The Library as a 3rd Place
The Library as a 3rd Place
The Libraries that We Return to
Quote:
“An urban gardener, plants benefit from periodic repotting. Repotting includes pruning and trimming. It can be stressful for the plant. The main reason for repotting is to give the roots room to grow.
What current events indicate is that it is now time to retell the story of the academic library for the digital age. There is an enormous opportunity for libraries to function as scholarship platforms and communication centers.”
Now Available From Statistics Canada: “Open Database of Educational Facilities, Version 2”
Via
Gary Price at LJ InfoDocket
https://www.infodocket.com/2021/04/09/now-available-from-statistics-canada-open-database-of-educational-facilities-version-2/
“From Statistics Canada:
The second version of the Open Database of Educational Facilities (ODEF) is now available as part of Statistics Canada’s Linkable Open Data Environment (LODE) initiative. The LODE aims to enhance the use, accessibility and harmonization of open microdata from authoritative sources such as governments and professional associations. It also supports collaboration on open data and their use for the production of official statistics and for geospatial research. The current version (version 2.0) of the ODEF contains information on approximately 19,000 educational facilities across Canada, and coverage was enhanced to include all Canada’s provinces and territories.
Facilities in the ODEF are classified by grade ranges into International Standard Classification of Education levels. The ODEF contains the following information: facility name, source facility type (as contained in the data source), data provider, address of facility, city, province or territory, latitude and longitude, and unique identifier for each record.
Data were collected between August 2019 and March 2021. The database leverages both open and publicly available data. The ODEF is provided as open data under the Open Government Licence – Canada.
See Also: The ODEF Content is Available For Visualization on a Map Using TheLinkable Open Data Environment Viewer.”
Research Article
Faculty Survey on OER: Perceptions, Behaviors, and Implications for Library Practice
“Authors: Jeffrey D. Bond, Boglarka S. Huddleston, Alysha Sapp
Abstract
INTRODUCTION The Mary Couts Burnett Library at Texas Christian University (TCU) seeks to learn more about university faculty members’ perceptions and behaviors related to open educational resources (OER), and to identify one or more initiatives to increase adoption of OER at the university. METHODS The researchers sent a survey to all university faculty using Qualtrics™, and 104 persons responded. The survey used a combination of multiple-choice and free-text questions, and covered OER adoption and creation by faculty members, their perceptions of OER, and recommendations related to possible initiatives to increase OER interest. RESULTS Among respondents, almost half used OER either currently or in the past, while a fifth created their own OER. When comparing OER to traditional textbooks in terms of being scholarly, the majority indicated that OER and traditional textbooks were about the same level, but a quarter of faculty indicated that traditional textbooks were more scholarly. When asked about initiatives the library could pursue to increase faculty OER creation, the leading responses included financial support of faculty using OER, along with training opportunities. DISCUSSION The researchers were pleased to see that many faculty have used OER either currently or in the past, and that many had positive views surrounding OER. The researchers now have data that support the establishment of OER initiatives. CONCLUSION The survey informs the TCU Library and academic libraries in general. Two initiatives that libraries should consider are establishing an OER training program for faculty and developing a grant program to support faculty members who are adopting or creating OER. Libraries should collaborate with other units on campus such as the center for teaching excellence or the faculty senate.
How to Cite: Bond, J.D., Huddleston, B.S. and Sapp, A., 2021. Faculty Survey on OER: Perceptions, Behaviors, and Implications for Library Practice. Journal of Librarianship and Scholarly Communication, 9(1), p.eP2401. DOI: http://doi.org/10.7710/2162-3309.2401“
World Changing Levels of Key Technologies
World Changing Levels of Key Technologies
“Electrical power went from 10% of US households in 1908 to 80% of US households in 1942.
Cars went from 10% of US households in 1915 to 80% of US households in 1971.
Color TV went from 10% of US households in 1966 to 80% in 1981.
Computers were 20% of US households in 1992 to 67% in 2005.
Cellphones went from 10% of US households in 1994 to 84% in 2009.
Technology Adoption was later for most technology in different countries around the world.
Electric cars were 5% of new car sales in 2020 and are forecast to be 50-90% of new cars sales in 2030. It will take until 2035-2045 for electric cars to dominate all cars. There are about 90 million cars sold per year but 1.6 billion total cars on the world’s roads.
Despite the lag in actual usage, it has become pretty clear to most that electric cars will dominate the world at some point in the near future.”
Faculty Compensation Survey Results
https://www.aaup.org/news/faculty-compensation-survey-results
“The results of the AAUP’s 2020–21 Faculty Compensation Survey, released today, show that real wages for full-time faculty decreased for the first time since the Great Recession, and average wage growth for all ranks of full-time faculty was the lowest since the AAUP began tracking annual wage growth in 1972. After adjusting for inflation, real wages decreased at over two-thirds of colleges and universities. The number of full-time faculty decreased at over half of institutions.
Average pay for part-time faculty members teaching a three-credit course section in 2019–20 varied widely between institutional types, with average rates of pay ranging from $2,611 per section in public associate’s institutions without ranks to $5,760 per section in private religiously affiliated doctoral institutions. (Part-time faculty pay data is collected for the prior year as institutions generally cannot provide employment data on part-time faculty until the end of the academic year).
The survey also asked about the wide range of actions taken by US colleges and universities in response to financial difficulties stemming from the COVID–19 pandemic. At a time when many institutions were already struggling to balance their budgets, many lowered their expenditures by implementing hiring freezes, salary cuts, fringe benefit cuts, furloughs, and layoffs. We highlight the prevalence of such actions and how they have affected faculty members.
See the complete survey results.
Publication Date:
“The full-time faculty members reported
in the survey are those included in the US Department
of Education categories of “Primarily Instructional” and
“Instructional/Research/Public Service,” regardless of whether
they are formally designated “faculty.” They do not include
clinical or basic science faculty in schools of medicine or military
faculty. Full-time faculty members on sabbatical leave with pay
are counted at their regular salaries even though they may be
receiving a reduced salary while on leave. Full-time replacements
for those on leave with pay are not counted. All faculty members who have contracts for the full academic year are included,
regardless of whether their status is considered “permanent.”
Institutions are asked to exclude (a) full-time faculty members
on sabbatical or leave without pay; (b) full-time faculty members whose services are valued by bookkeeping entries rather
than by monetary payments unless their salaries are determined
by the same principles as those who do not donate their services;
(c) full-time faculty members who are in military organizations and are paid on a different scale from civilian employees;
(d) administrative officers with titles such as academic dean,
associate or assistant dean, librarian, registrar, or coach, even
though they may devote part of their time to instruction, unless
their instructional salary can be isolated; and (e) research faculty
whose appointments have no instructional component.”
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