Chuyên gia thông tin - thư viện trong kỷ nguyên số

Trên cơ sở phân tích xu hướng phát triển của thư viện số hiện nay và đặc biệt phân tích một cách hệ thống những năng lực cần thiết của nguồn nhân lực thông tin thư viện [r]

ĐẠI HỌ C Q U Ố C GIA HÀ NỘ I TRƯỜNG Đ Ạ I HỌC K H O A HỌC X Ả H Ộ I VÀ NHÂN VĂN • • • •

KỶ Y Ể U HỘI TH ẢO K H O A HỌC

CHUYÊN GIA THÔNG TIN - THƯ VIỆN

TRONG KỶ NGUYÊN SỐ

LIBRARY AND INFORMATION PROFESSIONALS

IN THE DIGITAL AGE

Hà N ộ i, tháng 8 năm 2018

MỤC LỤC

T á c gia T r a n g

1 N ew C om petencies and M odes o f

T eaching for D igital L ibrarianship

2 N ew com petencies and m odes o f

teaching for digital librarianship: the

role o f international cooperation

3 N ghiên cứu đối sánh các chương

trình đào tạo: T hực tế và triển vọng

đào tạo nhân lực T hông tin T hư viện

tại V iệt N am

Đỗ V ăn H ùng

43

4 Phát triển năng lực cạnh tranh của

các cơ sở đào tạo nguồn nhân lực

ngành thông tin — thư viện trong bối

cảnh cách m ạng công nghiệp 4.0

Bùi Thị T hanh Diệu 59

5 G iáo dục đại học Việt N am trước xu

thế toàn cầu hóa

H oàng Thị Phương Loan 73

6 N hữ ng khó khăn v à thách thức trong

việc xây dựng chương trình đào tạo

và phát triển nguồn nhân lực

N guyễn Thị L an T hanh 83

7 Bồi dư ỡng viên chức thông tin - thư

viện theo vị trí việc làm trong thời

đại cách m ạng công nghiệp 4.0

N guyễn Thị M inh Phượng 89

8 Q uản trị thông tin trong kỷ nguyên

4.0 kỳ năng ứng dụng linh hoạt công

nghệ IoT là nhữ ng kỹ năng cần được

trang bị

9 Cá nhân hoá chương trình đào tạo

theo hư ớ ng xuyên ngành để đáp ứng

nguồn nhân lực trong cuộc cách

m ạng công nghiệp 4.0

10 Phát triển ngành thông tin - thư viện

đáp ứng nhu cầu đổi mới, hội nhập

giáo dục v à phát triến khoa học của

V iệt N am

11 X u hướng phát triển của thư viện số

và yêu cầu năng lực đối với nguồn

nhân lực thông tin thư viện hiện nay

12 Đào tạo chuyên gia thông tin cho

doanh nghiệp V iệt N am trong bối

cảnh cách m ạng công nghệ 4.0

New Competencies and

Modes of Teaching for

Digital Librarianship

Krystyna K Matusiak, University of Denver

LIS Education Workshop Vietnam National University

August 22, 2018

Outline

• Competencies for inform ation professionals in the digital age

• Digital library (DL) curriculum

• Balance between theory and practice

• Experiential learning in DL education

• Case studies

> Objectives and topics

> Examples of practical projects

> Tools, platforms, and software

• Conclusion

Digital Environment

Increasing demand for professionals specializing in

digitization, digital collections, digital preservation, and

data curation

Transformation of library roles

> A shift from traditional service roles of facilitating discovery

and delivery of information resources

> Active participation in creating and managing d ig ita l objects

Transferrable skills

> Many digital library professionals have moved into an

emerging area of research data management (RDM)

Competencies

• Understanding of DL core concepts and architecture

• Knowledge of digital library standards and formats

> Digitization best practices and standards

> Metadata

> Digital preservation best practices and standards

• Ability to create, process, manage, and preserve digital

objects

• Familiarity with digital library platforms and tools

• Ability to understand and adapt to new ways of using

technology

• U n d e rs ta n d in g o f copyright as it re la tes to digitization,

u s e a n d r e u s e o f d i g i t a l o b j e c t s Test Your Skill, by Spatch Flickr Creative Commons.

https://www.flickr.com /photos/sDatch/2858726612

Digital Library Curriculum Framework

• The curriculum framework

developed as part of a collaborative

project between:

