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The Effect of Digital Publishing on Technical

The Effect of Digital Publishing on Technical
The Effect of Digital Publishing on Technical

The Effect of Digital Publishing on Technical Services in University Libraries

by Ben Hunter

Available online4October2012

The past decade has brought enormous

changes in scholarly communication,

leading many libraries to undertake large-scale digital publishing initiatives.

However,no study has investigated how technical services departments are changing to support these new services. Using change management as a theoretical framework,the investigator uses content analysis,surveys,and interviews to analyze how libraries at the cutting edge of

library-based digital publishing are

utilizing their technical services departments to support these new initiatives and how these changes are being handled.The findings indicate that while many technical services departments are actively supporting library-based digital publishing to some degree,many functions traditionally provided by technical services are being handled by other units within the library.This leads to a discussion of how these change processes will progress and their ultimate effect on library structures

and user services.

Ben Hunter, University of Idaho Library,PO Box442350,Moscow,ID83844-2350,USA

Tel.:+12088855858;fax:+12088856817.

.Keywords:Technical services;Change management;Digital publishing T here have been enormous changes in scholarly communication in the past decade.Distribution methods for publishers,for instance,have been radically altered by the fast and inexpen-sive dissemination of scholarship made possible by Internet-based digital publishing and decreased sales of printed books.While digital publishing was first associated with digitized versions of print resources such as books and peer-reviewed articles,the capabilities of electronic modes of distribution are increasingly being exploited to publish new forms of resources including datasets and multimedia.Digital publish-ing changes not only the nature and distribution of published resources, but also the production and editing process.

Publishing in any form remains a complex process.To engage in digital publishing requires expertise in areas such as technical infra-structure,metadata and markup,organization of content,design and graphics,accessibility,content management,web publishing,archiv-ing,and digital rights management.1Further,digital publishing has eliminated many of the financial barriers to publishing such as costs associated with the production and distribution of physical volumes. As a result,many academic libraries have entered the digital publish-ing arena by involving themselves in initiatives including fostering open access content,digitizing library materials(e.g.,those in their archives),and maintaining institutional repositories.In many cases, academic libraries have embraced digital publishing to respond to changing information-seeking behaviors of faculty and students,new opportunities and needs related to advancing scholarly communica-tion,and unsustainable journal pricing models.2

Academic libraries began to expand their role in publishing at the same time that many university presses struggled under a business model that typically requires presses to recover90percent of their costs while continuing to publish original scholarly monographs.3In some universities this has contributed to a breakdown of the traditional division of labor between these two entities,often leading to partnerships between or merging of libraries and university presses to distribute content in a digital environment.While these partner-ships are often inhibited by difficulties encountered in merging the sometimes different cultures of libraries and publishing,developing sustainable funding models,and proper alignment with the university's mission,there are numerous benefits including providing access to unique collections and providing online publishing channels for faculty and,at some institutions,graduate and undergraduate students.

The changes brought on by library-based digital publishing have the potential to affect every unit in the academic library,including technical services,which,according to Tauber,encompass“those services involved in the acquisition,recording and preserving of materials”.4

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Godden extends Tauber's definition to“those services involved in the acquisition or collection,preservation and organization of information in any form or medium for the purpose of eventual dissemination”.5 Although both definitions predate the advent of Internet-based digital publishing,the fundamental mission of technical services remains essentially the same,namely to facilitate access to information through the collection,organization,and preservation of information.

P ROBLEM S TATEMENT

As university libraries become increasingly involved in digital publishing initiatives,technical services departments face both new opportunities and new challenges.No study has investigated how these departments are adapting to support library-based digital pub-lishing initiatives and how university libraries manage those changes. More precisely,are technical services departments assuming new roles and responsibilities,and what is the impact on departmental operations and their organizational structures?

The ways in which digital publishing efforts are supported has broad implications for the future of technical services work in aca-demic libraries.The findings of this study will provide important perspectives on which library directors and managers can reflect on as they integrate their digital publishing initiatives into the workflow of the library.By better understanding possible future functions and structures of technical services departments in relation to supporting digital publishing initiatives,library managers should be strategic in their hiring and training to ensure a staff that is qualified and prepared for both present and future responsibilities.Furthermore,library directors and technical services managers will be exposed to different strategies to transform technical services departments to support library-based digital publishing initiatives.

L ITERATURE R EVIEW

The literature has numerous examples illustrating the growing in-volvement of academic libraries in digital publishing.A report spon-sored by the Association of American Universities,Association of Research Libraries(ARL),Coalition for Networked Information,and National Association of State Universities and Land Grant Colleges states that,while universities have until recently relied on very tradi-tional means of distributing scholarship,digital technologies have changed both the possibilities for dissemination and the ability to share entirely new forms of content.6The report asserts that much of the needed infrastructure for these endeavors exists,most often in libraries.Brown,Griffiths,Rascoff,and Guthrie found numerous examples of successful projects involving collaborations between university presses and libraries,including Project Muse and Columbia International Affairs Online.7However,in the course of conducting interviews at selected universities,they found university administra-tors to be generally detached and press directors to be ambivalent, though librarians were excited about digital publishing collaborations. While there are high profile success stories,their report indicates that general acceptance of the library's role in digital publishing is far from secure.

A common form for library based publishing to take is that of the institutional repository.In a survey of research universities,Lynch and Lippincott found that approximately40percent of universities reported having an institutional repository and88percent of those that did not have one were taking steps toward creating one.8For those universities that have an institutional repository,almost80percent reported that the library had sole administrative responsibility.Content in the repositories varied,but electronic theses and dissertations, preprints,working papers and digitized assets from special collections were the most common digital objects.

In much of the literature predicting the future for libraries,digital publishing is seen as a natural fit for libraries.Wittenberg notes the need for collaboration and“the creation of new kinds of hybrid organizations and staff”9to support digital publishing,but that traditional skills found within libraries including the organization, storage,preservation and delivery of information are important skills that will help position libraries at the forefront of digital publishing. Simmons–Welburn,Donovan,and Bender state that one of the key roles for libraries will be to integrate digital publishing into their core services by curating digital collections and supporting institutional repositories.10Lewis predicts that within20years,over half of libraries'investment in collections will be represented by activities related to curating digital content.11

Related to the more general predictions for future academic library roles,digital publishing is a common theme when visioning future scenarios for libraries.Carpenter,Graybill,Offord,and Piorun found support among directors of libraries with membership in ARL for one of their scenarios in which the library takes on many roles formerly filled by university presses,with the economics of publishing acting as a driving force in moving these operations to the library.12Staley and Malenfant paint a less optimistic picture as a possible future scenario,positing that,while libraries may take an active role in digital publishing,the inertia of conventional publishing will continue due in large part to promotion and tenure guidelines while digital publishing initiatives stay on the margins.13These studies demonstrate the important role that libraries are likely to play in the future of academic digital publishing,and help to establish the need for a more formal investigation of the structural changes likely to be associated with digital publishing initiatives.

