Annual Evaluation Time

The deadline for our annual evaluations has been extended a bit due to HR rolling out new software (there were a few glitches...). So, last week, I submitted my information. I have to admit, there were definitely a few things that made me giggle, particularly when the program scanned for language/replacement suggestions (see below).

This only reinforces my knowledge that computers are only as smart as the people who programmed them. It suggests I change "Young" to "lack of experience."

No, dear computer, I would not like to make it "lack of experience Adult Book Club."

21st Century Ways to Assign Narratives

Earlier today I led the morning Saturday Faculty Development session. We discussed thinking outside the box to find alternative ways to assign narratives. Below is the presentation with links to our brainstorming and discussion notes, along with technology tutorials, links, and example/sample projects. We had some great discussions and ideas! Thanks to all who attended!

ILA ACRL 2012 - Session 2 - Bringing Information Literacy Skills to the Tablet

In the afternoon the librarians all headed over to the Union for a working lunch.  It followed the same format as past ILA/ACRL lunches, but this time I actually had a hand in some of what was happening.  The Membership Committee submitted our report early, as our chair knew she wasn't going to be able to attend the conference.  I particularly enjoyed the awards portion.  As a member of the Awards Committee I read all of the research submissions & scholarship applications a while back, but it was particularly nice to see the recipients and hear from them firsthand how excited they are about their work!

After lunch we jumped into the afternoon sessions.  The first I attended was a session on iPads.  Usually I have my conference game plan pretty well mapped out before I even arrive, but this time slot was one where I didn't decide where I would be heading until right before (and I'm not going to lie; a little part of my decision was based on the fact that I got to play with the iPad). Another reason I attended this session was because a former Dorian camper of mine, Charlie, who has been a student at Luther for a few years now (gah, I'm getting old), was the tech helper, which is just too adorable (I'm pretty proud of that kid!).  But enough about how I chose this session; let's talk about content!

Bringing Information Literacy Skills to the Tablet was presented by Luther College's Rebecca Sullivan.  As a Luther graduate I was aware of some of the space and technological constraints in the library's instruction areas, the largest issue being no computer equipped instruction lab.  There are labs around campus, but not one within the library that is suitable for instruction.  Bu using iPads, Sullivan was able to work around some of these issues, and allow more flexibility for students to directly apply the skills they learn while being able to move freely around the library (including the stacks...imagine how many post-its they might save!). Sullivan discussed some of the traditional uses for iPads (roving reference/chat, student/faculty petting zoo to help them feel more comfortable with technology, e-readers for books, OPAC stations for service spots, self-guided tours, conveniently located instruction videos, student worker use with shelf reading/weeding, and -- as they did at UD -- and easy way to keep in-house statistics for materials use & space use).  Essentially, Luther uses the iPads as a classroom set, similar to a laptop cart.  She highlighted a few apps for classroom use and noted the importance of syncing all of the iPads to one iTunes account (so they all have the same apps laid out in the same way, making instruction easier).  Just as with laptop carts, this classroom set of iPads is stored and charged within a secured cart.  The cart may be checked out as a whole, and then each iPad is individually barcoded & signed out to individual students (as to better prevent the iPads from disappearing).  They also are able to track the devices on campus by looking at when & where the device last accessed wireless.  They've only had one issue with an iPad not being returned, which, given the portable nature of the device, isn't too shabby! Sullivan mentioned a couple of particularly useful apps for reading and annotating PDFs: GoodReader and iAnnotate.  Luther just began working with Mac AirServer (only $4 per computer for a bulk license), which allows you to project your iPad screen onto another computer (or in this case, through a computer and then onto the screen wirelessly). It made me think of a less sophisticated (less expensive) version of SynchronEYES.  You can project your own screen, or have students access the Mac AirServer to project their screen, but you don't have the ability to take over the devices to project your screen onto each device (as you do with SynchronEYES) or to choose and display a student's screen on your own (without asking them to access the AirServer), which could potentially slow things down in class.

As with any technology, there are always some challenges to consider.  First: distraction. A simple solution is to just ask students to close the covers when you need to deliver instructions or prepare them for an activity, and then have them open the cover back up when it is time for them to apply the skills that were introduced. Another challenge (and this is big with me and my uber-love for multiple windows with multiple tabs) is that it can be difficult to multitask using iPads because navigating multiple applications can be a little cumbersome.  You must have cloud storage available, so students can later access their documents from any device.  Another big thing to keep in mind is that printing from iPads (or any wireless device) to a networked printer can sometimes be tricky.

