The holidays have been a nice break from the craziness of school and work, but I have been delinquent in all my blogs. I was able to transfer my wordpress blog from my library science class to an edublog but it is still in need of major work and it seems that it would make the most sense for these two blogs to be merged. I will look into this over the next few weeks.
Over in the Kept-up Academic Librarian, there was a recent post on instructors and students friending each other on Facebook and the new challenges and opportunities this application and interaction presents to both communities. Although the article is referring to teachers (and not librarians), some of the concerns can be applicable to librarians. The article is not particularly scholarly or rich with informative content but it raises some valid questions that I have been wondering about for myself. For example, how will I manage my personal facebook account with having a professional presence? I have a friend who informed me that I could make lists of my friends and then customize the level of viewability friends within these lists could have with my other friends. So perhaps this is an appropriate route. I still need to explore it and see how it would actually play out.
Monday, December 29, 2008
Monday, November 17, 2008
Somewhere Else
I have been making all my academic posts in the last three months on a class blog => Falling Off A Blog Into Science Librarianship. Please check it out if you are interested because it will only be active for another month or so.
Tuesday, August 26, 2008
My Academic and Professional Occupations
In other words, what will be keeping me academically and professionally occupied this Fall semester.
Oh, here is something that I did for my LIBR 246 class, an attempt to play with a Web 2.0 application. It is a wordle representation of this blog. Click on the image to view a larger version. Then try making your own wordle.
- Instruction Internship at King Library (teaching MUSE, Science 2, English 1B, and some 100W library instruction classes as well as participating in the Science Librarian Team)
- Creating and Developing my E-Portfolio (the culmination of everything I have done in my MLIS career)
- LIBR 246 - Online Social Networking in Libraries (following M. Farkas' book)
- Special Collections and Archives student assistant work
- Treasurer for the Student Chapter of ALA
- Helping the SJSU Math Dept when needed (website and office work)
- And last, but not least, The Job Hunt (my ideal position is a Science/Engineering Subject Academic Librarian)
Oh, here is something that I did for my LIBR 246 class, an attempt to play with a Web 2.0 application. It is a wordle representation of this blog. Click on the image to view a larger version. Then try making your own wordle.
Monday, August 25, 2008
Tuesday, July 29, 2008
ALA Annual in Anaheim
I have been meaning to post about my time at the ALA Annual Conference in Anaheim but for reason I just keep putting it off (not a good habit to develop for a blogger). So here is a little to do about my experience.
The session I went to was on Advance Resumes and Cover Letters. This was useful as I am out on the prowl for the perfect Science/Engineering Librarian position and want my application to be the best that it can be. I liked the idea of having a document that contains everything you have ever done and then you pick and choose from that to customize your resume and cover letter to the job description. Also, the speaker emphasized the importance of accomplishments as opposed to tasks. This is a key aspect to consider that I had not thought of before. Think of it: tasks or accomplishments. Which will make your resume look better and appear more professional?
Later that day, I went to a session on the freedom of expression, put on by the Intellectual Freedom Round Table. We watched a documentary that was about freedom of expression and how it is becoming more and more hindered by copyright laws. Also discussed was fair use and creative commons. Some websites that relate: www.stayfree.org, www.rtmark.com, www.freeculture.org, and www.freedomofexpression.us.
The next day I went to a discussion panel on Information Privacy. The speakers were: Cory Doctorow (Boing Boing blog), Dan Roth (Wired, editor), and Beth Givens (Privacy Rights Clearing House). Is it time for a revolution? It was to some degree frightening to catch a glimpse of how we are losing our privacy by our complacency on the Internet. Anything goes as long as I get what I want. Despite the shocking amount of privacy we are losing, practically no one talks about it. No one even seems to want to confront it in a minimal way. Dan Roth shared that he hopes it might become a movement, like going green to going private. Beth Givens argued that everyone should know their basic privacy rights and should take advantage of the laws that protect them, such at the Fair Credit Report of 1970. Apparently there is an article about searching the web through cell phones and how that invades privacy (I will need to read this if I am going to be getting an iPhone). Cory Doctorow was the most articulate and magnificent with his words in expressing his concerns over the loss of privacy on the Internet. For example, "Personal information is like uranium. Once refined it becomes deadly." He also stated, "Once disclosure it out, it will never go away -- it'll be like smog." Some pretty strong visual images to make his point. A website he recommended: www.eff.org.
I'll post more later.
The session I went to was on Advance Resumes and Cover Letters. This was useful as I am out on the prowl for the perfect Science/Engineering Librarian position and want my application to be the best that it can be. I liked the idea of having a document that contains everything you have ever done and then you pick and choose from that to customize your resume and cover letter to the job description. Also, the speaker emphasized the importance of accomplishments as opposed to tasks. This is a key aspect to consider that I had not thought of before. Think of it: tasks or accomplishments. Which will make your resume look better and appear more professional?
Later that day, I went to a session on the freedom of expression, put on by the Intellectual Freedom Round Table. We watched a documentary that was about freedom of expression and how it is becoming more and more hindered by copyright laws. Also discussed was fair use and creative commons. Some websites that relate: www.stayfree.org, www.rtmark.com, www.freeculture.org, and www.freedomofexpression.us.
The next day I went to a discussion panel on Information Privacy. The speakers were: Cory Doctorow (Boing Boing blog), Dan Roth (Wired, editor), and Beth Givens (Privacy Rights Clearing House). Is it time for a revolution? It was to some degree frightening to catch a glimpse of how we are losing our privacy by our complacency on the Internet. Anything goes as long as I get what I want. Despite the shocking amount of privacy we are losing, practically no one talks about it. No one even seems to want to confront it in a minimal way. Dan Roth shared that he hopes it might become a movement, like going green to going private. Beth Givens argued that everyone should know their basic privacy rights and should take advantage of the laws that protect them, such at the Fair Credit Report of 1970. Apparently there is an article about searching the web through cell phones and how that invades privacy (I will need to read this if I am going to be getting an iPhone). Cory Doctorow was the most articulate and magnificent with his words in expressing his concerns over the loss of privacy on the Internet. For example, "Personal information is like uranium. Once refined it becomes deadly." He also stated, "Once disclosure it out, it will never go away -- it'll be like smog." Some pretty strong visual images to make his point. A website he recommended: www.eff.org.
I'll post more later.
Tuesday, June 17, 2008
Academic Library 2.0 Paper
I wanted to attach the PDF of my paper on Academic Library 2.0; unfortunately, it does not appear that blogger will allow me to do this. If anyone knows a way to circumvent this, please let me know. Anyway, here, at least, is my abstract:
As the World Wide Web develops, evolves, and becomes more integrated into the world culture, it must also become more integrated into the library world. Web 2.0 has been considered by some as the second generation of the World Wide Web that emphasizes certain characteristics, such as increased user participation, perpetual beta for software, and remixability of web applications and services. This term entered the libraries as Library 2.0, attempting to bring some of the same concepts identified with Web 2.0 into the library culture. This paper moves from these foundations to discuss Academic Library 2.0, the contributors, and the various forms it has taken. The paper concludes with some views on the future web development and academic libraries.Hopefully, I will figure out a way to post the whole paper. I truly enjoyed researching for it and then synthesizing the plethora of information into this final term paper.
Sunday, June 8, 2008
Where Few Have Trekked Before: Mathematicians and Info Literacy
On Friday, June 6, I participated in the San Jose State University King Library's Research Forum. I presented a poster on my survey research of the SJSU Mathematics Faculty. Here is the extended abstract:
Mathematicians are rarely researched by librarians. This poster presentation will consider mathematicians in light of the rising pervasiveness of information literacy and lifelong learning goals for undergraduate students in colleges and universities. Mathematics faculty at San Jose State University are surveyed to explore and develop an understanding of their perceptions of information literacy and how it relates to undergraduate students earning a bachelor’s degree in mathematics (hereafter, referred to as “math major”).I learned in practical sense how to improve my poster-making skills. It was a challenge because I wanted to put so much more information on the board than could really fit. In the end, I could have done a better job making the essential information stand out and be eye-catching. I am quite proud of the color design for the poster, that looked good. Another SLIS student poster presenter took photos and said that she would send them to me. When I get these, I will post them here.
In Fall 2007, the survey questionnaires were distributed among the 33 SJSU math faculty (not including two faculty who participated in the instrument testing). The questionnaire was designed by the researcher to elicit several key issues relating to math faculty, math majors, and information literacy. Altogether 19 completed questionnaires were returned (57.6% response rate). A look at the qualitative portion of the faculty responses reveals that not only are very few math faculty currently (or in the past) collaborating with a librarian, but also many do not see a present need for information literacy within math courses. The poster will additionally include some illuminating and revealing comments made by the math faculty when they answered the open-ended questions. Possibilities for further research and study of mathematics faculty and students will conclude the poster presentation.
Friday, June 6, 2008
IT + Library + Media Services = Learning Commons
On Wednesday, June 4th, I went on an SLA tour of the Harrington Learning Commons, Sobrato Technology Center and Orradre Library at Santa Clara University. Wow! It was impressive. I guess it shouldn't be surprising given the money that private universities can spend (this particular building cost $82 million!). Unfortunately, I forgot to bring my camera (or SCU pictures), so I can only tell you about it. All the computers have wide screen monitors (perhaps 24-in.) For each room, there is a fancy electronic box with a digital screen for immediate room reservation. If the box lights are red, the room is currently in use or unavailable to the public. If the lights are green, anyone can use it or reserve it. AND in each room, there is a huge (perhaps 32-in.) TV screen that I guess is set up to be connected to students' computers. Apparently, also in these rooms are whiteboard wallpaper for floor-to-ceiling note-taking.
On the tour we were also taken to observe the Automated Retrieval System in action. This learning commons building has a room with windows where you can view the machines retrieving or putting away books. They say it takes only ten minutes to retrieve a book. My biggest concern with ARS is that patrons do not have the browsing retrieval option with this system. During my internship, I would frequently suggested to patrons that they browse the area near the book that I had recommended to them. Not having the capacity to do this hinders access to information. Of course, it does provide them with more space for seating and study rooms.
On the fourth floor, we were shown the terraces. Again, wow! They had huge cushioned couches and chairs plus additional plush pillows. These terraces also offered a great view of the Santa Clara County. It felt very resort-like, which makes me wonder if that would actually be conducive to studying.
As to service desks, they has several. There were two small desks (one near the main entrance and one on the lower floor), each staffed with a student to function as a greeter/help point. Farther in on the main floor were the information services desk and the circulation desk. At the information services desk, there three service personnel: 1) general questions, 2) reference librarian, and 3) info tech services. My main complaint with the set-up was that the reference librarian was not clearly labeled. In fact, I would not have known that was who she was had not our tour guide pointed her out to us. This is not good for marketing reference services to students and to the administration of a library.
So I think that is about it. I highly recommend if you are in the area, to stop by and visit the Learning Commons yourself. It is open to the public, as are the computer terminals.
On the tour we were also taken to observe the Automated Retrieval System in action. This learning commons building has a room with windows where you can view the machines retrieving or putting away books. They say it takes only ten minutes to retrieve a book. My biggest concern with ARS is that patrons do not have the browsing retrieval option with this system. During my internship, I would frequently suggested to patrons that they browse the area near the book that I had recommended to them. Not having the capacity to do this hinders access to information. Of course, it does provide them with more space for seating and study rooms.
On the fourth floor, we were shown the terraces. Again, wow! They had huge cushioned couches and chairs plus additional plush pillows. These terraces also offered a great view of the Santa Clara County. It felt very resort-like, which makes me wonder if that would actually be conducive to studying.
As to service desks, they has several. There were two small desks (one near the main entrance and one on the lower floor), each staffed with a student to function as a greeter/help point. Farther in on the main floor were the information services desk and the circulation desk. At the information services desk, there three service personnel: 1) general questions, 2) reference librarian, and 3) info tech services. My main complaint with the set-up was that the reference librarian was not clearly labeled. In fact, I would not have known that was who she was had not our tour guide pointed her out to us. This is not good for marketing reference services to students and to the administration of a library.
So I think that is about it. I highly recommend if you are in the area, to stop by and visit the Learning Commons yourself. It is open to the public, as are the computer terminals.
Sunday, March 16, 2008
Web 2.0 in IL Instruction
Recently I've been reading literature about Academic Library 2.0, including Michael Habib's thesis on the topic and a Choice "Bibliographic Essay" by Elyssa Kroski on the various uses of Web 2.0 in academic libraries. This lead my mind to think about how these 2.0 tools could be integrated into information literacy instruction. It would seem that there are some parallels between library resources and web resources. Additionally, we know that students are becoming more and more involved with web 2.0 applications (Facebook and MySpace are easily recognizable examples). Perhaps there is a way to link the two that will effectively increase students familiarity and comfortability in using library resources.
