Analog to Digital Preservation of the “Women Trailblazers in the Law” Oral History Project

In November 2018, Stanford Law School Library unveiled to the public an online exhibit of more than 100 oral histories of American women lawyers, scholars, judges, and government officials who helped diversify the legal profession in the late twentieth century. Called the “Women Trailblazers in the Law” Oral History Project, it is a collaboration between Stanford Law School Library and the American Bar Association. Our presentation discusses the details of the analog to digital preservation process, whereby the physical collection was converted into digital formats suitable for long term archival storage as well as online access for the general public. Join us to learn how we formulated our game plan, searched for and selected vendors for digitization, web sites, and digital repositories, and took steps to maintain both the physical and digital collections for future generations

A task based approach to global design education

This paper provides a new perspective for managing and delivering a global design class, and a clear alternative to the traditional joint project for participating institutes. The ‘task-based approach’ used to structure a Global Design class at the University of Strathclyde is described. This entailed the creation of a series of short design exercises to be run in conjunction with three partner institutions: the University of Malta in Msida, Malta; Swinburne University of Technology in Melbourne, Australia; and Stanford University in Palo Alto, USA. These exercises focussed on specific aspects of distributed working, including synchronous working, asynchronous working and digital library support, according to the location and facilities afforded by each institution. This provides a number of pedagogical and organisation benefits. Students are required to take a more strategic approach to their design work, developing a higher evaluative understanding of the tools and processes required to produce a successful design. Staff members have a greater level of control afforded by a shared collaborative class component, including assessment, timetabling and learning objectives, rather than simply having a joint project. This potentially makes global design classes a more flexible and viable option for institutions interested in participating in such programme

“What? So What”: The Next-Generation JHOVE2 Architecture for Format-Aware Characterization

The JHOVE characterization framework is widely used by international digital library programs and preservation repositories. However, its extensive use over the past four years has revealed a number of limitations imposed by idiosyncrasies of design and implementation. With funding from the Library of Congress under its National Digital Information Infrastructure Preservation Program (NDIIPP), the California Digital Library, Portico, and Stanford University are collaborating on a two-year project to develop and deploy a next-generation architecture providing enhanced performance, streamlined APIs, and significant new features. The JHOVE2 Project generalizes the concept of format characterization to include identification, validation, feature extraction, and policy-based assessment. The target of this characterization is not a simple digital file, but a (potentially) complex digital object that may be instantiated in multiple files

DIDET: Digital libraries for distributed, innovative design education and teamwork. Final project report

The central goal of the DIDET Project was to enhance student learning opportunities by enabling them to partake in global, team based design engineering projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate technology. To achieve this overall project goal, the project delivered on the following objectives: 1. Teach engineering information retrieval, manipulation, and archiving skills to students studying on engineering degree programs. 2. Measure the use of those skills in design projects in all years of an undergraduate degree program. 3. Measure the learning performance in engineering design courses affected by the provision of access to information that would have been otherwise difficult to access. 4. Measure student learning performance in different cultural contexts that influence the use of alternative sources of information and varying forms of Information and Communications Technology. 5. Develop and provide workshops for staff development. 6. Use the measurement results to annually redesign course content and the digital libraries technology. The overall DIDET Project approach was to develop, implement, use and evaluate a testbed to improve the teaching and learning of students partaking in global team based design projects. The use of digital libraries and virtual design studios was used to fundamentally change the way design engineering is taught at the collaborating institutions. This was done by implementing a digital library at the partner institutions to improve learning in the field of Design Engineering and by developing a Global Team Design Project run as part of assessed classes at Strathclyde, Stanford and Olin. Evaluation was carried out on an ongoing basis and fed back into project development, both on the class teaching model and the LauLima system developed at Strathclyde to support teaching and learning. Major findings include the requirement to overcome technological, pedagogical and cultural issues for successful elearning implementations. A need for strong leadership has been identified, particularly to exploit the benefits of cross-discipline team working. One major project output still being developed is a DIDET Project Framework for Distributed Innovative Design, Education and Teamwork to encapsulate all project findings and outputs. The project achieved its goal of embedding major change to the teaching of Design Engineering and Strathclyde's new Global Design class has been both successful and popular with students

Preserving Virtual Worlds Final Report

The Preserving Virtual Worlds project is a collaborative research venture of the Rochester Institute of Technology, Stanford University, the University of Maryland, the University of Illinois at Urbana-Champaign and Linden Lab, conducted as part of Preserving Creative America, an initiative of the National Digital Information Infrastructure and Preservation Program at the Library of Congress. The primary goals of our project have been to investigate issues surrounding the preservation of video games and interactive fiction through a series of case studies of games and literature from various periods in computing history, and to develop basic standards for metadata and content representation of these digital artifacts for long-term archival storage

Report of the Stanford Linked Data Workshop

The Stanford University Libraries and Academic Information Resources (SULAIR) with the Council on Library and Information Resources (CLIR) conducted at week-long workshop on the prospects for a large scale, multi-national, multi-institutional prototype of a Linked Data environment for discovery of and navigation among the rapidly, chaotically expanding array of academic information resources. As preparation for the workshop, CLIR sponsored a survey by Jerry Persons, Chief Information Architect emeritus of SULAIR that was published originally for workshop participants as background to the workshop and is now publicly available. The original intention of the workshop was to devise a plan for such a prototype. However, such was the diversity of knowledge, experience, and views of the potential of Linked Data approaches that the workshop participants turned to two more fundamental goals: building common understanding and enthusiasm on the one hand and identifying opportunities and challenges to be confronted in the preparation of the intended prototype and its operation on the other. In pursuit of those objectives, the workshop participants produced:1. a value statement addressing the question of why a Linked Data approach is worth prototyping;2. a manifesto for Linked Libraries (and Museums and Archives and …);3. an outline of the phases in a life cycle of Linked Data approaches;4. a prioritized list of known issues in generating, harvesting & using Linked Data;5. a workflow with notes for converting library bibliographic records and other academic metadata to URIs;6. examples of potential “killer apps” using Linked Data: and7. a list of next steps and potential projects.This report includes a summary of the workshop agenda, a chart showing the use of Linked Data in cultural heritage venues, and short biographies and statements from each of the participants