I asked about using this technology with students who may have special needs.  Traditionally Apple products have been very user friendly & disability friendly, but I wondered about how that would work with a large classroom set of these devices.  From the usability standpoint, the product itself is fantastic, but students with disabilities would have to bring in their own devices in order to be sure their accessibility settings were kept.  This brings up two large concerns for me: 1) in my mind this creates an even greater rift between the "haves" and the "have-nots" -- particularly when you add a learning or physical disability into the equation on top of financial concerns.  2) From a logistical standpoint, there would be issues with the apps and other pages instructors may have pre-loaded or synced onto the classroom set of iPads that wouldn't be loaded or arranged on the student's personal iPad they brought in because they wanted to be sure their accessibility settings were available to them during the class...

Tech Blog Discussion: How To: Start Marketing [Your Library] on Foursquare (Part 2)

Fighter, D., & Wisniewski, J. (2010). Incentives, loyalty, and recommendations: Learning From social media. Online, 34(6), 54-57. Retrieved from EBSCOhost.

So, you're interested in exploring the possibilities of using Foursquare to market your library and it's services. Now what?

Fighter and Wisniweski talk about many of the features in my first Foursquare post and move on to it's potential for libraries. Libraries have sometimes been hesitant to use incentive programs with their patrons (perhaps it is a cost concern, or a perceived conflict with their mission). Whatever the case, some libraries are seeing the value in rewarding their patrons. Rewards don't have to mean items (which do cost money); they can also mean earning a title, recognition, or being provided with a fun bit of information. Loyalty programs help to create a sense of community (different from "Friends of the Library" type programs that are primarily about fundraising) and can partner well with things like already established summer reading programs. Another example the authors gave was to have a library badge Easter egg hunt, "finding" different "Easter eggs" (badges) around the library (or libraries) or around campus. This idea was modified from a highly effective Old Navy marketing campaign.

Ekart, D. (2010). Tech tips for every librarian. Location, location, location: Making Foursquare work for your library. Computers in Libraries, 30(9), 42-43. Retrieved from EBSCOhost.

Ekart expands on Fighter and Wisniweski's ideas, focusing more on the communication Foursquare helps facilitate. The comments users can leave (whether via smartphone or via the program's web interface) allows libraries to better serve their patrons--It is a direct connection to what library users (in this population) are thinking. Ekart suggested claiming your venue so you can add more tags, which make it easier for users to find your library and take advantage of the services and resources you offer. Also sharing tips about your services, or using it as an orientation tool in academic libraries (i.e. tours where students may unlock badges) are discussed. Providing prizes in regards to gaming rewards is also mentioned.


New York Public Library. (2011, March 30). The New York Public Library partners with foursquare to Unveil a new "badge". Retrieved from http://www.nypl.org/press/press-release/2011/03/30/new-york-public-library-partners-foursquare-unveil-new-%E2%80%9Cbadge%E2%80%9D

The NYPL began using Foursquare at 90 different locations which will help promote physical visits where users can earn badges, and "Mayors" may be entered into a drawing for tickets to NYPL Live events, special library tours.

Public Library Association. (2010). Foursquare for libraries. Public Libraries Online, 49(2). http://www.publiclibrariesonline.org/exclusives/internet_spotlight/foursquare-libraries

Foursquare helps you track your users, seeing who they are and what their other interests are (based on their Twitter or other online activities). As a venue owner you can add tags to help promote your library, and you can also use it to give helpful tips when users check in. Things like "Make sure to get a library card!" or "Use one of our databases--get full-text magazine articles!" Users can create to-do lists and suggest venues to their friends. Adding big events to your Foursquare page helps get the word out. Also, responding to user feedback through Foursquare will not only build stronger patron relationships with the library, it will also promote what you do to that patron's friends. Using it for special programs (like summer reading programs) can also help reach a new, active patron group.

What are my personal ideas on Foursquare in libraries, particularly academic libraries? I think it has potential and, with pretty minimal effort, library can utilize some of the services Foursquare provides to start promoting their library at a whole new level. With a little more investment and effort to incorporate Foursquare into programming, I think it could really target tech-savvy students. On a campus-wide scale, libraries could help facilitate campus tours via Foursquare. Not only could students check-in at a building on campus, but the library might provide a "tip" about departments housed within that building, some history, and/or information about how the library supports those areas of study (i.e. helpful resources, name/contact info. of the liaison librarian for that area, etc.). I think students would be interested in becoming "Mayor" of one or more buildings around campus, using Foursquare's element of friendly competition. One of the tips that could be included with the check-in at the library's physical location could be the ask-a-librarian, or a reference-desk visit badge they could earn. All in all, it has potential and is one more (easy) tool to use to market your library. I'm sure having a brainstorming session with colleagues would produce even more great ideas for developing programs using Foursquare.

