Tame The Web » LIS Education in the 21st Century http://tametheweb.com People, Libraries & Technology - A Weblog by Michael Stephens Tue, 25 Aug 2015 17:40:06 +0000 en-US hourly 1 Exploring & Expanding the Salzburg Curriculum Infosheet http://tametheweb.com/2014/02/06/exploring-expanding-the-salzburg-curriculum-infosheet/ http://tametheweb.com/2014/02/06/exploring-expanding-the-salzburg-curriculum-infosheet/#comments Thu, 06 Feb 2014 20:19:32 +0000 http://tametheweb.com/?p=11152 salzburghandoutAs part of my work disseminating information about the Salzburg Curriculum, we created a handout with all the pertinent information about the project. Please download a copy and share far and wide.

The Curriculum, videos by R. David Lankes, and more is available here:

http://salzburg.hyperlib.sjsu.edu

Download the handout: SJSU-SLIS-SalzburgCurriculum_Flyer-2

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ALISE Presentation Slides: “Beyond the Walled Garden” http://tametheweb.com/2013/01/28/alise-presentation-slides-beyond-the-walled-garden/ http://tametheweb.com/2013/01/28/alise-presentation-slides-beyond-the-walled-garden/#comments Mon, 28 Jan 2013 16:15:10 +0000 http://tametheweb.com/?p=9889 Continue reading ALISE Presentation Slides: “Beyond the Walled Garden” ]]> walledI was honored to present at ALISE 2013 with Kyle Jones. Here’s a link to our presentation:

http://dl.dropbox.com/u/239835/ALISE13Presentation.pdf

Session Abstract:

Beautiful Connections: Questions in Distance Education

Distance Education SIG
Convener: Nora Bird, University of North Carolina at Greensboro

The session will explore new research by three presenters on the connection opportunities that extend beyond the virtual classroom. Presenters will explore walled gardens, communities of practice, and ego- centric analysis of connectedness.

Presenters: Michael Stephens, San Jose State University; Kyle Jones, University of Wisconsin at Madison; Jennifer Branch, Joanne de Groot, and Kandise Salerno, University of Alberta; and Fatih Oguz and Nancy Poole, University of North Carolina at Greensboro

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Learning Everywhere: OPLN – The ‘must-have’ tool for new librarians — A TTW Guest Post by Tracy Maniapoto http://tametheweb.com/2012/12/05/learning-everywhere-opln-the-must-have-tool-for-new-librarians-a-ttw-guest-post-by-tracy-maniapoto/ http://tametheweb.com/2012/12/05/learning-everywhere-opln-the-must-have-tool-for-new-librarians-a-ttw-guest-post-by-tracy-maniapoto/#comments Wed, 05 Dec 2012 15:05:33 +0000 http://tametheweb.com/?p=9741 Continue reading Learning Everywhere: OPLN – The ‘must-have’ tool for new librarians — A TTW Guest Post by Tracy Maniapoto ]]> Over the past few weeks I’ve been reflecting on the connections I make in a digital world.  The main purpose for the reflection was to fulfil a MIS assessment on Online Personal Learning Networks [OPLN] in Dr. Michael Stephens Fall 2012 Transformative Learning & Technology Literacies class. I think that Richardson and Mancabelli’s description of an OPLN as a unique learning environment where ‘we learn what we want or need to learn using the vast resources and people online’ is fitting (2011, p.3).  This method of informal learning complements traditional learning and helps us to function better in all aspects of our daily life: at home with family and at work.

What excited me most about creating an OPLN was that I had to figure out what information I needed and where this was going to come from.  This was a personal journey that only I could take; I set the direction and the path to follow.  I also had to think about how I would curate what I found.  Organising the information into one space or place had its benefits: ease of curation, portability and accessibility spring to mind immediately.  The end result is more than simply an assessment; it is a practical tool that I can use throughout my career as an academic librarian.

Getting started

Diving head first into the ocean of information that is ‘the internet’ works for some folk, though I needed something more structured or defined to begin with.  As my OPLN was unique to me, I asked myself two questions:

  1. What are my current information needs both professionally and with my studies?
  2. With whom, what or where do I need to connect to help me address these needs?

I used the first question to form my goals statement highlighting my main information needs for both groups as below:

Professionally, in my role as a teaching librarian at a New Zealand University, it was important for me to keep informed about:

  1. Teaching methods/styles that promote information literacy
  2. Changes affecting the NZ University and academic library environment
  3. The use of social media tools within the academic library environment
  4. Professional development opportunities for librarians/information professionals
  5. Mentors and role models within the library or information  profession environment
  6. Maori information resources and Maori world view

With my studies, and particularly in relation to my research project, it was important for me to keep informed about:

  1. Trends in digital and emerging technologies both globally and within New Zealand
  2. Trends in educational learning methods and styles

In categorising my main information needs, the scope of my resources falls broadly into the following four areas:

  • Pedagogy (21st century learning, participatory learning)
  • Technologies (mobile and emerging)
  • Relationships (social media, professional development, mentorship, NZ University and library environments)
  • Themes (information literacy, M?ori-focused resources)

Having defined my resources, the next step was to start collecting relevant information.  I needed a discovery tool and, though I hadn’t quite realised at the time, I had been using one religiously for the past few months.

My discovery tool of choice: Twitter

It still amuses me, even now, that the majority of information resources that appear on my OPLN were sourced from one tool: Twitter.  Yes, Twitter.  This would be my answer to the ‘who, what, and where’ question I raised earlier.

I had created a Twitter account in 2009 and my activity between then and mid-2012 consisted of a whopping 40-ish tweets. In hindsight, my use of Twitter and my knowledge of its capabilities were pretty, well, pitiful.  In the early stages of the LIBR 281-14 programme, each student was encouraged to create a Twitter account (if they didn’t already have one) and use it as part of the class engagement. We were encouraged to share links to relevant or interesting articles, webpages, and anything else we could find.  Within two months of starting the programme, I had tweeted more times than in the previous 3 years!  I am thankful we were encouraged to use Twitter as an information discovery tool.  It wasn’t until I began putting my OPLN together that I truly understood its value in my personal learning.

What I love most about Twitter is its ability to filter information*.  On the suggestion of a work colleague I monitored twitter feeds using first, Tweetdeck, and then secondly, Hootsuite (I actually preferred the first as the interface was more to my liking even though they look similar). Once I found people to follow, and by people I mean librarians, fellow MIS students and educators, I started to get a ‘feel’ for how information is best dispersed through this platform.  For me, Twitter is like an index to the internet and is a simple way to conduct an environmental scan on a topic of interest with, dare I say it, minimal effort on my part.  Naturally, I had to read any tweets and click through links for myself to see if the information suited my needs.  The hard part though, finding the information in the first place, was done by those I followed: brilliant individuals passionate about their interests and wanting to share them with the world.