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Academic Library as Scholarly Publisher Bibliography, Version 2

Introduction The Academic Library as Scholarly Publisher Bibliography includes over 175 selected English-language articles, books, and technical reports that are useful in understanding the digital scholarly publishing activities of academic libraries since the late 1980\u27s, especially their open access book and journal publishing activities. The bibliography covers the following subtopics: pioneering academic library publishing projects in the 1980\u27s and 1990\u27s, early digital journals and serials published by librarians (as distinct from libraries), library-based scholarly publishing since the Budapest Open Access Initiative, technical publishing infrastructure, and library and university press mergers/partnerships and other relevant works. Here is the Library Publishing Coalition\u27s definition of library publishing: The LPC defines library publishing as the set of activities led by college and university libraries to support the creation, dissemination, and curation of scholarly, creative, and/or educational works. Generally, library publishing requires a production process, presents original work not previously made available, and applies a level of certification to the content published, whether through peer review or extension of the institutional brand. Based on core library values, and building on the traditional skills of librarians, it is distinguished from other publishing fields by a preference for Open Access dissemination as well as a willingness to embrace informal and experimental forms of scholarly communication and to challenge the status quo. Starting in the late 1980\u27s, university libraries were among the first publishers of digital scholarly journals on the Internet. With the approval and support of Robin N. Downes, the Director of the University of Houston Libraries, The Public-Access Computer Systems Review, an open access journal, was launched in August 1989, with the first issue being published in January 1990. In November 1990, the Virginia Tech University Libraries published the first issue of the Journal of the International Academy of Hospitality Research. The Stanford University Libraries established the HighWire Press in 1995, publishing The Journal of Biological Chemistry as its first journal. As of March 2015, HighWire Press had published over 2.4 million open access articles out of a total of 7.6 million articles. Again with Downes\u27 approval, the University of Houston Libraries began publishing the Scholarly Electronic Publishing Bibliography, an open access book, in October 1996. This digital book was updated 64 times between 1996 and 2006 (Digital Scholarship continued its publication though version 80 in 2011). In the 1990\u27s, digital journal and serial publishing projects that involved university libraries working in partnership arrangements included the BioOne Project (the University of Kansas, the Big 12 Plus Libraries Consortium, and other partners), Project Euclid (Cornell University Library and Duke University Press), Project Muse (Johns Hopkins University Press and the Milton S. Eisenhower Library), and RLG DigiNews (the Research Libraries Group and the Cornell University Library Department of Preservation and Conservation). Early digital journals and serials published by librarians included the Arachnet Electronic Journal on Virtual Culture, Ariadne, Current Cites, Information Research, Issues in Science and Technology Librarianship, The Katharine Sharp Review, LIBRES (early volumes), MC Journal: The Journal of Academic Media Librarianship, and Public-Access Computer Systems News. (See the Directory of Electronic Journals, Newsletters and Academic Discussion Lists, 6th edition and section 3.1 Electronic Serials: Case Studies and History of the Scholarly Electronic Publishing Bibliography for further information on this topic. In the 1990\u27s, University libraries also acted as important digital journal publishing testing grounds for major academic publishers in ventures such as the CORE Project, the Red Sage Project, the SuperJournal Project, and the TULIP Project. (See section 3.3 Electronic Serials: Electronic Distribution of Printed Journals of the Scholarly Electronic Publishing Bibliography for further information on this topic.) In the 1990\u27s, a few library organizations and companies published electronic journals and serials. The Library Information Technology Association published Telecommunications Electronic Reviews and OCLC published The Online Journal of Current Clinical Trials. In the last 20 years, there has been a growing movement by academic and other libraries to directly publish books, journals, and other works. This resurgent activity has been fueled by the open access movement, which is typically viewed as starting with the 2002 Budapest Open Access Initiative. Academic libraries built organizational and technical infrastructure to support this movement, often using open source software that was created in order to advance it. An increasing commitment to the OA movement sparked important cultural changes in libraries, which resulted in the proliferation of institutional repositories, scholarly communication units, and research data support units supported by them. Open source software from the Public Knowledge Project, such as Open Journal Systems, is frequently used in library-based publishing programs; however, a variety of software tools, are also employed. Promising new open source publishing programs, such as Fulcrum, Hypothesis, Janeway, Manifold, and PubPub, are emerging; but are not well represented in the types of works covered by this bibliography. University presses are in a period of change and restructuring. Increasingly, they are being put under the administrative control of university libraries. Furthermore, entirely new all-digital open access university presses are being established, often under the direction of or in partnership with university libraries

Research, relativity and relevance : can universal truths answer local questions

It is a commonplace that the internet has led to a globalisation of informatics and that this has had beneficial effects in terms of standards and interoperability. However this necessary harmonisation has also led to a growing understanding that this positive trend has an in-built assumption that "one size fits all". The paper explores the importance of local and national research in addressing global issues and the appropriateness of local solutions and applications. It concludes that federal and collegial solutions are to be preferred to imperial solutions

Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation