Does librarianship have a future?
The most important idea I have learned from this class is that libraries are needed now more than ever. The role of librarians may be changing due to the ease of electronic information available on the Web, but the profession is not becoming obsolete like some naysayers have predicted. In many cases, “users have come to expect that anything they want to know will be found on the Web, and while it’s disappointing for them to learn that some information simply won’t be found there, herein lies the great opportunity for librarians,” (Marino & Nazarov, 2007). Not only will librarians of the future need to help users with specialized searches, they will also be responsible for educating patrons in evaluating sources. It’s one thing to find masses of information on the Web, but how does one know which sources are credible and which are completely erroneous? Insert librarians.
As I mentioned in a previous discussion board post, librarians have an advantage to the Web in that they are human. As long as librarians continue to make patrons feel welcome, provide the best services they can offer, and continue to adapt to the ever-changing needs of the users, libraries will always have the upper hand in personal service. That is something a machine could never replace.
What can librarians do to influence the future of libraries?
There are four main areas in which libraries must focus, in order to keep libraries relevant in the future.
1) Recruitment: Librarians and library schools must work together to recruit new library professionals. Librarians must be good models of the profession, especially when dealing with the public. You never know who is watching! You may be interacting with a prospective librarian and not even know it. In order to make a good impression of the field, librarians must try their best to be courteous, helpful, and approachable at all times.
Library schools must advertise more to diverse populations (including a variety of age and ethnic groups and people with a variety of educational backgrounds). They must continue to grow their distance education programs to reach out to individuals who are interested in the field, but who do not live in proximity to accredited universities.
Additionally, simply publicizing that fact that there is a critical shortage of school librarians in the media can attract interest in the profession. “AASL Task Force on Recruitment for the Profession noted that 68 percent of school librarians will retire by the year 2015,” (Bishop & Janczak, 2007, p. 14).
2) Advertising/advocating: Like most successful businesses, libraries must advertise to make their products and services known. I don’t just mean sticking up flyers around the library (although for some things that helps). Libraries must reach outside the walls of the library to reach people who do not necessarily come into the library on a regular basis. Whether they do that by setting up express libraries in supermarkets and coffee shops, creating Facebook accounts, collaborating events with businesses, schools, or other community organizations, or creating TV or radio ads, libraries must understand their markets and gear their advertising towards them.
I recently enjoyed watching the Douglas County (Colorado) Library System’s online PSA. It was so good in fact, it has been nominated for a regional Emmy award. To view the video yourself, visit http://www.douglas.co.us/networkdc/Latest_News.html. Other libraries can learn from this model and hopefully capitalize on the creativity of their own staff members to create similar marvels, or at least start brainstorming their own marketing possibilities.
No matter what type of library they work in, librarians can no longer revel in the fact that they are the only source of information. “This means that libraries have to do more in the way of marketing and outreach— taking the library beyond its walls and directly to the user—in order to compete with other info providers. This is different from how we’ve ever operated and requires a different mindset,” (Marino & Nazarov, 2007).
3) Balance of traditional library services with new technology, formats, resources, etc.: Rubin (2004) discusses the increasing desire for hybrid libraries—a library in which a combination of print and electronic materials are offered. As I see it, most libraries are becoming hybrid libraries as a way to satisfy the needs of their users, and rightly so. In addition, “many libraries have either completed or are well along in the merging of information services departments with libraries. When a library is successful in this collaboration, its continuing viability is assured and patrons are best served,” (Marino & Nazarov, 2007).
According to Berry (2008), “When practiced within both the actual and virtual libraries of today, librarianship facilitates freedom, a full life, including much that we call entertainment, communication, and human relations,” (p. 10).
4) Use and user studies: Libraries exist to preserve, collect, and disseminate information, but one of their primary purposes is to serve their users. A library that does not meet the needs of its users will likely perish. Many libraries conduct use and user studies to understand their users’ interests and to understand what library services are utilized the most. An effective use or user study is one in which the library looks at the results and makes necessary changes to their services based on the needs of their users.
A recent example of a user study was the focus group report done at the Seymour Public Library in Auburn, New York. The Regional Library Council conducted five focus group sessions and two informal conversations with members of the community, the Board of Trustees, the Foundation Board, and staff of the library. They openly discussed issues such as images of the library, programming, collections, library hours, physical space, etc. The questions they asked were well thought out, and the answers provide a foundation for the library to move forward when making decisions in the future. To read the full report, go to http://www.seymourlibrary.org/focusgroupreport.htm.
What will librarians need to know in the future?
Library and informational professionals of the future will have to…
- be adaptable to change
- be well-versed in electronic searching
- continue to be good communicators (in person and online)
- offer superior customer service
- understand the needs of the users and the type of media they prefer
- have a strong presence on the web
- be willing to educate users in accessing and evaluating information efficiently
The skill set for librarians will continue to evolve in response to the needs and expectations of the changing populations that they serve. (Mullins, Allen, & Hufford, 2007).
References:
Berry, J. N. (2008, April 15). More than “information.” Library Journal, 133(7), 10.
Bishop, K. & Janczak, S. (2007). Recruiting the next generation of school librarians. Library Media Connection, 26(2), 14-18.
Mullins, J. L., Allen, F. R., & Hufford J. R. (2007). Top ten assumptions for the future of academic libraries and librarians: A report from the ACRL research committee. C&RL News, 68(4).
Marino, A. & Nazarov, A. (2004). Key trends affecting libraries. Washington, D.C.: Smithsonian Institution.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Tuesday, June 17, 2008
Libraries "Going Green"
In our class discussions, we have focused a lot of our attention on the future of libraries and librarianship. I agree with Rubin (2004), “Change will occur in an evolutionary, rather than revolutionary, fashion,” (p. 479). Libraries are becoming increasingly user-centered, which means there is a greater need for librarians to understand their users’ needs and a greater need for marketing and promotion. Amidst all of our discussions, I don’t think anyone has brought up the idea of “green” libraries and what impact they will have on the future of librarianship.
As libraries evolve, so too will the buildings that house them. The notion of “going green” has surged enormously over the last couple of years, affecting both businesses and individuals. “Libraries need to lead by example,” says Library Journal’s Editor-in-Chief, Francine Fialkoff (2008). As librarians look for ways to stay relevant in today’s world, one way is to model and teach the community about sustainability. “Libraries are already places for lifelong learning, and they provide users with the knowledge they need to make informed decisions. There's no better place to model best practices for sustainable design, to be incubators for reduced energy consumption, to be educators for a whole range of new ideas than the library,” (Fialkoff, 2008).
Le Bur & Gregory (2004) agree, “Librarians can seize the opportunity to become role models and influence institutions to start or maintain the greening process.” Let me take this opportunity to clarify the terms ‘greening’ and ‘sustainability.’ Greening means having more care for the environment, and sustainability means meeting the needs of the present without compromising the ability of future generations to meet their own needs. According to Le Bur & Gregory (2004), “Practicing sustainability means using materials in continuous cycles, using renewable resources, and having less impact on the planet. Sustainable practices translate to caring for the environment.”
Recently, sustainable building design has been an intriguing option for new homes, businesses, schools, and libraries. Many incentives, such as cost savings, positive publicity, and environmental concerns, are leading many to opt for sustainable design. Another incentive is the certification given by Leadership in Energy and Environmental Design (LEED), a nationally accepted green building rating system. According to Whelan (2007), there were 33 LEED-certified schools nationwide in 2007. And, nearly 300 schools were on the waiting list to be inspected by LEED. The numbers are rapidly increasing. In 2002, only two schools were LEED-certified (Whelan, 2007). In the not-too-distant future, I have a feeling sustainable design will not only be an option, but a requirement for all new buildings.
"The most sustainable building is one that already exists,” says Kuzyk (2008). Libraries that aren’t looking to completely rebuild can still rethink their use of light, electricity, water, heat and air conditioning, paper usage, etc. Libraries should also consider their impact on landfills. When and how should they recycle or reuse packaging (from books, computers, software, etc.), weeded materials, office paper waste, outdated computers, etc.? However, Kuzyk (2008) says, “It's not just enough to build the building and now you've been a good steward of the earth… you've got to educate your public!”
Fialkoff (2008) adds to this by saying, “We read about it, we hear about it, but nobody's really telling us how to do it.” Librarians should seize this information void as an opportunity to use to their advantage. Just like libraries have game nights to appeal to teens, libraries could offer sustainability/green events to appeal to people who are ready to make “green” changes but aren’t sure how. This is one way libraries could attract new patrons. Once these people are in the door, there is a good chance they will find the library useful in other ways too.