While the literature clearly demonstrates the perceived impor-tance of digital publishing to libraries,there is relatively little written on how these changes are managed.There are indications that while there are many traditional library skills that can be leveraged to support digital publishing,such support will also require skills not currently present in most libraries.Thomas describes successful library led digital publishing initiatives at Cornell University,including Project Euclid(math and statistics journals),arXiv(e-print archive initially created to facilitate the exchange of preprints in high energy physics), and DPubS(open source content management system).14Thomas notes that the library's role is becoming less passive and more active in leveraging existing areas of library expertise,but notes a need for organizational development of non-traditional skills including “content acquisitions,editorial management,contract negotiation, marketing and subscription management”.15

The need for close collaboration between library units in supporting digital publishing is an important theme.Walters,who writes about the many ways in which library skills were leveraged to support digital publishing at the Georgia Institute of Technology,notes the need for collaboration between units to utilize the different strengths of a diverse library organization.16Ma notes a very similar collaborative workflow to support digital projects at Penn State,utilizing the strengths of many library units including technical services.17

The literature specifically looking at technical services'involvement in digital publishing reinforces the idea that collaboration between units is fundamentally important,with technical services librarians often in an advisory role for metadata creation.Fleming,Mering,and Wolfe note that metadata creation has become the domain of many units across libraries and that catalog librarians typically play the role of overseer or advisor to maintain metadata quality.18Mitchell,Thompson,and Wu document a similar situation at the University of Houston,where individuals from technical services act as advisors to metadata contrib-utors.19In her analysis of three institutional repositories,Kurtz notes that from a sample of user contributed metadata,only the submissions that had been vetted by a metadata librarian were of consistently high quality.20

In terms of staffing in technical services to take on new roles related to digital publishing,Banush writes that Cornell created a

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separate metadata unit within its technical services department to support numerous digital library initiatives.21This new unit was staffed with personnel repurposed from other units.Gregory,Weber, and Dippie note a similar situation at the University of Utah,where existing technical services staff provided systems and metadata support to various collaborative digital library projects.22This is consistent with the findings of Connell and Cetwinski who found that, in a survey of libraries who are members of ARL,technical services departments are heavily involved with institutional repositories but that86percent of positions that support these repositories are not new.23These findings imply that rather than expanding technical services departments to meet new needs,many academic libraries are transforming existing workflows to meet new needs.However,the way that these changes have been managed is not well documented in the literature.

T HEORETICAL F RAMEWORK

Much literature exists on the issue of change management,including in the literature of library and information science.Pugh24draws heavily on the work of Lewin25in his depiction of the change process in libraries undergoing a three-stage process of“unfreezing,moving and refreezing”.26In this process,an organization must have open lines of communication that facilitate the ability for those seeking change to persuade personnel of the need for change and build alliances,therefore unfreezing the structure and culture.The moving stage involves creating and communicating an inclusive and attainable strategy for change.Refreezing occurs“when behavior change becomes attitude change,and people believe in the change”.27

Hirshon describes change management in libraries as being com-posed of a series of eight steps.28A trigger situation,such as a sudden change in the budget or personnel,creates the need for change. Planning is then conducted to identify goals,objectives and preferred outcomes.The results of the planning process are communicated to stakeholders,and the plan is revised according to feedback.As needed, restructuring takes place to appropriately organize personnel.Policies and processes are examined to ensure that they fit with the plan,and personnel are trained for new duties.With the changes implemented, monitoring and assessing are conducted to ascertain the success of the new programs.Finally,cultural change occurs when“the change has become second nature to people”.29

Kotter takes a similar approach with his eight-stage process.30In this model,a sense of urgency must be established through iden-tifying crises or opportunities.A“guiding coalition”is assembled to lead the change,followed by the development of a vision and strategy and the subsequent communication of that vision and strategy.The fifth stage,“empowering broad-based action,”involves creating an environment that facilitates the desired change to happen.Small successes are achieved and widely communicated,and then those successes are leveraged to produce further change.Finally,the new approaches brought about by the change process are made part of the culture of the organization.

Hirshon's eight steps are similar to the eight-stage model put forward by Kotter in that the model begins with the establishment of a need for change,proceeds through a series of steps to achieve that change,and ends with a cultural change.31,32Both of these models are compatible with the more succinct three-stage model established by Pugh in that they involve the basic steps of unfreezing(establish the need for change),moving(lay out a series of steps to achieve change), and then refreezing(establish the changes as an accepted part of the organizational culture).

Though Pugh33and Hirshon34describe the change management process specifically within library organizations,their process fits neatly with the more general process put forth by Kotter.35In other words,although libraries have many unique qualities,they face challenges similar to other organizations when faced with change.A library dealing with the shift from print books to electronic books will face many of the same challenges with regard to its organization and personnel as a retailer that must shift its focus from a bricks-and-mortar model to online sales.Therefore,though there is some written on change management within libraries,it is useful to look at the more general literature on the subject.

From a more descriptive perspective,after completing an interdis-ciplinary literature review and subsequently grouping similar change processes,Ven and Poole identified four ideal types of change:life-cycle,evolutionary,teleological and dialectical.36,37These four types, referred to as“motors,”describe both the generating mechanisms and event progression for each of the ideal types of change.

To summarize the four ideal types,the life-cycle model describes a developing entity as possessing within it“an underlying form,logic, program,or code that regulates the process of change and moves the entity from a given point of departure toward a subsequent end that is prefigured in the present state”.38The generating mechanism for the life-cycle comes from within the organism or unit.As a simple example in libraries,this could be used to describe committee or task force with a definite charge that then disbands when the task has been completed.Evolutionary change is rooted in a generating mechanism of competitive selection and the“[c]ompetition for scarce environmental resources between entities inhabiting a popu-lation”.39Repurposing positions from one unit with shrinking responsibilities to an emerging unit is an example of evolutionary change sometimes seen in libraries.Both life-cycle and evolutionary models are described by Ven and Poole as prescribed modes of change,as they represent the realization of pre-determined change scripts.

Teleological change involves goal formulation and steps taken to meet those goals.The generating mechanism for this type of change is purposeful enactment,thus making it the closest ideal type to the unfreezing,moving,and refreezing process described above.A well-executed strategic planning process is an example of teleological change.Dialectical change is based on Hegelian dialectics:the conflict between thesis and antithesis being resolved to achieve synthesis and change.One way dialectical change may be seen in libraries is in controversial decisions where many individuals are given the opportu-nity to comment,and then a compromise is reached based on the feedback.Teleological and dialectical models are defined as constructive modes of change,as they are likely to result in unpredictable results and a break with the past.

Dialectical and evolutionary change take place with groups of entities,whereas teleological and life-cycle change processes only act on individual entities.Ven and Poole note that a group of individuals in the aggregate may constitute a single entity.Therefore,any of the above models could potentially be applied to describe change within libraries.The authors also acknowledge that in complex real-world environments,many situations will likely involve multiple types of change working interdependently at various levels.

R ESEARCH Q UESTIONS

This study posed the following set of questions to probe how technical services departments are changing to support digital publishing:?What are the reporting structures for technical services staff involved in digital publishing initiatives?

?How do technical services departments support library-based digital publishing initiatives?

?What specific roles and responsibilities are they assuming to support digital publishing initiatives?

?How are they changing to accommodate digital publishing initiatives??What strategies are managers using to change the departments to support digital publishing?

86The Journal of Academic Librarianship

?What are the generating mechanisms and event progressions for change processes in those departments transforming to accom-modate digital publishing?

P ROCEDURES

Digital publishing encompasses a wide range of activities,and libraries may have varying levels of commitment to supporting these activities. As a result,no single list identifies a population from which to sample. Therefore,this study examines26libraries whose institutions have membership in ARL identified through the literature review as actively involved in library-based digital publishing initiatives.All of these libraries either house or provide substantial support to digital publish-ing initiatives,including,but not limited to,institutional repositories, disciplinary repositories,and open-access journals.Specifically,the study focuses on the head of technical services or the equivalent at each institution.Given their position in the middle of library organizations, these individuals will be well positioned to speak to both strategic directions and operational concerns for the units.

The investigator visited the websites of the26libraries to search for documents relevant to the study;these documents included organi-zational charts and web pages describing current digital publishing initiatives.Content analysis,“a set of procedures for collecting and organizing information in a standardized format that allows analysts to make inferences about the characteristics and meaning of written and other recorded material”,40was then performed on those documents.This analysis indicates the reporting structures for tech-nical services staff involved in digital publishing and the nature and extent of digital publishing initiatives.

The investigator analyzed the organizational charts and recorded four organizational characteristics for each:(1)the number of positions between the head of technical services and the director or dean(i.e.,whether the head of technical services reports directly to the dean or director,or to an associate university librarian or equivalent), (2)where the nearest common manager is between technical services and a manager directly in charge of a digital publishing function, (3)whether or not technical services and one or more digital publish-ing initiatives reside in the same department or reporting line,and (4)whether or not the organizational chart makes an explicit horizontal connection between technical services and any unit directly involved in digital publishing.

