Charleston Conference
Thursday Afternoon Plenary
November 4, 2010, 4:30 PM
Panel presentation by: John Dove, President, Credo Reference; Casper Grathwohl, Vice President and Online and Reference Publisher, Oxford University Press; Phoebe Ayers, Wikimedia Foundation and University of California at Davis; Jason B. Phillips, Librarian for Sociology, Psychology, Gender and Sexuality Studies and American Studies, New York University; Michael Sweet, CEO, Credo Reference
3. How can publishers and aggregators collaborate
with open web players to the benefit of libraries
and their users?
The Tower and the Open Web: The Role of Reference
4. How can publishers and aggregators collaborate
with open web players to the benefit of libraries
and their users?
The Tower and the Open Web: The Role of Reference
5. The Panel:
Casper Grathwohl, Oxford University Press
Phoebe Ayers, Wikimedia Foundation
Jason Phillips, New York University Library
Mike Sweet, Credo Reference
The Tower and the Open Web: The Role of Reference
14. The student’s world today
Google, Yahoo,
Wikipedia, other
Online Web
Resources
Library
Visible Web
>89% of Information
Seeking Activity *
Library Sites and Databases
<4% of Information Seeking
Activity *
“Perceptions of Libraries and Information Resources",
OCLC, 2005, question 520, p. 1-17 (PDF, 1.5mb)
15. User need is higher than ever
Needed content already exists
The user has simply moved
Technology exists to move with them
The optimist’s scorecard
16. Outlook for reference is better than ever
If and only if:
1. Open web players pay attention to libraries
2. We meet users at their point of need
3. Content is provided in context
4. Librarians and vendors collaborate
5. Each step enhances information literacy
17. How can publishers and aggregators collaborate
with open web players to the benefit of libraries
and their users?
The Tower and the Open Web: The Role of Reference
20. How do students use Wikipedia for course-related research?
How today’s college students use Wikipedia for course–related research by Alison J. Head and Michael B. Eisenberg.
First Monday, Volume 15, Number 3 - 1 March 2010
21. OUP Wikipedia-related discovery projects
Oxford Islamic Studies Online author
linking program
•82% increase in traffic from Wikipedia
in 3 months
22. Academic music community Wikipedia project
Subject: Wikipedia
From: "Charles E. Hamm"
<Charles.E.Hamm@DARTMOUTH.EDU>
Reply-To: American Musicological Society <AMS-
L@LISTSERV.INDIANA.EDU>
Date: Fri, 15 Sep 2006
Dear Friends:
In recent weeks I've been reading, correcting and adding to entries
in Wikipedia, and it's become obvious to me that, in general, music
fares poorly in this ambitious project. While there are some excellent
entries, particularly on classical genres and composers, it's painfully
obvious that many other articles are the work of persons with no
background in the disciplined study of music. Also, entries on
individual musicologists are shockingly few. No matter what one
thinks of Wikipedia, it's here to stay….
Contributing to Wikipedia is not a glamorous job, and since
everything is anonymous, it's not an activity that will count towards
anyone's tenure or promotion. But it's an important way in which
musicologists can have input into an important project that reaches
far beyond the bounds of our discipline.
Charles Hamm
23. •[AMS Listserv] Subject: The Wikipedia & a challenge to the discipline
(posted on behalf of Scott Warfield); Date: Sat, 16 Sep 2006
I offer the following challenge to all graduate programs in
music history, theory, ethnomusicology and related
disciplines: whenever possible, make editing and
contributing to the Wikipedia a part of your curriculum.
Academic music community Wikipedia project
24. OUP Wikipedia-related discovery projects
Music research community Wikipedia
project
•43% increase in Grove Music Wikipedia
traffic in 12 months
27. Wikimedia’s vision
Imagine a world in which every single human
being can freely share in the sum of all
knowledge. That’s our commitment.
28.
29.
30.
31. 15 million articles…
• Free
• Volunteer-written
• Supported by readers
• Neutral, encyclopedic, factual, non-original
• No top down editorial control:
• Community curated work
41. Jason B. Phillips
Librarian for Sociology, Psychology, Gender and
Sexuality Studies and American Studies
New York University
jason.phillips@nyu.edu
43. Leveraging reference effectively in the Social Sciences
1. Promote the idea that
reference provides the
necessary context for Social
& Cultural Approaches
2. Librarians must assert their
disciplinary knowledge in
many aspects of their work
44. The planned empirical study
• Methodology
– 15-20 Interviews with Social Sciences
Undergraduates at NYU
• Questions to Be Answered:
– Familiarity with different types of reference
resources
– Correlating the ability to identify social and
cultural arguments with coursework trajectory,
information seeking behavior and/or library
contact
47. “…we should begin to expect more from a
reference ebook collection than a faithful
reproduction of a printed text…”
“eReviews: General Reference Sources and Short Takes”
Library Journal, 15 October 2010
Challenge
48. An online reference service provides:
• Discovery: Visibility into your library, its
resources & access to librarians’ expertise
• Context: Overview, summary and vocabulary on
a topic from multiple perspectives
• Connection: Seamless integration with relevant
resources chosen by your library
• Innovation: Smart use of technology
52. Why EasyBib is relevant:
• Free online bibliography tool
• Viral among students - used by over 20 million
• Nearly 40,000 Facebook fans
• Significant source of traffic to WorldCat
• Tremendous opportunity to meet users where
they are
53. 19,000 views and 7,000+
clicks to this Wikipedia
alternative in October!