In many areas, school library media specialists are taking the lead in helping their schools “go green.” Not only are they helping their schools to save on electricity bills, they are teaching students how to be environmentally aware. Karen Kibler, the librarian at Iroquois High School in Elma, NY started an Energy Saving Club for her high school students (Whelan, 2007). They regularly visit local elementary schools to lecture about caring for the environment. Her green movement has spread to the rest of the school, with teachers and even the janitorial staff helping to significantly cut waste and bring down electricity bills. At Dwight-Englewood School in New Jersey, Sandra Latzer is a key member of her school’s green initiative. Their school has 18 solar panels on its roof to save energy, light classrooms, and help students get interested in environmental issues (Whelan, 2007).
“Becoming a green library takes commitment from individuals as well as the larger organization. It is an evolutionary process, starting small and building step-by-step,” (Le Burger & Gregory, 2004). Whether librarians are educating their patrons or students, changing their disposal and recycling policies, or redesigning their buildings, there is something each of us can do to make the future brighter for generations to come.
References:
Fialkoff, F. (2008). Seeing green. Library Journal, 133(1), 8.
Kuzyk, R. (2008). Going green (Spring 2008 Design Supplement). Library Journal, 133, 1-7.
Le Ber, J. M. & Gregory, J. M. (2004). Becoming green and sustainable: A Spencer S. Eccles Health Sciences Library case study. Journal of the Medical Library Association, 92(2), 266-268.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Whelan, D. L. (2007). School libraries join green movement. School Library Journal, 53(7), 15.
As libraries evolve, so too will the buildings that house them. The notion of “going green” has surged enormously over the last couple of years, affecting both businesses and individuals. “Libraries need to lead by example,” says Library Journal’s Editor-in-Chief, Francine Fialkoff (2008). As librarians look for ways to stay relevant in today’s world, one way is to model and teach the community about sustainability. “Libraries are already places for lifelong learning, and they provide users with the knowledge they need to make informed decisions. There's no better place to model best practices for sustainable design, to be incubators for reduced energy consumption, to be educators for a whole range of new ideas than the library,” (Fialkoff, 2008).
Le Bur & Gregory (2004) agree, “Librarians can seize the opportunity to become role models and influence institutions to start or maintain the greening process.” Let me take this opportunity to clarify the terms ‘greening’ and ‘sustainability.’ Greening means having more care for the environment, and sustainability means meeting the needs of the present without compromising the ability of future generations to meet their own needs. According to Le Bur & Gregory (2004), “Practicing sustainability means using materials in continuous cycles, using renewable resources, and having less impact on the planet. Sustainable practices translate to caring for the environment.”
Recently, sustainable building design has been an intriguing option for new homes, businesses, schools, and libraries. Many incentives, such as cost savings, positive publicity, and environmental concerns, are leading many to opt for sustainable design. Another incentive is the certification given by Leadership in Energy and Environmental Design (LEED), a nationally accepted green building rating system. According to Whelan (2007), there were 33 LEED-certified schools nationwide in 2007. And, nearly 300 schools were on the waiting list to be inspected by LEED. The numbers are rapidly increasing. In 2002, only two schools were LEED-certified (Whelan, 2007). In the not-too-distant future, I have a feeling sustainable design will not only be an option, but a requirement for all new buildings.
"The most sustainable building is one that already exists,” says Kuzyk (2008). Libraries that aren’t looking to completely rebuild can still rethink their use of light, electricity, water, heat and air conditioning, paper usage, etc. Libraries should also consider their impact on landfills. When and how should they recycle or reuse packaging (from books, computers, software, etc.), weeded materials, office paper waste, outdated computers, etc.? However, Kuzyk (2008) says, “It's not just enough to build the building and now you've been a good steward of the earth… you've got to educate your public!”
Fialkoff (2008) adds to this by saying, “We read about it, we hear about it, but nobody's really telling us how to do it.” Librarians should seize this information void as an opportunity to use to their advantage. Just like libraries have game nights to appeal to teens, libraries could offer sustainability/green events to appeal to people who are ready to make “green” changes but aren’t sure how. This is one way libraries could attract new patrons. Once these people are in the door, there is a good chance they will find the library useful in other ways too.
In many areas, school library media specialists are taking the lead in helping their schools “go green.” Not only are they helping their schools to save on electricity bills, they are teaching students how to be environmentally aware. Karen Kibler, the librarian at Iroquois High School in Elma, NY started an Energy Saving Club for her high school students (Whelan, 2007). They regularly visit local elementary schools to lecture about caring for the environment. Her green movement has spread to the rest of the school, with teachers and even the janitorial staff helping to significantly cut waste and bring down electricity bills. At Dwight-Englewood School in New Jersey, Sandra Latzer is a key member of her school’s green initiative. Their school has 18 solar panels on its roof to save energy, light classrooms, and help students get interested in environmental issues (Whelan, 2007).
“Becoming a green library takes commitment from individuals as well as the larger organization. It is an evolutionary process, starting small and building step-by-step,” (Le Burger & Gregory, 2004). Whether librarians are educating their patrons or students, changing their disposal and recycling policies, or redesigning their buildings, there is something each of us can do to make the future brighter for generations to come.
References:
Fialkoff, F. (2008). Seeing green. Library Journal, 133(1), 8.
Kuzyk, R. (2008). Going green (Spring 2008 Design Supplement). Library Journal, 133, 1-7.
Le Ber, J. M. & Gregory, J. M. (2004). Becoming green and sustainable: A Spencer S. Eccles Health Sciences Library case study. Journal of the Medical Library Association, 92(2), 266-268.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Whelan, D. L. (2007). School libraries join green movement. School Library Journal, 53(7), 15.
Libraries and Technology
Libraries are always looking for the best new ways to serve their patrons, including online services, program offerings, self-checkout stations, etc. “New information technologies have revolutionized information access,” (Rubin, 2004, p. 79), but librarians must not forget to evaluate the new technologies they choose to implement. According to Rubin (2004), “It is very tempting to accept uncritically the belief that new information technologies inevitably lead to progress,” (p. 80). Looking over the history of information technologies described in our textbook, it seems that most new technologies have added value to information services at the time of their conception, but many of them have inevitably been replaced by the next big technology advancement. This makes me wonder, what is to come of the information technologies we so highly value today, like Google?
Many Internet users are increasingly viewing Google as a monopoly of information on the Web because of its ever-increasing popularity, plethora of applications (Blogger, Page Creator, Calendar, etc.), and its specified search functions (Image Search, Product Search, Book Search, etc.). However, according to Keegan (2008), it is highly unlikely that Google will become a monopoly. First of all, when monopolies are created, the common trend is that the monopoly has the freedom to charge excessively for its products. In terms of Google, “nearly all of their products from search to document storage are free,” (Keegan, 2008). Second, monopolies generally have the power (directly or indirectly) to block other companies from entering the market. However, in Google’s case, “there are no insurmountable barriers for new entrants” (Keegan, 2008).
That being said, Google is more vulnerable than people think. “It is brilliant at displaying the answers most linked to - but not if what you want is buried deep in the search pile,” says Keegan (2008). If another company, no matter how small compared to Google, were able to create a more intelligent search engine, people would eventually catch on and change, “as they did when they ditched AltaVista for Google a decade ago,” (Keegan, 2008).
Many Internet users are increasingly viewing Google as a monopoly of information on the Web because of its ever-increasing popularity, plethora of applications (Blogger, Page Creator, Calendar, etc.), and its specified search functions (Image Search, Product Search, Book Search, etc.). However, according to Keegan (2008), it is highly unlikely that Google will become a monopoly. First of all, when monopolies are created, the common trend is that the monopoly has the freedom to charge excessively for its products. In terms of Google, “nearly all of their products from search to document storage are free,” (Keegan, 2008). Second, monopolies generally have the power (directly or indirectly) to block other companies from entering the market. However, in Google’s case, “there are no insurmountable barriers for new entrants” (Keegan, 2008).
That being said, Google is more vulnerable than people think. “It is brilliant at displaying the answers most linked to - but not if what you want is buried deep in the search pile,” says Keegan (2008). If another company, no matter how small compared to Google, were able to create a more intelligent search engine, people would eventually catch on and change, “as they did when they ditched AltaVista for Google a decade ago,” (Keegan, 2008).
