Why does any organisation need a Chief Data Officer?

Facet Publishing are pleased to announce the release of The Chief Data Officer’s Playbook by Caroline Carruthers, Group Director for Data Management, The Lowell Group and Peter Jackson, Chief Data Officer, Southern Water.

Playbook

Most organisations now accept that data is a fundamental asset but the rapidly evolving role of Chief Data Officer (CDO) is still a mystery to many. Caroline Carruthers and Peter Jackson, two practicing CDOs, unlock these mysteries for the first time in The Chief Data Officers Playbook.

The book is a jargon-free guide for CDOs looking to understand their position better and for aspiring CDOs looking to take the next step in their career. It will also be valuable for chief executives, directors and business leaders needing to understand the value that a CDO can bring to an organisation, what they do, how to recruit one, where they should sit in the organisation and who they should report to.

The authors said,

“Data is a fast-moving and evolving environment and we get the sense that the pace of change is getting faster every month, perhaps every week. Our book is packed with strategies, tools and results of our real-life experiences which can help you leapfrog some of the mistakes we have made and learn from where it went well for us”.

The book begins by explaining why organisations need a CDO before moving on to cover key topics including, what you should do in your first 100 days as a CDO, building your team, how to break the data hoarding mentality, data and information ethics, delivering a data strategy in the context of business as usual, and how to recruit a CDO.

David Mathison, Chairman, CEO and Founder of the CDO Club, said,

“The release of this book is perfectly timed. The CDO Club tracks CDO hires globally, and last year alone the number of new CDO hires quintupled. The Chief Data Officer’s Playbookis a compendium of essential knowledge anyone operating in the current data environment must have”.

The book is available from Amazon and the eBook is available from eBooks.com

Follow the book on LinkedIn for updates and additional content

Browse a free sample chapter on the Facet Publishing website (click on the book’s cover)

Read Matt Corey’s in-depth review of the book here

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Art and design librarians of the world, read on, you have nothing to lose but your innocence

The second edition of The Handbook of Art and Design Librarianship edited by Paul Glassman and Judy Dyki is out now.

Copy of Hamilton & Saunderson

Since the publication of the first edition of this handbook, the world of art and design libraries has been rocked by rapid advances in technology, an explosion in social media, the release of new standards and guidelines, shifts in the materials and processes of contemporary art, innovative developments in publishing models, expanding roles of librarians, new perspectives surrounding library spaces, and the evolving needs and expectations of art and design students.

Revised and updated with mostly new chapters, The Handbook of Art and Design Librarianship provides an accessible guide to librarians working in art and design environments who need to support and anticipate the information needs of artists, designers, architects and historians who study those disciplines.

The authors said,

“The handbook delineates roles and responsibilities for art and design librarians, offers guidelines for materials and collections management, reviews best practice in teaching and learning, and presents innovative approaches to knowledge creation, library spaces and promotion and sustainability.”

Clive Phillpot, former Director of the Library at the Museum of Modern Art, New York, said,

“The contributors to this book are writing from the front line. So, art and design librarians of the world, read on, you have nothing to lose but your innocence.”

The book is out now and will be essential reading for students taking library and information science courses in art librarianship, special collections, and archives, as well as practising library and information professionals in art and design school libraries, art museum libraries and public libraries.

Paul Glassman is Director of University Libraries and Adjunct Instructor of Architectural History and Design at Yeshiva University.

 Judy Dyki is Director of Library and Academic Resources at Cranbrook Academy of Art and Editor of Art Documentation: Journal of the Art Libraries Society of North America.

Foreword by Clive Phillpot, Fermley Press, London (formerly Director of the Library, Museum of Modern Art, New York).

The book is published by Facet Publishing and is available from Bookpoint Ltd | Tel: +44 (0)1235 827702 | Fax: +44 (0)1235 827703 | Email: facet@bookpoint.co.uk | Web: www.facetpublishing.co.uk. | Mailing Address: Mail Order Dept, 39 Milton Park, Abingdon, Oxon OX14 4TD. It is available in North America from the American Library Association.

