Life as I know it

Last Post Here

2006-08-14T17:44:00.000-05:00

For the past several months, I have been maintaining this blog in two places: here and at Wordpress. Keeping both sites up to date has become a rather difficult task - one which I haven't been doing successfully. In light of this, I have decided not to continue the blog on both sites. As such, this will be my last post here. I do not plan to delete this site, but new posts will only be available at my Life as I Know It blog via Wordpress.

It is the Small Things That Drive Me Crazy

2006-08-07T10:23:00.000-05:00

WordPress's new navigation bar doesn't display correctly in Internet Explorer 7 and that makes me crazy.

The bullets in my posts don't display correctly (or really at all) in Internet Explorer 7 and that makes me crazy. It took me a while to figure out that it was an IE thing - and not me.

Smelly garbage filled with eaten corn cobs that I meant to take out of the kitchen before I went to bed (and forgot) drove me crazy this morning (the corn was still worth it though).

The fact that August is already here and school starts at the college where I work before Labor Day is currently driving me insane.

The fact that the Red Sox blew a 6-2 lead in yesterday's game against the Tampa Bay Devil Rays (and that I watched them do so) drives my crazy.

It is the Small Things That Make Me Happy

2006-08-07T10:22:00.000-05:00

I haven't received any SPAM comments on this blog in over two weeks.

I'm done with my summer class - and I don't even care about my grade (okay maybe this isn't a small thing, but it makes me happy).

I bought Pirates of the Caribbean on DVD this weekend. Watching this movie makes me happy.

We (my husband and I) finally had corn on the cob with dinner last night and it was delicious.

I'm happiest about the lack of SPAM!!!

Are There Rules to Blogging?

2006-08-07T08:04:00.000-05:00

Iris from Pegasus Librarian writes "Funny to admit this nearly 150 posts into my blog, but I really don't know what I'm doing" in her blog post Blogging Confusion. I have to hope that most bloggers have asked this at some point - after all there are several places in the blogosphere where people offer rules or tips about blogging. They have made me question whether my desire to post on an subject would be outside the boundaries of my blog. However, I have decided not to pay much attention to them. Unlike Iris, I started this blog to detail my journey through graduate school - so there is a specific stated theme. However, what I have come to love about blogs is the mix about which people post - whether personal, library related or work related. So, I have lightened up on myself. What is appropriate??? I have no idea. I think it is probably easier to sometimes identify that something is not appropriate. However, I can honestly say that I don't think I have ever read something that I deemed inappropriate on any of the blogs that I read. I don't have any rules about my blog and I'm perfectly happy with that.

The Gender Issue

2006-08-07T08:02:00.000-05:00

There have been some extremely thought provoking posts (see bottom of post for references to them) recently about the gender imbalance in technology related areas - whether those areas are jobs, conferences, workshops, etc. While the points that many of the women bloggers have made are quite valid (and certainly worth a read - as are all of the comments), these debates have made me think about the issue from an entirely different perspective - namely how sometimes we women (not all of us by any means) allow ourselves to be under-represented. I am a woman who works in a technical field - yet prefers to keep a very low profile. I would no more volunteer to speak about a technical topic (regardless of my expertise or lack thereof) than I would ask for a raise. Without a doubt, I am extremely quiet, intensely introverted and shy in groups of people that I do not know - even more so if the majority of the people are male. I like to think that I am not quite as quiet as I was in my younger years - that I have become a much stronger and more confident person. However, I still prefer to be in the background - away from the public debate - away from confrontation.

In college, a professor of mine (who was getting a masters in psychology at the time) once told me that I was a repressed female who subverted my intelligence because of my upbringing in both a family that was headed by a dominant male who did not prize intelligent females and a male-dominated society. He told me this because I could not tell the him that I deserved a good grade in his class and because I would deliberately not speak out in class. While this is a very formulaic assessment that has many flaws, there is some truth to it. I have to say that my father is incredibly supportive of me and encourages me to be more assertive. He would be heartbroken and angry that someone thought this to be true of him. In no way was it his intention to make me subvert myself for anyone. However, he is the person that our family life revolved around - to whom we all deferred. He was the breadwinner and my mother was the stay at home Mom (why this role is undervalued in our society is WAY beyond my comprehension). With this upbringing (and my own personality), I learned to do anything to avoid confrontation. I learned not to speak out too often because people don't like know-it-alls and they treat you different if they think you are smarter than they are. And I learned that I don't want to compete with people (especially men) because they often take losing very badly (this is a broad generalization - there are certainly plenty of women who don't like to lose too).

The point of all of this introspection is that I would no more offer to be a part of technology group or speak about a topic or do anything that would put myself out there. I'm pretty confident about myself in terms of my work in library systems. I am very good at my job. However, the recent discussions in the library world of blogs has really made me take a hard look at myself and the ways in which I allow or even encourage myself (and all women) to remain in the background. I need to speak out more often about things that are important, participate more in conversations about which I have something to offer and become a stronger voice. I have been content to defer to others, to make excuses for behavior that demeans women and to allow things to happen, without dissent, that I didn't totally agree with. I have to say a big thank you to all of the women who have been telling their stories, discussing this issue and opening up this debate - and making me think about where I stand on this issue - and where I should stand.

The Liminal Librarian

Making Nice or Making News?

Working and Words

What Is and What Should Never Be

Library Web Chic

On Being the Library Web Chic

Free Range Librarian

2.0: Where are the Women?

Caveat Lector

Musings

Grunch and the Library Coder

Why It Matters

The Days & Nights of the Lipstick Librarian

It's a Man's World

Solvitur Ambulando

More adventures in sexism

How do we get more women into systems librarianship?

Why it matters - part 2

Ramblings on Librarianship, Technology and Academia

women and library technology

Tales from the Shark Tank

Incremental Change

Searching North Carolina State University's Library Catalog

2006-08-06T17:44:00.000-05:00

Notes on my experiences searching North Carolina State University's Library Catalog:

I did a search in the "search for words:" box leaving the default limiter to Anywhere for computer juvenile. There 106 results matching my search criteria.

On results display page, my first reaction is "where do I look?" "where do I go?" There is SO much (too much) information on this page. It took me a bit to be able to process this page and figure out what everything was.

From results page, I can limit my search to available items. This option is in small wording at the top of the results - very hard to see, but a nice feature.

Results are sorted by relevance. The user can change the sort order to Pub Date, Title A-Z, Author A-Z, Call Number and Most Popular. The most popular is a neat feature that I like.

The ability to do new searches is available on all pages - at the top of the screen in the top navigation area. Patrons can send their search to a variety of places - UNC-CH Libraries, Duke Libraries, NCCU Libraries, OpenWorldCat, Google Scholar or a Quick Article Search.

In results display, results default to full view - can be changed to brief view. In the full view, the Title, Author, Published, Format and Availability information is displayed. Local information is displayed - the library, location and call number. There is no availability information for online resources, but there is a link to the resource.

Above the results display, there is an area where patrons can browse their results by subject category (by call number).

Under the subject category on the left-hand portion of the screen, there is a box where patrons can narrow their results by several categories including, Subject: Topic, Subject: Genre, Format, Library, Subject: Region, Language or Author.

In the item display, there is additional bibliographic information and item information. On the right-hand portion of the screen, there is a link to browse the shelf (at NCSU or several other libraries). This is a cool feature which allows one to browse items shelved close by.

There is an option to use subjects to find similar titles - and 3 similar titles are displayed. There are also links to "more titles like this," "more by the same author," "save record," and "marc record."

I did a "search as words:" search limited to author index for "mark twain." There were 307 results. A search for "Twain, Mark" retrieved the same number of hits.

Using the "Search begins with:" search box in the author (last name, first name) index is akin to traditional catalog author searches - where the search needs to be inputed as "Twain, Mark." This brings the user to an "Index Hitlist Display" of authority-type records. This is just as confusing as in most library catalogs. Technically, it returns the same number of hits as using the "Search as words:" search. NCSU has two authority records for Mark Twain: Twain, Mark and Twain, Mark 1835-1910.

The advanced search allows for searches in words anywhere, words in title, words in author, words in subject headings or ISBN, ISSN. There are limiting options: Library, Language, Format, Published from and limit by format (government documents, reference materials, or all others). These searches restrict a search to the indexes indicated. They are fairly straightforward search options (if one is familar with OPACs). There is also an area to do boolean searches.

The browse tab allows users to browse the collection by subject. There is an option to browse new titles within the last week.

From the home page, there is a drop down box with the Most Used library resources: Catalog, Reserves, Find Articles, Journal List, Citation Builder, Tripsave and then the Top 10 Databases. This is a nice feature.

Overall, the keyword searching capability of NCSU is superior to most library catalogs. I would use this search above any of the others (except when looking for something specific in one of the other indexes). The other great part of this catalog is that it seems to be a seemless part of the NCSU library's web site. You do not feel as if you have left the library web site and ventured into a different system. I think this is the number one strength of the design and something other libraries should try to emulate. The biggest problem with this catalog is the overabundance of information and text that is displayed in the primary search results screen. There is way too much information for most people to be able to digest quickly by scanning the page. It takes definite thought and careful reading in order to familiarize oneself with everything that is offered.

Searching Arkansas State University - Beebe's Library Catalog

2006-08-06T17:43:00.000-05:00

Originally written on August 4, 2006.

Notes on my experiences searching for information in Arkasnas State University - Beebe's library catalog:

Traditional catalog - Library.Solution 2.0 from The Library Corporation:

Using Search button from home page: I did a search using any fields containing the words computer and juvenile. There were 124 results. Many of the results were juvenile books in [computer file] format - which were not relevant to my search.

From the browse results screen, results can be sorted by Title, Author, Publication Date, Availability and Material Type.

The browse display has title, location and call number included and all are links.

Items are sorted by title.

Results can be saved. Can save checked items to a list or save all items to a list and can uncheck all selections.

There is a button to place a hold prominently to the right of every record listed in the browse results list. This is a nice feature. It is easy to see and fairly self explanatory.

On the left-hand portion of the screen, there seems to be the status highlighted in bright green: non-checkout, available, etc. Computer files have a status of non checkout. This is an odd wording. Computer files can't really be checked out. This makes it seem as if one cannot use the item.

There is a nice feature in this catalog. Above the status, there is information that reads "Found as . .." - can be "subject, title," "author,title," etc. This information tells the user where the keywords were found (in what indexes). I found this to be very helpful. I wish other catalogs had this feature.

Search box to allow user to perform another search (or the same search) are on every page - at the bottom.

In item display, user can return to the results list via a button. There are next and previous links to broswse through the items in the results set.

In the item record display, the Title, Author, Annotations Link, Excerpt Links, Imprint, Physical Descript., Subject, Index, and Electronic Resources link are displayed. Author, Subject and Index items are hyperlinked to allow for browsing these indexes.

The Annotations, Excerpts, and Character Information links (buttons) are to enhanced content provided by Syndetic Solutions. This information displays in a pop up window. The Annotations link brings up a pop up window with a short description of the work. How is this an annotation? This wording is confusing. These buttons are also displayed in the initial browse results screen.

Of note: There is information about item availability "This item has been checked out 0 times and currently has 0 hold requests." This print is very small and note terribly noticeable under the bibliographic information. I have never seen checked out information in the record, but could be useful to users.

There is a button on the top of the screen which allows users to see the history of their searches. Users can click on these searches to perform them again.

There are also buttons in the top navigation bar to see MARC display, to download MARC record and to save item citation to list.

I did an author search for "Mark Twain" using the contains option. There were 61 results - there were 61 results when I did the same search as "Twain, Mark." I think this is a very important feature. There are no confusing see also references when the author search is performed first name last name.

Browse option from the home page - links to more traditional library catalog search options - here author searches must be performed last name, first name. A search for "Mark Twain" will bring up see also references pointing the user to "Twain, Mark."

User can browse through several indexes including Title, Author, Subject, Notes, Publisher, Series, Local Call Number, Dewey, GPO, ISBN, ISSN, LC Call, LCCN, or LCCN2004.

The Combination option from the home page allows users to use Boolean operators in their searches. This is a complicated search option with three different terms and different options for putting the terms together.

Searching via Medialab Solutions' Aquabrowser:

Main page has one search box - labeled "Enter your query." Search can be restricted to all locations, ASU - Beebe or ASU - Searcy.

There is very little on this home page. The letters ASU do appear in the discover area on the left-hand portion of the screen. Otherwise, there is little branding for the school or library. Also, there is no link back to the library web site.

I did a search for computer juvenile and retrieved 14 results that were ranked by relevance.

There is a tag or word cloud on the left-hand portion of the screen in the "discovery" area. Users can click on the words in order to broaden their search for related items.

The browse display lists the Title, Series Title, Author, a short description, and the subject information. No local information about the item (call number, location or availability) is given on this page. This is disappointing. Users are forced to click on the item to see the item display to get availability information.

Clicking on the item, brings up more of the bibliographic information along with call number, location and availability. There is a link to return quickly to the hit list (original browse display of results).

On the right-hand portion of the screen, are several options to refine the search. The results are broken down into format, author, subject or series. Users can choose to see the results in book or movie format, see results by a particular author, subject or series. This feature is wonderful. It allows the user to see how many items are in the collection by author, subject, series or in book, movie, serial, or computer file format.

In the discovery pane (word cloud), words offered are offered from associations, translations, discovery trail, spelling variants and thesaurus terms.

Aquabrowser is very easy to user. I was very happy with my search experience. I do wish that there was better branding on the page - and wish that local item information appeared in the original browse display. The items retrieved in my search were much more helpful than in the search I performed in the traditional catalog.

I Think I'm Done

2006-08-06T17:41:00.000-05:00

Originally written on August 4, 2006.

The final exam for my summer class consisted of a fake title page and verso from which we had to write a full bibliographic, MARC record. In addition to the descriptive cataloging fields, we were instructed to use the SCSU library catalog in order to assign a LC classification number and LC subject headings. I was able to finish most of the descriptive cataloging last night, but had to wait until this morning to work on the classification number and subject headings. Violent thunderstorms ono Wednesday evening caused tremendous damage in the surrounding towns taking down telephone polls and trees. As a result, our power was shut off yesterday around 2PM - and did not come on until 9PM. I admit to being a bit worried about the possibility of not being able to complete the final. As a result, I was up bright and early this morning to make sure that I would be able to finish. So, I think I will go eat some lunch, then review my bibliographic record and email it to the professor. Can it be true??? Am I really almost done for this semester??? Can I start to celebrate???

The Final Exam has been Posted

2006-08-06T17:40:00.000-05:00

Originally written on August 3, 2006.

I have the final exam in hand - and approximately 30 hours to complete it. I am taking a half of vacation day today and all of tomorrow off to work on it (This is assuming that I can get out of work today. We had major thunderstorms last night which led to power outages on campus - and power outages lead to all sorts of problems for computers and networks). Fortunately, I feel a bit better about it having seen the exam. It makes sense - and although, I think it will be difficult, I feel prepared.

Happy Places During Study Breaks

2006-08-06T17:39:00.000-05:00

Originally written on August 2, 2006.

Orient Beach, St. Marten

Originally uploaded by ScruffyNerf.

I've been having fun playing with vacation pictures while on study breaks. They make me happy - which helps me get back to studying (ok, maybe they don't help me get back to studying, but they do make me happy). I actually have been studying for a while tonight, but I don't feel as if I'm prepared for the exam. I have no idea what to expect - other than we will be asked to catalog a fake book. This class has been frustrating in so many ways because I just feel disconnected from the material. I need another vacation!!

More Things to Do to Avoid Studying

2006-08-06T17:38:00.000-05:00

Originally written on August 2, 2006.

Sunset at Maho Beach, St. Maarten

Originally uploaded by ScruffyNerf.

Bigger is better!!

Things to Do to Avoid Studying

2006-08-06T17:36:00.000-05:00

Originally written on August 1, 2006.

Maho Beach Sunset

Originally uploaded by ScruffyNerf.

This picture makes me happy - and studying does not make me very happy. I have a feeling that this class will never end - and that even if it does, I'm not going to do that well. ARGH! It is amazing what things I'm getting done while avoiding studying.

Working on My Paper in St. Marten

2006-08-06T17:33:00.000-05:00

Originally written on August 1, 2006.

Working on Paper in St Marten

Originally uploaded by ScruffyNerf.

In honor of finishing my last paper for my summer class, I thought I would post this picture of me writing my Robert Taylor biography while on the beach in St. Martin in March of 2006. I had much more fun writing the biography on the beach than papers about the catalog at home!

No Homework or Computer Tonight

2006-08-06T17:31:00.000-05:00

Originally written on July 31, 2006.

I finally turned my paper in about 20 minutes ago. I'm done with school for the day, and I'm on way home from work. I need to start cramming heavily for my final later this week. But for I'm done with everything computer and school related for the night. I definitely think a break is in order.

The Third Assignment is Done

2006-07-30T21:06:00.000-05:00

Yeah! I finished the third assignment for my cataloging class with 24 hours to spare. I am SO ready to be done with school right now. I definitely have to spend this week studying for the final. We will be able to acess the final on Thursday morning - and then have until Friday at 6:00PM to finish it. I will admit to being very nervous especially given that I didn't do too well on the first assignment. I did feel better when some of my classmates admitted to having difficulty with it also. Meanwhile, I have added the paper on making the library catalog more user friendly to my eportfolio site for those who expressed interest in reading it. Enjoy!

