Courses on Artificial Intelligence (AI) and Librarianship in ALA-accredited Masters of Library and Information (MLIS) degrees are rare. We have all been surprised by ChatGPT and similar Large Language Models. Generative AI is an important new area for librarianship. It is also developing so rapidly that no one can really keep up. Those trying to produce AI courses for the MLIS degree need all the help they can get. This book is a gesture of support. It consists of about 100,000 words on the topic, with a 4-500 item bibliography.  

Table of Contents:

• Ch. 1: Intellectual Background 

• Ch. 2: Chatbots 

• Ch. 3: Language Models 

• Ch. 4: Large Language Models 

• Ch. 5: Large Multimodal Models

• Ch. 6: Evaluation and the Future

• Ch. 7: Bias and Unfairness

• Ch. 8: Bias in Machine Learning and Librarianship

• Ch. 9: What Might Natural Language Processing (NLP) Bring to Librarianship?

• Ch. 10: What are the Opportunities for Librarians?

• Ch. 11: Librarians as Synergists

• Ch. 12: Librarians as Sentries

• Ch. 13: Librarians as Educators 

• Ch. 14: Librarians as Managers

• Ch. 15: Librarians as Astronauts 

Appendix A: Some Theoretical Background to Librarianship

Appendix B: Working with LLMS

Appendix C: Two Important Methodological Points

Appendix D: Causal Diagrams

Appendix E: Knowledge Graphs

Glossary

Bibliography

Reviews:

As a fellow librarian, I find Artificial Intelligence and Librarianship by Martin Frické to be a remarkably comprehensive and insightful resource. The book discusses everything from foundational AI concepts to advanced applications like language models and chatbots. Each chapter is meticulously detailed, yet understandable, addressing critical issues such as bias, ethical considerations, and the evolving roles of librarians in an AI-driven landscape. The inclusion of practical sections on LLM applications and managerial implications makes this book a guide for modern librarians seeking to harness AI technologies effectively in their work. Whether you're new to AI or looking to deepen your understanding, this book offers valuable knowledge and practical insights tailored to our field.

Frické has done extensive research to provide up-to-date and precise information on the subject. The detailed explanations of AI concepts and their applications in librarianship are well-supported by examples and references. The book's annotated readings and comprehensive bibliography further attest to its reliability and scholarly rigor. Overall, Artificial Intelligence and Librarianship is a trustworthy and accurate resource for any librarian interested in the integration of AI in our profession. It should be noted by the reader (as it was by the author), that the speed of change is rapid and certain ideas could shift with the tides of AI updates.

Conclusion: 

The book was initially daunting due to its wealth of information, but it quickly became an invaluable resource [...]. The book's contextual background provided much-needed clarity, resonating with my professional experiences and enhancing my understanding. I found the discussion on concerns and limitations, as well as insights on Large Language Models (LLMs), particularly enlightening. It helped me make connections to elements like keyword searching and considerations within MARC record 600 fields. Despite the initial challenge, the book's depth and relevance significantly enriched my professional practice. I highly recommend it. [...]

            --Kimberly McFall, Associate Professor, Marshall University

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This volume offers a simple, systematic guide to creating a knowledge sharing practice in your organization. It shows how to build the enabling environment and develop the skills needed to capture and share knowledge gained from operational experiences to improve performance and scale-up successes. Its recommendations are grounded on the insights gained from the past seven years of collaboration between the World Bank and its clients around the world—ministries and national agencies operating in various sectors—who are working to strengthen their operations through robust knowledge sharing. While informed by the academic literature on knowledge management and organizational learning, this handbook’s operational background and many real-world examples and tips provide a missing, practical foundation for public sector officials in developing countries and for development practitioners. However, though written with a public sector audience in mind, the overall concepts and approaches will also hold true for most organizations in the private sector and the developed world.

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This open access textbook goes beyond the surface to explain why *AECO digitization matters with respect to information. The book presents information in the framework of representation, introduces a semantic typology of data and connects process to information management, towards a coherent and transparent theory of building information for the digital era. [*AECO = Architecture, Engineering, Construction, and Operations]

In contrast to other books on the same subjects, this is not a how-to guide. It does not tell you which software or policies to choose for representing buildings and managing the resulting information. Instead, the book argues that one should not start with these practical steps before fully understanding the reasoning behind any such choice. This includes the structure of information and of the representations that contain it, the purposes of managing information in these representations and the situations in which the representations are used. In a nutshell: how information relates to the cognitive and social processes of a specific domain. Without adequate reasoning that covers all syntactic, semantic and pragmatic aspects, adopting this software or that and implementing this policy or that simply subjugate information processing to some prescriptive or proscriptive framework that may be unproductive or inappropriate for the domain and its professionals.

To explain these foundations and principles, the book brings together knowledge from various areas, including philosophy and computer science. Its perspective, nevertheless, remains bounded by the application domain: external knowledge is not imposed on domain practices but used to elucidate domain knowledge. Building information has its own peculiarities, drawn more from convention than necessity, and digitization has yet to address such matters, let alone resolve them. General knowledge about information and representation is essential for developing approaches fit for the digital era. The approach advocated in this book is above all parsimonious: in a world inundated with digital information (Part I), one should not resort to brute force and store or process everything. On the contrary, one should organize information intelligently, so that everything remains accessible but with less and more focused effort.

Table of Contents:

PART I. DIGITIZATION

• 1. Digital information 

• 2. Digitization in AECO 

PART II. REPRESENTATION

• 3. Symbolic representation 

• 4. Analogue representations 

• 5. Building representation in BIM

PART III. INFORMATION

• 6. Data and information

• 7. Information management

PART IV. MANAGEMENT

• 8. Decisions and information

• 9. Process diagrams 

• 10. Information diagrams 

PART V. EXERCISES

• 11. Exercise I: Maintenance 

• 12. Exercise II: Change management 

• 13. Exercise III: Circularity for existing buildings 

• 14. Exercise IV: Energy transition 

• 15. Exercise V: Waste management

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This book goes over a wide range of cataloging schemata, tools, and norms. It presents a concise but thorough view of the basics of library cataloging practice.

