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<div class=Section1>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>NFAIS Enotes, July 2010</span></font></b></p>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>Written and Compiled by Jill
O’Neill</span></font></b></p>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b></p>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>Books: Immersion, Assessment and
Engagement</span></font></b></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>In July 2010, Jakob Nielson published research findings
that asserted maximum reading efficiency is still done using the print medium, although
he also acknowledged that tablet reading experiences (such as with an iPad) are
nearly equivalent in terms of user satisfaction. Specifically he found that
digital devices slowed reading speed by anywhere from 6.2% to 10.7% when
compared with reading speeds from printed texts (see: <a
href="http://www.useit.com/alertbox/ipad-kindle-reading.html">http://www.useit.com/alertbox/ipad-kindle-reading.html</a>).
In his study, subjects were asked to read a short story by Ernest Hemingway on
four different devices – the printed page, a desktop PC, an Apple iPad,
and Amazon’s Kindle device. “On average, the stories took 17
minutes and 20 seconds to read,” according to the July 2nd Alertbox, a
time sufficient to create an immersive experience. Neilson also noted that users
said that reading from a printed page was more relaxing than the use of a
screen for the same purpose.</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>As it happens, a white paper from Elsevier, dated July
2010 and entitled <i><span style='font-style:italic'>A Study on the Usage,
Application, and Value of Online Books on ScienceDirect in an Academic
Environment</span></i>, noted a similar length of time for perusing a chapter
in a digital book. “<i><span style='font-style:italic'>Sessions where
full-text from Online Books on Science Direct was accessed and downloaded
lasted considerably longer than sessions involving full-text journal articles.
More than half the sessions with full-text book chapter usage lasted longer
than ten minutes.</span></i>” The Elsevier research attributes the
greater length of time spent in book-related sessions not only to time devoted
to examining a book’s overall structure and content, but also to users’
assessment of the relevance and value of specific chapters.</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>(NOTE: <i><span style='font-style:italic'>In the wake of
the soft launch of Elsevier’s new integrated platform, SciVerse, and the
related closing of the previous ScienceDirect Librarian Information Web site, the
full text of the study is no longer available</span></i>.)</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Michael Levine Clark of the University of Denver indicated
in an interview with </span></font><font face=Georgia><span style='font-family:
Georgia'>Sue Polanka</span></font><font face=Georgia><span style='font-family:
Georgia'> of Wright State that their patron-driven model for rental or purchase
of e-books allows for three five-minute sessions of user assessment (fifteen
minutes in all) before invoking the cost of either rental or purchase of an
e-book (see: <a
href="http://www.libraries.wright.edu/noshelfrequired/?page_id=42">http://www.libraries.wright.edu/noshelfrequired/?page_id=42</a>).
</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Assessment of relevance, the <i><span style='font-style:
italic'>document triage</span></i> referenced in the June 2010 issue of <i><span
style='font-style:italic'>NFAIS E-Notes</span></i>, may be so automatic to many
of us that we are not even aware of the intellectual process as we pass
judgment. However, graduate students are taught to look at the primary
bibliographical elements (title, author, publisher, date) as well as to examine
the front matter – table of contents, preface, introduction, etc. Further
assessment (in the field of history, for example) occurs through looking at the
critical reception of the work, the author’s affiliations, agenda and
awards, the scope of the text, its methodology or historiography, and only once
all of that has been done, does the student investigate more of the book’s
actual thesis and supporting evidence. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Playing around with the reading apps on a mobile device,
you would quickly learn that any assessment of an e-book using the above
criteria would have to take <i><span style='font-style:italic'>at least</span></i>
ten minutes, primarily because most of the interfaces are not set up to support
that kind of close examination. In the past five years, the focus has been on
determining how best to deliver book content in digital form, rather than on
creating a better set of methods and tools for assessment of its value. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>John W. Warren of the Rand Corporation has been tracking
the development of e-books in articles that have been appearing in the <i><span
style='font-style:italic'>International Journal of the Book</span></i> (<a
href="http://www.book-journal.com/">http://www.book-journal.com</a>). He
recognizes the concept of the book as the physical artifact, just one form of
consolidating a body of knowledge, and notes examples of alternative forms of