55. Join the conversation:
Explore best practices, contribute ideas, hear the
latest about student research behavior
http://corp.credoreference.com/charleston
Together, we can make a difference!
Call to action
In the past, the library was the only option for students completing their research projects.
Unlocking this puzzle is all that’s needed.
In today’s networked world, there are many options in addition to the library. Recent studies, including the Project Information Literacy report quoted above, state that a majority of students are beginning their research process with open web resources rather than the library.
Unlocking this puzzle is all that’s needed.
Start off all my presentations with this image these days. Seems applicable to every situation. We’re in a knowledge delivery system shift.
But order is emerging
Quickly outline Layers of authority concept
How we at OUP see wikipedia’s role in that authority layer model.
Initial research (“pre-research”)
Students know how to use Wikipedia responsibly and it shouldn’t be shunned in educational settings or as a tool for serious research
Outline two projects OUP has been involved in that involve driving traffic from wikipedia to OUP library products. Both successful, and driven by two different sources. One publisher, one faculty.
Question is: how can the library work with a resource like wikipedia to make movement between the layers of authority (the higher levels of which they provide access to) that much easier?
I am a trustee of the Wikimedia Foundation, and this is our vision statement: Wikipedia is an education project, that seeks to serve the whole world.
Projects are in 273 languages; over 96 of which have more than 10K articles
371 million people use wikipedia every month from all over the world. The dark areas show that at least 16% of all internet users use Wikipedia, making it by far the most highly used reference source.
Wikipedia is run by the Wikimedia foundation, which is a non-profit foundation; we also run 8 other wiki projects: Wikibooks, Wiktionary, Wikiversity, WikiSource, Wikinews, Wikiquote, Wikispecies, and the Wikimedia Commons.
“community curated work” is a term coined by Brianna Laugher to represent the idea of lots of people coming together to curate a reference work.
This is a real-life reference question I received on our reference desk: can you tell me more about the history and chemistry of saltpeter?
I found a great article for her – which I subsequently linked in Wikipedia
Every time you see an article tagged that it is lacking sources, or a citation needed tag – it’s an invitation to participate.
Educating our user communities – who are certainly already using wikipedia – is important. This is the “Cite this page” link which appears on every article.
Wikipedians take fact-checking seriously; Wikipedia is a work in progress. This is an effort to systematically check chemical data against the literature to make sure it is accurate.
Collaboration can happen on a large scale as well. This is a partnership that was begun in 2008 between the Bundesarchiv, the German Federal Archives, and Wikimedia; the archives donated 80,000 files to Wikimedia commons, including historic images.
Liam Wyatt was this summer a “Wikipedian in Residence” at the British Museum; he designed the project to help the museum curators partner with Wikimedians to share their knowledge on Wikipedia. Cultural institutions tend to think of the risks of participating online, but not the unexpected rewards: greater visibility, enhanced data, a community of volunteers.
There is in a few weeks a conference at the British Museum followed by an event in Paris about partnerships between Wikipedia and “GLAMs”: Galleries, Libraries, Archives and Museums.
So, as librarians we invite you to join the wikimedia community: be bold in editing.
In answering John’s charge to librarians I first want to emphasize why I think reference is not dead even though we may be vigorously questioning its value. In fact, reference is still crucial to successful outcomes for our student and faculty clients. In the social sciences, we are increasingly seeing interdisciplinary and transdisciplinary approaches to social and cultural problems. A typical example might be an article I found in the database SocINDEX which, according to its abstract, explains the initiation of smoking by teengers by, “Study[ing] the environment, genetics, tobacco, alcohol and drug use among adolescent twins. Prevalence of substance use; Age, sex and zygosity effects; Contextual variables and twin correlations; Roles of genetic and environment factors; Lifetime substance use and related effects.” This is certainly a scientific argument, however it is not a social or cultural argument.” This, of course, is the nature of information these days and influences heavily the concept of information literacy. Mastering reference works, knowing that they exist and identifying the best ones are still key to achieving good outcomes. And librarians are uniquely positioned to help users achieve those outcomes. Of course, that doesn’t mean we don’t have to do a lot of work to remain relevant.
Recognizing this problem – I believe it is incumbent upon librarians to do a number of things if they want to help ensure that libraries remain preeminent places for information control and retrieval. I believe that there are two things we can do that bear directly on the good use of reference materials. I am happy to have played in a role in proposing some remedies through work with both the American Sociological Association and ACRL – namely having done work on standards on both information literacy and collections and program assessment. The standards and assessment tools come from a body of work that asserts the social sciences do have a core based on social and cultural analysis and that also assert if we do only one thing for an undergraduate who chooses to pursue study in the social sciences it should be to give him or her the ability to identify a social or cultural argument.
So while we have standards and tools for librarians to use which are based on sound empirical work, I am currently proposing to start my own empirical work that will hopefully demonstrate the value of reference and areas where we can ensure that our users master reference resources and ultimately their disciplines, are encouraged to discover good resources and seek out librarians and their professional knowledge.
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