Additionally,content analysis was used to probe eight categories of digital publishing initiative within individual libraries:(1)insti-tutional repository(online platform for collecting,preserving and disseminating the output of a university),(2)disciplinary repository (online platform for collecting,preserving and disseminating the work of scholars in a specific discipline),(3)hosted open access journals or books(freely available digitally-born scholarly books and/or journals),(4)digitized special collections(digitized copies of rare or specialized physical collections),(5)dataset management and preservation(online platform for collecting,preserving and dissemi-nating research datasets),(6)digitized orphan or public domain works (digitized versions of physical items that are in the public domain or qualify as orphan works),(7)digitized university press content (digitized content published by a university press or a“digital imprint”of the library),and(8)print-on-demand(on-demand production of bound,print books from digitized copies).

In addition to the use of content analysis,the investigator contacted the head of technical services via an introductory e-mail that outlined the study,supplied information regarding confidentiality,and encour-aged participation in an online survey through an explanation of the study's role and value.The text of the survey is presented in Appendix A.

A reminder e-mail message was sent to potential participants who did not complete the survey within a predetermined timeframe.

The survey collected information regarding the level and nature of support for each digital publishing initiative supported by a respondent's technical services department.The eight tasks listed in the survey consisted of the following:(1)metadata and cataloging,(2)scanning and digitization,(3)loading content into an online platform,(4)tech-nical maintenance of an online platform,(5)technical maintenance of servers or hardware,(6)working and liaising with partners outside the library,(7)promotion and marketing,and(8)formatting and editing of content.The nature of support for each of these tasks was categorized as follows:sole(all responsibility and duties are contained within technical services),primary(ultimate responsibility lies within technical services,though other departments perform important tasks),support-ing(responsibility for this duty is with another department,but tech-nical services regularly performs important tasks),peripheral(technical services occasionally performs tasks related to this duty),and none (technical services is not involved in this duty in any important way).

Individuals indicating a“supporting”level or higher for at least two different types of digital publishing initiatives were invited to participate in a follow-up interview.Those who agreed to participate received a copy of the interview questions before the interview was conducted.Due to the geographical diversity of the institutions being examined,interviews were conducted via telephone.Such interview-ing is appropriate“when the social cues of the interviewee such as gender or ethnicity are less or not important…and when standard-ization of the interview situation is not important”.41The interview questions can be found in Appendix B.

Data Quality

Before beginning data collection,two Professors of Practice in the Simmons College Managerial Leadership in the Information Professions (MLIP)program verified the list of institutions included in the research study and found the list to be satisfactory.Further,they reviewed the typology of library-based digital publishing initiatives contained in the survey to check for clarity and completeness and examined the criterion for selecting institutions to interview.They suggested minor revisions to the typology which the investigator made.

F INDINGS

The websites of19libraries provided organizational charts,and15 heads of technical completed the online survey,for a response rate of 57.7percent.Of those who responded and based on their comments,11 were invited to take part in a follow-up interview,and three participants ultimately participated.

Content Analysis

Eleven of the19organizational charts indicate that the head of technical services reports directly to the director or dean of the library. The remaining eight technical services heads report to an associate university librarian or associate dean.Fourteen of the19charts did not reveal any apparent organizational connections between techni-cal services and any digital publishing initiative,either vertically or horizontally.At these institutions,the nearest direct report between technical services and any digital publishing initiative is the director or dean.Two of the19charts indicate an associate university librarian or associate dean as the nearest shared report between technical services and any unit involved in digital publishing.The remaining three organizational charts reveal a much closer integration of digital publishing and technical services.These charts indicate that one or more digital publishing initiatives reside within the technical services department.In one of these three charts,an additional horizontal connection is explicitly made between the technical services depart-ment and a digital publishing unit elsewhere within the library's organizational structure.

Content analysis also revealed that the15libraries represented in the survey results maintain institutional repositories and digitized special collections,and they are actively involved in digitizing orphan and/or public domain works.Additionally,12of the15libraries host

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platforms for managing and preserving data,eight libraries actively host access journals and/or monographs,six are involved with digital content from their university press,five offer print-on-demand services,and two host disciplinary repositories.Figure 1illustrates the number of libraries supporting each initiative.

Survey

Of the 15surveys completed,13technical services departments provide some level of support for one or more digital publishing initiatives.The level of support ranges from 11technical services departments that work with their institution's digitized special collections to no technical services that are involved with disciplinary repositories.Figure 1illustrates both the number of libraries offering each type of digital publishing and the number supported by technical services departments.

Collectively,the 13technical services departments that support digital publishing initiatives support 45total initiatives,as shown in Figure 1.Table 1summarizes the types and levels of support for these 45initiatives.Metadata and cataloging is clearly the most common responsibility for technical services to perform.Scanning and digitiza-tion,loading content into an online platform,and technical maintenance of online platforms are frequently supported.Working and liaising with partners outside the library is also a common task for technical services to play,though most often in a peripheral role.Technical maintenance of servers and hardware is the least common role for technical services departments.

Though the level of support for different initiatives varies widely,the nature of the support provided is relatively consistent between initiatives.For example,six of the 11technical services departments involved with institutional repositories indicated either sole or primary

Table 1

Nature and level of technical services support for digital publishing initiatives

Task

Total sole

Total primary

Total supporting

Total peripheral

Total none

Metadata/Cataloging 11171250Scanning/Digitization

0011826Loading content into online platform 1316322Technical maintenance of online platform 0310230Technical maintenance of server/hardware 300042Working/liaising with partners outside library 0491418Promotion/Marketing 114633Formatting/Editing

3

3

6

5

28

Figure 1

Library-based digital publishing initiatives and technical services support.

151515

12

86

5

21111

6

7

4

3

3

2468101214

Libraries supporting initiative Technical services departments supporting library initiative

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responsibility for metadata and cataloging in this area,and all11 libraries reported at least peripheral responsibility.Seven indicated at least a supporting level of responsibility for loading content into the online platform.All other tasks related to support for institutional repositories were provided by at least four technical services de-partments,with the exception of technical maintenance of servers and hardware,which was provided by only one technical services depart-ment.Table2summarizes the level and nature of support provided by the11technical services departments who indicated that they provide support for institutional repositories.

These results were essentially mirrored in the11responses re-garding digitized special collections and the seven responses related to data management.Though the overall level of support is much smaller for orphan and public domain materials,digital university press content,open access content,and print-on-demand,there are no clear trends in the responses to differentiate them from each other or the rest.Metadata and cataloging is frequently supported,and technical services departments do not commonly perform technical maintenance of servers and hardware.

Regarding the personnel within their departments who perform duties related to supporting digital publishing initiatives,all13tech-nical services departments that support digital publishing initiatives have retrained existing personnel to perform new duties.Five depart-ments have also repurposed vacated positions to hire individuals to perform new duties,and six have been able to add new position in order to provide support for digital publishing initiatives.

Interviews

The questions asked of the participants in the interviews addressed four primary areas:(1)expected changes in the next two to three years,(2)strategies for managing change,(3)factors driving change, and(4)expected challenges in the next two to three years.Each of the participants took part in the full interview and answered every question.

The participants noted that within two to three years,they expect to take on relatively modest amounts of new work related to digital publishing.The examples mentioned by participants include meta-data and quality control for a new open access journal initiative, technical maintenance of digital publishing platforms,and formatting and editing digitally published content.Additionally,they believe there are opportunities for technical services departments to play a prominent role in metadata for new data management initiatives including metadata creation and education,and consultation on data management plans.

None of the participants thought that these duties would cause a major change in departmental structure or workflow within the next two to three years.The change process described by each of the participants is one of incremental change driven in large part by the abilities and interests of current employees.While there are opportunities to apply traditional cataloging skills to digital publish-ing projects in areas such as metadata and authority control,one subject expressed pessimism about the likelihood of being able to retrain most existing staff,noting that the vast majority of their duties are nearly identical to the work they were doing ten years ago.All of the participants noted a need to take advantage of retirements,using those opportunities to dramatically rethink positions and to recruit for new skill sets.