Interestingly, since using Twitter I’ve noticed it is used in more and more places.  I used it myself as an engagement tool within my presentation slides at the LIANZA 2012 Conference.  This morning I followed live ‘tweets’ from attendees at the Ascilite2012 Conference in Wellington, New Zealand (about 190km away) using the hashtag search: #ascilite2012.  When my classmates post useful links I can find these by searching #transtech.  Just moments ago I received this tweet as I was writing:

The link took me to another Ascilite2012 attendee’s collection of notes on ‘Web 2.0 Pedagogy: Mobile Social Media’ and included a number of links to related websites and educator blogs – wow!  While it would be great to attend this conference in person, Twitter is definitely my ‘next best thing’.

Going back to the point at hand – I now have my information sources.  The next step was to find a tool for curation.

My curation tool of choice: Netvibes

I tossed around the idea of two curation tools: Symbaloo and Netvibes.

I learned about Symbaloo from a classmate’s blog and I was really impressed with the look and feel it had.  I experimented with the design online and whilst the interface looked great, I already had an idea of how I wanted my OPLN to look.  In my mind it would look similar in format to Tweetdeck but would need to encapsulate all types of information, preferably as live feeds.  As luck would have it, Netvibes was mentioned in another classmate’s blog so I gave that a try.  I haven’t looked back since.

There are many of wonderful features in Netvibes.  First of all, it’s free.  Second, it provides enough functionality (for me at least) to successfully curate the types of information sources I wanted to share: websites, blogs, twitter feeds and follows (no surprises there!), videos and links to journal and newspaper articles.

Netvibes allows you to curate your own private and public dashboards and I expect my public OPLN will continually evolve around my topics of interest at any given time.  For the new librarian or information professional, the power of connected learning through the development and curation of your own OPLN is empowering.  You won’t know what you don’t know until you come across it and an OPLN can help you find things you didn’t even realise you were interested in.

In the spirit of the Thanksgiving holiday, I am thankful to Dr. Michael Stephens, to my LIBR 281-14 classmates, and to the many individuals who have participated in my online personal learning network.

*IMHO educators and librarians are the best at collecting, filtering and disseminating valuable information in 140 characters or less.

References:

Richardson, W., & Mancabelli, R. (2011). Personal learning networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press

 Tracy Maniapoto is an Information Services Librarian at Massey University Library in Palmerston North, New Zealand and a distance student studying towards her MIS at Victoria University of Wellington, New Zealand.  Tracy’s interests include mobile technologies, academic libraries and utilising Twitter to grow her PLN!  You can follow her on Twitter @libr4ry_girl

 

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That Human Voice & Connection http://tametheweb.com/2012/03/09/that-human-voice-connection/ http://tametheweb.com/2012/03/09/that-human-voice-connection/#comments Fri, 09 Mar 2012 21:51:04 +0000 http://tametheweb.com/?p=8658 Continue reading That Human Voice & Connection ]]> http://www.darienlibrary.org/catalog/books/2012/03/09/you-are-what-you-read

Today, I’m enjoying reading the above post from the good folks at Darien Library. This is one of many posts that shares what everyone is reading in the Reader’s Advisors group. The human voice that comes through is pleasant and conversational. This may be something to roll into my courses – practical experience being the human voice of the library!

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All About SJSU SLIS Student Research Journal http://tametheweb.com/2012/02/09/all-about-sjsu-slis-student-research-journal/ http://tametheweb.com/2012/02/09/all-about-sjsu-slis-student-research-journal/#comments Thu, 09 Feb 2012 18:41:26 +0000 http://tametheweb.com/?p=8560 Continue reading All About SJSU SLIS Student Research Journal ]]>

SLIS Student Research Journal is a peer-reviewed publication of San José State University School of Library and Information Science that promotes graduate scholarship and intellectual inquiry in the fields of library and information science, archives and records management, and museum studies.

For more information: http://scholarworks.sjsu.edu/slissrj/  LIS Educators – please share this info with your students, including the policies for submissions, etc: http://scholarworks.sjsu.edu/slissrj/policies.html

My essay “Beyond the Walled Garden: LIS Students in an Era of Participatory Culture” is in the newest issue: http://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1067&context=slissrj Here’s a brief excerpt of that article:

Contributions Matter

It makes me happy to see students, especially those who have taken my classes, lauded in the professional networks for their contributions. When an author has commented on a student’s blog post or a notable library figure “retweets” a student’s Twitter post, these actions prove that everyone can be a part of the discussion. Value is present from all who participate. The notion that only professional librarians’ opinions matter, for example, loses strength as everyone contributes. The contributions of original research by graduate students can also be part of the ongoing, scholarly conversation within our field. A strong foundation in research methods prepares students – and not just those interested in academic libraries – for performing user studies, analysis of survey data, and other inquiries. Consider, for example, the wide range of backgrounds LIS students bring to their graduate education. Many who are embarking on second careers may have insights and ideas that might benefit the greater community. Offering a mechanism for sharing and feedback, such as SRJ, gets their voices into the mix as soon as possible.

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Office Hours Extra: Library Science without the Library by Jane Greenstein http://tametheweb.com/2011/12/14/office-hours-extra-library-science-without-the-library-by-jane-greenstein/ http://tametheweb.com/2011/12/14/office-hours-extra-library-science-without-the-library-by-jane-greenstein/#comments Wed, 14 Dec 2011 18:21:48 +0000 http://tametheweb.com/?p=8393 Continue reading Office Hours Extra: Library Science without the Library by Jane Greenstein ]]> http://www.libraryjournal.com/lj/home/893005-264/library_science_without_the_library.html.csp

Recent MLIS graduates are gravitating to different fields than their predecessors. According to theLibrary Journal survey, respondents are working at “software and Internet companies, practicing information architecture, user interface analysis and design, and software engineering…and in medical centers and pharmaceutical companies, law firms and corporations.”

But the survey also states that graduates are accepting “lower salaries and part-time hours as retail clerks, baristas, and office assistants in order to pay the bills.”

While my motives for entering library school may be anathema to many librarians, students with my background are becoming hard to ignore.

It’s safe to say that library students are beginning to branch out—by force or by choice.

But my impression is that library and information schools don’t know how to properly court prospective “information”-oriented candidates or appeal to my colleagues in the interactive field.

How can this situation be remedied? If a library school were to consult a marketing agency such as the one I work for, we’d undoubtedly recommend a media campaign to “re-position” their message and “re-brand” their image.

Many (including myself) have discovered multimedia careers by way of graphic design, copywriting, business strategy and computer programming–without formal training as “information professionals.”

Something has to change to keep library schools successfully recruiting students-and for students to remain hopeful about their future. If students think there aren’t any jobs waiting for them on the other side of their academic trek, MLIS programs face extinction.

While no one becomes a librarian for the money, no one thinks they’re going to end up without any long-term job prospects when they graduate either.

At this critical juncture in both library science and information technology, it’s incumbent on MLIS programs to not only offer classes, but also develop a solid curriculum (and encourage a non-traditional career path) for the next class of graduating librarians.

