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E-raamat: Boosting the Knowledge Economy: Key Contributions from Information Services in Educational, Cultural and Corporate Environments

Edited by (Library and Information Science Department, Carlos III University of Madrid, Spain)
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A traditional and often underestimated mission, learning services provision is increasingly being perceived by libraries, archives, museums and companies as an invaluable strategy to facilitate knowledge creation and innovation in the context of a knowledge-driven society. Boosting the Knowledge Economy provides a fresh look at this key area, presenting a comprehensive, international and up-to-date overview of learning services, from the basic concepts to cutting-edge practices and guidance on developing learning programmes. The first chapters introduce knowledge economy and learning services. The following chapters discuss learning services in the context of different institutions, such as libraries and museums. The remaining chapters explore principles and strategies of implementing learning services, implications for the LIS profession and a conclusion.

  • Presents a contemporary view on DRM and fair use for librarians in the context of contemporary technology
  • Addresses file standards in relation to devices in libraries
  • Demonstrates ways that librarians can support and engage students using emerging digital technologies
  • Identifies low- or no-cost solutions available to assist librarians to fully engage with users through technology in the digital milieu

Arvustused

"The book is organised into three sections key contributions from libraries, key contributions from archives and cultural heritage institutions, and implications for the library and information services professions. It covers a wide range of topics such as educational services and programs for the LIS sector, relevant metrics, the role of artificial intelligence in the provision of information services, quality management processes and issues, management of television audio-visual archives, provision of a generalised data model, and the importance of organisational archives. . . . The book is scholarly yet remains quite readable despite the complexity of some of the topics discussed. The chapter on transparency and social responsibility for libraries and archives is particularly interesting and covers the identification and measurement of transparency indicators in a very topical and relevant way. . . .It is also refreshing to have a work like this that is non-American in its approach and content so we might benefit from different perspectives." --JALIA - Journal of the Australian Library and Information Association

"A knowledge economy is one in which the acquisition, creation, dissemination, and utilization of knowledge contributes to economic growth, and a key point noted for this book is that it Provides new insights into the value of information services in the context of the knowledge economy...The content is international in scope and each chapter stands on its own quite nicely as a solid resource for that area of study. Given the scholarly nature of the various topics covered, this book would be suitable for libraries that have a library science program, a focus on international librarianship, or a focus on knowledge economy and knowledge organizations." --Journal of Electronic Resources Librarianship