[From the Introduction:] 

This book is the product of a desire to combine elements of the most important knowledge found in high-quality textbooks on the subject of Cataloging. Reed Hepler, the Digital Initiatives Librarian and Archivist at the College of Southern Idaho, used his knowledge along with that of the other librarians at CSI and combined it with information found throughout OER, Public Domain, and Open Access resources. The result is this publication on the details of efficient and accurate cataloging.

[...] Trainings created by the Library of Congress have been immensely helpful in creating exercises and adding more expertise than was had by the professionals at CSI. The reader is strongly encouraged to go through the trainings in the Catalogers Learning Workshop of the Library of Congress. [...]

Every time that you use this textbook, please contact Reed Hepler at rhepler@csi.edu and provide the course title and the number of students involved. If you are using it for professional development, please give the institution and approximately how many people are going to use it at your institution. If you are a lone researcher, worker, or student, feel free to reach out and contact Reed with any revisions, questions, or other comments. This allows him to monitor the impact of the textbook and its associated assessments.

Contents:

Introduction and Acknowledgements

H5P Information

I. Overview of Cataloging and Copy Cataloging

1. Cataloging Overview

II. Cataloging Schema

2. MARC Records: Information, Examples, and Most Common Entries

3. FRBR, WEMI and their Impact on MARC

4. RDA Basics and Implications for MARC

5. MARC 336, 337, and 338 Fields in RDA

III. Call Numbers

6. Understanding DDC Call Numbers

7. Understanding LC Call (Catalog) Numbers

8. Creating Call Numbers using Dewey Decimal Classification

9. Creating Cutters using the Library of Congress Classification System

IV. Classification Website Aids

10. Using OCLC Connexion

11. Using WebDewey

12. Using Classification Web

13. Library of Congress Authorities: Subject Headings and Names

V. Shelving

14. Shelving, Shelflisting, and Work and Author Orders

VI. Conclusion

15. Conclusion

Appendix A: RDA to MARC 21 maps and workflows

Appendix B: RDF and the Semantic Web

Glossary 

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Engaging graphics, compelling examples, and easy-to-understand explanations make Choosing and Using Sources: A Guide to Academic Research, your most valuable, open access resource for completing research-based writing assignments and projects.

Save Valuable Time with Choosing and Using Sources, a Free ebook

With this free-of-cost guide, students are better equipped to tackle the challenges of developing research questions, evaluating and choosing the right sources, searching for information, avoiding plagiarism, and much more.

With Choosing and Using Sources, you have:

►      Research help through short videos, easy-to-follow explanations, and self-quizzes, designed to help increase your understanding of the research process.

►       A guide with easy-to-navigate chapters and tips to help you figure out what your instructor may be asking for in a writing assignment or research project.

►      Time savings and increased confidence to successfully carry out research for your class.

Get started with Choosing and Using Sources today.

❱❱❱ Report your adoption.
❱❱❱ View version history.

Table of Contents:

1. Introduction

•  Research Questions

•  The Purpose of Research Questions

•  Narrowing a Topic

•  Background Reading

•  Regular vs. Research Questions

•  Influence of a Research Question

•  Developing Your Research Question

2. Types of Sources

• Categorizing Sources

•  Quantitative or Qualitative

•  Fact or Opinion

•  Primary, Secondary & Tertiary Sources

•  Popular, Substantive Popular, Professional, & Scholarly

•  Publication Formats and the Information Lifecycle

•  Scholarly Articles as Sources

•  News as a Source

•  Data as Sources

•  People as Sources

3. Sources and Information Needs

•  What Sources to Use When

•  Which Kinds of Sources Meet Which Needs?

•  Planning Your Sources

4. Precision Searching

•  Why Precision Searching?

•  Main Concepts

•  Related and Alternative Terms

•  Search Statements

5. Search Tools

•  Library Catalog

•  WorldCat@OSU

•  Google Scholar

•  Specialized Databases

•  Web Search Engines

•  Tips for Common Search Tools

6. Evaluating Sources

•  Thinking Critically About Sources

•  Evaluating for Relevancy

•  Evaluating for Credibility

 7. Ethical Use of Sources

•  Ethical Use and Citing Sources

•  Why Cite Sources?

•  Challenges in Citing Sources

8. How to Cite Sources

•  Citation and Citation Styles

•  Steps for Citing

•  Citation Software

•  When to Cite

9. Making an Argument

•  The Purpose of Academic Argument

•  Components of an Argument

•  Order of the Components

•  Where You Get the Components

10. Writing Tips

•  Writing Tips

•  Helping Others Follow

•  Synthesis of Your Own Ideas

11. Copyright Basics

•  What Is Copyright?

•  What Copyright Covers

•  Rights Granted by Copyright

•  Respecting Copyright

•  Exceptions to Copyright

•  Creative Commons - An Open Option

•  Public Domain and Term of Copyright

12. Fair Use

•  What Is Fair Use?

•  The Four Factors

•  Evaluating Your Case for Fair Use

•  Common Examples of Fair Use

13. Roles of Research Sources

•  Thinking About Roles of Sources

•  BEAM: A Solution That Might Shine

•  Using BEAM: An Example

•  Practice with BEAM

Credits

Glossary

Version History

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This book touches on design thinking, virtual reality, and 3D printing, and their applications in our world. 

The book offers a blend of theory and practice in guiding readers to apply design thinking principles to solving some of our world’s biggest problems. At the same time, readers are encouraged to become aware of new and emerging technologies that make prototyping and applying solutions a reality.