Let’s also take into consideration the allegation that Google performs data mining. Some Web technologists have reason to believe that Google uses data it collects through particular services and uses it to its advantage in other services. For example, on a recent ReadWriteWeb blog posting, Kirkpatrick (2008) wrote, “We know the company (Google) scans our GMail and uses the text there to sell ads.” Kirkpatrick (2008) makes another assertion that “Google has been experimenting with technology that would allow them to use your computer's microphone to track the ambient audio in a room, determine what TV shows you were watching and then serve up related ads in your browser.” To Kirkpatrick’s knowledge, that experimentation has not developed into actual use. And, when Google’s Mark Lucovsky was questioned about data mining he assured the public that “Google only uses the information it collects from his javascript libraries to improve the service of the javascript library service.” Yet, data mining is still a scary thought. But, is it scary enough to be an effective selling point for future vendors? Quite possibly.
Knowing that even big powerhouses like Google have the potential to be replaced or “out done” by some new technology lurking in the future, makes it that much more important for libraries to evaluate new technologies. According to Rubin (2004), “Librarians sometimes fail to demand evidence that the technologies adopted actually have an overall beneficial effect on library services,” (p, 80). Librarians should start by questioning how new technologies fit into their library’s philosophy. Casey & Stevens (2008) suggest establishing well-defined expectations and goals and a written statement regarding some measurable return, so when the time comes to evaluate a new service or tool, the evaluation process can be more effective and worthwhile. Library administrators must look at the “big picture” when evaluating new technologies factoring in budget issues, staff hours, and community impact (Casey & Stevens, 2008). In addition, library administrators should get staff and user feedback. Casey & Stevens (2008) suggest collecting anecdotal evidence from staff who have used the new technologies and to track patron use (by tracking hits on blogs, wikis, and other Web applications, for example).
This is an interesting and challenging time for librarians. With an abundance of information, tools, and technologies available, there is much to familiarize ourselves with and much to evaluate. As always, we must be mindful of our users and our missions as librarians when making decisions that ultimately affect the usefulness and relevance of our libraries.
References:
Casey, M. & Stevens, M. (2008, Apr 15). The transparent library. Retrieved June 16, 2008, from
http://www.libraryjournal.com/article/CA6547089.html
Keegan, V. (2008, May 22). In google we trust, but should we? Retrieved June 16, 2008, from
http://www.guardian.co.uk/technology/2008/may/22/internet.google
Kirkpatrick, M. (2008, Jun 10). Do you trust google to resist data mining across services? Retrieved June 16, 2008, from
http://www.readwriteweb.com/archives/do_you_trust_google_to_resist_data_mining_across_services.php
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Knowing that even big powerhouses like Google have the potential to be replaced or “out done” by some new technology lurking in the future, makes it that much more important for libraries to evaluate new technologies. According to Rubin (2004), “Librarians sometimes fail to demand evidence that the technologies adopted actually have an overall beneficial effect on library services,” (p, 80). Librarians should start by questioning how new technologies fit into their library’s philosophy. Casey & Stevens (2008) suggest establishing well-defined expectations and goals and a written statement regarding some measurable return, so when the time comes to evaluate a new service or tool, the evaluation process can be more effective and worthwhile. Library administrators must look at the “big picture” when evaluating new technologies factoring in budget issues, staff hours, and community impact (Casey & Stevens, 2008). In addition, library administrators should get staff and user feedback. Casey & Stevens (2008) suggest collecting anecdotal evidence from staff who have used the new technologies and to track patron use (by tracking hits on blogs, wikis, and other Web applications, for example).
This is an interesting and challenging time for librarians. With an abundance of information, tools, and technologies available, there is much to familiarize ourselves with and much to evaluate. As always, we must be mindful of our users and our missions as librarians when making decisions that ultimately affect the usefulness and relevance of our libraries.
References:
Casey, M. & Stevens, M. (2008, Apr 15). The transparent library. Retrieved June 16, 2008, from
http://www.libraryjournal.com/article/CA6547089.html
Keegan, V. (2008, May 22). In google we trust, but should we? Retrieved June 16, 2008, from
http://www.guardian.co.uk/technology/2008/may/22/internet.google
Kirkpatrick, M. (2008, Jun 10). Do you trust google to resist data mining across services? Retrieved June 16, 2008, from
http://www.readwriteweb.com/archives/do_you_trust_google_to_resist_data_mining_across_services.php
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Wednesday, June 11, 2008
Librarian-Teacher Collaboration
I thought it would be interesting to explore librarian-teacher collaboration as a means of publicizing elementary school libraries and as a way to strengthen information literacy skills in students. Librarian-teacher collaboration means working together in many ways, including brainstorming research topics, answering reference questions, planning lessons, setting goals for students, team-teaching, and discussing current issues and best practices in education.
In most cases, it is up to school librarians to initiate collaboration with teachers because many of them do not fully understand how librarians can help or what their roles are beyond checking out books. However, Bishop (2003) indicates that once a librarian and teacher share a successful collaborative experience, other teachers become more willing to seek out partnerships as well. Since it is up to school librarians to initiate most collaborative efforts, they must be able to “sell” the importance of working together by showing teachers what is in it for them (half the work done by the librarian could be enough reason for some).
Peter Milbury, a Library Media Teacher in California, wrote an article for Knowledge Quest (AASL’s main publication for school librarians) listing the top ten important reasons for collaborating. Among some of his reasons are collaboration increases student achievement, reinforces the librarian’s role as an educational leader, and guarantees that the ethical use of information is integrated into instruction (Milbury, 2005). In addition, I would like to add that collaborating provides an excellent opportunity to promote the resources and services that the library has to offer to teachers and students alike.
According to Small (2002), many school librarians find it difficult to initiate and carry out collaborative plans. Why is this? “One possible explanation is the lack of a common collaborative mentality” (Small, 2002). School-librarians-in-training are taught to establish collaboration with teachers, yet pre-service teachers are taught to focus on managing self-contained classrooms. There’s something wrong with this picture because “collaboration cannot be fully realized without creating a collaborative culture in which all partners see the importance and understand the benefits of collaboration to themselves, each other and their students” (Small, 2002). Sadly, in my search of the literature through LISTA and ERIC, all of the articles on librarian-teacher collaboration were published in librarian-based journals like School Library Journal, Teacher Librarian, and Knowledge Quest, not in any journals aimed specifically at teachers. This further supports the fact that there is a disparity in the vision for collaboration.
In addition to not sharing a common collaborative mentality, not all teachers and administrators have a clear understanding of information literacy skills. One way to enhance teachers’ knowledge of the possibilities of collaboration and the importance of information literacy skills could be to offer “in-service training in information literacy for teachers and administrators so they are able to assist the school librarians in helping students become effective users of information” (Bishop, 2003, p. 6).
In my own experience, I have come to realize that meaningful collaboration takes time and effort from all parties involved, but it is well worth it. The Head Librarian with whom I work makes an effort to interact and plan projects with teachers, but most of her interactions are brief and do not include all the steps necessary for instructional design. When I become a school librarian, my goal is to become highly involved with teachers in a way that supports them, the curriculum, and the students. In order for teachers to want to collaborate with me, I must show them that I am dependable, creative, and a team player not out to tell them what to teach and how to teach it, but to support their needs while incorporating important information literacy skills. Teachers would also be more willing to collaborate if they knew about the research that supports librarian-teacher collaboration, such as increases in student achievement. It would also be important to note, “Research has shown that teaching library skills in isolation is not conducive to learning” (Bishop, 2003, p. 3). Therefore, library skills should be introduced as needed to students in their classroom assignments. Once teachers understand this I think they will be more willing to participate in collaboration. Rather than requiring students to come to library class each week for a formal lesson, I may consider having shorter weekly class periods to read stories and check out books, but also leaving most of my schedule open to teachers to bring their classes in to work on projects in which I could incorporate teaching information literacy skills in context.
Bishop, K. (2003). Connecting libraries with classrooms. Worthington, OH: Linworth Publishing.
Milbury, P. (2005). Collaboration: Ten important reasons to take it seriously. Knowledge Quest, 33(5), 30-32.
Small, R. V. (2002). Collaboration…. Teacher Librarian, 29(5), 8-12.
