Reflect & Be Thankful

As what has been a fairly hectic week comes to a close (technically tomorrow it comes to a close, but hey, Thursday works for reflection too--thus ends-ish the first week of spring semester), I'd like to take a moment to reflect & be thankful. Some of it is career related, and the rest is likely adorable puppy related.

I give thanks for:

• the hubbub students bring with them 
• tech guys who are on the ball & fix little things before they become big things
• cold weather that helps us appreciate it when the mercury is in a range anywhere above that which causes eyelash-cicles (does this even make sense???)
• have I mentioned having students back on campus? having students back on campus (they keep life interesting)
• new projects
• others dancing in public
• children's books
• kids who read children's books
• grown-ups who read children's books
• adorable puppies
• adorable puppy videos
• friends who are like family
• family who are like friends
• curiosity
• enthusiasm
• internet memes
• Puttin' on the Ritz
• cheesy jokes
• fun reference questions that allow me to learn right alongside the person asking the question
• Television from my childhood (and yes, this includes reruns I watched during my childhood) like The Andy Griffith Show and The Flying Nun, and reruns now like Matlock and The Muppets. 
• CBS Sunday Morning
• Bob Schieffer laughing
• Downton Abbey
• Goodreads
• gluten-free food that doesn't taste like feet
• blogs
• TED Talks
• busy days that help make time fly
• space heaters
• good books
• adventures
• music
• pajamas
• when other people have fun surprises
• lots and lots of other stuff

Taking a minute to breathe and be thankful is just what we all need sometimes. 

Mentoring Meeting

The week before Christmas I met with my ILA/ACRL mentor, Rebecca Funke (Director of the DMACC libraries). This was our first meeting. I was able to see the Ankeny campus library, learn more about their collection, meet some of the other library staff, hear about their policies & procedures, and ask tons of questions (like the new librarian I am). It was interesting to hear about their set-up, and hear the similarities between what we are doing at as a university & what they are doing as a community college. I shared a bit about what we are doing with the embedded librarian program & how we structure our instruction sessions. There were several take-aways from the day spent in Ankeny, but one that I'd like to take steps toward implementing within the next year is to have an all-campus reads program. (It all depends on administrative approval, collaboration between other areas on campus, effective marketing, and overall interest.) The Iowa Center for the Book chooses one book each year to be the All Iowa Reads selection; this year's selection is Tracy Kidder's Strength in What Remains.I have been brainstorming about marketing and programming related to a campus-wide program.  Possibilities include:

• a read-in
• collaboration with student groups
• collaboration with faculty & departments on campus
• perhaps a raffle with book give-aways
• utilizing the existing book trailer to increase interest 

Creating marketing materials, talking to the on-campus radio and television production groups as well as the student newspaper to help get the word out & to cover events held throughout the year (semester?) is going to be a big part of getting this program started.

Article Discussion: Using Google Forms to Schedule Classes in Your Library

Kenney, J. (2011). Using Google Forms to schedule classes in your library. Journal of Library Innovation 2(2). Retrieved December 1, 2011 from http://www.libraryinnovation.org/.

What is awesome about no longer being in grad school (besides having a job with health insurance, having my own apartment, sleeping on a regular basis instead of pulling all-nighters, and actually getting to see my friends and family) is that I don't have to read articles I find boring. I get to choose the articles I get to read! (Believe me, this is pretty darn luxurious! I love practical articles where I find something in it that I can actually apply right away!) I was really excited when I began browsing the Directory of Open Access Journals (http://www.doaj.org/doaj?func=home&uiLanguage=en) and came across the Journal of Library Innovation. One: because, let's face it—I'm frugal and the fact that it's open access (free!) makes me feel like I'm getting a great deal; two: because the articles are remarkably readable and practical; three: because I drink the Google Kool-Aid, and what did appear before me but an article about using Google tools to make life easier! I'm sold!

So, let’s talk about this wonderfully practical article that uses Google magic, shall we? Kenney is a high school librarian who uses Google Forms (GF) to schedule classes in the library. Though our institution is a university, we have a similar break-down with our number of students (Grand View serves about 2,000 students; Bristol Eastern High School has 1,300) and types of facilities available (both BEHS and GV have one computer lab devoted to library instruction).

When I arrived this summer I visited with my colleagues about using GF as a replacement to paper stats. During my internship at University of Dubuque (UD), we used GF for this purpose and it worked fantastically, so we revised the UD form to make it simpler and began implementing the new statistics procedures. In the past, as a student leader in SLIS at Indiana University (IU), I had used GF to coordinate events, gather RSVP information, help with officer elections, etc., so I was already comfortable with the format. Kenney took it a step further and uses it for scheduling instruction (love this!).