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Office Hours Extra: “…reliable data about current library programs…” http://tametheweb.com/2011/09/21/office-hours-extra-reliable-data-about-current-library-programs/ http://tametheweb.com/2011/09/21/office-hours-extra-reliable-data-about-current-library-programs/#comments Wed, 21 Sep 2011 13:15:38 +0000 http://tametheweb.com/?p=7932 Continue reading Office Hours Extra: “…reliable data about current library programs…” ]]> Do not miss this post at In the Library with a Lead Pipe:

http://www.inthelibrarywiththeleadpipe.org/2011/is-the-united-states-training-too-many-librarians-or-too-few-part-1/

Is the United States Training Too Many Librarians or Too Few? (Part 1)

Some questions from the essay:

Should library schools admit fewer students? Is the admissions process sufficiently selective? Are library school curricula and graduation requirements too similar or too distinct? Are they providing their students with the skills they need in order to get hired and do useful work? Should there be licensing exams for librarians? What data would we need to collect in order to come up with useful answers to these questions?

Here’s another snippet – please go read the whole thing and comment…

Figuring out how many people graduate each year from an American Library Association-accredited program with a Master’s degree in a library-related field is surprisingly difficult

I thought this would be the easy part of this essay. With the help of a Presidential Task Force on Library Education, ALA’s Committee on Accreditation updated its Standards for Accreditation of Master’s Programs in Library and Information Studies in 2008 and released a statement of Core Competencies in Librarianship in 2009; it also released a revised second edition of its Accreditation Process, Policies, and Procedures in 2011. As is demonstrated in aLibrary Journal article by Norman Oder on the Presidential Task Force on Library Educationand in the Committee on Accreditation’s own Standards Review blog, many within the information professions take the accreditation process seriously, and there can be significant debates surrounding accreditation policy.

ALA’s Office of Accreditation helps to vet applicants for the External Review Panelist pool, and also supports the accreditation process by maintaining a directory of currently accredited programs, as well as a list of all programs accredited since 1925. However, no one at ALA officially knows how many students graduate each year from the programs it accredits. When I asked for this information, I was directed to ALISE, the Association for Library and Information Science Education, which produces an annual Statistical Report.

The ALISE reports, which are compiled from questionnaires submitted annually by each accredited program, provide a great deal of data and analysis. However, I discovered a few problems when I tried to make use of ALISE data for this project:

  1. It is proprietary and accessible only to ALISE members. Though the University of North Carolina provides public access to the Statistical Reports for 1997-2004, several of ALISE’s more recent reports are inaccessible to me, despite my connections to Rutgers and Drexel. Fair use seems sufficient for me to share the data I most care about—the number of graduates from each of the accredited library programs for each of the past ten years—but there is no reason to assume most readers would be able to verify any claims I make about the data.
  2. It appears to be inaccurate. The individual number of graduates for each accredited program, when summed, does not equal the number given as the overall total for reports covering the 1999-2000 (off by 8), 2000-2001 (off by 13), 2001-2002 (off by 19), or 2002-2003 academic years (off by 9).
  3. It is incomplete. The 2007 report, covering the 2005-2006 academic year, is unedited and unreleased, while the data for the 2008 report has not yet been compiled from that year’s questionnaires. The ALISE web page for its Statistical Reports lists both as being “for future release.”
  4. It does not match the data the schools reported to the National Center for Education Statistics. Moreover, in some years it is higher and other years it is lower, so it does not seem to be differing in a predictable way (such as NCES including data from non-accredited programs).
  • 1999-2000: 4,877 (ALISE “total”) or 4,885 (ALISE sum) vs. 4,577 (NCES)
  • 2000-2001: 4,953 (ALISE “total”) or 4,940 (ALISE sum) vs. 4,727 (NCES)
  • 2001-2002: 4,923 (ALISE “total”) or 4,904 (ALISE sum) vs. 5,113 (NCES)
  • 2002-2003: 5,175 (ALISE “total”) or 5,184 (ALISE sum) vs. 5,295 (NCES)
I am looking forward to part two.
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Office Hours Extra: Digital Media & Learning Job at MacArthur http://tametheweb.com/2011/07/29/office-hours-extra-digital-media-learning-job-at-macarthur/ http://tametheweb.com/2011/07/29/office-hours-extra-digital-media-learning-job-at-macarthur/#comments Fri, 29 Jul 2011 13:42:56 +0000 http://tametheweb.com/?p=7775 Continue reading Office Hours Extra: Digital Media & Learning Job at MacArthur ]]> How cool is this recent ad for  the position of Program Officer, Digital Media & Learning at the MacArthur Foundation?: (bolding is mine)

Knowledge, Skills, and Experience:

The Program Officer role requires graduate training and experience as a researcher or designer, with a strong grasp of research and theoretical literature relating to learning, adolescent development and new media, and practical, “on-the-ground” experience with youth, in libraries and museums or schools. He or she must be familiar with significant thought leaders and national organizations in relevant fields, and to be a respectful, collaborative colleague who can build bridges and actively engage diverse staff members, designers, entrepreneurs, youth practitioners, policymakers, and researchers in productive, vigorous debate. The Program Officer must have strong interpersonal skills and be able to function as part of an interdisciplinary team, and to work across disciplines and sectors in a rigorous environment of thoughtful intellectual exchange. 

Excellent analytical and communications skills, including writing, presentations and public speaking, are required. Other essential skills include: effective interpersonal relations and an ability to organize and convey problems and issues clearly and succinctly; an ease with and openness to people who hold diverse views; and a good sense of organization and talent for managing multiple tasks with significant initiative. The Program Officer should be self-confident, collegial, and diplomatic, and have an appreciation of the role of a grantmaking institution. Computer literacy is a prerequisite for consideration, including a high level of comfort with “do-it-yourself media.”

https://www.cytiva.com/cejobs/DetailMac.asp?mac90

It seems to me an LIS grad who specialized in the areas of learning, emerging technologies and research might be well-suited for the position. The emphasis on learning would have to go way beyond “User Instruction” style classes to a broader view though. Is this possible to do within the curriculum of our current LIS programs? How much customization can be expected.

This ad would make for an interesting discussion in curriculum planning sessions.

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Emerging Trends & Emerging Technologies – Slides from NJLA http://tametheweb.com/2011/07/11/emerging-trends-emerging-technologies-slides-from-njla/ http://tametheweb.com/2011/07/11/emerging-trends-emerging-technologies-slides-from-njla/#comments Mon, 11 Jul 2011 19:16:16 +0000 http://tametheweb.com/?p=7620 Continue reading Emerging Trends & Emerging Technologies – Slides from NJLA ]]>  

For my interview at SJSU and for my recent Trends & tech talks, I’m framing the discussion around the four thematic areas above. The slides from my Trends talk at New Jersey Library Association expand on the areas – I cannot believe I haven’t posted them:

http://dl.dropbox.com/u/239835/TrendsTech2011NJLA.pdf

I will be using this framework as I prep for my Participatory Service classes this fall.

