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.
Monday, May 22, 2006
Tuesday, May 16, 2006
Summer Class Gets Cancelled
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.
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.
Friday, May 12, 2006
Thoughts about Online Education
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.
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
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.
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.
Saturday, April 29, 2006
Second Class is Done too!!
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 . . . ).
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 . . . ).
Tuesday, April 25, 2006
One class down . . . One to go
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!!
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!!
Saturday, April 22, 2006
Summer 2006 Class
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.
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.
Thursday, April 20, 2006
Class for Fall 2006
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).
Tuesday, April 18, 2006
I'm Psyched!!!
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.
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
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!!!
Wednesday, April 12, 2006
Creating My Eportfolio
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
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.
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.
Sunday, April 09, 2006
I Might be Back on Track (Kind of)
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!!!!!!!
ARGH!! I definitely need to find some way to reinvigorate my studies. Experiencing apathy in my second semester is not a good sign. HELP!!!!!!!
Wednesday, March 29, 2006
What Class to Take Next??
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
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!!!!
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!!!!
Wednesday, February 08, 2006
Google Book Search Rocks!
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.
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.
Monday, February 06, 2006
R.S. Taylor - Planning a College Library for the Seventies
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.
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
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).
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
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.
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!!!
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!!!
Wednesday, February 01, 2006
More on Robert Taylor
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).
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).
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."
Subscribe to:
Posts (Atom)