Though the change is incremental,the participants are using a number of techniques to help transition their departments.For example, cataloging expertise is being put to use to review metadata quality, even if another department is creating that metadata.This helps with familiarity with metadata standards,and helps technical services per-sonnel see potential future roles in digital publishing initiatives.Appro-priate training opportunities are sought out and advertised within the department;these may take the form of one-time sessions such as webinars,or may involve working with another employee who is able to provide https://www.wendangku.net/doc/ec210202.html,munication is also important to preparing personnel for new duties.One subject noted the importance of“routine evangelization”on the importance of supporting library-based digital publishing initiatives.None of the participants expect a significant change in these strategies in the coming two to three years,though one expressed optimism that within that timeframe a“core of support”would emerge in the department,giving new initiatives extra momentum.

A number of factors drive technical services support of digital publishing initiatives.Support from library administration for digital publishing initiatives has been an important driving force.Addition-ally,the need for support for various projects from other units within the library has driven involvement.Finally,the particular interests and skills from technical services staff resulted in support for some initiatives.For example,a cataloger with expertise in a particular subject may naturally gravitate toward a digital publishing initiative in that subject.Even if technical services support for that initiative had not been initially sought out,it could provide a logical opening for technical services involvement.

The interviews reveal three central challenges that technical services departments are facing with regard to assuming new duties.The first relates to staffing.Existing personnel in technical services departments often do not possess the appropriate skills needed to best provide support for digital publishing initiatives.Even when existing staff can be trained to take on new duties,finding the time to assume these new roles can be difficult.All of the participants noted increased automation

Table2

Nature and level of technical services support for institutional repositories

Task Total sole Total primary Total supporting Total peripheral Total none Metadata/Cataloging24320

Scanning/Digitization00245

Loading content into online platform02504

Technical maintenance of online platform01406

Technical maintenance of server/hardware100010

Working/liaising with partners outside library02333 Promotion/Marketing01127 Formatting/Editing20315

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and reductions in traditional tasks have freed up some staff hours,but these time savings are not enough to assume all of the potential new duties for technical services.

The second issue,lack of adequate financial resources,is also tied to staffing.Technical services departments lack the funding that would be necessary to fund new positions to take on new tasks.Additionally, when positions open due to existing staff resigning or retiring,the existing salary line is not enough to recruit individuals with the needed skills.The third issue,mentioned by one subject,relates to the position of digital publishing within the library structure.By being completely structurally separate,there are many political and organizational bar-riers to collaboration between technical services and digital publishing units.

When asked about strategies for dealing with these challenges, the participants mentioned further streamlining and automation of workflows to free up additional staff time as being the most im-mediately viable and achievable course of action.In terms of future strategies,one subject mentioned the need to market their library as a forward-thinking,exciting place to work in order to attract new employees with the appropriate skills.Funding for higher salaries would also help to attract those people.Finally,communicating a new vision of libraries as centers of innovation to faculty and adminis-tration was noted as a crucial step toward increasing buy-in and financial support for innovative initiatives such as library-based digital publishing.

D ISCUSSION

For both the survey and the interview,the response rate was lower than the investigator had predicted.This may have been due to the December and January timeframe that the survey was distributed. Technical services managers are often extremely busy,and it is likely that more would have participated had the research not coincided with both the holiday season and the end of the academic semester. Despite this,the collected data reveals many interesting trends.

Examination of the reporting lines apparent in organizational charts reveals that technical services departments occupy a central position in the organizational structure of the19libraries examined. This is not an unexpected result,as technical services departments have traditionally been considered a core component of library organizations. However,the majority of organizational charts indicate little structural integration between technical services and units supporting digital publishing.Only three of the19organizational charts analyzed showed a clear connection between digital publishing and technical services.

One interview subject mentioned the political and organizational barriers to collaboration presented by structural separation;this highlights a potential problem for technical services departments.As traditional functions such as purchasing and cataloging serials and monographs decrease in volume and become more efficient through outsourcing and automation,digital publishing initiatives are increas-ingly emphasized as part of the core services of academic libraries. Given the widespread structural disconnect between technical services departments and units performing digital publishing functions,replac-ing former technical services duties with new duties related to digital publishing is not necessarily a seamless process.

Despite these potential barriers,the survey results reveal that digital publishing support is becoming a part of most technical services departments'role within the library.Only two of the15respondents indicated that they do not offer any support at all for digital publishing. Among the13technical services departments that provide support, metadata and cataloging was the most common role.This is consistent with the interview findings that technical services managers are not attempting to retrain staff in a drastic way,opting to instead focus on leveraging existing skills related to cataloging and authority control. However,the findings also show that even for metadata and cataloging, a function technical services departments have an extensive history with,many digital publishing projects exist with little or no metadata and cataloging support from technical services.

The change process described by technical services managers is one of slowly adjusting to new needs by gradually training existing employees,repurposing open positions,and occasionally adding new positions as budgets allow.Other strategies for achieving this change such as taking advantage of individual employee's interests and fre-quent communication are similarly incremental and,to some extent, more reactive than proactive.This does not match the very deliberate change management process put forth by authors such as Pugh and Kotter.42,43

Viewing the change process through the lens of Ven and Poole,the process discovered by the investigator is not typical of teleological or dialectical change models.44Though library directors and other external forces are influential in driving technical services support for digital initiatives,the actual change process observed appears to be driven by internal dynamics.This leads the investigator to conclude that the mode(s)of change present in many technical services departments are best described by the prescribed modes of change:life-cycle and evolutionary.

The evolutionary model is the most accurate descriptor of tech-nical services departments'current approach to managing change. Individual tasks and functions are being shed or minimized to make room for new initiatives.In the larger scheme,if the technical services department is viewed as a single organism within the larger or-ganization,its continued survival will depend on its adaptation to changes within the wider environment.

It is also possible that the life-cycle model is most apt to describe the current trajectory of technical services departments.They de-veloped in response to a specific library environment that dealt with a relatively homogenous flow of print monographic and serial material. As that environment has begun to irreversibly change,the traditional model of technical services as providing a centralized department for collection,preservation,and organization is reaching the end of its life.

C ONCLUSION

The findings of this research call into question whether Godden's very broad definition of technical services as“those services involved in the acquisition or collection,preservation and organization of information in any form or medium for the purpose of eventual dissemination”45 is still accurate today,and whether it will continue to be accurate in the future.Digital publishing presents new needs that,in many cases, simply cannot be met by existing technical services departments due to difficulties posed by retraining existing personnel and insufficient staffing.This is exacerbated by structural separation between technical services departments and digital publishing within most library organizations.

The question remains whether the change we are witnessing in technical services departments is best described by an evolutionary model where the competition for scarce resources(e.g.,money and staff time)results in a fundamental change,or a life-cycle model where technical services departments are destined to gradually shrink in both size and importance.Is the gradual process of retraining new staff and repurposing open positions a measured and deliberate way to continue to provide a centralized core of collection,organization, and dissemination within a library?Or,as library services diversify, is the era of a single,central unit providing all these functions coming to an end?While there is likely to be a role for technical services departments in the acquisition and organization of commercially produced monographs and serials into the forseeable future,it is not clear whether this will become a niche area for reduced technical services departments to inhabit,or whether these departments will expand and evolve to provide support for multiple library functions including digital publishing.

90The Journal of Academic Librarianship

If technical services departments evolve to offer broad support across a diverse range of library units,this horizontal integration reaffirms the central role of technical services in the library structure. This approach may yield greater efficiency through centralized expertise and a more unified set of services due to consistent standards and processing.If technical services departments primarily concentrate on traditional acquisitions and cataloging functions,libraries structures may become better vertically integrated(i.e.all necessary functions for a specific initiative are included within a single unit).This could result in efficiency gains by colocating all functions related to specific resources within a unit,and could help individual projects tailor staff expertise to the unique needs of that initiative.However,this approach also carries the risk of“siloization”of library services.