Tech Blog Discussion: How To: Start Marketing [Your Library] on Foursquare (Part 1)

Drell, L. (2011, April 27). How to: Start marketing on Foursquare. Mashable. Retrieved April 27, 2011, from http://mashable.com/2011/04/27/how-to-foursquare/

Foursquare has really taken off in the last year or so, with more than eight million users. Companies, both large and small, have used Foursquare to reach out to their customers, increase business, and promote special programs. This free (yes, FREE) service connects businesses with their customers who have smart phones or other mobile devices.

How do businesses get started with Foursquare?

• If you are a business with a physical space customers can visit, you would first claim your venue or create a venue using the Merchant Platform. The information you will need to claim or add your venue is:
  • Name
  • Address
  • Cross Street
  • City
  • State
  • Postal Code
  • Country
  • Twitter Handle
  • Phone Number
  • Category
• After entering in your information and "claiming" the venue, Foursquare will ask you about your business and confirm you are someone who is authorized to claim the venue. You can verify ownership either by phone or postal mail; you'll receive a four-digit pin, a window cling, and can start creating specials to bring the customers through your doors. The specials are:
  • Swarm Special: a special happens only when a certain number of Foursquare users have checked in simultaneously
  • Friends Special: rewards friends when they check in together
  • Flash Special: kind of like the bank deals for those opening up new savings or checking accounts where "the first 500 customers get a free koozie" but better
  • Newbie Special: offers for those checking in for the first time ever
  • Check-In Special: every time someone checks in they get a reward
  • Loyalty Special: rewards given for various checkins, similar to the old punch cards kids used to sell as fundraisers (fill the card, get a deal)
  • Mayor Special: whoever checks in the most (becomes the mayor) and gets a special reward
• There are short sheets to print out which explain how Foursquare works (for employees, customers).
  
• Foursquare is flexible, and updates in real-time.
  

So, you've signed up. Now what?

• Analytics. Analytics shows you who is coming through your doors and helps you understand how to best reach them by providing the following information:
  
• Number of check-ins
• Time of each check-in
• Genders of customers
• Ages of customers
• Lists of customers: most recent customers (and their Twitter handles), and your most loyal customers

In addition to getting information from your users who are Foursquare enthusiasts, they also help you by posting their check-ins to Facebook and/or Twitter; you also can follow up with them to learn about their experience, adding a personal touch. Personal touches lead to awesome word of mouth!

But what happens if you don't have a traditional physical location? There are also Brand Pages, which allow you to still interact with customers through Foursquare. The process to set up a Brand Page is similar to other sign-up processes (with a wizard guiding you along the way). The approval process takes about two weeks. This page is customizable and you can add your own logo and redirect users to your website. This functions in a different way than the physical-location check-in. A great example is the History Channel, which has facts about places all over the country, so when users are on vacation they have a tour guide in their pocket! Tips may also be geared toward promoting an upcoming event as well.

Brands can also offer badges to users. Foursquare has their own badges that must be unlocked by completing a series of tasks (kind of like Boy Scouts, you earn them). Brand badges are more specific to the business and are unlocked when users complete tasks relevant to business services or products. Examples include: MOMA's Art Addict badge, and Arizona State University's series of badges (and if you're really curious about badges, you can check out the extensive list on www.thekruser.com.

So, what do the Foursquare experts say about how to best use their services?

• Make your users feel special! It's not always about discounts and fancy products; it's about the way your users feel when they walk in the door or interact with your services.
• Target your Foursquare promotions to help your business during those "slower times" of the day/week.
• Keep staff informed about how to use Foursquare and how to serve Foursquare users.
• Know your time limitations and be clear about when promotions begin/end.

Ok, that is all good and fine, but how can we incorporate this into a library setting? Check out my next blog post, part 2 of "How To: Start Marketing [Your Library] on Foursquare."

Top Ten List: Number One (LibTech Keynote)

For those who may be just now bumping into my blog, I'll fill you in: my most recent posts have been recapping two conferences I attended in March, the Iowa Library Association/ACRL Conference and the Library Technology Conference (hosted by Macalester College in the Twin Cities). I decided, since I attended ten sessions between the two conferences, to do my own top ten list of Library-Related Conference Sessions (a la The Late Show with David Letterman)! Here's the last post of my list!

From the Library Technology Conference, in reverse chronological order:

1. "The Googlization of Everything: (And Why We Should Worry)" by Siva Vaidhyanathan, University of Virginia

• What does Google do in our society? Google's mission is to organize information and make it universally accessible; however, inherent in the organization of information is the (unintended or intended) hiding of some information and revelation of others. This can be easily seen in the "Google Bombing" process where an organized campaign to raise the page rank of a website is implemented.
  
• Why do we (I) love Google so much (and I really do), if it is hiding information from us? Consumers tend to have blind faith in Google. It provides some pretty amazing services, but are we receiving this speed, power, and convenience at the cost of something greater? At times the question of regulating Google has arisen. What once began with strict regulations (attached to the use of NSF grant funds, copyright, and imposed by the FCC) has shifted, in part due to the increasing size and influence of Google.
  