consolidation. His first article drew attention to the <i><span
style='font-style:italic'>Codex Sinaiticus</span></i> (<a
href="http://www.codex-sinaiticus.net/en/">http://www.codex-sinaiticus.net/en/</a>),
a cooperative initiative involving the British Library among others in
re-assembling scattered fragments of a Fourth Century Bible in manuscript form
into a readable whole. “<i><span style='font-style:italic'>The electronic
edition of Codex-Sinaiticus presents the manuscript in an interlinked
interface, with high-quality images of each page in standard light and raking
light; a transcription of the text on each page, including the numerous
corrections; translations of selected passages; and detailed physical
description of each page</span></i>.” The result is essentially a
facsimile edition of the text as it was originally conceived, made accessible
via the Web and equipped with a complete set of navigational and translation
tools. In his second article, </span></font><font face=Georgia><span
style='font-family:Georgia'>Warren</span></font><font face=Georgia><span
style='font-family:Georgia'> used the example of the COMPARE site
(Comprehensive Assessment of Reform Efforts) from the Rand Corporation, a
“unique online resource providing objective, peer-reviewed information
and statistics on the </span></font><font face=Georgia><span style='font-family:
Georgia'>U.S.</span></font><font face=Georgia><span style='font-family:Georgia'>
health care system” created in aid of the health care legislative reform
initiative. In his view, the COMPARE site is a compendium of knowledge that deconstructs
the scholarly monograph. </span></font><font face=Georgia><span
style='font-family:Georgia'>Warren</span></font><font face=Georgia><span
style='font-family:Georgia'> also references digital textbooks, another example
of aggregated knowledge intended to introduce and explain a body of knowledge.
</span></font><font face=Georgia><span style='font-family:Georgia'>Warren</span></font><font
face=Georgia><span style='font-family:Georgia'>’s work addresses the
question of whether a book (as a representation of a corpus of knowledge) need
necessarily be a <u>book</u>. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Both articles may be found in PDF file formats at: <a
href="http://www.rand.org/pubs/authors/w/warren_john.html">http://www.rand.org/pubs/authors/w/warren_john.html</a>.</span></font></p>
<ul type=disc>
<li class=MsoNormal><i><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-style:italic'>“</span></font></i><font
face=Georgia><span style='font-family:Georgia'>The Progression of Digital
Publishing: Innovation and the E-volution of E-books,” <i><span
style='font-style:italic'>The International Journal of the Book</span></i>,
Volume 7, Number 4 (2010)</span></font></li>
<li class=MsoNormal><i><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-style:italic'>“</span></font></i><font
face=Georgia><span style='font-family:Georgia'>Innovation and the Future
of E-books,” <i><span style='font-style:italic'>The International
Journal of the Book</span></i>, Volume 6, Number 1 (2009).</span></font></li>
</ul>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>It’s worth noting, however, as columnist David
Brooks did in the <i><span style='font-style:italic'>New York Times</span></i>,
that the various forms of sharing of knowledge suit different learning styles
more effectively. Brooks wrote that the literary (print) world was best at
helping the reader master “significant things of lasting import,”
whereas the Internet was (as with Warren’s COMPARE example) better suited
to helping the reader become “knowledgeable about current events, the
latest controversies and important trends.” Brooks closed his column
suggesting that what we really need to do is figure out how the “Internet
counterculture could be used to better attract people to serious learning.”
(see: <a href="http://www.nytimes.com/2010/07/09/opinion/09brooks.html?hp">http://www.nytimes.com/2010/07/09/opinion/09brooks.html?hp</a>).</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Kevin Kelly in the Smithsonian wrote something similar
– “In books we find a revealed truth; on the screen we assemble our
own truth from pieces.” (see: <a
href="http://www.smithsonianmag.com/specialsections/40th-anniversary/Reading-in-a-Whole-New-Way.html">http://www.smithsonianmag.com/specialsections/40th-anniversary/Reading-in-a-Whole-New-Way.html</a>).</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Whether we ever reach agreement as to whether an e-book is
a monograph, a web-based resource of interlinked parts, or a stand-alone app on
a mobile device, there are challenges for the researcher in assessing
relevance. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Long-established abstracting services, such as American Psychological
Association’s <i><span style='font-style:italic'>PsycInfo</span></i>,
have an edge in this regard when you look at the records created for book
titles for the purposes of discovery via that resource. The structure of such a
record does in fact supply the bulk of the criteria recommended for assessment
(see the tab labeled “book” at <a
href="http://www.apa.org/pubs/databases/psycinfo/sample.aspx">http://www.apa.org/pubs/databases/psycinfo/sample.aspx</a>).
