The Mobile LAM (Library, Archive & Museum): New Space for Engagement
Notice bibliographique
Résumé
In response to technological advances, budgetary issues, and changes in the needs of researchers and patrons, two ideas have become part of discussions in LIS literature: collaboration among libraries, archives, and museums (LAMs) and user-centered services. This article focuses on the prospect of combining LAMs and user-centered services, along with collaboration, technology, and user-orientation models to create something new--the Mobile LAM. What's a Mobile LAM? The Mobile LAM would pull together resources (written records and material objects; access to digital collections) from libraries, archives, and museums and then bring them to schools, other educational institutions, and places in communities where teens spend time, in an effort to engage teens with the cultural record, their communities, and to support connected learning. This type of collaboration is possible in a variety of ways: collaboration among local and national libraries, archives and museums; librarians and teachers; teens and donors (those donating materials to repositories); libraries and community businesses, and more. A LIS professional on board the Mobile LAM RV would be responsible for coordinating all aspects of managing the Mobile LAM. What does the Mobile LAM look like? Picture an RV bus, customized to create a flexible, connected learning environment, fully equipped to facilitate engagement, using a combination of technology tools, as well as print and digital materials and physical objects. Long tables on either side would hold several laptops for accessing digital collections, for general research, and to support a wide variety of collaborative projects. Laptops and tablets seem ideal for this space since they can easily be tucked away and do not take up much room, allowing visitors plenty of space for group work and for interaction with the available resources. A SmartBoard visible to all on board would allow visitors the ability to view, create, or give presentations. Cabinets above long tables on either side of the RV would safely house and display print materials and physical objects borrowed from LAMs. These items would not necessarily be permanently housed on the RV but could be changed according to the particular needs of the visitors at any given time. The definition of library (or archive, or museum) is changing. Everything from the services that are provided to whether it lives solely in a bricks-and-mortar building, includes an active interactive digital environment, and/or is mobile and travels to where the community most needs the services provided is under review. Collaboration between LAMs can serve as a vehicle through which LIS professionals can ride the waves of change while remaining relevant and continuing to provide quality services to patrons of all ages. Lisa McGiven and Lianne McTavish describe the challenges and opportunities change presents, highlighting interdisciplinary collaboration: As digitization projects move forward, as government funding becomes increasingly competitive, and as individual citizens harness the power of Web 2.0 technologies to engage with cultural organizations in new ways, librarians, archivists, and museologists--whatever they choose to label themselves--must work together toward a common curriculum and common baseline of expert knowledge to gather, manage, and make accessible the vast array of materials in the coming centuries. (1) Collaboration among LAMs is not a new concept. Given and McTavish provide a specific and early example of the blending of books and objects in the Natural History Society of Montreal created in 1827. An extension of the Society, a museum and library, included written records and material objects that were mutually dependent, one illustrating the other. Scholars would use both scientific books and preserved specimens to expand their understanding of the natural world. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,011 | 0,012 |
| Communication savante | 0,024 | 0,041 |
| Science ouverte | 0,003 | 0,043 |
| Intégrité de la recherche | 0,008 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,052 | 0,011 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».