• The first model of content delivery: Google began as a rank-and-link search engine wherein the material lived beyond Google's control, and were not responsible for content. The service they provided was that of connecting two points.
  
• The second model of content delivery: Google expanded to host and deliver information providing users with information storage via YouTube, Blogger, Google Buzz, etc. The information is integrated within Google's search results and requires registration to upload content. Consumers are the ones who monitor appropriate use (i.e. reporting copyright violations).
  
• The third model is to capture and serve: With advances in Google Maps' street view, Google Earth, and the Books project (all stored on a Google-owned server, and integrated into search results), is there a greater level of responsibility for Google to adhere to copyright and fair use laws? Vaidhyanathan noted that, for the most part, Google uploads whatever content they think is part of their mission to make available, and those not wishing to have their content freely available must "opt out" in order for Google to remove it. (This can also be said for social networking privacy issues, i.e. Facebook, where information must be made private as opposed to choosing to make certain information public.) In this, the third model, Google is no longer a conduit for knowledge, but rather plays a greater role.
  
• Going back to the management of information, whenever information is managed, editorial (value) decisions are made by people. According to Vaidhyanathan, Google seems to not care that "Jew Watch News" is employing Google bombing techniques, but in Germany such sites would not be displayed because of strict laws against distributing hate speech. There has to have been a modification in the algorithm. In the instance of Vaidhyanathan's example, "Jew Watch News," he asserted that Google chooses this morn hands-off approach. He continued saying Google states their ranking is determined by their algorithm but don't reflect the "beliefs and practices of those who work at Google. But, the ethical question is not whether they agree with the content, but rather, is that Google's responsibility here in the United States to not only allow this page to be searchable using their site, but also to be promoted as a result of their code? Google recently reworked their algorithm which lowered the rankings of websites considered "low quality" (i.e. E-How.com) and yet the website Martin Luther King Jr. - A True Historical Examination remained in the top five results when I searched "Martin Luther King Junior."
  
• Google continues to add personalization, localization, user satisfaction, and speed to their services, but do we as consumers have to hold them to higher standards when it comes to corporate social responsibility? This was one of many ethical questions Vaidhyanathan put forth, questioning not only Google's responsibility, but also our responsibility as consumers. At this point the solution is to remind ourselves of corporate weaknesses (and our own weaknesses as consumers) and diversify our searching in order to diversify our results.
  

Top Ten List: Number Three

From the Library Technology Conference, in reverse chronological order:

3. Go Mobile with Your Library Website, Meghan Weeks, Loyola Marymount University

• Why go mobile? Many reports indicate the increase in the use of mobile technologies is on the rise and here to stay (the presenter noted studies by the Pew Research Center, Horizon Report 2011, and the Educause Center for Applied Research (ECAR) Study of Undergraduate Students and Information Technology, 2010). Mobile technologies are increasingly becoming a student's first choice.
• Things to consider: Is your library website ready? What do your users want? Surveys may be an effective way to determine which features you need to include in your mobile website, though the speaker did not mention focus groups (which could be quite helpful, as was the case of the Kent State library).
• Features to consider:
  
  • Direct link to call
  • Link to text message ("Ask Me" instant messaging)
  • A customizable mobile environment--What are the tools/resources each individual patron uses most frequently? Can they add that to their customized mobile library page?
  • LibGuides mobile interface
  • Ebsco and other mobile databases
  • The ability to reserve spaces (i.e. group study rooms, computers with specialized software, scanners, etc.)
  • Perhaps a library QR code tour or podcast
  • Encourage interaction with the library's social media presence
  • Easy access to e-books, streaming videos/music on demand
• Programming considerations from the library's end:
  
  • Are you willing to write native apps (specific to each type of device: Android, Blackberry, iPhone)? The benefits of this are that it is easier for users to navigate, faster than mobile web, and the app can capitalize on device features (i.e. GPS). Having an internet connection may or may not be necessary (bandwidth), and the apps are usually written in Objective-C or Java. Updates do need to be installed, and the program does need to be marketed in app stores (which means it is up to users to download).
  • Would you rather scale down your website to be accessed using a smaller browser, taking a mobile web approach? Things to keep in mind when using this approach are that the page needs to be optimized for use on a smaller, mobile device. Also, there is the need to connect to the server. Usability tends to be lower because of the many steps it takes to navigate the links and time it may take to connect via a server. Programming is typically HTML, with CSS and Java. While mobile web sites tend to be designed with simplicity in mind, they are not targeted at one specific platform, making the user experience less customizable. The benefits include the ease with which such websites are created and maintained, and that the user does not need to install updates as they might with apps.
  • The hybrid approach (combining apps and mobile web) may work best for some libraries. The app is installed on the mobile device, is platform specific, and can utilize device features, but some of the areas accessed may be mobile web. Some features may need to be periodically updated (app) but some will be instant (and require network access).
• Names to know when it comes to integrating a mobile version of your website into your offerings:
  
