Browsing by Author "Doty, Philip"

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    A Conceptual Framework for Digital Libraries for K-12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning
    (University of Chicago Press, 2005-07) Chen, Hsin-liang; Doty, Philip
    This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials. The second article reviews (4) adoption of new standards for mathematics education, (5) integration of pertinent changes in educational policy, and (6) ensuring pedagogic and political accountability. Each article concludes with specific recommendations for digital libraries meant to support K-12 mathematics education appropriate to the topics the article discusses. This framework, which may be of some use to researchers and educators in many settings and countries, emphasizes the importance of communication, community building, and learning activities that use different media for the design of digital functionalities and online collections of mathematics learning materials. The major goal of the framework described here is to consider how to bring the larger computationally intensive collections called digital libraries closer to the existing structures and practices of learners and teachers while recognizing the new functionalities and learning opportunities that digital libraries offer.
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    A Conceptual Framework for Digital Libraries for K–12 Mathematics Education: Part 2, New Educational Standards, Policy Making, and Accountability
    (University of Chicago Press, 2005-07) Chen, Hsin‐liang; Doty, Philip
    This paper is the second of two (see pt. 1) that describe a six-part conceptual framework for designing and evaluating digital libraries for mathematics education in K–12 settings: information literacy, information organization, integrated learn- ing, adoption of new educational standards, integration of pertinent changes in educational policy making, and ensuring accountability. This second paper explores the final three elements of the six-part framework. Accountability has become the core of the educational reform initiated by federal policies and measured by state-mandated educational standards. These political circumstances, as well as communication and collaboration, must be constitutively involved in the iterative design, implementation, and evaluation of digital libraries. The paper concludes with a series of recommendations for the design and implementation of digital libraries for K–12 mathematics education based on the authors’ discussion of these final three elements.
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    Library Assessment and Data Analytics in the Big Data Era: Practice and Policies
    (Wiley, 2015) Chen, Hsin-liang; Doty, Philip; Mollman, Carol; Niu, Xi; Yu, Jen-chien; Zhang, Tao; Department of Library and Information Science, School of Informatics and Computing
    Emerging technologies have offered libraries and librarians new ways and methods to collect and analyze data in the era of accountability to justify their value and contributions. For example, Gallagher, Bauer and Dollar (2005) analyzed the paper and online journal usage from all possible data sources and discovered that users at the Yale Medical Library preferred the electronic format of articles to the print version. After this discovery, they were able to take necessary steps to adjust their journal subscriptions. Many library professionals advocate such data-driven library management to strengthen and specify library budget proposals.