Martin, Shawn
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Publication Open Access and Digital Libraries: A Case Study of the Text Creation Partnership(2010-01-01) Martin, ShawnMany people operate under the assumption that Open/Closed access is a binary proposition. Either the material is available to everyone on the web or it is closed to a limited number of subscribers. The reality, however, is much more complicated. What is the use of a digital library, no matter how open, if it is unable to sustain and maintain itself over time? What is the point of a well funded collection that is closed to the people who need it most? There are in fact many models for maintaining both open and closed access digital libraries. Though the conversation often focuses on the furthest ends of the spectrum (greedy publishers extorting money to content, or, conversely, benevolent academics making knowledge freely available to the world via grants), there are in fact many models that are in between these extremes that exhibit characteristics of both closed and open access models. In particular, the Text Creation Partnership (TCP) tries to work with commercial publishers to create a middle road between these extremes. By investigating the many types of open and closed access models, and seeing how models like the TCP fit in this landscape, it is possible to make better determinations on how to build digital libraries in the future. How should the community come together to find a more moderate path, and what will that road look like?Publication Collaboration in Electronic Scholarly Communication: New Possibilities for Old Books(2006-10-01) Martin, ShawnThe Text Creation Partnership (TCP) project at the University of Michigan, a project that maximizes the respective strengths of scholars, libraries, and commercial publishers, has created a new model for academic scholarly publication and collaboration in the humanities. Such new electronic resources come with the tremendous possibility of changing the study of history, yet with such collaborative endeavors come many questions about use and collaboration. These endeavors also bring up new questions about the use of such resources by historians and how scholars of history should be proactive in the creation of digital scholarship.Publication EEBO, Microfilm, and Umberto Eco: Historical Lessons and Future Directions for Building Electronic Collections(2007-09-01) Martin, ShawnIn an age of mass digitization with book scanning projects like Google and Microsoft and their open access rival, the Open Archives Initiative, it is easy to forget that this is not the first time such efforts to "organize the world's information and make it universally accessible and useful" have been attempted. In 1926, A. W. Pollard and G. R. Redgrave compiled A short-title catalogue of books printed in England, Scotland, & Ireland and of English books printed abroad, 1475-1640 which at that time was the most comprehensive bibliography of English printed material in the early modern period. That project later developed into Early English Books (EEB), a microfilm project started by University Microfilms International (UMI), and an electronic database Early English Books Online (EEBO) produced by ProQuest Information and Learning.Publication Using Digital Content to Provide Students with Virtual Experiences in an Online History of the Book Course(2014-07-01) Zach, Lisl; Martin, ShawnThe History of the Book course is a traditional mainstay of library and information science (LIS) education and a perennial favorite among students valuing contact with physical artifacts. In the digital age, knowledge representation has become independent of individual objects and such classes need to reflect these changes. Working collaboratively with experts from the University of Pennsylvania Libraries’ Kislak Center for Special Collections, Rare Books, and Manuscripts, Drexel University and UPenn faculty have developed a new online version of this discussion based course offered as part of the MS(LIS) degree in the College of Computing and Informatics. This new version, augmented with video created specifically for the course and other digital materials available on the Internet, draws on traditional content but situates it in the context of knowledge representation through the ages, with a special emphasis on the role of information in the 21st century and beyond. The new online version of the course was beta tested in the winter 2014 term with 26 students; a companion section of the traditional face-to-face version of the course was also offered in the winter 2014 term. Only eleven students registered for the face-to-face version of the course, suggesting that the online format appeals to many students on the basis of convenience. The challenge for the two instructors was to keep the two sections of the course aligned in terms of the intellectual content and provide similar educational experienced for both groups of students. For example, students in the online version of the course “visited” virtual collections of rare books while students in the face-to-face section visited the physical collections held at the University of Pennsylvania. Both groups of students wrote and presented research projects on some aspect of the history of the book; presentations delivered by the online group were done through video using a variety of presentation media including Jing, iMovie, and YouTube. The wealth of digital content related to the history of the book now available from many of the major libraries and museum worldwide offers students in the online environment new opportunities for exploring the development of knowledge representation. While the digital content does not provide the same experience as the physical artifacts (e.g., the smell and feel of old manuscripts), it can often facilitate a higher level of detailed examination than would be allowed to students working with the physical artifacts. The following paper will discuss the process involved with developing, delivering, and evaluating the beta test of the online version of the course compared with the traditional version. Data from student feedback throughout the term was analyzed to identify what aspects of the new version were most/least successful, including the use of technology both for the delivery of educational content and student presentations. Recommendations for future changes/enhancement will be presented. The experiences described will be relevant not only for educators in the LIS field but also for those interested in delivering online content in the areas of museum studies, art history, archeology and any other discipline in which face-to-face classes have traditionally involved field trips and visits to view physical artifacts.Publication Digital Scholarship and Cyberinfrastructure in the Humanities: Lessons from the Text Creation Partnership(2007-01-01) Martin, ShawnElectronic technology has changed the way scholars in the humanities do their work, creating two distinct groups of scholars: first, those who perform leading-edge humanities computing research (a relatively small number); and second, scholars who perform traditional humanities research with new electronic tools (a fairly large number). How is it possible to bring these two groups together? The Text Creation Partnership at the University of Michigan provides one way of providing services to both. And as the electronic publishing community looks for ways to provide reliable cyberinfrastructure in the humanities, the Text Creation Partnership provides a model for building large digital collections that meet the needs of future scholars.Publication Reaching Out: What do Scholars Want from Electronic Resources?(2005-06-01) Martin, ShawnThe potentials for teaching and learning using technology are tremendous. Now, more than ever before, computers have the ability to spread scholarship around the globe, teach students with new methodologies, and engage with primary resources in ways previously unimaginable. The interest among humanities computing scholars has also grown. In fact at ACH/ALLC last year, Claire Warwick and Ray Siemens et al. gave some excellent papers on the humanities scholar and humanities computing in the 21st century. Additionally, in the most recent version of College and Research Libraries (September 2004), a survey was conducted specifically among historians to determine what electronic resources they use. The interest in this is obviously growing, and the University of Michigan as both a producer of large digital projects as well as a user of such resources is an interesting testing ground for this kind of survey data. Theoretically, Michigan should be a potential model for high usage and innovative research and teaching. In many cases it is; nevertheless, when one looks at the use of electronic resources in the humanities across campus and their use in both the classroom and innovative research, it is not what it could be. The same is true at other universities. At many universities across the U.S. and Canada, including those with similar large scale digitization efforts, use remains relatively low and new potentials of electronic resources remain untapped. Why?