Silent witness, using video to record and transmit tacit knowledge in creative practices.

Over the last ten years, the duration of my ongoing practice-led design research work, video recording has developed from an expensive luxury to being ubiquitous. Whilst this opens up many opportunities for documenting and disseminating research projects, there are also potential drawbacks. I am a multimedia designer who makes extensive use of video both as an observational tool and as a means of helping covey tacit / experiential knowledge in creative practices. In this paper I discuss the use of video for such purposes, drawing on my own experiences and the research of others who use video in research. It builds on methods developed undertaking my own practice-led research described in output 1: Wood N, Rust C & Horne G (2009). A tacit understanding: the designer's role in capturing and passing on the skilled knowledge of master craftsmen. International Journal of Design, 3(3). It also builds on two earlier articles: Wood N (2010). A good record? The use of video in practice-led design research. Reflections 13, Sint Lucas School of Architecture, Brussels. ISSN 1784-7052. Wood N (2008). Unlocking the knowledge of others: knowledge elicitation in practice-led design research. Reflections 7, Sint Lucas School of Architecture, Brussels. ISSN 1784-7052. In my continuing research I have been working with a craftsmen, Ulrik Hjort Lassen a doctoral student at the Department of Conservation, Gothenburg University, who has been undertaking research into traditional methods for scribing the timbers for traditional wooden buildings. The methods described in these papers have formed the theoretical basis for Lassen’s research, developed and testing a multimedia learning resources to provide ‘bridges’ for new learners to this knowledge, the successful outcome of which validates the principles developed in my own research and demonstrates transferability of this technique.</p

Is It Scholarly? A Lesson Plan for Collaborative Chemistry Information Literacy

This chapter describes a lesson plan that incorporates information literacy into an introductory chemistry course. The learning outcomes of the activity include becoming familiar with the peer-review process, knowing how to locate original research articles based on “clues” in a general news article, and differentiating between popular and scholarly periodicals. Students work in small groups in a collaborative classroom setting. The activities of the lesson plan are mapped to the Framework for Information Literacy for Higher Education. The lesson plan is supported by a literature review outlining the importance of collaborative, active learning in STEM courses, and highlights the correlation between information literacy instruction and student retention

Discovery Tools and Local Metadata Requirements in Academic Libraries

As the second decade of the twenty-first century commences, academic librarians who work to promote collection access must not only contend with a vast array of content available in a wide range of formats, but they must also ensure that new technologies developed to accommodate user search behaviors yield satisfactory outcomes. Next generation discovery tools are designed to streamline the search process and facilitate better search results by incorporating metadata from proprietary and local collections, then by providing relevancy-ranked results. This paper investigates the implications of discovery tool use for accessing materials housed in institutional repositories and special collections, in particular, how the discovery of these materials depends on local metadata creation practices. This paper surveys current research pertaining to metadata quality issues that may put unique local collections at risk for being overlooked in meta-search relevancy rankings, and considers ways in which academic libraries can address this issue as well as areas for future research

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century

Dynamic Trust Federation in Grids

Grids are becoming economically viable and productive tools. Grids provide a way of utilizing a vast array of linked resources such as computing systems, databases and services online within Virtual Organizations (VO). However, today’s Grid architectures are not capable of supporting dynamic, agile federation across multiple administrative domains and the main barrier, which hinders dynamic federation over short time scales is security. Federating security and trust is one of the most significant architectural issues in Grids. Existing relevant standards and specifications can be used to federate security services, but do not directly address the dynamic extension of business trust relationships into the digital domain. In this paper we describe an experiment in which we highlight those challenging architectural issues and we will further describe how the approach that combines dynamic trust federation and dynamic authorization mechanism can address dynamic security trust federation in Grids. The experiment made with the prototype described in this paper is used in the NextGRID project for the definition of requirements for next generation Grid architectures adapted to business application need