use another computer without education or training. I think this is especially important since we now take for granted the global network into which any of us with a computer and internet access are now connected 24/7 for communication, research, news, music and just about any other use you can think of, and the fact that so much of what goes on behind the scenes in the library is based on the ability to connect to libraries around the world to access and share materials and information.
3) An Update on the Windows Roadmap
-discusses the continued support for Windows XP, and the progress of Windows Vista
-Vista: improved security, compatibility, system performance improvements
-Future: Windows 7
I have found some things frustrating about Windows Vista since I started using it last year, and I like the fact that Microsoft continues to listen to their customers and strive to improve their systems based on what the average user wants out of their computer experience. Personally, as someone with little technological expertise, I appreciate Microsoft's great amount of hardware and software and think that this probably contributes a lot to the fact that many 'casual' computer users continue to run Windows. I don't have a lot of other comments on this reading because I don't know enough about the other systems mentioned to really compare or contrast, or offer an opinion as to which I think is 'best.'
1) Introduction to Linux
-development started in 1969, to address software compatibility issues
-code recycling features were especially important
-made computers much more usable because users could connect to the same network or use a different computer without the need for further education
-current applications: working to develop an easy user interface and offer MS compatible applications
-ideal for power users and programmers
-more 'expertise' is required but striving to make it more accessible for non-experienced users
-future of Linux: open source. code will mature if many programmers can access/adapt/fix etc.
-pros and cons: it is free, versatile and secure, but there are too many variations and it can be confusing for inexperienced users
2) MAC OS X
-UNIX based OS, developed by Apple and now comes standard on all new Macintosh computers
-contains tools to facilitate management of workgroups of Mac OS X machines and provide access to network services
-10th major version of Apple's OS for macs
-includes its own software development tools
-features: Aqua GUI (fluid graphical user interface), anti-aliasing technology for window elements, graphics, texts, widgets, etc., Automator, Dashboard, Front Row, Time Machine, Screen Sharing, etc.
These two readings were very useful to me as someone who is inexperienced in using any computer operating systems other than Windows. While I am surrounded by nerd friends who constantly debate the merits of various systems, I don't know much about either of these, and I thought that the articles were written in such a fashion as to be easily understood by someone with limited experience. I didn't know before reading this that before LINUX was developed, all computers ran different systems and that they could not only not connect to the same network, but that it would be very difficult to use another computer without education or training. I think this is especially important since we now take for granted the global network into which any of us with a computer and internet access are now connected 24/7 for communication, research, news, music and just about any other use you can think of, and the fact that so much of what goes on behind the scenes in the library is based on the ability to connect to libraries around the world to access and share materials and information.
3) An Update on the Windows Roadmap
-discusses the continued support for Windows XP, and the progress of Windows Vista
-Vista: improved security, compatibility, system performance improvements
-Future: Windows 7
I have found some things frustrating about Windows Vista since I started using it last year, and I like the fact that Microsoft continues to listen to their customers and strive to improve their systems based on what the average user wants out of their computer experience. Personally, as someone with little technological expertise, I appreciate Microsoft's great amount of hardware and software and think that this probably contributes a lot to the fact that many 'casual' computer users continue to run Windows. I don't have a lot of other comments on this reading because I don't know enough about the other systems mentioned to really compare or contrast, or offer an opinion as to which I think is 'best.'
Muddiest Point #2
1) Are the blog entries with reading notes to be posted by the Friday or Saturday before class? I thought it was mentioned in class that they were due by Saturday, but then in the e-mail we received from the TA, he said they were due by Friday, so I wanted to clarify.
2) Am I remembering correctly that we only need to have 10 sets of reading note entries, and that it was ok if we missed the second week since we were all getting caught up on the first week?
Thanks for any answers anyone can give.
2) Am I remembering correctly that we only need to have 10 sets of reading note entries, and that it was ok if we missed the second week since we were all getting caught up on the first week?
Thanks for any answers anyone can give.
Friday, September 4, 2009
Week 1 Reading Notes
1) OCLC Report- Information Format Trends: Content, Not Containers
-addresses trends of "unbundling" of content from traditional media to digital format, such as e-books, e-mails with content attached, etc.