Searching UMass Dartmouth's Library Catalog

2006-07-30T21:03:00.000-05:00

Notes on my experiences searching for information in UMass Dartmouth's Library Catalog:

Most irritating feature is the 10 minute time out. Several times I had to restart my search because the system had timed out.
Basic Keyword search: Did a search for computer AND juvenile in Keyword Anywhere. There were only 7 results. Results can be sorted by Title, Author, Publish Date, and Publish Date Descending.
Post Limit Button on page with search results. Can set limits: Language, Location (Archives, Special Collections, Electronic Archives Finding Aids, General Collection, Periodicals, and Reference Collection), Date (several options =, <,>, range), Medium (Map, Computer File, Globe, Projected Globe, Microform, Nonprojected Graphic, Motion Picture, Sound Recording, Text (Eye readable), and Videorecording), Item Type (Book, Serial, Archival Manuscript, Music Score, Map, Nonmusical Recording, Computer File, Software, Kit, Mixed Material/Collection, Mixed Material, and Visual Material), Place of Publication and Publication Status (Currently published, Ceased Publication, and unknown). What is the difference between Medium and Item Type? I think this is confusion. There is definitely some overlap in the two categories which makes it unclear which limit to use. I also thought the Publication Status confusing. I assume that this is intended to limit Publication Status of serials, but am not sure. And why unknown?? There is nothing to indicate on the page whether or not this limit refers to serials.
Back to results of Basic Search (7 items). Results are sorted by Title. One initial browse results screen, the Title is listed (hyperlinked) along with the call number and item availability.
Records can be saved and exported in various formats, can be emailed.
Individual record display: Lists database, Title, Primary Material, Publisher, Database, Location, Call Number(hyperlinked to Call number index), Number of Items and Status. One odd thing - in the browse display the status reads available, but here it reads not charged. I assume they are the same thing. This is confusing.
Each item page has a navigation bar with Holdings, Bibliographic, Table of Contents, Linked Resources, and Marc Format. The holdings tab is the initial/default display. The bibliographic display shows more of the bibliographic record. The table of contents links to the items table of contents - if it has one. The page is blank if not. The Linked Records icon takes the patron to any linked resources. From a brief examination, I did not find any items with linked resources. The Marc Format link displays the bibliographic record in MARC format.
Each display page has the options to save records in select formats (full record, brief record, EndNote Citation, Latin 1 MARC, Raw MARC, and UTF-8).
Previous and Next buttons in order to navigate between results.
Once perform a search, the History link in the top navigation bar becomes active. This link will allow a user to see a page will all of their searches (from one session which remember times out after 10 minutes of inactivity) and click to re-execute them.
Title/Author/Subject/Call No. Search tab: Many different search options are available here.
I did an author search for Mark Twain. Presented with results page - browse of author index in the Ma's. No see also references to remind user to search last name, first name. No search box offered on this page, must return to library catalog home in order to redo search.
Author search for Twain, Mark returns browse results for all authors matching Twain, Mark. Twain, Mark, 1835-1910 is first. Were 140 results. Not readily apparent where to click. On left, is an icon reading Note/Ref. Click on this icon reveals see also reference for Twain, Mark including Clemens, Samuel, 1835-1910, Snodgrass, Quintus Curtius, 1835-1910, and Louis de Conte, 1835-1910. I had to use back button to get back to author results for Twain, Mark.
Back on author result page, next to Note/Ref icon was a hyperlink appearing as such [1]. I clicked on this to finally be presented with the results of items written by Mark Twain.
At this point, the Headings link on the top navigation bar became active. Clicking on this returns one to the author browse screen for Twain, Mark.
From browse screen, records can be marked to be saved and exported. The column with the check box is not labeled, however.
From Title/Author/Subject/Call No. Tab - did a search for computer juvenile in Keyword Anywhere AND with Relevance index. This search returns the same results as the Basic Search function, but items are ranked with relevance. There is an additional column for relevancy. There is no easy way to return to browse display. Back button does work.
From Title/Author/Subject/Call No. Tab - did search for computer juvenile in Keyword Anywhere OR with Relevance index. Had 8889 results.
Did a search for computer juvenile search in Keyword Relevance Search index. Results are the same as in Keyword Anywhere OR with Relevance index.
Search for Ivanhoe in the Left Anchored Title index. 4 results were returned with Title (short title) starting with Ivanhoe. Interesting to note that the Author index was highlighted in these results. The 4th item was a videorecording without an author - there was no link to the item display in this case. Doing the same search in the Title Keyword AND index returns the same 4 results - in this case the title is highlighted rather than the author (so one can click on all 4 results).
I did a search for journal chemistry in the Journal Title Keyword AND index. This brings up all journal/serial titles with journal and chemistry in the title.
Command search with relevance - I never found a search strategy to work here. Every search I tried returned a system error "system couldn't interpret search." I have no idea what this search strategy is for.
Name Title Browse searches author index. If you search for Shakespeare, William, a listing of all records with Shakespeare as author are displayed with the titles of the item records. Putting a title keyword in the search strategy brings the same results as without the keyword. I thought this would have been an author/title search - but not really.
New Titles tab - a cool feature that patrons can use to list new titles by certain criteria. Can display recent titles in a variety of ways.
There is no way to limit ones search to available items.
Overall impressions, I think that Basic Search functions well. There are too many options on the Title/Author/Subject/Call No tab - and too many of them are labeled with confusing terms. Keyword Anywhere AND with Relevance, Keyword Anywhere OR with Relevance, Keyword Relevance, etc. You need to do a couple of searches before their function becomes clear. Some search options still don't seem very clear to me. The ability to limit search to available items would be useful. The author indexes are also confusing. When searching by author, it takes longer to get results.

Some Grades are in

2006-07-30T21:02:00.000-05:00

I finally got an email from the professor of my cataloging class with grades on both assignments. Unfortuntely, I didn't do so well on the cataloging assignment (not flunking bad) - but am not terribly surprised. I really had no idea what the professor expected in terms of access points (added entries for 4XX and 7XX). I used added entries in some examples, but not all in order to hedge my bets. So really, I guess I did as well as could be expected given the circumstances. Fortunately, now I know exactly what he was looking for - and it makes sense. He also was clear about what type of cataloging examples will be all the final. I will be able to better prepare for that. The good news is that I did well on my paper about creating user friendly library catalogs. This makes me feel much more secure about the paper that I am working on right now.

Information on Endeca's ProFind and Medialab Solution's Aquabrowser

2006-07-30T20:58:00.000-05:00

Aquabrowser Library- Medialab Solutions:

Ability for patron to Search, Discover & Refine
Results are ranked by relevance
Search interface locates results using associations, context and spelling alternatives generated from a library's OPAC based on search query
Compares search terms to metadata in catalog
Creates a visual "word cloud" which creates "suggestions for patrons to discover new information and help them formulate a query." Includes most relevant associations, foreign language translations, spelling variants and synonyms. Taken from http://www.medialab.nl/index.asp?page=aquabrowserlibrary/overview (July 29, 2006).
Refine options: Patrons can refine their search results by limiting the results based on format, subject, author, category or genre.

Endeca's ProFind Platform - Endeca

From Andrew K. Pace's My Kingdom for a OPAC article in the February 2005 issue of American Libraries. Available via American Libraries Online. Endeca creates "muti-relational" index where results are refined on the fly to match patron limits. Has fast searching with guided navigation.
From NCSU's press release - Endeca platform uses information retreival scheme whic integrated searching and browsing. This combinationis meant to allow people to continually define and adapt their search strategies based on their own determination of relevancy. Contains a dynamic navigation scheme.

DOPA & Libraries

2006-07-28T20:48:00.000-05:00

Like many others, I generally try to stay away from political issues. However, the passage of DOPA in the House of Representatives has the potential to have such a major impact on the way that libraries do business. Jessamyn West has a post over at librarian.net that summarizes many of today's blog posts regarding the passage of DOPA. I think all are worth a read. I would add a post by post by Don Wood at Library 2.0 - Tell Your Senators Why DOPA is Bad for Libraries. Don Wood offers some great ways to help and get involved. (Found via Tame the Web).

What Makes a Librarian

2006-07-28T20:47:00.000-05:00

In a post aptly titled Librarian - Just a Title over at Library Stuff, Steven M. Cohen discussed how he learned a lesson that one doesn't have to have an MLS to be a librarian. In many ways, it doesn't seem as if this should have been such a revelation. However, it isn't a sentiment with which everyone who holds an MLS agrees. It is difficult to hold a professional librarian position without an MLS. This I can speak to from experience. Often times, people who hold an MLS find it very difficult to accept ones without an MLS in professional librarian positions. I can certainly understand - and even sympathize - with their point of view. They worked hard to get their degree, many have spent a good deal of money for ite and worked hard to get their job. I'm sure there are many other reasons as well. Regardless of being able to understand their point of view, it is an attitude with which it is often very difficult to deal. Often when you meet librarians at conferences, workshops, etc., they ask right away where you work, what you do and inevitably where did you get your MLS. When you mention that you don't have an MLS, they often ask why, are you thinking of getting it, you should consider going to such and such. There are even some that really do not want to deal with you once they discover that you do not possess the degree. Fortunately, I have only encountered this attitude a couple of times (and really look forward to not ever having to deal with it again when I complete my degree).

Sadly, people with this attitude are missing the fact that the best person for the job is the best person for the job regardless of educational attainment or experience. In my case, somebody (who has an MLS) thought I was the right person for my current job despite my lack of MLS. I can't or shouldn't allow others to undermine my belief that I am good at my job or that I deserve it. I try and remind myself of this when I do encounter people that question my abilities or right to my job. I think it is important to note that such questioning can come from both sides of the MLS divide. Library staff members who have paraprofessional jobs (and do not have MLS degrees) can also be critical - sometimes even more so than those with degrees. This can make me fell as if I don't always fit in on either side of the divide. It is a tremendously difficult position to be in. Do I call myself a librarian or not? My current title is Head of Library Systems rather than Systems Librarian in order to subtlety convey that I do not possess an MLS. When I meet people casually, I tell them that I am a librarian. People outside of libraries don't care about such idiosyncratic distinctions. However when dealing with people who work in or around libraries, I am careful to note that "No, I am not technically a librarian." Admittedly, I will be happy when I complete my degree and won't have to worry about such technicalities anymore.

Having said all that, this is not specifically the reason that I am going to graduate school to get my MLS. I don't personally believe that the degree itself will make me a better librarian, but I do believe that the process of learning and being engaged about learning will. Something I intend to continue beyond my current stint in graduate school. Ultimately, I am too young to not get my degree. I have found my calling in life and want to continue working in library systems. One never knows what life will bring. I don't think it would be wise to assume that I will work in my current job for the next 30 odd years until I retire. If I didn't get my degree, I think I would be doing myself a great disservice. And that is the bottom line, I'm going to graduate school for myself because the degree itself won't be what makes me a librarian.

North Carolina State University's Library Catalog

2006-07-28T20:44:00.000-05:00

Information from my preliminary examination of North Carolina State University's Library Catalog (web catalog is powered by Endeca's ProFind Content Management System):

Initial Search page: Keyword search options to "search for words" or "search begins with . . ." The "search for words" search can be limited via a drop-down box to Anywhere, in Title, in Author, in Subject Headings, or ISBN/ISSN. The "search begins with . . ." search can be limited to Title begins with, Journal Title begins with, Author (last name first), Subject begins with, Series begins with, Call number, or Gov Doc number.
On the home page, there is a Hint box with links to Search other Catalogs and Search Help.
There is a link to Search the Collection link which takes the user to a different search page where one can search the catalog, find articles, find Journal titles, find Reserves, find Databases, Browse Subjects, links to Special Collections, links to other collections, and links to Reference tools. While most of these services are outside of the library catalog, they all appear to the user as one system.
The catalog has tabbed options for searching: Search, Advanced Search and Browse.
The Advanced Search page has several more search options. Users can search by "Words Anywhere," "Words in Title," "Words in Author," "Words in Subject Headings," and ISBN/ISSN. There are optional search limits available: Library (Online Resources, D.H. Hill LIbrary, Design Library, Natural Resources LIbrary, Textiles Library, Veterinary Medical LIbrary, Satellite Shelving Facility, Special Collections (D.H. Hill), Learning Resources Library, and African American Cultural Center Reading Room), Language, Format (audio recordings, books, CD-ROMs, e-books, electronic resources, filmstrips, journals and serials, electronic journals, kits, manuscripts, maps, microforms, newspapers, scopes, software, theses & dissertations (NCSU), videos and DVDs, and slides), date range of publication and include document type (gov docs, reference materials, all others). The document types are all checked, so I assume that by unchecking they would be removed from the results pool?? Are there only three types of documents? I find this a bit confusing. There is also the ability to do Boolean searching on this page. Hints are available telling patrons to use quotes for exact phrases and that boolean operators are ignored in keyword searches.
Browse tab: Patron can browse titles by subject - broken down by call number area. There is also the ability to browse all new titles received within the last week.
There is a "get answers now" link which takes one to a page about getting help from reference librarians on every page.
In the top navigation image, there is a link to log into one's library account. This image appears on every page.
Note, I found it very difficult to figure out how to return to the library catalog's home page. There is no obvious way. The "Search the Collection" link is on every page - however, this does not return on the catalog home page. I eventually discovered the link the catalog home page in a drop down menu with the "Most Used" resouces.

Arkansas State University - Beebe's Library Catalog

2006-07-28T20:43:00.000-05:00

Information from preliminary examination of Arkansas State University - Beebe's Library Catalog (ILS is Library.Solution 2.0 from The Library Corporation (TLC) - additional use of Aquabrowser):

Library catalog home page has several options: Search (refine searching to obtain more precise results), Browse (expands searching by viewing results alphabetically/numerically), Combination (search titles, authors, subjects and/or notes simultaneously), Patron Review, Online Help and Aquabrowser library search.
Main search page: There is a search box with several options. One can find information from certain fields (Any fields (default option), Titles, Authors, Subjects, Notes, Publisher, and Series) that begin with, contain (default option), closely match the words, stem from or sound like the item being searched for. Results default to 20 per page. The user can change from preset numbers in a drop down menu. Searches can be limited to locations: All branches, Abington Library (ASU - Beebe's library), and ASU Searcy library. Users have the option to limit search to available items only.
Browse search page: Users can search for a keyword and browse the results by Title (default option), Authors, Subjects, Notes, Publisher, Series, Local Call, Dewey, GPO, ISBN, ISSN, LC Call, LCCN or LCCN 2000+. The ability to return a specific number of results, limit to select locations and limit the search to available items only is also available (available on every page).
Combination Search: (name itself is quite confusing). This appears to be the place for boolean searching. There are three search boxes which can be combined with AND, OR or NOT in one of three indexes: Title, Author or Subject Note. Each of the three search boxes is labeled term 1, term 2 or term 3. Under the search boxes are the options to group terms like (term 1 * term 2) * term 3 or term 1 * (term 2 * term 3). Again, there is the ability to return a specific number of results, limit to select locations and limit the search to available items only.
Patron Review page contains a place for the user to log into the system. It appears that this is only in order to request items (not to check circulation record, etc.).
Online Help - There are fairly extensive help pages.
There is top navigation menu with several options: Home, Help, Search, Browse, Combination, Reading Programs, Set Limits, Logon and Patron Review. Search, Browse, and Combination link to the same search pages that are offered from the home page. The Logon and Patron Review icons technically go to two separate links, but appear to be the same page. The Home icon takes the users to a different page than the initial catalog home page (This is a bit confusing since the page has some different options).
The Set Limits icon links to a limit page where a user can choose several additional limits: date range, language, format (book, serial, kit, projected, printed music, manuscript music, sound (music), sound (non-music), printed map, manuscript map, computer file, 2-D graphic, mixed material, artifact, manuscript, archive, and any non-print), and collection (Arkansas Reference, Audio Books, Audio Visual, Circulating, Computer Media, Electronic Equipment, Electronic Collection, Instructor Reserves, Inter-lib Loan 3 wks, Inter-lib Loan 4 wks, on order, Reference, Reserve Collection, Serials, Special Collection, Special Status and Technical Services).
From the second catalog home page, there is an option to do a Visual search. This option presents the user with 15 images (a baseball, a basketball, a sailboat, a car, a god, an elephant, a football, hockey players, a plane, a train, a farm, a cow, the Grand Canyon and a pig. Clicking on one of these images will present the user with a list of items about that item.
Aquabrowser link - On this page, there is one simple, search box. Searches can be limited by location: All, ASU Beebe and/or ASU Searcy. There is a link to help using Aquabrowser.
Note that there is no link back to the library home page or the regular catalog.

UMass Dartmouth Library Catalog

2006-07-28T13:50:00.000-05:00

Information from preliminary examination of UMass Dartmouth's library Catalog:

Tabbed search options: Basic Keyword (default option), Title/Author/Subject/Call No., Course Reserves, UMD Journal Locator (not ILS product), New Titles.
Navigation under logo at top of screen with several options: Search, Headings, Titles, Patrons, Login, History, eResources, UMD Library, and Help. Headings, Titles and History links are not active. eResources link leads outside of the library catalog.
Basic Keyword search: Three basic search boxes with and, or and not options. These searches can be completed in Keyword Anywhere, Title, Subject or Author indexes. Results default to 50 per page - this can be changed to other present numbers: 10, 20, etc. There is a link to a movie to help patrons locate books in the library. There are alos links to a Virtual Catalog site and to the library's interlibrary loan department.
Title/Author/Subject/Call No. search tab: There is a search box labeled Find This. Results can be limited to several indexes: Keyword Anywhere AND with Relevance, Keyword Anywhere OR with Relevance, Title Keyword AND, Subject Keyword AND, Journal Title Keyword AND, Keyword Relevance Search, Author Browse, Left Anchored Title, Call Number Browse, Subject Browse, Date Seach (left anchored), and Name Title Browse. (Upon first glance, these options seem very confusing. I'm not exactly sure what they mean. Hopefully, what these searches do will become clear when I actually start to do searches). There is also a quick limit option to limit material to after 1990, after 2000, videorecording, serials in English, and Main Library.
Course Reserve tab allows users to search for reserve material by instructor, department, course number or section number. On this page, there is a link to the library's ereserve system and a link to the UMass journal locator (both are non ILS systems).
New Titles tab: Patron can select location, but UMass Dartmouth library is the only location offered. There is the ability to choose the period for new books: last week, last 2 weeks, last 3 weeks, and last 4 weeks. The results can be sorted by call number, author or title. There is also a search box for patrons to search for something in the new titles (this is optional).
Patron/Login links on navigation menu: There are two links which allow patrons to log into the library catalog. Each link (patron and login) seem to take patrons to the same place. This seems a bit confusing.

The Final Three Catalogs

2006-07-28T09:30:00.000-05:00

For my next cataloging assignment, I have narrowed down the catalogs that I will examine. As noted previously, I think that analyzing three catalogs from different vendors will be the most productive route. So the three systems that I will compare are:

North Carolina State University's library catalog - Powered by Endeca's ProFind
Arkansas State University's library catalog - Library.Solution ILS by The Library Corporation - Uses Aquabrowser
UMASS Dartmouth's library catalog - Endeavor's Voyager system

Apathy & Annoyance Sets In

2006-07-26T20:05:00.000-05:00

I am incredibly uninterested in school at the moment and trying very hard to motivate myself to finish my work. My class ends next week with a final exam for which there is no information. What do we need to study? What format will the exam be in? Do we need to memorize AACR2? Of course, this is after the last assignment is due (Monday, the 31st). At this point, there are way more answers than questions. There has been so little direction from the professor that is extremely hard to keep interested in the topic and even harder to care. Without any graded material, it is impossible to know where I stand and impossible to feel as if I can adequately prepare for the last assignment or for the final.

The good news is that I generally find myself in this type of mood every semester - right before the end. Final exams, papers, etc. are pretty stressful - and I constantly have to remind myself that the big picture will be worth it in the end. Ultimately, I will be a happy camper after August 4th with a few weeks to relax before the start of the next semester. I will have to take some time off from work to truly enjoy it - but wait, taking days off from work in August which is right before school starts is not an easy task. And, since the person who works for me recently resigned, I may actually be working many, many hours. ARGH!!!

The Initial Ten Catalogs

2006-07-25T15:09:00.000-05:00

The Ten Catalogs for Assignment #3

Ann Arbor District Library Catalog
Arkansas State University - Beebe - Abington Library Catalog- Aquabrowser.
Detroit Area Library Network Library Catalog- SirsiDynix
Georgia Library PINES - Beta version of an open source integrated library system named Evergreen developed by the Georgia Public Library System.
HELIN Library Catalog- Library consortium in Rhode Island. An Innovative Interfaces OPAC.
North Carolina State University Libraries- Powered by Endeca. The system leverages the advanced search and navigation features of Endeca ProFind platform.
Plymouth State University - Lamson Library’s Catalog - WordPress OPAC - under development.
UMASS Dartmouth Library Catalog- Endeavor’s Voyager platform.
University College Dublin Library Catalogue- A system on the Talis platform.
University of Notre Dame Library Catalog- Ex libris’s Aleph .

I tried to choose a variety of different library catalogs as part of my initial 10 choices. Although not required as part of the instructions, it seems to me that in order to analyze different features and search methodologies, the catalogs needs to be from different vendors. Personally, I think this is more important than the size of the collection. Now, I have to start work on the assignment. I am without a doubt reading to have a couple of weeks off from school. More will follow . . .

The Third Assignment

2006-07-24T20:06:00.000-05:00

The professor released the third (and final) assignment for my summer class today. The purpose of the assignment “is for students to develop a greater understanding of catalog construction as well as an appreciation of the consequences of catalog design decisions on catalog usability” (from syllabus). We are to identify 10 OPACs via the web - catalogs should represent holdings of relatively large collections (I’m not sure what exactly is meant by a relatively large collection). The 10 should vary in terms of presentation and feature set. After we review the 10, we need to narrow our selection to 3. We need to become familiar with the 3 catalogs and their features. We need to develop a comparative analysis of the chosen catalogs - addressing both general and specific features (testing catalogs with simple searches). Examinations should include search features, hitlist displays and presentation of individual records. The resulting written report should be no more than 10 pages which outline the strengths and weaknesses of the catalogs - commenting specifically on how successful the catalogs were in responding to users’ needs. Include comments on features that enhance or impact (positively or negatively) the user experience. We should also comment on potential improvements that would improve our experience.

Much like the other three assignments, this one is worth 25% of the final overall grade. The worst part is that we haven’t yet received our grades from the first or second assignment. It is so difficult to have any sense of how the class is going. I’m not sure where I stand. I am especially nervous about the paper that was due last week. There was so little direction - no firm guidelines. And at this point, the final exam is less than 2 weeks away. I think I might be panicking!!!!!!!!!

