Open Access Kent State (OAKS)

Purpose – The purpose of this paper is to describe the creation of a content management system (CMS) for the Kent State University Libraries & Media Services web site. It describes the requirements for the site and for the CMS, the CMS architecture and components. Design/methodology/approach – This paper describes the genesis and architecture of a locally-written CMS that is strongly focused on metadata. Findings – A review of local, library-specific needs combined with a review of the product universe resulted in the decision to write a local CMS. Practical implications – Includes enumerated goals and requirements for a database-driven and metadata-focused web site. Originality/value – Describes the creation of tools for data management in a locally-written CMS.

Law and ethics or a sense of professional responsibility are not always aligned. A characterization of the disconnect falls into one of two broad categories. At times, the law may not go far enough in achieving an ethical or professional response, at other times the law goes too far and forecloses a response based on ethical principles or professional responsibility. In the instance of the latter, ownership or control rights often conflict with other rights such as access to information, privacy, or a general sense of free speech. Where the law does not go far enough an opportunity arises for gentle intervention through education and awareness-raising. The law can, however, be said to align with principles or responsibility, and while not perfect leads to a more harmonious and desirable response. Along these three characterizations (not far enough, too far, and just about right) the role of the information intermediary such as a library or school is examined. In addition, the characterization is assessed in three subject areas: copyright, privacy, and free speech. The discussion results in further opportunity for reflection on the purpose and role of law and preferred or professional responses.

Introduction. In recent years, the introduction of social question and answer services and other Internet tools have expanded the ways in which people have their questions answered. There has been speculation and debate over whether such services and other Internet tools are replacing library virtual reference services.

Method. Most previous research on the comparison between social question and answer services and virtual reference has been conducted from the perspectives of libraries or library users, and research based on social question and answer services users' viewpoints has not yet been explored. This study surveyed Yahoo! Answers users on their awareness, use, and evaluation of the social question and answer services site and virtual reference.

Analysis. The survey data from multiple-choice questions, fill-in, and open-ended questions were analysed using SPSS for a quantitative summary.

Results. The findings of this study show that social question and answer services and virtual reference have their own strengths and weaknesses in serving various user needs and in meeting the expectations of an online or virtual service, based on important user-identified considerations.

Conclusions. The notion that social question and answer services will take over virtual reference is not supported. As they stand, virtual reference and social question and answer services have great potential for collaboration in meeting user information needs. The practical implications of the findings to virtual reference are also discussed.

This paper is an attempt to support and promote education programs that cover the entire cultural heritage landscape (libraries, archives, museums) as an integrated, larger meta-discipline. By taking a larger picture approach, professionals who do the work of memory institutions can be more effective in their work, in the promotion of that profession, and increase public value of all related institutions and their purposes. Through the description of the integrated museum studies specialization at Kent State University School of Library and Information Science, this paper aims to provide one example of how this can work, first by describing the role of Library and Information Science (LIS) as a meta-discipline, next by discussing the changing landscape of cultural heritage professional education, and finally by describing in detail the new Kent State integrated museum studies specialization. The infusion of museum studies with LIS is discussed as a part of a larger movement toward integration of training information professionals in the entire cultural heritage sector.

According to Stearns (2009), culture shapes childhood. The way a society defines culture shapes: (a) how childhood is constructed; (b) the production of literary products and services for young people; and (c) training for library professionals. In 21st century America, children are viewed as a vulnerable population in need of protection, as evidenced by the books that are challenged in schools and libraries every year. In Denmark, however, childhood is constructed differently. While the American-style of helicopter parenting described in Finkel and Fitzsimmons (2013) exists, since the 1980s a cultural shift has occurred, as Danes move from what Juncker (2007) calls a silent, attendant culture to a vocal, participatory culture. Today, young Danes' right to access culture is mandated through the Ministry of Culture, and libraries and cultural institutions, working in partnership with schools, are largely responsible for providing such access. According to the Royal School of Library and Information Science's website, Bachelors and Masters degrees in Information Science and Cultural Dissemination emphasize connections between information and knowledge, but also focus on the interplay between knowledge and culture. As library education changes, children's library centers in turn are transformed into cultural institutions that incorporate media in all forms, focusing on culture, creativity, and play. This qualitative study uses participant observation gathered in Denmark during summer 2014 at the Royal School of Library and Information Science, libraries and cultural centers, and online analysis. Findings demonstrate how the Danish LIS program addresses changing constructions of childhood and the roles of information and culture, encompassing both aesthetics and play.