In most cases, it is up to school librarians to initiate collaboration with teachers because many of them do not fully understand how librarians can help or what their roles are beyond checking out books. However, Bishop (2003) indicates that once a librarian and teacher share a successful collaborative experience, other teachers become more willing to seek out partnerships as well. Since it is up to school librarians to initiate most collaborative efforts, they must be able to “sell” the importance of working together by showing teachers what is in it for them (half the work done by the librarian could be enough reason for some).
Peter Milbury, a Library Media Teacher in California, wrote an article for Knowledge Quest (AASL’s main publication for school librarians) listing the top ten important reasons for collaborating. Among some of his reasons are collaboration increases student achievement, reinforces the librarian’s role as an educational leader, and guarantees that the ethical use of information is integrated into instruction (Milbury, 2005). In addition, I would like to add that collaborating provides an excellent opportunity to promote the resources and services that the library has to offer to teachers and students alike.
According to Small (2002), many school librarians find it difficult to initiate and carry out collaborative plans. Why is this? “One possible explanation is the lack of a common collaborative mentality” (Small, 2002). School-librarians-in-training are taught to establish collaboration with teachers, yet pre-service teachers are taught to focus on managing self-contained classrooms. There’s something wrong with this picture because “collaboration cannot be fully realized without creating a collaborative culture in which all partners see the importance and understand the benefits of collaboration to themselves, each other and their students” (Small, 2002). Sadly, in my search of the literature through LISTA and ERIC, all of the articles on librarian-teacher collaboration were published in librarian-based journals like School Library Journal, Teacher Librarian, and Knowledge Quest, not in any journals aimed specifically at teachers. This further supports the fact that there is a disparity in the vision for collaboration.
In addition to not sharing a common collaborative mentality, not all teachers and administrators have a clear understanding of information literacy skills. One way to enhance teachers’ knowledge of the possibilities of collaboration and the importance of information literacy skills could be to offer “in-service training in information literacy for teachers and administrators so they are able to assist the school librarians in helping students become effective users of information” (Bishop, 2003, p. 6).
In my own experience, I have come to realize that meaningful collaboration takes time and effort from all parties involved, but it is well worth it. The Head Librarian with whom I work makes an effort to interact and plan projects with teachers, but most of her interactions are brief and do not include all the steps necessary for instructional design. When I become a school librarian, my goal is to become highly involved with teachers in a way that supports them, the curriculum, and the students. In order for teachers to want to collaborate with me, I must show them that I am dependable, creative, and a team player not out to tell them what to teach and how to teach it, but to support their needs while incorporating important information literacy skills. Teachers would also be more willing to collaborate if they knew about the research that supports librarian-teacher collaboration, such as increases in student achievement. It would also be important to note, “Research has shown that teaching library skills in isolation is not conducive to learning” (Bishop, 2003, p. 3). Therefore, library skills should be introduced as needed to students in their classroom assignments. Once teachers understand this I think they will be more willing to participate in collaboration. Rather than requiring students to come to library class each week for a formal lesson, I may consider having shorter weekly class periods to read stories and check out books, but also leaving most of my schedule open to teachers to bring their classes in to work on projects in which I could incorporate teaching information literacy skills in context.
Bishop, K. (2003). Connecting libraries with classrooms. Worthington, OH: Linworth Publishing.
Milbury, P. (2005). Collaboration: Ten important reasons to take it seriously. Knowledge Quest, 33(5), 30-32.
Small, R. V. (2002). Collaboration…. Teacher Librarian, 29(5), 8-12.
Tuesday, June 10, 2008
What is right and wrong with information literacy?
One of our discussion board questions this week was, “What is right and wrong with library education?” which lead me to consider a similar question, “What is right and wrong with information literacy?” According to Rubin (2004), “The purpose of the new professional (librarian) is not to control knowledge or prescribe what the client must do, but to teach the client to become more and more self-sufficient,” (p. 471). Part of teaching our clients (and/or students) to become self-sufficient is to empower them with information literacy skills.
In the fall of 2007, the American Association of School Librarians (AASL) revised their national standards from 1998 to include information literacy skills. It is called Standards for the 21st Century Learner. This update was a huge step forward on their part to establish what skills are necessary in order for learners to be successful in today's world. Now that these standards outline a framework for school librarians (and others who teach information literacy), it is imperative for school librarians across the nation to ensure that they are using these standards to guide their teaching. It is not uncommon to hear high school teachers complain about elementary and middle school libraries not preparing students with the skills they need to complete research at the high school level. Similarly, it is just as common to hear university professors and instructors blame high schools for not preparing students for college research skills. If school librarians commit to following these established standards, we should start to hear fewer of these complaints.
Many, if not all, students can conduct a basic Google search (let's face it, it doesn't take a rocket scientist to plug in a couple of words and hit the “search” button). But, what not all students know is how to tailor their searches to their specific needs or how to evaluate the information results. According to The Research Skills Killer (2008), “Indeed, digital medias ease of use hides some very worrying trends. For example, the speed at which young people conduct web searches means they spend little time evaluating information for accuracy or authority. They also appear to have little understanding of their information needs and so find it difficult to develop what information professionals would see as effective search strategies,” (p. 4). This just goes to show that information skills are needed now more than ever, and “such skills need to be ingrained during childhood.” (The Research Skills Killer, 2008, p. 4).
A recent study conducted by Dorothy Williams, a professor and research-coordinator, and Caroline Wavell, a research assistant, examined secondary school teachers' perceptions of student information literacy. Throughout the study, the researchers began to realize that the teachers often made “assumptions about students' understanding of, and abilities to use, information sources,” (Williams & Wavell, 2007, p. 206). Not only is this problematic, but it probably happens more often than we think. In addition to teaching information literacy skills to students, librarians must also advocate and “sell” the importance of information literacy skills to teachers.
“As discussions progressed, all participating teachers began to appreciate the complexity of information literacy and its inter-relationship with other aspects of the learning experience and teaching context,” (Williams & Wavell, 2007, p. 208). It was reassuring to see that the secondary teachers in this study came to this conclusion because in my studies to become a school librarian, I have read time and time again that the most effective way for students to acquire information literacy skills is to teach these skills in context. For example, the best time to teach students how to write citations is when they are currently working on a research project in which they need to cite sources. When students can immediately apply the skills they are taught to what they are learning, it is more likely that they will retain the skills. If citations are taught in isolation from an actual project, students will not make meaningful connections, and therefore will not remember the skills as easily in the future. Furthermore, this understanding strengthens the support for librarian-teacher collaboration, which I plan to focus on in my next blog entry.
To conclude, information literacy is more important now than ever. Part of the reason that I want to become a school librarian is to advocate information literacy and to ensure that my students are well-equipped for the hundreds, if not thousands, of information problems they will encounter in their lifetimes. My goal is to provide excellence in literacy and information skills.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Williams, D. A., & Wavell, C. (2007, December). Secondary school teachers' conceptions of student information literacy. Journal of Librarianship and Information Science, 39(4),199-212.
The research skills killer. (2008, Feb). Information World Review, 243, 4.
In the fall of 2007, the American Association of School Librarians (AASL) revised their national standards from 1998 to include information literacy skills. It is called Standards for the 21st Century Learner. This update was a huge step forward on their part to establish what skills are necessary in order for learners to be successful in today's world. Now that these standards outline a framework for school librarians (and others who teach information literacy), it is imperative for school librarians across the nation to ensure that they are using these standards to guide their teaching. It is not uncommon to hear high school teachers complain about elementary and middle school libraries not preparing students with the skills they need to complete research at the high school level. Similarly, it is just as common to hear university professors and instructors blame high schools for not preparing students for college research skills. If school librarians commit to following these established standards, we should start to hear fewer of these complaints.
Many, if not all, students can conduct a basic Google search (let's face it, it doesn't take a rocket scientist to plug in a couple of words and hit the “search” button). But, what not all students know is how to tailor their searches to their specific needs or how to evaluate the information results. According to The Research Skills Killer (2008), “Indeed, digital medias ease of use hides some very worrying trends. For example, the speed at which young people conduct web searches means they spend little time evaluating information for accuracy or authority. They also appear to have little understanding of their information needs and so find it difficult to develop what information professionals would see as effective search strategies,” (p. 4). This just goes to show that information skills are needed now more than ever, and “such skills need to be ingrained during childhood.” (The Research Skills Killer, 2008, p. 4).