> School of Information and Library

Science (SILS) at the University of

North Carolina Chapel Hill

- Department of Computer Science at

Virginia

• It identifies ten core topics

• !t includes 14 educational modules

with examples of practical projects

and hands-on activities

(Oh et al., 2016; Wildemuth at al., 2008)

Ten Core Topics

1 Overview (models, theories, definitions)

2 Digital objects

3 Collection developm ent

4 Inform ation organization (metadata)

5 Architecture

7 Services

8 Preservation

9 M anagem ent and evaluation

10 DL education and research

Source: Digital Library Curriculum Framework:

http://curric.dlib.vt.edu/DLcurric images/ModuleFra mework2008-05-16.pdf

Digital Library Curriculum Framework

• 14 Modules of a Digital Libraries (DL) Curriculum

1 History of DLs and library automation (Overview)

2 Digitization (Collection Development)

3 Metadata (Information/Knowledge Organization)

4 Architecture overview (Architecture)

5 Application software (Architecture)

6 Information needs/relevance (User Behavior/Interactions)

7 Online information seeking behavior and search strategy (User

Behavior/Interactions)

8 Interaction design, usability assessment (User Behavior/Interactions)

9 Search engines (Services)

10 Reference services (Services)

11 Web publishing (Services)

12 Preservation (Preservation)

13 DL evaluation, user studies (Management and Evaluation)

14 Intellectual property (Management and Evaluation)

Digital Library Curriculum

• Foundational concepts

> Definitions and frameworks

•> DL design and architecture

> Digital objects

• Digitization

> Best standards and practices

• User needs and information

Hà Nội (Vietnam), Long Bien Bridge, ca 1941

Image source: Harrison Forman Collection https://collections.lib.uwm.edu/digital/collection/agsphot o/id/4213/rec/3

DL Theory and Practice

• Teaching digital library concepts

and skills requires balance between

theory and practice

• Discussing theoretical foundations

and the evolution of DLs

• Introducing hands-on assignments

> Applying theoretical concepts into

practice

> Practicing technical skills

> Learning DL tools and technologies

> Students' knowledge is transformed through

direct experience and reflection upon it (Brown,

Collins, & Duguid, 1989; Kolb, 1984)

• Benefits to students

> Gain a better understanding of the new

knowledge

> Retain the information for a longer time

> Acquire practical experience with digital objects

and systems

> Learn valuable technical skills

• Challenges

> The learning environment is less predictable

> Planning and good project management skills are

required

f! D E N V E R Digital Library Classes @ DU

• University o f Denver (DU) in Colorado

> Private non-profit university, founded in 1864

• Library and Information Science (LIS) Masters

program

, Part of Research Methods and Information

Science department in the College of Education

> Traditional face-to-face program

> Online program to be launched in Spring 2019

> Information organization, Metadata, Cataloging,

Data curation, Scholarly communication, Data

visualization

Case I

LIS 4810 Digital Libraries

Digital Libraries (DL) Class

Objectives

• Provide a theoretical fo u n d a tio n fo r th e

study of digital libraries

• Discuss th e technological, organizational,

social, and legal issues associated with the

development and use of digital libraries

• E xplore theoretical and practical

approaches to constructing, maintaining,

and evaluating digital collections

Recommended Texts

Calhoun, K (2014) Exploring digital libraries

Chicago: Neal-Schuman.

Xie I & Matusiak, K K (2016) Discover digital

libraries: Theory and practice Amsterdam:

Elsevier.

Topics

• Definitions and frameworks

• Evolution o f digital libraries

• Design and architecture

• User needs assessment

• Cultural heritage collections

• Large-scale DLs

• Digital humanities

• Intellectual property rights and reuse in DLs

• DL systems; Digital repositories

• Use and reuse of digital objects

• Usability and accessibility

• Digital curation

• Social aspects

(DL) Class: Practical Project

• Building a digital collection using open source software

• Goals

> To provide students w ith an o p po rtu n ity to participate in the developm ent of

a digital collection and a them ed exhibition

> To expand students' understanding o f digital libraries and to connect to the

w orld o f practice

> To gain practical skills in w orking w ith digital objects in real-world settings

> To develop skills in using the open source software, Omeka

V To examine copyright and permissions issues related to the reuse o f digital resources