  • MOPAC: Mobile OPAC is a customized catalog for mobile devices. AirPAC, by Innovative Interfaces, is one example. Another is the Mobile PAC by Polaris Library Systems.
  • BookMyne from Sirsi Dynix offers library users with iPhones the ability to scan bar codes (to see if the item in the store or at a friend's house is available via the library), social recommendations powered by Goodreads, the ability to cross-reference books in the library with the New York Times best sellers, and the ability to view their account information (i.e. fines, fees, current holds, checked out items). Libraries running SirsiDynix Symphony 3.3, Horizon 7.5 or higher may use BookMyne.
  • Discovery services include: Primo by Ex Libris, Serials Solutions Summon, and EBSCOhost Mobile.
  • Third party vendors include Blackboard Mobile Central (an app with a library portion to it, very limited, just one page of information and no access to user library account information), Boopsie for libraries (users can log in, place holds, renew items, and the app utilizes phone model features), Library Anywhere (by Library Thing), and Mobile Bridge (by Quipu Group).
  • Open Source options include the Washington D.C. Public Library iPhone app, Molly (the opens source mobile portal from Oxford University), or librarians may develop their own apps.
• Usability considerations: Just as we consider those with disabilities in designing standard HTML websites, we must also do so with mobile pages. Issues with typing, viewing, etc. occur. The W3C has released their Mobile Web Best Practices 1.0; their aim "is to improve the user experience of the Web when accessed from such [mobile] devices." Other testing tools include EvalAccess 2.0, and Mobi Ready.
• Analytic tools: chartbeat, Clicky, Google Analytics for mobile, Piwik, and Sitemeter.
  
• App development tools: Appcelerator, Mother App, Netbiscuits, PhoneGap, and Rhomobile.


• Mobile helper utilities: Skweezer.com, Mobile Site Generator, iWebkit, Google App Engine, and JQTouch.

Top Ten List: Number Four

From the Library Technology Conference, in reverse chronological order:

4. Things in a Flash: The Latest Web 2.0 Tools, Amy Springer, St. John's University/College of St. Benedict; Jenny Sippel, Minneapolis Community and Technical College; Martha Hardy, Metropolitan State University; Diana Symons, St. John's University/College of St. Benedict; LeAnn Suchy, Metronet

This session gave an overview of six Web 2.0 technologies that may be used in libraries.

• Prezi was presented by Amy Springer. While I was glad this technology was included, and some great points did come up when attendees were asking questions, the presentation of Prezi was somewhat lacking. Prezi, like any presentation software, is just a tool. The important message you are trying to convey is that of your lesson content. Some are hesitant to use Prezi because of the "sea sick" factor. When presenters get lost in the excitement of flipping, turning, outlining, and the seemingly infinite zoom, the audience looses the message and is concentrating instead on keeping their lunch down. I think Becky Canovan describes it well--Prezi should tell a story. As I mentioned earlier, there were some good questions that came out of the attendees. Prezi can be embedded into another webpage, downloaded as a flash file (should you need to present somewhere where internet is not accessible, and the flash file is only editable if you purchase Prezi Pro or Edu Pro licenses), and the recent upgrades make embedding a YouTube video a snap!
• QR Codes, presented by Jenny Sippel, was a great introduction for those unfamiliar with QR codes. QR codes originated in Japan and are the trademarked name for a 2D barcode. The codes are scanned with a device (usually a smart phone with a camera and scanner app). This can be very useful for connecting users with polls (i.e. Google Forms), facilitating library tours, linking to electronic versions of handouts or slides (making information accessible in a variety of formats), instant ask a librarian link, and when you use bit.ly to create the QR code (by adding ".qr" after the created short link) allows for analytics when you add "+" to the end of the shortened link.
  