It is All in One’s Perspective on Things

2006-07-23T16:23:00.000-05:00

In my last post about becoming a librarian, I was trying to point out that we all need to take responsibility for our choices in life - for what we choose to become - for what we learn - and for what type of librarian we become. I admittedly am the type of person who chooses to dwell on the positive and prefers to view the world through a rose-colored hue. As such, I really enjoyed Iris’s post, Happily Sheltered, over at Pegasus Librarian. She wrote:

Maybe I’m living a sheltered life. Maybe I’m naive. Maybe I haven’t worked long enough to have the rose tint fade from my contact lenses. But as it turns out, I like it like that. I’d prefer not to get bitter. I’d prefer not to reach a state when everybody’s never-ending, half-hearted job search becomes perfectly acceptable workplace conversation.

Sure, there are days when nothing goes right, when you bend over backwards for someone and receive nothing but complaints, or when you’ve exceeded the legal limit of meeting hours per 15-hour work day. But this profession is WAY too exciting, challenging, rewarding, and generally cool for those days to warrant a place in our primary focus. What’s more, the disgruntled attitude is far too contagious to be handled safely, even in small doses. So I’m going to stop reading those blogs. I’m having way too much fun living in my happy-librarian bubble, and I want that bubble to last for at least the next half century or so.

I’m with Iris in that I want that bubble to last for the next 50 years or so. I do think it is important to be aware of what those who are disgruntled are saying - because there certainly are problems, issues, etc. And we need to be aware of the problems in order to try and resolve them. It isn’t just work in libraries that can cause frustration and anger. Life throws its own curve-balls. However, negativity gets very weary after a while, and I often have to distance myself from it in order to be able to maintain my own sense of optimism. I have made a conscious choice not to let bitterness and disillusionment overwhelm me. And it is nice to know that others feel the same way.

Learning to be a Librarian

2006-07-23T10:47:00.000-05:00

All of these recents posts about skills needed to be a librarian and how to learn them have really got me thinking. Really, I think graduate school is important - I wouldn’t be spending money that I could certainly use elsewhere, if I didn’t think it was important. Grad school is where you learn about the nuts and bolts, the background, the history and the theories. These are important (although not always the most interesting material), but don’t always translate into the actual skills that you need to perform a librarian job day to day. How best to learn the daily life of a librarian??? Talk to one. One of the most wonderful things about online world is the ability to connect with people in a variety of ways. You can learn about the good, the bad and the ugly - and get realistic, real world visions into the world of librarians and libraries. I mean just reading all of the recent posts about skills needed to be a librarian (along with the fascinating comments) will tell you an awful lot.

So, you want to be a librarian? Read up on it. Send an email to a librarian. Comment on the blog of a librarian. Ask questions. Get involved in the discussions going on in cyberspace. Join the newlib listserv or one of the many others. Many of the librarians who get involved in blogs and discussion lists love to talk about this stuff. Investigate graduate programs. Understand that the job market can be tough - people’s experiences trying to find work varies wildly. Try and get a sense of how many libraries are in your area and how often they hire. This may give you a sense of whether or not you will have to move to find a job. And, ultimately, take a hard look at why you want to be a librarian and then make a decision about what kind of librarian you want to be.

I don’t mean a public services, a cataloging, or an electronic resources librarian. I’m talking about becoming an engaged librarian who cares and understands that the patron is center of our universe. You will be responsible for what you learn and what type of librarian you become. Although I often get frustrated with apathetic and distant professors, I try to work around that to make the learning process far more valuable. You will have great professors, so-so professors and awful ones. There are classes and professors that require little or no work, and you can choose to fall into that rut or rise above it. I don’t always succeed at this myself - my job, my life, etc. sometimes interferes. Sometimes, I whine and complain about a class or a professor. But, I try - and I try very hard to get the most out my graduate school experience that I possibly can.

Blog posts about skills needed to become a librarian:

20 points on excellent library customer service - A post by Steve at Blog about Libraries about excellent customer service in libraries. (July 6, 2006).
21st Century Librarian: Further Thoughts and Your Comments - A follow-up post by Meredith Farkas at Information Wants to Be Free to her Skills for the 21st Century Librarian post. (July 20, 2006).
Are Librarians Customer Service Oriented? - A response by Steve from Blog about Libraries to Meredith Farkas’ “The 21st Century Librarian: Further Thoughts and Your Comments.” Steve argues that the role of the librarian is changing: “We just can’t afford to be “wait until they ask us for help” librarians anymore and we can’t assume that our worth is self evident. We know that we have a lot to offer and now it’s time to stop the handwringing and start strengthening the value that people place on us.” (July 21, 2006).
Internal Customer Service Skills - A post by Steve at Blog about Libraries which is a follow-up to his post entitled 20 points on excellent library customer service. Steve expounds upon his third point “Treat each other well and you will find that treating patrons nicely becomes easier.” (July 19, 2006).
LibraryLand Skills for Any Century - A post by Karen Schneider at Free Range Librarian containing a list of skills needed for those who work in libraries. These skills include cunning, impatience, pessimism, fiscal-horse sense, cajones [sic] and feistiness. (July 20, 2006).
LibraryLand Skills, Part Deux - A post by Karen Schneider at Free Range Librarian with skills needed to succeed in libraryland, including stubbornness, high grubbyness tolerance, be lucky, and know how to be in the moment. (July 20, 2006).
Shamelessly glomming onto meredith’s awesome post - A post by Sarah over at the Scattered Librarian in response to Meredith’s Skills for the 21st Century Librarian. Sarah writes “However, with those caveats, i stand by my initial post. We can have all the tech savvy in the world, but if we are not adding value by what we do and how we do it, and (at least) as importantly, putting forth a compelling message about the value we add to the communities we serve, it’s time to fold our tents and go home, because we don’t deserve to win the battle for eyeballs against wikigoogazon, et al.” (July 20, 2006).
Skills for the 21st Century Librarian - A post by Meredith Farkas from Information Wants to Be Free detailing skills needed by librarian, focusing on “big topic” items. Be sure to read all of the comments on this post.
Skills for Success - from Info*Nation - includes cloud tags of personal and professional competencies for librarians. Found via Infoblog.
Teaching New Tricks - A post from Joshua M. Neff at the goblin in the library. Joshua focuses more practically on the things he did and did not learn in graduate school. (July 18, 2006).
Technical Skills and the Librarian - A post about the technical skills that everyone who works in a library should possess. (July 19, 2006).

LibraryThing to Add Media

2006-07-20T18:31:00.001-05:00

Given the tremendous popularity of LibraryThing, I really thought that I ought to check it out. It really is right up my alley - given that I have handwritten lists of books that I own. I hesitated about creating an account because I really didn’t need to get hooked on something else, but felt as if I needed to check it out while I was doing research for my paper on library catalogs. I, of course, created an account right before they started having some issues - and the system was a bit slow. When I finally got back to it (by which time it was working great), I definitely enjoyed the process of adding my books. I was incredibly disappointed when I tried to add my DVD collections and found out that I couldn’t. As such, I was THRILLED to read via davidrothman.net that LibraryThing would be adding the ability to add movies and music later this summer. So, I guess I will just work on adding my books until then. Cool!!

TV Planner Online!!

2006-07-20T18:31:00.000-05:00

Comcast has released a new web-based product called TVplanner (beta version) which allows you to search for upcoming tv shows (2 weeks). I am so excited by this!!! Admittedly, I am a wicked tv junkie who scrolls through the tv guide listing rather than surfs - and likes to plan what I am going to watch. This online version is so much easier to scroll through than the tv version. The search capabilities are much better - and the results are much, much easier to read. On Demand content is available - and again, is so much easier to read through than doing so on the tv with the remote control. The first time you visit the site, it ask for your zip code so that you can set your cable area. Very easy to use!!!!

Robert S. Taylor Web Resources

2006-07-20T18:27:00.000-05:00

I’m going back over my work from the past two semesters to compile all of the resources that I used for my projects. This list the list of web resources that I used in my biography on Robert S. Taylor.

Barbie Report - Rotten.com’s copy of the report of the U.S. Department of Justice entitled Klaus Barbie and the United States Government: A Report to the Attorney General of the United Stated Government, August 1983. The original pdf version is available from the U.S. DOJ. Taylor recruited Barbie to work for U.S. military intelligence while he was stationed in Germany after WWII.
A Documentary History of Hampshire, 1965-1975 - Vol. 1, Chapter 14- Library and Computer Use - This chapter contains two documents written by Taylor when he was library director of the Hampshire College Library: The Hampshire College Library (1969) and Computers and Computer Use (1969).
For Whom We Design Systems - Robert S. Taylor - Information given by Robert Taylor when he was included in the Pioneers of Information Science Scrapbook by the planning committee for the 1998 Conference on the History and Heritage of Science Information. Some biographical information is included.
History of Information science Technology 1960s - There is a reference to Taylor in relation to the “Science Information Specialists” conferences held at the Georgia Institute of Technology in 1961. “Robert S. Taylor (1976) said that this was the first time that a distinction had been made between specialist and scientist and between information technology and information science. He also said that these conferences had a significant impact on the establishment of the School of Information and Computer Science at Georgia Tech, the Center for the Information Sciences at Lehigh University, and the program in Information Science at Drexel University.”
Information needs- From a web site entitled “Core Concepts in Library and Information Science (LIS) by Birger Hjorland. Hjorland discusses concepts from the following article: Taylor, R. S. (1968), Question-negotiation and information seeking in libraries. College and Research Libraries, 29, 178-194. “Robert S. Taylor’s theories (1968) about the mental development of information needs have been rather influential in LIS He describes the development of information needs as a relatively independent development “in the head” of the users. It has a continuous development and go through some phases termed Q1, Q2, Q3 and Q4, going from an “unconscious need” over a “conscious need” to a “compromised need”. Taylor’s theory have been discussed by Hjørland (1993, 1997). It is argued that information needs probably do not develop continuously because a given piece of information may disturb the under standing of the problem underlying the need. It is also claimed that what develops “in the head” is not the primarily the need but knowledge about the problem-area, which causes the need. The implication for Hjørland (1993/1997) is also that the concept of knowledge interests(known from Habermas, 1968) is a better framework for the understanding of information needs and their development compared to the cognitive framework.“
Information resource management: manager of data, information, and knowledge- by Dr. Zenona Atkociuniene, Faculty of Communication, University of Vilnius. In the paper, Taylor’s value-added spectrum for information processed is discussed.
International reader in the management of library, information and archive services compiled by Anthony Vaughan [for the]General Information Programme and UNISIST. - Paris: Unesco, 1987. - x, 672 p. - 30 cm. - (PGI-87/WS/22). Taylor is quoted in chapter 7 - Evaluation and Change- in a section on the Definition of a Library. “The two philosophies currently in fashion assert as a basic principle that the library is the centre of a school, college or university. This principle seems to us unacceptable. It is not the library (one of a number of functional services) that is the centre of a teaching institution but rather the main agents of education, i.e. the teachers and students. We agree entirely with the great American librarian Robert S. Taylor, who says that such a principle is simply a metaphoric platitude. Together with the student-learner, the most important agent in a teaching establishment is the teacher. Taylor’s comments on the library-college approach are also worth quoting:
One recent and growing idea, the library college, though bold and challenging, is not the answer at this time(…). It represents a basically naive and early - too early - attempt to solve a very large and complicated problem. It is a rhetorical rather than empirical approach.
Judas Among Us: Who Betrayed Jean Moulin?- From a website dedicated to Jean Moulin and the French Resistance. A summary of a report by Klaus Barbie to Taylor detailing Barbie’s capture of Jean Moulin is given.
The Making of Library (1972) by Robert S. Taylor - The work written by Taylor to detail the making of the Hampshire College Library.
Nazis, Operation Condor, and Bush’s Privatization Plan - An article by William F. Wertz, Jr. in a March 25, 2005 issue of Executive Intelligence Review. Taylor is mentioned as Klaus Barbie’s recruiter.
Robert S. Taylor Biography - My biography of Taylor written for ILS503 - Foundations of Librarianship in March 2006.
A Tour of Information Science Through the Pages of JASIS- by Marcia J. Bates, Guest Editor - Published in the Journal of the American Society for Information Science, vol. 50, no. 11, 1999, pp.975-993. This article contains selected article titles from JASIS and its predecessor American Documentation. Two of Taylor’s articles are mentioned: “1982 Value-Added Processes in the Information Life Cycle Robert S. Taylor 33 (5): 341-346. Energy, time, and money must be invested to change useless data to productive knowledge, a value-added process” and “1962 The Process of Asking Questions Robert S. Taylor 13 (4): 391- 396. Four levels of question formation may be isolated and analyzed…”
University students information seeking behavior in a changing learning environment - How are students’ information needs, seeking and use affected by new teaching methods?- by Eeva-Liisa Eskola, Department of Information Studies, Abo Akademi University. In this paper, Eeva-Liisa Eskola discussed Taylor’s concept of information use environments.
What is Information Science and How is it Related to Library Science? - A lecture on information science. Robert Taylor’s definition of information science from a Library Journal article (v.88, pp. 4161-4162) is summarized:
The study of the properties, structure and transmission of specialized knowledge;
The development of methods for its useful organization and dissemination.
He suggested that a focus on the information sciences could represent a change in the library from a “sophisticated but passive warehouse to a more dynamic institution.”

Pet Peeves

2006-07-19T20:55:00.000-05:00

Bill Drew posted a rant yesterday about Out of Office messages, which made me laugh (in sympathy). While I understand why people use out of office auto-replies, I do admit to finding them annoying when sent to listservs. Of course, I try and get over my annoyance because I doubt the problem will ever go away and I make lots of mistakes too. I even find myself chuckling at certain times. On one of the listservs to which I subscribe, there is one person who always sets an out of office auto reply and (as far as I can tell) never sets the listserv option to nomail. I keep a mental calendar of when this person is “out of the office.” I often wonder if the person has gone away somewhere fascinating. For me, I never use the out of office auto-reply option - mostly because I can’t even remember how many listservs I subscribe to so there isn’t any way that I can set them to nomail.

In honor of pet peeves, I thought I add some of mine:

Unsubscribe messages sent to a listserv and the subsequent heated debate about it. What I find comical in this situation is when there is a heated debate about someone’s unsubscribe message that is immediately followed by at least one other unsubscribe command. Part of me thinks that people do this on purpose to keep the love alive. I keep a mental tally of how long it takes for the subsequent unsubscribe email.
Patrons taking data cables from computers. This tends to be the biggest reason why computers are out of order. Since patrons obviously need them, we try to supply them at the circulation desk - but they generally don’t ask. I now need to tie wrap everything to discourage this habit of removing the cables. I try and think of this as a game that we play. Since I don’t necessarily like to win, this is a good strategy for me. On the positive side, this must mean laptop use is up.
The fact that my husband doesn’t mind wearing two different socks. This can throw off my whole day and I can’t find anything funny about it (other than the fact that it is amusing and odd that it bothers me).

1/3 of the Way Through the Program - Some Reflections

2006-07-19T20:54:00.000-05:00

Okay, I really won’t be 1/3 of the way through my masters program until August 4th, but it makes me happy to think of myself as being that far along. And, I like to be happy!! But given some recent posts about skills needed to be a librarian, it seemed like an appropriate time for some reflective introspection. So far, my experience in graduate school has been positive. I’m in my fourth class and in this short time, I have thought that the material covered in all of my classes has ranged from useful to extremely important. Nothing so far has struck me as downright useless. Overall, I am learning valuable information that I think will make me a better librarian - and that is the point, right? Are there problems, things that could be done differently or classes that could have been so much more??? You bet!! In a couple of classes, the majority of what I have learned happened outside of the virtual classroom and of the professor’s perview. Something in particular sparked my interest, confused me or challenged me. I felt the need to learn more, dig deeper and to think about something in a new and different way. This process probably would have been better served inside of the class, but that wasn’t to be. I’m way to early in the program to have a good handle on how many of Meredith’s “big topics” will be covered, but I’m hopeful.

Technical Skills & the Librarian

2006-07-19T20:49:00.000-05:00

What type of technical skills do you need to be a librarian? A tough question to answer. Specific skills will vary depending on type of library one works in, will vary by departments within a library, will also vary from library to library - and will most definitely change rapidly. Most libraries do not have a tech support person in the building during all hours they are open - many do not have one in the building at all. This often requires that everyone have a good sense of basic computer troubleshooting skills. Some technical skills that I think everyone who works in a library should have are as follows:

Basic knowledge of a personal computer - knowledge of file folder structure - how to save and retrieve documents (including how to organize) - how to navigate between folders - knowledge of network folders vs. local folders - how to add a network drive - how to add printers - difference between local printers vs. network printers - knowledge of how to delete items and empty trash - knowledge of different file formats & ability to recognize virus files
Internet knowledge- how to search the web - what the internet is vs. what the world wide web is - good searching habits - knowledge of spyware and how it can disable a computer - how to use various browsers including IE, Firefox, Mozilla, Opera, Netscape and others - what a URL is - what the format of a URL is - knowledge of domain name structure - knowledge about pop-up blockers & how to disable them - idea of what can and cannot be found on the internet - what the notion of precision vs. recall is
Software knowledge - Microsoft Office products and other alternatives, anti-virus software, personal firewall software - ftp - telnet - HTML editors - basic ability to understand your operating system (os) - knowledge of what (os) you have on your computer - knowledge of how to figure out what (os) others have - ability to test & learn new software (librarians are often asked to troubleshoot any program installed on library computers), in depth knowledge of email software - understanding of POP3 vs. imap
Networking knowledge - what is the network? - what do you need to put a computer on a network? (network interface card & data cable) - wireless networks - how to connect to wireless on PCs with various operating systems & on a mac - how to determine if internet connectivity problems are network problems, computer problems or web site failures - what is an IP address? - some knowledge of the following concepts: DNS (internal & external), NAT (network address translation), VPN (virtual private network) - what is a proxy server & the basics of how it works
Hardware knowledge- familiarity with your cpu - understanding where your USB/Firewire port is - understanding of into where your mouse, keyboard & monitor & possibly barcode scanner plug- familiarity with laptops, tablets & PDAs - knowledge of mp3 players & iPods - familiarity with printers & how to troubleshoot printing problems - knowledge of thumb drives/flash drives - knowledge of projectors
Other Computer Concepts - Ability to troubleshoot basic computer problems - primary computer user is the first line of defense for their own computer - knowledge of how to reboot, soft and hard boots, and when to use them - ability to clearly articulate and define computer problems
Ultimately, it is extremely important for everyone to have enough technical knowledge to know when to escalate a problem and to whom to escalate the problem.

Other blog post on technology requirements for librarians:

20 Technology Skills Every Librarian Should Have - A post from The Shifted Librarian, dated July 21, 2005, who borrows from an article by Laura Turner from June 2005 issue of T.H.E. Journal entitled 20 Technology Skills Every Educator Should Have.
Technology Skills For Academic Librarians- A post by StevenB from February 13, 2006) on the ACRL blog referencing the 20 Technology Skills Every Educator Should Have from T.H.E. Journal. StevenB has some great thoughts and observations.
The “kept-up” distance learning librarian- A post from July 21, 2005 in which Meredith Farkas talks about some technical skills that she believes are important for an “tech-savvy kept-up librarian.”
Technical skills of librarianship- An August 7, 2005 post in which Eric Lease Morgan lists 5 technologies with which librarians who want to work in systems or a systems-related area should be familiar - from the LITA blog.
You Only Need To Know 5 Things To Be A Library Geek- Blake posted this piece on August 29, 2005 on LISNews.org.
Why librarians need to be fluent in IT- The Filipina Teacher-Librarian summarizes a lecture presented in April 2006 in which she discusses why librarians need to understand IT - posted on May 3, 2006.
Must-Have Technology Skills for Library Staff - A list of 10 skills that the Library Supporter suggests for library paraprofessionals - from July 26, 2005.
Technology Core Competencies- A post from the Kansas Tech Consultants Blog with suggested core competencies for Kansas library workers - from July 27, 2005.

How About Training in Customer Service?