Sign up to our mailing list to hear more about new and forthcoming books. Plus, receive an introductory 30% off a book of your choice – just fill in your details below and we’ll be in touch to help you redeem this special discount:*

 

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Take your library users beyond Google to trustworthy scholarly resources

Facet Publishing have announced the release of the second edition of Marketing Your Library’s Electronic Resources by Marie R. Kennedy and Cheryl LaGuardia.

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As every frontline librarian knows, if library users really knew and understood how many resources are made available to them online, they wouldn’t go to alternative information providers to do their research. Online library systems don’t make e-resources very accessible nor does simply making users aware of resources solve the problem given the number of resources available so getting the word out effectively means creating strategic marketing programmes.

Newly expanded and updated, the second edition of Marketing Your Library’s Electronic Resources demonstrates how to design and implement marketing plans that will help librarians save time, effort, and money while increasing the use of library e-resources. The book includes guides to writing, implementing, assessing, and updating library marketing plans and features case studies from seven academic and public libraries

The authors said,

“Libraries are acquiring enormously valuable and significantly expensive electronic databases for researchers, but those researchers may not even be aware of them. Marketing Your Library’s Electronic Resources aims to bridge the awareness gap between the library and its user, taking them well beyond the limitations of Google to the heady delights of trustworthy, vetted scholarly resources.”

Marie R. Kennedy is a librarian at Loyola Marymount University, where she coordinates serials and electronic resources. She has written and presented widely on the development and use of electronic resource management systems. Marie also writes the Organization Monkey blog about organization and librarianship. She is the co-director of the Institute for Research Design in Librarianship (http://irdlonline.org).

Cheryl LaGuardia
is a research librarian at Widener Library, Harvard University. She writes the Not Dead Yet blog and eReviews for Library Journal, edits the library selection tool, Magazines For Libraries™ and writes the Magazines For Libraries™ Update blog, and has published a number of books, including Becoming a Library Teacher; Finding Common Ground: Creating the Library of the Future without Diminishing the Library of the Past; and Teaching the New Library. She received the Isadore Gilbert Mudge Award from the American Library Association in 2016.

 

Global Media and Information Literacy Week Roundup

Today marks the end of Global Media and Information Literacy Week 2017. The theme for this year’s event was Media and Information Literacy in Critical Times: Re-imagining Ways of Learning and Information Environments. Throughout the week Facet participated by sharing ‘look inside’ previews from our information literacy books, guest blog posts and video posts from our authors. We have gathered all of those resources together in one handy reference post below.

 

‘Look inside’ chapter previews

‘Decoding the Framework for Information Literacy’ by Joanna M Burkhardt from Teaching Information Literacy Reframed

‘Learning within for beyond: exploring a workplace Information Literacy design’ by Annemaree Lloyd from Information Literacy in the Workplace

The Introduction to Trudi E Jacobson and Thomas P Mackey’s Metaliteracy in Practice

‘Interpret and Analyze Images’ by Nicole E. Brown, Kaila Bussert, Denise Hattwig
and Ann Medaille from Visual Literacy for Libraries

 

Blog & video posts from Facet authors

Nicole E. Brown and Kaila Bussert shared a step-by-step exercise which could be incorporated into information literacy teaching to develop student’s visual literacy skills in their blog post Develop Your Visual Literacy

Trudi E. Jacobson and Thomas P. Mackey explored ways to advance critical thinking and learning in today’s world with their blog post Advancing Metaliteracy

Sarah McNicol asked Why should critical literacy matter to information professionals?

Joanna M. Burkhardt offered 6 suggestions for teaching information literacy

Phil Bradley’s short video navigates social media with A Guide for Checking Authority and Validity

Tim Buckley Owen showed us ways in which library and information professionals can learn from journalist’s techniques in his blog post Spotlight on Spotlight: What can library and information professionals learn from journalists?

 

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Spotlight on Spotlight: What can library and information professionals learn from journalists?

