IST 511 - Day 5

The final day of class was a filled with a buzz of excitement as we all prepared to present the posters we had been working on all week. I can't think of a better exercise to prepare us for the future than researching, creating and presenting a poster. Because I plan to be an academic librarian, I know I will be doing this for conferences and the practice was invaluable. I have often seen poster presentations from the researchers and fellows where I work in Yale Med School, and to do one of my own really solidified the feeling that I was entering a profession.

The experience of presenting and reviewing other posters was phenomenal. I didn't know what to expect when the process started, and was a bit nervous when the first question that was asked of me. As I began talking, I gained more facility and realized that this was plain old FUN!! I gained some great feed back and insightful observations (from students, faculty, and big-wig secret judges!) which I could see myself incorporating in a revised poster or presentation. I also learned a lot from other posters and was very impressed by the students knowledge of their subject and ability to field questions.

I was really sad to leave for home on Saturday, and look forward to working with everyone in my future online classes...and maybe even in person next summer!

IST 511 - Day 4

What grabbed me about Thursday's class was space. Three dynamic speakers shared their experiences about what can be done in a library's building to promote learning and facilitate user needs. The first speaker's work in an elementary school may not be quite the same as what I can implement in an academic library, but it was helpful to learn how to look at space, utilize existing resources in different ways, and push for what renovations are needed.

In my interview with a librarian administrator (Anne Panagrossi) before this class began we discussed space throughout our conversation. Anne is responsible for directing a library that exists in an 18th century mansion. The infrastructure concerns and limitations were tremendous. She pointed me to the website of the University of Brigedgport (CT) library which had just undergone renovation. Looking at how Bridgeport used their space was very gave me some great ideas, and the speakers on Thursday gave me even more. I liked Bird Library's creation of a learning commons and quiet study areas. As a library user, I have many different needs at different times, and like to know that I can have quiet space, group space, and recreational space when I need them. As a future librarian, I'm happy to know there are models and contacts available to help me create these spaces for my users.

IST 511 - Day 3

Wednesday's class was particularly informative for me because it dealt with systems, a topic that I am not very familiar with. It was very helpful to see how each system breaks down into separate parts, that work together to form a working function. As an Administrative assistant, I was interested to learn how the order can be informed by he approval plan or patrons depending on the library. Additionally understanding how these flowed into acquisitions, process catalog, circulation and OPAC gave me a good understanding of how the library actually works.

Day 3 of class was also very hands on because the afternoon consisted of a field trip to Bird Library where we got to learn about preservation and special collections. As I am interested in digital humanities today was particularly relevant. I would like to be able to work with digitally preserving special collections like the one Syracuse has as I mentioned in my earlier post. Dr. Lavender shared with us many amazing books, including brilliant illuminated manuscripts from 1375, science texts from 1529, a third folio Shakespeare, an 1588 Roman Imperialism book once belonging to Queen Elizabeth, a 1859 first edition of Origin of the Species and an 1872 Lady's book including beautiful fashion plates. It was stunning to be in the presence of such special and influential works, and I hope one day to be able to ensure that future generations will be able to access their content and witness their beauty.

IST 511 - Day 2

Today's 511 class was of particular interest to me because the guest speakers were academic librarians and I am interested in academic librarianship. I found John Schuster's path to be quite interesting, particularly because he was able to travel frequently, defy the librarian stereotype, and engage in public outreach. I loved his ability to get in touch with the students and faculty on his campus, effect positive change, and teach. Jan's path was more along the lines of what I envision for myself, however, and I was encouraged to hear her idea to combat marginalization in academic libraries was to "burst out of the box" and reach out to students, faculty and staff by using the schools mission. While their paths may have been different, they both felt that networking, relationships and outreach created opportunities in their careers that otherwise wouldn't have been possible.