2006-07-19T16:31:00.000-05:00

In re-reading and pondering Meredith Farkas’s Skills for the 21st Century Librarian, it dawned on me that in addition to her well-thought out (and well written) competencies, there really should be some sort of expected competency in customer service. I believe that there is some small level of this in my current program. I have been pleasantly surprised at that in most classes the patron is experience is stressed heavily (as it should be). However, this could be more explicitly stated and studied more in depthly. I think a class that teaches about customer service and/or people skills would be a wonderful addition to any MLS program. Everyone has difficult experiences with patrons, co-workers, etc. and many of us could use help dealing with such problems. Ultimately, it is important for librarians to be able to deal effectively and professionally with patrons, to listen to them, to help them find the information they seek and to ultimately remember that without them we would not have a job.

In the same vein, Steve over at Blog About Libraries has written another great post about customer service (since this is a thinly veiled attempt to promote his original list, I thought I would help. Don’t forget his first followup post either). Steve talks a bit more about one of his original 20 Points on Excellent Customer Service: #3 Treat each other well and you will find that treating patrons nicely becomes easier. I think this harkens back to the old adage that smile and the world smiles back at you. I like the point that if we create a friendlier and more supportive work atmosphere, we will be creating a friendlier and more supportive atmosphere for our communities. These points seems so simple and yet, so often we find ourselves at the mercy of life’s demands and forget how important they really are.

I Can’t Wait for Nelinet’s 2006 IT Conference

2006-07-18T10:05:00.000-05:00

I was pretty excited when Nelinet released the topic of the 2006 IT Conference - Social Networking - Plugging New England Libraries into Web 2.0 several weeks ago. This is a topic in which I am extremely interested - and think that hearing people discuss how they have integrated social applications into their libraries will be inspirational (I hope so). I was even more excited when Casey Bisson announced that he has submitted a proposal on a new library deployment of WPopac to Nelinet for the conference. I have read all of his postings about WPopac and think it a great OPAC option, but haven’t been able to attend any conferences or workshops where he has presented. And of course, I’m hooked on the saga. Just who is the mystery library?

Meredith Farkas on 21st Century Librarian Skills

2006-07-18T10:02:00.000-05:00

I just finished reading Meredith Farkas’ post on Skills for the 21st Century Librarian over at Information Wants to Be Free. Wow!! This is a great post that is really worth several readings - especially by library students (and those who teach library students). Meredith breaks her list of skills down into two categories: Basic Tech Competencies and Higher Level Competencies. I’m glad that she moved away from specific tech skills and focused on more “big picture” topics that really suggest that students need to understand that technology is an integral part of librarianship and also suggest that critical thinking is a necessity. Certainly, it is important that someone in the library has knowledge of more technically oriented subjects like PHP, MySQL, HTML, CSS and network administration, but those are skills that depend highly upon the technological infrastructure of any given institution. And, there are many specialized classes that offer this type of training.

Meredith wrote:
Technologies will come and go. Change is inevitable. But if librarians can adapt to and embrace change, can easily learn technologies, can keep up with changes in the profession, can plan for new services and evaluate old services, can develop services that meet the needs of all stakeholders, can evaluate technologies, and can sell their ideas and market services they will be better able to meet the challenges of changing user populations and changing technologies.

Again, Wow!! This is exactly the type of librarian that I hope I to be and exactly what I am trying to accomplish both in my daily work and in graduate school. I would like to think that I am making significant progress towards this end, but I also believe that one’s development should always be fluid and changing (just like technology).

This post has also got me thinking a bit more about my experiences so far in school and what I hope to actually get out of the experience. I have worked in libraries full time for 12 years and part time for an additional 3 years. It is indeed possible and even desirable to learn most skills on the job. Meredith even points out that some topics are better learned on the job. So, really what does an MLS offer you that on-the-job training cannot (and even more theoretically, what should an MLS offer you)? That is the $50,000 question (Feel free to substitute whatever amount you will spend for your degree. I personally don’t like to tally it up because I find it thoroughly depressing. So no, I don’t think $50,000 is what I will pay). Anyway, I think I will take some time to think about it and save my thoughts for a future post.

An Overview of the Paper

2006-07-17T20:09:00.000-05:00

I have submitted my paper. YEAH!!! If I weren’t dying of heat, I would probably be much more excited. As it is, I’m having trouble keeping the sweat that is dripping off my forehead from landing on my keyboard (I bet some ice cream might help). Anyway, I thought I would summarize the paper that I just submitted. I will probably be adding it to the site with the rest of my work from my MLS program, but maybe not until it is graded. I’m a bit of a scaredy cat in that respect.

The Library Catalog Transformed [I’ve never been good at titles. I have very little creative ability and even less patience for the fine art of titling my papers.]

The catalog or OPAC as it stands today is inefficient as an information discovery tool - so inefficient that people have turned to other discovery tools to fulfill their information needs. In order to compete in the race to provide people with information, libraries need to rethink the way they do business and the ways in which they provide information. It isn’t enough to simply transform the catalog without looking at the entirety of information that a library makes available. The catalog is but a small and underutilized pointer to library materials. It is in effect, the library’s shelflist and useful to library staff.

We really need to abandon the current library catalog concept in favor of one interface or portal that the library presents to the world (with single sign on). This one system should index everything available including the physical items owned by the library, the virtual items owned by the library, the sum total of all physical materials available to users at other libraries (via OpenWorldCat??) and internet resources. This one portal should also include access to interlibrary loan request forms, requests for library cards, online renewals, the ability to place holds, access to journal articles along with all other services that the library provides. Search engines and the like are global in scope and this is a trait that libraries need to copy. Z39.50 (too slow and clunky) may not be the answer, but it illustrates that this can be done.

In addition to adding a global perspective, library portals need to add a great deal of functionality in order to be able to transform into online communities in which patrons want to participate. People expect highly configurable systems with a great degree of interactivity. This would allow the public to be able to log into the library portal, see and interact with their circulation records, save their search strategies, save favorite publications (citations or actual links to full-text documents), create research bibliographies directly from the portal (rather than have to export citations to EndNotes or Refworks), track ILL requests, add their own tags to records, see book jackets, see book reviews, create their own books reviews and to interact with others from the library community. With RSS feeds, patrons could sign up for alerts to remind them about the material they have checked out, sign up for alerts when new issues of journals they are interested in are published or sign up for alerts when new books matching certain criteria (author, subject, etc.) they specify arrive at the library.

MARC structure needs to change. FRBR and RDA are in the works, but most catalogs are still formatted with this outdated standards. Simple things need to be improved for better search outcomes. Last name, first name conventions for searching for authors need to be more flexible. There is no reason why people shouldn’t be able to input author names in natural language format and receive results rather than see also references. LCSH need to be completely scrapped. If patrons need to consult a multi-volume set in order to figure out which subject heading to use, the system is way too complicated. Additionally, searching needs to be improved to handle natural language queries. Relevancy ranking is also important. Ranking algorithms need work - possibly a combination of how often an item is checked out, viewed (online resources), and saved to patron records along with analysis of patron ranking and reviews. This needs some serious thought in order to best serve the patron base.

A well built system that provides real services that library patrons need will attract users by itself. Marketing new and better services is key, but people who like a system will encourage its use among their peers. As for training, if new users cannot successfully use the new interface to execute a search and retrieve relevant information then there is a problem with the design. In addition to a well-built system, help pages and FAQs are a necessity - especially for more advanced search options and features. Libraries can’t forget that significant portions of their populations access library services remotely.

This is a pretty brief overview of the paper which ended up begin 13 1/2 pages. I decided to make the paper pretty basic given that it was an assignment for an beginning graduate course. I cut several points that I would have liked to have made, condensed several sections that could have used more explanation and included a great deal of basic description in the first several pages. This fact has me INCREDIBLY nervous and anxious. I can’t say I’m overly happy with the paper, but can also admit that generally when I complete an assignment I need some serious downtime to even be able to think about it with any objectivity

I’m Done, I’m Done, I’m Done

2006-07-17T16:05:00.000-05:00

Well, I just finished my paper on the library catalog for my catalog class. I still need to go back, reread the paper and do some final editing, but the bulk of the work is done. I have to admit that I am feeling pretty fried - whether from the fact that I have done nothing but work on the paper for the past three days, sat in the same chair for the past three days or from the incredibly hot weather that we are currently experience in the New England area, I can’t really say. Right now, I need to take a break and do something unrelated to school work for about an hour. I have until 6PM (is currently 3PM) to turn in the paper - and why would I turn it in early?? I will post a summary of the paper, since someone specifically asked - but may not get to that until tomorrow.

I’m Not Feeling the Love

2006-07-16T08:55:00.000-05:00

Okay, my paper is due tomorrow at 6PM. I am currently on page 4 with much, much more to write (10-15 pages total) and I’m finding this one very difficult to write. Writing a paper for an entry level graduate course on how to make the catalog more user friendly is not an easy task. The major problem, you ask? The library catalog can’t really be fixed in 10-15 pages. I have way too many ideas and thoughts - way too many for a 30 page paper even. Scaling down my thoughts has never been my strong suit. Additionally, since this is a paper for an entry level cataloging class, I think it needs to be fairly basic in nature. So, I’m definitely struggling with what to include, what not to include - and how to organize it all. ARGH!!! Anyway, time to get back to work. I needed to take a break in order to rant a bit. But the good news is that now I feel better!!!

The Assignment

2006-07-13T17:55:00.000-05:00

The assignment from my professor for the paper due on Monday reads: “How do you make the catalog more user friendly? How would you get the patron to use the catalog? How would you provide training for the patron?” This is one of 15 project topices that the professor provided us, along with the instructions that “You are to choose one topic from the suggested topic below for your project. Papers need to be 10-15 pages in length and are due on July 17th. Now this seems a bit vague - especially to a student like myself who likes specific directions and details in an assignment. I suspect this means there is some leeway in how we write the paper - and I am a bit excited about the topic. Not only will I be able to learn a great deal about OPACs/library catalogs, but will able to use that knowledge at work in order to help improve our patron experience. Now it is time to get back to work!!

Some Unrelated Thoughts & Responses

2006-07-11T21:06:00.000-05:00

OPAChy reminds us in a post entitled Why we’ll never be as good at search as Google that the major problem in using Google’s page-ranking algorithms to compare with OPAC search ranking is that their page-ranking system is not necessarily applicable to our data. OPAChy writes that “PageRank presupposes that (a) there are lots of people “voting” by making links to given resources, and (b) the best resources are the most popular/linked-to.” The fact that the majority of our collection is not heavily used makes the use of relevancy ranking much more complicated. Just because an item hasn’t ever been used doesn’t mean that it isn’t highly relevant to a specific research topic. How does one convey this in terms of relevance? Obviously, academic, public and special libraries may have extremely different needs in terms of relevancy ranking. Since much of the recent criticism of OPACs relates to lack of relevancy ranking, I think we need to look closer at this issue in order to determine what we need for relevancy ranking. Our collections are very different from Google and even from Amazon and sometimes I think we forget this fact. Ultimately, I think this relates to the fact that Google provides users with many sources for a given topic, but that libraries are trying not to provide just sources, but the best sources available for a given topic. This is a critical distinction.

There was an interesting response to Steve’s 20 points on excellent library service (from Blog about Libraries) over at The Itinerant Librarian yesterday. Angel takes issue with two of Steve’s points. First, she points out that is difficult not to take extremely bad behavior from patrons personally - and that some behavior is inexcusable. I think that Angel has a point, but sometimes we need to remember that patrons who cause problems are generally in the minority - and the small minority - thank goodness. Despite this fact, we do have policies in place to deal with this type of behavior in order to protect ourselves and have had to bar patrons from using our facilities. Second, Angel disagrees about being flexible with policies. I can see both sides of this issue. Ultimately, I think the best way to handle this is to reevaluate policies often. If you find that you are often being lenient about certain policies, maybe they aren’t really necessary. Maybe fewer policies will help. Of course, I work in a library and I know that we often have to put policies in place so that we can point patrons to them when we have to speak to them about an issue. I would like to point out that this usually happens because students complain (loudly) about other’s behaviors. I admit that we have signs forbidding the use of cell phones - but this is because of the pervasive nature of their use. Students started a campaign to ban the use in the library because they found cell phone use distracting while studying. Ultimately, the library belongs to the students and they have the right to have input into our policies and procedures. Angel sums up her post nicely - “Now, someone will say, “oh, but you are just worried about covering your behind.” You bet I am. Another thing I learned in my years as a educator. Always cover your ass. In the litigious land we live in, not doing it is just foolish. Making some exceptions just opens you to all sorts of vulnerabilities that are better avoided. Why would you do that to yourself, or to your colleagues? So, very nice rules, very true, but take them with a grain of salt, as one should probably take a lot of things in life. And just use some common sense.” I think this is great advice - especially since I try to take everything with a grain of salt.

How to Deal with Schoolwork

2006-07-11T20:01:00.000-05:00

When I read this post over at the Eventual Librarian, I was very jealous. Imagine being about to complete an assignment without hysteria - I certainly can’t. Fortunately, Kate posted two followups: How to write a paper for library school without hysterics, part 1 and part 2 to explain a bit more about how she accomplished this miraculous feat. I like many of Kate’s suggestions - most of which have to do with using automated tools in favor of highlighters and post-it notes. This saves one time since anything written by hand will probably have to be entered into a computer at some point anyway. I agree with Kate on this. However, I need to confess that although I do use some social applications/web-based applications like del.ico.us, Google Notebook and Refworks, I still do most of my work by hand. I have started writing some of my papers on my computer, but still hand write papers more often than not. For some reason, I find it easier to to get the paper written by hand - when I am curled up on the couch in front of the tv with my big, 5 subject notebook. When I type a paper from scratch, I feel like I have to edit it/revise it/fix it as I go. I often find it very difficult to get beyond the opening paragraph. I use highlighters and paper notes on a daily basis - especially since I can’t stand to read articles and/or anything of length on the computer screen.

Although I haven’t gotten the knack of taking notes on the computer, I have to second Kate’s advice about using introductory and concluding paragraphs, using book reviews to narrow down sources and using RSS feeds and blogs as a source of information. When doing papers or projects, one has to learn how not to read everything. If you can’t scan the introduction to a work and immediately decide if the item is relevant or not, you will waste a great deal of time.

Anyway, it is time for me to get back to work on my paper. I can say that one important part of being able to write a paper without having an attack of hysteria is to actually work on the paper - and not allowing other things to get in the way (like blogging). Thanks for sharing your methods Kate. I appreciate it - and am looking forward to your next installment.

OPAC Resources

2006-07-11T19:57:00.000-05:00

These are more resources that I am using for my paper that is due next week. This list is by no means comprehensive - at this point, it is just a starting point.

A “Next generation” library catalog - Eric Lease Morgan’s essay in which he outlines a his ideas for the next generation catalog.

Examples of Enhanced Library Catalogs

Ann Arbor District Library’s Catalog -
Carroll County Public Library - Using Aquabrowser
FictionConnection - Bowker’s Aquabrowser interface - username and password required
King County Library System - Using Aquabrowser
Lamson Library - Plymouth State University - Casey Bisson’s WordPress OPAC
North Carolina State University Libraries Online Catalog - The catalog is powered by Endeca’s ProFind with Guided Navigation.
Penn Library Catalog - The University of Pennsylvania catalog allows users to tag catalog entries.
University of Huddersfield Library - Addition of “did you mean?” suggestions for failed searches.

Enhanced Services for the Library Catalog

Aquabrowser
Drupal - A content management system used by Ann Arbor District Library.
Endeca
LibraryElf
RedLightGreen

ILS Vendors

Endeavor Information Systems - Voyager
Ex Libris - Aleph 500, SFX, Metalib, DigiTool, Verde, primo
Extensity - VubisSmart
Innovative Interfaces, Inc. - Millennium
SirsiDynix - Unicorn, Corinthian
VTLS - Viruta
Full listing - From Library Technolog Guide edited by Marshall Breeding

Some Reflections and a Surprise

2006-07-09T19:27:00.000-05:00

For the past couple of years, I have felt my professional development has been pretty stagnant. I took over as Head of Library Systems at my library in January 2000. Honestly, I was relatively new to library systems (I was a library systems technician from 1998 to 2000) and was pretty aware of the fact that I needed to learn a great deal to do my new job well. I read voraciously, took as many classes as I could and poured over material relating to library systems. I was excited and filled with ideas. The new job was challenging and rewarding in so many ways. However, over the years, I got much more comfortable and confident in my job - and a great deal of my day-to-day tasks became fairly routine. I have been aware of a feeling of disquiet and restlessness over the past two years - this slowly evolved into a sense that I wasn’t as engaged in the overall mission and purpose of the library as I could be. I certainly had lost my feelings of excitement. It seemed to me that there needed to be more - in what capacity I wasn’t sure. These vague feelings eventually led me to graduate school. I felt that school would engage my mind, expand my horizons and really get me thinking about my job in a new way. Additionally, I had found my calling in library systems - and it became important to me to formalize that realization with a masters in library science.

I have only been taking classes for about 10 months - and am currently taking my 4th class (out of 12). The learning process has been wonderful - and it has certainly stimulated my mind. Even though, I am often studying subjects that I am very familiar with, I have been able to think about these subjects in new and different ways. I’m much more engaged while I am at work - and thinking about the library from the patron perspective. So, school has done what I had hoped it would do for me. However, one thing that has been so unexpected has been the effect of blogging on this entire process. As I have mentioned before, I started this blog as a way to document my process through school. Because I am taking classes online, I think it is important to have a online way to document the experience. I also thought that actually creating a blog would be the best way to learn about them, understand them and discover how they could be useful in a library setting. I honestly did not expect to get much out of the process. Surprisingly, I have to admit that blogging has been a wonderful experience that I am enjoying for more than I would have thought. Additionally, it gets me thinking much more creatively about my work than I would have thought possible. Who would’ve thought?

Scholarly Value of Blogs

2006-07-06T15:47:00.000-05:00

Ever since I started this blog back in September of 2005, I have been fascinated with the world of blogs - especially library blogs. They are a very unique means of communication that are just now entering a more mature phase. Jane, over at A Wandering Eyre, just posted a piece on The Worth of Information, Considering Its Sourcein which she discusses the value of blog information (notably in relation to my intention to use blog posts in a paper for a graduate class). I have to say that Jane’s concerns do echo my own, but I think it is appropriate to use blog posts supported by traditional research (I might even suggest any research would be missing huge chunks of relevant information if blog posts were not included).

My comments on Jane’s post:

“Over the past several months, I have been amazed (and often overwhelmed) by the sheer amount of information available about libraries via blogs. I see the library blog world as such a rich community filled with passionate people who care deeply about their profession - and who are interested in affecting revolutionary change in the library sphere. I am extremely interested in the impact of blogs on communication - formal and informal - and am mulling over ideas about examining the world of library blogs for my special project/master’s thesis (which is still a while in the future). I also still value the information garnered by traditional research methodologies, but I think it is time to look at the world of blogs in a more scholarly manner. I find the discussions that are currently taking place about the OPAC (as one example - at this point it happens to relate to a specific class that I am taking) to be extremely significant, thought provoking and worthy of review in a scholarly manner. How it will all pan out is a different story, but I think it is worth the investigation (supported by traditional literature reviews and research).

By the way, the majority of my current reading in terms of professional development and awareness is also done through blogs, web sites, etc. Generally, any new developments that are worth noting have been mentioned in someone’s blog - with a link to more in depth information. I think it would be extremely interesting to look at the ways in which blogs have influenced professional development.”

PS. Is anyone else annoyed by the fact the spell check in blog software always identifies the word blog as misspelled????

Excellence in Customer Service

2006-07-06T13:59:00.000-05:00

There is a great post entitled 20 points on excellent library customer service over at Blog about Libraries that I think everyone who works in libraries ought to read - maybe even daily. Work often gets complicated and frustrating - insufficient resources, insufficient human capital, broken equipment, not enough equipment, etc. - and these are only the problems that I’ve had to deal with in this short work week that started yesterday. When one is frustrated, the often patron becomes the enemy. This makes it difficult to keep a smile on one’s face - and to be helpful. Every once in a while, we all need these reminders. This reminder certainly helped me put my work frustrations into their proper place today!

And by the way, I don’t think that these lessons are just important to libraries - especially points #4 Follow the Golden Rule, always and #9 Be professional; take customer service seriously (I think they are just as important in our day-to-day lives). Customer service is almost non-existent in today’s society. Our society has an alarming tendency to blame the customer for problems. Everyone could use a bit of help to remember the value of good customer service. I’d like to show this post to people at my bank, my mortgage company and I would especially like to show this to people who work in retail stores. It doesn’t have to be difficult - something as simple as saying “Please” and “Thank You” can make people happier.

OPAC Blog Posts - A List

2006-07-05T21:08:00.000-05:00

July 11, 2206 - I am no longer updating this list of OPAC Blog posts on this site. For the most recent version of this post, please visit the OPAC Blog Posts - A List via WordPress. It has become too difficult to update the list in both places.

The latest assignment for my summer class is a 10-15 page paper about one cataloging related subject that we choose from a list of 15 suggested topics (due on July 17th). Although I haven’t made my final choice about the theme of the paper, many of the suggestions on the professor’s list deal with the automated library catalog and the user’s experience of searching. I’m interested in using some of the recent blog discussions about the OPAC/library catalog/ILS as part of my paper. As such, I’ve started putting together a list of relevant blog posts. This list is a work in progress. I intend to update the list - and start annotating it as part of my research.

LibrarianInBlack

Karen and the Sucky OPAC - The LibrarianInBlack comments on Karen Schneider’s “How OPACs Suck, Part 1: Relevance Rank (Or the Lack of It),” The LIB comments that ” This relevancy ranking issue is one of those changes I’d like to see happen. I agree with Karen that this is something that librarians should be demanding…not simply wishing for.”
Library website goals - The LIB agrees about the importance of single sign on (which isn’t something that we are even close to at my small library either!!) and references John Blyberg’s post Library 2.0 websites: Where to begin?

Family Man Librarian

Library online catalogs and relevancy ranking[updated] - A post in which the Family Man Librarian disagrees with Karen Schneiders’ post How OPACs Suck, Part 1: Relevance Rank (Or the Lack of It). The FML takes issue with Karen’s points that most online catalogs don’t have relevance ranking and that ILS vendors are wholly to blame for this lack of relevance ranking. FML contends that we need to “look at both sides of the issue and especially do not be so quick to lay blame without truly understanding the reality of what vendors provide and what they do.”

Blyberg.net

2006: the year of the phoenix OPAC? - In this post, John Blyberg points to several significant developments in OPACs: NCSU’s new online catalog, Casey Bisson’s WordPress OPAC project, Ed Vielmetti’s third-party library apps with RSS feeds and Dave Pattern’s work with a new patron-oriented presentation layer to the OPAC. Blyberg’s own experiences also lead him to conclude that the public is “hungry” for social additives to the catalog. Blyberg writes that 2006 “is shaping up to be the year a new OPAC vision is created.”
ILS Customer Bill of Rights - John Blyberg details “four simple, but fundamental” needs from ILS vendors: 1) Open, read-only, direct access to the database, 2)A full-blown, W3C standards-based API to all read-write functions, 3)The option to run the ILS on hardware of our choice, on servers that we administer and 4) High security standards.
Library 2.0 websites: Where to begin? - John suggests five directives to help redesign library web sites: social software, open-source software, single sign-on, open standards and an integrated OPAC.
Why bother: the impact of social OPACs - Blyberg makes is clear that he does not “think we are doomed if we choose not to implement social software in our OPAC.” He contends that by adding social software and/or applications we can create a feeling of community within our OPACs. One key point is that “findability is not the goal, but the activity and the experience which is why I say that OPACs have the potential to be fascinating places to visit and browse.”
OPACs in the frying pan, Vendors in the fires - A round up of blog posts about OPACs, ILS and vendors for early June 2006.

A Wandering Eyre

Actual Reasons Why My OPAC Sucks - Jane offers 16 actual reasons why her OPAC sucks in response to an actual comment.
OPACS (everyone together now) SUCK - Jane reflects about the the concepts of tracking and finding in relation to the OPAC and about how they are different. She suggests that these two concepts intersect at the point where we need to locate an item at a specific moment in time and that this is a good starting point for the conversation about how to make things easier to find.
We Are Broken, Not Them - A response to Karen Schneider’s post THE USER IS NOT BROKEN: A MEME MASQUERDING AS A MANIFESTO in which Jane adds several of her own points to Karen’s.

ALA TechSource

From Swine to Divine: NCSU Unveils New Online Catalog - by Teresa Koltzenburg
The Revolution Will be Folksonomied - by Karen G. Schneider
Measuring My First CIL - by Tom Peters
How OPACs Suck, Part 1: Relevance Rank (Or the Lack of It) - by Karen G. Schneider
How OPACs Suck, Part 2: The Checklist of Shame - by Karen G. Schneider
How OPACs Suck, Part 3: The Big Picture - by Karen G. Scheider

Maison Bisson

Library Garden

Catching Up

Disruptive Library Technology Jester

Lis.dom

What I Learned Today

Librarian.net

Science Library Pad

Confessions of a Science Librarian

Your ignorance will not protect you

ex libris

getting stuff into the opac

Swem Review of Technology

Librarian 1.5

ebyblog

Library Laws are meant to be broken

Participation Literacy

Library 2.0

LawLibTech

Crossed Wires

Library clips

Librarian in the Middle

TEACHING OPAC SKILLS

The Goblin in the Library

Slouching Towards OPAC 2.0

Panlibus

ACRLog

More on XC from David Lindahl

Free Range Librarian

The user is not broken: a meme masquerading as a manifesto

Information Wants to Be Free

Affording the Rock-N-Roll Lifestyle

Catalogablog

OPAChyderm

The cost of switching

LibDev

Lorcan Dempsey’s weblog

LibraryCrunch

Walt at random

What’s a known item?

TechEssence.Info

Forcing Users to Learn the Catalog - by Thomas Dowling
Rethink the role of the library catalog - by Eric Lease Morgan

Pegasus Librarian

One Big Library

My posts

Updates:7/6/2006 - I added some additional blog posts to the list and started to annotate the entries.7/7/2006 - I continued annotating some entries. I changed the formatting of the post to (I hope) make the post easier to read (using bold for blog names and bullets for posts).

The OPAC Strikes Back

2006-07-03T21:59:00.000-05:00

Walt Crawford, from Walt at Random, recently asked What’s a known item? In the post, Walt specifically tries to avoid becoming embroiled in the recent “OPAC wars” (which of course did inspire the title of my blog post - as a huge Star Wars fan, I couldn’t resist). However, he argues that

any decent OPAC is also good for something other than known item searching that matters to quite a few library users: "What do you have by this author/composer/musical group?”

Regardless of whether you put this type of question in the known search category or not, I think that Walt is making an important point about the OPAC in his post. The OPAC is the interface to the physical collection of the library. I agree wholeheartedly that there are some serious issues with searching - especially via subject. And I also agree that we need to seriously overhaul how we do business in the library. Yet despite this, I do not believe that the OPAC is the root of all evil. It serves a very important purpose in the library. Does is work best for staff who understand how to search it and how to find information? No question that it does. Learning to search the library catalog is often too much work for many library patrons. Yet, I do not believe that we should be chucking our systems out the window - because 1)we need the OPAC - especially from the library staff perspective 2)we have nothing good to replace it with despite all of the recent conversations about nexgen catalogs and 3)it is a quick way to find out if a specific item is available - whether one is searching for a known item or to unknown items by an author/composer/musical group (and I would add actor/director).

Ultimately, in any redesign or rebuilding of the catalog, we need to make sure that we preserve the ease of discovering known items - including the discovery of the “what do you have by this author/composer/musical group/actor/director?” In my opinion, we have learned a great deal about what works and also about what does not work for our patrons. But, we have a decent basis upon which we can build a better interface - whatever form that interface takes.

A Night Off

2006-06-28T10:00:00.000-05:00

Last night after work, I was completely unplugged - no homework, no email, no blogging (reading or writing), no internet surfing, no work from home, etc. It was wonderful - and just the thing to recoup from the homework assignment that I had due on Monday. But now, it is back to cyberworld!!!

To Get Personal or Not?

2006-06-26T20:47:00.000-05:00

As a rather introverted person, I often share very little of my personality with those people who I do not know well. This isn’t necessarily intended - I’m simply tend to be very quiet. I don’t often talk to people unless they talk to me first (not because I think this is right, just because). In junior high school, I was voted “most quiet” and only escaped that title in high school when the powers that be decided they would prefer to have more innovative “most likely to” lists (a fact for which I will forever be grateful). However, in one class during my senior year, the teacher had everyone pick another student’s name out of a hat and write a synopsis of that person’s life for the next 10 years. The person who picked my name wrote a rather hysterical piece about “my quiet existence.” It was predicted that I would marry a mute and due to the lack of verbal conversation eventually stop speaking altogether. Fortunately, despite my quiet nature, I have a great sense of humor - and probably found this synopsis funnier than anyone else. I am happy to say that I did not marry a mute (Don’t many people marry opposites? This is also partly because I don’t often talk to quiet people) and actually do enjoy talking to people - just not in crowds. The point of this, is that when trying something new (like blogging), I am often unsure and tentative. It usually takes time for me to feel comfortable enough to open up about myself or to participate. This is one reason why I have added very little of a personal nature to this blog.

However, I have to say that some of my favorite blogs have a great deal of personal information that makes one feel as if they are getting a glimpse of the person behind the written word. Much of this introspection was prompted by a really nice post by Mark Lindner at . . .the thoughts are broken . . . who lets a great deal of himself shine through in his blog. I really identified with his comment that “This whole web thing is so very odd.” It seems very odd that one can create a web presence and people actually do read it. Much like Mark, I spend time looking at feed stats and web stats and often wonder about those who read my blog. Given that I initially created this blog as a way to document my progress through graduate school with content in which only I would be interested - and possibly my professors or advisors since I plan to use this as the base for my eportfolio - I am often amazed that there are people who do visit the site. I generally don’t obsess about it - but mostly because I don’t let myself think about it. But again, “This whole web thing is so very odd.”

Anyway, Mark (since you asked), I find your blog very fascinating and enjoyable. You often have a different perspective on topics than I do, but I am a firm believer that this is how we learn, expand our own knowledge base and gain the confidence to form our own beliefs. I don’t often read your posts about the music you are listening to or the movies you have seen, but have come to understand that these are important parts of your life. Don’t change a thing!

The other post of a personal nature that I really enjoyed is Meredith Farkas’ post You may not be the person you think you are from Information Wants to Be Free. The past couple of years have been (probably just the start) of a journey of self discovery for me. Returning to school has been part of this whole process where I have been trying to challenge the “safe boundaries” that I have set for myself throughout the years. Meredith put it better by asking what if you aren’t the person you think you are. While my story is of course different than Meredith’s (I have always been very happy with the person I am), I took comfort in her story. Despite being happy with the person I am, life throws curve balls at incovenient times that can make one doubt one’s selve. So, we have to throw some of our own curve balls back at life - and I think that trying to look at ourselves in different lights may be part of this. Thanks Meredith!!!!!

Ultimately, these two posts made me realize that the addition of personal information helps to add tremendously to one’s blog. Without a doubt, my favorite blogs contain a great deal of personal reflection. I also think the personal reflections are an important part of my journey through graduate school - and through life. Sometime, I will share the story of why my biggest fear in life is blue toilet paper (yes, it really is!).

First Assignment Completed

2006-06-26T14:50:00.000-05:00

I just emailed my first assignment for ILS506 (Information Analysis and Organization) to the professor. I have to say that I am incredibly nervous and stressed out about this one. We were given 5 titles to catalog and were asked to cite the rules from AACR2 that supported our decisions. Now, I am pretty familiar with MARC formatting, but this assignment was killer. I can’t even say how many times I changed my mind about what information should be put where. I spent the entire weekend with my face buried in AACR2. I feel as is I have a great grasp on the rules, but not always how to implement them in situations that are not clear cut. Additionally, my classmates were asking questions in the class discussion area all weekend about specific rules, etc. I had to stop reading their questions because they were making me question decisions that I had already made (and thought I was fine with).

At this point, I am thrilled that I am done - and trying to not worry too much about the grade (which is 25% of the overall grade). There isn’t anything I can do about it now. I definitely need some space from AACR2, MARC tags and all of the rest of this cataloging stuff!!!

Homework is Going Well

2006-06-22T20:45:00.000-05:00

I have been faithfully spending time every day working on homework - and this is definitely a necessity with cataloging! I have started work on the assignment that we have due on Monday evening - an assignment to catalog 5 different books with full descriptive cataloging. So far, AACR2 rules for title statements (245), edition statement (250 - this one is way easy), publishing information (260), and physical description (300) are perfectly clear. Well, admittedly, sometimes the title statement can get tricky - especially with translated works, works attributed to material by others, etc. The 4XX and 5XX fields are becoming a bit clearer. Obviously, they are still complicated for items with many notes or bizarro series titles - but, I'm getting the hang of it. I haven't been working that long with main and added entries. As such, I need more time exploring how to create these. However, I'm feeling as if I have a good basis for the upcoming assigment. And that is a relief. Four days ago, I was getting nervous because I was still very confused. Anyway, my head is filled with visions of MARC fields - and I think that means I'm done for the night!

Fun with MARC Fields

2006-06-21T08:15:00.000-05:00

Well as resolved, I did immerse myself in homework last night - immersing myself in AACR2 rules for the 245, 250, 260, 300, 4XX, and 5XX fields. This week, we are focusing on access points (main and added entries), but I did think I could use some refreshing on the 245, 260, 300, 4XX and 5XX fields (the 250, I have down). I feel like I have a good handle on them (well, much better than I did yesterday). I will admit the whole 440/490 - 830 thing will take some work to get down. But, I know I was getting tired while trying to master the question of figuring out the appropriate Series Title and then deciding whether to index it or not. And then the decision about indexing the title in a different format in the 830??? My head was spinning before I gave up to watch the Red Sox dominate the Washington Nationals. (I like big leads - watching the game is much more relaxing that way).

So, I think that spending some time on this each day will be essential to keep up. The good thing is that much of the work is cumulative. Each week, we catalog several new documents - and that helps keep the earlier stuff fresh in my head. Anyway, I feel much better about this class than I did even a week ago. Repetition is key to much of these principles and rules. I will admit that reading and interpreting AACR2 is no fun!!! On to main and added entries . . .

Back to School Work

2006-06-20T15:38:00.000-05:00

Ok, I pretty much just lost the post that I wrote under this heading - my first blogging mishap. ARGH!! I'm thinking that the loss of the original post may be a sign that since I was writing about my need to buckle down and do some homework, I really should not worry about it. Unfortunately, that won't work. I have been spending a great deal of time thinking about, reading about, writing about and thinking some more about OPACs and how to make them better. While this has been great for helping me come to grips with this issue, it hasn't been so great for my school work.

So, I resolve to :

dedicate my entire evening doing homework - committing AACR2 rules to memory (ok, that may not happen)
dedicate some time every day to working on homework
get cracking on my cataloging assignment that is due on June 26th
end my blogging addiction. Fortunately, help is available.

Additional Thoughts on the OPAC

2006-06-19T19:43:00.000-05:00

Helene Blowers at Library TechBytes points out that we, in the library community, share responsibility for the state of our ILS systems. She suggests that we have demanded that ILS vendors create specialized systems that are tailored to our individual organization with little thought of flexibility. I would agree. I think that today's mind set of being able to customize programs and interfaces per library, but more importantly per user, is a relatively recent concept. Helene also points out how difficult it is to change people's habits. Again, I agree. Many library people are not unhappy with their ILS systems and/or OPACs. They may accept them because "this is the way it has always been done," because they actually don't find a problem with it or for any number of other reasons. Many people do not like change - they will accept something the way it is simply because they prefer the devil they know to the one they do not. Overcoming this attitude is hard. It requires agents of change who can gently handly many types of personalities. Only when a group is ready for change, can we move forward. Achieving this desired change requires a great deal of self-examination (library as self). Re-examining circulation and collection procedures should definitely be revisited. A natural part of Library 2.0 (or just normal evolution - I like Meredith Farkas am not a big fan of labels) should always about questioning existing policies and procedures on a regular basis.

So ultimately, we aren't just looking at ways to improve our OPAC. I think we are looking to improve our libraries and our way of business. Most of our policies and procedures were developed before the internet, before the advent of full-text resources, etc. Maybe we should be starting by looking at our mission statements, reexaming our services, question everything, think about all aspects of our day-to-day business. Only when we truly understand ourselves can we even begin to try and understand our patrons. Hopefully, if we do it right, we will be better able to deal with future changes in a more timely manner.

The OPAC Debate Continues. . .

2006-06-19T14:03:00.000-05:00

John Blyberg over at blyberg.net put together a wrap up of recent blog conversations about the state of the library ILS/OPAC. This is a great post and worthy of a perusal or two - there are some good comments too. On the first subject regarding difficulty with ILS vendors, I feel compelled to keep silent. I do work in systems in an academic library - with a vendor supplied ILS. However, this blog is not associated with my place of work - and my opinions on the matter are only my own. Decisions about our ILS and our OPAC are made by a larger group of which I am but a small part (I may have more influence as the sys admin, but I do not work in a bubble). I do believe it is not fair for me to discuss my opinions of our vendor in this particular forum. I will say that blogs are revolutionizing the ways in which customers can do research about companies and their products. Vendors (as well as customers) need to be aware of the implications of their actions - especially those actions that deal with trying to stifle or intimidate people's right to free speech (or for customers - actions that may unfairly malign a company name).

As for OPACs, John's summation of Peter Murray's Is the Writing on the Wall for the Integrated Library System? got me thinking about several things. Like John, I agree with Peter that the "ILS/OPAC" is an an asset management system tool - one which the library needs in order to operate. I would also agree that OPACs do get used - and add that this is the case in academic libraries as well. Students do tend to gravitate towards database aggregators to find full-text articles first, but they do use OPACs to search for materials with remarkable frequency (remarkable given that recent debates often give the impression that OPACs are unusable). In the library where I work, we could not survive without our OPAC (sucky or not). This does make the OPAC a useful tool as an interface into our ILS. It may not be the best interface and it may not even be the right solution to meet the needs of our users, but right now it is really the only window into the ILS that we have.

Additionally, this post really made me think about the tendency to lump our criticisms of ILSs and OPACs into one bundle. I wonder if this is a mistake. The user doesn't care one bit about our ILS and what it does (or doesn't do). It cares about the interface and the ease of finding information. Users don't want to restrict their search to just our asset management system. As such, I think it would be helpful to separate the two discussions. What we want from our ILS vendor or open-source systems is very different from what our users want/need in our interface into that system. I also think that by lumping the ILS/OPAC together, people tend to focus on the problems with the OPAC rather than on the back end of the interface. To build a better system, I really believe that we need to think of these two entities independently - because they both need revamping. Determine what the user needs. Determine what the library needs. Then, make sure your ILS the information required by both. Anyway, it helps me tremendously to think of the ILS and the OPAC as separate entities.

I do also like John's take on my post Are We Really Ready to Say Goodbye to the Sucky OPAC? From my perspective in a small academic library, we are only just starting to develop the "vision, passion, and courage" that is necessary for change. Right now, I feel like the most important thing that I can do is to help get those I work with to develop a vision, a plan and a purpose. I've said before that without buy in from those with whom we work, we would only be imposing change - which I can only see as hurting the end user. Meanwhile, we work on small change within our current infrastructure - and this is the best thing that we can do for our users at the moment. Some have suggested that spending time on broken systems may be a waste. However, I can't agree. Current OPACs can be made more usable. And I think this is also an important step in this whole process. If nothing else, it helps us define and refine the user experience.

What Doesn’t Work So Well Online

2006-06-15T15:08:00.000-05:00

This summer, I am taking ILS506 - Information Analysis and Organization (aka the cataloging class). Only in the third week of class, it has become incredibly apparent to me that this is one class that would be much easier in a traditional classroom setting. I have a reasonably good background in MARC format, indexing rules, LCSH, authority work, etc. I worked as a government documents assistant and did copy cataloging of said government documents for several years. Despite this, reading and figuring out AACR2 rules on your own is a highly difficult task. Online classes take self-discipline, but a class with incredibly detailed oriented (and confusing as heck) rules requires more than simple self discipline. I have read the relevant sections of AACR2. However, reading them is no way to get the intricacies of creating Title statements / Statement of responsibility in MARC 245 fields. I would think that working through examples in a classroom setting with guidance from the professor would be wonderful!!!!!

This is in no way a criticism of my current class. The professor has provided detailed answers to the exercises and notes based on discussion questions raised by students. I think he is doing a great job so far. This is just an observation - and is the first time I have missed the face-to-face interaction. I really need to sit down and spend much more time doing the exercises. I think that repetition will be the key to getting some of this stuff down pat. And, yes, I so badly want to look at official cataloging records in OCLC - but I will persevere in order to learn this stuff!!!

Academic library 2.0 concept model

2006-06-14T20:46:00.000-05:00

Academic library 2.0 concept model
Originally uploaded by habibmi.

Wow! I love this model. I think it is right on - and a great way to envision the role of the library. I guess I've never really thought about libraries sitting physically between the social and academic parts of the student experience in college. It seems like such a simple concept - yet not one that everyone grasps. I think many academic libraries identify solely with the academic part of the college experience - and this might account for some of the hesitation in adopting social software. Often if something doesn't support the academic mission of the college, it gets vetoed. However, it would be difficult to argue that libraries are not social spaces - just social spaces in which academic endeavors take place. Michael Habib argues that libraries have traditionally straddled the social and physical parts of a student's life. With some thought, I agree - but I'm not sure many library people think about libraries in this light. A big thanks to Michael Habib for posting this.

Image from habibmi - Flckr
Michael Habib's blog entry - Conceptual model for Academic Library 2.0

Are We Really Ready to Say Goodbye to the Sucky OPAC?

2006-06-14T19:20:00.000-05:00

Comments** from Jane from A Wandering Eyre on my last post started me thinking about what our expectations for the OPAC and its reincarnation are (and even what they should be). I am extremely excited about the conversations taking place about library catalogs. They are a great step forward in the evolution of library systems. I personally believe that the OPAC needs a complete overhaul, but is this a realistic expectation for the immediate future? From my perspective working in systems in a small academic library, I am positive that our OPAC will be our main interface for the public for the forseeable future. This means that regardless of what we think our systems should be, we need to deal with the situation at hand. So, this leads me to ask - are we really ready to say goodbye to the sucky OPAC?

While I know that there is a whole group of library bloggers who would shout YES to this question, I really can't imagine that most libraries would be able to ditch their OPAC in the immediate future. Most of us are not at this point. First of all, there isn't enough buy in from library staff. And this is a big point. As much as forcing change on users is not a good idea, it isn't any better to force it on library staff. Second of all, major changes require planning (many people have commented about the pace of change in libraries) be it for budgetary support, technological support or just for good implementation. And at this point, there isn't a good consensus about what it is that we need in place of the OPAC. There is no system in place from which we at smaller institutions can use to build upon. Third, the amount of money we have invested in our current library system means it isn't going anywhere soon. Regardless of whether this should be the case, it is.

So, this is why I think it is important to spend time tweaking our current systems to make them more usable. Just because the system is sucky doesn't mean that we should just accept it until we come up with something better. I think just giving up on our current systems would do a disservice to our users.

Ultimately, for those who think we need to chuck our sucky OPACs out the door and move on, I would be incredibly interested to hear their views on what would replace it. What is the vision? How does it work? How do we implement it? Do we even know what it should be? (I know I don't know enough about the users needs and search habits at my library to think I have a handle on this.) I'm obviously still formulating my thoughts on this issue - and haven't gotten far beyond the realization that our current systems are not cutting it.

Update to Post - 6/15/06
**Jane's comments were posted to my wordpress blog - additional comments on A Wandering Eyre

The Main Reason I think OPACs are a Problem

2006-06-14T14:46:00.000-05:00

Adding the discussion about why OPACs suck, Jane from A Wandering Eyre elaborated on her belief that her OPAC sucks with some solid reasons why (in a post entitled Actual Reasons Why My OPAC Sucks). All of her reasons are right on the money. I would have to add that the Main Reason I Think OPACs are a Problem is simply because it isn’t clear to most users what they are designed to do. We certainly point them to the catalog to find hard copies of materials, but users do not come into the library understanding how this works.

The function of OPACs is not clear to average library users.

Anyway, I like this part of the “Sucky OPAC” debate the best. In order to find ways to improve our systems (or build better ones), we have to have a solid idea of what we need (or at the very least what we need to get rid of). We can’t fully predict what funtionality would make our users think more often of using library systems. For many of us, it is apparent that we need to do something in order to provide better service to our patrons.

The theoretical debates about OPACs are somewhat centered around the perfect system to replace OPACs. However, I think that we need to be seriously thinking about what we can do to improve the situation with our current systems. My OPAC is not going away, so I need to try and figure out creative ways of working with it to provide better service here and now.

The Motivation Behind the Search

2006-06-13T07:23:00.000-05:00

In reading different blog posts, articles, listserv emails, etc. about problems with library search mechanisms, one will inevitably come across conversations regarding the debate over dumbing down library web sites. There are many who believe that users need to be taught to use library services and that we are "dumbing down" our systems if we remove or reconfigure little used functionality. While I personally understand the arguments on both sides of the debate, I find the overall debate to be a bit off-putting. A recent post by Iris at Pegasus Librarian included the following phrase:

. . . "What's Better? Dumbed Down or Loaded with Functionality" (don't get me started on the ideology of "either-or" that's inherent in this question).

This phrase made me realize that I am bothered by the debate because of the inherent "either-or." Trying to make search mechanisms easier to use for our patrons isn't dumbing them down. By the same token, there may be some things that a user needs to learn to use a library effectively. We can't expect users to learn complicated systems (subject searchine with Library of Congress Subject Headings comes to mind immediately), but they will probably be able to learn how to use intuitive and friendly systems with decent interfaces. People do learn how to use search sites such as Google, Amazon and Ebay - even though they may not realize they are learning as they search. This makes the learning process seemless to the patron - something that we should strive for in designing library systems.

Iris makes another point about the motivation of the user. Someone who believes that a system has the information they need may well make several attempts to find the answer. The problem here is that the majority of library users don't know or don't believe that our library systems have any information they need - but they do believe that Google has answers. While I am not specifically trying to say that users would be able to successfully use our systems if they knew what they contained (we still need better systems), I do think that this highlights the need for better marketing. Better marketing is an integral piece of this whole puzzle.

Unit 2 - Descpritive Cataloging & MARC Structures: Part 1. AACR2, Chapter 1-2

2006-06-11T16:52:00.000-05:00

Lecture Notes

Descriptive cataloging & different formats for bibliographic description: ISBD & MARC.

ISBD Areas:
Area 1: MARC 245 field (subfields $a, $b, & $c) - Title & statement of responsibility
Area 2: MARC 250 field (subfields $a & $b) - Edition statement & statement of responsibiity fo edition
Area 3: Not used in bib description of books
Area 4: MARC 260 (subfields $a, $b, $c, $e, $f, & $g) - Place, publisher & date
Area 5: MARC 300 (subfields $a,$b,$c, & $e) - # of volumes, pagination, illustrative matter; dimension, accompanying material

Descriptive cataloging - allows user to find title, publisher, data, & # of pages. Based on rules from 1st part of AACR2.

ISBD & MARC record are different representations of a bibliographic entity. ISBD cards can be generated from MARC data.

Area 1: Title Proper : other title information / statement of responsibilityOne of most complex areas of cataloging record.

Readings & Assignments for Unit 2:
Review & consult AACR2 (1.0-1.1g4 & 2.0-2.1G2).Work through Manheimer's cataloging examples (pp.9-19).2 cataloging assignments based on MARC 245 & 300 fields.

What I Want From a Library - I’m a User Too!!

2006-06-08T21:00:00.000-05:00

I have spent a great deal of time thinking about libraries and how they can be improved for our users. This morning (while doing homework), it dawned on me that although I work in a library, I am also a student who uses a library. Maybe I need to step out of my work persona and think about how I use the library as a student - think about what works well and what doesn't. Using a library as a remote user has been a new experience for me - as has enrolling in a distance education program. From a distance, my interaction with the SCSU library has been very different from my previous experiences as a library user.

In this vein, I came up with several observations about what I need from the library in order to support my graduate learning experience. In a nutshell, my first big revelation is that as a distance education student, the library as a physical space doesn't interest me at all. I will never set foot in the library on SCSU's campus, so to me it doen't really exist as an entity. The actual collection of print material is unreal to me - my entire experience of the library will be virtual. The library should silently support my learning experience - in the background. [As a side note, the library does offer great support. The library staff has been excellent at supporting the needs of its distance education students. I have been very impressed. However, I think that migrating library resources into WebCT would offer better service to the students.]

As a student at SCSU, I have at least three different systems that I have to log into: MySCSU - where I read my email and access the student services systems (for registration, grades, etc.), the OnlineCSU system - the WebCT portal where online classes are held, and the library proxy server for off-campus access to resources. All three have different usernames and passwords which is cumbersome. Ideally, I would like to have one interface. I don't want a separate library interface - I think it should be included in one SCSU interface. Since the library isn't a real entity, I don't really want to go to it directly. Access to the library would work best if I could search for information directly from my class portal.

Interlibrary loan is something upon which distance education students have to rely heavily. This is something that I think should be accessible from the WebCT class portal - as opposed to being a separate form accessible from the library's web site. ILL is one of the major services that I need from the SCSU library (along with access to online full-text resources). Ideally, I would also like to be able to have a system that would populate my personal information (name, address, etc) automatically. Currently, I have to fill out a form for each ILL request and type in my name and personal information each time.

Podcasts (or some other type of audio/video feeds) would be wonderful. Faculty could make some of the lectures that they give in traditional classes available to distance students and/or different programs offered on campus could be broadcast. This might make me feel as if I had some type of connection to faculty members and to my fellow students. This would also allow me to feel as if I was a part of the campus community - not to mention some of the programs sound very interesting. Obviously students in a distance education program cannot participate in meetings, clubs and groups without some type of technological wizardry. I believe that if a school is committed to a distance education program, the powers that be need to find alternate ways to make students feel as if they are part of the campus community. (Note to administrators: Such inclusive programs might help students feel as if they are an important and vital part of the school. Think about alumni contributions down the line. If I feel as if I was an important part of your university, I might be more tempted to contribute financially.) How does the library fit into this? I'm not sure. I don't really care what their role is - if they even have one. I just want it all to work well.

I'm sure there will be other thoughts that surface on this issue. For now, I feel as if looking at library services from the perspective of a student has been an eye-opening experience. I can't believe that it took me this long to remember that I work in a library, but that I am a library user and that my experience as a user is can help me make my library a better place for patrons. Wow - where I have been??? This allows me to think about the library where I work in a whole new light.

Anyway, the bottom line is that the library itself is not important to me. The services they offer are important, but I think they should be offered in one central portal with audio/video services to make me feel as if I can participate in campus events.

Library Web Site Redesigns

2006-06-07T14:56:00.000-05:00

Dorothea Salo just posted a really great piece about The dreaded redesign over at the TechEssence.Info blog. As my library’s web manager (who just finished a “minor” home page revision), I read this post with extreme interest. I really like Dorothea’s message about breaking down the web site to just content. Looking at sites this way should enable people to focus simply on the content and not get too bogged down in presentation (We often think about the presentation way too early in the design process - sometimes even let the design influence the content). The point about needing to weed material is important also. We often have a tendency to leave material on our web site forever once it is created. Weeding is always a difficult task, but I think it can help eliminate the problem of page bloat.

One of the best things that I got from this post is the idea that we need to be thinking about our sites in their entirety rather than on a page by page basis. Given time restraints, changes to library services, man-power issues and a whole host of other factors, we often have to edit pages without regard to how they fit into the overall picture. We have a design that may or may not work well for our current infrastructure. However, once we make changes to that infrastructure, our web site may become choppy. Things may start to lose their place and the overall design of the page starts to suffer. I personally do not think that this problem will go away until we start to think about how library decisions will impact our web site, our services and how we present material to our users (and get decent content management systems - we are not even close to this point where I work).

I’m really looking forward to the promised future posts about information-architecture tools and techniques. I find web site management to be one of the most challenging aspects of my job and really feel as if these types of discussions help me become better at it. Thanks for taking the time to write about this Dorothea!!

Users: How Do We Understand Their Needs?

2006-06-06T20:52:00.000-05:00

In many library blog conversations, one of the central themes is the user - tailoring libraries and library systems to users - viewing our services through the eyes of the user in order to determine how best to improve them. A post by Eric Schnell, What Library Customers Want Vs What They Do? from The Medium is the Message got me thinking more about this issue. Schnell writes:

The issue is not a gap between what librarians think our current customers need and what they think they need. In fact, we are pretty good about understanding our current customer's basic needs (yep, they need everything online so they can print it off!).

Instead, the gap is between what our customers think they need and what they are actually doing! This question is what ethnography tries to answer.

I agree that we are good at understanding our patrons' basic needs (and being able to access everything online so they can print it is highly important at my library too). It is the third sentence that I think we need to think much more about. Ultimately, there is often a definite gap between what users say they need and what their actions imply they may need. In the reference class that I took last this past semester, there were several readings about how reference librarians need to carefully listen to the user and often times negotiate with the user to better understand what the user is asking for. Librarians need to pay attention to body language, mannerisms, etc. in order to hear what may not be explicitly stated. These points were heavily stressed in the readings and especially in the textbook.

I'm wondering if this is why we often make unconscious assumptions about what users want. It seems that we rely heavily upon our own interpretation of events when it comes to the users and have been taught to do so. If it is necessary to make interpretations when helping users with reference questions then it seems to me that we must also make interpretations about what users say they need in terms of library services and systems. How do we do this without imposing our own biases, knowledge-base or without unconsciously deciding what we think is best? How do we truly get a clear picture of our users and what they need?

I think it is obvious that usability testing and studies is one of the main ways that we can figure some of these things out. Users don't always articulate their needs accurately - I think this is because they are often asked to tell us there needs in an artificial situation (a survey). Actually watching them try and find information, answer questions and use services can tell us much more about their habits and about what roadblocks they encounter along the way. I'm actually interested in reading more about the ethnography approach. This sounds like a very interesting way to learn more about users and how to make meet their needs more efficiently.

Unit 1 - Intro. to Info Analysis & Organization - Readings

2006-06-05T20:22:00.000-05:00

Lecture Notes

Cataloging work generally takes place behind the scenes. Cataloging is a technology because it is comprised of procedures, machines, conventions, and knowledge. It is a complex procedure.
Information analysis and organization makes up the foundation of information dissemination and use. There are four main activities: acquistion, organization, storage and dissemination of information. The principal responsibilities of the professional librarian are 1)to establish, develop, and maintain information centers to preserve human knowledge, 2)to classify and organize human knowledge, and 3)to make human knowledge accessible.

Cataloging is part of field of bibliographic control which aids in location and retrieval of information - all types of information, not just print resources. Catalogs usually represent one institution's collection.

In 1961, IFLA defined the author/title catalog as one that allows user to figure out if a library has a book based on 1)its author and title 2)its title alone if there is no author or 3)a suitable substitute for the title.

The 1961 Paris Principles required that an author/title catalog allow users to determine which works by an author and which editions of a work were in the library.

Holistic vs. prescriptive technologies:
Holistic technologies - those that allow one to control the procedures and the processes. Prescriptive technologies - transfer control from the individual to the external agent. Cataloging is a prescriptive technology.

Cataloging - 3 activities:
1. description of physical object - based on physical examination - determined by Chaption 1 of AACR2 - need knowledge of AACR2
2. development of access points - main vs. added entries - primary and secondary authorship of work - use of cross referenences (see references and see also references) - use of rules in Part 2 of AACR2 - assignment of topical/subject headings using controlled vocabulary - not covered by AACR2 - use of LC Subject Headings
3. classification - pointer to physical location - allows for browsing - assignment of classification number based on subject and other identifying information to create call number - in class will concentrate on LC call numbers
Importance of LC in support documentation for cataloging.

MARC - Machine Readable Cataloging - LC is responsible for maintaining MARC standards

Chapter 1 from Lois Mai Chan's Cataloging and Classification: An Introduction

Bibliographic control - consists of indexing, classification & descriptive & subject cataloging.
Authority control - use of uniform terms for names and topics (as access points).

Bibliographic records - 2 parts
1) identifying data
2) atleast 1 access point

Main Entry Vs. Added EntriesMain entry - has full description - chief access point - usually the author/corporate body - useful to have standard convention for citation
Forms of Catalog:card catalogbook catalogmicroform catalogonline catalog
Arrangement of Records in Catalogalphabetical vs. systematic (or classified) - shelflist is a variant of a classified catalog

Cataloging Files
1) bibliographic file - represents library holdings - bib record for every item with multiple access points - 2 types of cross references (see and see also)
2) shelflist - subset of bib file arranged in shelf order - usually call number - for inventory control and to facilitate call number assignment - contains additional information like library holdings, notes
3) authority file(s) - standardized forms of names and topical terms that are used as headings (access points and their associated cross-references

Cataloging Procedures
1) descriptive cataloging - preparationof bib descriptions & determination of bib access points - drafting bib info (title, author, edition, place, date of publication, publisher, physical description, series info & notes - deciding on main & added entries as access points - deciding upon proper form for names and titles - done according to accepted standards (AACR2R)
2) subject analysis -subject cataloging - heading assignment & classification from authorized lists (LCSH or Sears)classification - fiting primary topic of work into classification scheme in use (LC or Dewey) - choose appropriate class number & add book number to form call number3) authority work - determination of standardized forms of subject terms and names - entails both descriptive & subject cataloging - access points are normalized and standardized - uniforms headings - headings are established when used for first time - cross-references are provided to allow access to variant names and for linked references (related headings) - authority work is considered to be most time-consuming & costly aspect of cataloging

MARC tagging
3 digit numerical code or field tag - subfields are id'd by alphabetic or numeric subfield code

The User Certainly Isn’t Broken - But Neither is the Library

2006-06-05T15:21:00.000-05:00

Last week, K.G. Schneider wrote a very thought provoking post entitled THE USER IS NOT BROKEN: A MEME MASQUERADING AS A MANIFESTO on her blog, Free Range Librarian. I have to say that I spent all weekend pondering this article, thinking about it, and regurgitating it. She has some awesome points: “The user is not broken, ” “The user is the sun,” and my personal favorite, “The most significant help you can provide your users is to add value and meaning to the information experience, wherever it happens; defend their right to read; and then get out of the way.” All of her points are worth a read - and worth further discussion. (Jane, over at A Wandering Eyre, added some of her own suggestions in a post entitled “We Are Broken, Not “Them.”)

I do have a serious problem with the comment that “Your system is broken until proven otherwise.” I am by no means trying to say that library systems are user friendly, intuitive or even ok the way they are. However, nothing is broken - not the user, not the library, not the people who work in the library nor the library systems in use in the library. Without a doubt, we need to be looking at how our users find information and how we can overhaul our search mechanisms to make our collections accessible. But we do have something in place - and I would go so far as to argue that our systems do actually work. People do find materials that they need - on a regular basis even. I honestly think that our OPACs do exactly what they should do - reflect the data that we have entered about the material that we own in print. Period! Given that users are often frustrated in their searches, OPACs do not work at making our information accessible to the user. So maybe OPACs aren’t the answer at all.

Before these problems can be fully solved, we have to have a clear understanding of users and what they are looking for in the library. I would venture to guess that this will vary greatly from one type of library to another and even from one institution to another. Certainly users expect very different things from a public library than they do from an academic one. One of the biggest problems that we have in my library is that students rely primarily on full text articles - and do the majority of their searching to find such articles. Our OPAC is not an appropriate place to search for articles, and they do not understand why that is. Here is a major point of disconnect - we provide tools that don't do what the users expect them to do.

So what is it exactly that we are hoping to provide to our users? Do we want one search interface for everything that we posess? How do we adequately distinguish between virtual items and tangible ones? Is it realistic to expect one system for books, articles, online material, archives, multimedia and more? Do we plan to provide everything online? Have we clearly defined what we can offer our patrons? Do we even know the full extent of our resources? Where does interaction fit in with all of this? Will the ability to post comments and reviews in our systems help the user find what they are looking for? If we remove library jargon from our web site, what do we replace it with? If a user doesn’t understand the term “interlibrary loan,” what would a good alternative be? I struggle with these questions daily. I haven’t found too many good solutions yet - but I keep trying.

In the meantime, we work hard to help users make sense of it all. We work to be friendly and helpful in the ways that our systems aren’t. Our patrons do come back and they think very highly of us. We are not broken at all.

More Grades are In . . .

2006-06-05T10:03:00.000-05:00

My grades were posted a bit earlier than expected. The school lists June 5th as the day grades become available online. However, I was psyched to see them listed earlier. Fortunately, I passed both classes. It is kind of nice to see 9 credits towards my degree. That makes me 1/4 of the way done. YEAH!!!!! While I can't quite see the light at the end of the tunnel, I feel as if I am more entrenched in the program.

And on another happy note, my book for my summer class finally came in on Saturday. Now, I feel like things are complete for the summer.

My Summer Class Did Start Yesterday

2006-05-31T16:53:00.000-05:00

My summer class - ILS506 Information Analysis and Organization - began yesterday. I was able to successfully log in, get the syllabus and read the unit 1 lecture notes. For assignments this week, we are required to email the professor to let him know that we were able to log into the class, post an introduction to the class discussion and read several items. This week's readings are Understanding MARC, the Preface to Anglo-American Cataloguing Rules (2002 edition), the AARC table of contents, AARC general rules for description, chapter 1 and chapter 2 of AARC, chapter 1 from Lois Chan's Cataloging and Classification: An Introduction (2nd edition, 1994) and the introduction, p. ix-xiv, and p.3-9 from Jerry Saye's Manheimer's Cataloging and Classification (4th edition, 2000).

So far everything seems to be going fine. My biggest problem is that my copy of the Manheimer text has not arrived yet. I ordered it on May 17th - which was right after I registered for the class. Unfortunately, it did not ship until May27th - and I am now waiting not-so-patiently for it to arrive. Hopefully, I will see it by early next week. Yet again, getting textbooks is definitely the most stressful part of being in a distance education program. ARGH!!!!!

IT Klingon-Speak

2006-05-31T12:51:00.000-05:00

One of my favorite recent posts about the divide between IT staff and non-techies is this post from A Wandering Eyre (I forgot to mention it in yesterday’s post about techies vs non-techies). Jane’s comment that “one group starts speaking Klingon and everything goes all to hell” made me laugh so hard. Sometimes it really does seem that way. I am more often on the side of the tech support staff than the user. But even so, I am often so astounded at how quickly dialog can totally break down. I think this is so typical of interactions between IT and users. There needs to be greater understanding on both sides of this divide and some common ground.

As for the whole “have you tried rebooting” question. It certainly is frustrating. Even when I have to call tech support from one of our many vendors, this is always the first question - despite the fact that the number I am calling is supposed to be for 2nd or 3rd tier support. I think this is just related to fact that quite often, 6 or 7 reboots will make one’s computer happier. Just keep shutting the sucker off and on until it works!!

Techies vs. Non-Techies in and around the Library

2006-05-30T21:01:00.000-05:00

A post at LibrarianInBlack today, pointed me to a blog article by David Lee King discussing communication issues between Techies and Non-Techies. This is a subject that I grapple with on a daily basis. As such, I was incredibly interested in reading through all of the different articles and posts - and spent quite a bit of time doing so. One of my favorites was a link to an article entitled How to help someone use a computer by Phil Agre. This article has some great tips about helping people use computers that I think all techies should review often in order to maintain a good relationship with users. Being a techie (and a user) can be difficult - and there is a definite divide between those who understand computers and technology and those who do not. As the primary means of technical support for staff in my library, I am often painfully aware of this technological divide. I have worked hard - very hard to try and bridge that divide.

I think that this divide is the result of a natural tension between technical people and those users they support. Techies have a responsibility to maintain equipment, keep it running smoothly, minimize down time and maintain good security. And they need to do this in spite of users. For many IT people, this makes users a large part of the problem in maintaining equipment. Spyware, viruses and many other problems make maintaining desktops a tricky and difficult task. Users often mistakenly install spyware, open viruses, keep their passwords under their mouse pads and commit many other IT "sins." As a result, many techs feel as if the end user is the greatest threat to security and to computers. However, it is vitally important to note that without users there would be no need for technical support. I constantly remind myself that just because I can spot a virus-infected email and because I can remove spyware myself doesn't mean that this is common knowledge. I am expected to know these things in order to help my coworkers. It is important that users be able to spot viruses attachments and understand about spyware. But, it is my responsibility to give them that knowledge. If we have problems with these things, I can't think of it as a problem with users. There is something else going on - and I need to find a positive way to deal with the situation that empowers users rather than denigrates them. Phil Agre's article has some great tips to help with this.

One of the bizarre things about being a library tech is that I am often on both sides of this natural divide between techs and non-techs. In the library, I am without a doubt The Tech. However, this wasn't always the way that people in the college's IT department saw it. To them, I was another user - one with more requests and more problems than other users. They often did not respect the amount of technology nor the importance of the systems in the library. It took me a long time to convince the IT staff that I had decent technical knowledge, that I knew what I was talking about and that I alleviate some of their burden. I still have to remind them about how firewall changes, network changes etc. will affect our systems. I now regularly attend all IT meetings - and I even think that many of the guys think of me as an honorary IT member. It was a long hard battle to get to this point but I think that this battle has helped me understand the position of the end user a little bit better.

In the meantime, I think that I will put a copy of Phil Agre's article on my bulletin board. I think reading it repeatedly could be a good thing - and help to make me a better tech support person.

Classes Start Tomorrow

2006-05-29T14:41:00.000-05:00

I have thoroughly enjoyed the last several weeks without any school work. My summer class, ILS506 - Information Analysis and Organization, starts tomorrow. I plan to enjoy the rest of the day - and hopefully, I will be ready to start work again tomorrow!!!

Most Frustrating Part of Online Classes

2006-05-29T14:35:00.000-05:00

All in all, taking classes has been a fairly easy experience. I've had very little trouble registering for classes, taking the classes via WebCT, submitting work online, etc. Additonally, I have been suprised at the lack of technical difficulties. One thing that I did not anticipate having trouble with was getting the textbooks. I had assumed that this would be one of the easiest parts of the entire process - with so many ways to purchase books online. However, textbook lists are not always published far in advance - and sometimes they are never listed. Other items also play a part. For this summer session, I registered for a class. I waited for a long time to order the books, because I suspected that there was a possibility that the class would be cancelled. But, I did order the books. Then, the class was cancelled. I registered for another class. The books for the second class were not listed in book lists on the bookstore's web site nor were they listed on the ILS department's web site. I had to try and track down the books from other sources. At this point, one of the books is available at the library where I work, another one I was able to borrow from a library colleague and the third is still in the mail. I hope that it arrives soon given that classes start tomorrow - although I have been told that it may take two weeks (ARGH!!).

So far book issues have been without a doubt the most frustrating problem associated with getting a degree online. I hope that professors can become more sensitive to this issue in the future. Recently, one student in the online program from Europe recently sent an email appeal to people in the library program asking about textbooks for a class in the fall. Usually, it can take between 6-8 weeks to get textbooks delivered to this student's location. I thought my trials with books were frustrating, but they can't be anything in comparison. I certainly hope that people take notice of this issue. Understandably, it takes time for faculty to prepare their courses and to make textbooks selections. However, in an online program, these tasks need to take place at a fairly accerlerated pace as compared to these task in a traditional program.

A Pretty Double Rainbow

2006-05-25T16:02:00.000-05:00

Rainbow2
Originally uploaded by ScruffyNerf.

I started playing around with photos and flicker last weekend. I had some trouble getting everything set up correctly to post pictures to my blog. I'm hoping this works now.

Library Users & the Catalog

2006-05-25T15:26:00.000-05:00

Recently, Thomas Dowling posted a thought provoking piece entitled Forcing Users to Learn the Catalog on the TechEssence blog. There are some good comments on the post too. When attempting to overhaul library services, library web pages, web opacs, etc., the concern about "dumbing down the catalog" is always raised - and is a pretty big concern for people working in libraries. I don't think that those who raise these concerns are unaware of or even unsympathetic to the current limitations inherent to library search mechanisms. Neither do I think they want to prevent users from finding information. However, whenever library employees try to openly discuss how to solve such large problems with the usability of their systems, I think they get bogged down by their own knowledge and familiarity of the systems (I know I often do). I have no problem finding what I need from library sites, search engines, catalogs, etc. It is perfectly clear to me how to find a full text article from a citation or how to locate a book. So, it almost automatically seems as if I would have to dumb down my library's search mechanisms if the users don't currently understand them or use them correctly. I have to remind myself that I am not an average patron - not even close and neither are any of the other people who work in the library. We are NOT our intended audience. So, how then do I remove myself and my knowledge base from the equation? Ultimately, I understand the absolute need to get feedback from actual users. But I think that those of us to design, create or tweak our library systems need to truly understand what our users frustrations are.

Often people suggest that our catalogs or other search mechanisms ought to be more like Google, Amazon or even Ebay. The reason behind this argument seems to be that patrons use these tools - and often in place of library tools. While I can understand this argument, Google, Amazon, etc are not the same things are library catalogs. Library collections are extensive, varied and often confusing to the end user. How do we combine our very different resources (books, movies, full-text journal articles online, paper items, reserve lists, archival collections, etc) so that a user can search them all at once and retrieve only pertinent information? I'm not sure there is an easy solution. I know that in my library we are a long way off from being close to this point.

So, in the meantime, yes we force users to learn the catalog. We work hard to provide good aids and tips for users. Some patrons find it easier to use than others, some ask for help, some do get frustrated and walk away, but our catalog does get used. And usage statistics are up. Students borrow books, place holds, book study rooms, use our proxy server for off campus links and they search (mostly by subject). So, ultimately, library catalogs need to be better, more intuitive and easier to understand - and I think these debates are a step in the right direction. I have noticed that new services often provide an impetus for patrons to use other services offered by our catalog. Use of our proxy server has really made many students more aware of our catalog and of library services - and I often think that is three-quarters of the battle.

Grade for Gov Docs Term Project

2006-05-23T19:04:00.000-05:00

I got my grade for my term project for ILS504 - Reference & Information Resources & Services this morning. I'm glad to say that I passed. I worked hard on this project to design a bibliographic instruction session for college upper classmen doing statistical research using government document census materials. I designed a class and created a web-based pathfinder for the students in the class. So, I was happy to find that this project got the highest grade of all of my work in this class this semester. I put way more work into this project than any of the other assignments, so I shouldn't be too surprised. Now, I just have to wait until June 5th to get my actual grade for the semester. (This seems to be a long time to wait for grades, but I haven't been in school in a while so maybe not).

What do I need in my blog?

2006-05-22T16:06:00.000-05:00

Over the past several months, I have gotten fairly comfortable with all of the features that Blogger has to offer. I've been pretty happy with its capabilities. However, one thing that I think is extremely important is the ability to categorize blog posts. I think this becomes especially important as the number of posts grows. How do you find earlier posts efficiently? Additionally, since I want to use this blog to document my coursework, I need a way to point my professors to all of the posts about a specific class, project, etc. I doubt professors want to wade through my blog posts to find relevant posts that document/annotate my class work.

Because this category feature is necessary to me, I decided to create a new blog using WordPress. I've spent the past week or so migrating all of my blog posts to the new blog, categorizing my posts and playing around with the capabilities that WordPress has to offer. For now, I plan to maintain both blogs. Part of the reason that I created this blog was to learn about blogging. As such, I'm interested in watching both blogs - seeing how they are the same, how they are different, etc. Again, doing is the best way to become familiar with new technologies and their capabilities. Admittedly, this is probably a lot of work - and I will probably grow tired of it eventually.

Link: Life as I Know It via WordPress

More Thoughts on Blogging

2006-05-22T13:20:00.000-05:00

In one of the first posts that I wrote for this blog, I voiced some of my thoughts about blogs - especially library blogs. I can honestly say that I am still addicted to reading blogs - and it is one of the first things that I do every day. Blogs have become the primary means by which I keep up with developments in the land of libraries. I have become even more fascinated with the development of certain blog issues. It is remarkable to watch the way that certain topics make the rounds of library blogs - and often develop lives of their own. The whole debate/arguments surrounding Web 2.0/Library 2.0 is a prime example.

To read some of the posts (my favorites) on this topic look at the following sites:
Michael Stephens' Do Libraries Matter: On Libary & Librarian 2.0
A 2006 article from Walt Crawford's Cites & Insights entitled Library 2.0 and "Library 2.0"
Library 2.0 - Questions and Commentary from Library Stuff
Working Toward a Definition of Library 2.0 from LibaryCrunch
11 reasons why Library 2.0 exists and matters from blyberg.net
Label 2.0 from Information wants to be free
Library 2.0 Discussion: Michael Squared from LibrarianinBlack

Add to all of this the recent debates over technical difficulties with ALA's Library 2.0 boot camp and I can't stop checking to see if there are any new posts. I get as caught up in these debates as people do in their favorite tv shows. Recently, I sadly realized that sometimes I'm caught up more in the personal aspect of these debates (who says what about whom, who responds to whose post, who is apologizing to whom, etc) than I do in the actual content. Many of the debates that take place in the library blog world are incredibly important and necessary. However, some of the commentaries get quite personal and every once in a while they are a bit offensive in tone. When this happens, it is hard for me to filter out personal biases to get at the message the blogger is trying to convey.

Ultimately, this makes me question the nature of blogs as a source for professional information. Blogs are inherently personal venues for people to post their thoughts and opinions. When people start posting comments about topics relating to their profession, I think lines start to blur between professional and personal behaviors. Sometimes this may not be a good thing. I don't this this is specifically a problem inherent to blogs. This is a trend that has been growing for several years. Listserv email debates become remarkly unprofessional in a short amount of time. Heaven forbid that someone send an unsubscribe message to the listserv address. Despite the fact that this annoys me as much as anyone else, rudeness should be inexcusable in a professional environment.

This has been a topic that has troubled me since I started this blog back in September 2005. During the summer of 2005, a colleague at work asked me about RSS feeds, XML and blogs. She had noticed more and more RSS feeds and wondered what they were. As the primary technical support person in the library where I work, it falls to me to provide answers about new technologies. In trying to come up with a cogent answer for my colleague, I started reading library blogs, researching wikis and social software and gatherning information that could be useful in the library. As always with new technologies, I find doing the best way of learning. As such, I thought that actually creating a blog would be the best way to discover what one can do with them and how one can use them. Since I had decided to apply to graduate school for a masters in library science, it struck me that blog dedicated to that endeavor would be appropriate.

Personally, I didn't feel comfortable with creating a blog for work because the college where I work did not (and still doesn't) have a blogging policy nor do they have blogging software. Additionally, I am very aware of the fact that what I write on this blog is public. To me, it made sense to stay as far away from specific work issues as possible. To this end, I try to be deliberately vague about where I work. On the other hand, I think it best to be upfront about what I do because that certainly affects my perspective on technology, libraries and my mls program (to reiterate, I am a systems librarian sans mls). I guess this is why I have trouble wrapping my head around what I should be able to write about versus what I shouldn't write about. This is why I haven't commented about things like Library 2.0, etc. Of course, that doesn't mean that these issues are not important for mls students. It just means that I haven't resolved my conflicting thoughts about what is or isn't appropriate upon which to comment - in light of my professional life versus my personal one.

Summer Class Gets Cancelled

2006-05-16T19:00:00.000-05:00

I received a phone call yesterday afternoon that the summer class I had registered for (ILS656 - Information Architecture) had been cancelled due to low enrollment. Wicked bummer!! I was so looking forward to this class. I knew that this was likely to happen given that there were only 4 students listed as enrolled, but am still bummed out. I am also a little annoyed because I already bought the book. I do plan to take the class as soon as it is offered again - and hopefully the book will be the same. Hope springs eternal!!!

Anyway, I was glad that I got a phone call before the class was removed from the school's online system. This way I was able to drop the cancelled class and add another one. Fortunately, the school added a section of ILS506 - Information Analysis and Organization. I guess it will be good to take the last of the 4 required core courses. Now, I have to go find the books for this class and get them as soon as possible.

Thoughts about Online Education

2006-05-12T19:07:00.000-05:00

With three online classes completed, I'm starting to form some definite opinions about online education. Interestingly enough, the three classes that I have taken have varied drastically in terms of format, professor, discussion, assignments and most importantly quality. I have to admit that in addition to taking these classes and completing the coursework, I am also watching (and experiencing) the classes from a distance while trying to take in the entire experience. I watch everything that my classmates and professors do, read everything and pay particular attention to everyone's participation.

What is very interesting about the three classes that I have taken is that they have all been very different. From my perspective, one of the classes was great, one was good and one was very unsatisfying. In all honesty, the biggest factor in how I rate the quality of these classes is directly related to the professor and his/her participation in the class and the quality of his/her feedback. For me, I think the professor participation in an online class can make or break the entire experience. There is very little about a class with a posted syllabus, posted assignments, minimal discussion and limited professor interaction to inspire me to really learn the material - despite how relevant the course readings and posted lectures may or may not be. In the best class that I have taken so far, most material presented was material with which I was already familiar. Despite this fact, the professor chose provocative readings that allowed the students to have rich and fruitful discussions. The professor also participated in these discussions - although was careful not to dominate. The professor created assignments that challenged students to work at their own levels. We were able to choose from a variety of assignments for our final project - depending on our own individual skill set. Despite being very familar with most concepts presented in the class, I felt challenged by the class and came away from the class feeling as if my time had been well spent (and as if my money had been wisely spent).

In the other two classes, the professors were much less active in the learning process. One professor stated in an email that the discussions would be entirely left up to the students in the class. The professor felt as if their participation might inhibit the discussions. While the professor kept in touch through general emails, I wished there had been greater interaction. While I understand the belief that a faculty member might inhibit or dominate a discussion, we as students are in the class to learn from the professor. I honestly think that the professor should have valuable insights - and I for one think it is important that they share this information. What is interesting to me, is that the course material for this class was incredible. I really learned a great deal of important information in this class. However, I do think that if the professor had been more involved, I would have been more invested in the actual class. When a professor is more distant, it is easier to slack off and allow oneself to become disassociated.

In my least favorite course, there was almost no participation - and very little feedback from the professor. The course material was excellent. The text book was fabulous and the assignments were structured to teach students how to use important resources. However, there were virtually no discussion questions which meant there was very little interaction amongst the students. Additionally, there was virtually no feedback on assignments other than a posted grade. The professor simply assigned a grade. This is in stark contrast to the professor who taught my favorite class. This professor would put the text of our assignments in an email with comments throughout them. I found this to be extremely helpful. Unfortunately, in this last class, I often felt as if I was working on my own.

I think that in an online environment, professor participation and frequent and detailed feedback are essential. Online classes are different and they cannot be effectively taught in the same manner as a traditional one. Without face to face interaction, professors need to find different ways to engage the students. I only felt truly engaged in one of the three classes that I have taken. This is how I learn best and how I want to learn. I do not want to sleep walk through my MLS program. I am here to learn. I want to spend my time doing valuable work which contributes to my overall education. The issue of feedback is also critical. Feedback is the only way to gauage how one is doing in the class. In one class, the assignments were not graded in a timely manner. Our first assignment grades were delivered on the same day that the second assignment was due. This made me very nervous about how I was doing. I deliberately did not want to turn in the second assignment until I had the first's grade. As it turned out, there was no feedback - simply a grade. This did not make me want to work harder on my subsequent assignments.

