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Jason J. Thomale

Title: Associate Librarian

Department: Library - DL - User Interfaces

College: University of North Texas

Curriculum Vitae

Curriculum Vitae Link

Education

  • MLS, University of North Texas, 2005
    Major: Library Science
    Specialization: Systems
  • BA, University of North Texas, 2002
    Major: Music

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

No previous courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Thomale, J.J., Hicks, W.L., Phillips, M.E. (2016). The Bento Box Design Pattern. Exploring Discovery: The Front Door to Your Library’s Licensed and Digitized Content.

    • Journal Article

  • Robson, D.S., Sassen, C.J., Thomale, J.J., Yanowski, K.J. (2019). Enhancing the Discovery of Tabletop Games. Library Resources & Technical Services. 63 (3) Chicago, Illinois, American Library Association. http://dx.doi.org/10.5860/lrts.63n3.199
  • Phillips, M.E., Weng, N., Thomale, J.J., Hicks, W.L. (2013). Resource Discovery Systems at the UNT Libraries: Phase Two Action Plan.
  • Thomale, J.J. (2010). Interpreting MARC: Where's the Bibliographic Data?. Code4Lib. (11) http://journal.code4lib.org/articles/3832

    • Research Report

  • Phillips, M.E., Weng, N., Thomale, J.J., Hicks, W.L. (2013). Resource Discovery Systems at the UNT Libraries: Phase Two Action Plan. http://digital.library.unt.edu/ark:/67531/metadc181662
  • Weng, N., Hicks, W.L., Thomale, J.J. (2011). The UNT Libraries Website Redesign 2011-2012: Project Plan. http://digital.library.unt.edu/ark:/67531/metadc171464
  • Phillips, M.E., Weng, N., Thomale, J.J., Hicks, W.L. (2011). Resource Discovery Systems at the UNT Libraries. http://digital.library.unt.edu/ark:/67531/metadc77122

    • Software

  • Thomale, J.J. (2023). Catalog REST API v2.0. GitHub. https://github.com/unt-libraries/catalog-api/releases/tag/v2.0
  • Thomale, J. (2023). fauxdoc v1.1.0. https://pypi.org/project/fauxdoc/1.1.0/
  • Thomale, J.J. (2022). solrbenchmark v0.1.0. https://pypi.org/project/solrbenchmark/0.1.0/
  • Thomale, J.J. (2022). pycallnumber v0.2.0. https://pypi.org/project/pycallnumber/0.2.0/
  • Thomale, J. (2022). fauxdoc v1.0.0. https://pypi.org/project/fauxdoc/1.0.0/
  • Thomale, J.J. (2019). Catalog REST API v1.4. GitHub. https://github.com/unt-libraries/catalog-api/releases/tag/v1.4
  • Thomale, J.J. (2019). Catalog REST API v1.3. GitHub. https://github.com/unt-libraries/catalog-api/releases/tag/v1.3
  • Thomale, J.J. (2017). Catalog REST API v1.2. GitHub. https://github.com/unt-libraries/catalog-api/releases/tag/v1.2
  • Thomale, J.J. (2017). Catalog REST API v1.1. GitHub. https://github.com/unt-libraries/catalog-api/releases/tag/v1.1.0
  • Thomale, J.J. (2017). pycallnumber. GitHub. https://github.com/unt-libraries/pycallnumber
  • Thomale, J.J. (2016). Catalog REST API v1.0. GitHub. https://github.com/unt-libraries/catalog-api
  • Thomale, J.J. (2014). Advanced Typeahead Prototype. GitHub. https://github.com/oclc-developer-house/advanced-typeahead

    • Technical Report

  • Thomale, J.J. (2014). Resource Discovery Systems Usage Report, 02-01-2012 to 08-25-2014. UNT Scholarly Works. https://digital.library.unt.edu/ark:/67531/metadc499075/
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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