 

 

 

 

 

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Don’t Miss: Using WordPress as a Library Content Management System http://tametheweb.com/2011/07/08/dont-miss-using-wordpress-as-a-library-content-management-system/ http://tametheweb.com/2011/07/08/dont-miss-using-wordpress-as-a-library-content-management-system/#comments Fri, 08 Jul 2011 22:34:57 +0000 http://tametheweb.com/?p=7563 Continue reading Don’t Miss: Using WordPress as a Library Content Management System ]]>  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I am thoroughly enjoying this issue of  Library Technology Reports by Kyle M. L. Jones and Polly Alida-Farrington. Read the first chapter here to get a taste of the useful, practical and engaging work. Kenley Neufeld and I have an interview in the issue concerning WordPress as an LMS for course management. There’s also an extended version here and a TechSource post about the early stages of the project here.

The guest sections include an excellent article on utilizing WP to enhance the user experience by Aaron Schmidt and Amanda Etches-Johnson. 

 

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What is “Social Reading” and why should Libraries care? – A TTW Guest Post by Allison Mennella http://tametheweb.com/2011/06/14/what-is-%e2%80%9csocial-reading%e2%80%9d-and-why-should-libraries-care-a-ttw-guest-post-by-allison-mennella/ http://tametheweb.com/2011/06/14/what-is-%e2%80%9csocial-reading%e2%80%9d-and-why-should-libraries-care-a-ttw-guest-post-by-allison-mennella/#comments Tue, 14 Jun 2011 14:06:13 +0000 http://tametheweb.com/?p=7434 Continue reading What is “Social Reading” and why should Libraries care? – A TTW Guest Post by Allison Mennella ]]> Part 1:  Defining “Social Reading”

“Social reading,” as a concept, is actually quite simple:  people want to share what they have read with other people and receive feedback about their thoughts and ideas.  Technology is the great enabler for social reading, and the natural place for this activity to cultivate.  Social reading has several key characteristics.  First, social reading is an extremely public activity.  Gone are the days of “selfish,” private reading: reading alone in the bathtub, alone under the covers, alone on the couch, alone in the park, etc.  Social reading exists because of the interactions between two or more persons and the text, whether in-person or digitally.  Second, social reading extends the reader’s experience.  It takes the reader out of the book and encourages the reader to make connections, draw conclusions, summarize thoughts, and ask questions in conversation with others.  Social reading helps a book become memorable; it can be a conversation starter between two new friends, or a way to develop online skills like reviewing, recommending, communicating via social media platforms, and exploring what it means to be part of a community of shared interests (both on and off line).  

In that sense, it is important to point out that user-added content is also a crucial aspect of social reading.  Readers must be willing to express their points of view and leave a lasting “impression” on the work whether it is by posting comments on a review board, or leaving notes in the margins of a text, then loaning that book to a friend to read.  Social reading also leads to shared writing and shared thoughts which fosters better idea formation and explanation, than solitary, deep-focus reading (Johnson, et. al, 2011, p. 8).  Finally, social reading “[allows] journeys through worlds real and imagined, undertaken not alone, but in the company with other readers” (Johnson, et. al, 2011, p. 8).  In short, social reading is a way to connect with others and explore thoughts and ideas that might have gone unnoticed in a solitary reading of the text.

Part 2:  Describing “Social Reading” in its various forms

It is now time to examine the various forms of social reading.  The first is the traditional book club.  A traditional book club consists of a group of readers who meet in person, typically once per month, to discuss a specific book in-depth (Book-Clubs-Resource.com, 2007).  The demographics of book club members do vary, but typically club members tend to be almost exclusively females and a majority of book club goers are either over sixty-five years old and retired, or mid thirties and forties, and stay-at-home-moms (AuYeung, Dalton, & Gornall, 2007, p. 1-2).

There are numerous reasons why people join traditional book clubs.  Perhaps the main motivation is for the social interaction between group members over a common interest (AuYeung, Dalton, & Gornall, 2007, p. 3).  People are constantly looking for ways to connect with one another, and the traditional book club setting offers a chance to be part of a real “community” of people who share similar hobbies (Hoffert, 2006, p. 37).  Social reading in a traditional book club has a number of other advantages such as the ability to meet new and interesting people, the opportunity to read things outside of one’s typical repertoire of works, and to receive recommendations and reviews from other avid readers (Lloyd, 2010)

The next form of social reading is the online book club.  An online book club offers several advantages over the traditional book club model.  One advantage is the variety of book clubs available online, many dedicated to a specialized interest, genre, author or series.  Also, online book clubs tend to be more convenient as participation can take place at any time of day (Book-Clubs-Resource.com, 2007).  Online book club participants tend to be younger and more varied in demographic than traditional book club attendees.  The description of an online book club participant can often be described as:  “adult reader, primarily female, but also including men, twenty to forty years old, Internet savvy, with at minimum, a medium reading level” (AuYeung, Dalton, & Gornall, 2007, p. 7).

People join online book clubs because they are often a motivating and convenient environment to encourage voluntary book reading (Scharber, 2009, p.433).  Joining an online book club can be a great way to ease people into the book discussion format as there is less pressure to participate and participants have the option to remain anonymous until they are comfortable with joining in the discussion.  The 24/7 environment is also more convenient for people who have busy schedules and cannot always make it to a scheduled meeting, or for those who live too far to travel to the meeting destination.  Online book clubs are also great for those who want to have in-depth analysis and discussion about a particular book, genre, author, topic, etc because the online format gives every member ample time to express their points of view without running into the time constraints of a more traditional book club setting (AuYeung, Dalton, & Gornall, 2007, p. 3).

Of course, online book clubs are not without flaw.  One major con of online book clubs is the idea of “membership.”  Membership in online book clubs can often be unpredictable and less interactive.  In fact, a majority of readers prefer “to read others’ messages and get reading suggestions without commenting themselves…the majority of online book club members might be looking for readers’ advisory rather than participatory activities” (AuYeung, Dalton, & Gornall, 2007, p. 4).  While membership commitment may be an issue for the online book club reader who is looking for stability, many people are perfectly content with the “revolving door” atmosphere of the online book club, and value the ability to come and go as they please.

A healthy mixture of the traditional and online book club has manifested itself through social media platforms designed for cataloging, recording, discussing, recommending, reviewing and searching books that anyone from anywhere is currently reading, has read, or wants to read. “While some readers still get their book recommendations from newspaper reviews or Oprah’s Book Club, increasingly book lovers are turning to their friends and social media contacts for recommendations” (Hartley, 2010).  Social media “has taken reading and sharing literature to the masses, catalyzing conversations and perspectives from eager readers who want to share their thoughts to a broader world” (D’Andrea, 2010, p.11).  Users can post updates, comment on other’s reviews, show appreciation or dissatisfaction for a book through a ratings system or build conversations inside the book itself on these social media sites designed specifically for books (Johns, 2010).

The latest form of social reading is experiencing unprecedented attention from readers and publishers alike and deserves extensive attention. EBooks and eReaders are beginning to challenge the very definition of what constitutes as “reading.”  For example, eBooks are visual, audio, interactive, extremely social, and a relatively new phenomenon that will no doubt begin to see magnificent and significant changes and additions to newer additions.  EBooks have the ability to extend the reader’s experience into the larger world, connect readers with one another, and enable deeper, more collaborative explorations and interpretations of the text (Johnson, et. al, 2011, p. 8). However, it is important to note that eBooks, while wonderful inventions, are only as “social” as the eReader device they are read from.