• Dropbox, presented by Martha Hardy, is a user-friendly cloud storage account that comes with a desktop client. It not only provides cloud storage, but also performs auto back-up and version control for your files. Any file type can be stored, including photos and music, and you can easily share work (it syncs documents through multiple computers for those files in your shared folder). I have been using Dropbox since the conference and LOVE it--especially since now I no longer have to carry around a flash drive (and/or lose said flash drive). Currently storage for the free account is limited to 2 GB, with expansion possible when you invite new users or when you purchase additional storage (up to 100 GB). Dropbox works with Windows, Mac, Linux, iPad, iPhone, Android, and Blackberry.
• Diana Symons spoke about Diigo, a bookmarking/annotating tool with social networking possibilities. It allows you to highlight, add sticky note comments, choose whether your content is public or private, download the Diigo toolbar, and tag websites. You can take screenshots of just the content you would like to share. The annotations stay every time you return to the same page. You can upload a snapshot (to make sure you have the information, even if the site disappears in the future) and it is saved as html and as an image. A great tool for those who do a lot of online reading or for those just wanting to keep track of information they find online.
• Posterous is one of the easiest blogging tools around today, and was presented by LeAnn Suchy. You set up your account (it can be either a group or individual blog), add the email accounts that can update the blog, and ready, set, blog! Just send an email to post@posterous.com, or you can use the web interface. If posting via email, the subject line is the post title and the body is the text. If you send an attachment, the file becomes embedded within the blog; you can even attach mp3 files. You can set up your account so you have to click to approve a blog post (particularly helpful when having a class post to a group blog, as it gives you a chance to proof the post to make sure it is appropriate).
• Last, but not least, is Topicmarks, also presented by LeAnn Suchy. Topicmarks allows you to log in using an existing account (i.e. Yahoo or Google) or you may create an account specific to Topicmarks. New since the end of 2010, this program summarizes documents you upload (i.e. Word documents, PDFs), text you paste into the box for analysis, or web links (and there is a bookmarklet you can use to have Topicmarks analyze the website with one click instead of copying and pasting the link url). Your uploads are automatically visible to "friends" you have added on Topicmarks, but keep in mind when you upload a copyrighted document you have to remember to change the security settings to "private." While this tool is still very much in the beta stage, it can be a helpful tool for analyzing your own writing, and for identifying key words and basic facts (though, keep in mind, just as is the case with citation tools, the final result may be far from perfect so users have to keep in mind this is a tool to help them understand the item they uploaded, not an authority or necessarily accurate interpretation of the work).
  

More information may be found here: http://libtech2011.pbworks.com/w/page/37057543/FrontPage

Top Ten List: Number Five (LibTech Keynote)

From the Library Technology Conference, in reverse chronological order:

5. TechSoup for Libraries Sarah Washburn, Library Program Manager, TechSoup for Libraries

Simple sharing that makes a big difference.

• Sarah Washburn began by giving a brief introduction to the services TechSoup for Libraries offers, and the types of institutions they support (public libraries that are listed in the Institute of Museum and Library Services (IMLS) database or have 501(c)(3) nonprofit status). Basically, they provide support and training, regular newsletters, their "Cookbooks" for IT maintenance, help connect libraries to donated products (facilitate product partnerships), and promote & assist with advocacy. How are they so successful in helping libraries? Simply put, they listen to the needs of the institutions they serve, and share wisdom from past experiences to help other libraries. Stories are powerful tools that can not only help bring about innovation, but also reach individuals. By sharing these experiences, knowledge is passed, creating a network of experts with experience (particularly with open-source technologies). Washburn also emphasized aspects that make a tech story one they want to share: story/solution is outcome based, solving a problem from the "daily grind." Something that is tricky about finding these stories is that librarians tend to be (too) humble, thinking "what I do is just part of the way things work; others are probably doing the same things elsewhere." This isn't necessarily the case, so share what you are doing--you never know who you is looking for the exact solution you may provide.

Examples of success stories include:

• Ankeny, Iowa: Created a freeware self-check system, reconfigured existing hardware and only had to purchase a monitor and scanner.
• Adopt a Computer Program: Library patrons can pledge one dollar per day to support computer purchases. They receive an adoption certificate, quarterly updates (a letter of how the computers are doing, how they are being used), and signage recognizing donors.
• Radom Hacks of Kindness (RHoK): Hacking for humanity done by Google, NASA, World Bank, Microsoft, and Yahoo! (and a long list of others). Technology companies work together "to make the world a better place by building a community of innovation. RHoK brings software engineers together with disaster relief experts to identify critical global challenges, and develop software to support them."

Top Ten List: Number Seven (ILA Keynote)

From the Iowa Library Association/ACRL Conference, in reverse chronological order:

7. Keynote Address: What To Do With the Time That Is Given Us, given by Kenning Arlitsch from University of Utah

• As we are well aware, library services are in a state of flux. Economic pressures are mounting, and educational organizations are feeling the impact. In addition to financial considerations, library services that were once acceptable are no longer meeting the needs of library users. The shift from print to technological advances (including remote access and online education) is forcing libraries to focus less on the local collection and more on shared digital collections. Redesigning spaces (and librarian attitudes) to facilitate group work (both in person and online) is important, but what do we do with the print assets and other physical collections as they (or their format) becomes irrelevant (particularly special collections)? The move to digitize special collections not only makes a "back-up" copy, but also makes the information found within the item more easily shared and accessible to library users. One concern over digitization is the long-term preservation of the digital data (and how it adapts to upgrades in technology). Another concern, and this is regarding any information, is that data can be overwhelming. Making it understandable and usable through linking and data visualization is key. The question Arlitsch left us with was: what is your response to adversity? It is easy to stay in your comfort zone, particularly if technology is not your strong suit. But, as a public servant, it is your responsibility to adapt to the changing needs of those you serve. That may mean examining and completely redesigning the way you approach information services. 