Since it is the SJSU English 1B classes that I have been teaching, I envisioned the integration into this particular course. Currently (Spring 2008) the students are broken into groups based on the library resource they are assigned. Once they have explored it, they are supposed to prepare a presentation for the class to demonstrate how to effectively utilize their given resource. I'm curious if the group activities could be done to include having the students compare the "direct" library resources with the "web" resources? For example, comparing the Library Catalog with Amazon.com, CQ Researcher/Opposing Viewpoints with Wikipedia, and Academic Search Premier with Google Scholar. Students would still work in groups and make presentations but they would have to think about how these resources differ, and what makes one "good" and "bad" to use. I don't know the practicality of this idea or how useful/successful it would actually be but my thoughts are a-brewin'.
Since it is the SJSU English 1B classes that I have been teaching, I envisioned the integration into this particular course. Currently (Spring 2008) the students are broken into groups based on the library resource they are assigned. Once they have explored it, they are supposed to prepare a presentation for the class to demonstrate how to effectively utilize their given resource. I'm curious if the group activities could be done to include having the students compare the "direct" library resources with the "web" resources? For example, comparing the Library Catalog with Amazon.com, CQ Researcher/Opposing Viewpoints with Wikipedia, and Academic Search Premier with Google Scholar. Students would still work in groups and make presentations but they would have to think about how these resources differ, and what makes one "good" and "bad" to use. I don't know the practicality of this idea or how useful/successful it would actually be but my thoughts are a-brewin'.
Saturday, March 15, 2008
Asked for Simple Quotable Advice
Last week I was helping Rebecca in an information literacy session for Communication 100W students. It was a wonderfully fun experience because the students all had their topics and were actually interested in getting help from us. It challenged me as I had to think of new ways to help them with some of their more obscure topics. Rebecca also demonstrated to them the importance of using print resources too. She brought in about 5 books that had to do with various students' topics. As she handed them out to those students, they were quite excited, like they had won a precious prize. This was an excellent way to motivate, encourage, and involve the students. I have to remember this technique for the future.
As the students were packing up to go at the end of the class, a student asked me for some quotable advice [I suddenly remembered that the class' instructor had told me she was requiring them to quote the library instructors in something they said that was useful]. I stumbled. What would be good quick general advice off the top of my head? I usually give specific advice for a specific situation. I start with, "be persistent." But that didn't seem to be enough in my mind, so I added, "and don't be afraid to ask for help." As I was walking home, I continued to think about quick quotable advice. Thus, here is the first draft [I expect this to change as I do more instruction]:
I sort of felt like it goes from some specific advice to more general advice. Many students think of one word for their topic and then they seem to stop there; however, frequently a database will use different terminology or just multiple terms. Being able to think of many words that mean (essentially) the same thing will help to find more (in quantity) related articles. This goes hand in hand with being persistent. It easy to stop a search of a few failed attempts but this is an opportunity to be creative and try something different in the search process or statement. Finally, I have noticed that students appear reluctant to approach a librarian for help but that's just silly. We're here to help and we want to. If thinking of synonyms has worn you out and your persistence has died off, come see a librarian for help. There are many different ways: reference desk, phone reference, email reference, and instant message/chat reference. Be aware that it is better to ask for help earlier than later. We are much better able to assist you if you contact earlier than the night before it is due. [Whoops, looks like I switched over from third person "the student" to second person "you."]
Anyway, that's just some early advice from a librarian in training.