In order for an eReader to fully maximize the potential of an eBook and promote the concept of social reading, the eReader itself must be fully social.  A great example of an eReader manufacturer that has accounted for the more “social” aspects of eBook reading is the Amazon Kindle.  The Kindle has recently introduced several new features that encourage readers to share their thoughts with other Kindle users around the globe.  The most popular and most controversial feature is called “popular highlights.”  Popular highlights appear as dotted lines under phrases in books that multiple Kindle readers have highlighted (Johnson, 2010).  Popular highlights appear when Kindle users have turned on their “Public Notes” feature.  This feature lets Kindle users choose to make their book notes and highlights available for other to see.  Now, any Kindle user can choose to share their thoughts on book passages and ideas with friends, family members, colleagues, and the great Kindle community of people who love to read.  This is a new way for readers to share their enthusiasm and knowledge about books and get more from the books they read. (Dilworth, 2011).

Another newly added social feature is called “Before you Go.”  This application prompts users to not only rate a finished eBook on a 5-star scale, but to share their thoughts on the book with their social networks (Facebook and Twitter).  Recommendations for future eBook reads are also provided at this stage (Dredge, 2011).  Finally, the Kindle has also introduced a “lending” function that allows readers to share the book with a friend after completing it (Cain Miller, 2011).  Friends that borrow the book will be able to see the previous readers’ notes, comments and ratings, making the read a more personal, social experience.

Of course, not everyone is touting praises for the Kindle’s new social updates.  Many argue that features like public notes take the privacy out of reading, because “not only is the e-book not yours to be with alone, it is shared at Amazon which shares with you what it knows about you reading and the readings of others.  And lets you know that you are what you underline, which is only a number in a mass of popular views” (Codrescu, 2011).  Others worry that popular highlights will perpetuate “compulsive skimming, linking and multitasking” that will “undermine the deep, immersive focus that has defined book culture for centuries” (Johnson, 2010).  Finally, some accuse eBooks and eReaders of stripping the reader of a nostalgic and valuable experience that occurs with physical books, claiming “books that we’ve known and handled often have a personal, physical connection to the past that e-books won’t be able to capture” (Ng, 2010), noting that connections are made between reader and book based on components like the cover, spine, colors, paper type and fonts.  Because the Kindle is so much less personalized, in their opinion, some worry that the purpose of books and the reading experience itself will be lost.

No matter which side of the argument a reader falls on, the popularity of the Kindle, and other eReader devices like the Barnes and Noble “Nook,” the Sony eReader, and the Kobo are certainly worth noting.  With consistent additions and improvements being made to the eReading experience, libraries are and should continue to monitor the ways in which eReading and its social capabilities will affect current and future aspects of the patron-book relationship fostered through the library.

To conclude this section, my ideal social reading experience would encompass all four of the above mentioned forums.  I would create a book club that met in person once a month.  I would use GoodReads as an online portal for the book club to facilitate structured dialogue about the book as the readers progressed through the story.  I would encourage the book club members to create and maintain profiles on the social networking site, GoodReads, so that members of the group can get to know one another and receive recommendations, reviews and ratings from the fellow members.  Also, I would encourage members to read the book via the Kindle or eReader, highlighting passages along the way and making their notes public so other members of the group could read the “instant,” thoughts of other readers.  I would also pick a Twitter hashtag for the book so that members can tweet relevant passages, discussion points, thoughts, or questions in real-time.  The physical book club meeting would focus more on overall impressions of the book and discuss questions that members brought up through the month that may have gone unanswered.  Mixing these four mediums would absolutely create the ultimate social reading experience.

Part 3:  Discussing Libraries and Social Reading

Libraries are in a unique position as they have the ability to both encourage and stifle social reading depending on their openness to the concept.  In order to avoid the later scenario, libraries must take a greater look at what makes social reading a successful and necessary component of the reading experience.

One of the biggest factors for successful implementation of social reading in the library is the participation of librarians and the willingness to adopt, work with, and, in some cases, develop Web 2.0 tools to assist in facilitation of social reading scenarios.  There are essentially three steps that librarians can follow in order to promote and create thriving social reading experiences in their libraries.

Step 1:  Develop a social network, online, so that the social reading experience can continue away from the physical building

To increase both the library’s appeal and stress its value to users, libraries should consider implementing customizable and participatory services for social reading.  There are a number of ways to accomplish the creation of this social space from designing blogs, podcasts, a wiki or even using an existing social media platform like GoodReads.  The key is to build and maintain a site that uses moderated trust to give patrons a voice in this social space.  If possible, libraries should give patrons the opportunity to design and manage their own “space” within the library’s broader social platform.  In doing this, libraries will encourage user participation, a crucial component in Library 2.0 and the backbone of successful social reading.  Ways to encourage user participation includes allowing: “customizable interfaces, tag creation, and the [ability to] write reviews, or provide ratings of materials…” (Casey & Savastinuk, 2007, p.14).  The creation of this online space and the presence of user participation will help create a strong foundation for online social reading to occur in the library.

Step 2:  Encourage patrons to start book clubs of their own that use both the physical library and/or the library website or social network as a meeting space

As Michael E. Casey and Laura C. Savastinuk (2007) point out in their book, Library 2.0: A guide to participatory library service, patrons enjoy a mix of the traditional and newer services of Library 2.0 (8).  There is much to be said about the ability to meet in person to discuss a book versus “meeting” strictly online.  Libraries must be willing to hold on to the more traditional elements of their service models while supplementing these features with electronic resources and updated ways of thinking about and promoting reading.

Step 3:  Encourage participation from everyone

Book clubs traditionally provide a place for people to discuss “the hits,” in other words, the books that are very popular.  The social reading experience, however, aims to include the “long tail” of readers—those who enjoy the “non-hits”—which will always be great than those who prefer the “hits” (Casey & Savastinuk, 2007, p.64).   Social reading, especially in an online space or via an eReader like the Amazon Kindle, allows people who are part of the long tail to connect and discuss their niche subjects in more depth (Casey & Savastinuk, 2007, p.67).  Librarians must be willing to encourage participation from all users—new, existing, inactive and unfamiliar—in order to provide a wide variety of social reading groups for readers to join.

One way of accomplishing this is to allow everyone the ability to create a reading group for virtually any topic within both the physical and virtual library setting.  Likewise, the long-tail aspect of social reading could be maintained through the purchase and lending of eReader devices like the Amazon Kindle that allow readers to follow their favorite books and see the highlights and notes from other people who have also read the book and have similar shared interests.  Providing patrons with appropriate and varied ways to connect with others to discuss a text should be a main goal of libraries seeking to enhance and enrich the social reading experience for their patrons.

