Gearing up for Fall

At least the Library Facebook page is ready for students to return! I, on the other hand, have a ton of work to do to be prepared, but I'm soooo ready to have the students and their energy back every day!

Here's the new cover photo:

Now, to finish writing that syllabus and Blackboard page... :)

March Madness Champion

There was some fierce competition! The library's Facebook fans voted this champ through several rounds of head-to-head battles to climb its way to the top!

You voted! Here’s your March Madness champion:

Check out this book, and all of its competition, in the leisure section on the main floor of the library!

Off and Running!

Well, we've certainly hit the ground running around here!

This year we're fully adopting Facebook as a tool for communication and connection with students (and the rest of the GV community). I've enjoyed planning ahead and scheduling posts using Buffer. It's a great time saver, and lets me schedule things while I'm thinking of it (so I don't miss out on sharing a fun link or helpful resource).

We've done some website redesign (within the constraints of the University's website tool). Our redesign reduced the number of clicks it takes for students to access the resources they need, and moved the help resources to the top of the page.

We've updated and expanded or video tutorials based on the questions we've been asked by students and instructors, and we continue to add to the list as new questions arise.

We've also hosted a few events already (see photos below).

And I've lost track of how many classes I'm embedded within. 7?  8? I keep picking up more, which is awesome because that means I'm connecting with that many more students! I'm very impressed with the students this year! They have been great about taking initiative and planning ahead, asking questions both in and out of class, and they've been coming to me for research help outside of the classes I'm embedded within.  That's really one of the best parts of the embedded librarian program--that the students know that the library is a one-stop-shop for any help they might need!

Beyond that, we're gearing up for midterms this week (yikes! Already?), and planning for the rest of the semester.

Here are a few photos from the year so far! (Click through on each photo to see the full event album.)

Banned Books Week

Constitution Day

Library After Hours - Author Visit

Library Book Sale

NAMI Book of the Month

Tech Blog Discussion: What is Your Library Doing about Emerging Technologies?

Jeffries, C. (2010, July 6). What is your Library doing about Emerging Technologies? LITA Blog. Retrieved February 15, 2011, from http://litablog.org/2010/07/what-is-your-library-doing-about-emerging-technologies/

Courtney Jeffries summarizes the LITA panel presentation from the ALA 2010 annual conference. Group 1 tackled the question “What are emerging technologies and how should they be adapted for libraries?” Rather than emphasize the (growing and changing) technologies, I loved one of the panelist’s responses (Elisabeth Leonard from Western Carolina University) who emphasizes the users. “Leonard suggested that as librarians we should “think through the eyes of our users.” Who are we trying to meet and where do they want us meeting them? What’s the context? An example given was social networking. Facebook, Twitter, and other similar platforms, while considered emerging to many librarians, have seemingly always been present for younger library users/college students. (This is something I’ve been struggling with in exploring emerging technologies. What is considered emerging? Much of the professional literature emphasizes technologies that have become a part of my daily life, i.e. Facebook, Twitter, chat, online videos, course management tools, wikis, RSS feeds/readers, blogs, etc.) The summary article also notes that Leonard “added that the reverse could be argued for another user group.” This is particularly timely now that many non-traditional students are returning to collegiate studies. While it would be easy to heavily rely on emerging technologies and social networking, it’s also important to consider the learning curve for these returning students. Not only are they making big changes in their professional lives; they are also encountering many new technologies they likely did not have to use before they began their professional careers (i.e. course management software, electronic databases, online forums, online course registration, even email).

In the session summary Jeffries note’s the reaction of Frank Cerone’s (Purdue University Calumet) to including social networking under the umbrella of emerging technologies. Cerone “argued that social networking sites are not emerging technologies for any user group.” He instead directs us to examine commercial technologies. Cerone gave the example of 3-D television as an emerging technology, though Leonard considers it a “leading edge technology,” as opposed to an emerging one. I am hesitant to embrace these commercial “leading edge technologies” (mostly based on my frugal nature), questioning how they can be used to further the educational goals of the institutions, students, faculty, and learning communities we serve. Keeping in mind how these technologies can supplement and improve our communication or other services we provide is key (are we purchasing/using just to feel more technologically advanced?).