A recent study conducted by Dorothy Williams, a professor and research-coordinator, and Caroline Wavell, a research assistant, examined secondary school teachers' perceptions of student information literacy. Throughout the study, the researchers began to realize that the teachers often made “assumptions about students' understanding of, and abilities to use, information sources,” (Williams & Wavell, 2007, p. 206). Not only is this problematic, but it probably happens more often than we think. In addition to teaching information literacy skills to students, librarians must also advocate and “sell” the importance of information literacy skills to teachers.
“As discussions progressed, all participating teachers began to appreciate the complexity of information literacy and its inter-relationship with other aspects of the learning experience and teaching context,” (Williams & Wavell, 2007, p. 208). It was reassuring to see that the secondary teachers in this study came to this conclusion because in my studies to become a school librarian, I have read time and time again that the most effective way for students to acquire information literacy skills is to teach these skills in context. For example, the best time to teach students how to write citations is when they are currently working on a research project in which they need to cite sources. When students can immediately apply the skills they are taught to what they are learning, it is more likely that they will retain the skills. If citations are taught in isolation from an actual project, students will not make meaningful connections, and therefore will not remember the skills as easily in the future. Furthermore, this understanding strengthens the support for librarian-teacher collaboration, which I plan to focus on in my next blog entry.
To conclude, information literacy is more important now than ever. Part of the reason that I want to become a school librarian is to advocate information literacy and to ensure that my students are well-equipped for the hundreds, if not thousands, of information problems they will encounter in their lifetimes. My goal is to provide excellence in literacy and information skills.
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Williams, D. A., & Wavell, C. (2007, December). Secondary school teachers' conceptions of student information literacy. Journal of Librarianship and Information Science, 39(4),199-212.
The research skills killer. (2008, Feb). Information World Review, 243, 4.
Tuesday, June 3, 2008
Comparing Libraries and Bookstores
The idea of libraries redesigning themselves to be more like large, successful bookstore chains has come up on the discussion board and in some of our class readings. I was curious to know more about the success of libraries who have emulated bookstores, so I did a brief search of the literature. While searching, I came across this quote from the Freakonomics blog on The New York Times website:
“Don't booksellers essentially foster the same things, though? Barnes and Noble has coffee shops and chairs scattered throughout their stores, and no one complains about reading those books. They have a better selection than most libraries, too. They also have new authors regularly come to promote their books, and for children, offer both a large children's book selection and summer reading programs/prizes to encourage reading. They also have a flexible return policy. So, why do we even need libraries when booksellers essentially offer the same services?” (scunning, 2007).
Most of what this person said about Barnes and Noble describes libraries to a tee. I guess that is why the last statement is so appalling. Apparently this person (even though he/she doesn't say it) feels libraries must offer more than bookstores in order to compete. The good news is most do (and those that don't are starting to realize that they must in order to survive).
At the upcoming ALA conference in Anaheim, CA, a program will be offered to teach librarians how to use research to build people-friendly libraries. According to the press release about the upcoming seminar, “Design now places users at the center of planning, and successful libraries must understand how patrons currently use our spaces” (Clark, 2008). The success that big bookstore chains have encountered has most likely been a result of studying their customers and accommodating their needs and desires. Libraries are starting to realize the importance of that.
Interestingly, in my literature search for articles on this topic, I found two articles in recent issues of Library Journal that claim these days it is the bookstores looking to libraries for advice instead of the other way around. Fister (2008) describes some of the reasons why bookstores might look to libraries, “After all, libraries know that developing a strong book culture involves making it easy for people to discover and sample new books, to acquire books quickly even if they aren't on the local library's shelves, and to share their reading experiences with others” (p. 32).
Borders recently opened its new “concept” store that amusingly seems to be trying to act like a library wanting to be a “headquarters of knowledge and entertainment,” offering a new Digital Center with multiple computer stations for customer use, and staff who will be trained to show customers how to do things on the computers (Fialkoff, 2008). Sound familiar? “It's almost as if George Jones, Borders CEO, took a page from librarians and toured a slew of new libraries before embarking on his own building project” (Fialkoff, 2008, p. 8).
Thankfully, Francine Fialkoff (2008), Editor-in-Chief of Library Journal, shows how libraries have the upper hand because “As much as Borders touts its services, its bottom line is profit. The stores can never match the public service ethos that drives librarians. The relationships we have with our communities are deeper and far more intimate than anything Borders could manufacture, and I doubt that will ever change. There will never be any place but a library where a user can go to ask for the type of help we give so freely” (p. 8).
In my LS-577 class, one of our assignments was to do a bookstore and library comparison. I compared the children's department of Barnes and Noble to the school library where I work. Not only did I start to notice things about the bookstore that I had never paid attention to (like the lack of computer access and staff in the children's area), but I also saw certain areas of my own library that could be improved (like better signage and the boring white walls).
Fister (2008) suggests it would be win-win situation for all involved if libraries, booksellers, and publishers work together to come up with “solutions that stick” (p. 32). Each institution has a slightly different mission, whether it is to make a profit or to educate and provide free access to the community. However, in order to accomplish our missions we all must listen to our customers, find a balance between tradition and technology, and be innovative. So, what's the harm in sharing ideas?
Clark, L. (2008, May 23). Use research to build people-friendly libraries. ALA News and Press Center. Retrieved June 2, 2008, from http://www.ala.org/ala/pressreleases2008/may2008/peoplefriendlylibraries.cfm
Fialkoff, F. (2008, March 15). The Borders concept. Library Journal, 133(5), 8. Retrieved June 2, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Fister, B. (2008, April 15). What if you ran your bookstore like a library? Library Journal, 133(7), 30-32. Retrieved June 2, 2008, from Library, Information Science & Technology Abstracts (LISTA).
scunning. (2007, July 10). If libraries didn't exist, could you start one today? [Msg 1]. Message posted to
http://freakonomics.blogs.nytimes.com/2007/07/10/if-public-libraries-didnt-exist-could-you-start-one-today/
“Don't booksellers essentially foster the same things, though? Barnes and Noble has coffee shops and chairs scattered throughout their stores, and no one complains about reading those books. They have a better selection than most libraries, too. They also have new authors regularly come to promote their books, and for children, offer both a large children's book selection and summer reading programs/prizes to encourage reading. They also have a flexible return policy. So, why do we even need libraries when booksellers essentially offer the same services?” (scunning, 2007).
Most of what this person said about Barnes and Noble describes libraries to a tee. I guess that is why the last statement is so appalling. Apparently this person (even though he/she doesn't say it) feels libraries must offer more than bookstores in order to compete. The good news is most do (and those that don't are starting to realize that they must in order to survive).
At the upcoming ALA conference in Anaheim, CA, a program will be offered to teach librarians how to use research to build people-friendly libraries. According to the press release about the upcoming seminar, “Design now places users at the center of planning, and successful libraries must understand how patrons currently use our spaces” (Clark, 2008). The success that big bookstore chains have encountered has most likely been a result of studying their customers and accommodating their needs and desires. Libraries are starting to realize the importance of that.
Interestingly, in my literature search for articles on this topic, I found two articles in recent issues of Library Journal that claim these days it is the bookstores looking to libraries for advice instead of the other way around. Fister (2008) describes some of the reasons why bookstores might look to libraries, “After all, libraries know that developing a strong book culture involves making it easy for people to discover and sample new books, to acquire books quickly even if they aren't on the local library's shelves, and to share their reading experiences with others” (p. 32).
Borders recently opened its new “concept” store that amusingly seems to be trying to act like a library wanting to be a “headquarters of knowledge and entertainment,” offering a new Digital Center with multiple computer stations for customer use, and staff who will be trained to show customers how to do things on the computers (Fialkoff, 2008). Sound familiar? “It's almost as if George Jones, Borders CEO, took a page from librarians and toured a slew of new libraries before embarking on his own building project” (Fialkoff, 2008, p. 8).
Thankfully, Francine Fialkoff (2008), Editor-in-Chief of Library Journal, shows how libraries have the upper hand because “As much as Borders touts its services, its bottom line is profit. The stores can never match the public service ethos that drives librarians. The relationships we have with our communities are deeper and far more intimate than anything Borders could manufacture, and I doubt that will ever change. There will never be any place but a library where a user can go to ask for the type of help we give so freely” (p. 8).
In my LS-577 class, one of our assignments was to do a bookstore and library comparison. I compared the children's department of Barnes and Noble to the school library where I work. Not only did I start to notice things about the bookstore that I had never paid attention to (like the lack of computer access and staff in the children's area), but I also saw certain areas of my own library that could be improved (like better signage and the boring white walls).
