Knowledge Experts

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Knowledge Experts Knowledge Management and
E-Learning Skills for Digital Librarians

• Aban Budin Gerhard Budin
• University of Vienna

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Problem Situation and Assumptions

• Many librarians still lack advanced media
  literacy for pro-active digital library services.
• In addition, many libraries are not yet prepared
  for assuming new roles and functions in
  institutions and net works, in particular in the
  areas of e-learning and content management.
• Furthermore, librarians are mostly seen as
  service providers in the traditional way and not
  quite as equal to academic staff in connection
  with content development.
• Such new roles and functions may lead to emerging
  professional profiles and specializations for
  digital librarians.

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Digital libraries for E-learning Environments

• E-learning environments rely on digital content
  that has to be organized, stored, managed, and
  supplied in pertinent ways to support learning
  processes.
• Unfortunately, in most e-learning environments,
  libraries are still playing a marginal role.
• Learning objects are stored in repositories and
  indexed with educational meta-data (IEEE LOM
  Standard).

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Digital Libraries and Knowledge Management

• In addition to corporate environments, knowledge
  management is increasingly applied also in
  education, the public sector, and other spheres
  of society.
• Sustainable knowledge management relies on
  intelligent preservation of data for their
  instant retrieval and re-use in new situations.
• Holistic knowledge management strategies and
  applications acknowledge a crucial role of
  digital libraries.

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A holistic integrated view

• E-learning
• Strategies
• Applications
• Digital Libraries Knowledge Management

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Case study E-learning meets Digital Libraries in
BRICKS

• BRICKS Building Resources for Integrated
  Cultural Knowledge Services (IP in FP6).
• Integrating e-learning experiences and university
  initiatives of transforming cultural content into
  learning content for academic learning
  environment.
• Introducing students to real life scenarios in
  cultural heritage management.

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Relevant Dimensions of E-Learning

• Blended learning scenarios.
• Learning content development didactic modelling
  and reorganization of existing content.
• Learning technologies and standards.
• Multi-lingual and cross-cultural learning
  scenarios.

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Standards in E-Learning

• The learning object meta data model for learning
  resources
• Involves IEEE LTSC, JTC1/SC 36, IMS, CEN, etc.
• SCORM (Shareable content object reference
  model) Specifications and framework.
• Builds upon and integrates other standards
  initiative such as DCMI.
• -gtMany links to digital libraries and their roles.

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Principles for E-Learning Standardization

• Inter-operability,
• Re-usability,
• Manageability,
• Accessibility,
• Durability,
• Granularity (Modularizability).

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Conclusions Goals for Digital Library Education

• Digital libraries, as enabling tools for
  e-learning and knowledge management environments,
  need enabled staff.
• Not only librarians need further education to
  adapt to their changed market and to assume their
  new roles and images, but also the academic staff
  and students need to envision the library and its
  staff in a new role
• Interaction between library staff, teachers and
  students in developing Learning Objects and
  contents for e-learning from the library
  collections.
• Further education for library staff should be on
  part-time, distance learning basis, in shorter
  courses than normal library school curricula.
• It is vital to adapt the contents, the level and
  the goals of the further education for librarians
  to their respective age, the position, cultural
  and social as well as educational background, in
  order to ensure outmost motivation and further
  implementation.
• Sustainable business models (including third
  party funding, incentives in HRM).

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Conclusion Examples (1)

• Examples of relevant continuous education
  programs in Austria
• Co-operation between the Semantic Web School and
  the Brain-Pool of the Austrian National Library
• The Knowledge Experts Project (European Social
  Fund) of the University of Vienna
• Digital literacy and media literacy
• Social skills
• Communication skills in digital work environments
• E-tutoring/e-learning competencies
• Special perspectives on digital libraries in
  their wider roles and functions in a learning
  society
• Knowledge management / Content management
• Gender mainstreaming strategies and skills

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Conclusion Examples (2)

• ICIMSS
• Stands for The International Centre for
  Information Management Systems Services.
• Launched in 1997-98 as an international
  initiative to provide further professional
  development to information professionals in
  Central and Eastern Europe.
• Designed as blended learning course currently a
  new programme is under development.

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Conclusion References

• Brain Pool
• http//www.onb.ac.at/about/aus/bpool/index.htm
• BRICKS
• http//www.brickscommunity.org
• E-learning Centre, University of Vienna
• http//elearningcenter.univie.ac.at/
• http//www.univie.ac.at/lehrentwicklung/
• ICIMSS
• http//www.icimss.edu/
• The Semantic Web School
• http//www.onb.ac.at/about/aus/bpool/sws.htm

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Thank you for your attention.

• aban.budin_at_univie.ac.at
• gerhard.budin_at_univie.ac.at