> To learn project management skills

(DL) Class: Practical Project

Tools

> Omeka, open source software, https://www.omeka.net/

> Photoshop

> Excel

> Collaborative apps (Slack, Google docs)

Group project (4-5 students in a group)

> Improving collaborative and project management skills

Skills

> Working with image, text, audio, and video files

> Processing digital objects in a variety of formats

> Developing metadata for selected objects

> Working with controlled vocabulary tools

> Designing a collection using Omeka

> Creating an online exhibit

> Designing a poster

om eka.net

(DL) Class: Practical ProjectDeliverables

> A digital collections consisting o f a

m inim 25-30 digital objects

> An online exhibit

> Digital objects are organized into four to

six them atic sections and accompanied

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• Partnership with the Digital Public Library of America (DPLA)

inhibitions > Staking Claims: The Gold Rush in N iftttetn th 'C e n tu fy A m ẹrkẠ

h ttp s://d p la /e x hibitions/gold- rush

ExamplesPartnership with the Digital Public Library of America (DPLA)

S xhibftjom > BuilcJinq th e First T ranscontinental Railroad

https://dD la/ex hibitions/transc ontinental-

railroad

B u ild in g (he First Transcontinental Railroad

Exploie Exhibition

FEATURED ITEM RECENTLY ADDED ITEMS

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January 21st, 2017, following ihe Inauguration Day of our forty-fifth president Donald Tmmp Tens of thousands of men women, and children from all over Colorado d firrndrd on tlwr Civfr Onter downtown D^nvpr t{>

participate in this unique protest in support of a multitude of women's right*

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The Second Fifty Years:

A History of the University of Denver from 1915 - 1964

http://dulis.omeka.net/exhibits/show/duhistory/introduction Introduction

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• Conspkw coulie ofcjicmet ÙX Diolai L ih a r K

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• Hizhliiht periods o f DU b f 3 cry

• Revt il * zreate camtr.^e o f ctudenij m d &cah\-life frcm

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Exhibit Topics

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Posters

Case II

LIS 4820 Digitization

Digitization Class

Objectives

• Become familiar with planning and

managing digitization projects

• Understand digital imaging and gain

practical skills in image reformatting

• Gain knowledge of current digitization

standards and best practices

• Become familiar with digitization

hardware and software

Required Texts

ALCTS (2013) Minimum digitization capture recommendations

FADGI (2016) The technical guidelines fo r digitizing cultural

heritage materials.

NISO (2007) A framework of guidance fo r building good digital

Topics

• Digitization process

• Selection of materials for digitization

• Digitization technology (scanners, cameras)

• Digital imaging best practices - images ana text

• Digitization of audio

• Digitization of moving image

• Metadata

• Digital collections management systems

• Digital preservation and archiving

• Rapid capture and mass digitization

Digitization Class

Basic Digitization Workflow Digitization is More than Scanning

Digitization Class: Scanning Project

Scanning and image processing exercise

> Scan and process two photographic images (one grayscale and

one color) and a text document consisting of 2-3 pages

Goals

> Learn hot to convert analog materials into the digital format

> Apply the knowledge of scanning best practices and technical

specifications

> Resolution

y Color depth

> Compression

> Understand the difference between master and derivative files

> Understand different image and text formats

> Gain skills in using Photoshop

> Learn how to generate searchable text using OCR software

>- Learn about digital preservation approaches and checksums

******

******* _

•TM*V Pipestone 0

Digitization Class: Scanning Project

Tools

Scanning software

Photoshop

ABBY FineReader (OCR software)

Fixity open source software, available from AV Preserve

https://w w w avpreserve.com /products/fixitv/

Individual project

Technical skills

r Scanning different types o f materials

> Processing image files using Photoshop

> Working w ith different image and text formats

> Creating master files and different type derivatives

> TIFF

> JPEG

> PDF

- Working w ith OCR software

> Generating checksums using Fixity software

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Digitization Class: Scanning Project

Outcomes

• For each of the photographic scans

> Digital master file in the tif format (one for

grayscale and one for color)

> High-resolution service master file created as a

result of enhancement processing in the tif format

Two types of derivatives - jpg format (4 files)

1 Access image for online delivery (one for grayscale

and one for color)

2 Print-quality derivative (one for grayscale and one for

color)