Resources mentioned throughout:

• Planet Money, NPR
  
• The Big Short: Inside the Doomsday Machine, Michael Lewis
• Disrupting College: How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education, Clayton Christensen
• Libraries are Screwed, Eli Neiburger
• Espresso Book Machine
• DataViz.org
• VisualEconomics.com
• Gapminder
• Twitter
• Kaggle

Week Ten: On the Road

Week ten was filled with road trips, random music, librarian chats, conference sessions, and (of course) a Pulitzer Prize winning musical. The week began with the faculty and staff gathering to listen to run-through presentations for those presenting at the Iowa Library Association/ACRL Conference and the Library Technology Conference. The run-throughs allowed presenters to share what they are doing and work out some of the bugs before the "real deal." It was also a good reminder to me about what is expected of presenters (not that I haven't seen my fair share of conference presentations*).

Becky Canovan, Reference and Instruction Librarian at UD, and I then hit the road for the Twin Cities. She was presenting at LibTech and I was planning on going before I even knew that I would be at UD for my internship, and certainly before I knew she'd be presenting. It worked out nicely that we could carpool together. We arrived in the Twin Cities on Wednesday, in time to grab dinner with some awesome folks. Becky and I were staying with her friend from grad school, Amy Commers (Youth Services Librarian at South St. Paul Public Library), and met up with Rachel Slough (E-Learning Librarian at UW La Crosse) and Vicki Gruzynski (Information Services Instructor at South East Missouri State). Rachel was a classmate of mine at Indiana University, and Vicki is another IU alum. I always love spending time with librarians who love their jobs--thanks for being an inspiration, ladies! Throughout the next couple of days we attended sessions, shared ideas, caught up on some of the things happening in each others' lives. After LibTech wrapped up, Becky and I hit the road to Pella, this time for the ILA/ACRL Conference. Stay tuned for my "Top Ten List" of Library-Related Conference Sessions (a la The Late Show with David Letterman)! I wrapped up the weekend by visiting with a former teacher-colleague of mine, spending time with family, and catching Next to Normal with some Dorian Camp counselor friends at the Civic Center in Des Moines. Busy is the best way to be--especially when your time is shared with folks who are so excited about what they do and who they help.

* So far I've attended the following library-related conferences:
ILA/ACRL, Pella, IA, March 2011
LibTech, St. Paul, MN, March 2011
Brick & Click, Maryville, MO, November 2010
ILA, Coralville, IA, October 2010
ILA/ACRL, Cedar Rapids, IA, April 2010

Non-library-related conferences:
Iowa Music Educators Association, Ames, IA, November 2005-2010 (serving as Assistant to the Conference Registration Chair, 2007-2010)
International Society of Bassists Convention, Oklahoma City, OK, June 2009 (assisted with merch and registration)

Week 9: Humanities, Technology, and Presentation Preparation

The week of March 7th was filled with great discussions, observations, and reference work, and instruction experiences. Monday I observed additional RES104 Humanities sessions and worked with the students to understand the Humanities in relation to their next paper. In Humanities Day 1 the students worked in groups to find resources to provided questions. They then gave an informal presentation demonstrating how they found a resource containing the requested information.

I taught the "Q" section of Research 104 and we discussed finding credible resources to be used for their Humanities paper (we focused on web evaluation and finding relevant articles/books for their annotated bibliography, due shortly). The students submitted their website examples and, as a class, we discussed what aspects of the website made us think it was credible, and what aspects made us hesitant to use it to write papers. I also showed them a couple of databases and where to find humanities resources on the library's website. The students came up with great topics and I was excited to hear their paper ideas.

We had another Web Committee meeting, discussing more details of the changes we would like to make on the "How do I?" page. There are lots of pieces we'd like to see incorporated (embedding Jing videos, mobile interface, continuing to tweak/modify language and categories for tutorial content and other questions). In addition to technology related to the website, we are looking at bigger-picture issues such as the use of QR codes, computing in the cloud, and other software and technologies that can help UD grow in terms of technology offered to help students, faculty, and staff be their most effective.

The rest of the week was spent tweaking my ILA/ACRL presentation, "Cultivating Future Librarians: Turning Students into Colleagues Through Mentorship." I got a call from one of the ILA/ACRL Awards Committee members informing me that I was selected as the 2011 ILA/ACRL Spring Conference Scholarship recipient! I am very excited to not only be attending and presenting, but to also have received this award!