Group 2 discussed the “daily tasks and skills required of emerging technologies librarians.” Those who contributed for this session were Amanda Margis (Warren-Newport Public Library), Danielle Whren Johnson (Loyola/Notre Dame Library), Darcy Del Bosque (University of Nevada, Las Vegas), Elisabeth Abarbanel (Brentwood School, Los Angeles), and Rebekah Kilzer (Drexel University Libraries). Many of the panelists emphasized the changing roles of librarians, no matter the populations served. Embracing flexibility, being involved, sharing technologies with colleagues, introducing new terms and programs to those around you. Kilzer shared a bit about her beginnings as Emerging Technologies Librarian at Drexel University Libraries. A wonderful suggestion for anyone beginning a new position is to take note of those technologies that have already been utilized. Also, visiting with “colleagues about their expectations of and suggestions for emerging technologies at their libraries” is a great way to gauge where the library is, where the librarians are, and where to start (what sort of things can be introduced? What will support the mission of the university/library?). Particularly relevant were the answers to the question “ How can librarians sty current when it comes to emerging technologies?” Tech feeds and blogs like:
Mashable (mentioned in my last blog post)
Lifehacker
Wired
In the Library With the Lead Pipe (one I really like and have subscribed to for a while now)
ReadWriteWeb
Non-profit Tech Blog
Museum 2.0
Margis suggested (and I agree), “if you want to stay up-to-date, play with the technology...Even if you don’t have it, just get your hands on it...Experiment, test, and reevaluate.” This is something I’ve been working with throughout the semester. I also think approaching the technology from a different perspective (thinking of it from a student’s perspective, a faculty perspective, a patron from the greater community with borrowing privileges) is key to effectively incorporating it into your library. Whren emphasized attending conferences, particularly those not library related to see what new things can be incorporated.

The next question addressed assessing emerging technology projects. Del Bosque suggests not just looking at what other libraries are doing, but rather looking at your local population. How is success defined? She suggests “Usability testing, surveys, and focus groups.”

Group 3 consisted of Cynthia Johnson (University of California, Irvine), Jacquelyn Erdman (East Carolina University), Kathryn Munson (Southeastern Louisiana University), and Marissa Ball (Florida International University). Assuming the responsibilities associated with adopting emerging technologies requires management and can be quite a commitment. Will you have an emerging technologies librarian? Are there librarians who have expressed interest in emerging technologies? How might responsibilities be shifted to assume the tasks associated with emerging technologies? At UC-Irvine, Johnson says her position is a consulting role (in addition to their web services department). Erdman works with a committee at East Carolina University. Florida employs a team-based approach, and has incorporated the following two tools in instruction and collection development:
Jing
LibX (an extension for Firefox and Explorer... Lately I have been using Chrome, so I may have to switch back to Firefox to experiment with it).
I have enjoyed creating simple, easy (and free!) screencasts using Jing, but have not used LibX, though I can definitely see its usefulness (I’ve just not had occasion to use it yet).

It was good to hear Erdman talk about emerging technologies while still keeping (restricting) budgets in mind. At East Carolina University they hosted “an in-house conference that focused on emerging technologies.” Sharing these tools with your local colleagues can not only help with the technologies presented that day, but can also cultivate a continuing dialog that can benefit everyone in the future. I like Munson’s suggestion of documenting what you are (and are not) doing and why. The key to this is finding a simple, efficient (i.e. not time consuming) way to do this in addition to the many duties librarians perform. Making sure your emerging technologies mission mirrors that of your university and library is important (otherwise, why are you doing what you are doing?). Johnson collaborated with other departments (educational technologies and web services) to achieve some technology goals. Right now I am interning at a small university library where collaboration is key between areas of the library, technology departments, and the larger campus.