• For scanned pages of a text document

> Digital master files in the -tif format (2)

> Access file in the PDF format (1 PDF)

• A brief report about the scanning and image

editing process

Case III

LIS 4850 Digital Preservation

Digital Preservation Class

Objectives

• Examine the principles and practices of

preserving access to information encoded

in digital form

• Assess institutional digital preservation

needs and readiness

• Gain understanding of digital preservation

practices, tools, and strategies

• Make a case for funding digital

preservation activities

Required Texts

Corrado, E M., & Sandy, H M (2017) Digital preservation

for libraries, archives, and museums 2d edition Rowman &

Littlefield

Brown, A (2014/ Practical digital preservation: A how-to

guide for organizations of any size London: Facet Publishing

Topics

• Defining digital preservation

• Needs assessment and user requirements

• Digital encoding; file formats and software

• Preserving digital objects

• Standards and conceptual frameworks

• Tools and technologies; digital storage

• Digital preservation systems and services

• Implementing a digital preservation service

• Funding; Request for Proposals (RFP)

Digital Preservation Class

Digital Preservation Class:

Community-Based Project

• Working with a community partner (library, archives, or museum)

> Assessing the institution's state of digital preservation

> Providing recommendations for improving practices

• Goals

> To provide students with an opportunity to assess institutional digital

preservation needs and readiness

> To gain practical knowledge o f born-digital and digitized m aterials held by

libraries, archives, o r museums

> To gain practical skills in evaluating digital form ats, storage solutions, and

Digital Preservation Class:

Community-Based Project

• Tools - open source software

> Exactly - transfer to o l from AVPreserve

> D R O ID -fo rm a t identification tool

^ Fixity - checksum to o l from AVPreserve

> Collaborative apps (Slack, Google docs)

• Group project (4-5 students in a group)

>• Im proving collaborative and project management skills

• Skills

✓ Preparing digital objects fo r preservation w ith open source software

- Assessing preservation risks

r Evaluating digital form ats and storage solutions

> Evaluating digital preservation softw are and services

> Calculating cost o f digital preservation

Digital Preservation Class:

Community-Based Project

Outcomes

• Needs assessment proposal

> List of interview questions

• Assessment report based on

> A site visit and document analysis

> Interview with a librarian or an archivist

• Final report

> A set of recommendations for improving

practices at tw o levels

1 A minimum set of tools and practices

that can implemented in the nearest

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• Experiential learning and practical projects must have a theoretical foundation

• Hands-on and community-based projects allow students to

> Apply theoretical concepts into practice

> Develop technical skills

> Learn project managem ent skills

> Gain confidence in creating and processing digital objects

• Impact

Students contribute to the field o f practice

> Create educational resources (digital collections, exhibits)

• Challenges of integrating practical projects into classroom teaching

• Oh, S., Yang, s., Pomerantz, J p., Wildemuth, B M., & Fox, E A

(2016) Results of a digital library curriculum field test International

Journal on Digital Libraries, 17(4), 273-286.

• Wildemuth, B.M., Pomerantz, J., Oh, s., Yang, s., and Fox, E.A (2008)

A digital libraries curriculum: Expert review and field testing D-Lib Magazine, 14(7/8)

New competencies and modes of teaching for digital librarianship: the role of international

cooperation

Anna Maria Tammaro DILL International Master

LIS education Workshop

Vietnam National University Hanoi, 22 August, 2018

Where I come from

I teach in Parma Region Emilia (in red)

I live in Florence Region Toscana (arrow)

To the Renaissance

• 0 * *

International cooperation

Biagi (1904) a pioneer of international cooperation says:

■One of the spedal characteristics of the library of the future win be co-operation, and internationalism applied to the division of

labor*(p.11)

“The libraries are also with us the laboratory of science; and librarianship is now considered as a profession, no longer as a pastime or a

sinecura” (p 16)

International cooperation for LIS education

There are no world-wide approved standards for LIS education and there are no formalised methods for determining the recognition of LIS qualifications between different countries.

In a period of great change, international cooperation is a winning strategy to develop a new curriculum.

The international associations and international conferences have been the main channels for stimulating conversations to foster the development of a digital library curriculum.

