American catalogers and systems librarians can be forgiven for thinking that all the linked-data action lies with the BIBFRAME development effort. BIBFRAME certainly represents the lion’s share of what I’ve bookmarked for next semester’s XML and linked-data course. All along, I’ve wondered where the digital librarians, metadata librarians, records managers, and archivists—information professionals who describe information resources but are at best peripheral to the MARC establishment—were hiding in the linked-data ferment, as BIBFRAME certainly isn’t paying them much attention. After attending Semantic Web in Libraries 2013 (acronym SWIB because the conference takes place in Germany), I know where they are and what they’re making: linked data that lives in the creases, building bridges across boundaries and canals through liminal spaces.
Since the term was coined five years ago, massive open online courses, or MOOCs, have been a subject of much debate in educational circles. In their brief life span, the courses, in which up to many thousands of students can participate, have demonstrated the promise of new technology to democratize education by some and been declared failed experiments by others. MOOC professors, though, say that it’s too early to judge how MOOCs perform, and that after just a few years, even those in the know are still figuring out what MOOCs really are and what shape—or shapes—they’ll take in the future. Whatever MOOCs look like going forward, though, libraries—in the academic and public sphere alike—will play a key role in helping to determine their design and success. In just the few months since we looked in LJ at the MOOC environment (“Massive Open Opportunity,” LJ 5/1/13), the quickly moving field has evolved significantly.
Massive, open, online courses (MOOCs) have dominated the conversation in higher education since their sudden arrival in spring 2012. The MOOC movement is evidence of the profoundly disruptive change that is widely seen as coming to higher education. If there is any unit on a university campus that has survived and thrived on disruptive change, it is the library. Libraries in institutions actively offering MOOCs applied this background to figuring out how to manage intellectual property questions. However, for libraries in universities not offering MOOCs, there seemed to be no role, other than to watch and read about the movement in wonder, amusement, and occasional envy. For the Z. Smith Reynolds Library (ZSR) at Wake Forest University (WFU), however, this was not enough. So when WFU was not contemplating offering any MOOCs in 2012, the library decided to experiment with an open, online course on its own.
While much has been written about the role of academic libraries in supporting massive open online courses (MOOCs), the inclusion of MOOCs in a public library setting is largely unexplored territory. This past summer, the Ridgefield Library included a MOOC as part of its adult summer reading program. Based on this experience, the Ridgefield Library plans to continue as a meet-up destination for MOOCs as part of its mission to be “an intellectual and cultural center” and to support lifelong learning for all ages.
The Shelley-Godwin Archive, a free online resource featuring the digitized manuscripts of Percy Bysshe Shelley, Mary Wollstonecraft Shelley, William Godwin, and Mary Wollstonecraft, will include tools designed to encourage collaborative humanities research, similar to collaborative public projects in the sciences.
Video games are already raising many of the thorniest challenges in the field of digital preservation, and as games continue to become more complex, those challenges are rapidly compounding. One of the most extensive recent efforts to analyze these challenges has been the Preserving Virtual Worlds (PVW) project, a collaborative research venture of the Rochester Institute of Technology, Stanford, the University of Maryland, the University of Illinois at Urbana-Champaign (UIUC), and digital entertainment developer Linden Lab, best known for the massively multiplayer online (MMO) game Second Life.
Ebook distribution to libraries took another leap forward on October 17 when Baker & Taylor, OverDrive, 3M, and RBDigital (Recorded Books) told their customers that Macmillan’s entire ebook backlist, 11,000 titles from lead imprints St. Martin’s, Farrar, Straus & Giroux, Henry Holt, Macmillan Children’s, and Tor, would now be available to their patrons.
The recent infusion of $11 million into Open Road Integrated Media by private equity firm NewSpring Capital and others should come as no surprise to those librarians familiar with company CEO Jane Friedman. In only a few years, the former HarperCollins CEO and her team took the digital publishing and multimedia marketing company from distributing a handful of pre-1994 titles by major 20th-century authors like William Styron to over 4,000 titles from 500 authors.
Spaces. Services. Digital content. Collections. Learning experiences. Interfaces. Any way you consider it, there is no library practice that doesn’t intersect with accessibility. Accessibility is the principle that the fullest use of any resource should be given to the greatest number of individuals. More than compliance with laws and guidelines, accessibility is a form of social justice. As the most established cultural providers of public space and digital content, libraries share a responsibility to promote universal access to our full range of services for all users, regardless of whether they rely on adaptive technology or not.
“The next series of innovations will come as a result of the accelerating demand in the education space. Serving students and learners of all ages (Pre-K–12, higher ed, and lifelong learning) will provide new engagement with library users and drive the next wave of innovation.” David Burleigh, Director of Marketing for OverDrive