-assesses effect on users, as well as on libraries-
-how can they compete with and continue to stay relevant in the world of mobile devices allowing users access to content anywhere, at any time?
-libraries are the traditional collectors of content- but how can their "just in case, cummunity collection" compete with the influx of personalized/dynamic content that digital formats, blogs, etc. offer
-micropayment for microcontent/tiered access- accessing part of content for free, but full content requires registration/payment
Where will we draw the line? At this point, many consumers are already willing to pay for content that they have traditionally been able to access for free through the library institution; ultimately, how much will they be willing to pay? What about Open Access, Fair Use and Digital Rights Management? Many consumers disagree with DRM, which already affects digital music downloads, how will it come into play and govern usage and sharing of information? Is it fair for the owners and publishers of digital content to dictate how and under what circumstances this content can be obtaind, used and shared, when traditional physical content can be shared freely?
2) Clifford Lynch, “Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture”
-Lynch offers a comparison and contrast of IT literacy and Information Literacy, commenting briefly on the great significance of both in our increasingly technological world-
It literacy- primarily the technology infrastructure and tools and their interaction with the infrastructure, as well as the issues that shape its development
-Information lteracy- content and communication, forms and purposes of content
-I think an especially valid point made in the article is that unlike in the past, when typing classes were offered in high school and these skills went on to serve students, relatively unchanging, for many years, it is now essential that students be taught both a fluency in current technologies, as well as the skills to learn new tools as technology improves rapdily. I thought this article also built slightly on what I considered in my entry for "the muddiest point," where I
considered IT's threat to libraries. I felt that IT both drastically changes and improves access to information in its many forms, and this article further influenced my belief through its discussion of computer-based searching and the fact that it is increasingly central to information finding and research. As IT continues to provide users the tools to access information on their own, both Information Literacy and IT Literacy become increasingly important- users must be able to not only successfully utilize the technology to access information and keep up with the rapid developments, but also, when they are responsible for finding information on their own, information literacy becomes essential to the ability to process and integrate information and apply it successfully as knowledge.
3) Vaughan, J. (2005). Lied Library @ four years: technology never stands still.
bottom line- technology never stands stilloffers a very in depth perspective on the technological improvements made in one library, as well as how this
affected the library and its constant efforts in continually adapting to new challenges-examples: new systems, improvements made to old systems, computer replacement
**Feeding the Beast: the author points out that there are not only direct, upfront costs in upgrading the technological services in a library, but also in the ongoing maintenance of these services
One question that arose when I read this article pertained to this point and the fact that some view increased technology services that eliminate some of the need for physical content and human services will lead to decreased funding of libraries. In some cases, especially smaller libraries that may receive less funding in the first place, will they end up installing new systems in order to retain their competitive edge, but not be able to afford maintenance, thus winding up with obsolete technology, decreased usage, and again, decreased funding? This article
stresses the constant challenges libraries face as technology improves, at times, faster than the public can keep up with.
-addresses trends of "unbundling" of content from traditional media to digital format, such as e-books, e-mails with content attached, etc.
-assesses effect on users, as well as on libraries-
-how can they compete with and continue to stay relevant in the world of mobile devices allowing users access to content anywhere, at any time?
-libraries are the traditional collectors of content- but how can their "just in case, cummunity collection" compete with the influx of personalized/dynamic content that digital formats, blogs, etc. offer
-micropayment for microcontent/tiered access- accessing part of content for free, but full content requires registration/payment
Where will we draw the line? At this point, many consumers are already willing to pay for content that they have traditionally been able to access for free through the library institution; ultimately, how much will they be willing to pay? What about Open Access, Fair Use and Digital Rights Management? Many consumers disagree with DRM, which already affects digital music downloads, how will it come into play and govern usage and sharing of information? Is it fair for the owners and publishers of digital content to dictate how and under what circumstances this content can be obtaind, used and shared, when traditional physical content can be shared freely?
