Applying general risk management principles to library administration

Recent areas of digital library innovation, such as digital rights management, have led librarians to apply risk management (RM) principles to certain circumscribed areas of library management. This paper will attempt to argue that risk management principles can in fact be applied much more generally in modern library administration. A conceptual paper based on abstract principles of risk management. That different approaches to risk management apply in digital librarianship, as opposed to traditional, print-based library work. Also, that different models of 'RM' can be used at the level of the employee in contrast to the global perspective of the organisation as a whole. Because this is a conceptual piece, there is ample room for further experimental testing of these hypotheses. This paper rejects some of the principles of RM that are less relevant to the 'people management' problems of hybrid (print-electronic) library administration. It offers an abstract statement of RM principles that should be of genuine practical usefulness to middle managers helping staff cope with the problems of 'mixed media', hybrid library environments. This paper relates ideas from general business risk management to practitioner librarianship in ways that have not been attempted previously

Quality interoperability within digital libraries: the DL.org perspective

Quality is the most dynamic aspect of DLs, and becomes even more complex with respect to interoperability. This paper formalizes the research motivations and hypotheses on quality interoperability conducted by the Quality Working Group within the EU-funded project DL.org (<a href="http://www.dlorg.eu">http://www.dlorg.eu/</a>). After providing a multi-level interoperability framework – adopted by DL.org - the authors illustrate key-research points and approaches on the way to the interoperability of DLs quality, grounding them in the DELOS Reference Model. By applying the DELOS Reference Model Quality Concept Map to their interoperability motivating scenario, the authors subsequently present the two main research outcomes of their investigation - the Quality Core Model and the Quality Interoperability Survey

Reviews

Sally Brown, Steve Armstrong and Gail Thompson (eds.), Motivating Students, London: Kogan Page, 1998. ISBN: 0–7494–2494‐X. Paperback, 214 pages. £18.99

Resource sharing and networking of engineering college libraries

The present paper discusses various factors motivating Engineering Colleges for implementing resource sharing, important objectives and areas of resource sharing. It further highlights important success stories, impact and the role of Engineering College Libraries. Various considerations for networking for Engineering College Libraries and major potential problems for resource sharing are also discussed

Collaborative Academic Library Digital Collections Post- Cambridge University Press, HathiTrust and Google Decisions on Fair Use

Academic libraries face numerous stressors as they seek to meet the needs of their users through technological advances while adhering to copyright laws. This paper seeks to explore one specific proposal to balance these interests, the impact of recent decisions on its viability, and the copyright challenges that remain after these decisions

Why Your Academic Library Needs a Popular Reading Collection Now More Than Ever

Do popular reading materials belong in college and university libraries? Although some librarians think not, others believe there are compelling reasons for including them. The trend towards user-focused libraries, the importance of attracting patrons to libraries in the age of the Internet, and, most importantly, the need to promote literacy at a time when it has reached its lowest levels are all reasons why academic librarians are reconsidering their ideas about popular reading materials. Librarians who decide to implement a leisure reading collection should consider a number of key issues

Mapping the Bid Behavior of Conference Referees

The peer-review process, in its present form, has been repeatedly criticized. Of the many critiques ranging from publication delays to referee bias, this paper will focus specifically on the issue of how submitted manuscripts are distributed to qualified referees. Unqualified referees, without the proper knowledge of a manuscript's domain, may reject a perfectly valid study or potentially more damaging, unknowingly accept a faulty or fraudulent result. In this paper, referee competence is analyzed with respect to referee bid data collected from the 2005 Joint Conference on Digital Libraries (JCDL). The analysis of the referee bid behavior provides a validation of the intuition that referees are bidding on conference submissions with regards to the subject domain of the submission. Unfortunately, this relationship is not strong and therefore suggests that there exists other factors beyond subject domain that may be influencing referees to bid for particular submissions

ICT skills acquisition by older people: motivations for learning and barriers to progression

This paper reports findings from one strand of an extensive research project investigating digital engagement of older people and the risks to sustained usage of information and communication technologies (ICTs). The factors that motivate older people to learn about ICTs, the barriers they face in the learning process and with on-going ICT use are examined. Research methods included focus groups (28 ICT learners aged 50+); questionnaires and interviews with seven 50+ learners; three interviews with ICT tutors; and observation sessions in three different ICT learning and support environments in England and Scotland. Findings show that while learning to use ICTs to ease the mechanics of daily life (e.g. on-line shopping) was a motivating factor for some, the more powerful drivers tended to be those applications seen as enriching quality of life e.g. using ICTs to keeping in contact with family and friends and using ICTs in pursuit of passions and interests. The key barriers relate to fear of using a computer; learning suppo rt ; quality and provision of ICT training; cost of training and technology; memory problems, and technology barriers. Implications of these findings for service providers, ICT designers and policy makers are identified and discussed