As an Instruction Assistant at IU, course instructors scheduled library instruction sessions using a PHP form. This is a similar concept, but could be more difficult to implement depending on access to server space and coding experience. GF allows librarians to easily make and modify a form that meets their instruction scheduling needs, and all of the information is kept in a central location (not to mention automatically organized in a rockin' spreadsheet).

Prior to using GF, Kenney's procedure was to have teachers email back and forth with her to line up not only the times/dates, but also exchange several emails about what was to be included in the session, assignment expectations, etc. Though I am not our official scheduler, I have visited with our librarian about the (sometimes…) lack of information we receive from instructors regarding what they want their students to learn during the library instruction sessions, resulting in a situations and email exchanges similar to those Kenney experienced. Implementing the form would simplify this experience for all involved. Also, Kenney's form included a detailed list of the services and types of instruction the library provides. This allowed her to highlight specific resources and technologies that instructors might not have otherwise thought to include in their requested instruction session. She then transferred the submitted information from the Google spreadsheet into a calendar item. The calendar was available for classroom instructors to see (so they would know when instruction was/was not available).

I think it's a fantastic solution using resources that are freely available to simplify a process (and keep your email inbox tidier)! There are a few caveats that we need to consider, should we decide to implement this new method. I think educating faculty about the new procedure and form is the top consideration. Some professors may not be comfortable with electronic forms, so some training may be necessary. Populating the calendar with instruction sessions/information may be a bit clunky, but it is no clunkier than what we are currently doing—and this procedure would eliminate excessive email exchanges. Another consideration is that, even though Google works to make many things customizable, we still can't accept attachments via the forms; we could add a mailto link to the form so they automatically send it to the right person (so it can be added to the right calendar item).

I've shared this with my colleague, who sounds keen on making this work for our library. Fingers crossed for a simpler instruction scheduling process for all involved!

Article Discussion: Searching Where for What: A Comparison of use of the Library Catalogue, Google and Wikipedia

Waller, V. (2011). Searching where for what: A comparison of use of the library catalogue, Google and Wikipedia. Library and Information Research 35(110). Retrieved November 28, 2011 from Freely Accessible Science Journals.

I’m pretty sure every instruction librarian has struggled with students who simply want to Google or search Wikipedia to find “research” for their course assignments. This is nothing new. Students tend to gravitate toward the familiar, and toward what they think is the easiest route. In fact, I received an email from a student that said “I just ended up looking it up on Google. Google knows all.” (Granted it was very early in the semester, before I had gotten into their class to do any IL instruction, but still). So when I saw “Searching where for what: A comparison of use of the library catalogue, Google and Wikipedia” I was intrigued. We all turn to different resources for different research needs. Let’s be honest, I won’t turn to the library’s catalog or databases to figure out when Beyonce announced her pregnancy (2011 VMAs, Aug. 28th) or whether Jason Segel is married (Single! But I knew that from a Letterman interview...I digress); Wikipedia is just fine for that. But, if I’m looking to write a paper for a grade (hint hint, students), I should use something more credible. So as part of my instruction, we discuss web quality. I share fun examples of less-than-stellar websites, and then have the “Come to Jesus” moment when it comes to using Wikipedia. (See slide four below.)

Searching and Evaluating the Web (General)

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I don’t know if you can see it, but the Wikipedia entry for Newton, IA shows the nickname to be “The Armpit of America,” the motto as “Too lazy to commute. Let’s go on title 19,” and the population is made up of “15,579 Smiling toothless methheads” (keepin’ it classy, Wikipedia). That usually gets a chuckle out of the students, and opens their eyes to just how easily this information can be manipulated. I tell them that I went back just one hour after I took the screenshot, and the information had been changed back to something less controversial—so not only can Wikipedia be ridiculously incorrect, it’s also not a stable, constant resource.

While reading the article “Searching where for what: A comparison of use of the library catalogue, Google and Wikipedia” I was interested in seeing what might be implied about user behaviors and the reasoning behind it. Waller examines the catalogue (yes, spelled the British way) searches in the State Library of Victoria (Australia) as compared to the searches done in Google and Wikipedia. The researcher looked at the following categories: popular culture, ecommerce, business-related, cultural practice, computing/web, health, history, science (including math), place/building, contemporary issues (news, government information), books/authors, high culture, adult (XXX or dating sites), genealogy, unknown, and other. Waller used transaction logs to gather data from the library/internet users without impacting their behavior. The findings showed that 20% of catalogue users were researching contemporary issues, wherein only 5% of Google searches were seeking information on contemporary issues. Quite the opposite was the case when researchers examined the results for pop culture; 29% of Google queries and 40% of searches that took users to Wikipedia. The article contains more information about the nitty-gritty results, but in the end, I wasn’t surprised by the user behaviors.

While not Earth-shattering, it was eye-opening to hear concrete numbers regarding Google use versus library catalog use. According to Waller, “Google is used approximately one hundred times more often than the State Library catalogue to look up information on contemporary issues. Similarly for every five library catalogue searches, there are in the order of 500 searches conducted in Victoria using Wikipedia…Wikipedia is used approximately twenty five times more often than the State Library catalogue to look up information on contemporary issues.”

I encourage my students who are working on research papers to ask “So what?” or “What’s the big deal; why should I care?” Waller’s “so what?” suggests that libraries should monitor the catalogue query subjects to better understand how their collections are being used (or where there are gaps in the collection that should be filled with new purchases). This approach would still leave gaps in the data, not allowing researchers to understand users’ reasoning behind their searching habits. Perhaps patrons are simply unaware of the depth of the library’s collection regarding their topic so, instead of searching the library catalog, they search online elsewhere. The issue then becomes educating library users about the collection, as opposed to modifying holdings. I like that Waller points out the advantages of using library resources over (possibly sketchy) web resources: difficult to find “authentic meaning when using a search engine,” most users don’t dig deeply enough into the search results (past the first page of results), you get all of the bibliographic information you need to properly cite your sources when using library resources, and information on like topics is grouped together (making students’ research easier). Waller failed to mention that when you use library resources, you’re likely to have at least one librarian you can contact when you have questions, need help sifting through and interpreting information, or need help remembering to breathe because your paper is due tomorrow and you know you should have started it sooner but you didn’t and you realize now that you kind of screwed yourself over but really you just need to get it done and just survive until the end of the semester (where’s the closest cup of coffee?). (Not that I’ve seen students do this or anything…)

In the end, the article didn’t necessarily address user motivations, but it did reinforce that, as an instruction librarian, I need to continue to educate my students about the need to dig deeper—especially when they think they already know how to search and find quality information.

Thanksgiving

I attended a conference/festival this past weekend (Iowa Music Educators Association Conference held in conjunction with the Iowa All-State Festival). Though it was not a library conference, it did help remind me of why I do what I do. Being surrounded by people who are passionate about teaching and passionate about "growing students" continues to nurture my enthusiasm to teach. Making the switch from being an orchestra teacher to a librarian was a scary thing for me. Seemingly abandoning what I spent so long cultivating...my music, my idea of who I was... But, in the end this switch helped me realize that I didn't become a music teacher because I loved music (though music is definitely something I love). I became a music teacher because I loved teaching, nurturing students, and serving those around me. When I switched to librarianship, I was able to keep all of those things and just apply my skills and passion for service in a new context. This week is Thanksgiving. I am thankful for many things. I am thankful that I am able to connect with wonderful people; I am thankful that I get to help people every day; I am thankful that I smile when I wake up in the morning and go to work; and I am thankful for the knowledge that I am on the right path. (I am also thankful that music is something I will always have and be able to share.)

Blackboard and the Library

This week and last week I hosted another set of "Conversations on Information Literacy" sessions. As Faculty Development and Instruction Librarian, I host a series of events throughout each semester highlighting library resources and how the library can help support faculty teaching and student learning. Thus far I have been following a template of what has been done in the past, for several reasons. I am new to this community and understand it takes time for everyone to get used to "the new girl's approach." I also understand that too much change too soon can be a plan for disaster. I want to approach this first year as an opportunity to learn from those around me. That doesn't mean I don't have ideas (and it doesn't mean I don't keep a running list of said ideas); what it does mean is that I am listening, observing, and working to learn more about the community I serve, which will help me craft my faculty development sessions around user needs.

For this pair of sessions we discussed how the library can help support faculty and students through having a presence on Blackboard. (Blackboard, Your Courses, and the Library) We recently migrated to Blackboard 9.1, and with technology change comes some anxiety from faculty. In this session we discussed the different levels of embedded librarianship, types of resources we can link to from Blackboard, and larger lesson-oriented concepts. Though we would like to believe all students come to us with a strong background in technology, that is not necessarily the case. Also, those students who do have background using technologies don't necessarily transfer those skills to other mediums, such as Blackboard. It is up to us to introduce those concepts and build those connections, just as we had to learn these new tools. One thing that I cannot emphasize enough is the inclusion of a lesson (or even just a part of a lesson) that concentrates on the professor's expectations for using Blackboard. Showing students the tools you expect them to use, having in-class activities where students demonstrate proficiency with using Blackboard (prior to looming, important, and intimidating deadlines) will help ease student anxiety when it comes to assignment or discussion post submission. For more information on the Blackboard session, click the link above.