Part 5:  Determining the future of social reading

To conclude, social reading has been predicted to develop drastically over the next five years.  One of the biggest changes in development is that literary content will become more dynamic and retrievable, especially through the use of eReaders and eBooks.  With the eBook in high demand, libraries need to recognize that social reading is not just a trend, but rather a shift in preference.  In order to stay abreast of this cultural shift, libraries will need to play an important role in the distribution and promotion of social reading via traditional, online, and eReader spaces in order to enhance the user experience and evaluate the staying power and usefulness of different forms of social reading.  With the ubiquity of technology, libraries have many tools at their disposal to create, maintain and develop new and existing avenues of social reading.  While no one can predict the future of the book, or new forms of social reading, libraries can “maintain the momentum of change” (Casey & Savastinuk, 2007, p.xxv) and prepare themselves and their patrons for what’s to come.

References

AuYeung, C., Dalton, S., & Gornall, S. (2007). Book buzz: online 24/7 virtual reading clubs and what we’ve learned about them. Canadian Journal of Library and Information Practice and Research, 2(2), Retrieved from http://journal.lib.uoguelph.ca/index.php/perj/article/view/237/527

Book-Clubs-Resource.com. (2007). What is a book club? Retrieved from http://www.bookclubs-resource.com/book-club.php

Cain Miller, C. (2011, February 7). Kindle books get page numbers and social features. The New York Times (Gadgetwise), Retrieved from http://gadgetwise.blogs.nytimes.com/2011/02/07/kindle-books-get-page-numbers-and-social-features/

Casey, M.E., & Savastinuk, L.C. (2007). Library 2.0: A guide to participatory library service. Medford: Information Today, Inc.

Codrescu, A. (Producer). (2011, March 7). E-book tarnishes the reader-book relationship [Audio Podcast]. All Things Considered (National Public Radio). Retrieved from http://www.npr.org/2011/03/07/134342235/E-Book-Tarnishes-The-Reader-Book-Relationship

D’Andrea, D. (2010). Reading 2.0: From Solitary to Social. School Librarian’s Workshop, 31(1), 11-12. Retrieved from EBSCOhost.

Dilworth, D. (2011, February 7). Amazon updates Kindle software [Web log message]. Retrieved from http://www.mediabistro.com/ebooknewser/amazon-updates-kindle-software_b5699

Dredge, S. (2011, February 8). Kindle gets more social with public notes and sharing features  [Web log message]. Retrieved from https://www.mobile-ent.biz/news/read/kindle-gets-more-social-with-public-notes-and-sharing-features

Hartley, M. (2010, December 9). Social media invades book world. National Post, Retrieved  from http://www.nationalpost.com/arts/Social+media+invades+book+world/3950884/story.html

Hoffert, B. (2006). The book club exploded. Library Journal, 131(12), Retrieved from  http://www.libraryjournal.com/article/CA6349024.html

Johns, J. (2010, August 16). The meaning of social reading and where it’s headed [Web log message]. Retrieved from http://e2bu.com/the-meaning-of-social-reading-and-where-its-headed/

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report Retrieved from http://net.educause.edu/ir/library/pdf/HR2011.pdf

Johnson, S. (2010, June 19). Yes, people still read, but now it’s social. The New York Times  (Online), Retrieved from http://www.nytimes.com/2010/06/20/business/20unbox.html

Lloyd, D. (2010, February 25). Five reasons to join a book club. Huffington Post, Retrieved from http://www.huffingtonpost.com/delia-lloyd/five-reasons-to-join-a-bo_b_476162.html

Ng, C. (2010, May 14). When we go digital, what happens to the flyleaf? [Web log message]. Retrieved from http://fictionwritersreview.com/blog/when-we-go-digital-what-happens-to-the-flyleaf

Scharber, C. (2009). Online book clubs: bridges between old and new literacies practices. Journal of Adolescent & Adult Literacy, 52(5), Retrieved from Academic Search Premier doi: 10.1598/JAAL.52.5.7

Thanks to Allison for sharing this paper she wrote for LIS768. Download the full length paper for LIS768 here: http://www.scribd.com/doc/57754227

Allison Mennella currently works for the Naperville Public Library in the Community Services Department.  She will receive her MLIS from Dominican University in December 2011.  Allison’s is interested in library advocacy and promotion as well as community engagement.  She hopes to use her passion in Social Media Marketing for creating new and innovative ways to connect community members to the public library.

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Exploring Transliteracy: A TTW Guest Post by Jessica Thomson http://tametheweb.com/2011/01/27/exploring-transliteracy-a-ttw-guest-post-by-jessica-thomson/ http://tametheweb.com/2011/01/27/exploring-transliteracy-a-ttw-guest-post-by-jessica-thomson/#comments Thu, 27 Jan 2011 21:37:31 +0000 http://tametheweb.com/?p=6957 Continue reading Exploring Transliteracy: A TTW Guest Post by Jessica Thomson ]]> Transliteracy: 21st century literacy

 

It is clear that technology is creating a large change in the ways we communicate and get information within our culture.  This great change affects not only individuals, but also the institutions that make information available, such as libraries and universities.  For a very long time, the essential modes of human communication remained unchanged. Having the ability to read, write, and speak more or less ensured that one possessed the necessary tools to communicate effectively within our culture.  With the explosion of new technologies that affect the way in which we accomplish so many of our daily tasks, a communication divide is occurring between those who communicate across many platforms seamlessly and those who do not.  While the behavior of transliteracy has been around for a long time, the study of it as a concept is new.  Many reports and articles have been written about the need for transliterate behaviors to become the norm in order to keep lines of communication open and keep the exchange of information flowing.  Researchers are also trying to understand how learning and comprehension are affected by this shift to a highly digital lifestyle.  Librarians need to be invested in the spreading of transliteracy because it affects their ability to assist patrons and provide information.  A new divide is emerging in the 21st century. It is no longer the divide between those who can read and those who cannot; it is now a divide between those who can access and understand digital information and those who cannot.  The library has a role in bridging this new literacy divide.

What is transliteracy?

Transliteracy is defined  by Sue Thomas, a professor of new media at De Monfort University, as “the capacity to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks.” As a behavior, transliteracy is not a new phenomenon.  However, the identification of transliteracy as a concept to be studied is a recent development, largely due to the new ways in which the Internet and other technologies allow for communication in ways that were not previously imagined.  It is a broad term that encompasses and transcends many existing concepts.  Some of these existing concepts include media literacy and digital literacy, which are contained within the definition of transliteracy.

The term transliteracy comes from the verb “transliterate,” which is defined by the Oxford English Dictionary as “replacing (letters or characters of one language) by those of another used to represent the same sounds; to write (a word, etc.) in the characters of another alphabet.”  This is an apt definition for the ways in which new technologies are replacing the traditional ways and means of communicating and learning.

It is no longer enough to only be able to read and write in order to communicate effectively.  Individuals need to be able to access and understand digital information across many different and continually-evolving platforms in addition to the traditional formats we are all accustomed to.  Transliteracy is concerned with the social meaning of literacy and the participatory nature of new means of communicating.  Additionally, transliteracy is unique in combining and democratizing communication formats, expressing no partiality for one over another, while stressing the social construction of meaning via diverse media. However, it should be noted that no group has yet to publish a definition of what specific skills are necessary to be transliterate.