Fister (2008) suggests it would be win-win situation for all involved if libraries, booksellers, and publishers work together to come up with “solutions that stick” (p. 32). Each institution has a slightly different mission, whether it is to make a profit or to educate and provide free access to the community. However, in order to accomplish our missions we all must listen to our customers, find a balance between tradition and technology, and be innovative. So, what's the harm in sharing ideas?
Clark, L. (2008, May 23). Use research to build people-friendly libraries. ALA News and Press Center. Retrieved June 2, 2008, from http://www.ala.org/ala/pressreleases2008/may2008/peoplefriendlylibraries.cfm
Fialkoff, F. (2008, March 15). The Borders concept. Library Journal, 133(5), 8. Retrieved June 2, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Fister, B. (2008, April 15). What if you ran your bookstore like a library? Library Journal, 133(7), 30-32. Retrieved June 2, 2008, from Library, Information Science & Technology Abstracts (LISTA).
scunning. (2007, July 10). If libraries didn't exist, could you start one today? [Msg 1]. Message posted to
http://freakonomics.blogs.nytimes.com/2007/07/10/if-public-libraries-didnt-exist-could-you-start-one-today/
Thursday, May 29, 2008
Free Libraries for All
Libraries have historically existed to serve and support public interest, not to generate a profit. While taking in everything from this week's readings, one quote in particular caught my attention, “Some have suggested more recently that an emerging business model for library service is seriously distorting this service orientation” (Rubin, 2004, p. 305). This statement raised a lot of questions in my mind. The most intriguing question being, would running a library like a business (ie. charging customers for materials and services) be helpful or harmful?
In today's world, it is rare to find things that are free. Most, if not all, services rendered come at a cost. When traveling on some airlines you can't even take your necessary clothes and toiletries in a suitcase without paying for it these days. Therefore, is it presumptuous of us to think that library materials and services should and will always be free? According to Rubin, “Information has become a recognized entity to be measured, evaluated, and priced” (Rubin, 2004, p. 57). But in a traditional library environment, whose responsibility is it to foot the bill?
Traditionally, public library materials and services have been available at no charge to the user, except for the occasional late fee or replacement costs for lost or damaged materials. The idea that running a library like a business would hurt the library's reputation for being service-oriented can be looked at in two ways. First, if libraries begin charging patrons for materials and services, the divide between information users and non-users would increase. In other words, those who could afford it would have access to knowledge, while those less fortunate would not. This seems like a step backward in terms of free knowledge for all. Not exactly the direction we want to be headed.
On the other hand, as patrons demand more and more information and library budgets in many areas continue to dwindle, where is the money going to come from to staff libraries and keep collections current? “Increasingly, many libraries have become aware that in order to meet the needs of our large and varied customer base, we need to offer different services at different 'price points' - some that are free and some that are available for a fee” (Morrow, 2007, p. 123). Morrow is not suggesting that we start charging for all library services. Instead, she proposes that all traditional services remain free of charge, but that libraries should start charging for additional services like having research experts do the work for patrons who do not have the time. To many businesses that do not always have the time to do research themselves, this many be a useful service worth the money. “To some customers, getting 'good value' for their dollar is important… trying to balance out what you offer for free and what you offer for a fee is the challenge” (Morrow, 2007, p. 123).
The fear of many, however, is that by charging a fee to access information, libraries would be undermining “the obligation to protect the rights of patrons to free access to ideas and information in a democratic society” (Rubin, 2004, p. 187). While a service charge for extensive searches may help cover the costs of the databases used and the librarian's time, in the end, I could not see libraries doing much more than breaking even.
In recent times, “The increasing complexity of the society and its reliance on information have only made the concept of information as a commodity more prevalent” (Rubin, 2004, p. 57). Therefore, to paraphrase Anne Goulding (2001) in her editorial in the Journal of Librarianship and Information Science, it is up to librarians to raise concerns when information is exploited for profit rather than being available to all as a way of enriching individuals and the community as a whole.
While I think the information field could benefit from more research in this area (I had a hard time finding hard evidence to my original question), my gut instinct is that charging library users for materials and services would be harmful to society's perception of libraries and to the ability of all citizens to maximize the potential of information access.
References
Goulding, A. (2001). Information: Commodity or social good. Journal of Librarinaship and Information Science, 33(1), 1-4. Retrieved May 29, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Morrow, L. (2007). Time is money: Pricing options for libraries. Feliciter, 53(3), 123-124. Retrieved May 29, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
In today's world, it is rare to find things that are free. Most, if not all, services rendered come at a cost. When traveling on some airlines you can't even take your necessary clothes and toiletries in a suitcase without paying for it these days. Therefore, is it presumptuous of us to think that library materials and services should and will always be free? According to Rubin, “Information has become a recognized entity to be measured, evaluated, and priced” (Rubin, 2004, p. 57). But in a traditional library environment, whose responsibility is it to foot the bill?
Traditionally, public library materials and services have been available at no charge to the user, except for the occasional late fee or replacement costs for lost or damaged materials. The idea that running a library like a business would hurt the library's reputation for being service-oriented can be looked at in two ways. First, if libraries begin charging patrons for materials and services, the divide between information users and non-users would increase. In other words, those who could afford it would have access to knowledge, while those less fortunate would not. This seems like a step backward in terms of free knowledge for all. Not exactly the direction we want to be headed.
On the other hand, as patrons demand more and more information and library budgets in many areas continue to dwindle, where is the money going to come from to staff libraries and keep collections current? “Increasingly, many libraries have become aware that in order to meet the needs of our large and varied customer base, we need to offer different services at different 'price points' - some that are free and some that are available for a fee” (Morrow, 2007, p. 123). Morrow is not suggesting that we start charging for all library services. Instead, she proposes that all traditional services remain free of charge, but that libraries should start charging for additional services like having research experts do the work for patrons who do not have the time. To many businesses that do not always have the time to do research themselves, this many be a useful service worth the money. “To some customers, getting 'good value' for their dollar is important… trying to balance out what you offer for free and what you offer for a fee is the challenge” (Morrow, 2007, p. 123).
The fear of many, however, is that by charging a fee to access information, libraries would be undermining “the obligation to protect the rights of patrons to free access to ideas and information in a democratic society” (Rubin, 2004, p. 187). While a service charge for extensive searches may help cover the costs of the databases used and the librarian's time, in the end, I could not see libraries doing much more than breaking even.
In recent times, “The increasing complexity of the society and its reliance on information have only made the concept of information as a commodity more prevalent” (Rubin, 2004, p. 57). Therefore, to paraphrase Anne Goulding (2001) in her editorial in the Journal of Librarianship and Information Science, it is up to librarians to raise concerns when information is exploited for profit rather than being available to all as a way of enriching individuals and the community as a whole.
While I think the information field could benefit from more research in this area (I had a hard time finding hard evidence to my original question), my gut instinct is that charging library users for materials and services would be harmful to society's perception of libraries and to the ability of all citizens to maximize the potential of information access.
References
Goulding, A. (2001). Information: Commodity or social good. Journal of Librarinaship and Information Science, 33(1), 1-4. Retrieved May 29, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Morrow, L. (2007). Time is money: Pricing options for libraries. Feliciter, 53(3), 123-124. Retrieved May 29, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Tuesday, May 27, 2008
The Future of Library Marketing
Because I have chosen library science as my field, and working in a library is my future career path, I have been reflecting a lot lately on how we can ensure that libraries survive and prosper in today's ever-changing world. The two main drives that motivate librarians, as stated by Evans (2007), are how to better organize and preserve information and how to offer users better access to information. While I agree with these two points, I would also like to add a third: how to make users aware of the services we provide. Without marketing our products, programs, and services, they would not get very much use, and therefore, libraries would eventually get left behind.
Many of society's negative perceptions of libraries and librarians stem from misconceptions. By being stronger advertisers of what we have to offer, many people would be amazed and find that libraries and librarians can be extremely helpful (I know I have been “wow-ed” several times as I learn more about what libraries have to offer through my Clarion coursework, especially with regards to references sources and electronic databases).
I briefly brought up a thought on the discussion board that if libraries want to attract patrons, they must advertise outside of the library, which got me thinking… besides using MySpace and Facebook, how else can libraries market themselves to potential users? Shortly after I posted my thoughts on library marketing to the discussion board, I headed off to the train station. While standing around waiting for my train, a few words carved into a wooden sign caught my eye. “What is noosphere?” I had no idea what noosphere was, but it sparked my curiosity enough to want to get to a computer right away to look it up. And, voila! That's how I came up with my next idea for library marketing.