With a growing requirement to produce reports and briefing documents based on the information you retrieve, library and information professionals in all sectors can learn from techniques used by journalists.

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Spotlight from Flickr used under Attribution 2.0 Generic original cropped and resized.

Spotlight is a movie that tells the true story of how journalists at the Boston Globe lifted the lid on a major cover-up in the Catholic Church. During their investigations, the team did everything you would expect investigative journalists to do: they door-stepped people; they confronted leading figures; they waited for hours in outer offices trying to grab interviews.

But the backbone of their research was a simple spreadsheet onto which they made entries from back issues of the Massachusetts Catholic Directory. It was this that enabled them to spot the suspicious patterns of behaviour that underpinned their revelations.

This kind of activity is increasing dramatically in importance. At the rocket science end of the spectrum it’s manifesting itself as big data, where analysts develop and employ applications to trawl vast quantities of data, looking for patterns that can be turned into e-commerce or other opportunities.

But the principle of applying critical analysis to retrieved data operates across the board – including to the human brain power that we bring to bear in carrying out literature searches. Of course, we mere mortals do face limitations, mainly in the tiny amount of content we are capable of evaluating within a sensible timescale compared with what computers can achieve – but that doesn’t mean we’re incapable of doing it.

Ploughing has had its day

Turning your raw search results into a narrative report – one that enables your enquirer to reach a decision, make a recommendation or take action – is becoming the stock in trade of information professionals in a growing number of fields, including government, health services and law.

Information professionals who carry out desk research on their users’ behalf are the obvious and immediate beneficiaries of techniques such as these. But the skills are no less valuable for academic librarians, charged with fostering information literacy and encouraging good research practice in students doing assignments.
Simply ploughing through a linear list of unstructured search results, hoping that the most useful ones will pop out at you, isn’t an efficient way of going about the task. Taking our cue from those Boston Globe journalists, we can get far more out of our results by turning them into a flexible dataset.

To do this, you might be able to make use of your chosen reference management package. This should at least save you time by automating the presentation of each document’s bibliographic characteristics, and you may then be able to add extra customised fields for the further ways in which you want to arrange your search results.

The Matrix

You may also find that you have to add ‘grey’ literature – short reports, articles from non-mainstream sources, website content, ephemera – manually. Obviously making these manual additions could be time-consuming, but it will probably be time well invested because, once entered, the reference management software will treat these non-standard documents just the same as the others, ensuring a uniform format for every document and allowing you to create bibliographies automatically.

So if you can use a reference management package to automate at least part of the process, that should save you a great deal of time at the next stage.  But if you can’t, you could use any application that will support this kind of matrix structure – a spreadsheet or database package, the table function in a word processed document, or any proprietary software that can be used for project management purposes.

You may also be able to automate some of the process by making use of the text-to-table conversion function that comes with your word processing package – although the resulting table may need so much repair that you may be no better off than if you had done the whole thing manually in the first place.

Letting you change your mind

Obviously the more you can automate the better – but whatever means you decide to use to restructure your search results, you will need to satisfy yourself that your chosen approach will enable you to:
•    work with documents taken from any source you choose, not just mainstream ones
•    describe those documents using whatever headings you want
•    sort and re-sort the documents using multiple criteria determined by you.
What sort of criteria? Well, subject topics clearly – but you (or your student) will also need to be able to sort the documents according to how useful they’re likely to be in answering the enquiry. There’s a really good principle for ranking documents in this way: Must Know; Should Know; Could Know.

Must know documents are the handful of retrieved results that are so comprehensive and so authoritative that you’re going to use them as the basis for your report (or your student as the basis of their assignment).

Should know documents might provide evidence supporting the main findings, or include case studies demonstrating how the techniques outlined in the Must Know documents would work in practice.

Could know documents include the rest of your viable results. They’re potentially useful in terms of detail, but they’re not going to add a great deal more to your enquirer’s overall understanding of the subject.