I was also pleased to have gained insight on copyright. Creative commons is a great resource that I plan to use for materials and images in the future. I was also interested to see that flikr has an option to search images within creative commons. While I had a basic understanding of the nature of copyright, it was helpful to understand specifically which actions were covered under the copyright umbrella (reproduction, creation of derivative materials, sale, public performance and display) as well as what items determined fair use (character of use, nature of material, quantity and importance and effect on market).

IST 511 - Day 1

Day 1 of IST 511 was an intensive overview of the library profession. It gave me a broader understanding of the many facets of librarianship and how they all fit together. It was also interesting to consider how information technology supports libraries and how that has altered their traditional hierarchy / management structure. As more and more public services become interwoven with technology, the need for bridging becomes greater.

One highlight of the day were the guest speakers. It was fascenating to see public librarianship from the perspective of seasoned public librarians. The fact that both Bev Cholcto-Devlin and Kate McCaffrey spoke of the realities and challenges with candor was refreshing. I was amazed that the opportunities available to public librarians range from servicing the informational needs of prisoners to petitioning congress to make equal access to information a law.

Another key point of the day was learning about searching basics. Understanding the fundamentals of how databases work help me approach searching in a much different way. It was also tremendously benneficial to undersand how to best manipulate terms as well as how different databases filter searches from a different perspective.

IST 601

Now that I've banked my first credit in grad school, and have had some time to reflect on the whirlwind that was the past two days, I can honestly say the experience exceeded all of the expectations I had.  From the students to the professors to the course work, IST 601 set the stage for what graduate work at the iSchool would be like.

Although I knew the week had to be called "boot camp" for a reason, the yummy breakfast spread that was waiting when we arrived mislead me for a while.  Once we started, however, there was no playing around...well, except for the time when we did play around with cards.  But that really was an object lesson about organizational culture and communication. I loved learning about innovation, because it is a concept that can be applied in any situation, in any field, almost at any time.  Understanding that innovation is not invention was liberating and motivating because it meant that I could effect change without having to develop something new, and if that was the case, then I had no excuse not to be innovative. I was particularly taken with he idea that routines are necessary, but they need to have a valid, functional  purpose, or else they are counterproductive.  This is why asking for the "why" behind the process becomes so important.  Finally, I was amazed at how easy it is to become outdated if you don't constantly scan your environment for new and future trends so as not to misjudge the needs of your market and the developments of your competitors.

During this course I was struck by the quality and depth of the faculty and students in this program.  The class discussions were constantly at a high level and many of the observations were notably novel. Faculty held us to a high standard, and forced us to critique our own work as well as others'. Working in a group was particularly rewarding because it was foundation and challenging; we not only learned to collaborate on a project in a short amount of time, but we learned from watching other student's presentations. In talking with students one on one or in a group environment I immediately felt their professionalism, commitment to the information/library field, and desire to learn.  This created a very stimulating environment where the exchange of information and ideas was constantly flowing, as well as cell numbers, email addresses, and facebook accounts .

Libraries and Social Networking - Response

In her article “The value of social software in school library instruction, communication and collaboration,” Laura L. Summers, Assistant Professor at the University of Colorado, Denver, explains how social networking tools in libraries not only enhance educational experiences for students and professional development for librarians, but they do so affordably. This is particularly good news given that school library programs are expected to generate consistent quantifiable evidence of their effectiveness despite the recent countrywide spending cuts (Summers, 2009, p. 49). Summers discusses various innovative ways librarians have put Wikis, Twitter, and Nings to work both instructionally and professionally.

Summers describes second grade teacher-librarian Tanya Jensen’s decision to use a wiki to create a collaborative research environment where students are able to edit each other’s work. Other than the obvious educational benefit of performing group research, students learn to find their “public voice” (Summers, 2009, p. 49) in a safe sandbox environment. Summers notes that the wiki was an ideal choice because it was free and allowed Ms. Jensen to easily manage and edit the website, ensuring the information posted was accurate. Ultimately, Summers believes this experiment was important because it demonstrate that “second-graders are capable of social scholarship” (2009, p. 49)

Library professionals benefit from wikis as well. To demonstrate this, Summers refers to the wiki that contains each school library conference or workshop sponsored by the Colorado Association of School Libraries. Event materials and related resources are archived and shared with librarians who could not attend the conference. This ensures that valuable information reaches as many of the intended audience as possible.