Libraries could come up with a question like “What is noosphere?” or something similar to get people wondering and then post the question all over the place-- at train stations, in shopping malls, on the Internet, etc. and follow it with a web address. For example, What is noosphere? www.noosphere.com. When people visit the website it could give them an explanation of the word and follow with something like, “If this question sparked you're curiosity (and obviously it did, or you wouldn't be here), you may also be interested in knowing…” and follow with an interesting fact about libraries or their services. What a great way to advertise something!
In an effort to reach out to the next generation, one thought would be to have teens manage a portion of your library's website. They could highlight programs and services that they think would be of interest to other teens. They could set up a chat or discussion board for teens. And, you wouldn't even necessarily need to hire them. You could team up with a local high school and offer this opportunity for a group of seniors to work on as a senior project. Teens are generally more up-to-date with the latest web interfaces than older librarians, so why not take advantage of their skills and expertise? According to the cover story in the most recent issue of School Library Journal, “By recruiting a teen or two to assist you, you're validating their technological expertise and social networking skills. You can also empower youth by letting them redesign your Web site or contribute online content to it, like art, poems, or blog postings” (Goodstein, 2008, p. 43).
Not only is it necessary for libraries to attract users, it is just as important for libraries to attract people to commit to working in the library field. One way libraries are attracting people to work for them is by coming up with new, descriptive job titles. Instead of just being called a plain, old librarian, Michelle Mach found that there have been library jobs posted in American Libraries and College and Research Libraries News with 300+ different titles from Web Content Librarian to Knowledge Analyst. For a complete list of these unique job titles, please visit http://www.michellemach.com/jobtitles/realjobs.html.
Personally, I think having a unique or specialized job title gives the person with that title a better sense of purpose and/or confidence. Also, some people, in an attempt to squelch society's negative perceptions of librarians and to give the public a clearer understanding of their role, may want to have one of these clever titles. I for one wouldn't mind it.
In conclusion, it is vital for libraries to start thinking outside the box and reaching out more to a variety of interest, age, and ethnic groups, in order to make themselves visible and desirable in today's world. Whether that means advertising in non-traditional ways, supporting the next generation by fostering their skills, or attracting and recruiting forward-thinking librarians, now is the time for libraries to plan for the future.
Evans, W. (2007). What drives you? Library Journal, 132(20), 84. Retrieved May 25, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Goodstein, A. (2008). What would Madison Avenue do? School Library Journal, 54(5), 40-43. Retrieved May 26, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Mach, M. (2003). Real job titles for library and information science professionals. Retrieved May 26, 2008 from http://www.michellemach.com/jobtitles/realjobs.html
Many of society's negative perceptions of libraries and librarians stem from misconceptions. By being stronger advertisers of what we have to offer, many people would be amazed and find that libraries and librarians can be extremely helpful (I know I have been “wow-ed” several times as I learn more about what libraries have to offer through my Clarion coursework, especially with regards to references sources and electronic databases).
I briefly brought up a thought on the discussion board that if libraries want to attract patrons, they must advertise outside of the library, which got me thinking… besides using MySpace and Facebook, how else can libraries market themselves to potential users? Shortly after I posted my thoughts on library marketing to the discussion board, I headed off to the train station. While standing around waiting for my train, a few words carved into a wooden sign caught my eye. “What is noosphere?” I had no idea what noosphere was, but it sparked my curiosity enough to want to get to a computer right away to look it up. And, voila! That's how I came up with my next idea for library marketing.
Libraries could come up with a question like “What is noosphere?” or something similar to get people wondering and then post the question all over the place-- at train stations, in shopping malls, on the Internet, etc. and follow it with a web address. For example, What is noosphere? www.noosphere.com. When people visit the website it could give them an explanation of the word and follow with something like, “If this question sparked you're curiosity (and obviously it did, or you wouldn't be here), you may also be interested in knowing…” and follow with an interesting fact about libraries or their services. What a great way to advertise something!
In an effort to reach out to the next generation, one thought would be to have teens manage a portion of your library's website. They could highlight programs and services that they think would be of interest to other teens. They could set up a chat or discussion board for teens. And, you wouldn't even necessarily need to hire them. You could team up with a local high school and offer this opportunity for a group of seniors to work on as a senior project. Teens are generally more up-to-date with the latest web interfaces than older librarians, so why not take advantage of their skills and expertise? According to the cover story in the most recent issue of School Library Journal, “By recruiting a teen or two to assist you, you're validating their technological expertise and social networking skills. You can also empower youth by letting them redesign your Web site or contribute online content to it, like art, poems, or blog postings” (Goodstein, 2008, p. 43).
Not only is it necessary for libraries to attract users, it is just as important for libraries to attract people to commit to working in the library field. One way libraries are attracting people to work for them is by coming up with new, descriptive job titles. Instead of just being called a plain, old librarian, Michelle Mach found that there have been library jobs posted in American Libraries and College and Research Libraries News with 300+ different titles from Web Content Librarian to Knowledge Analyst. For a complete list of these unique job titles, please visit http://www.michellemach.com/jobtitles/realjobs.html.
Personally, I think having a unique or specialized job title gives the person with that title a better sense of purpose and/or confidence. Also, some people, in an attempt to squelch society's negative perceptions of librarians and to give the public a clearer understanding of their role, may want to have one of these clever titles. I for one wouldn't mind it.
In conclusion, it is vital for libraries to start thinking outside the box and reaching out more to a variety of interest, age, and ethnic groups, in order to make themselves visible and desirable in today's world. Whether that means advertising in non-traditional ways, supporting the next generation by fostering their skills, or attracting and recruiting forward-thinking librarians, now is the time for libraries to plan for the future.
References:
Evans, W. (2007). What drives you? Library Journal, 132(20), 84. Retrieved May 25, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Goodstein, A. (2008). What would Madison Avenue do? School Library Journal, 54(5), 40-43. Retrieved May 26, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Mach, M. (2003). Real job titles for library and information science professionals. Retrieved May 26, 2008 from http://www.michellemach.com/jobtitles/realjobs.html
Thursday, May 22, 2008
Connecting with Generation Y
In order to understand the future of libraries, we must first understand the patrons of the future. Our textbook does a nice job describing the types of media that are increasing in usage (Internet and video games) and decreasing in usage (newspapers, books, and magazines) (Rubin, 2004, p. 9). However, Rubin does not talk much about the characteristics of the patrons using these media. In the field of library science, it is just as important to understand our users as it is to understand their media preferences. Therefore, I thought it would be valuable to study the people who will inevitably have an effect on the future of our libraries- Generation Y.
According to Perez (2008), author of “Why Gen Y is Going to Change the Web”, Generation Y is defined as current 13 to 31 year-olds-“the most digitally active generation yet, having been born plugged in.” Generation Y is different than older generations in that they are “web savvy multitaskers” who have grown up with digital devices as part of their daily lives.
One interesting fact about Gen Y to take into consideration when thinking about how to serve them in a library setting is, according to Perez (2008), “Gen Y cares about the world. They pay attention to politics, the economy, social causes, and environmental issues.” But interestingly enough, Gen Y don't get their news from traditional sources like newspapers or news magazines. Gen Y prefer getting their news online through sites like Yahoo! News or other sites available 24/7. (I can attest to this firsthand because I am part of Gen Y).
Another important characteristic of Gen Y to keep in mind is, “Gen Y tends to rely on their network of friends and their recommendations, not traditional ads” (Perez, 2008). If traditional means of advertising don't work, libraries must start to brainstorm alternate ways to market themselves. When considering alternatives librarians should be aware that “54% of Gen Y have used MySpace, Facebook, or some other social network” (Perez, 2008). Some libraries around the country are starting to catch on to ways that will attract Generation Y patrons. It is not uncommon for libraries to host gaming events for teens or to have their own library MySpace or Facebook pages. Many libraries now offer reference services online through chat services and instant messaging. But is this enough?
It's a start, but in order to relate to Gen Y and successfully promote libraries, librarians MUST have a stronger presence on the web. I recently read an article by Mary Ellen Bates that describes how Gen Y, or in her words “millenials,” have a tendency to assume that the answer to any question can be found on the web. She casts a negative shadow over this assumption and tells her readers that it is every information professionals' primary responsibility “to translate our information-seeking skills into the context of the Web 2.0 world” (Bates, 2007). While I don't think this is as bad of an assumption as Bates makes it out to be, I certainly agree with her point about the need to translate our information seeking-skills, or in other words, show Gen Y how these skills are relevant to them.