One of the main rationales for abstracting services has been this type of
assistance rendered to users in evaluating material. Scanning the various
fields of the bibliographic record offers clues to whether the work is
pertinent to the research. There is the abstract, there are the elements of the
author’s name and affiliation, even keywords appear to help the reader
categorize the areas in which a work may be useful. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>But there is a long-standing question as to whether or not
this particular function of traditional Abstracting & Indexing might be at
risk, given the strengths of technology. For documents or for chapter length
units, wouldn’t it be just as easy and/or efficient to skim the document
rather than study a bibliographic record? One 2008 research article looked at
the use of document thumbnails as a mechanism for this type of triage
(“Improving Skim Reading for Document Triage, Buchanan, Owen, <i><span
style='font-style:italic'>ACM International Conference Proceedings</span></i> at
<a href="http://portal.acm.org/citation.cfm?id=1414714">http://portal.acm.org/citation.cfm?id=1414714</a>),
and concluded that “semantic thumbnails provide a means for improving the
effectiveness of users’ interactions with new literature, through
enhanced readability of headings and other content…”</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>In that instance the researchers were referring to the
headings that appear in the body of an article, but it triggered a reminder for
me of a book I had been reading, <i><span style='font-style:italic'>Marginalia:
Readers Writing in Books</span></i> by H.J. Jackson (Yale University Press,
2001). </span></font><font face=Georgia><span style='font-family:Georgia'>Jackson</span></font><font
face=Georgia><span style='font-family:Georgia'> notes that in earlier
centuries, it was expected that marginalia would be read by others; it was
perceived as a public contribution, one that increased the value of those
costly volumes owned by the wealthy. Poet Samuel Coleridge gave books as gifts
that he’d already read and for which he had already created marginalia,
because the gift was as much the results of his engagement with the content as
it was in offering the recipient an opportunity to do the same. </span></font><font
face=Georgia><span style='font-family:Georgia'>Jackson</span></font><font
face=Georgia><span style='font-family:Georgia'> wrote, in a different setting,
of the use that President John Adams made of marginalia, creating headings for
each paragraph of a text as he read. </span></font><font face=Georgia><span
style='font-family:Georgia'>Jackson</span></font><font face=Georgia><span
style='font-family:Georgia'> notes that </span></font><font face=Georgia><span
style='font-family:Georgia'>Adams</span></font><font face=Georgia><span
style='font-family:Georgia'>’ did this as an aid to working out his own
thoughts about a particular author’s ideas, crafting his arguments as a
statesman (see: <a
href="http://adamsjefferson.com/papers/adams_marginalia_jackson.pdf">http://adamsjefferson.com/papers/adams_marginalia_jackson.pdf</a>).</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Modern educational experts refer to the value of this
practice as the “generation” effect. Through active annotation,
students retain more. By viewing the annotations of others, serious readers are
more stimulated in considering multiple points of view and weighting the value
of opposing ideas (see this practical individual example -- <a
href="http://peterc.org/blog/2010/248-notetaking.html">http://peterc.org/blog/2010/248-notetaking.html</a>
-- as well as this article drawn from a search of the U.S. Department of
Education database, ERIC <a
href="http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ851577">http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ851577</a>).</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>While modern information services have routinely used
keywords to amplify understanding of what a particular text may be “about,”
the practice was primarily engineered in the interests of enhanced retrieval rather
than as a support for the thinking process. Nor are those keywords found in an
abstracting record assigned at the granular level of a paragraph as
reader-generated marginalia historically have been. In the rage for
user-generated tagging two or three years ago, this was likely examined, but
not necessarily embraced by NFAIS member organizations on the grounds that
user-generated tags lacked accuracy and consistency as descriptive terms and
were not easily integrated into retrieval systems. And yet the value of a piece
of content is demonstrated every time a user employs tagging, annotation, or
highlighting to improve retention or mark a text’s significance. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Amazon has been testing that level of engagement with the
Kindle. Back in May of 2010, it released a site spotlighting popular
highlighted passages in Kindle digital books (see <a
href="http://kindle.amazon.com/">http://kindle.amazon.com</a>). Privacy experts
denounced the idea as invasive, but since the highlighting is only made public
if three or more people highlight the same passage, user outrage at the time seemed
muted (see Bob Sullivan’s nicely balanced coverage in May at MSNBC: <a
href="http://redtape.msnbc.com/2010/05/as-the-battle-of-e-book-readers-heats-up-amazon-is-trying-to-beat-the-competition-by-continually-adding-new-features-to-its.html#posts">http://redtape.msnbc.com/2010/05/as-the-battle-of-e-book-readers-heats-up-amazon-is-trying-to-beat-the-competition-by-continually-adding-new-features-to-its.html#posts</a>).