Internationalisation of LIS education

Objectives of internationalisation

• Mobility

• International dimension

• Harmonisation LIS curriculum

• Attracting foreign students

Barriers to internationalisation

• International Quality Accreditation

• Recognition of qualifications

IFLA for digital library education

In 2000 (revised 2009, 2012) IFLA has published the Guidelines for Professional Library/Information Educational Programs

In 2005 the IFLA Education and Training Section conducted a project to identify the current state of Digital Library education worldwide (Weech, 2006) The findings of the IFLA study indicated a wide range of institutional responses to this educational need.

In 2016 IFLA Library Theory and Research Section started a Project on the role and qualifications of Data curator (Tammaro et al 2016) The changes in scientific research practices create not only challenges for preparing students who are data literate, but also generate a great demand for a workforce that is trained in both scientific disciplines and data management.

The potential of Digital libraries as tools for large-scale social and scientific innovation unites many emerging specialties: digital humanities, digital cultural heritage, e-government, e-science, e-learning, and the list goes on.

NSF International cooperation EU-US

In 2009 the NSF DL Workshop (North Carolina Chapel Hill) was the first step to develop a collaborative digital library curriculum between universities in the United States and the European Union The participants have formed three virtual groups for the development of three different aspects of a joint or twin DL curriculum:

• Dissemination of innovative EU-US curricular experiences,

• Arrangements for recognition of academic credits, and

• Joint development and dissemination of modules and common learning material using common tools and web-based technologies.

To develop a framework for a proposal to the EU-US ATLANTIS Programme of the European Commission and the u s Department of Education, for a curriculum development project or a transatlantic dual degree program, the participants developed a SWOT analysis.

However the ATLANTIS Programme was closed in 2009 and the project suspended!

Digital Library education in Europe

European Commission has intensely promoted Digital Library projects from the mid-1990s.

Digital Library education in the EU has evolved from a somewhat different traditions: cultural heritage or information management or automation of libraries Three approaches to education for digital library have been described in Europe:

1 the cultural heritage approach and the emergence of the convergence of “memory institutions” (often integrated with Digital Humanities and Learning and Teaching);

2 the library-based approach to information and knowledge management (pushed by Minerva Project and Europeana);

3 the cs (Computer Science) isolation from LIS (Library and Information Science) schools (DELOS).

Bologna process

Bologna Declaration objectives: 1) intercultural exchange and international cooperation, 2) harmonisation

of curriculum 3) innovation stimulating joint or twin sỉudy programmes, 4) 'internationalisation at home’ attracting foreign students and 5) the regulation of processes such as the recognition of qualifications and quality assurance.

After Bologna, European LIS programs adopted a new curriculum (undergraduate and graduate programs) evidencing the learning outcomes (not the disciplines), and a new system for awarding academic credit based on students' workload (instead of hours of teaching).

Bologna process tools and framework

A number of tools and framework for documenting learning outcomes already exist

• European Qualification Framework (EQF)

• Diploma supplement,

• ECDL the "computer driving license",

• European language portfolio,

• "Europass".

However, few of these tools are widely known and there is a gap in the LIS labour market for their application.

• the importance in Europe of interdisciplinarity

• the inclusion in Digital Library education of practical activities in which to learn and test that knowledge

• the right balance and combination of IT competencies of LIS professionals

• the issue of the qualification level of Digital librarian.

International Conferences

• EUCLID - ALISE - IFLA "Coping with continual change - change

management in SLIS" conference in Potsdam in 2003

• ELAG-DELOS: IT profiles and curricula Seminar in Parma in 2004

• Digital Library Education Seminar in Florence (Settignano) in 2005

• LIDA Theme "Education and Training in Digital Libraries" extending the

conversation about a curriculum on Digital Library outside Europe in 2008

• iSchool UCLA Los Angeles at the Workshop "Globalization of education for Digital librarianship—implications for iSchools in north America" in 2008

• iSchool North Carolina at Chapel Hill, presenting the Project of developing a Joint EU-US digital Library Curriculum in 2009

Twin and Joint LIS courses in

Europe

MAIS Master International Inform ation Studies - Northum bria and Parma Universities

DILL International Master Digital Library Learning - Oslo,

Tallinn, Parma Universities

MA in Digital Curation - London King's College, Berlin

Hum boldt University

IFLA for recognition of qualifications

IFLA has helped to stimulate the analysis of professional qualifications and their recognition between the nations IFLA Section on Education and Training has been active in the area of equivalence and

reciprocity of professional qualifications since 1977 (Nauta, 1990) A Guidance document has been published in 2009.

