Geographic Information and Technologies in Academic Research Libraries: An ARL Survey of Services and Support

Holstein, Ann L.

doi:10.6017/ital.v34i1.5699

Cited by 15 publications

(6 citation statements)

References 6 publications

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“…While the library literature has noted the shift toward open source tools, most references are to graphical user interface (GUI) tools and do not take into account programming languages that have mapping and spatial analysis capabilities. Indeed, the authors of the 2014 ARL survey phrased their inquiry into technology as "Geographic Information Software/Mapping Technologies Provided at ARL Member Academic Libraries," which-while important in today's data landscape-provides an overly narrowly accounting of the tools actually in use since it does not account for support that might be given to coding approaches (Holstein 2015).…”

Section: Gis and Spatial Technology In The Academic Librarymentioning

confidence: 99%

Code-Literacy for GIS Librarians: A Discussion of Languages, Use Cases, and Competencies

White

Powell

2019

Journal of Map & Geography Libraries

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Geospatial librarianship has always been inherently tied to technology, requiring that GIS librarians have specialized computer literacy. In recent years, the push for open science, transparency, and improved reproducibility in research has led to increased use of open source geospatial technology. These developments have led to a blending of GIScience with the emerging field of Data Science, and many students and researchers are increasingly using free and open source programming languages to complement or replace traditional GIS software.New data formats, modern modes of data exchange, and the data as a service trend require an intricate understanding of computer science. If GIS librarians are to meet the needs of current and future patrons, code-literacy will soon be a necessity, yet a discussion of these tools and skills are lacking in the literature of geospatial librarianship. This paper discusses the present revolution in geospatial technology, recommending an integration of coding skills into the most elemental levels of the Core Competencies for GIS Librarianship. We review two programming languages, R and Python, for their suitability for librarians wishing to advance their technical skills by either learning a new language or learning to program for the first time. Drawing from our own experiences, we discuss the potential of coding to transform how GIS librarians engage with their work.

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Section: Gis and Spatial Technology In The Academic Librarymentioning

confidence: 99%

Code-Literacy for GIS Librarians: A Discussion of Languages, Use Cases, and Competencies

White

Powell

2019

Journal of Map & Geography Libraries

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“…Additionally, library services support geospatial technologies that continue to grow. Holstein (2015) surveyed ARL institutions and their support for geospatial data, and geospatial technologies found 94 per cent of respondents provide some support geographic information systems (GIS) or geospatial technologies. An article from Donnelly (2010) explores open source GIS for libraries specifically.…”

Section: Tools For Teachingmentioning

confidence: 99%

Keeping your options open

Blake

Morse

2016

RSR

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Purpose Technologies for teaching abound, but many of them are proprietary systems and software that require institutional and individual subscriptions for use. Instructors and librarians in higher education have open source and free options for many types of teaching technologies. While some of these technologies are free to users, open source goes beyond that and makes the source code that runs it available as well. These provide more options to enhance teaching. Design/methodology/approach This paper will provide an overview of the open source landscape and evaluate free and open source technologies of potential use in the college or university classroom. Findings The paper found a number of free and open source tools appropriate for teaching and learning in higher education. These tools may possibly generate savings over proprietary tools, but could have other costs such as additional learning investment or require hosting. Additionally, free and open source technologies provide students with knowledge about tools that they can continue to access after graduation. Libraries have a role in connecting their constituencies to these tools. Originality/value The paper provides descriptive information about a variety of tools for teaching and learning in higher education, as well as examples from the literature of how the tools might be integrated into the classroom and into library instruction.

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“…Academic libraries across institutions of various types and sizes are increasingly recognizing the demand for, and engaging in, the delivery of services and support related to geographic information systems (GIS) and mapping. Over the last two decades, the geospatial services offered by libraries have increased in both breadth and depth, though variation exists across this landscape based on factors such as institutional context and organizational capacities (Holstein 2015;March and Scarletto 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Recent studies of the geospatial services landscape in academic libraries have focused on topics including the evolution of services over time (March and Scarletto 2017), service models and offerings (Holstein 2015;March 2011), assessing user needs for specific areas (Scarletto 2013), and addressing challenges associated with maintaining a relevant suite of resources and services in the continually changing environment of geospatial technologies (LaLonde and Piekielek 2018).…”

Section: Introductionmentioning

confidence: 99%

Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge

Sadvari

2019

Journal of Map & Geography Libraries

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The adoption of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education in 2016 coincided with the launch of the digital edition of the Geographic Information Science and Technology (GIS&T) Body of Knowledge. The GIS&T Body of Knowledge and the ACRL Framework share a common goal of providing a flexible, communitydriven, living document to support teaching and learning in higher education. The Body of Knowledge serves as a representation of the GIS&T knowledge domain, while the ACRL Framework aids librarians in integrating core information literacy concepts into instruction in their respective knowledge domains. Despite this connection, no attempt to evaluate how these guiding documents can be aligned to one another to inform instructional practice has yet been reported. This study uses a relative crosswalk approach to map connections between the knowledge practices and dispositions in the ACRL Framework and the learning objectives in the GIS&T Body of Knowledge. This analysis highlights alignment between these documents and can serve as a conceptual foundation to make it easier for map, geospatial, and subject librarians to identify practical opportunities for integrating information literacy instruction into GIS&T education, both independently and in collaboration with disciplinary faculty.

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Geographic Information and Technologies in Academic Research Libraries: An ARL Survey of Services and Support

Abstract: ABSTRACT

Cited by 15 publications

References 6 publications

Code-Literacy for GIS Librarians: A Discussion of Languages, Use Cases, and Competencies

Code-Literacy for GIS Librarians: A Discussion of Languages, Use Cases, and Competencies

Keeping your options open

Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge

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