Muu info

Boosting the Knowledge Economy presents a comprehensive, international and up-to-date overview of learning services, from the basic concepts to cutting-edge practices and guidance on developing learning programs
List of Contributors
xi
About the editors xiii
1 Introduction
1(2)
Francisco-Javier Calzada-Prado
2 Learning and information services in the Knowledge Economy: strategic relevance and marketing of educational services and programs
3(18)
Francisco-Javier Calzada-Prado
2.1 Introduction
3(2)
2.2 The concept of Knowledge Economy
5(3)
2.3 Educational services and programs as a strategic value of information services in the Knowledge Economy
8(6)
2.4 Educational services and programs in information services marketing plans
14(2)
2.5 Conclusions
16(5)
References
16(2)
Appendix 2.1
18(3)
Part 1 Learning-oriented services in libraries
21(82)
3 A critical knowledge management question in the artificial intelligence era: "can humans learn from artificial intelligence or not?"
23(16)
Youji Kohda
3.1 Introduction
23(1)
3.2 Critical concern in artificial intelligence era
24(1)
3.2.1 Professional jobs with artificial intelligence
24(1)
3.2.2 Professional's dilemma in artificial intelligence era
24(1)
3.3 Critical question in artificial intelligence era
25(4)
3.3.1 Artificial intelligence can learn from humans
25(1)
3.3.2 Can humans learn from artificial intelligence?
26(2)
3.3.3 Case of professional shogi players
28(1)
3.4 Learning through boundary objects
29(6)
3.4.1 Tacit knowledge creation and boundary objects
29(2)
3.4.2 Resolving professional's dilemma in artificial intelligence era
31(1)
3.4.3 Case of professional shogi players revisited
32(1)
3.4.4 Case of patent attorneys
32(2)
3.4.5 Case of librarians
34(1)
3.5 Boundary objects to learn from artificial intelligence
35(2)
3.6 Conclusion
37(2)
References
38(1)
4 Roots and trends in knowledge organization
39(24)
Blanca Rodriguez-Bravo
4.1 The context of knowledge organization
39(1)
4.2 The fundamentals of knowledge organization
40(3)
4.3 Knowledge organization processes and systems
43(1)
4.4 Some reflections on summarizing or abstracting
44(3)
4.5 The fundamentals of indexing
47(4)
4.6 A brief overview of knowledge organization systems
51(3)
4.7 Knowledge organization of images and sound: photography, audiovisuals, and multimedia
54(9)
References
58(5)
5 Libraries as centers of excellence: quality management as inducer of libraries' social impact
63(14)
Carmen Jorge-Garcia-Reyes
5.1 Introduction
63(14)
5.1.1 Improving management within the framework of socially responsible excellence
66(2)
5.1.2 The EFQM 2020 Model
68(3)
5.1.3 Quality management as an inductor of the social impact of libraries
71(2)
5.1.4 Final reflection
73(1)
References
74(3)
6 Massive open online courses and academic libraries in Spain: new horizons to explore and exploit
77(26)
Maria-Jesus Martinez-Pestana
6.1 Introduction
77(2)
6.2 The role of the European Union
79(3)
6.3 Driven by cooperation: Conference of Rectors of Spanish Universities
82(1)
6.4 The role of information professionals in the development of massive open online courses
83(3)
6.5 Degree of penetration of massive open online courses in Spain
86(5)
6.5.1 2017, or the year when massive open online courses soared in popularity
86(2)
6.5.2 Gaining consolidation: 2020
88(3)
6.6 Online learning platforms active in Spanish universities
91(4)
6.6.1 The leading position of MiriadaX
91(2)
6.6.2 New players on the online learning platform field
93(2)
6.7 Final considerations: toward a more unified approach
95(8)
References
97(6)
Part 2 Learning-oriented services in archives and cultural heritage institutions
103(54)
7 The role of television audiovisual archives in the knowledge economy
105(16)
Mercedes Caridad-Sebastian
Sara Martinez-Cardama
Fatima Garci'a-Lopez
Ana Maria Morales-Garcia
7.1 Introduction
105(3)
7.2 Methodology
108(2)
7.3 Results and discussion
110(7)
7.3.1 Access indicators
110(4)
7.3.2 Use and reuse indicators
114(3)
7.4 Conclusion
117(4)
References
118(3)
8 A generalized data model for digital archiving in cultural and historical domains
121(20)
Shigeo Sugimoto
Chiranthi Wijesundara
Tetsuya Mihara
Mitsuharu Nagamori
8.1 Introduction
121(1)
8.2 Basic aspects of digital archiving
122(3)
8.2.1 Basic concepts in digital archives
122(1)
8.2.2 Metadata standards and underlying models
123(2)
8.2.3 Modeling digital curation process and archived objects
125(1)
8.3 Data models for digital archives in new domains--previous studies
125(6)
8.3.1 Data models for media arts--Manga, Anime, and Games
125(2)
8.3.2 Disaster archive--metadata
127(2)
8.3.3 Metadata model for intangible cultural heritage
129(2)
8.4 A generalized model for digital archiving
131(5)
8.4.1 Basic concepts and models
131(3)
8.4.2 Issues to link real-world objects and archived digital objects
134(2)
8.4.3 Summary
136(1)
8.5 Concluding remarks
136(5)
References
137(4)
9 The strategic value of archives in organizations
141(16)
Susana Maria Ramirez Martin
Isabel Portela Filgueiras
9.1 The archive in the business organization
141(6)