Julie Artman, the Information Services Librarian at Chapman University wrote a fantastic article about motivating and reaching out to millennials. She suggests a three-step process of brainstorming, implementing, and reviewing for librarians to use when considering new technologies and marketing strategies. She says, “No matter what new technology might come along, nothing replaces good old brainstorming” (p. 39). While brainstorming, she encourages librarians to listen to their colleagues, especially younger ones who may be able to relate closely with the Gen Y crowd because you never know when “new service possibilities could, ultimately, help your library reach more patrons.”
To end, I leave you with a point to ponder from Perez (2008), “Ignoring the voices of Gen Y is something you should do at your own peril, especially if you're a business looking to hire, a company selling a product, or an advertising firm trying to reach them.” The same applies for libraries trying to stay relevant in today's world.
References:
Artman, J. (2008). Motivate your millenials! Library Journal, 133(3), 39. Retrieved May 21, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Bates, M.E. (2007). Can I Facebook that? Online, 31(5), 64. Retrieved May 21, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Perez, S. (2008). Why Gen Y is going to change the web. Retrieved May 21, 2008, from
http://www.readwriteweb.com/archives/why_gen_y_is_going_to_change_the_web.php
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
According to Perez (2008), author of “Why Gen Y is Going to Change the Web”, Generation Y is defined as current 13 to 31 year-olds-“the most digitally active generation yet, having been born plugged in.” Generation Y is different than older generations in that they are “web savvy multitaskers” who have grown up with digital devices as part of their daily lives.
One interesting fact about Gen Y to take into consideration when thinking about how to serve them in a library setting is, according to Perez (2008), “Gen Y cares about the world. They pay attention to politics, the economy, social causes, and environmental issues.” But interestingly enough, Gen Y don't get their news from traditional sources like newspapers or news magazines. Gen Y prefer getting their news online through sites like Yahoo! News or other sites available 24/7. (I can attest to this firsthand because I am part of Gen Y).
Another important characteristic of Gen Y to keep in mind is, “Gen Y tends to rely on their network of friends and their recommendations, not traditional ads” (Perez, 2008). If traditional means of advertising don't work, libraries must start to brainstorm alternate ways to market themselves. When considering alternatives librarians should be aware that “54% of Gen Y have used MySpace, Facebook, or some other social network” (Perez, 2008). Some libraries around the country are starting to catch on to ways that will attract Generation Y patrons. It is not uncommon for libraries to host gaming events for teens or to have their own library MySpace or Facebook pages. Many libraries now offer reference services online through chat services and instant messaging. But is this enough?
It's a start, but in order to relate to Gen Y and successfully promote libraries, librarians MUST have a stronger presence on the web. I recently read an article by Mary Ellen Bates that describes how Gen Y, or in her words “millenials,” have a tendency to assume that the answer to any question can be found on the web. She casts a negative shadow over this assumption and tells her readers that it is every information professionals' primary responsibility “to translate our information-seeking skills into the context of the Web 2.0 world” (Bates, 2007). While I don't think this is as bad of an assumption as Bates makes it out to be, I certainly agree with her point about the need to translate our information seeking-skills, or in other words, show Gen Y how these skills are relevant to them.
Julie Artman, the Information Services Librarian at Chapman University wrote a fantastic article about motivating and reaching out to millennials. She suggests a three-step process of brainstorming, implementing, and reviewing for librarians to use when considering new technologies and marketing strategies. She says, “No matter what new technology might come along, nothing replaces good old brainstorming” (p. 39). While brainstorming, she encourages librarians to listen to their colleagues, especially younger ones who may be able to relate closely with the Gen Y crowd because you never know when “new service possibilities could, ultimately, help your library reach more patrons.”
To end, I leave you with a point to ponder from Perez (2008), “Ignoring the voices of Gen Y is something you should do at your own peril, especially if you're a business looking to hire, a company selling a product, or an advertising firm trying to reach them.” The same applies for libraries trying to stay relevant in today's world.
References:
Artman, J. (2008). Motivate your millenials! Library Journal, 133(3), 39. Retrieved May 21, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Bates, M.E. (2007). Can I Facebook that? Online, 31(5), 64. Retrieved May 21, 2008, from Library, Information Science & Technology Abstracts (LISTA).
Perez, S. (2008). Why Gen Y is going to change the web. Retrieved May 21, 2008, from
http://www.readwriteweb.com/archives/why_gen_y_is_going_to_change_the_web.php
Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
Sunday, May 18, 2008
Response to Randy Pausch's Last Lecture
A few weeks ago, I read an article about Randy Pausch's last lecture in Parade magazine. I was intrigued by him and by the article, but I never thought to check YouTube for a recording of his lecture. When I found out that this was one of our assignments, I was excited to have a chance to actually watch the video. And, boy, was I blown away. I was saddened to think that something so ugly and miserable as cancer could take the life of such an intelligent, friendly, relatively young person with a wife and young children. But the beauty of it was that because he knew his time would be coming soon, he was making the best of his last few months. Not many people have that opportunity, and if they do, they don't handle it with the grace and dignity that Randy Pausch is doing.
As a professor at Carnegie Mellon, Randy had the opportunity to speak to his former students, colleagues, friends, and acquaintances when presenting his last lecture. Generally, retiring professors have the opportunity to give a last lecture as sort of an honorary occasion. Sadly, in Randy's case, his last lecture would be his last because doctors have given him a dismal prognosis. He titled his lecture "Really Achieving Your Childhood Dreams." It was a series of stories and pieces of advice that anyone listening could relate to and learn from. The kicker came at the end, when Randy shocked the audience by saying none of what he had said that night was for them; it was really meant for his three children. Powerful stuff.
Even though Randy had intended his advice for his children, I started thinking... what could I learn from this? And, what do some of these tidbits mean for me as a librarian?
Obviously from the title of his speech, he discussed how to achieve your dreams, but even more than that he talked about enabling the dreams of others. Working as a librarian on a day-to-day basis, I don't generally think that what I am doing is enabling the dreams of others, but as I look back at the work I've done over time I realize that I have. One small example is by helping my students learn to write citations, I have enabled them to evaluate the sources they have used and helped them learn to respect the hard work and rights of others. Someday one of them may want to be a doctor or a writer or a researcher, and he or she will need to know how to avoid plagiarism.
Another thing Randy Pausch pointed out was that most of what we learn, we learn indirectly (carnegiemellonu, 2008). In a way, I could say that by providing reader's advisory I am enabling the dreams of others indirectly. It's possible that a child may discover something in a book I recommend that could potentially open a door for his/her future; perhaps learning about a really cool place to visit, a career he/she never knew about, or an inspiring person or hero. If nothing else, I am definitely supporting their love of reading by recommending books of interest to them.
By far, the best way I have enabled the dreams of my elementary students is by being a good role model. Not only showing them what appropriate library behavior looks like, but also what it means to be a kind, considerate, inquisitive member of society. Character development is something they may learn indirectly, but it is SO important.
I also liked that Randy said we can learn a lot from our superiors, but don't forget we can also learn from our students (carnegiemellonu, 2008). There's nothing worse than an educator or librarian who thinks he/she knows everything. Learning is a two-way street. What better way for librarians to promote life-long learning than to accept and appreciate that they can learn from their own students/patrons.
One of the last reminders Randy gave his audience was, "Don't complain, just work harder" (carnegiemellonu, 2008). I used to work with a librarian who would complain about everything from not having enough time to get things done to having to deal with administrators. Instead of wasting even more time by complaining, she could have actually been getting things done by working harder. Certain things are not always within our control. Why complain about them when just accepting them and moving on will put you well ahead of the game in the long run?
Randy Pausch probably never dreamed that his last lecture would be globalized the way that it has been. The reason it has become so popular is because it speaks to so many people in so many ways. An old friend of mine always refers to hardships as "blessings in disguise." Randy Pausch's illness has truly become a blessing not only for the people who attended his last lecture, but for so many people around the world who have been inspired by his words (thanks to YouTube).
Reference:
carnegiemellonu. (2008). Randy Pausch last lecture: Achieving your
Saturday, May 17, 2008
Welcome to The Librarian's Porthole!
Soon you will be reading Karinn's innermost thoughts on libraries and being a librarian. Stay tuned... this should be interesting!
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