PurposeThis paper aims to consider the potential use of Web 2.0 tools as the basis for the creation of a virtual research environment. Specific features of the Web 2.0 world are explored because of their suitability for this purpose.Design/methdology/approachThe concepts of virtual research environment and Web 2.0 are defined and the theoretical merits of using Web 2.0 tools are considered against the key components required for the successful implementation and operation of a VRE in the context of the UK academic sector. The most relevant Web 2.0 tools are considered on a brief, individual basis before being mixed together to construct a desktop‐based VRE based on a web browser. Final sections explore the role for the librarian in this user‐led environment and whether the approach described has global application.FindingsA VRE based on Web 2.0 technology is not only viable but a certainty. However, some desirable features of a VRE may have to wait until Web 3.0 tools become available.Research limitations/implicationsThere is very limited literature describing operational applications of a Web 2.0 approach to the development of a VRE. This study is therefore conceptual.Practical implicationsThe concepts considered are capable of easy implementation by academic researchers.Originality/valueA major impact of the “credit‐crunch” will be that research funds become harder to obtain. Systems which enhance the quality of research – as a VRE undoubtedly does – will become even more important. The paper concludes that a VRE based on Web 2.0 tools is totally viable.
In 1998 over 1,000 library systems were sold worldwide. Many libraries, faced with users' demands for increased system functionality, are considering purchase of new systems. The key to a successful implementation is proper management of time; time for planning, time for data conversion and time for the new system's introduction -the consequences of undue haste may abound for many years. Each of these stages has many considerations including legal procedures, drafting of the system specification or a review of the functionality of available products, detailed conversion issues relating to differences between old and new systems, training and future development or product support. A short case study of the University of Exeter's change from LIBERTAS to INNOPAC demonstrates many of the issues arising during a successful implementation.
Economic difficulties facing the countries of the former Soviet Union and Mongolia as a result of recent political changes are constraining funding for education. However, there is a growing provision of facilities afforded by the electronic library in these countries. Evidence afforded by three European Union funded projects at Yaroslavl’ State Pedagogical University (Russia), Tashkent State University (Uzbekistan) and the Mongolian State Pedagogical University, shows that the Internet is already firmly established in such countries and that users are poised to maximise the benefits. These are not all dependent on western information sources. World Wide Web sites, for example, are rapidly developing in the former Soviet Union bringing an unparalleled window on Russian resources. Difficulties in the introduction of the electronic library in these countries include reliability and performance of systems, sceptical attitudes of many academics, and cost. The latter is the most serious long‐term factor as externally funded projects come to an end and institutions struggle to meet even their salary bills. Economic development especially in Mongolia and Uzbekistan may overcome this problem before very long, endorsing the global nature of the electronic library.
ABSTRACT:In as little as twenty five years, online information provision has been transformed. This has largely been uncontrolled, yet the resources now available offer rich returns for the data-hungry end user. Increasingly, many users require their information immediately and really don't care where it is stored. Such demands, coupled with librarians' natural tendency to apply order, have led to the development of library portals which aim to solve the problems arising from trying to navigate this labyrinth of information. The Millennium Access Plus (MAP) portal is one such product. Using the NISO OpenURL standard, MAP offers three main elements -contextual linking via WebBridge, one step 'multi' searching using MetaFind and resource authentication through Web Access Management (WAM). Use of this portal at the University of Exeter Library has made a considerable, positive impact on the recent use of online full-text systems and services and the experiences undoubtedly point to a strong future for such interfaces everywhere.
Changes increasing the school‐based component of Initial Teacher Training (ITT) courses have placed many ITT students in a distance learning situation. The one year Postgraduate Certificate in Education (PGCE) Secondary course at the University of Exeter is numerically large with well‐above average loans amongst the Exeter ITT community. This article looks at the possibilities afforded by the electronic library in this context, considers alternative strategies and details the results of a questionnaire and analysis of library lending patterns of the PGCE group over a two year period. ‘Dial‐up’ use of the electronic library proved to be very small. However, the results demonstrate that electronic access to information services is technically feasible and should be seen as one option in resourcing distance learning although ideally used in combination with other features such as postal loans. Success of ‘dial‐up’ access has less to do with the technology involved and more to do with individual motivation and need, availability of alternative resources, access to computing equipment and the costs incurred.
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