Crucially, organising your documents in this way enables you to change your mind whenever you need to.  If you find you’re now not so keen on the documents that have come to the top as Must Knows, it’s the work of minutes to rethink, re-categorise and sort again.

Get this far, and it’s only a slight exaggeration to say that your report can practically draft itself. But to complete the job, you do need to be able to deploy another key skill: strategic reading.  We’ll look at that in a follow-up blog.

You can also check out Tim Buckley Owen’s blog article on what library and information professionals learn from the ‘Dodgy Dossier’.

Find out more about Tim Buckley Owen’s Successful Enquiry Answering Every Time 7th edition from Facet Publishing

Tim Buckley Owen BA DipLib MCLIP is an independent writer and trainer with over 40 years’ experience of information work – at Westminster Central Reference Library, the City Business Library, and as Principal Information Officer at the London Research Centre. He has also held strategic media and communications posts at CILIP, the Museums, Libraries & Archives Council and the Library & Information Commission.

This blog post originally appeared on the CILIP blog in April 2017. You can view the original post here: https://www.cilip.org.uk/blog/6-suggestions-teaching-information-literacy

6 suggestions for teaching information literacy

Most college students have been exposed to more technology than students of previous generations. This does not make them technology experts.  Students do a lot of searching online for information. This does not make them expert, or even good, searchers. Thanks to Google, students can always find information on any topic.  This does not mean that they have found true, accurate, useful information and does not make them expert finders of information. Students need instruction and guidance in learning how to find, evaluate, select and use information, just as they need instruction and guidance in learning anything else. They are not born “information literate” and frequent, uninstructed Googling will not make them so.

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The Framework for Information Literacy for Higher Education

The Framework for Information Literacy for Higher Education (the Association of College and Research Libraries’ new “guide” to Information Literacy) is meant to explain the theory behind information literacy and the threshold concepts that students must incorporate into their thinking to become information literate.

The Framework document says:

“The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills…..Neither knowledge practices nor the dispositions that support each concept are intended to prescribe what local institutions should do in using the Framework; each library and its partners on campus will need to deploy these frames to best fit their own situation, including designing learning outcomes.”

How to teach students information literacy

While the “framework” provides a description of what a person who is information literate looks like and does with regard to information, the framework does not provide the answer we all want–How do we get our students to that goal?  The bad news is that the Framework is not going to help answer that question. The good news is that everything we have created up to this point is still relevant.  While some lessons may need to be updated and/or broadened to incorporate new types of information delivery or new groups from whom we can get information, the core of what students need to know to become information literate remains the same.  Students need to know how to find information, how to evaluate information, how to select information, how to apply information to a problem, and how to use information ethically and legally.

Here are 6 suggestions about how to offer students the concepts and skills that will set them on the road to information literacy.

1. Take them from the familiar to the less familiar to the unfamiliar.

Everyone I know uses Google on a regular basis.  The single search box is convenient, doesn’t require anything in the way of search strategy or specific language.  Most people have no idea that Google has an advanced search, much less how to use it.  In fact, Google no longer offers a link to its advanced search page from the basic search page.  Instead one must click on “settings” and select the advanced search.

Have students do a Google search for global warming in the single search box. They will get links to millions of pages returned to them.  Show them how to get to the advanced Google search page and have them use some of the search options to transform a giant search into something with a meaningful result.  From there, you might transition to a subject specific database, where students will find much more targeted information, making more of the information they find applicable to their information need.

2. Make students mentally stretch to make a lesson more memorable

If you want students to evaluate the information they find, ask them to determine what qualities make information credible, accurate, and reliable.  You can then ask them to evaluate information you supply against their list of criteria.  The supplied information may provoke changes in the list of evaluation criteria.  For example:

  • The hoax website Dihydrogen Monoxide should make students consider evaluation of the content
  • The website offering a scientific study on feline reactions to bearded men should make students consider evaluation of the bibliographic references.
  • The website of Dr. David Duke, a white supremacist, should make students consider the author and author’s credentials.