</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>If you are unfamiliar with the way this works, there are
two ways that Amazon permits viewing of annotations from Kindle editions.
Visiting as a guest, one may view “Most highlighted passages”
across all Kindle users; at the time of this writing, the top quote on the list
was from <i><span style='font-style:italic'>Outliers</span></i> by Malcolm Gladwell,
noted by more than 2,000 readers. It is also possible to view a list of titles
receiving the greatest amount of highlighting. The other option is to view the
lists of titles and passages most recently highlighted. From a cursory
monitoring however, the disciplines that predominate these lists are business
and religion/spirituality. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Whether by accident or design, there are few instances of group
highlighting of either textbooks <u>or</u> scholarly monographs. Those
students at institutions of higher education who were given Kindles to use in
classroom settings consistently complained that annotation on the device was
simply too inefficient. When questioned about this, students at </span></font><font
face=Georgia><span style='font-family:Georgia'>Princeton</span></font><font
face=Georgia><span style='font-family:Georgia'> specifically indicated that
they either (a) wanted to use a stylus for marking up the text or (b) wanted a
touch screen that would allow them to highlight a passage using their finger
and in color (see page 5 at <a
href="http://www.princeton.edu/ereaderpilot/eReaderFinalReportShort.pdf">http://www.princeton.edu/ereaderpilot/eReaderFinalReportShort.pdf</a>).
At least that body of users wants the capability of adding in marginalia.</span></font>
</p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Good thought requires stimuli. Readers find such stimuli through
whatever traces previous students and scholars have left behind, ranging from
the most highly organized annotated bibliographies and lists of citations down
to anonymous highlighting or penciled marginalia. Those things are useful,
representing a form of social collaboration. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><i><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-style:italic'>How</span></font></i><font face=Georgia><span
style='font-family:Georgia'> useful <i><span style='font-style:italic'>and for
what class or population of user</span></i> are questions that are as yet
unanswered (as I think is evidenced by Amazon’s experience). Scholars and
professional readers regularly interact with content; they annotate and
highlight and engage with volumes of material, but always somewhat privately. For
those who follow after, the fruits of researcher interaction with a text are
still measured primarily through citations or bibliographies. Those are what
graduate students pore over in assessing relevance of a given work to their own
study. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Those users observed in the Elsevier study spent time
assessing book chapters for relevance before determining whether or not to
download the full text. There must be ways in which NFAIS member organizations
can help those users reduce the time spent in evaluation – from ten
minutes down to seven or even five minutes. We haven’t hit upon the right
combination of technologies to make engagement with text viewable and
intelligible, and yet it is in the moment of engagement that the user senses
the greatest value in content. </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>Modes of annotation and marginalia will assuredly undergo
further change. In the meantime, NFAIS member organizations might do well to
consider a question or two in the context of the communities that they serve:</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<ul type=disc>
<li class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>What might an information provider do to improve the
process of assessing relevance, particularly with regard to book content? </span></font></li>
</ul>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>And a harder one:</span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<ul type=disc>
<li class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'>What combination of technologies (print or digital)
will better support <i><span style='font-style:italic'>thought</span></i>
in the communities being served by NFAIS members? </span></font></li>
</ul>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b></p>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>MARK YOUR CALENDAR FOR THESE NFAIS
EVENTS:</span></font></b></p>
<p class=MsoNormal><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b></p>
<p class=NoSpacing style='margin-left:1.0in;text-indent:-1.0in'><b><font
size=3 face=Georgia><span style='font-size:12.0pt;font-family:Georgia;
font-weight:bold'>October 13: </span></font></b><font face=Georgia><span
style='font-family:Georgia'>Improving the User Search Experience Part II:
Leveraging Content to Improve Discoverability and Use, </span></font><font
face=Georgia><span style='font-family:Georgia'>Philadelphia</span></font><font
face=Georgia><span style='font-family:Georgia'>, </span></font><font
face=Georgia><span style='font-family:Georgia'>PA</span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=NoSpacing><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>October 18: </span></font></b><font
face=Georgia><span style='font-family:Georgia'> NFAIS Humanities Roundtable IX,
</span></font><font face=Georgia><span style='font-family:Georgia'>New York</span></font><font