One use of Twitter that I found somewhat surprising was what Johnson reported. “After setting up the library’s Twitter account, Johnson watched as it evolved into a virtual suggestion box. Johnson welcomed this unforeseen use of Twitter. Despite the suggestion box that had lived at the library for years, user feedback flooded the library’s Twitter account.” This emphasizes meeting the library users where they are.

David Ratledge (University of Tennessee), Gwen Evans (Bowling Green State University), and Rebecca K. Miller (Virginia Tech), made up the last group and discussed libraries and risk taking with emerging technologies. Evans utilizes Computer Science students, working with them to develop new technological offerings. By partnering experienced CS students with new CS students, there is some peer training that happens but, as can be expected, there are always unexpected challenges associated with this. Enthusiasm can sometimes overshadow practicality when it comes to taking on new tasks, so being sure you do have the resources to commit to new technologies (both man power and financial) is important to keep in mind. Making sure there is a long-range plan in place is important for maintaining new technologies.

Ratledge had a good point when he said, “Your users might be on Facebook, but, do they want you–the library–on Facebook?” When students are looking for assistance, is the first place they will look Facebook? Or will they automatically go to the library web page? What platform is best for supporting your library’s users’ needs? Another idea for discussing and experimenting with new technologies is a brown bag technology lunch series in which ideas can be exchanged (and technologies demonstrated or tried by participants).

Video Discussion: Frontline: Digital Nation

Dretzin, R. (Producer). (Feb. 2, 2010). Digital nation: Life on the virtual frontier [Frontline]. Boston: WGBH Educational Foundation. DVD.

In an effort to better understand the implications of digital media on learning (and how different areas of education and work are embracing it) I watched "Digital Nation: Life on the Virtual Frontier." I will highlight and discuss a few of the main points, and their implication as libraries and librarians continue to adapt their service to meet ever-changing patron needs.

According to the video (and supported by my personal observations) everyone is immersed in technology. Technology is used in daily activities from work to play, and it's not just in large technology-oriented companies. Multitasking in military operations and elementary schools happens. The correspondents visited the campus of MIT in Cambridge, MA, one of the most wired college campuses in the nation. What they saw there was constant multitasking. Students were using chat, email, in-person conversation, Facebook, and multiple other computer applications--and not just between classes, but during class. Instructors discussed how that changes how they teach. By modifying their teaching practices to distract students from the Web. This is a difficult task; one many professors are struggling with. One professor's observations were that students were not balancing this intense multitasking with their studies, and scores are suffering.

So, are we changing what it means to be human by using this wide range of technology so much? According to the video young people (age ranges were undefined, but it was implied to be elementary through high school aged children) are spending over fifty hours per week with digital media. It is unsure how this is impacting brain development, though researchers are attempting to observe. Gary Small, from UCLA, has been studying brain scans of those reading a book and comparing them to those conducting an online search using Google. When using Google, the decision-making parts of the brain showed increased activity. What is unknown is to what level this impacts learning.

The correspondents went to South Korea to observe a culture that has fully embraced digital media. They examined the fallout of the digital revolution. Of the approximate 90% of Korean children using the internet, 10-15% are in what is considered the high-risk group for digital addictions. Because we are now so connected through devices we are now living connected all of the time. In the schools, Korean children go online the same time they are taught to read (second grade), but are also taught how to use computers responsibly (including songs about internet safety, posters throughout the school emphasizing proper internet etiquette, and school lessons).

At a school back in the United States, the classroom teachers are meeting kids where they are (and prefer to learn) incorporating technology into their classroom. The teachers and administrators see education adapting to a different purpose, requiring students to produce digital artifacts (do things, build things, solve problems), not strictly memorize. This fluency in technology lends itself to communication and problem solving, and presenting classroom content when technology is utilized makes more sense to the students as learners (as opposed to traditional lecture-type instruction). A couple of online resources mentioned were Edublogs (for student and teacher classroom blogging and sharing) and Ning (for creating a social network, in this case, specifically for a class or assignment). I like the limited nature of both (the education focus, and the self-created networks/social Web page), but feel they best serve the K-12 environment. If utilized within the higher ed. community, students might feel as though they have "one more thing to check" (in addition to their school email, personal email, Facebook, Twitter, course management software, class registration interface, etc.). Some schools, once considered failing, upon integrating laptop use into their courses have seen attendance greatly improve, student scores improve, and violence decrease.