2) Clifford Lynch, “Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture”
-Lynch offers a comparison and contrast of IT literacy and Information Literacy, commenting briefly on the great significance of both in our increasingly technological world-
It literacy- primarily the technology infrastructure and tools and their interaction with the infrastructure, as well as the issues that shape its development
-Information lteracy- content and communication, forms and purposes of content
-I think an especially valid point made in the article is that unlike in the past, when typing classes were offered in high school and these skills went on to serve students, relatively unchanging, for many years, it is now essential that students be taught both a fluency in current technologies, as well as the skills to learn new tools as technology improves rapdily. I thought this article also built slightly on what I considered in my entry for "the muddiest point," where I
considered IT's threat to libraries. I felt that IT both drastically changes and improves access to information in its many forms, and this article further influenced my belief through its discussion of computer-based searching and the fact that it is increasingly central to information finding and research. As IT continues to provide users the tools to access information on their own, both Information Literacy and IT Literacy become increasingly important- users must be able to not only successfully utilize the technology to access information and keep up with the rapid developments, but also, when they are responsible for finding information on their own, information literacy becomes essential to the ability to process and integrate information and apply it successfully as knowledge.
3) Vaughan, J. (2005). Lied Library @ four years: technology never stands still.
bottom line- technology never stands stilloffers a very in depth perspective on the technological improvements made in one library, as well as how this
affected the library and its constant efforts in continually adapting to new challenges-examples: new systems, improvements made to old systems, computer replacement
**Feeding the Beast: the author points out that there are not only direct, upfront costs in upgrading the technological services in a library, but also in the ongoing maintenance of these services
One question that arose when I read this article pertained to this point and the fact that some view increased technology services that eliminate some of the need for physical content and human services will lead to decreased funding of libraries. In some cases, especially smaller libraries that may receive less funding in the first place, will they end up installing new systems in order to retain their competitive edge, but not be able to afford maintenance, thus winding up with obsolete technology, decreased usage, and again, decreased funding? This article
stresses the constant challenges libraries face as technology improves, at times, faster than the public can keep up with.
Thursday, September 3, 2009
The Muddiest Point #1
While I didn't consider this to be necessarily the most important point we discussed in the first LIS 2600 class, what stood out to me as 'the muddiest point' raised in class was whether or not IT should be considered a threat to our library system. In part, I felt the answer was so unclear to me because my initial reaction to this question surprised me- as a somewhat traditional 'bookworm' who may tend to romanticize the idea of books and the library, I would have been less surprised if my reaction was that yes, IT is a threat to the library. However, the more I considered it, the more I began to feel that if IT support was not made available to libraries, they would be much worse off in terms of support, patronage, and funding than some already consider them to be.
A very simple example of the incredible benefit to the library as a result of IT support came up at the library where I am completing an internship this year. One of the women in charge of holds and ILL explained the old process for requesting items from other libraries, which involved writing out by hand 3 copies of the request form for every single item being requested, and said that as a result, very few patrons at that particular branch took advantage of this service. Now that the library has the technology to allow patrons to request items online on their own, and has made it easy to do so, the library's circulation has increased immensely, especially with items such as music and movies that are available from other ACLA libraries in the county.
Obviously this is a simple example and only a very small part of the debate, but I really found this question to be thought provoking. Since there is no clear, definitive answer to this question, I'm very curious about both other people's perspectives on this issue, as well as how my own opinion will shift or broaden as we continue to examine the relationship between IT and the library in class.
A very simple example of the incredible benefit to the library as a result of IT support came up at the library where I am completing an internship this year. One of the women in charge of holds and ILL explained the old process for requesting items from other libraries, which involved writing out by hand 3 copies of the request form for every single item being requested, and said that as a result, very few patrons at that particular branch took advantage of this service. Now that the library has the technology to allow patrons to request items online on their own, and has made it easy to do so, the library's circulation has increased immensely, especially with items such as music and movies that are available from other ACLA libraries in the county.
Obviously this is a simple example and only a very small part of the debate, but I really found this question to be thought provoking. Since there is no clear, definitive answer to this question, I'm very curious about both other people's perspectives on this issue, as well as how my own opinion will shift or broaden as we continue to examine the relationship between IT and the library in class.
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