From the user standpoint,the first approach lends itself to the presentation of library services as a consistent and unified whole.The second approach could lead to libraries offering a“suite”of loosely-related,but perhaps more specialized,services.While both approaches have strengths and weaknesses,the differences between these two models are substantial.As library directors plan for future library services and adjust library structures to best accommodate these new functions, technical services departments will be fundamentally important to the larger change process and its eventual outcomes.

A PPENDIX A.S URVEY

Page1—Introduction

This survey examines how technical services departments in ARL libraries are changing to accommodate library-based digital publishing initiatives,and how they are likely to change in the near future.The results of this survey will be of use to libraries currently involved in digital publishing to compare their own integration of technical services with digital publishing to the efforts of their peers.For libraries not yet involved with digital publishing,this research will provide insight into how other libraries have integrated these new activities into their organization.

For the purpose of this survey,“technical services”will be broadly defined as“those services involved in the acquisition or collection, preservation and organization of information in any form or medium for the purpose of eventual dissemination”.1“Digital publishing”encompasses activities including but not limited to creating and maintaining institutional repositories,digitizing of print materials, hosting open access publications,and publishing datasets.

All responses will be kept confidential and reported only in the aggregate.This survey will take approximately10–15min.to complete. If you wish to withdraw from this survey at any time,simply close your browser window.You may leave any questions you prefer not to answer blank.

Page2—Projects

Which of the following types of projects maintained by your library does your technical services department currently support in any capacity?

○Institutional repository(an online platform for collecting,pre-serving and disseminating the output of a university—may include electronic theses and dissertations)

○Disciplinary repository(an online platform for collecting,preserv-ing and disseminating the work of scholars in a specific discipline)○Hosted open access journals or books(freely available digitally-born scholarly books and/or journals)

○Digitized special collections(digitized copies of rare or specialized physical collections)

○Dataset management/preservation(online platform for collecting, preserving and disseminating research datasets)○Digitized orphan/public domain works(digitized versions of physical items that are in the public domain or qualify as orphan works(e.g.HathiTrust))

○Digitized university press content(digitized content published by

a university press or a“digital imprint”of the library)

○Print on demand(production of bound,print books from digitized copies on demand)

○Other

If other,please specify:_______________________________

Page3—Tasks(this page was repeated for each

above item selected)

In the following table,please indicate the level of support for each of these functions provided by your technical services department for______.Please use the following definitions,keeping in mind that this is intended to only assess support for your institution's_________.?Sole:all responsibility and duties are contained within technical services

?Primary:ultimate responsibility lies within technical services, though other departments perform important tasks ?Supporting:responsibility for this duty is with another depart-ment,but technical services regularly performs important tasks ?Peripheral:technical services occasionally performs tasks related to this duty

?None:technical services is not involved in this duty in any important way

If other,please specify:_______________________________

Page4—Hiring

Which of the following describe technical services personnel who perform duties supporting your institution's library-based digital publishing?Select as many as apply.

If other,please specify:_______________________________

New position(s) – hired to perform new duties

Repurposed position(s) – hired to perform new duties

Existing personnel retrained to perform new duties

Other

1Godden,I.P.(1984).Library Technical Services.Orlando,FL:Academic Press.p.8.

January201391

Page5—Follow-up Interview

Would you be interested in participating in a telephone interview to follow-up on your answers to this survey?If so,please leave your name and contact information below.Otherwise,please leave the following fields blank.

Name:__________________________________

Institution:_______________________________

Phone:__________________________________

Email:__________________________________

Page6—Thank you

Thank you for your participation,and please let me know in the box below if you have any comments or questions.If you would like to receive the results of this research study after it has been completed,please indicate so with your email address in the box below.

A PPENDIX B.I NTERVIEW Q UESTIONS

1.From your survey responses,I see that your department is

currently involved in________.What additional roles,if any,do you anticipate your department will assume to support digital publishing initiatives in the coming two to three years?

2.As a result of integrating these new duties into your department,

how do you foresee the progression of events and change processes occurring in the next two to three years?Specially,do you expect your department's overall workflow and structure to change?Please comment.

?What order do you expect changes to occur in?

3.What strategies are you or others currently using to prepare

personnel for changes associated with support for digital publish-ing initiatives?

4.Will the same strategies likely be used in the coming two to three

years to prepare personnel for coming changes associated with support for digital publishing initiatives?Please discuss.

5.What factors have been most important in encouraging your

department's support of digital publishing initiatives?

?Are there specific individuals who have been particularly influential?

?Are there specific events that have been particularly influential?

?Are there any other generating mechanisms driving your department's support for digital publishing initiatives?

6.What do you foresee will be the biggest challenges for your

department in supporting digital publishing in the coming two to three years?

7.What strategies do you expect to use to deal with those

challenges?

R EFERENCES

1.William E.Kasdorf,The Columbia Guide to Digital Publishing(New

York:Columbia University Press,2003).

https://www.wendangku.net/doc/ec210202.html,ura Brown,Rebecca Griffiths,Matthew Rascoff,and Kevin

Guthrie,University Publishing in a Digital Age.Online.Available from https://www.wendangku.net/doc/ec210202.html,/ithaka-s-r/strategyold/Ithaka% 20University%20Publishing%20Report.pdf(July26,2007).

3.Raym Crow,Campus-based Publishing Partnerships:A Guide to

Critical Issues.Online.Available from https://www.wendangku.net/doc/ec210202.html,/sparc/ bm~doc/pub_partnerships_v1.pdf(January2009).

4.Maurice F.Tauber,Technical Services in Libraries(New York:

Columbia University Press,1954),p.4.

5.Irene P.Godden,Library Technical Services.(Orlando,FL:Academic

Press,1984),p.8.

6.Association of American Universities,Association of Research

Libraries,Coalition for Networked Information,and National Association of State Universities and Land Grant Colleges.The University's Role in the Dissemination of Research and Scholar-ship:A Call to Action.Online.Available from https://www.wendangku.net/doc/ec210202.html,/ bm~doc/disseminating-research-feb09.pdf(February2009).

7.Brown,Griffiths,Rascoff,and Guthrie,University Publishing in a

Digital Age.

8.Clifford A.Lynch and Joan K.Lippincott.“Institutional Repository

Deployment in the United States as of Early2005,”D-Lib Magazine 11(September2005).https://www.wendangku.net/doc/ec210202.html,/dlib/september05/ lynch/09lynch.html

9.Karin Wittenberg,“The Role of the Library in21st Century

Scholarly Publishing”,in No Brief Candle:Reconceiving Research Libraries for the21st Century(Washington,DC:Council of Library and Information Resources,2008),p.36,Available from http:// https://www.wendangku.net/doc/ec210202.html,/pubs/reports/pub142/pub142.pdf

10.Janice Simmons-Welburn,Georgie Donovan,and Laura Bender,

“Transforming the Library:The Case for Libraries to End Incre-mental Measures and Solve Problems for Their Campuses Now.”

Library Administration&Management22(3)(Summer2008): 130–135.

11.David W.Lewis,“A Strategy for Academic Libraries in the First

Quarter of the21st Century.”College&Research Libraries68(5) (September2007):418–434.

12.Maria Carpenter,Jolie Graybill,Jerome Offord,and Mary Piorun,

“Envisioning the Library's Role in Scholarly Communication in the Year2025.”portal:Libraries and the Academy11(2)(2011): 659–681.

13.David J.Staley and Kara J.Malenfant,“Futures Thinking for

Academic Librarians:Higher Education in2025.”Information Services&Use30(2010):57–90.

14.Sarah E.Thomas,“Publishing Solutions for Contemporary Scholars:

The Library as Innovator and Partner.”Library Hi Tech24(4) (2006):563–573.

15.Ibid.,p.563.

16.Tyler O.Walters,“Reinventing the Library—How Repositories are

Causing Librarians to Rethink Their Professional Roles.”portal: Libraries and the Academy7(2)(2007):213–225.