9.1.1 Archive contributions
143(1)
9.1.2 Importance of the documents
144(1)
9.1.3 Types of archives within the company
145(1)
9.1.4 Benefits of archiving in organizations
146(1)
9.2 Dimensions of the archive in organizations
147(6)
9.2.1 Economic dimension
148(1)
9.2.2 Informative dimension
149(2)
9.2.3 Educative and cultural dimension
151(2)
9.3 The strategic value of the archive in organizations
153(1)
9.4 Conclusion
154(3)
References
155(2)
Part 3 Implications for the LIS profession
157(52)
10 Transparency as social responsibility: librarians' and archivists' standpoints on active public disclosure as a mechanism for transparency
159(30)
Ana R. Pacios
Manuel Nunez
Luis Fernando Ramos Simon
10.1 Introduction
159(2)
10.2 Literature review
161(4)
10.2.1 Transparency: connotations and associations
161(2)
10.2.2 Citizens' demand for and perception of transparency
163(2)
10.3 Methodology
165(4)
10.4 Findings and discussion
169(13)
10.4.1 Area relevance and indicator suitability
172(4)
10.4.2 Differences between librarians' and archivists' perception of transparency-related areas and indicators
176(3)
10.4.3 Librarians versus archivists
179(1)
10.4.4 University librarians and archivists versus central and regional administration librarians and archivists
179(1)
10.4.5 Head librarians at university versus state-run public libraries
180(1)
10.4.6 Head archivists at university versus provincial historic archives
181(1)
10.4.7 University librarians versus university archivists
181(1)
10.5 Conclusions
182(7)
Acknowledgments
183(1)
References
183(3)
Further reading
186(3)
11 The 2030 Agenda and the information professionals
189(20)
Virginia Ortiz-Repiso
11.1 Where are we now? Where have we come from?
189(2)
11.1.1 But what is the origin of the sustainable development goals? How did they come to be defined?
190(1)
11.2 Taking a step backward: how do the sustainable development goals differ from the millennium development goals?
191(1)
11.3 Millennium development goals
192(3)
11.4 The sustainable development goals, 2030 agenda
195(1)
11.5 Information professionals
195(3)
11.6 Goal 1 End poverty in all its forms everywhere
198(1)
11.7 Goal 2 End hunger, achieve food security and improved nutrition, and to promote sustainable agriculture
199(1)
11.8 Goal 3 Ensure healthy lives, and promote wellbeing for everyone at every stage of life
199(1)
11.9 Goal 4 Ensure inclusive, equitable, quality education and promote lifelong learning opportunities for everyone
199(1)
11.10 Goal 5 Achieve gender equality, and to empower
200(1)
11.11 Goal 6 Ensure the availability and sustainable management of water and sanitation for everyone, worldwide. Goal 7 To ensure access to affordable, reliable, sustainable and modern energy for everyone, worldwide
200(1)
11.12 Goal 8 Promote sustained and inclusive economic growth, full and productive employment and decent jobs for everyone on the planet
200(1)
11.13 Goal 9 Build resilient infrastructures, promote sustainable industrialization and to foster innovation
200(1)
11.14 Goal 10 Reduce inequality within the confines of each country and among countries
200(1)
11.15 Goal 11 Make cities and human settlements inclusive, safe, resilient, and sustainable
201(1)
11.16 IFLA combines goals 12, 13, and 14
201(1)
11.17 Goal 15 Protect, restore and promote sustainable use of our terrestrial ecosystems, manage forests sustainably, combat desertification, call a halt to, and reverse, land degradation, and put an end to loss of biodiversity
201(1)
11.18 Goal 16 Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable and inclusive institutions at all levels
202(1)
11.19 Goal 17 Strengthen the means of implementation and revitalize the global partnership for sustainable development
202(1)
11.20 Recommendations for success in applying the sustainable development goals
202(1)
11.21 The Open Access Movement and its important role in the sustainable development goals of the 2030 Agenda
203(1)
11.22 Obstacles and barriers...
204(1)
11.23 How can we measure our progress toward accomplishing the goals?
204(1)
11.23.1 Let's analyze an example
205(1)
11.24 Indicators
205(1)
11.25 Conclusions
205(4)
References
207(2)
Index 209
Francisco Calzada-Prado is Assistant Professor at the Library and Information Science Department, Carlos III University of Madrid. His research focuses on exploring innovative services aimed at facilitating learning and research in different environments. He is author of a book on the contribution of academic libraries to the production and exploitation of learning content in Higher Education. He has also authored and co-authored several peer-reviewed book chapters, conference papers and journal articles on related topics. He has been visiting research fellow at the Information School, Syracuse University (USA), the Center for Digital Library Research, Strathclyde University (UK), the London Knowledge Lab, Institute of Education, University of London (UK) and the School of Information, University of Washington (USA), among others.
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