According to Summers, Twitter’s quick and succinct tweets allow Phil Goerner, a high school librarian to suggest material to the students. By tweeting new magazine headlines and book cover images, the student body is encouraged to visit the library and check out reading material. On a professional level, Summers notes that Goerner also benefits from twitter on a professional level. The network he developed puts him in contact with links, advice, and information about everything from resources and web 2.0, to books and events.

Finally, Summers explains the advantage of Nings in her rendering of Ning network the UC Denver’s online School Library & Instructional Leadership program created to bring online students together. This forum provides close mentoring to students at all times regardless of the time or their location. It also creates an arena where students can ask questions and have discussions related to the library profession. Instructors spark, participate in, and offer feed back on discussions and also use Ning as a way to disseminate information about library events, conferences, and resources.

Summers, L. L. (2009). The Value of Social Software in School Library Instruction, Communication, & Collaboration. Knowledge Quest, 37(4), 48-50. Retrieved July 1 from Library Literature and Information Science.

The Portable MSLIS - Chapter 15 Reflections

I work for the Chief of GI at the Yale Medical school and am surrounded by labs that perform basic research daily. A large part of my responsibility as his assistant is to aid in the submission of grants and publications, so I have a first hand understanding of the importance of research in a profession. This said, the last “true” research experiment I undertook occurred when parachute pants were the height of fashion, involved a Bunson burner, and ended badly. As a future academic librarian, however, I realize that conducting original research will be a part of my job although, thankfully, without the boiling water. Ron Powell’s comprehensive explanation of LIS research and associated methods in chapter 15 was a great first step toward that future.

I was excited to learn that LIS research is on the rise and that its quality is improving because I feel that research is essential for advancing the profession in a direction that will ensure best practices and needed services. Perhaps because I working at a research driven medical school where it’s “publish or perish,” I was surprised that 50% of the librarians who read research journals only occasionally apply research results to professional practices (Powell, 2008, p. 117). I appreciate that research alone cannot generate improved practices and services, but it certainly plays a significant role. As LIS research increases, spurred by technological advances, I hope this number will concurrently increase.

I was particularly intrigued by comparative librarianship and technology-centered research. I plan on becoming a digital humanities librarian, so my users could conceivably be familiar with a variety of different practices from throughout the country and even the world. It would be very interesting to understand these different practices and determine which would work best under which conditions. An internationally known academic library could provide the ideal platform to conduct this type of research. Also, because I hope to work to make cultural information accessible digitally, I am interested how users interface with digital systems. This includes understanding the effectiveness of the various systems that deliver information and preferred methods of access across an in cultures.

Powell, R. E. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. In Ken Haycock & Brooke E. Sheldon (Eds.), The portable MLIS: Insights from the experts. Westport, Connecticut, Libraries Unlimited.

The Portable MSLIS - Chapter 14 Reflections

Mary Chelton’s discussion on Reader Advisory Services in Chapter 14 of the Portable MLIS, was enlightening not simply in terms of how, but why. Once people get to know me, it isn’t long before they realize that I am a big proponent of customer service. Chapter one claimed that the mission of the modern library was “serving the common person,” and I can see no more fundamental way a library can serve that person than by facilitating and assisting with material selection. Chelton notes that librarians can be crippled by intimidation and false assumptions (2008, p. 161). I can understand being apprehensive when being asked advice on a subject that is not your specialty, but as the librarian’s goal is to serve, allowing a user to leave unsatisfied, or with anything short of the most relevant material equals poor service.