Transliteracy and the library

Transliteracy is a relatively new term, and while many library professionals may not be aware of the term per se, it does not mean that librarians are not participating in transliterate practices during daily interaction with patrons.  While the concept of transliteracy is evolving and the definition may therefore shift over time, transliteracy is about understanding the ways and means of communication interaction and the skills needed to navigate from one medium to another.  It is about the convergence of media types and the experience of engaging with the world in a multi-modal manner.

The lack of a list of skills needed to be transliterate leaves librarians without an understanding of the relationship that libraries will have with transliteracy.  Libraries have information literacy standards, but it is uncertain whether these will be enough to support the growth of research regarding the means in which people communicate and produce content across various media.

The library can add value to existing resources by allowing patrons to contribute to knowledge bases.  Social construction of knowledge can take place in many different ways, from allowing tagging of additional terms in the library catalog to consultation of under-identified objects in special collections.  The transliterate world changes the assumption that authority is unidirectional and comes only from established channels.

Librarians should keep abreast of future developments concerning transliteracy because it concerns many of the concepts at the heart of librarianship.  Librarians can incorporate new ideas about transliteracy into the ways that they help patrons access, understand, and create information.  Additionally, these social networks and other forms of multi-media can create a means of knowledge sharing to enhance the user experience.

Solutions:

 

For libraries to be able to assist users with transliterate needs, the library and librarians need to be active in a transliterate manner.  A new digital divide is emerging in the 21st century between those who can access and understand digital information and those who cannot.  The library has a role to play in bridging this divide.  Computers need to be accessible, and access, especially to social media sites, cannot be blocked.  Libraries cannot look upon social media sites as bad; they are a means of communication and information exchange.  Libraries should offer the ability to access and create across a broad range of platforms and networks.

This means that librarians must keep abreast of ever changing technologies and the newest and latest ways to interact digitally.  Librarians will need to create personal learning environments that allow for the exploration of new and unknown platforms and tools.  Librarians will have to be flexible enough to learn new tools, experiment with social media sites, and try out new technologies.  This is a tall order.  But it is not insurmountable.

For example, librarians could meet formally or informally to share information about personal gadgets, such as e-readers, so that they will understand when users approach with issues in downloading e-books from the library collection.  The learning group could create accounts on social media sites to test out the many tools within the site.  Testing out social media sites in this way could assist librarians in explaining privacy settings, or additional features for the site.  Understanding the applications available on the computers in the library could help librarians assist users with creating content.  This is a natural extension of learning the library’s print collection or offering of online databases.

As the concept and understanding of transliteracy and its impact on humans is being researched and developed, it is important for librarians to remain aware of new research and reports.  This will ensure that libraries are equipped to assist patrons with this new form of literacy for the 21st century, transliteracy.

Citations:

Ipri, Tom. 2010.  Introducing transliteracy. College & Research Libraries News 71(10), 532-567.

Newman, Bobbi L.  2010. Libraries and Transliteracy Slideshow. [Slideshare slides]. Retrieved from Libraries and Transliteracy Web Site:   http://librariesandtransliteracy.wordpress.com/2010/02/09/libraries-and-transliteracy-slideshow/

Thomas, Sue, Chris Joseph, Jess Laccetti, Bruce Mason, Simon Mills, Simon Perril, and Kate Pullinger. 2007.   Transliteracy: Crossing divides.  First Monday. 12(12).

Jessica Thomson is a graduate student at Dominican University’s Graduate School of Library and Information Science, graduating in May 2011.  She is also the Metadata Assistant with the Digital Collections Department at Northwestern University Library.

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Reference Reborn http://tametheweb.com/2011/01/17/reference-reborn/ http://tametheweb.com/2011/01/17/reference-reborn/#comments Mon, 17 Jan 2011 19:27:20 +0000 http://tametheweb.com/?p=6875

I’m honored to have a chapter in this new book edited by Diane Zabel. My contribution “Tracking Tech Trends” began as a post here:

http://tametheweb.com/2009/01/12/ten-trends-technologies-for-2009/

Download the Table of Contents here: Zabel_ReferenceReborn_TOC

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A Burgeoning Librarian’s Perspective : A TTW Guest Post by Terri Rieck http://tametheweb.com/2011/01/11/a-burgeoning-librarians-perspective-a-ttw-guest-post-by-terri-rieck/ http://tametheweb.com/2011/01/11/a-burgeoning-librarians-perspective-a-ttw-guest-post-by-terri-rieck/#comments Tue, 11 Jan 2011 16:16:52 +0000 http://tametheweb.com/?p=6866 Continue reading A Burgeoning Librarian’s Perspective : A TTW Guest Post by Terri Rieck ]]> For new librarians entering the field of academic librarianship, there is an expectation to continue and evolve the Participatory Service methodology. Luckily, it is not a forced expectation, but rather one of excitement and, dare I say, glee. The ability of academic libraries to effectively reach and engage students in the research process is palpable and librarians are responsible. Librarians entering the profession are happily challenged with continuing this new era of constant change, experimentation, innovation, and evaluation.

This group of new and future librarians is so inspired and focused on this new culture of libraries and librarians. And I must admit, it’s partly selfish. We are desperate for a career, for a purposeful and fulfilling career—one that reaches users in effective ways and offers services and methods of evaluation that will overcome the intimidating nature of the academic library. Some of us may have gotten to this place from experiences with former academic libraries. Some of us may want to overcome and change the current brand of academic libraries—but the reasons why don’t necessary matter at this point. Because now, we are part of a tribe and we do intend to make this profession our own – isn’t that the point of a career? We have made our spaces online and in classrooms and will remain supportive and collaborative through our professional careers. We intend to follow the principles of librarianship combined with innovative thinking and experimentation detailed in the Library 2.0 methodology to encourage better services for users and a more fulfilling work environment for us.

The Dark Side

There is, of course, a dark side. For a recent MSLIS graduate, who is looking for an interesting and purposeful career, and has been introduced to innovative professors, interesting theories, Web 2.0 technologies, and thinking about emerging trends, walking into a library stuck in an environment of presenting information with no viable way to reach or engage users will be an immensely frustrating experience. That combined with the intimidation and nervousness of being the new person makes for a complicated and sticky situation. Other library staff may be hostile or passive aggressive if a new employee intends to change their way of doing things—not to mention the daunting task of getting the library administration on board.

