Adrian K. Ho

Library as Open Access Publisher: An Overview for Technical Service Librarians

Adrian K. Ho et al. — Thu, 16 May 2013 16:45:29 PDT

There is a growing trend within libraries to provide publishing services in direct support of open access to scholarly communication. Technical service librarians have a long and rich history of acquiring, providing access to and preserving a variety of resources from publishers, societies, governments and individuals. This session will provide an overview of the activities, processes, rights issues, and systems involved in a library published or hosted open access journal. Adrian Ho, Director of Digital Scholarship, and Mary Beth Thomson, Associate Dean for Collections, Digital Scholarship, and Technical Services for the University of Kentucky Libraries will share their experiences with providing open access journal publishing services and discuss the importance of this trend within technical services.

Changing Strategies for Electronic Theses and Dissertations: Communication between an Academic Library, Graduate School, Academic Departments, and Students

Lyndsey E. Calico et al. — Thu, 21 Mar 2013 17:25:29 PDT

Technology has eliminated the need for paper copies of theses and dissertations in an academic library. The latest practice for receiving, reviewing, and archiving graduate student scholarship is to have students submit their electronic theses and dissertations (ETDs) to an institutional repository (IR). The University of Kentucky Graduate School and the University of Kentucky Libraries have teamed to create a new workflow for the online submission of ETDs to UKnowledge, the University's IR. To ensure the success of the workflow, clear and efficient communications between the library, the graduate school, academic departments, and students are imperative. This presentation addresses the communications involved in the implementation of the new online submission process.

Open Access Research Guide

Adrian K. Ho et al. — Fri, 17 Aug 2012 17:19:28 PDT

A guide to issues in open access, author rights, copyright, Creative Commons licenses, and scholarly communication.

Making the Switch from Print to Online: Why, When, and How? A Report of a Program Presented by ALCTS CMDS Collection Development & Electronic Resources Committee. American Library Association Annual Conference, Anaheim, June 2008

Joe Toth et al. — Fri, 17 Aug 2012 17:09:34 PDT

Scholarly Communication Initiatives at The University of Western Ontario

Adrian K. Ho — Wed, 22 Feb 2012 17:21:36 PST

Organizational Communication Resource Page

Adrian Ho — Thu, 29 Dec 2011 20:25:06 PST

Scholarly Communication

Adrian K. Ho — Thu, 29 Dec 2011 20:21:34 PST

The Liaison Kitchen: Discover What’s Cooking

Catherine Essinger et al. — Thu, 29 Dec 2011 20:18:03 PST

Review of the book Selecting Materials for Library Collections

Adrian K. Ho — Thu, 29 Dec 2011 20:00:20 PST

Review of the book Avoiding the Subject: Media, Culture and the Object

Adrian K. Ho — Thu, 29 Dec 2011 17:11:58 PST

Review of the book Apollo, Challenger, Columbia—The Decline of the Space Program: A Study in Organizational Communication

Adrian K. Ho — Thu, 29 Dec 2011 17:07:24 PST

Communications Committee Sponsors Media Tours in San Antonio

Adrian K. Ho — Thu, 29 Dec 2011 17:02:18 PST

Advertising

Adrian Ho — Thu, 29 Dec 2011 16:42:15 PST

Library Services in Support of Distance Learning (2004-2005)

Adrian K. Ho — Thu, 29 Dec 2011 01:16:54 PST

ACRL Scholarly Communication Toolkit: Videos

Adrian K. Ho — Thu, 29 Dec 2011 01:11:22 PST

American Sociological Association Annual Meeting à Montréal

Adrian K. Ho — Thu, 29 Dec 2011 01:01:36 PST

Interpreting Workplace Learning in Terms of Discourse and Community of Practice

Adrian K. Ho — Thu, 29 Dec 2011 00:45:34 PST

Based on the ethnographic data collected from the workplace of an academic library, I argue that workplace learning (WL) is a situated socio-cognitive process. It is expedited by knowledge management (KM), which is a collective effort to generate, share, and institutionalize work-related knowledge. KM is inherent in the face-to-face conversational interactions embedded in planned formal training, planned informal sharing, and spontaneous informal learning. When face-to-face interaction is not possible, KM is accomplished through textualization. It helps the members of the workplace acquire new work-related knowledge and integrate it to their common, contextualized knowledge base. The contents of the knowledge base are manifested in the members’ professional practices and explicated by their professional/communal discourse. By virtue of their distinctive practices and discourse, the members form a community of practice (CoP) and gain their professional/communal identity. Whenever they engage in KM, perform their practices, and/or use their discourse, they authenticate their professional/communal identity and enact their CoP.

Hybrid Journals: Transition to Full Open Access or Here to Stay?

Adrian K. Ho — Thu, 29 Dec 2011 00:37:52 PST

Conversational Repair in Spoken Hong Kong Cantonese

Adrian K. Ho et al. — Thu, 29 Dec 2011 00:37:52 PST

This paper examines the process and mechanism of conversational repair in spoken Hong Kong Cantonese. Levelt calls for accounts of conversational repair from diverse languages; this paper helps test his supposition that “the organization of repair is quite invariant across languages and cultures” (1989: 497). The paper also raises the hypothesis that personal and contextual factors are crucial variables which determine which type of repair will be socially acceptable (and therefore prominent) in a particular conversational setting.

Interpreting Workplace Learning in Terms of Discourse and Community of Practice

Adrian K. Ho — Thu, 29 Dec 2011 00:37:51 PST

Based on the ethnographic data collected from the workplace of an academic library, I argue that workplace learning (WL) is a situated socio-cognitive process. It is expedited by knowledge management (KM), which is a collective effort to generate, share, and institutionalize work-related knowledge. KM is inherent in the face-to-face conversational interactions embedded in planned formal training, planned informal sharing, and spontaneous informal learning. When face-to-face interaction is not possible, KM is accomplished through textualization. It helps the members of the workplace acquire new work-related knowledge and integrate it to their common, contextualized knowledge base. The contents of the knowledge base are manifested in the members' professional practices and explicated by their professiona1!communal discourse. By virtue of their distinctive practices and discourse, the members form a community of practice (CoP) and gain their professional/communal identity. Whenever they engage in KM, perform their practices, and/or use their discourse, they authenticate their professional/communal identity and enact their CoP.