Top Ten List: Number Two

From the Library Technology Conference:

Getting Back into the Library Business: Moving Library IT to the Cloud, Marc Davis, Drake University

• Marc Davis began by noting there can be a resistance to completely dismantling the server systems we have depended on and invested money in. The goal with cloud computing is to refocus our attention away from the hardware and back onto service. The assumption is that cloud computing is inevitable, at least to some extent, as the "old" server infrastructure is inefficient to sustain in the long run. By sharing on an extremely large-scale resulting electricity costs, network bandwidth, operations, software, and hardware costs were dramatically decreased as compared to providing similar results via local servers. Other benefits include elasticity and transference of risk. Cloud computing is not necessarily web based, rather services outside of the campus firewall. This may include using software and storing data outside of the library.
• Three terms to know:
  
  • SAAS: Software as a Service: use of hosted services, i.e. Springshare Libguides; though you have no access to the underlying infrastructure, you are also not responsible for managing the underlying software
  • Infrastructure as a Service: is "Utilizing a provided server environment but retaining responsibility for configuration and operation" i.e. Amazon Web Services
  • PAAS: Platform as a Service is an environment that supports "building, testing, and deploying (Web-based) applications" i.e. Windows Azure, twilio, and Boopsie (discussed in this post)
• Moving IT infrastructure elsewhere, to vendors or others out-of-house (i.e. centralized campus IT) is one characteristic of Library Cloud migration. Of course, you need to make sure that what your doing meets your needs, both financially and in terms of your goals and priorities). At Drake, they moved the information they supported on their servers from the library to a centralized IT location.
• An interesting question Marc Davis brought up was: are libraries uniquely positioned to migrate from on-site to cloud IT? While libraries do have expertise with hosted solutions, contracts, and discovery layer services, and are part of a service-rich environment, they may not necessarily be uniquely positioned because such services must be considered with local needs/conditions, sustainability, organizational culture, and other factors specific to the users you serve in mind. If there is extreme resistance based on campus culture, or concerns over information security, cloud computing may be dismissed as an IT possibility for where you are.
• Benefits of Cloud Migration
  • Experience vs. Hype: cost effectiveness, keeping in mind availability, data integrity (continuous back-up), provisioning, capacity (bandwidth); cloud costs tend to be more predictable, identifiable, and incrementally adjustable (to align with actual usage amounts)
  • Flexibility: quick service without infrastructure costs or system administrator duties, the focus is moved from hardware/operating systems to service
  • Innovation: service effectiveness, budgeting and planning, partnerships develop into collaborations
  • IT Skills: IT professionals develop managerial, project management, and budgeting/contract skills
• Services:
  
  • Free (SAAS-like): Meebo, Vimeo, Dropbox, Social networks
  • Hosted Services (SAAS): ILLiad by OCLC, Docutek E-reserves by SirsiDynix, DSpace by Longsight, ContentDM by OCLC, Wikis (i.e. Wikispaces, PB Works), Springshare Libguides, Discovery by Ebsco Discovery Service, Web Help Desk by MacsDesign Studio
• Drake is looking to continuing the transfer of resources from on-site IT to the cloud over the next several years (with a select few pieces remaining on-site for security or licensing reasons). While some of their data is processed through on-campus, centralized servers, other is done off-campus. You may learn more about the details of this transition in the presentation found here.

Video Discussion: Digital Media - New Learners of the 21st Century

PBS Video. (2011, Feb. 13). Digital media - New learners of the 21st century [Video file]. Retrieved from http://video.pbs.org/video/1797357384

The video I watched earlier (see the post from Feb. 5) peaked my interest in how we are shaped as digital technologies continue to change and emerge as parts of daily life. This video concentrates on digital media and education. The video visits five institutions emphasizing digital literacy and integrating technology into their teaching practices.