To ensure a positive discussion, I would like to add that in no way is this a demonization or negative perspective attributed to more traditional library services. It is only an adaptation that reflects changing user needs. There is no doubt that there is an immense need for academic libraries to brand themselves as a welcoming online and physical space for students to find resources, get research help, study, collaborate, learn, experiment, innovate, have fun, and enjoy a scholarly community. In the article, “A Manifesto for Our Times,” Cohen (2007) writes, “While our users are steeped in a culture that is collaborative, personalized, and open, our library culture tends to be a closed, one-way street. We expect users to accept the library on our terms—to come to our spaces to receive services, and to deal with websites and catalogs that are essentially brick walls. While some libraries are making strides in moving ahead, many other have yet to make a targeted commitment. We have not, as a profession, demonstrated a resilient response to the Web 2.0 phenomenon” (p. 49).  Therefore, to a certain degree, some academic libraries can seem like a different culture to students invested in the online world; particularly the ones that don’t offer services to match the users’ needs. Cohen (2007) adds, “Ultimately, librarians become champions of adaptability in order to meet users’ evolving needs” (p. 49).

Future Implications

Creating a “culture of constant and purposeful change” (Casey & Savastinuk, 2007, p. 5) will ensure that libraries remain relevant to their communities—whether staff, faculty, users, or administration. This culture encourages creativity, idea creation, supportive peers, and inspiring mentors. However, it does require a certain amount of buy-in and staff commitment.

Participatory Service methodology will move academic libraries toward physical and online spaces that are open, welcoming, friendly, helpful, approachable, collaborative, transparent, resourceful, strong, engaging, and fun.

For many recent grads, they may require a staff culture that promotes constant and purposeful change and a degree of embedded librarianship in both the online and physical space in future jobs. I know I will. We have seen the way that it could be—from working together on class projects, to finishing the end of the semester in one piece, to getting passionate about a research paper topic, to engaging in online spaces such as class sites, blogs, Facebook, and Twitter. This is the culture we are embedded in, enjoy, and want to continue through our professional careers—knowledge sharing, collaborative and engaging projects, mentorship, support, and a unified effort to best serve the user community. I’ve realized that collaborative and supportive peer librarians are a great asset to my professional development and my personal learning network. I don’t want to be stuck behind a desk; I want to participate in the profession.

Finally, I just want to express another desire for this tribe of new and experienced librarians focused on Library 2.0 principles and technologies. We need help! We need mentorship. We need to be taught the ropes so to speak. We are looking to collaborate with more experienced and more knowledgeable libraries in the field. Please don’t be intimidated by our eagerness. We are in this profession for the same reason you are. We want to help make the academic library a place for learning, research, and collaboration—we just want to take it up a notch.

To End…

The tribe and I intend to make this new culture of change, interaction, innovation, services, and technologies the paradigm in academic libraries where students are responsive. Librarianship will remain bright and adaptive with these principles. The users are going to feel and know our eagerness and ability to make the library their space.

There is an article that I keep returning to when I need inspiration after reading about all or any of the problems, concerns, bleak futures, and budget crises facing academic libraries.

“What are libraries? Libraries are not just collections of documents and books, they are conversations, they are convocations of people, ideas, and artifacts in dynamic exchange. Libraries are not merely in communities, they are communities: they preserve and promote community memories; they provide mentors not only for the exploration of stored memory, but also for the creation of new artifacts of memory” (Schultz, 2006).

Schultz goes on to describe Library 1.0, Library 2.0, Library 3.0, and finally, Library 4.0, the neo-library: Experience. “This will be the library for the aesthetic economy, the dream society, which will need libraries as mind gyms; libraries as idea labs; libraries as art salons. But let’s be clear: Library 4.0 will not replace Libraries 1.0 through 3.0; it will absorb them. The library as aesthetic experience will have space for all the library’s incarnations: storage (archives, treasures); data retrieval (networks—reference rooms); and commentary and annotation (salon). Available as physical places in the library ‘storefront,’ they will also be mobile, as AR overlays we can view (via glasses, contacts, projections) anywhere. Both virtual and augmented 3D reality will enable us to manipulate data via immersive, visual, metaphorical, sculptural, holographic information theatres: the research and analytic experience will merge with drawing, dance and drama…I’ll meet you there” (Schultz, 2006).

And I will meet you there as well. Librarians are charged with continuing the culture of “change and purposeful change.” The path has been carved; now, both new and experienced librarians just need to bring it to life in academic libraries.

Terri Rieck is a graduate student at Dominican University’s Graduate School of Library and Information Science, graduating in May 2011. She is also currently interning at Northwestern’s Schaffner Library on the Chicago campus.

Citations:

Casey, Michael E. & Savastinuk, Laura C. (2007). Library 2.0: A guide to participatory library service. Medford, NJ: Information Today, Inc.

Cohen, L. (2007). A manifesto for our times. American Libraries, 38(7), 47-9. Retrieved from OmniFile Full Text Mega database.

Schultz, Wendy. (2006). Web 2.0: Where will it take libraries? Infinite Futures: To a temporary place in time. NextSpace, The OCLC Newsletter (2). http://www.oclc.org/nextspace/002/6.htm

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Thoughts on the Fall Semester by an LIS PhD Student http://tametheweb.com/2011/01/07/thoughts-on-the-fall-semester-by-an-lis-phd-student/ http://tametheweb.com/2011/01/07/thoughts-on-the-fall-semester-by-an-lis-phd-student/#comments Fri, 07 Jan 2011 15:31:05 +0000 http://tametheweb.com/?p=6861 Continue reading Thoughts on the Fall Semester by an LIS PhD Student ]]> Kyle Jones shares some reflection on his first semester at the University of Wisconsin-Madison in the Library and Information Studies (LIS) doctoral program:

http://thecorkboard.org/a-reflection-on-the-fall-semester/

With good timing, a friend recently contacted me about his own interests in pursuing a PhD in library and information studies.  Knowing that I had just wrapped up my first semester and wanting to hear specific parts of my reflections, he sent me a few questions to answer.  Happily, he allowed me to turn these questions in to a reflective post for all to read.

What has taken you by surprise?

I was very much used to a study schedule that could be done last minute, to readings that could be skimmed, and to writing papers the night before on a pot of coffee.  Non of this works now and it would be amateurish to try it.

My assignments require close reading and constant reflection.  It’s quite easy to see well over 100 pages a week assigned, if not more.  And writing responses, while they vary in length depending on the professor, are always supposed to be critical and insightful – no summaries here.

Would you do anything different to prepare for your first semester?

I did try to prepare for my first semester by catching up on academic journals, honing my close reading, and picking up texts of a difficulty level that I thought I might be presented within my first term.  In hindsight, I would read much more about theorists that pertained to my research interests and begin to create an extensive reading list in advance.  Doing so would have saved me valuable time in research for my longer papers and cut down on some stress.

Also, I would emphasize the need to get into a strict schedule.  Over the semester, I struggled to discipline myself, which led to times of sleep deprivation and, again, increased stress.  If you can get yourself into a very controlled schedule for reading, writing, meal times, and relaxation it will most definitely help you to succeed.

Have you found anything (really anything) to be expected of you that took you by surprise?

I knew my program would be challenging.  Pursuing a PhD is not something you should compare to some minor in your undergraduate experience.  That being said, I really got blindsided by the amount of reading.  It took me several weeks to understand that I was entirely responsible for all of the reading and to be ready to respond to minutiae of the texts.

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