Main Subject: Graphical and digital media applications

Additional Subjects: Virtual reality, 3D Printing

(This book has been adapted and remixed from a number of open resources, all of which are listed in the references at the end of the book.)

Contents:

Introduction

I. Thinking and Designing

1. What is Design Thinking

2. Design Thinking Examples and Class Exercise

II. 360 Degree Video and Virtual Reality

3. A Brief History of VR

4. VR Examples and Discussion Topics

5. Creating Your Own Virtual Worlds

6. 360 Gear Guide (by Joshua Cameron; Gary Gould; and Adrian Ma)

7. Editing Tips for 360 Video (by Joshua Cameron; Gary Gould; and Adrian Ma)

III. From Digital to Physical with 3D Printing

8. A Brief History of 3D Printing

9. 3D Printing and the COVID-19 Pandemic

10. Learning 3D Design with Tinkercad

IV. Part 2 – Generating 3-D Maps

References

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(SEE ALSO: https://da2i.ifla.org/ )

Building on the two previous editions, the 2024 DA2I report looks back on progress in delivering on universal, meaningful access to information for development over the first half of the delivery period for the United Nations’ 2030 Agenda, through data and expert insights. 

The DA2I initiative is based on the conviction that access to information is an essential precondition for development. Without it, decision-making is poorer, democracy is weaker, and progress is slower towards the Sustainable Development Goals. Universal, meaningful access can only happen when there is universal connectivity, equity in societies, and the rights and skills to produce and use information. 

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High impact instructional practices are those that benefit individuals through intellectual growth and positively changed behaviors in many areas of everyday life information seeking and across contexts including home, school, workplace, and recreation. Instructional librarians engage in high impact instructional practices with people of all ages. In this important new book, written to pre- and in-service librarians regardless of the position they hold, the authors put high impact instructional librarianship into clear language addressing essential questions in each chapter and offering research-based theory, models, and practices relevant to instruction, information literacy learning, accessibility and inclusion, instructional design in libraries, teaching in libraries, lesson planning and assessment of learning and emphasizing identifying goals for continuous, self-directed professional learning. Chapters include narrative, charts, tables, videos, links to resources, and wrap up with featured exercises to reinforce and support learning. 

Based on the premise that one of the most crucial aspects of librarianship today is engaging with people as users of information, media, and technology, the authors’ guidance will help library professionals to deliver information literacy instruction in any library type and create their own local, high impact information literacy teaching and learning opportunities.  

Table of Contents:

Preface

Ch. 1: Identity of Instructional Librarian

Ch. 2: Information Literacy Learning

Ch. 3: Accessibility and Inclusion

Ch. 4: Instructional Design in Libraries

Ch. 5: Learner-Centered Instruction in Libraries

Ch. 6: Teaching in Libraries

Ch. 7: Lesson Planning, Implementation, and Assessment

Ch. 8: Self-Directed Professional Learning

Reviews:

This text covers many different aspects of instruction in libraries. This is more of a broad take, so it can be easily applied to many different types of libraries. It also provides a great insight into the complexities of instruction in libraries and discusses the importance of accessibility and inclusion in instruction. I feel like this text could have benefitted from a deeper discussion on developing relationships with other stakeholders, as those relationships are crucial to instructional librarianship.

Overall, I think this is a really great text to begin a discussion on instructional librarianship. There are many different considerations that the authors discussed and there are many ways that instructors could use this material.

            --Robyn Slusher, Librarian, Anoka-Ramsey Community College

This text covers a broad range of instructional theories and demonstrates a variety of instructional methodologies and concepts. It provides a strong summary of the complicated landscape of library instruction.

Unfortunately the book includes a significant number of grammatical (e.g. "their dominate perspective" vs. "their dominant perspective") and punctuation errors throughout. It would benefit from a careful review and polish.

Conclusion:

I'm thankful for this work, and I intend to refer to it as a reference for my instructional practice in the future.

            --Heather Stecklein, Director, UW-Stout Archives and Area Research Center, University of Wisconsin-Stout

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This document focuses on resource centres for health workers. Information is especially important for training health workers, helping them to understand the context of their work, follow new approaches, undertake new responsibilities, improve their practice and remind them of basic concepts.

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This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice.

Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials.

Contents page:

About This Book

Acknowledgements

Foreword

Preface

Introduction to Instruction in Libraries

• 1. Introduction: Instruction in Libraries and Information Settings

• 2. Visions for Teaching in Libraries: Information, Technology, and Other Literacies

Foundations of Teaching and Learning

• 3. Learning Theories: Understanding How People Learn

• 4. Active Learning: Engaging People in the Learning Process

• 5. Critical Pedagogy: Challenging Bias and Creating Inclusive Classrooms

• 6. Accessibility and Universal Design for Learning: Serving Students with Disabilities

Instructional Design

• 7. Identifying Audience Needs

• 8. Establishing Learning Goals and Outcomes

• 9. Assessing Learning

• 10. Selecting Instructional Strategies and Creating Lesson Plans

• 11. Designing Instructional Materials

• 12. Delivering Instruction in the Classroom

• 13. Evaluating and Improving Instruction

• 14. Practicing Reflective Teaching

Teaching Across Venues and Modalities

• 15. Online Instruction: Moving Workshops into the Virtual Environment

• 16. Online Learning Objects: Videos, Tutorials, and Library Guides

• 17. Credit Courses: Teaching Semester- and Year-Long Classes

• 18. Point-of-Need Instruction: Teaching at the Reference Desk and in Consultations

Program Management

• 19. Marketing Library Instruction

• 20. Coordinating Instructional Programs

Appendix A: Instructional Strategies

Appendix B: Examples of Lesson Plans

About the Authors

Reviews:

"A dream come true! Filling a significant gap in the literature, this textbook provides a thorough introduction to instruction in libraries. It builds on solid theoretical foundations, focuses on best practices, and encourages a critical and reflective professional approach to all aspects of instruction. This should be mandatory reading for current and future librarian instructors." 

