Auraria Library

ABSTRACT Amidst dynamically changing information access and knowledge creation environments, employees of the Dr. Martin Luther King, Jr. Library in San José, California completed organizational development activities. Focused on strategic directions, participants advanced lifelong learning proficiencies, which they now exercise with Web 2.0-enabled communication systems fortified by reinvented structures and processes.

Abstract This article elaborates the concept of informed learning and locates it in educational, workplace, and community settings. Drawing on existing research into people's experience of information literacy, it identifies critical experiences of informed learners in each of these three settings. It also explores the support required in educational, community, and workplace contexts, which makes informed learning possible.

Abstract. This organizational change initiative involved nineteen project participants in guided application of Soft Systems Methodology (SSM) tools to rethink, repurpose, and retool organizational outcomes from 2003-2006. Action research results suggest the efficacy of using this approach for interactive (re) design of technology-enabled environments, systems and tools.

Abstract Auraria Library leaders at the University of Colorado Denver, USA employed Appreciative Inquiry (AI) principles, processes, and practices to inclusively redesign organizational structure, social relationships, knowledge systems, and workplace aspirations. Throughout the four year period, from 2008 through 2012, intervention activities employed life generating properties which were appreciative, applicable, provocative, and collaborative.

Soft systems methodology processes fortified by collaborative evidence-based librarianship (EBL) principles can guide end-user involvement in digital library project design and development. This paper aims to reveal the efficacy of this inclusive human-focused approach for building systems through user-generated research examples.

Abstract Converging information, communication, and computing technologies create new opportunities for university librarians to contribute to knowledge creation activities. At California Polytechnic State University in San Luis Obispo, USA, authors partner with academic colleagues to develop student learning experiences which reflect the dynamic engagement with information that characterizes the Interaction Age.

Purpose–The purpose of this paper is to show how information and communications technology (ICT) literacy skills reflect twenty-first century requirements for researching and communicating information in digital environments. An interactive problem-based, scenario-based, web-based assessment tool, iSkills TM, has been developed through a broad-based effort to establish standards for performance and certification of ICT literacy proficiencies.

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Abstract Undergraduate students currently enrolled in US universities represent the first generations to grow up with the digital technologies developed and disseminated in the last decades of the 20th century. Having spent their entire lives using computers, videogames, digital music players, video cams, cell phones, email, instant messaging, and all the other tools and toys of contemporary technology, they think differently (Prensky, December 2001).

Abstract: Inspired by a three‐year Creative University 'arena'initiative at Luleå University of Technology in Sweden, an international team of faculty researchers conducted an exploratory study in 2005, which aimed to investigate the efficacy of an interactive design and evaluation process for technology‐enabled collaborative

Increasingly, successful professions in contemporary information and knowledge organisations are reliant on individual and collective information literacy capabilities. This paper argues that within the library and information management industry, professionals enjoy especially rich opportunities to cultivate requisite workplace information literacy knowledge, skills and abilities.

As an outcome of the Libraries and Information for International Students Project (LIISP), this paper presents insights into first year international students' experiences of using library resources, services and spaces at their host university. It focuses on a collective case study conducted between 2014 and 2016 at one Australian and three North American libraries, with 320 first year international students. The research design was informed by the Project Information Literacy study of US first year domestic students' library use (Head, 2013). Data were collected via survey and semi-structured interviews, and analyzed thematically. Findings of the four cases were compared with each other, and with the PIL study. Four key insights emerged:  International students are characterised by their diversity and individuality.  First year international students' library and information use, and associated challenges are generally similar to those of US domestic first year students transitioning from high school to university.  The challenges international students experience generally relate to unfamiliarity of the socio-cultural environment and academic and library practices at their host university, rather than generalised educational deficit.  The library is vital to supporting international students' transition to life and study at a host university. The findings inform library space design and inclusive transition support that integrates informed learning and transition pedagogy. They are relevant to university administrators, librarians and educators in culturally diverse higher education.

In this article the author explores
how the systems department at the
Auraria Library (which serves more
than thirty thousand primarily commuting students at the University of
Colorado–Denver, the Metropolitan
State College of Denver, and the
Community College of Denver) diagnosed and analyzed slow response
time when querying proprietary
databases. Issues examined include
vendor issues, proxy issues, library
network hardware, and bandwidth
and network traffic.