face=Georgia><span style='font-family:Georgia'>, </span></font><font
face=Georgia><span style='font-family:Georgia'>NY</span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=NoSpacing><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>November 10:</span></font></b><font
face=Georgia><span style='font-family:Georgia'> Assessing the Usage and Value
of Scholarly and Scientific Output: </span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> An Overview of Traditional and
Emerging Metrics, </span></font><font face=Georgia><span style='font-family:
Georgia'>Philadelphia</span></font><font face=Georgia><span style='font-family:
Georgia'>, </span></font><font face=Georgia><span style='font-family:Georgia'>PA</span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=NoSpacing><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>November 18:</span></font></b><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Mobile</span></font><font
face=Georgia><span style='font-family:Georgia'> Computing: Delivering Content
to the Research </span></font></p>
<p class=NoSpacing><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b><font
face=Georgia><span style='font-family:Georgia'>Community, </span></font><font
face=Georgia><span style='font-family:Georgia'>Washington</span></font><font
face=Georgia><span style='font-family:Georgia'>, </span></font><font
face=Georgia><span style='font-family:Georgia'>DC</span></font><font
face=Georgia><span style='font-family:Georgia'> (joint with CENDI)</span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=NoSpacing><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>December 8:</span></font></b><font
face=Georgia><span style='font-family:Georgia'> Webinar on the
Information Industry in </span></font><font face=Georgia><span
style='font-family:Georgia'>China</span></font></p>
<p class=NoSpacing><b><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia;font-weight:bold'>February 27- March 1:</span></font></b><font
face=Georgia><span style='font-family:Georgia'> NFAIS 2011 Annual Conference, </span></font><font
face=Georgia><span style='font-family:Georgia'>Philadelphia</span></font><font
face=Georgia><span style='font-family:Georgia'>, </span></font><font
face=Georgia><span style='font-family:Georgia'>PA</span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia;font-weight:
bold'> </span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia;font-weight:
bold'>2010 SPONSORS</span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Accessible
Archives, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>American
Psychological Association/PsycINFO</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>The British
Library</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>CAS</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Copyright</span></font><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Clearance</span></font><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Center</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>CrossRef</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Data Conversion
Laboratory</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Defense</span></font><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Technical</span></font><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Information</span></font><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Center</span></font><font
face=Georgia><span style='font-family:Georgia'> (DTIC)</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Getty Research
Institute</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>H. W. Wilson</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Information
Today, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Office of
Scientific & Technical Information, DOE</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Philosopher’s
</span></font><font face=Georgia><span style='font-family:Georgia'>Information</span></font><font
face=Georgia><span style='font-family:Georgia'> </span></font><font
face=Georgia><span style='font-family:Georgia'>Center</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>ProQuest</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Really
Strategies, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Temis, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Thomson Reuters
Healthcare & Science</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Thomson Reuters
IP Solutions</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>Unlimited
Priorities Corporation</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'>***************************</span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=NoSpacing><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal style='margin-left:1.5in;text-indent:-1.5in'><font size=3
face=Georgia><span style='font-size:12.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=3 face=Georgia><span style='font-size:12.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'> </span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'> </span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>Jill O'Neill</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>Director, Planning & Communication</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>NFAIS</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>(v) 215-893-1561</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>(email) jilloneill@nfais.org</span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> </span></font></p>
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