--Heidi Julien, University at Buffalo, SUNY

"This. This is the book. This is the book we need. I needed this book two decades ago when I was teaching the introduction to library instruction course in library school. This is the book I needed ten years ago when I was helping to design the ACRL Immersion Assessment program. This is the book I needed last year when I was helping a new librarian find their way as a teacher. This is the book we needed. And, now we have it." 

--Lisa Janicke Hinchliffe, University of Illinois, "Foreword"

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Library and Information Science (LIS) is the academic and professional study of how information and information carriers are produced, disseminated, discovered, evaluated, selected, acquired, used, organized, maintained, and managed. This book intends to introduce the reader to fundamental concerns and emerging conversations in the field of library and information science.

A secondary goal of this book is to introduce readers to prominent writers, articles, and books within the field of library science. The book originated as a collection of annotations of important LIS articles. Though these citations are being developed into a fuller text, we hope that this book remains firmly rooted in the literature of LIS and related fields, and helps direct readers toward important resources when a particular topic strikes their fancy.

This book is primarily intended to support introductory courses in graduate-level LIS programs, but it can also be used in Library Technician programs. When complete, this text will be aligned with the Foundations of library services competency set from the ALA-APA Library Support Staff Certification. Laypeople interested in the practical and theoretical considerations that information workers face will also enjoy this book. 

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This textbook explores the history, present, and future of library science, both in theory and in practice. It examines the place of the librarian as arbiter of information access in a constantly-changing and modernizing global community.

The book was written in 2023 to provide a straightforward and comprehensive resource regarding the basics of library and information science. In particular, this textbook will cover the applications of the principles of library science rather than droning on about theory. Theory is important, but application of theoretical principles promotes real, long-lasting learning. The last half of the textbook examines the advent of digital initiatives and electronic resources and how these have altered library science. It also reflects on the ideal experience of a patron visiting a modern library and how patron-facing services can foster informational literacy.

This book is intended to give you a basic understanding of the common services that most libraries provide. While there are many different types of libraries, all of them provide most if not all of the basic services referred to in this textbook. All of them have patrons, although those patrons may have needs best suited to particular libraries. Whether you are going to be a medical, public, or academic librarian, this textbook can help you learn how you can best serve each of your patrons using a variety of resources and functions.

Contents:

• Introduction

• H5P Information

I. Library History and Essential Functions

• 1. Data, Information, and Knowledge

• 2. History of Libraries

• 3. Library Services

• 4. Acquisitions

• 5. Collection Development

• 6. Classification and Cataloging

• 7. Facilities and Funding

• 8. Circulation

• 9. Reference Librarianship

• 10. Preservation

II. Improvements and Adaptations in the Modern World

• 11. Intellectual Freedom

• 12. Digital Initiatives and Library 2.0

• 13. Copyright

• 14. Representation in the Library

III. Supporting the Public to Obtain Public Support

• 15. Reader's Advisory

• 16. Patron Services

• 17. The Modern Library Experience

IV. Conclusion

• 18. Conclusion

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This open access book focuses on theoretical and empirical intersections between governance, knowledge and space from an interdisciplinary perspective. The contributions elucidate how knowledge is a prerequisite as well as a driver of governance efficacy, and conversely, how governance affects the creation and use of knowledge and innovation in geographical context. Scholars from the fields of anthropology, economics, geography, public administration, political science, sociology, and organization studies provide original theoretical discussions along these interdependencies. 

Moreover, a variety of empirical chapters on governance issues, ranging from regional and national to global scales and covering case studies in Australia, Europe, Latina America, North America and South Africa demonstrate that geography and space are not only important contexts for governance that affect the contingent outcomes of governance blueprints -- governance also creates spaces. It affects the geographical confines as well as the quality of opportunities and constraints that actors enjoy to establish legitimate and sustainable ways of social and environmental co-existence.

Contents page:

On the Reflexive Relations Between Knowledge, Governance, and Space

How Knowledge Enables Governance

• Lessons from Rapa Nui (Easter Island, Chile) for Governance in Conditions of Environmental Uncertainty

• Knowledge of Governance as Knowledge for Governance: Spatialized Techniques of Neutralization

• The Atmosphere of Democracy: Knowledge and Political Action

• Risk Governance: From Knowledge to Regulatory Action

• Knowledge and Governance: Can Systemic Risk in Financial Markets Be Managed? The Case of the Euro Crisis

How Knowledge Drives the Effectiveness of Governance

• Explaining Subnational Governance: The Role of Governors’ Codified and Uncodified Knowledge

• The (De-)Contextualization of Geographical Knowledge in Forest Fire Risk Management in Chile as a Challenge for Governance

• Carbon Markets, Values, and Modes of Governance

• The Fight Against Corruption in Brazil: A Case of Good Governance?