3. Selection and application of information is critical

There are thousands of webpages devoted to the recent Brexit from the European Union, many of them able to pass the evaluation test.  But every website does not provide information relevant to the same information need.  So a student seeking to answer a question about the effect of Brexit on Poland will need to select information targeting that effect and not information about how the term Brexit was created.
I have found it useful to put students into teams to role play a “real life” situation.  Students become researchers who must provide information to the CEO of the company they work for.  The CEO will base a decision about the future of the company on the information supplied.  Big money is at stake, as well as job security for the researchers.  The information must be on the CEO’s desk within the hour. A class presentation allows for discussion and critique of sources selected, sources discarded, sources undiscovered, and so on.

4. Get students to think about the consequences of plagiarism

Ethical concerns for students about the use of information usually center on the issues of citation of sources and plagiarism.  Students I have spoken to know they need to cite sources.  They know there are penalties for plagiarism, sometimes very harsh penalties.  They simply don’t know when to do it.  Is a citation required for paraphrasing?  Is a citation required for a quote?  How does one cite a quote from one person in a document from another person?  Providing students with a little practice in thinking through what a citation is for and what it accomplishes will go a long way to providing them with the answers to their questions.  As to the format for citations, there is software that will do that—much of it free.  Direct students to those tools and they will be forever grateful.

Get students to think about the ethical, economic and social consequences of plagiarism.  Have them look into the specifics of incidents of plagiarism that have had serious consequences (George Harrison’s My Sweet Lord vs. the Chiffons’ He’s So Fine, for example).  Discuss the nature of intellectual property and fair use.

5. The role of the individual in the information world is expanding

Students are both consumers and producers of information.  Students should be made aware that they can create and disseminate of information and discuss what that means for them in terms of both opportunity and responsibility. For some audiences the student can be an authority. Students can add perspective and new ideas to groups working on projects or problems by participating in blogs, listservs and other interactive discussion groups.  Students can create their own publications for issues of importance to them and make those publications available to the world.

Have students subscribe to and follow a blog that covers an academic topic over a specified time period.  Ask them to write about or discuss their experience, considering the positive and negative aspects of this form of communication, the quality of the information, the variety of people who participate, and whether or not the blog helps move the world forward in terms of the subject under discussion.

6. Apply the same skills to the “real world”

Students often fail to understand that what they learn in one classroom can often be useful in the next classroom, and that concepts and skills they learn in an academic setting can translate to applications in the “real world”.  The human brain works by analogy—comparing new information to information already in storage and looking for similarities. The use of analogies in the classroom can help students think about how one idea might apply in a completely different situation.

Get students to brainstorm steps to take when gathering information for a term paper. Write the ideas on a flip chart or white board.  Ask students to then suggest non-academic scenarios where the same process could be helpful.  (Buying a cell phone, planning a two-week vacation in an unfamiliar location, writing an annual report for work, finding a nursing home for an elderly relative, etc.)

To summarize, students need to learn basic concepts and skills in order to become information literate as students and as citizens of the world.  Make students active participants in their own learning.  Allow them to stretch their understanding through discussion and exploration. Get them to actively participate.  Ask them to grapple with the big ethical and social questions.  The instruction you have already developed is likely still relevant and useful so don’t start from the beginning, but build on what you have already created.

About Teaching Information Literacy Reframed

Teaching Information Literacy Reframed by Joanna M Burkhardt offers a starting point to understanding and teaching the six threshold concepts listed in the ACRL Framework for Information Literacy for Higher Education, an altogether new way of looking at information literacy.

Joanna M. Burkhardt is a full professor at the University of Rhode Island (URI) and Director of its branch libraries in Providence and Narragansett. She coordinates the branches’ information literacy program.

This blog post originally appeared on the CILIP blog in August 2016. You can view the original post here: https://www.cilip.org.uk/blog/6-suggestions-teaching-information-literacy

Why should critical literacy matter to information professionals?