Video Discussion: Digital Media - New Learners of the 21st Century

PBS Video. (2011, Feb. 13). Digital media - New learners of the 21st century [Video file]. Retrieved from http://video.pbs.org/video/1797357384

The video I watched earlier (see the post from Feb. 5) peaked my interest in how we are shaped as digital technologies continue to change and emerge as parts of daily life. This video concentrates on digital media and education. The video visits five institutions emphasizing digital literacy and integrating technology into their teaching practices.

"If we teach today's students as we taught yesterday's, we rob them of tomorrow." -John Dewey

Emerging technologies have a prominent place in students' lives. Texting, tweeting, gaming, virtual groups, online videos, and Facebook all are means through which students define themselves to others. These technologies also lend themselves to education by giving them ways to interact with experts, giving them new ideas, and providing educators with new tools. Finding a balance between stimulation to the point of distraction and usefulness of them as education tools is key.

At Quest to Learn, in New York, elementary students are immersed in a school designed for digital kids. Students use technology in hands-on projects, primarily gaming learning, system-based thinking, and design. This trail-and-error, game construction model helps students think of the big concepts. "Tinkering brings thought and action together," one of the people on the video said, emphasizing the often-overlooked power and importance of play in learning. One of the challenges for educators is that, because technology changes so quickly, they are preparing students for a future to use technology that does not yet exist. By teaching problem-solving skills, students are able to transfer their knowledge to a variety of situations.

Some may be skeptical of such a technologically integrated curriculum. Throughout the building, students are using wireless internet on laptops, creating digital artifact or using technology to create physical objects, and participating in games. Students are assessed using the same state standards as other schools in New York, but are also tested on additional competencies, including technologies and social learning standards. While there are some concerns students may become overly competitive with or dependent on their games, the educators are careful to maintain a balance. Also, the video made an interesting point about how society interprets enthusiasm for reading versus enthusiasm for gaming. The example they gave was: if a child stays up late reading a book, s/he is rewarded and praised for being an avid reader, but if a child stays up late playing a game, that child is addicted (even though learning is taking place). It's an interesting comparison and, if the game is promoting certain skills that can be transferable to real-life situations, I might agree with the speaker, that there is a double standard or educational bias against technologies.

"If I can't access the place where I like to practice my passion, then where do I go? It's pretty much a dream differed." -Student

At the Digital Youth Network, in Chicago, a place was created where middle school and high school aged students go to learn digital media. It began as an after-school program and expanded into an in-school media-arts program. They have collaborated with the Chicago Public Library to offer spaces, strictly for youth use, that help provide the tools and inspiration. By incorporating the tools children are interested in exploring, this program helps students not only develop the skills for direct application but also a passion for life-long learning. Instead of digital media detracting or endangering reading and writing, it builds upon traditional literacy. As was the case in New York, students connect and collaborate through their projects at the Digital Youth Network. They are even given a chance to grow from students into instructors, leading their own classes and workshops for younger students.

The filmmakers visited UC Irvine's Digital Media and Learning Social Science Research Center, where more is being done to study the impact of digital media as well as the home environment/parental involvement. At the Smithsonian Institute in Washington, D.C. students participated in a workshop to create a scavenger game for teenagers to play using text-messaging (see examples here). Cultural institutions are working to be sure they appeal to changing patron needs; this project is intended to be more appealing and exciting to younger patrons. Another example is using smart phones to guide students through neighborhoods to find out about history and current use of various buildings. They interviewed people in the area to learn more about old businesses and how developments may have impacted the area.

Everyone wants to be seen and heard; they will make more of an effort if they think outsiders will see it.

At the Science Leadership Academy in Philadelphia, students use technology to create their own assignments and assessments, and incorporate digital media and social networking into instruction. Technology is incorporated as necessary and seamless. Students choose the right presentation method (i.e. podcasts, digitized artwork) for the projects they choose, and incorporate media literacy and evaluation of resources (including Google Scholar and various primary sources). Ways they communicate, on top of traditional methods, include email, online forums, and chat rooms.

The true question when incorporating anything new into the classroom is: what do we want schools to be? The video emphasizes that including technology is not about replacing instructors with technology; rather technology is a tool, a resource. So, how does that impact what we do in the library? By allowing ourselves to explore new approaches, we are doing a better job of meeting students where they are comfortable. Whether it's using additional features in the school's online course management software (i.e. forums), instant messaging, text messaging, Twitter, Facebook, Delicious, or incorporating technologies students can use to show their learning and creativity (i.e. videos, podcasts, blogs, edited images/artwork, games, etc.), libraries can help patrons be more comfortable in the spaces, and more connected to the information within.