Jennifer Cram: School Libraries
Conditions of
use
Selected papers of particular relevance to school libraries. See
full bibliography for other
papers which may also be relevant.
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| with Shine, V
(2004) |
 Performance
measurement as promotion:
demonstrating benefit to your significant others
(new window) Paper
delivered at the School Library Association of Queensland Conference,
Southport, June 2004.
ABSTRACT: Traditionally,
school
libraries, in common with other
libraries, have judged their effectiveness on flows, which are more a
measure of workload than of library effectiveness. Libraries have to
come to terms with the idea that converting knowledge to value might
require that the amount and speed of the information that flows out of
the library be reduced in order to provide users with quality “just for
you” services. 21st century teacher-librarians need to be able to
define and demonstrate value in the context of their libraries and
demonstrate return on investment in terms of academic outcomes. A
conceptual framework for value measurement is proposed, the
deficiencies of current performance measurement practice are discussed,
in particular, the tendency to gather information about process and to
report in a way which obscures the value of the library to the parent
organisation. A case study on designing, modifying and using a
transaction based multi-faceted performance measurement mechanism is
described. The rarity of linking personal performance evaluation to
organisational performance is discussed and methods of doing so are
proposed. |
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____ (2004)
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Knowledge
as map vs knowledge mapping:
translating the business of knowledge management to an educational
environment. Paper delivered to the ASLA Online Conference, May
2004. (PDF version of paper)
http://www.asla.org.au/onlinecon.html
ABSTRACT: Knowledge
management has become a big business in the business environment. Paper
discusses the challenges of this approach in an educational
environment, the necessity of achieving shared understanding of
knowledge as a cognitive process, and the tensions between knowledge
enabling and knowledge management. A vernacular model is offered as a
potential benchmark for design of knowledge management processes
suitable to teaching and learning pedagogy. |
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Cram, J (2003)
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Ten
questions to ask about filtering software.
(new window) Access 17(4)
19-20
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____(2003)
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Whose knowledge? Whose management?
Cognitive considerations for the provision of virtual library services
to school communities. (PDF
version of paper) School
Libraries Worldwide 8 (2) 65-81.
ABSTRACT: Participating
in knowledge management requires school libraries and libraries that
serve school communities to understand the cognitive aspects of
knowledge acquisition and sharing, and the inadequacies of knowledge
management initiatives driven by information technology.
Discontinuities in the data-information-knowledge continuum make
information fundamentally different from knowledge. Three knowledge
principles are critical to successful design and delivery of virtual
services, and a knowledge management approach may require reduction in
the amount and speed of information the library delivers in order to
convert knowledge to value for the school. To manage knowledge
effectively, we need to shift our focus to the social context and
intentionally and carefully manage the tacit knowing of librarians.
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|
with R. Sayers (2002)
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Creating and managing context: The use of
knowledge management principles to deliver virtual information services
to schools. (PDF version of
paper) Access 16 (2) pp 34-37.
ABSTRACT: This paper discusses the applicability of Knowledge
Management principles to the delivery of virtual library and
information services and describes the development of specific services
to support governance, management and the curriculum. It was originally
presented at the ASLA XVIII Conference, October 2001, Twin Waters
Resort, Sunshine Coast, Queensland.
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____ (1999)
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Education is
protection. (new
window) . Brunei Information Technology Exhibition '99.
Bandar Seri Begawan: Persatuan Komputer Brunei Darussalam, 1999, 6-9.
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____ (1999)
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Connecting
children to the internet: issues for parents, teachers and librarians.
Invited public address delivered at BITEX 99, Bandar Seri Begawan,
Brunei Darussalam, 1-4 April 1999.
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____ (1997)
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Not an
inexhaustible resource: valuation and depreciation of library
collections
(new window) Australian
Library
Journal 46(4), 376-385.
ABSTRACT: Anecdotal evidence suggests that valuation of library
collections is not an issue being addressed by library managers,
despite the growing popularity of accrual accounting in publicly funded
institutions. The implications of asset valuation are discussed. The
dangers of assuming that libraries should be exempt are outlined. The
experience of developing and implementing a methodology for the
numerous collections of the Queensland Department of Education is
described.
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____ (1996)
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Handle
with care: the internet and school libraries (new
window) School Library
Association of Queensland Newsletter
29(2), 14-17.
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____ (1995)
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A critical competence:
information literacy and the Australian experience. Paper delivered at The South African Institute For
Library Science Conference, Cape Town, South Africa.
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____ (1995)
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Beautiful moral
reading: school libraries in China, Orana
31(2), 114-123.
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____ (1995)
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Behind the rhetoric:
schools and libraries in China. Address
to a meeting of the Lyceum Club, Brisbane.
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