• Lateral Network Governance

How Governance Affects Learning and Innovation

• Knowledge and the Deliberative Stance in Democratic Systems: Harnessing Scepticism of the Self in Governing Global Environmental Change

• Nurturing Adaptive Governance Through Environmental Monitoring: People, Practices, Politics in the Kruger to Canyons Biosphere Region, South Africa

• Ex Ante Knowledge for Infectious Disease Outbreaks: Introducing the Organizational Network Governance Approach

• Collective Learning and Institutional Collective Action in Fragmented Governance

• The Remapping of Forest Governance: From Shareholder to Stakeholder

• The Governance of Global Innovation Systems: Putting Knowledge in Context

• Experimentalist Systems in Manufacturing Multinationals: Recursivity and Continuous Learning Through Destabilization

• Networks as Facilitators of Innovation in Technology-Based Industries: The Case of Flat Glass

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Knowledge management (KM) has become an important business strategy in an era of accelerated globalization, digitalization, and servitization of products and services. Maximizing the use of organizational resources becomes fundamental for continuous growth and prosperity. Organizations of various kinds such as resource-based organizations, product-based organizations, as well as knowledge-intensive service-oriented organizations require specific policies and support services to improve the knowledge management in their respective organizations. Knowledge Management Strategies and Applications focuses on the way organizations can create knowledge, share existing or new knowledge, and disseminate them among the stakeholders, most importantly among the employees, managers, customers, and suppliers. The selected topics are drawn from several fields of studies and give a multidisciplinary outlook. The book will be interesting not only for the researchers and students but also for the managers who want to improve knowledge sharing and innovation capabilities in their organizations. 

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Knowledge Services converges information management, knowledge management (KM), and strategic learning into a single enterprise-wide discipline for the benefit of the business or organization in which it is practiced. With the success of knowledge services as a management methodology, the practice has become an acknowledged framework for strategic knowledge management applicable to all businesses and organizations.

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This book comprehensively covers topics in knowledge management and competence in strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, as well as knowledge capture and storage. Presented in accessible “chunks,” it includes more than 120 topics that are essential to high-performance organizations. 

The extensive use of quotes by respected experts juxtaposed with relevant research to counterpoint or lend weight to key concepts; “cheat sheets” that simplify access and reference to individual articles; as well as the grouping of many of these topics under recurrent themes make this book unique. In addition, it provides scalable tried-and-tested tools, methods and approaches for improved organizational effectiveness. 

The research included is particularly useful to knowledge workers engaged in executive leadership; research, analysis and advice; and corporate management and administration. It is a valuable resource for those working in the public, private and third sectors, both in industrialized and developing countries.

[From the book’s Preface:]

To translate great ideas into everyday actions, organizations must close the knowing–doing gap, which arises when talk substitutes for action, memory replaces thinking, fear prevents acting on knowledge, measurement obstructs good judgment, and internal competition turns friends into enemies. These Knowledge Solutions offer organizations tools, methods, and approaches with which to bridge the gap.

This compendium of Knowledge Solutions can build competencies in the areas of strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, and knowledge capture and storage—all of which are essential to high-performance organizations. A bonus is that about half of the Knowledge Solutions are also arranged in 11 recurrent themes such as corporate creativity and innovation, creating teams with an edge, leading in organizations, making partnerships work, and nurturing knowledge ecologies.

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Beni-Amer cattle owners in the western part of the Horn of Africa are not only masters in cattle breeding, they are also knowledge sovereign, in terms of owning productive genes of cattle and the cognitive knowledge base crucial to sustainable development. The strong bonds between the Beni-Amer, their animals, and their environment constitute the basis of their ways of knowing, and much of their knowledge system is built on experience and embedded in their cultural practices.

In this book, the first to study Beni-Amer practices, Zeremariam Fre argues for the importance of their knowledge, challenging the preconceptions that regard it as untrustworthy when compared to scientific knowledge from more developed regions. Empirical evidence suggests that there is much one could learn from the other, since elements of pastoralist technology, such as those related to animal production and husbandry, make a direct contribution to our knowledge of livestock production. It is this potential for hybridization, as well as the resilience of the herders, at the core of the indigenous knowledge system.

Fre also argues that indigenous knowledge can be viewed as a stand-alone science, and that a community’s rights over ownership should be defended by government officials, development planners and policy makers, making the case for a celebration of the knowledge sovereignty of pastoralist communities 

Table of contents:

Intro

Preface

Acknowledgements

Contents

List of figures

List of tables

Chapter One: Introduction

• The Beni-Amer cattle herders;

• Productive potential of the cattle in the study area and the scientific evidence;

• Traditional area of the Bgait/Bulad cattle;

• Key elements of pastoral knowledge among the Beni-Amer

Chapter Two: The case for Indigenous knowledge systems and knowledge sovereignty

• The broader context;

• The 'Indigenous' versus the 'scientific' position;

• Advancing the cause of knowledge sovereignty Threats to Indigenous knowledge and knowledge sovereignty

• Key debates:

-- Are Indigenous knowledge systems sufficient to address modern food needs?

-- Do Indigenous knowledge systems perpetuate socio-cultural systems of repression and segregation?

-- Are Indigenous knowledge methods in food production geographically and culturally suitable, while 'cookie-cutter' global scientific methods are not?

-- What are the economic and health implications of low-input versus high-input methods?

-- Hybrid knowledge systems: are they feasible?

• Knowledge sovereignty: threats, adaptation and merger

Chapter Three: The Horn of Africa: the ecological setting and the position of the pastoralists 

• The ecological setting;

• Rainfall and climate;

• Water resources;

• Range resources and vegetation;

• Seeking a broad definition of pastoralism and agro-pastoralism in the Horn of Africa;

• Defining pastoralism in Beni-Amer terms;

• Pastoral specialisation versus diversification;

• Social organisation, power structure and the socio-economic/cultural role of livestock among Beni-Amer cattle owners;

• Competition and conflict over resources;

Chapter Four: Overview of the key elements of the pastoral knowledge systems of the Beni-Amer

• The importance of crossbreeding practices;

• Herd composition and managing productive herds;

• Animal production and husbandry;

• Ethno-veterinary knowledge and practice;

• Ethno-botanic knowledge and traditional land use

Chapter Five: Animal production among the Beni-Amer

• Knowledge of breeds and the origins of Bgait cattle;

• Pastoral genetics: breeding with purpose;

• High milking ability, size and coat colour;