As the students were packing up to go at the end of the class, a student asked me for some quotable advice [I suddenly remembered that the class' instructor had told me she was requiring them to quote the library instructors in something they said that was useful]. I stumbled. What would be good quick general advice off the top of my head? I usually give specific advice for a specific situation. I start with, "be persistent." But that didn't seem to be enough in my mind, so I added, "and don't be afraid to ask for help." As I was walking home, I continued to think about quick quotable advice. Thus, here is the first draft [I expect this to change as I do more instruction]:
1. Think of synonyms.
2. Be persistent.
3. Don't be afraid to ask for help.
I sort of felt like it goes from some specific advice to more general advice. Many students think of one word for their topic and then they seem to stop there; however, frequently a database will use different terminology or just multiple terms. Being able to think of many words that mean (essentially) the same thing will help to find more (in quantity) related articles. This goes hand in hand with being persistent. It easy to stop a search of a few failed attempts but this is an opportunity to be creative and try something different in the search process or statement. Finally, I have noticed that students appear reluctant to approach a librarian for help but that's just silly. We're here to help and we want to. If thinking of synonyms has worn you out and your persistence has died off, come see a librarian for help. There are many different ways: reference desk, phone reference, email reference, and instant message/chat reference. Be aware that it is better to ask for help earlier than later. We are much better able to assist you if you contact earlier than the night before it is due. [Whoops, looks like I switched over from third person "the student" to second person "you."]
Anyway, that's just some early advice from a librarian in training.
Sunday, February 3, 2008
Reference Desk with Some Assistance
On Tuesday, January 29th, I sat again at the reference desk, this time => 10am -2pm.
Nothing that overly interesting happened. I was able to take the lead at the assistant section of the desk. I am certainly feeling more comfortable. I have also dealt with a couple of challenging patrons in that their words did not make total coherent sense and they were not really "listening" to me. However, I found that my experience volunteering at the Emergency Housing Consortium (EHC homeless shelter) to be helpful in not only understanding these patrons but also caring for them.
One thing I did notice about the King collection was that there are not many current undergraduate mathematics books. I can understand not always having the latest edition but it seems to me that at least once per decade a current edition of the essentials (College Algebra and Trigonometry, Precalculus, Calculus, Finite Math, etc.) should be purchased. I will check with the mathematics librarian about it.
1/28 Hours: 1.0 (instr.) & 3.0 (ref.)
1/29 Hours: 4.0 (ref.)
Nothing that overly interesting happened. I was able to take the lead at the assistant section of the desk. I am certainly feeling more comfortable. I have also dealt with a couple of challenging patrons in that their words did not make total coherent sense and they were not really "listening" to me. However, I found that my experience volunteering at the Emergency Housing Consortium (EHC homeless shelter) to be helpful in not only understanding these patrons but also caring for them.
One thing I did notice about the King collection was that there are not many current undergraduate mathematics books. I can understand not always having the latest edition but it seems to me that at least once per decade a current edition of the essentials (College Algebra and Trigonometry, Precalculus, Calculus, Finite Math, etc.) should be purchased. I will check with the mathematics librarian about it.
1/28 Hours: 1.0 (instr.) & 3.0 (ref.)
1/29 Hours: 4.0 (ref.)
Tuesday, January 29, 2008
Instruction and Reference
Yesterday, I did both (sort of).
11am-noon, we (the interns) met with Rebecca to continue to refine the instructional plan for COMM 100W. Each intern took of the group assignments, practiced doing it, and then giving a 5 minute presentation at the end as the students would. A general challenge was found in that Ebsco has changed their interface but not completely. So while I was working on the task, I saw the old interface but when I went up to present, I found the new one in replacement. This reminded me that we have to be prepared for the unexpected, such as the databases we intend to use to not be available (this happened the previous week during our meeting). I fumbled with my words and what I was trying to convey, but I think I would have done so anyway. This is an area that I am hoping to improve in: conducting a presentation. I was supposed to be presenting a successful keyword search but I totally blew it. I was not certain what an undergraduate would do, how they would approach the assignment. Rebecca used my calamity to remind us that occasionally students will need help and guidance as they make their presentations.
5-8pm, I sat at the Reference desk. This was for the most part uneventful. I did, again, get to use my Math Department Textbook Coordinator skills in dealing with a question regarding a math textbook. More copier center and card-related questions were encountered.
11am-noon, we (the interns) met with Rebecca to continue to refine the instructional plan for COMM 100W. Each intern took of the group assignments, practiced doing it, and then giving a 5 minute presentation at the end as the students would. A general challenge was found in that Ebsco has changed their interface but not completely. So while I was working on the task, I saw the old interface but when I went up to present, I found the new one in replacement. This reminded me that we have to be prepared for the unexpected, such as the databases we intend to use to not be available (this happened the previous week during our meeting). I fumbled with my words and what I was trying to convey, but I think I would have done so anyway. This is an area that I am hoping to improve in: conducting a presentation. I was supposed to be presenting a successful keyword search but I totally blew it. I was not certain what an undergraduate would do, how they would approach the assignment. Rebecca used my calamity to remind us that occasionally students will need help and guidance as they make their presentations.