17.Jin Ma,“Managing Metadata for Digital Projects.”Library Collec-

tions,Acquisitions,and Technical Services30(1–2)(March2006): 3–17.

18.Adonna Fleming,Margaret Mering,and Judith Wolfe,“Library

Personnel's Role in the Creation of Metadata:A Survey of Academic Libraries.”Technical Services Quarterly25(4)(September17, 2008):1–15.

19.Anne J.Mitchell,Michael Thompson,and Annie Wu,“Agile

Cataloging:Staffing and Skills for a Bibliographic Future.”Cataloging &Classification Quarterly48(6)(August2010):506–524.

20.Mary Kurtz.“Dublin Core,DSpace,and a Brief Analysis of Three

University Repositories.”Information Technology and Libraries29

(1)(March2010):40–47.

21.David Banush.“Stepping Out:The Expanding Role of Catalogers in

Academic Libraries and Academic Institutions.”Cataloging& Classification Quarterly45(3)(2008):81–90.

22.Joan Gregory,Alice Weber,and Shona Dippie,“Innovative Roles for

Technical Services Librarians:Extending Our Reach.”Technical Services Quarterly25(4)(Sep.2008):37–47.

92The Journal of Academic Librarianship

23.Tschera Harkness Connell and Thomas Cetwinski,“The Impact of

Institutional Repositories on Technical Services.”Technical Services Quarterly27(4)(October2010):331–346.

24.Lyndon Pugh,Change Management in Information Services(Burlington,

VT:Ashgate,2007).

25.Kurt Lewin,Field Theory in Social Science(New York:Harper&Row,

1951).

26.Pugh,Change Management,p.71.

27.Ibid.,p.77.

28.Arnold Hirshon,“Libraries,Consortia,and Change Management.”

Journal of Academic Librarianship25(March1999):124–126.

29.Ibid.,p.125.

30.John P.Kotter,Leading Change(Boston,MA:Harvard Business

School Press,1996).

31.Hirshon,“Libraries,Consortia,and Change Management.”

32.Kotter,Leading Change.

33.Pugh,Change Management.

34.Hirshon,“Libraries,Consortia,and Change Management.”35.Kotter,Leading Change.

36.Andrew H.van de Ven and Marshall Scott Poole,“Explaining

Development and Change in Organizations.”The Academy of Management Review20(3)(July1995):510–540.

37.Andrew H.van de Ven and Marshall Scott Poole(eds.),Handbook

of Organizational Change and Innovation(New York:Oxford University Press,2004).

38.Ven and Poole,“Explaining Development and Change,”p.515.

39.Ibid.,p.520.

40.U.S.General Accounting Office,Content Analysis:A Methodology for

Structuring and Analyzing Written Material,Transfer Paper10.1.3.

(Washington,DC:U.S.General Accounting Office,1996),p.6. 41.Karin Klenke,Qualitative Research in the Study of Leadership

(Bingley,UK:Emerald Group Publishing,2008),p.133.

42.Pugh,Change Management.

43.Kotter,Leading Change.

44.Ven and Poole,“Explaining Development and Change.”

45.Godden,Library Technical Services,p.8.

January201393

on the contrary的解析

On the contrary Onthecontrary, I have not yet begun. 正好相反,我还没有开始。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, the instructions have been damaged. 反之,则说明已经损坏。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, I understand all too well. 恰恰相反,我很清楚 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, I think this is good. ⑴我反而觉得这是好事。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, I have tons of things to do 正相反,我有一大堆事要做 Provided by jukuu Is likely onthecontrary I in works for you 反倒像是我在为你们工作 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, or to buy the first good. 反之还是先买的好。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, it is typically american. 相反,这正是典型的美国风格。 222.35.143.196 Onthecontrary, very exciting.

恰恰相反,非常刺激。 https://www.wendangku.net/doc/ec210202.html, But onthecontrary, lazy. 却恰恰相反,懒洋洋的。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, I hate it! 恰恰相反,我不喜欢! https://www.wendangku.net/doc/ec210202.html, Onthecontrary, the club gathers every month. 相反,俱乐部每个月都聚会。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, I'm going to work harder. 我反而将更努力工作。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, his demeanor is easy and nonchalant. 相反,他的举止轻松而无动于衷。 https://www.wendangku.net/doc/ec210202.html, Too much nutrition onthecontrary can not be absorbed through skin. 太过营养了反而皮肤吸收不了. https://www.wendangku.net/doc/ec210202.html, Onthecontrary, I would wish for it no other way. 正相反,我正希望这样 Provided by jukuu Onthecontrary most likely pathological. 反之很有可能是病理性的。 https://www.wendangku.net/doc/ec210202.html, Onthecontrary, it will appear clumsy. 反之,就会显得粗笨。 https://www.wendangku.net/doc/ec210202.html,

英语造句

一般过去式 时间状语:yesterday just now (刚刚) the day before three days ag0 a week ago in 1880 last month last year 1. I was in the classroom yesterday. I was not in the classroom yesterday. Were you in the classroom yesterday. 2. They went to see the film the day before. Did they go to see the film the day before. They did go to see the film the day before. 3. The man beat his wife yesterday. The man didn’t beat his wife yesterday. 4. I was a high student three years ago. 5. She became a teacher in 2009. 6. They began to study english a week ago 7. My mother brought a book from Canada last year. 8.My parents build a house to me four years ago . 9.He was husband ago. She was a cooker last mouth. My father was in the Xinjiang half a year ago. 10.My grandfather was a famer six years ago. 11.He burned in 1991

学生造句--Unit 1

●I wonder if it’s because I have been at school for so long that I’ve grown so crazy about going home. ●It is because she wasn’t well that she fell far behind her classmates this semester. ●I can well remember that there was a time when I took it for granted that friends should do everything for me. ●In order to make a difference to society, they spent almost all of their spare time in raising money for the charity. ●It’s no pleasure eating at school any longer because the food is not so tasty as that at home. ●He happened to be hit by a new idea when he was walking along the riverbank. ●I wonder if I can cope with stressful situations in life independently. ●It is because I take things for granted that I make so many mistakes. ●The treasure is so rare that a growing number of people are looking for it. ●He picks on the weak mn in order that we may pay attention to him. ●It’s no pleasure being disturbed whena I settle down to my work. ●I can well remember that when I was a child, I always made mistakes on purpose for fun. ●It’s no pleasure accompany her hanging out on the street on such a rainy day. ●I can well remember that there was a time when I threw my whole self into study in order to live up to my parents’ expectation and enter my dream university. ●I can well remember that she stuck with me all the time and helped me regain my confidence during my tough time five years ago. ●It is because he makes it a priority to study that he always gets good grades. ●I wonder if we should abandon this idea because there is no point in doing so. ●I wonder if it was because I ate ice-cream that I had an upset student this morning. ●It is because she refused to die that she became incredibly successful. ●She is so considerate that many of us turn to her for comfort. ●I can well remember that once I underestimated the power of words and hurt my friend. ●He works extremely hard in order to live up to his expectations. ●I happened to see a butterfly settle on the beautiful flower. ●It’s no pleasure making fun of others. ●It was the first time in the new semester that I had burned the midnight oil to study. ●It’s no pleasure taking everything into account when you long to have the relaxing life. ●I wonder if it was because he abandoned himself to despair that he was killed in a car accident when he was driving. ●Jack is always picking on younger children in order to show off his power. ●It is because he always burns the midnight oil that he oversleeps sometimes. ●I happened to find some pictures to do with my grandfather when I was going through the drawer. ●It was because I didn’t dare look at the failure face to face that I failed again. ●I tell my friend that failure is not scary in order that she can rebound from failure. ●I throw my whole self to study in order to pass the final exam. ●It was the first time that I had made a speech in public and enjoyed the thunder of applause. ●Alice happened to be on the street when a UFO landed right in front of her. ●It was the first time that I had kept myself open and talked sincerely with my parents. ●It was a beautiful sunny day. The weather was so comfortable that I settled myself into the