Assuming also leads to poor service, and reflects “an uninformed view of our users’ actual behavior” (Chelton, p. 163). Chapter 9 revealed the importance of building relationships as a librarian. In addition to the topics discussed in that chapter, spending time observing users and routinely dialoging with them makes librarians more informed overall and better able meet users needs because they understand both user needs and behavior.

Finally, I was fascinated to consider that the act of connecting users to books doesn’t need to occur through a conversation – in person, via phone or electronically. Thinking in web 2.0 terms, the possibilities for readers advisory is endless. From wiki lists and facebook groups, to specialized blogs and twitter, to informative podcasts and smart phone apps librarians can guide many users to relevant materials at the same time. Because I plan on working with digital libraries, this idea is liberating and exciting.

Chelton, M. K. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. In Ken Haycock & Brooke E. Sheldon (Eds.), The portable MLIS: Insights from the experts. Westport, Connecticut, Libraries Unlimited.

The Portable MSLIS - Chapter 11 Reflections

I found myself particularly relating to chapter 11, because at work, I am responsible for creating, maintaining, and updating a complex paper and electronic filing system related to high level sectional and administrative activities. Many people other than myself have access to this system and I am often expected to retrieve an obscure document at a moment’s notice. Through my own use, and that of my supervisors or peers, I’ve come to realize that the system’s design either facilitates or complicates retrieval. As Judith Weedman repeats “how you store it determines how you can retrieve it” (2008, p. 115).

While my interest extends to search engines and related search strategies, I found learning about metadata and design evaluation to be particularly relevant. With my particular system, I’ve noted that the various people who require particular documents do so for different reasons. After receiving one too many phone calls or emails asking where I had stored a certain piece of information, I realized that I would have to re-label folders and files to account for all their uses. This phenomenon occurs on a larger scale when controlled vocabularies, natural language, or classifications meet the “inconsistencies and subtle nuances of everyday language” (Weedman, 2008, p. 117). Because of my experience, I fall on the pro side of social tagging. To have an organizational system that evolves guided by the needs and preferences of users strikes me as just plain smart. If my system were capable of that, it would save me a ton of work!

The ease of using an intelligent, successful system makes design evaluation so important. When I first designed my system, it was in a state of chaos that resulted from neglect and inappropriate use. Out of necessity, I whipped it into order to fit my needs. As it became functional, more and more users requested access to it, and the problems began causing me to realize that it would require a complete overhaul. Creating an ongoing dialogue with users proved to be my form of beta-testing! Because I continue to add data to the system and because new individuals gain access frequently, the system is constantly in a state of evaluation but it yields highly successful results.

Weedman, J. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. In Ken Haycock & Brooke E. Sheldon (Eds.), The portable MLIS: Insights from the experts. Westport, Connecticut, Libraries Unlimited.

The Portable MSLIS - Chapter 9 Reflections

My only experience with libraries is as a patron, so I was unaware of the exact means by which libraries amass their particular set of materials. Over the years I have preferred certain public and academic libraries over others based on their collections, but did not realize how much of an effect politics had on shaping those collections. G. Edward Evans’ chapter “Reflections on Creating Information Service Collections,” was a helpful overview of the various aspects and challenges of collection development. For me, the key idea in this chapter was that building collections first begins with building relationships.

Evans dedicates a full section each to the importance of building relationships, and engaging in consortial projects, but I found that solid relationships were the basis of understanding a community’s needs, what to collect, and how to make appropriate technological changes. If the goal is to create a collection that meets the needs of the community, it is vital that a librarian develop a close relationship with members in that community. Evans warns against relying solely on expert opinions of what should comprise a collection, and rightly so. Which resources and materials will be used, are a function of why they are being used. The answer to that only comes from interacting with the particular public that is accessing your library’s services.