• Loyalty to the herder and a good fighter against intruders;

• Walking ability

• Comparison with western breeding systems

• An example of manipulating breeding;

• Breed selection among the Beni-Amer;

• The process of bull selection;

• Sensitivity to heat (oestrus) detection;

• Calving, milk let-down and yields;

• Herd composition, size and structure

Chapter Six: Cattle husbandry among the Beni-Amer

• Knowing your animal, according to the Beni-Amer;

• Naming animals;

• Signs of property (tribal branding);

• Herd management;

• Salt provision;

• Night grazing and grazing patterns;

• Crop fodder provision;

• Watering;

• Labour;

• Herding techniques;

• Oestrus detection and mating

Reviews:

• ‘Well-written, easy to read and comprehend by the general reader. It is a must-read for specialists in the fields of animal science, veterinary medicine, indigenous knowledge systems and pastoralism in Africa.’ -- African Review of Economics and Finance

• ‘Indigenous knowledge and the sovereignty issues addressed in the book are hallmarks not only to recognize African cattle herders but to use this knowledge to mitigate climate change and appreciate the resilience of these herders. The book will be a major resource for students, researchers and policy makers in Africa and worldwide.’ -- Mitiku Haile, Professor of Soil Science at Mekelle University (Ethiopia)

• ‘A riveting and rare book! Zeremarian Fre guides you along the sandy [dusty] tracks and grassy pastures that the Beni-Amer and their herds have been softly tracing over time all through the Horn of Africa. …One of the virtues of the book is to illustrate vividly and in clear language how their continuous self built endogenous knowledge on agro-pastoral life is not only at the core of their survival and the survival of their herds, but more importantly a powerful weapon to face and resist multiple aggressions among which severe droughts, cattle raiders, land grabbing or the invasive effects of urbanization. Ground breaking and a huge achievement.’ -- Yves Cabannes, Emeritus Professor of Development Planning, The Bartlett Development Planning Unit, UCL

• ‘This fascinating book not only gives a unique insight into the knowledge and practice of pastoralists in the Horn of Africa from the author’s first-hand experience, it is also provides an incisive critique of the multiple dimensions of knowledge, paying tribute to the sovereignty of indigenous knowledge. It has a timely relevance for global sustainability that will appeal to a wider readership.’ -- Nicole Kenton, International Development Consultant, former long serving senior staff member of the International Institute for Environment and Development (IIED)

• ‘The author has worked with our Beni-Amer pastoral communities in Eastern Sudan and Western Eritrea for over 30 years and this book is the first of its kind in documenting our practices, knowledge systems, heritage and way of life. Dr Fre, whom we deeply love as our adopted son, examined the most important issues concerning the relationship of Beni-Amer pastoralists and their cattle in ways which truly demonstrate that we are masters of cattle breeding. We urge the author to translate the book into our own language so that our wider pastoral community could cherish, own and use the book to sustain our production system for future generations.’ -- Mustafa Faid and Mohamed Ali, Leaders of the of the Pastoral and Environmental Association Kassala State (PEAKS)

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This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources.

When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is.

I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.

    (By Tutaleni I. Asino)

Summary of Contents Page:

Introduction

1. Board games and learning: Why care in the digital age?

2. Effective Instruction in Blended Learning Environments

3. Podcasting as a Mode of Motivation in Online and Blended Learning

4. Virtual Proctoring and Academic Integrity

5. Personal Learning Networks: Defining and Building a PLN

6. Digital Learners in the Workplace

7. Digital literacies and the skills of the digital age

8. Playful Approaches to Learning

9. The Digital Divide

10. Ignored Conversations: Higher education funding in the digital age

11. Literacy in the Digital Age: From traditional to Digital to Mobile Digital Literacies

12. The Digital Divide and the lack Financial Literacy among First Generation

13. Resources

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Libraries, archives and museums have traditionally been a part of the public sphere's infrastructure. They have been so by providing public access to culture and knowledge, by being agents for enlightenment and by being public meeting places in their communities. Digitization and globalization poses new challenges in relation to upholding a sustainable public sphere. Can libraries, archives and museums contribute in meeting these challenges?

Contents Page:

1 Introduction – Physical Places and Virtual Spaces: Libraries, Archives and Museums in a Digital Age

PART I: POLICIES

2 LAM institutions: a Cross-country Comparison of Legislation and Statistics on Services and Use

3 The Digitalization Imperative: Sacralization of Technology in LAM Policies

4 The Institutions Go Digital

5 Norwegian National Policies for Digitalization in the LAM Sector – Imperative and Implementation

6 Organization and Funding of Digitization in the Visegrád Countries

7 Institutional Convergence and Divergence in Norwegian Cultural Policy: Central Government LAM Organization 1999–2019

PART II: PROFESSIONS

8 LAM Professionals and the Public Sphere

9 Perceptions and Implications of User Participation and Engagement in Libraries, Archives and Museums

10 Like, Share and Comment! The Use of Facebook by Public Libraries and Museums: A Case Study from Tromsø, Norway

11 Reading Between the Shelves – the Library as Perspective in Life and Profession

PART III: USERS

12 The Use of LAM Institutions in the Digital Age

13 Libraries and Democracy in Germany. As Perceived by the Public in Contrast to the Professionals

14 Democratic Coexistence, Tiny Publics and Participatory Emancipation at the Public Library

15 Being, Learning, Doing: A Palace for the Children?

16 Libraries and the Sámi population in Norway – Assimilation and Resistance

17 The Joys of Wiki Work: Craftsmanship, Flow and Self-externalization in a Digital Environment

The Authors

Index

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The book refers to the UNESCO’s ESD for 2030 education program. Libraries, especially green and sustainable libraries, deserve prominent recognition as learning institutions and active driving partners for Education for Sustainable Development and which support their governments’ sustainability efforts. In line with the Berlin Declaration on ESD and the UNESCO program, the book focuses on innovative approaches and informal education projects, created and provided by green and sustainable libraries.  