Critical literacy is an approach to learning and teaching that has gathered momentum in recent years as it has become widely used in classrooms around the world. Critical literacy is not just important for formal education settings however. It is also relevant for libraries because it is an approach that can engage students (or other users) in more active forms of reading and more creative ways of critiquing texts, as well as equipping them with skills and strategies to challenge social and political systems.

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What is critical literacy?

Critical literacy differs from most models of information literacy because it is not simply about the ability to evaluate information for features such as authenticity, quality, relevance, accuracy, currency, value, credibility and potential bias. Instead, it addresses more fundamental questions about the nature of knowledge.

One way of describing critical literacy is as a process that, ‘challenges the status quo in an effort to discover alternative paths for self and social development’ (Shor, 1999). This description highlights two key components of critical literacy. Firstly, it has a focus on practical action and community engagement. Secondly, critical literacy is concerned with the social and cultural contexts in which traditional, digital, multimedia and other types of texts are both created and read. Critical literacy is not about studying texts in isolation, but developing an understanding of the cultural, ideological and sociolinguistic contexts in which they are created and read. It involves an explicit commitment to equity, social justice and inclusion.

Authors and readers

A fundamental notion of critical literacy is that all texts are constructed(by one or more authors) and serve particular interests or purposes. As texts are written or created by people, who all have their own views of the world, no text is completely neutral and objective. For example, when they write, an author makes conscious and unconscious choices about what to include and exclude and how to represent the things or people they depict.

However, it is not just the author who has an important role. Just like authors, all readers have their own experiences and knowledge whichthey bring to a text. This means that each person interprets a text differently and multiple ways of reading a single text are not just possible, but inevitable. In contrast to more conventional approaches to resource evaluation, with critical literacy there is no single ‘correct’ way to read and respond to a text.

This means that critical literacy can allow students to move beyond merely retelling information to become actively engaged with texts as they start to exercise their power as readers to interrogate what is written and question the ideological standpoint of the author to form their own interpretations. Critical literacy also helps students to see connections between texts they read and the ‘real world’ as they come to realise how the experiences and opinions of both the author and reader are integral in shaping any text.

Some practical examples

Critical literacy is a theory that is highly relevant to the practical work of library and information workers across all sectors including academic, schools, public, workplace, prisons and health. In the case of public libraries, it can support social inclusion activities and offer alternative ways of framing reading promotion. In healthcare settings, critical literacy approaches can empower patients and challenge stigma. When working with young offenders, or at-risk young people, critical literacy can help to improve decision-making skills. In schools, it can have a role both within subjects such as Communication studies and in extra-curricular activities. It can also enhance the school librarian’s role within the school as they become engage in debates around the use of new media and academic honesty. When working with both undergraduate and post-graduate university students, critical literacy can move the librarian’s contribution to the learning process far beyond the simplistic database demonstration session to a more active, questioning approach that can profoundly impact on how students interact with information. Critical literacy can also support librarians’ work with particular user groups. For example, in the case of international students, disabled users; or adult learners, critical literacy can help to reframe difference as an asset rather than a deficit.

There is no doubt that adopting a critical literacy approach in a library setting can be highly challenging. Teaching students that there is no single ‘correct’ way to read a text and that evaluating a resource is not a process which can be reduce to a simple checklist requires considerable time, skill and confidence. However, the potential benefits can be immense.

These are just some brief examples of the ways in which critical literacy can be used within libraries and information services. Is your library using (or planning to use) critical literacy approaches in any way? If so, please let us know.

Critical Literacy for Information Professionals, edited by Sarah McNicol, provides a foundation of critical literacy theory, as applied to libraries, combines theory and practice to explore critical literacy in relation to different user groups, and offers practical ways to introduce critical literacy approaches in libraries.

Sarah McNicol is a research associate at the Education and Social Research Institute, Manchester Metropolitan University, UK.

This blog post originally appeared on the CILIP blog in March 2016. You can view the original post here: https://www.cilip.org.uk/blog/why-should-critical-literacy-matter-information-professionals