Others are concerned about how this impacts students' attention spans, how it impacts the thought process, and how online distractions detract from learning. Todd Oppenheimer, the author of The Flickering Mind, worries about the loss of linear thought. Others have noted the difference reflected in student writing. No longer written as a whole, student papers are often paragraphs pieced together into essays, lacking flow and coherency.

New approaches to learning and teaching will always stimulate discussion. While it is comforting for many to approach education using known techniques, it is also important to keep in mind that the old ways that were once considered the most effective approach are sometimes held in practice for too long. Simply because it was once the best approach, does not mean it is the best approach forever (if that was the case we would have few medical, mechanical, and technological advances).

A wide range of technologies and their use were examined, one of which was Virtual Reality (particularly Second Life). The correspondents showed the business applications for Second Life and other technologies that allow for remote working. Instead of IBM conducting meetings in-person, flying workers to various locations, meetings were held in Second Life. The users preferred Second Life to conference phone calls because the added element of perceived interaction (with the avatars) added a more personal feel. Researchers at the Virtual Human Interaction Lab at Stanford have been studying children and their perceptions of virtual reality. They found young children had difficulty differentiating between reality and virtual reality when recalling different experiences.

The military has found use for digital simulations, gaming, and technologies allowing for remote piloting. Digital simulations are used to help train personnel, as well as help treat individuals with Post Traumatic Stress Disorder. The Army has begun using gaming centers (Army Experience Centers, modeled after the Apple Store) for recruiting. Though controversial in some areas, representatives have found them helpful for increasing recruits, and for visiting with potential recruits who are too young to sign up for service. Another application using digital technologies is the use of remote pilots to fly drones in the Middle East. I can see continued use of these types of technologies at University of Dubuque (where I am doing my internship), particularly with their pilot programs. Allowing students opportunities to practice as much as they can without using fuel or risking expensive equipment is invaluable to this community. We have one flight simulator equipped computer in the library in addition to the equipment housed elsewhere.

At Quest to Learn in New York, the students' entire education is surrounded by technology. They learn through games and navigate easily between the real world and digital experiences. The teachers and students feel the mix results in an engaging learning experience, in which learning is done through problem solving and first-hand experience. One teacher compared the game world to that in novels, saying it was equally as rich of an environment. By using their interests to motivate students you are creating that engaging environment necessary for learning. Critics are hesitant to embrace the degree to which Quest to Learn has integrated these technologies, saying sustained conversations about the future of education, what we value as components of education, and what is sacrificed through this process, need to occur. A large theme throughout the program was what is technology's impact on us, how is it changing us and remaking the world in the process?

I have observed both the perceived benefits, draw backs, and reactions to incorporating technology in students, faculty, and myself. While new technology shouldn't be dismissed, I am one who prefers to experiment and test out tools prior to incorporating them into my teaching repertoire. In having that strong background, I feel more comfortable when employing the technology professionally. That said, with the speed technology is changing, it requires constant adaptation on my part, and I can see how veteran teachers might prefer to stick with their tested and true teaching techniques. Students are (usually) those comfortable with merging their digital world with their in-person world, overlapping their Facebook, Twitter, coursework and in-person interactions. Particularly with library instruction sessions held in computer labs, keeping students on task can be difficult--which calls back to how engaging the instructors are. If the instructor is engaging and creating a learning environment in which students are expected to actively participate (whether it be through verbal discussion or online forums), the students will be more invested in what is happening than what may be happening on Twitter or Facebook. It's constantly changing, and I'm glad to be along for the ride!