A Clean Sweep: The Tools and Processes of a Successful Metadata Migration

ABSTRACT

In 2016, the University of Utah's J. Willard Marriott Library migrated digital asset management systems from CONTENTdm, a vendor-provided solution from OCLC, to Solphal, a homegrown system utilizing several open source tools. During the migration, issues with metadata led to a large-scale metadata cleanup and standardization project, enhancing discovery in the new system. This article discusses the method used to determine which system would best meet the library's needs, methods for metadata migration, issues observed during migration, metadata management capabilities of the new system, and future plans for post-migration metadata cleanup and remediation to ensure that the metadata is consistent with best practices.     

论教学语言的简练之美

简练之美是语言艺术的一个高峰。不同领域的交际语言都有简练的要求,但是教学语言的简练具有特殊的意义、特殊的要求、特殊的魅力。文章从纯净之美、精当之美、明快之美三个方面,具体论述了教学语言的简练之美。     

Managing Bibliographic Data Quality for Electronic Resources

This article presents a case study of quality management issues for electronic resource metadata to assess the support of user tasks (find, select, and obtain library resources) and potential for increased efficiencies in acquisitions and cataloging workflows. The authors evaluated the quality of existing bibliographic records (mostly vendor supplied) for e-resource collections as compared with records for the same collections in OCLC's WorldShare Collection Manager (WCM). Findings are that WCM records better support user tasks by containing more summaries and tables of contents; other checkpoints are largely comparable between the two source record groups. The transition to WCM records is discussed.     

基于CADAL数字资源元数据的OpenAPI检索服务系统的设计与实现

[目的/意义]通过设计和开发基于CADAL数字资源元数据的OpenAPI检索服务系统,方便CADAL成员单位把自身资源和CADAL相关资源进行有效地重组和整合,提供给读者新的混搭（Mashup）应用,方便读者检索和利用CADAL相关数字资源,提升读者使用体验。[方法/过程]基于OpenAPI开放技术框架,提供标准的应用程序接口,方便开发者以程序的方式访问CADAL数字资源元数据,以JSON或XML等格式返回检索结果,便于程序数据处理并实现资源整合与资源呈现。[结果/结论]CADAL成员单位利用CADAL OpenAPI接口进行资源整合,读者在第三方应用系统上可以方便地检索出CADAL相关数字资源,提高CADAL数字资源的揭示、呈现和利用率,方便读者对CADAL资源的获取和使用。     

Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students

This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the ‘white’ dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students ‘… need to feel that schools belong to them as much as any child’ and that to ‘… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom’. This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.     

Community,love, and culture: pedagogical insights for Black students in White spaces

Abstract

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes.     

Blogging with pre-service teachers as action research: when data deserve a second glance

The implementation of digital pedagogies (i.e. blogging) is one way to mediate large classroom discussions in culturally relevant ways. This 2.5-year longitudinal mixed-method action research study reflects on the ways blogging can further promote culturally relevant discussions explored in face-to-face classes. Findings include pre-service teachers’ use of blogs in: interrogating issues as a means of developing cultural competence; recognizing their own trepidation and lack of self-knowledge related to topics of diversity; and exploring the disconnect between their current knowledge and future practice. Additionally, this study explores ways in which the authors could have further assisted students in challenging their beliefs and strengthening cultural competencies through blog responses.     

Religious Influences in Public Education: Political and judicial Developments

What can preservice teachers tell us about the impact of culture on literacy? Participants responded to an open-ended survey asking, “How do you think your culture influences what you read and write?” Three themes emerged in their answers: family influence, self-exploration through literacy, and the cultural politics of literacy. Further examination led to three premises about literacy. Findings highlight the importance of students’ literacy history and provide means for teachers to reframe their instruction, based on student voice.     

Shame Solutions: How Shame Impacts School-Aged Children and What Teachers Can Do to Help

Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community of its in-house business projects as springboards into further development. Such non-formal learning structures can have wide application to other sites of learning.