"If we teach today's students as we taught yesterday's, we rob them of tomorrow." -John Dewey

Emerging technologies have a prominent place in students' lives. Texting, tweeting, gaming, virtual groups, online videos, and Facebook all are means through which students define themselves to others. These technologies also lend themselves to education by giving them ways to interact with experts, giving them new ideas, and providing educators with new tools. Finding a balance between stimulation to the point of distraction and usefulness of them as education tools is key.

At Quest to Learn, in New York, elementary students are immersed in a school designed for digital kids. Students use technology in hands-on projects, primarily gaming learning, system-based thinking, and design. This trail-and-error, game construction model helps students think of the big concepts. "Tinkering brings thought and action together," one of the people on the video said, emphasizing the often-overlooked power and importance of play in learning. One of the challenges for educators is that, because technology changes so quickly, they are preparing students for a future to use technology that does not yet exist. By teaching problem-solving skills, students are able to transfer their knowledge to a variety of situations.

Some may be skeptical of such a technologically integrated curriculum. Throughout the building, students are using wireless internet on laptops, creating digital artifact or using technology to create physical objects, and participating in games. Students are assessed using the same state standards as other schools in New York, but are also tested on additional competencies, including technologies and social learning standards. While there are some concerns students may become overly competitive with or dependent on their games, the educators are careful to maintain a balance. Also, the video made an interesting point about how society interprets enthusiasm for reading versus enthusiasm for gaming. The example they gave was: if a child stays up late reading a book, s/he is rewarded and praised for being an avid reader, but if a child stays up late playing a game, that child is addicted (even though learning is taking place). It's an interesting comparison and, if the game is promoting certain skills that can be transferable to real-life situations, I might agree with the speaker, that there is a double standard or educational bias against technologies.

"If I can't access the place where I like to practice my passion, then where do I go? It's pretty much a dream differed." -Student

At the Digital Youth Network, in Chicago, a place was created where middle school and high school aged students go to learn digital media. It began as an after-school program and expanded into an in-school media-arts program. They have collaborated with the Chicago Public Library to offer spaces, strictly for youth use, that help provide the tools and inspiration. By incorporating the tools children are interested in exploring, this program helps students not only develop the skills for direct application but also a passion for life-long learning. Instead of digital media detracting or endangering reading and writing, it builds upon traditional literacy. As was the case in New York, students connect and collaborate through their projects at the Digital Youth Network. They are even given a chance to grow from students into instructors, leading their own classes and workshops for younger students.

The filmmakers visited UC Irvine's Digital Media and Learning Social Science Research Center, where more is being done to study the impact of digital media as well as the home environment/parental involvement. At the Smithsonian Institute in Washington, D.C. students participated in a workshop to create a scavenger game for teenagers to play using text-messaging (see examples here). Cultural institutions are working to be sure they appeal to changing patron needs; this project is intended to be more appealing and exciting to younger patrons. Another example is using smart phones to guide students through neighborhoods to find out about history and current use of various buildings. They interviewed people in the area to learn more about old businesses and how developments may have impacted the area.

Everyone wants to be seen and heard; they will make more of an effort if they think outsiders will see it.

At the Science Leadership Academy in Philadelphia, students use technology to create their own assignments and assessments, and incorporate digital media and social networking into instruction. Technology is incorporated as necessary and seamless. Students choose the right presentation method (i.e. podcasts, digitized artwork) for the projects they choose, and incorporate media literacy and evaluation of resources (including Google Scholar and various primary sources). Ways they communicate, on top of traditional methods, include email, online forums, and chat rooms.

The true question when incorporating anything new into the classroom is: what do we want schools to be? The video emphasizes that including technology is not about replacing instructors with technology; rather technology is a tool, a resource. So, how does that impact what we do in the library? By allowing ourselves to explore new approaches, we are doing a better job of meeting students where they are comfortable. Whether it's using additional features in the school's online course management software (i.e. forums), instant messaging, text messaging, Twitter, Facebook, Delicious, or incorporating technologies students can use to show their learning and creativity (i.e. videos, podcasts, blogs, edited images/artwork, games, etc.), libraries can help patrons be more comfortable in the spaces, and more connected to the information within.