Table of Contents:

Frontmatter

Contents

About IFLA

Preface

Part I: General

• 1 Empowering Communities, Sustaining the Planet: The Role of Libraries

• 2 Library-led Education for Sustainable Development: A Paradigm Shift

• 3 Data Information Literacy for Sustainable Development with a Special Focus on Italy

• 4 Arts-based Sustainability: From New York to Malawi

• 5 Incentives for Open Science and Advancing Sustainability: A German Perspective

Part II: Public and School Libraries

• 6 Nurturing Young Environmental Stewards: A Citizen Science Corner in an Australian School Library

• 7 Creating Green Libraries in Colombia through Education for Sustainable Development

• 8 Cultivating Sustainability: Education and Action in Hungarian Public Libraries

• 9 Libraries Striding Towards a Sustainable Society in India

• 10 Beyond the Bookshelf: Green Libraries as Catalysts for Sustainability in Slovenia

• 11 Green Libraries Meet the Arts in Spain: Alliances Shift Feelings, Consciousness and Actions

Part III: Academic Libraries and LIS Education

• 12 Empowering Students for a Sustainable Future: Information Literacy in Academic Libraries

• 13 Championing Sustainable Development in Academic Libraries: Insights from East Africa

• 14 Implementing a Sustainability Agenda at Göttingen University Library

• 15 Inspiring a New Generation: Spanish University Libraries and Sustainability Education

• 16 Cultivating Change: Student-Driven Sustainability Projects

• 17 Leveraging Open Educational Resources to Foster Sustainable Educational Development in Switzerland

• 18 Integrating Education for Sustainable Development into Philippine Library and Information Science Education

Contributors

About the Series:

The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession.

The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems. 

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There is increasing use of AI technologies in many aspects of library operations and types of libraries. This ranges across public, national, research, academic and special libraries and includes public and reference services, automated classification, special and research collections, archives and customer service through chatbots and discovery systems.

Vendors are also adding elements of AI in new and existing library products including search and discovery and research platforms and recommender systems.

The role and impact of AI present opportunities and challenges and open future possibilities. IT plays a significant role in the development and use of AI technologies, but ethical considerations and wider organizational thinking must also play an equally significant role. AI’s uses can have considerable impact and possible unintended consequences on library operations and services and wider societal implications. All of this is considered in this both pragmatic and wider philosophical text.

This publication provides an opportunity to explore developing new library AI paradigms, including present use case practical implementation and opportunities on the horizon as well as current large ethics questions and needs for transparency, scenario planning, considerations and implications of bias as library AI systems are developed and implemented presently and for our collective future.  

Table of Contents:

Frontmatter

Contents

About IFLA

Preface

• 1 Artificial Intelligence and Libraries: An Introduction

Part I: Current Directions in Artificial Intelligence for Libraries

• 2 Current Directions for Artificial Intelligence in Libraries: An Introductory Overview

• 3 Artificial Intelligence: Already in Libraries?

• 4 Developing Artificial Intelligence in an Ethical Way in European Libraries

• 5 Investing in Artificial Intelligence: Considerations for Libraries and Archives

Part II: The Implications for Use of Artificial Intelligence in Libraries and Education

• 6 The Implications for Use of Artificial Intelligence in Libraries and Education: An Introductory Overview

• 7 The Policy Context of Artificial Intelligence

• 8 Toward Bias-free Artificial Intelligence for Student Success in Higher Education

• 9 Building Library Artificial Intelligence Capacity: Research Data Repositories and Scholarly Ecosystems

• 10 Impact of Artificial Intelligence on Library Services: Reflections on a Practical Project

• 11 Ethics Case Studies of Artificial Intelligence for Library and Information Professionals

Part III: Projects in Machine learning and Natural Language Processing

• 12 Projects in Machine Learning and Natural Language Processing in Libraries: An Introductory Overview

• 13 Without Heading? Automatic Creation of a Linked Subject System

• 14 Transferring Applied Machine Learning Research into Subject Indexing Practice

• 15 Topic Modelling in the Ottoman Kadi Registers

• 16 Assessing Machine Learning for Cataloging at the Library of Congress

• 17 From Text to Data Inside Bibliographic Records: Entity Recognition and Linking

Part IV: Artificial Intelligence in Library Services

• 18 Artificial Intelligence in Library Services: An Introductory Overview

• 19 Empowering Library Services: Building a ChatGPT Chatbot

• 20 Fundamentals of Artificial Intelligence for Libraries

• 21 Developing Digital Literacy Using Mini-AI Games

• 22 How Ex Libris Uses Artificial Intelligence and Smart Services to Transform Libraries

• 23 Artificial Intelligence in Libraries on $5 per Day: Image Matching with Koha

Glossary

Resources

• Resources to Get Up to Speed on Artificial Intelligence

• Generative Artificial Intelligence for Library and Information Professionals

Contributors

About the Series:

The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession.

The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems. 

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This volume examines the phenomenon of fake news by bringing together leading experts from different fields within psychology and related areas, and explores what has become a prominent feature of public discourse since the first Brexit referendum and the 2016 US election campaign.

Dealing with misinformation is important in many areas of daily life, including politics, the marketplace, health communication, journalism, education, and science. In a general climate where facts and misinformation blur, and are intentionally blurred, this book asks what determines whether people accept and share (mis)information, and what can be done to counter misinformation? All three of these aspects need to be understood in the context of online social networks, which have fundamentally changed the way information is produced, consumed, and transmitted. The contributions within this volume summarize the most up-to-date empirical findings, theories, and applications and discuss cutting-edge ideas and future directions of interventions to counter fake news.