Cultivating good relationships with your director, vendors, and sponsors (as well as professionals or faculty in certain libraries) will make them more receptive to your requests and will facilitate your ability to develop the best collection to meet user needs. Furthermore, in chapter 1 I learned that riding the wave of technological change is par for the course, but it is driven by cultural change. Keeping current with advances in the field is essential, however to implement a technology or format simply because it is new is negligent. Having the insight to understand whether a format has longevity or will improve the informational access of the public you serve can be gained through trusted vendor contacts that understand the technology and, through your relationship, the needs of your specific service community.

Evans, G. E. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. In Ken Haycock & Brooke E. Sheldon (Eds.), The portable MLIS: Insights from the experts. Westport, Connecticut, Libraries Unlimited.

The Portable MLIS: Chapter 1 Reflections

As I read “Stepping Back and Looking Forward,” the first chapter in The Portable MLIS, I was struck by the idea that librarianship is a profession which undergoes constant evolution and is inexorably linked with cultural development. Over time, change occurs in many professions through the usual course of technological and scientific advances, but librarianship presents a unique manifestation of this phenomenon because, historically, libraries have been “invented and reinvented” (Rubin, 2008, p. 4) to meet the rising needs of a community. For example, the remarkable changes in the medical field during the past century have not occurred as a result of the appearance of new needs, rather, doctors have found more advanced ways of responding to the same unchanging need; curing the sick and healing the injured. Rubin explains that, contrastingly, libraries “emerge and change as a function of the particular societies that produced them” (2008, p. 4).

If libraries are reflections of our culture, librarians are the ones to ensure that they reflect that culture accurately and completely. This realization brought me a deeper comprehension of the responsibility a librarian has to uphold such values as intellectual freedom, public service, education, and knowledge preservation, and I understood why Rubin used the word “humility” several times in this chapter (2008, p. 10-12)! In a sense, our modern libraries are as much repositories of information as they are expressions of freedom itself. Every time a librarian is involved in censorship or discrimination he or she directly threatens that freedom.

The second implication is whether libraries are still viable in our Google driven society. Can they compete with “the Net’s speed and convenience” (Rubin, 2008, p.13)? The very fact that this question is being asked is evidence that change needs to occur. As the “information age” gives way to the “connected age,” librarians are obligated to make libraries competitive by changing once again to meet the public’s informational needs.

Rubin, R. E. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. In Ken Haycock & Brooke E. Sheldon (Eds.), The portable MLIS: Insights from the experts. Westport, Connecticut, Libraries Unlimited.

New York Times Article -Modern Librarian Culture

A Hipper Crowd of Shushers

That's right, we're hip. The New York Times says so.

It reminds me of my service focus group meeting at work a few months ago when I told everyone I was applying to library school. Jodi's eyes got really, really, big and her jaw dropped. "You...in a library... But you're not quiet!!! You're always chattng to someone."

I mean, shushing has it's place. Believe me, I shush.
Just because I'm quiet doesn't mean I'm not chatting...!!!

New York Times Article on Videos Games & Libraries

Using Video Games as Bait to Hook Readers

“You can’t just make a book anymore,”

Well that just about sums it up.

New York Times Video - 21st Century Librarian

The 21st Century Librarian

School librarians like Stephanie Rosalia have transformed into multi-faceted information specialists who guide students through the flood of digital information that confronts them on a daily basis.

Interesting video article discussing information literacy skills and the need to teach internet fluency at a young age. I loved Stephanie Rosalia's pragmatic and forward thinking approach to her work. She's giving the children at her school skills that they will take with them beyond the classroom and into their daily lives.

Also notable: The lack of librarians in public schools. With the sheer volume of information kids can access on the web, how can they possibly navigate intelligently and successfully if they aren't taught basic information literacy skills? Considering the rate of technological advancement showing no signs of slowing, these skills are just as vital as the three "R's." It is our school's responsibility to give students the ability to function in the world of tomorrow.

Stimulus money and libraries

Kankakee IL, Daily Journal article

Book booster: Libraries may benefit from stimulus money

Plan includes funds for broadband access and usage.