Social and Behavioral Sciences Commons^™

Not Just For Geeks: A Practical Approach To Linked Data For Digital Collections Managers, Silvia B. Southwick, Cory K. Lampert

Library Faculty Presentations

As digital library managers, we know our collections contain rich metadata, but data (or metadata) are encapsulated in these records and are accessible to users only when records containing them are retrieved in a search. This approach for managing data, although a common practice that extends far beyond digital collections, creates silos of data. Data associated with records is isolated and does not directly link to related data existing in other records. These silos hide valuable relationships among data, leaving to users the task of discovering these hidden connections.

Join other digital library managers at this workshop designed to provide …

Libraries As Partners Around The University Table, Bonnie J. Smith, Maria A. Jankowska, Marianne A. Buehler

Library Faculty Presentations

Agenda

Introduction - the need for the study

Research Questions

Research Method

Main Findings

The Well‐Rounded Archivist: A Unlv University Archivist Perspective, Tom D. Sommer

Library Faculty Presentations

I’m going to be focusing on three main themes today:

• The first theme will be “Being a University Archivist.”

• Next will be the things that I “Wish I had Known.”

• Lastly, I’m going to provide you a series of thoughts and feelings that center around my “Advice for New Archivists.”

“Seeing” The Elephant: Assessing The Impact Of Library-Composition Program Collaboration On First-Year Student Learning, Erin E. Rinto

Library Faculty Presentations

Though university libraries and composition programs have historically collaborative relationships, these partnerships can take a variety of formats, including single course period library sessions, teaching-the-teachers, and librarian-driven assignment models. A hybrid of these collaborative approaches was implemented Fall 2012 at UNLV in an effort to provide first-year composition students with a more systematic information literacy experience in the required ENG 102 course. A two-pronged assessment method was used to evaluate the impact of the collaboration for both first-year student learning as well as to implement programmatic change.