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.
Tuesday, July 29, 2008
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.)
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