英语句子结构和造句

高中英语~词性~句子成分~语法构成 第一章节:英语句子中的词性 1.名词:n. 名词是指事物的名称,在句子中主要作主语.宾语.表语.同位语。 2.形容词;adj. 形容词是指对名词进行修饰~限定~描述~的成份,主要作定语.表语.。形容词在汉语中是(的).其标志是: ous. Al .ful .ive。. 3.动词:vt. 动词是指主语发出的一个动作,一般用来作谓语。 4.副词:adv. 副词是指表示动作发生的地点. 时间. 条件. 方式. 原因. 目的. 结果.伴随让步. 一般用来修饰动词. 形容词。副词在汉语中是(地).其标志是:ly。 5.代词:pron. 代词是指用来代替名词的词,名词所能担任的作用,代词也同样.代词主要用来作主语. 宾语. 表语. 同位语。 6.介词:prep.介词是指表示动词和名次关系的词,例如:in on at of about with for to。其特征:

介词后的动词要用—ing形式。介词加代词时,代词要用宾格。例如:give up her(him)这种形式是正确的,而give up she(he)这种形式是错误的。 7.冠词:冠词是指修饰名词,表名词泛指或特指。冠词有a an the 。 8.叹词:叹词表示一种语气。例如:OH. Ya 等 9.连词:连词是指连接两个并列的成分,这两个并列的成分可以是两个词也可以是两个句子。例如:and but or so 。 10.数词:数词是指表示数量关系词,一般分为基数词和序数词 第二章节:英语句子成分 主语:动作的发出者,一般放在动词前或句首。由名词. 代词. 数词. 不定时. 动名词. 或从句充当。 谓语:指主语发出来的动作,只能由动词充当,一般紧跟在主语后面。 宾语:指动作的承受着,一般由代词. 名词. 数词. 不定时. 动名词. 或从句充当. 介词后面的成分也叫介词宾语。 定语:只对名词起限定修饰的成分,一般由形容

六级单词解析造句记忆MNO

M A: Has the case been closed yet? B: No, the magistrate still needs to decide the outcome. magistrate n.地方行政官,地方法官,治安官 A: I am unable to read the small print in the book. B: It seems you need to magnify it. magnify vt.1.放大,扩大;2.夸大,夸张 A: That was a terrible storm. B: Indeed, but it is too early to determine the magnitude of the damage. magnitude n.1.重要性,重大;2.巨大,广大 A: A young fair maiden like you shouldn’t be single. B: That is because I am a young fair independent maiden. maiden n.少女,年轻姑娘,未婚女子 a.首次的,初次的 A: You look majestic sitting on that high chair. B: Yes, I am pretending to be the king! majestic a.雄伟的,壮丽的,庄严的,高贵的 A: Please cook me dinner now. B: Yes, your majesty, I’m at your service. majesty n.1.[M-]陛下(对帝王,王后的尊称);2.雄伟,壮丽,庄严 A: Doctor, I traveled to Africa and I think I caught malaria. B: Did you take any medicine as a precaution? malaria n.疟疾 A: I hate you! B: Why are you so full of malice? malice n.恶意,怨恨 A: I’m afraid that the test results have come back and your lump is malignant. B: That means it’s serious, doesn’t it, doctor? malignant a.1.恶性的,致命的;2.恶意的,恶毒的 A: I’m going shopping in the mall this afternoon, want to join me? B: No, thanks, I have plans already. mall n.(由许多商店组成的)购物中心 A: That child looks very unhealthy. B: Yes, he does not have enough to eat. He is suffering from malnutrition.

base on的例句

意见应以事实为根据. 3 来自辞典例句 192. The bombers swooped ( down ) onthe air base. 轰炸机 突袭 空军基地. 来自辞典例句 193. He mounted their engines on a rubber base. 他把他们的发动机装在一个橡胶垫座上. 14 来自辞典例句 194. The column stands on a narrow base. 柱子竖立在狭窄的地基上. 14 来自辞典例句 195. When one stretched it, it looked like grey flakes on the carvas base. 你要是把它摊直, 看上去就象好一些灰色的粉片落在帆布底子上. 18 来自辞典例句 196. Economic growth and human well - being depend on the natural resource base that supports all living systems. 经济增长和人类的福利依赖于支持所有生命系统的自然资源. 12 1 来自辞典例句 197. The base was just a smudge onthe untouched hundred - mile coast of Manila Bay. 那基地只是马尼拉湾一百英里长安然无恙的海岸线上一个硝烟滚滚的污点. 6 来自辞典例句 198. You can't base an operation on the presumption that miracles are going to happen. 你不能把行动计划建筑在可能出现奇迹的假想基础上.

英语造句大全

英语造句大全English sentence 在句子中,更好的记忆单词! 1、(1)、able adj. 能 句子:We are able to live under the sea in the future. (2)、ability n. 能力 句子:Most school care for children of different abilities. (3)、enable v. 使。。。能句子:This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的句子:We must have the accurate calculation. (2)、accurately adv. 精确地 句子:His calculation is accurately. 3、(1)、act v. 扮演 句子:He act the interesting character. (2)、actor n. 演员 句子:He was a famous actor. (3)、actress n. 女演员 句子:She was a famous actress. (4)、active adj. 积极的 句子:He is an active boy. 4、add v. 加 句子:He adds a little sugar in the milk. 5、advantage n. 优势 句子:His advantage is fight. 6、age 年龄n. 句子:His age is 15. 7、amusing 娱人的adj. 句子:This story is amusing. 8、angry 生气的adj. 句子:He is angry. 9、America 美国n.

(完整版)主谓造句

主语+谓语 1. 理解主谓结构 1) The students arrived. The students arrived at the park. 2) They are listening. They are listening to the music. 3) The disaster happened. 2.体会状语的位置 1) Tom always works hard. 2) Sometimes I go to the park at weekends.. 3) The girl cries very often. 4) We seldom come here. The disaster happened to the poor family. 3. 多个状语的排列次序 1) He works. 2) He works hard. 3) He always works hard. 4) He always works hard in the company. 5) He always works hard in the company recently. 6) He always works hard in the company recently because he wants to get promoted. 4. 写作常用不及物动词 1. ache My head aches. I’m aching all over. 2. agree agree with sb. about sth. agree to do sth. 3. apologize to sb. for sth. 4. appear (at the meeting, on the screen) 5. arrive at / in 6. belong to 7. chat with sb. about sth. 8. come (to …) 9. cry 10. dance 11. depend on /upon 12. die 13. fall 14. go to … 15. graduate from 16. … happen 17. laugh 18. listen to... 19. live 20. rise 21. sit 22. smile 23. swim 24. stay (at home / in a hotel) 25. work 26. wait for 汉译英: 1.昨天我去了电影院。 2.我能用英语跟外国人自由交谈。 3.晚上7点我们到达了机场。 4.暑假就要到了。 5.现在很多老人独自居住。 6.老师同意了。 7.刚才发生了一场车祸。 8.课上我们应该认真听讲。9. 我们的态度很重要。 10. 能否成功取决于你的态度。 11. 能取得多大进步取决于你付出多少努力。 12. 这个木桶能盛多少水取决于最短的一块板子的长度。

初中英语造句

【it's time to和it's time for】 ——————这其实是一个句型,只不过后面要跟不同的东西. ——————It's time to跟的是不定式(to do).也就是说,要跟一个动词,意思是“到做某事的时候了”.如: It's time to go home. It's time to tell him the truth. ——————It's time for 跟的是名词.也就是说,不能跟动词.如: It's time for lunch.(没必要说It's time to have lunch) It's time for class.(没必要说It's time to begin the class.) They can't wait to see you Please ask liming to study tonight. Please ask liming not to play computer games tonight. Don’t make/let me to smoke I can hear/see you dance at the stage You had better go to bed early. You had better not watch tv It’s better to go to bed early It’s best to run in the morning I am enjoy running with music. With 表伴随听音乐 I already finish studying You should keep working. You should keep on studying English Keep calm and carry on 保持冷静继续前行二战开始前英国皇家政府制造的海报名字 I have to go on studying I feel like I am flying I have to stop playing computer games and stop to go home now I forget/remember to finish my homework. I forget/remember cleaning the classroom We keep/percent/stop him from eating more chips I prefer orange to apple I prefer to walk rather than run I used to sing when I was young What’s wrong with you There have nothing to do with you I am so busy studying You are too young to na?ve I am so tired that I have to go to bed early

