Digital Library - Part Two

Digital Library Part Two - Guidelines to Consider

In researching existing literature for guidelines and suggestions on what is involved in planning for a digital library, there were a few resources that were particularly useful. There are many resources about what is involved in creating a digital library, from the Library of Congress’s Challenges to Building an Effective Digital Library to texts such as How to Build a Digital Library. Suiting my personal curiosities, I found the Joint United Nations Programme on HIV/AIDS (2010) publication Planning Tool for Developing a Digital Library of Monitoring and Evaluation Resources to be particularly useful and it serves as a basis for much of what I have presented below.

The following are considerations to be made when planning a digital library. Even though this post provides a basic set of guidelines and information for establishing a digital library, the final details will depend upon the actual planning and development process for a given digital library and will be determined by its target audience and needs.

1. Who Are the Patrons?

It is of great importance at the onset of the project to define the digital library’s target users. Once these users and their communities are identified, it is then essential to establish their needs, abilities, and access related to the library.

2. Collaboration

For the library concept to develop and eventually succeed it is essential to identify stakeholders and collaborators who will be instrumental in establishing and maintaining the library and in developing and applying the criteria for content inclusion and to acquire the holdings.

3. Operating and Managing

Determine the organization structure, operation, and sustainability of the library.  

              

4. Digital Library Technologies

Identify and address issues related to the digital existence and operations of the library. This includes such considerations as hardware, software, meta-data structure, and converting non-digital media to digital media.

5. Accessibility and Usability

Identify and address issues related to the usability of the library including functionality issues, the user interface, the user experience, and policies that govern the use of a digital library.

6. The Content

Decide upon the content and the materials to be contained in the digital library.

7. Maintenance

Determine what is needed for the short-term and long-term upkeep of the digital library.

8. Legal Concerns

Define and address the legal implications of providing materials in the library including copyrights, intellectual property rights, and fair use of materials

9. Access and Security

Incorporates the issues to be addressed when determining who will access the library, how they will access it, and what security needs to be considered to safeguard the library and its patrons.

10. Support

 Support requirements and mechanisms for the digital library and its patrons.

                             

11. Professional Development and Training

Identify library staff and patron development and learning needs.

              

12. Communications / Media

Establish the means for internal and external communications such as announcements, notifications, contacts, discussions and feedback

                

13. Cost Implications

Identify the key factors affecting the cost of developing and maintaining a digital library.

14. Outreach

Create a social media plan, a marketing strategy and external partnerships.

Reflection Point – A library is not a luxury, but of the necessities of life. ~Henry Ward Beecher

Educational Technology Defined

Why I Selected Educational Technology

Having worked over 25 years with technologies used for instruction and education and now having completed a doctorate with a specialization in instructional systems technology, I felt the need to reflect upon my experiences and to recalibrate myself within this field. The question is, what IS this field?

After reading through multitudes of definitions and perspectives on educational technology and related terms such as instructional technology and instructional systems technology, I've come to an overarching conclusion. In this age of information overload, with much information coming from well-intended individuals who are likely to not be subject matter experts, I firmly believe it is essential to have reputable organizations setting standards that serve as reference points. In the case of educational technology, I turned my attention to the Association for Educational Communications and Technology (AECT). The AECT, which had its beginning in 1923, is the most widely recognized international educational technology professional organization and one that had been maintaining terminology and definitions for decades.

So to define the field of educational technology, I defer to the definition given by the AECT (2008):

“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”

From my perspective, I see some crucial elements in this definition that fit my personal beliefs and interests:

·         Study. The desire to add solid theory and research-based scaffolding to my work was the primary driving force in seeking my doctorate. The act of study should be an integral component in any educational pursuits that involve change or adaptation.

·         Ethical Practice. I consider this phrase in the sense of following accepted rules or standards of conduct when seeking intended outcomes. This doesn't mean to discard creativity and innovation by following rigid guidelines, but rather to be prudent, cautious, and responsible in the implementation of technology. I've seen too many cases where technology was used in education because it was a desirable current trend, rather than because a well-documented need existed and a well-informed decision was made to use it.

·         Appropriate Technological Processes and Resources. Even with a recognized need as a driver, carrying out the application of a technology has often not been strategically and completely planned. This results in a lack of buy-in, teaching and learning issues, improper or insufficient support, and funding shortfalls. From my experience, I recommend using a project approach such as agile project management.

In the end, I see educational technology as an instance of technology being selected and used based upon educational theory, research, and practice, with the intention of integrating technology practice and technological literacy into the curriculum and learning. I view instructional technology (technology as a teaching and learning tool) and instructional systems technology (designing, developing, and managing technology-related processes, policy, infrastructure, organization systems, and services in an educational environment) as subsets of educational technology.

Reference: 

Association for Educational Communications and Technology (2008). Definition. In A. Januszewski and M. Molenda (Eds.), EducationalTechnology: A definition with commentary. New York: Lawrence Erlbaum Associates.