Also providing guidance on how to handle misinformation in an age of “alternative facts”, this is a fascinating and vital reading for students and academics in psychology, communication, and political science and for professionals including policy makers and journalists.

Contents:

Ch. 1 -  What is New and True 1 about Fake News?

Part I -  The journey and aftermath of (false) information in networks

• Ch. 2 -  How Bad is the Fake News Problem?: The role of baseline information in public perceptions

• Ch. 3 -  Truth and the Dynamics of News Diffusion on Twitter

• Ch. 4 -  Retracted Articles – the Scientific Version of Fake News

Part II -  Cognitive processes in accepting, sharing, and correcting misinformation

• Ch. 5 -  When (Fake) News Feels True: Intuitions of truth and the acceptance and correction of misinformation

• Ch. 6 -  Truthiness: How non-probative photos shape belief

• Ch. 7 -  Can that be True or is it Just Fake News?: New perspectives on the negativity bias in judgments of truth

• Ch. 8 -  False Beliefs: Byproducts of an adaptive knowledge base?

• Ch. 9 -  Psychological Inoculation Against Fake News

Part III -  Motivational processes in accepting, sharing, and correcting misinformation

• Ch. 10 -  Your Fake News, Our Facts: Identity-based motivation shapes what we believe, share, and accept

• Ch. 11 -  Conspiracy Beliefs: Knowledge, ego defense, and social integration in the processing of fake news

• Ch. 12 -  Fake News Attributions as a Source of Nonspecific Structure

Reviews:

"Fake news is a serious problem for politics, for science, for journalism, for consumers, and, really, for all of us. We now live in a world where fact and fiction are intentionally blurred by people who hope to deceive us. In this tremendous collection, four scientists have gathered together some of the finest minds to help us understand the problem, and to guide our thinking about what can be done about it. The Psychology of Fake News is an important and inspirational contribution to one of society’s most vexing problems." – Elizabeth F Loftus, Distinguished Professor, University of California, Irvine, USA

"This volume provides a great entry point into the vast and growing psychological literature on one of the defining problems of the early 21st century – fake news and its dissemination. The chapters by leading scientists first focus on how (false) information spreads online and then examine the cognitive processes involved in accepting and sharing (false) information. The volume concludes by reviewing some of the available countermeasures. Anyone new to this area will find much here to satisfy their curiosity." – Stephan Lewandowsky, Cognitive Science, University of Bristol, UK

"This is an interesting, innovative and important book on a very significant social issue. Fake news has been the focus of intense public debate in recent years, but a proper scientific analysis of this phenomenon has been sorely lacking. Contributors to this excellent volume are world-class researchers who offer a detailed analysis of the psychological processes involved in the production, dissemination, interpretation, sharing, and acceptance of fake news. This book should be essential reading to anyone interested in public affairs, and especially to students, researchers, and applied professionals in the social sciences." – Joseph P Forgas, Scientia Professor, University of New South Wales, Sydney, Australia

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The handbook comes from hours of discussion and exchange during workshops and symposia on information, knowledge and community development in the Horn of Africa. Kingo Mchombu led these discussions. He introduced the Community Information Resource Centre (CIRC) as the tool that serves the purpose of development. Men and women responded to the training sessions and asked the Horn of Africa Capacity Building Programme (HOACBP) to provide a handbook that the partners could use in their local situations. 

The second edition of the Handbook is the result of an evaluation of the first edition by HOACBP partners who had used it in their communities. Some minor editorial changes have been made to the original text. At their request, a few new sections and two chapters have been added. They expand the work to include the current state of development in Africa, the importance of HIV/AIDS information resource centres (chapter 6) and an assessment of the developments in Ethiopia (chapter 7). These additions bring the text up-to-date and increase its value as a community development tool.

From the Introduction:

"Sharing Knowledge is about freedom. It is concerned, more specifically, with the five freedoms identified by economist Amartya Sen in Development as Freedom, as key for human and social development: [1] political freedoms; [2] social opportunities such as education; [3] transparency guarantees as a right of every citizen; [4] protective security against risks, such as ill health; and [5] economic facilities leading to greater autonomy. This handbook is for women and men making use of information and knowledge for the realization of their freedoms and those of their communities."

Summary of Contents page:

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

• CH. 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . 9

• CH. 2: Information and Human Development . . . . . . . . . 13

• CH. 3: The Content of Information and Knowledge in Community Information Resource Centres. . . . . . . . . . . . . 29

• CH. 4: Information Sharing and Processing in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

• CH. 5: Keeping the Community Information Resource Centre Alive . . . . . . . . . . . . . . . . . . . . . . . . . 67

• CH. 6: Why Do We Need HIV/AIDS Resource Centres? . . . . 89

• CH. 7: Case Studies and Lessons Learned: Experiences from the Grassroots on Setting up Community Information Resource Centres (CIRCs) . . . . . . . . . 105

Glossary of Terms in the Handbook . . . . . . . . . . . . . . . . . 135

List of References . . . . . . . . . . . . . . . . . . . . . . . . . . 149

APPENDIX 1: Library Unit Operations in the CIRC . . . . . . . . . 153

• Selection of Materials: Guidelines . . . . . . . . . . . . . . . . . . . 154

• Ordering of Materials . . . . . . . . . . . . . . . . . . . . . . . . 155

• Processing of Materials . . . . . . . . . . . . . . . . . . . . . . . . 155

• Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

• Cataloguing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

• Handling Audio-visual Materials . . . . . . . . . . . . . . . . . . . 159

• Reference Collection . . . . . . . . . . . . . . . . . . . . . . . . . 160

• Lending Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

• Membership Registration . . . . . . . . . . . . . . . . . . . . . . 160

• Book Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

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