Overall, I am thoroughly enjoying the experience of my online education (I am enjoying some classes more than other). I am looking forward to my next class - with yet another professor. It will be, I'm sure, a very different experience.

One grade is in

2006-05-12T18:39:00.000-05:00

My ILS503 - Foundations of Librarianship - professor sent me an email last night with my final grade and I passed. She was very complimentary about the final project (pathfinder for Portuguese language materials) that one of my classmates and I completed - which made me very happy. I so enjoyed the project, and I really think that it helped to open my eyes to the diverse needs of patrons in public libraries. I have become very used to thinking of library patrons as 18-22 year old undergraduates.

All in all, this was a good class. I'm very happy with both assignments that I completed for this class (the pathfinder and the Robert S. Taylor biography) and feel as if I learned quite a bit. Now, I'm just going to enjoy the down time before summer session starts at the end of May.

Second Class is Done too!!

2006-04-29T21:57:00.000-05:00

My final project for ILS503 - Foundations of Librariansip is done as of 3:30PM this afternoon. I'm even more excited to be done with this one. I worked with another student to develop a pathfinder (in both print and web format) for Brazilian immigrants in a specific library district in the New York area. This was an exhausting project - from which I learned SO much. As a person who works in library systems in an academic library, I very rarely have contact with the public. Admittedly, this is a big problem - and one of which I am very conscious. One of the reasons that I chose to return to school was because I believed that graduate school could help me expand my vision of libraries and how important the user experience is to making library systems better.

This project has really been an important part of this process. Ultimately, the library has a significant Portuguese-speaking immigrant population who have specific needs that the library cannot meet. While resources for Spanish-speaking patron abound, there are very few resources for those who speak Portuguese. I truly believe that the woman that I worked with and I only scratched the surface of the resources available. We developed a print pathfinder and a web page for the library at which my partner works. Overall, I learned so much about how different the needs of public libraries are from those of academic libraries.

I am so excited to be done for the semester. Summer classes don't start until May 24th - and I am goind to take a much needed break between now and then (although I will be doing many different types of good luck dances to help me pass my classes . . . ).

One class down . . . One to go

2006-04-25T07:47:00.000-05:00

I finished my term project for ILS504 - Reference and Information Resources and Services. I'm done, I'm done, I'm done. YEAH!!! I turned it in on Sunday evening (April 24th) and had an incredible feeling of joy. Finishing work for a class is a wonderful feeling. Of course, I cannot bask in the glory because I have another project due for ILS503 - Foundations of Librarianship on April 29th. I have to get cracking to make sure that everything is in order for that. However, for right now, I'm done, I'm done, I'm done. YEAH!!!!!

My term project for ILS 504 was to design a library instruction class. I chose to design a class geared to teaching college upper classmen how to use federal government sources, specifically census resources, to complete a research project that required statistical evaluation. I mentioned previously that I love government documents. I worked as a gov docs assistant at a Federal Depository Library for 4 year (plus 3 years of work study while in college). I figured that my previous knowledge of gov docs would allow me to spend more time on the actual design of the project. I hope that this is the case. It was a fun project - yet, I'm psyched to be done. The final project is available online in my eportfolio.

I'm done, I'm done, I'm done!!!!!!!!!!!! Yeah!!

Summer 2006 Class

2006-04-22T15:31:00.000-05:00

This morning I registered for a class for this summer - ILS656 - Information Architecture. After going back and forth several times about whether or not to take a class, I definitely decided that I did not want to sit out a semester. I think that would make it much harder to get back into school come the fall. I was all set to register for ILS537 - Information Seeking Behavior. However, due to prerequisite restrictions, I couldn't register for the class without calling the ILS department and getting an override. Fortunately, in order to take ILS656, I only needed to have completed ILS501 - so I could register online without needing help. Unfortunately, there are only 3 people registered for the class right now (which starts on May 24th). I can only hope that more people register!!!! I will be pretty bummed if I can't take this class this summer.

Now, I need to get back to work on my final projects - one is due on the 24th of April and the other is due on the 29th of April.

Class for Fall 2006

2006-04-20T19:36:00.000-05:00

I finally registered for a class for the fall - ILS506 - Information Analysis & Organization. I still haven't made up mind about taking a class this summer. I hate to wait, but I think I'm just feeling overwhelmed with trying to get my classwork done for the end of this semester while working on several large projects at work (I have made a commitment to get our new library home page done for Monday, the 24th - which is also when one of my projects is due for school). So at this point, I'm feeling as if I want to have the summer off - and possibly hoping that feeling will change after I've completed my work this semester (IF I finish it all).

I'm Psyched!!!

2006-04-18T11:03:00.000-05:00

Yesterday, I finally got a grade back on my Robert S. Taylor biography - and I did fine. I was a bit concerned about the paper, since I ended up having to work on most of it while I was on vacation in St. Maarten. It took tons of discipline to try and get the paper finished (working on the beach with a laptop is a tricky proposition). Additionally, the initial draft was far longer than the specified 5 double spaced pages. Having to thin the paper out was difficult - and I thought that there was a choppy feel to the paper because of it. Fortunately, the professor did not find that to be so.

Anyway, this makes me feel much better about the class. It is very difficult to take a class and get absolutely no grades until the last two weeks of class. I have been hesitant about working on the final project because I had no sense of what the professor thought of my work. As such, I'm a bit behind where I should be - and will be spending all available time working on the project over the next two weeks.

At least, I feel like I'm making more progress than I was a couple of weeks ago.

Link to Eportfolio

2006-04-18T11:01:00.000-05:00

The link to my eportfolio is http://home.comcast.net/~jennifersmls. However, at present, there is nothing there. I'm filling in the back end of the site, before I get to the home page. Sometimes, I can't believe how long it takes to get these things done!!!

Creating My Eportfolio

2006-04-12T19:00:00.000-05:00

I finally got around to getting a web site started for my online portfolio. All students are required to submit a portfolio in order to graduate. From a document created by Prof. James Kusack (from SCSU), the portfolio should include:

Student's Special Project
A description of major landmarks in one's MLS studies
Examples of significant course projects
Organizational material/navigational aids
A serviceable resume

The Special Projct is a research paper or report of a project in which the student demonstrates knowledge and skills gained in the graduate program. The Special Project must include:

Identification of 5-9 key concepts and skills gained over the course of one's planned study and an explanation of how they apply to the project
Identification of the course's in the student's planned study the contributed to the knowledge set
Discussion of how the knowledge and skill set was applied to the project
Documentation of the project
Where appropriate, supporting assement documents should be included

I'm hoping that if I keep all of my work organized from the beginning, finding information pertinent to my special project will be much easier - and less stressful later on. Admittedly, it is hard to think about finishing my degree when I am much closer to the beginning than the end. However, I plan to give it my best shot!!!

Final Projects

2006-04-12T18:59:00.000-05:00

I have two final projects that I am working on for both of my classes. In Foundations of Librarianship (ILS503), we were assigned a semester long project that is a "major (hands on) course project " [quoted from syllabus]. The project's focus was to design and implement an information service. The professor stressed that we are supposed to implement this project. I am working on a project with another woman in my class on a project geared to the public library where she works. We are creating a pathfinder with resources for non-native English speakers. The plan is to include English as a Foreign Language, immigrant and Test of English as a Foreign Language resources for the Portuguese speaking population in a suburb of New York City. This has been a challenging project for me since I know very little about this subject.

For Reference and Information Resources and Services (ILS504), we are supposed to plan and design an instructional/training project for a targeted user group in a specific library. For my project, I am designing a library instruction class for upper level undergraduates doing research using census resources. The class will be geared to teaching the students about using federal government resources. I am fairly excited about this project - partly because I love government documents.

I Might be Back on Track (Kind of)

2006-04-09T19:17:00.000-05:00

Well, I've spent the past two weekends dedicating myself to my schoolwork - so I think I'm making progress to get over my spring fever. In so many ways, I can't believe that the semester is almost over. For the most part, the day-t0-day work for the classes is over. I now have two final projects to complete - and I have to get cracking on these. I'm not sure how much faith I have that I will actually get these projects done.

ARGH!! I definitely need to find some way to reinvigorate my studies. Experiencing apathy in my second semester is not a good sign. HELP!!!!!!!

What Class to Take Next??

2006-03-29T21:39:00.000-05:00

Registration for summer 2006 has been open for a while now, and I'm not quite sure what to do. For some reason, SCSC is not offering many of the four core classes during the summer. As long as I get myself in gear to pass the two classes that I am currently taking, I will have taken ILS501, ILS503 and ILS504. That leaves me with ILS506 as the last core requirement. Ideally, a student is supposed to take all four before they take any other classes. So, I have a dilemma. I cannot take ILS 506 this summer. I am interested in taking ILS 537 - Information-Seeking Behavior. I emailed the professor - who very promptly replied. She supplied a link to the course syllabus so that I could look over the information and decide if I want to take the class. I am very much looking forward to the class, but it seems like a very challenging one. I'm not sure that I want to give up my summer to this. I know I am being wimpy. As long as things work out ok with my husband who is currently out of work, I will probably take the class. Each semester that I don't take a class is another semester longer getting my MLS will take. I do find the scheduling of classes at SCSU for this summer to be a little odd. Best case would be to take ILS506 over the summer - providing I can afford it. Either way, I can't register for a class until at least mid-April when I will have a better view of the family finances.

I Need a Kick Start

2006-03-29T21:30:00.000-05:00

For a variety of reasons, I have been so incredibly unmotivated this semester. The semester started out fine, but life somehow had the gall to interrupt. First, my husband and I went on vacation for two weeks to St. Maarten. The trip was wonderful, and I'm glad that we went. However, I was swamped at work before I left and had to devote most of my energies to getting everything set for me to go away for two weeks. The break was wonderful, but I did end up having to do homework while I was away. I had my biographical research report and my third reference exercise due on March 13. My husband took delight in taking pictures of me doing my school work on the beach.

On vacation, my husband injured his knew. As such, he has been out of work, going to the doctor and doing physical therapy. Although it doesn't seem like this should have taken up my time, it did. It is only within the past two days (and we got home on March 19th) that I have been able to seriously get back to my school work. Of course, I will pay for this lapse due to all of the work that I need to complete before the end of the semester. YIKES!!!!

Google Book Search Rocks!

2006-02-08T19:18:00.000-05:00

While doing research for my classes, I have been using Google Book Search quite a bit - and I'm loving it. Finding and tracking down citations can be challenging especially in an entirely online environment. I'm finding that doing research is a bit different as a distance education student. In a traditional classroom environment, I usually would start with books on a topic and expand my research using the bibliographic citations from the book. In my online classes, I do not have access to the book collection at SCSUs library. My local library does not have an extensive collection of library science material. This has made Google's Books Search (and Amazon's search inside the book to a lesser extent) an incredibly valuable tool.

First, I searched for keywords, a person's name and several combinations of terms. Then, Google provided a listing of books in which the searched terms appear - along with the page the references appear on. In order to view pages, I had to log in to my Google account. Not all pages are viewable. However, within minutes, there was a list of books which might have been pertinent to my research. I was able to get a list of about 35 titles. From there, I was able to get a sense of which ones would be most relevant by searching the text within each title. Even better, I was able to use the table of contents and indexes from listed titles in order to get chapter and article citations. With this information, I then placed interlibrary loan orders for the most relevent texts and articles. The best part was that I was quickly able to tell which books had no relevance to my topic.

While I certainly understand why Google's Book Search is controversial, it has revolutionized how I am doing my research. From the perspective of a distance education student, I can only hope that Google is able to rapidly expand its scope. My first thought after using this book search feature was "I wish there was more information!!!" I anticipate using Google Book Search frequently in the future.

R.S. Taylor - Planning a College Library for the Seventies

2006-02-06T19:07:00.000-05:00

Taylor, R.S. (Fall 1969). Planning a College Library for the Seventies. Educational Record, 50(4), 426-431.

Taylor suggests that there were three projected steps one should take when planning a library for the seventies. First, planners need to reevaluate library space incorporating such services as "the book library, audiovisual systems, copyring services, bokstore, and computer center" (p.431). Taylor argues that such planning will help to offer the user broader information choices. Second, the library and librarians need to be closer to the educational process. The third step in this planning process is to allow the library to become a place to foster experimentation - for the space and for the staff. Taylor thinks that planners should rethink the library as a space placing emphasis on the users and their information needs.

An interesting article, not much to add to my biographical research. The blurb on Taylor: "Robert S. Taylor is director of the library at Hampshire College, Amherst, Massachusetts. This article, written under a U.S. Office of Education grant, was adapted from a presentation to the Danforth Foundation Workship on Liberal Arts Education, 24 June 1968, in Colorado Springs.

ILS504 - Exercise 1 - Get an Article from Buley Library

2006-02-06T19:02:00.000-05:00

Our first exercise in ILS504 Reference and Information Services and Sources was to access an article from one of Buley Library's online databases:

Unit 1 – Brief Report on Article

Fortunately, I set up my ID and PIN to access the online resources available through Buley Library last semester. With this information in hand, I went to Buley Library’s home page in order to complete our assignment to search and print out an article from one of Buley’s online databases. From the library’s home page, I clicked on the “Research Guides” link and followed the link to the library science subject guide. I attempted to use the Library Literature database. I authenticated myself via the library’s proxy server. However, the Library Literature link took me to an Ovid Gateway screen where I received a “database wlib does not exist” error message. Undeterred, but mildly frustrated, I returned to the library home page and followed the “Online Databases” link. I chose the Library Science link from the subject drop down menu. The Emerald Full Text database was listed first one the page. I clicked on the link. At Emerald’s home page, I decided to browse by subject and clicked on the “Library Management and Information Services” subject listing. I browsed through the list of available titles in this subject area and settled upon Reference Services Review. I browsed through several years worth of issues and choose an article entitled “Who Says We’re Not Busy? Library Web Page Usage as a Measure of Public Service Activity,” because of my personal interest in web page statistics.

Citation:Welch, Jeanie M. (2005), Who Says We’re Not Busy? Library Web Page Usage as a Measure of Public Service Activity. Reference Services Review. 33 (4), 371(8).

ILS503 Final Project

2006-02-06T18:51:00.000-05:00

For ILS503 Foundations of Libraryship, we must complete a final project in which we must design and implement an information service. The professor encourages us to create this service for a real organization. I will be working with another woman in my class to develop an English as a Foreign Language pathfinder for a public library that serves groups from Eastern Europe and Brazil.

Our proposal to the professor (written by my partner):

Basic concept: We aim to create a pathfinder for non-native Englishspeakers and new immigrants.

Summary: This will include suggested materials such as books and audio-visual materials. We also will include various internet-based reference materials such as web page translators and other translation pages that have been researched and deemed useful. We will add suggested materials for libraries to own to better service to the non-native speaking population. In addition there will be resources for new immigrants such as government offices and web sites as well as localized information (i.e. local international groups if possible). A shorter version of the pathfinder will be presented as a pamphlet for take-home usage and distributed at the particular library we have chosen.

Background of concept: Living in a predominantly English-speaking area, I have noticed that through the last couple of years of working at my Library, we have had numerous requests for language-learning materials, mostly from nannies, but also from newly-immigrated people. In searching for reference materials for them, the most common language tools were in Spanish. These were not useful to our patrons as they primarily came from Eastern Europe and Brasil and were not familiar with Spanish. Aside from the lack of materials for non-native/non-Spanish speakers, the patrons were also asking for local resources—things to do, places to meet up with like-minded people, etc. This made me think that there is a definite need for resources for this population which is often overlooked in the non-urban library. In working together, Jennifer and I will create a pathfinder of information resources for not only language learning, but also information for newly-minted citizens or people preparing for their citizenship tests. We will then actually implement it in my library as it something that my director has agreed we have a need for. This part of the project could easily be utilized in any library, just specialized for the chosen area.

I am very excited about the project. Here's hoping it all goes well!!!

More on Robert Taylor

2006-02-01T17:41:00.000-05:00

From the Pioneers of Information Science in North America project:

Robert Saxton Taylor's page:

Dates: 1918 -

Worked at: Lehigh University and Syracuse University

Other Info: Worked at Lehigh University as Librarian (1956-1967); Professor and Director of Information Science; Director of Library Science and Professor of Language and Communication at Hampshire College (1967-1972); worked at Professor (1972- ?) and Dean (1972-1981) of the School of Information Science at Syracuse University.

Published articles in user studies - used the value-added approach to information sciences. In 1963 wrote about the impact of behavioral sciences on information science.

Awards: 1972 Best Information Science Book - ASIS; 1956 Fulbright Lecturer.

Offices: ASIS Executive Officer (1959-1961); President (1968).

From Pioneers of Information Science of North America Scrapbook:

Significant moment of career in 1953 sitting at reference desk in Lehigh University Library. He started asking questions that would form the basis of his work over the next several decades. He had been educated as an historian - and worked as a newspaper reporter, sports editor, intelligence agent, free lance writer and a librarian.

Profession and Education:

Directed Center for the Information Sciences at Lehigh (1962-1967)
With the program in Language and Communication at Hampshire College (1967-1972)
School of Information Studies at Syracuse University as Dean and Professor (1972-1983)
1986 published work on value-added processes (NSF supported)
1968 published work on question negotiation and information seeking in libraries
1990 pubished work on information use environments (IUEs).

quote from page "It is people, both as individuals and as members of organizations for whom we design systems. This is a user-driven approach. Technology, important and overwhelming as it is at this moment, is but a means of gathering, storing, manipulating, and moving information to people who can make use of it. Our professional responsibility is to understand the technologies and to use them effectively to help people in whatever setting. Without people at the center we become but another technology-driving vocation."

More on Robert S. Taylor Paper

2006-01-31T21:13:00.000-05:00

Additional research about Robert Taylor:

Blurb from Library Journal, December 1984, Vol.109, Issue 20, page 220 "Former Dean Robert Taylor recruited Klaus Barbie." Reports that in October 17th issue of the Syracuse Post Standard, the lead story was "Ex-SU Dean Recruited Klaus Barbie as U.S. Agent." Comments that Robert Taylor said he didn't know of Barbie's past when he recommended him in 1947.

Ryan, Allan A. Jr. Klaus Barbie and the United States Government, The Report, with Documentary Appendix, to the Attorney General of the United States. Frederick, MD: University Publications of America, Inc., 1983.

General information from Ryan text:
Robert Taylor was part of the 66th Counter Intelligence Corps under European Command (EUCOM) stationed in Region IV (headquarters in Munich) in Memmingen. Since April 1946 Kurt Merk had been working for Taylor. On April 10, 1947, Merk told Taylor about Barbie. Taylor knew that Barbie was wanted in Operation Selection Board. Taylor did not notify Headquarters about Barbie. Checked with superior Lt. Col. Dale Garvey, Commanding Officer of Region IV. On April 14-15 decision made by Taylor and Garvey to use Barbie as an informant.

Taylor met with Barbie on or about April 18, 1947 and deal was made. Barbie impressed Taylor as "an honest man, both intellectually and personally, absolutely without nerves or fear. He is strongly anti-Communist and a Nazi idealist who believes that he and his beliefs were betrayed by the Nazis in power" (p.13). Barbie reported on French intelligence operations in U.S. zone of Germany, on activities of Romanian ethnic Germans, and on Soviet activities in U.S. zone. Use of Barbie not known to headquarters until two months later.

On May 22, 1947, Captain Frazier at CIC HQ asked for clarification of certain matters. Taylor for first time reported to CIC HQ that information came from Barbie not Merk. Taylor acknowledged that Barbie was to be arrested in Operation Selection Board, but requested he be allowed to retain freedom. Region IV forwarded Taylor's report to CIC HQ on June 3, 1947 recommending Barbie be used as an asset. Appears as if request was ignored.

Taylor placed increasing reliance on Merk and Barbie. By summer of 1947, Merk had web of 48 to 52 informants in Germany and Eastern Europe. (all previous from page 13).

Web known as "Buro Petersen." (page 14).

Agent Hahdu took over for Taylor in the spring of 1948 (page 18).