SLIS CareerCon - Networking, Conferences, Professional Organizations, & Personal Branding

Earlier this fall I was contacted by a friend and current SLIS student and asked to return to Bloomington to speak at the first SLIS CareerCon. Several student organizations collaborated to put on this convention. According to their website, "CareerCon is the first career exploration and preparation conference designed specifically for library and information science students at Indiana University. CareerCon offers presentations and workshops from library and information science professionals in the Bloomington area to help you land your dream job." I was excited to be on a panel discussing Networking, Conferences, Professional Organizations, & Personal Branding. Though it took a lot of behind the scenes work (various emails back and forth between the session organizer and myself, making sure I could have the time off, figuring out travel and lodging for the weekend), I was glad to return to visit with new SLIS students and old friends about my experiences since I left Bloomington at the end of last December (to complete my last semester of SLIS as an intern at University of Dubuque).

I was only able to attend Friday and Saturday's sessions, as Thursday was a full day of travel across "the I states" as I like to call them (Iowa, Illinois, and Indiana). I attended all of the sessions I could and caught up on tweeting my notes from the sessions in the evenings (#SLISCareerCon). Much of what I talked about during my session I have discussed in previous posts on this blog, but I also explained how I laid the groundwork for my internship. Beyond the typical messages encouraging students to carefully proofread job application materials, and the rest of the pointers they can find on any generic website related to job hunting and success, this panel focused on what it is like in libraries. Librarians have high expectations (not that we're type A or anything...oh, wait...)--Not only do we hold ourselves up to these high expectations, but (especially in this rough job market) we hold others, especially job applicants, to a high level of accountability as well. I encouraged students to step out of their comfort level and put themselves out there as a professional.

Below are the pointers I touched on:

Networking, Conferences, Professional Organizations, and Personal Branding

Indiana University SLIS Career Con
3-4 p.m. 10/21/11 E174

Personal Branding:

• Evaluate your professional goals
• Craft materials that reflect your philosophy of librarianship, your goals, and that present you as a professional (make use of technology)
• Have a strong online presence
• Personal website (you may want to utilize the space available to you through IU; use free websites like Weebly, Blogger, Google; or you can purchase a URL and server space pretty reasonably)
• Have profiles on Linked In, Academia.edu, Twitter, and maintain a blog discussing current topics in librarianship or projects you are working on
• Be aware of how what you put online may be interpreted by others; remember things like online privacy and security (Facebook)

Professional Organizations:

• Be a member of national, regional, and student organizations
• Be active within those organizations (volunteer to serve on committees or assume leadership roles)
• Take advantage of lower student rates and test out different divisions and/or roundtables within larger organizations, receive professional publications

Conferences:

• Take advantage of reduced registration rates for students
• Determine, based on your employment goals, which conferences will benefit you the most (consider both the information presented in sessions as well as the networking you can do)
• Ask those around you for recommendations of conferences to attend
• Bring business cards with you (vistaprint.com, zazzle.com, etc.)
• Examples of conferences I’ve attended: Iowa Library Association Conference, Iowa Library Association/ACRL Conference, Brick & Click Libraries Symposium (North West Missouri State University), Library Technology Conference (Macalester College), LOEX Conference (current students should seriously consider doing a poster presentation!), ALA Annual Conference
• Others I’ve heard wonderful things about: ALA Midwinter, ACRL

Networking:

• Take advantage of every networking opportunity you can (both in person and virtually, utilize technology to build and maintain connections)
• Volunteer to help at conferences (things like working on the registration committee, being willing to introduce presenters at sessions, and even submitting proposals to present a session or poster yourself will help get your face and name better known)
• Attend conferences and be outgoing (even if you’re not a naturally outgoing person)
• At conferences and meetings, make it a point to sit among those you don’t know; be sure you are projecting and open and inviting attitude
• Take advantage of those few minutes before and after sessions or lunch to chat with those around you, the conference presenters, and those who are hosting/organizing the conference
• Have something to say (read or glance through professional journals and blogs to have go-to conversation starters)
• At conferences you will see a wide variety of attire ranging from very casual to business formal; I have found it’s best to dress professionally but comfortably (especially your shoes as you will be walking a lot at conferences)
• Remember, librarians are the friendliest people ever

Here's a link to a printer-friendly version.
Here's a link to my tweets (which served as notes) from the other sessions I attended.