5-8pm, I sat at the Reference desk. This was for the most part uneventful. I did, again, get to use my Math Department Textbook Coordinator skills in dealing with a question regarding a math textbook. More copier center and card-related questions were encountered.
Friday, January 25, 2008
2nd Reference Desk Observation
Hmmm, lessons learned...
1) It is important to know how the copier, coin machine, and printers work.
2) Telephone reference involves a lot of directory assistance.
3) Knowing Spanish can be very useful, even better when you can communicate in it.
4) Fridays are a very slow time at the desk.
Hours: 4.0
1) It is important to know how the copier, coin machine, and printers work.
2) Telephone reference involves a lot of directory assistance.
3) Knowing Spanish can be very useful, even better when you can communicate in it.
4) Fridays are a very slow time at the desk.
Hours: 4.0
Thursday, January 24, 2008
First Instruction Collaboration Meeting
Today at 9:30am, I met with Rebecca and the other three interns (Aloha, Bernd, and Erin) to begin preparing for COMM 100W information literacy sessions. It was a wonderful experience. Rebecca led us through creating a list of objectives and then subheadings beneath them. We fiddled around in a business database, giving her ideas about areas requiring instruction. She then reformed the information so that we had five objectives with a list of questions that would help to students to investigate that topic and become knowledgeable on it. The teams (each team focusing on one objective) would use their new knowledge to put together a presentation for the class. I am excited to see it in practice.
Hours: 1.5
Hours: 1.5
First Reference Desk Observation
On Tuesday, Jan. 22, I began the reference portion of my internship. Mike took us on an hour tour of the 2nd floor reference area. It was helpful that I had utilized several of the resources in reference for my reference class (LIBR 210) with Charlotte Ford. I sat at the King Reference Desk to observe what will soon be my job. Want to take a guess at the most popular question? ... No, not the bathroom location. Similar though. "Where can I make copies?" Basically, I directed 4 people to the copy center, which is down the hallway to the blue sign that says "Copy Center." Make a right at this sign, follow down the stacks until you see the copy machines on the right. There is also a machine to get and put money on a card for printing and a machine for getting coinage change. Very exciting. Well, school had started yet, so perhaps at my next seating, it will be more eventful. Finally, I observed a staff member at the reference phone. I discovered through this that King Library offers free 20 minute consulting with a lawyer. Very useful to the public. At this point, it is essential to point out that I will be serving both academic patrons and public. This increases the diversity of questions I will receive.
Hours: 4.0
Hours: 4.0
Tuesday, January 22, 2008
Internship - First Meeting
The first meeting for my internship was on January 17, 2008. About 45 minutes was spent with Mike Condon to discuss the reference aspect of the internship. I will be handling the level 1 & 2 questions, and whenever I feel comfortable, the level 3. I am very much looking forward to the direct interactions with patrons and sharpening my skills to understand and meet their needs. Next, I met with Rebecca Feind to discuss the instruction component. We will be teaching information literacy competency to students in English 1B and Communication 100W in a more progressive instruction style. Because I get nervous when I stand in front of a group, I look forward to growing more comfortable with instruction. I am also eager to discover what instructional methods work best with my teaching skills.
First Post
This is where I, Jeffra Bussmann, will be posting my reflections and actions during my remaining time in San Jose State University's School of Library and Information Science. My expected graduation date is December 2008, and I can't wait.
This Spring 2008 semester I am enrolled in LIBR 220 - Resources and Information Services in Science and Technology, and LIBR 230 - Issues in Academic Libraries. I recently began a student assistant position in the SJSU Special Collections. I am also an intern in the King Library for Reference and Instruction. Mostly, I will post information about my internship for record.
This Spring 2008 semester I am enrolled in LIBR 220 - Resources and Information Services in Science and Technology, and LIBR 230 - Issues in Academic Libraries. I recently began a student assistant position in the SJSU Special Collections. I am also an intern in the King Library for Reference and Instruction. Mostly, I will post information about my internship for record.
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