In 2008, IFLA Section Education and Training organised a Seminar on “International recognition and equivalency of professional qualifications” A first Satellite in 2009 “Recognition of qualifications and quality of LIS education: the Bologna process challenges in a changing world” was organized during the IFLA Conference in Milan, together with ALISE, EUCLID, ALIEP,

A second Satellite Boras in 2010 ‘‘Cooperation and Collaboration in Teaching and Research: Trends in Library and Information Studies Education”, organized by IFLA together with the ALISE, EUCLID and the Swedish School of Library and Information Science.

Case study

DILL definition of Digital Library:

• Digital Libraries are technological systems and can be studied as such

• They are arenas for information seeking behaviour and for social processes such as learning and knowledge sharing

• They are collection of content which need curation( collection, description, preservation, retrieval, use, etc.)

• They are social institutions with a social mandate that are affected by social,

demographic, legal development.

DILL Case study

• Inte rn atio n al Master DILL

• How it started

• Profile of students

• DILL course structure

• DILL modules in Parma

Digital librarian role

• A bridge between d ig ita l resources and user (but done remotely)

• An agent of innovation, information literacy, citizenship, etc (the role of facilitator of learning, a mentor, a personal trainer)

• Communication skills are im portant for the social role, active citizenship, social inclusion and the collaboration needed with the stakeholders

• Pedagogical skills are enforced in a digital environment, the role of

educator, the teacher librarian, the digital library as virtual classroom

DILL consortia agreement

• W hat philosophy? I t is stressed the social role of DLs

• Learning, m ulticulturalism , knowledge sharing

• Inside or outside libraries? In te rd iscip lina rity of the

inform ation professionals background

• W hat qualification? Master level

• One important com ponent of the course is the Internship

DILL students requirements

Requirements fo r all DILL students:

• A degree in Library and Inform ation Science (based on no less than three years of fu ll-tim e s tu d y - 180 ECTS) or equivalent qualifications, such as a degree in another

relevant subject

• Knowledge and skills of com puters fo r inform ation use

DILL students language requirements

English skills Students from non-English speaking countries

m ust have passed:

• IELTS (In te rn a tio n a l English Language Testing System ) (m inim um score: 5.5 points)

or

• TOEFL (Test of English as a Foreign Language)

(m inim um score: 550 on the paper based test, 213 on the com puter based test, or 79 on the In te rn e t based

te st)

DILL Students nationality

EUROPE

Kosovo Bosnia and Herzegovina Kyrgyzstan

Iran

Italy Serbia

DILL curriculum structure

DILL curriculum Partners responsibilities

Tallinn U niversity

• In fo rm atio n and Knowledge Management (15 ECTS)

• Human Resource Management (15 ECTS)

Parma U niversity

• Digital Documents (15 ECTS)

• Access to Digital Libraries (15 ECTS)

Internship

DILL Thesis

Students can choose to w rite th e ir Master

Thesis at either of the two partner

Institutions, depending on the subject of the thesis and the location of the student's main

Users and usage

Content

• Unit 1: Making the library work for the user

o Users assessment and typologies of users

• Unit 2: Collection development Digitisation workflow

• Unit 3 Digital library services

• Unit 4: Economic and legal issues of digital library

• Unit 5: Digital library values

o Scholarly Communication in the 21st Century

Users and usage

Assessment

Task 1 (20%)

• Group presentation in class and individual task

o Draw up a planning report on the implementation of a project to evaluate the use of a given digital library service

Users and usage

Learning teaching strategy

• Study school, Lessons and Seminars

• Workshops with experts

• Internship

• Guidance and supervision Parma student board facility to facilitate student discussion of important themes.

Users and usage

• The module Access to Digital Libraries provides a conceptual

framework for digital libraries, illustrating the relationship between

people, content and technologies; it is based on research and

experiences of digital libraries in a worldwide and universal context

• It will start from how technologies can enhance the way in which users create and access the digital content, including efficient information retrieval and accessibility and usability issues, and will focus on

application and use of information and information lifecycle

• To make appropriate judgements about information architecture

• To justify their technological choices

• To effectively present their ideas an d strategies