The Kite Runner-美句摘抄及造句

《The Kite Runner》追风筝的人--------------------------------美句摘抄 1.I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green even sapphire 翻译:我依然能记得哈桑坐在树上的样子,阳光穿过叶子,照着他那浑圆的脸庞。他的脸很像木头刻成的中国娃娃,鼻子大而扁平,双眼眯斜如同竹叶,在不同光线下会显现出金色、绿色,甚至是宝石蓝。 E.g.: A shadow of disquiet flickering over his face. 2.Never told that the mirror, like shooting walnuts at the neighbor's dog, was always my idea. 翻译:从来不提镜子、用胡桃射狗其实都是我的鬼主意。E.g.:His secret died with him, for he never told anyone. 3.We would sit across from each other on a pair of high

翻译加造句

一、翻译 1. The idea of consciously seeking out a special title was new to me., but not without appeal. 让我自己挑选自己最喜欢的书籍这个有意思的想法真的对我具有吸引力。 2.I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by the one decent man, and evil. 我陷入到大屠杀悲剧的痛苦之中,一个体面的人所代表的善与恶的猛烈冲击之中。 3.I was astonished by the the great power a novel could contain. I lacked the vocabulary to translate my feelings into words. 我被这部小说所包含的巨大能量感到震惊。我无法用语言来表达我的感情(心情)。 4,make sth. long to short长话短说 5.I learned that summer that reading was not the innocent(简单的) pastime(消遣) I have assumed it to be., not a breezy, instantly forgettable escape in the hammock(吊床),( though I’ ve enjoyed many of those too ). I discovered that a book, if it arrives at the right moment, in the proper season, will change the course of all that follows. 那年夏天,我懂得了读书不是我认为的简单的娱乐消遣,也不只是躺在吊床上,一阵风吹过就忘记的消遣。我发现如果在适宜的时间、合适的季节读一本书的话,他将能改变一个人以后的人生道路。 二、词组造句 1. on purpose 特意,故意 This is especially true here, and it was ~. (这一点在这里尤其准确,并且他是故意的) 2.think up 虚构,编造,想出 She has thought up a good idea. 她想出了一个好的主意。 His story was thought up. 他的故事是编出来的。 3. in the meantime 与此同时 助记:in advance 事前in the meantime 与此同时in place 适当地... In the meantime, what can you do? 在这期间您能做什么呢? In the meantime, we may not know how it works, but we know that it works. 在此期间,我们不知道它是如何工作的,但我们知道,它的确在发挥作用。 4.as though 好像,仿佛 It sounds as though you enjoyed Great wall. 这听起来好像你喜欢长城。 5. plunge into 使陷入 He plunged the room into darkness by switching off the light. 他把灯一关,房

改写句子练习2标准答案

The effective sentences:(improve the sentences!) 1.She hopes to spend this holiday either in Shanghai or in Suzhou. 2.Showing/to show sincerity and to keep/keeping promises are the basic requirements of a real friend. 3.I want to know the space of this house and when it was built. I want to know how big this house is and when it was built. I want to know the space of this house and the building time of the house. 4.In the past ten years,Mr.Smith has been a waiter,a tour guide,and taught English. In the past ten years,Mr.Smith has been a waiter,a tour guide,and an English teacher. 5.They are sweeping the floor wearing masks. They are sweeping the floor by wearing masks. wearing masks,They are sweeping the floor. 6.the drivers are told to drive carefully on the radio. the drivers are told on the radio to drive carefully 7.I almost spent two hours on this exercises. I spent almost two hours on this exercises. 8.Checking carefully,a serious mistake was found in the design. Checking carefully,I found a serious mistake in the design.

用以下短语造句

M1 U1 一. 把下列短语填入每个句子的空白处(注意所填短语的形式变化): add up (to) be concerned about go through set down a series of on purpose in order to according to get along with fall in love (with) join in have got to hide away face to face 1 We’ve chatted online for some time but we have never met ___________. 2 It is nearly 11 o’clock yet he is not back. His mother ____________ him. 3 The Lius ___________ hard times before liberation. 4 ____________ get a good mark I worked very hard before the exam. 5 I think the window was broken ___________ by someone. 6 You should ___________ the language points on the blackboard. They are useful. 7 They met at Tom’s party and later on ____________ with each other. 8 You can find ____________ English reading materials in the school library. 9 I am easy to be with and _____________my classmates pretty well. 10 They __________ in a small village so that they might not be found. 11 Which of the following statements is not right ____________ the above passage? 12 It’s getting dark. I ___________ be off now. 13 More than 1,000 workers ___________ the general strike last week. 14 All her earnings _____________ about 3,000 yuan per month. 二.用以下短语造句: 1.go through 2. no longer/ not… any longer 3. on purpose 4. calm… down 5. happen to 6. set down 7. wonder if 三. 翻译: 1.曾经有段时间,我对学习丧失了兴趣。(there was a time when…) 2. 这是我第一次和她交流。(It is/was the first time that …注意时态) 3.他昨天公园里遇到的是他的一个老朋友。(强调句) 4. 他是在知道真相之后才意识到错怪女儿了。(强调句) M 1 U 2 一. 把下列短语填入每个句子的空白处(注意所填短语的形式变化): play a …role (in) because of come up such as even if play a …part (in) 1 Dujiangyan(都江堰) is still ___________in irrigation(灌溉) today. 2 That question ___________ at yesterday’s meeting. 3 Karl Marx could speak a few foreign languages, _________Russian and English. 4 You must ask for leave first __________ you have something very important. 5 The media _________ major ________ in influencing people’s opinion s. 6 _________ years of hard work she looked like a woman in her fifties. 二.用以下短语造句: 1.make (good/full) use of 2. play a(n) important role in 3. even if 4. believe it or not 5. such as 6. because of

英语造句

English sentence 1、(1)、able adj. 能 句子:We are able to live under the sea in the future. (2)、ability n. 能力 句子:Most school care for children of different abilities. (3)、enable v. 使。。。能 句子:This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的 句子:We must have the accurate calculation. (2)、accurately adv. 精确地 句子:His calculation is accurately. 3、(1)、act v. 扮演 句子:He act the interesting character.(2)、actor n. 演员 句子:He was a famous actor. (3)、actress n. 女演员 句子:She was a famous actress. (4)、active adj. 积极的 句子:He is an active boy. 4、add v. 加 句子:He adds a little sugar in the milk. 5、advantage n. 优势 句子:His advantage is fight. 6、age 年龄n. 句子:His age is 15. 7、amusing 娱人的adj. 句子:This story is amusing. 8、angry 生气的adj. 句子:He is angry. 9、America 美国n. 句子:He is in America. 10、appear 出现v. He appears in this place. 11. artist 艺术家n. He is an artist. 12. attract 吸引 He attracts the dog. 13. Australia 澳大利亚 He is in Australia. 14.base 基地 She is in the base now. 15.basket 篮子 His basket is nice. 16.beautiful 美丽的 She is very beautiful. 17.begin 开始 He begins writing. 18.black 黑色的 He is black. 19.bright 明亮的 His eyes are bright. 20.good 好的 He is good at basketball. 21.British 英国人 He is British. 22.building 建造物 The building is highest in this city 23.busy 忙的 He is busy now. 24.calculate 计算 He calculates this test well. 25.Canada 加拿大 He borns in Canada. 26.care 照顾 He cared she yesterday. 27.certain 无疑的 They are certain to succeed. 28.change 改变 He changes the system. 29.chemical 化学药品

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