IST 511--Day 4

Since tonight is the last night of "Boot Camp" at SU's Summer Institute, I thought I would reflect on something that has made a huge impact on my grad school experience this week--Teamwork. Several of our assignments over that last week have been group projects. For IST 605 we worked in groups to find an innovative technology solution to a real-life problem. I have blogged about this previously, noting how fortunate I was to have such a great group to work with. Well this week we were assigned new groups and a new project. Our group (#13) selected the topic "Dewey or Don't We: Does the Dewey Decimal system adequately serve the needs of public library patrons?" Once again, I was blessed to have landed in another terrific group. I was coupled with Mike again (thank goodness!) as well as Spencer, Sharon and Heidi. We are all very different from each other in many ways--age, experiences, geography, you name it. And we all brought different strengths and skill sets to the table. What I found made us so successful (we get graded tomorrow on our Poster Session) was compromise. I heard some real horror stories from classmates who were not making progress in their groups because individual egos were interfering with the overall goal of a quality project. The five of us did an excellent job of setting aside all petty rivalry or personal attachment to an idea or preference. We had healthy, respectful debate. And even though we may not have been in "lock-step" 100% of the time, we all had our eyes on the prize and made decisions for the good of the group. This attitude fostered a positive attitude, and great team chemistry--making the time spent working on this project (roughly 20 hours) enjoyable and even fun. Thank you teammates for all of your efforts!

IST 511-Day 3

I don't think I'm cut out to be a library systems person. Today's professional panel was comprised of 5 very interesting folks who work in various aspects of library systems. They clearly love what they do, but seemed to speak a language that I'm not sure I could (or want to) master. Their work is very technical (not my strength) yet is also quite rewarding for them. If I ever did change my mind about being a school librarian, I could see myself doing preservation and restoration. We visited the Rare Books collection on the 6th floor of Bird Library today and got to see exactly how books are painstakingly restored and preserved. Now that looked right up my alley! We also spent time in the book repair shop where books are quickly reconditioned with the goal of getting back into circulation as soon as possible. Think of it as a M*A*S*H* unit for books. Lastly, Professor Lavender spent some time with us--surrounded by a few of the gems from the Rare Books Collection of Syracuse University. And when I say gems, I am being literal as one of the books he shared with us actually had emeralds and sapphires embedded into the cover. He had some truly amazing artifacts, and even better stories to accompany them. There is a lot to librarianship (much more than I thought) and I'm enjoying learning about the many aspects of this interesting and exciting profession.

IST 511--Day 2

"Serendipity" is what Senior Assistant Director of the Morrisville State College Library Steve Schuster said, led him to become a librarian. Opting to take a menial library job right out of college in order to get health benefits for his family has translated into an amazingly rewarding career in libraries that has taken him around the world many times. Along the way he connected with a hand-full of people who played influential roles in his career decisions. Now, he is back in Morrisville doing what he loves and loving what he does. I don't think you could write a better recipe for a satisfying career trajectory--and he's not done yet! And while many people spend a great deal of time strategizing their careers, networking and glad-handing in order to get the job of their dreams, Steve has done it by just being true to himself and working hard. I was inspired by Steve's talk today and love that he continues to find ways to keep it fresh, learn and grow. We should all strive to live a "patron driven" life--like Steve. Thanks for coming in today to share with us!

IST 511--Day One

It is 11:56 pm on Monday July 20th. If I can finish this and get it posted in 4 minutes, it will technically be "on time." The fact that I am posting Monday's blog on Tuesday morning (I'll never make it in 4 minutes!) is an indication of what kind of day today was for me! Very full, very busy, very long--but very interesting as well. Perhaps the highlight of the day (other than riding the shuttle bus with SU quarterback and former Duke point guard Greg Paulus) was listening to today's two guest speakers who discussed their careers as public librarians. Back in the spring at the Admitted Student Reception, Scott Nicholson said that during 511 he would bring in speakers each day of the course to talk about their careers and at the end of each day, students would change their minds about what type of librarian they wanted to be. I thought this was hyperbole and that I wouldn't ever want to switch from School Media. Well today's presenters "almost" made me want to switch career plans and become a public librarian. The type of experiences each has had in the public setting were varied, challenging and rewarding. I especially enjoyed hearing about one who worked as a librarian in a correctional facility. And while I still plan to become a school librarian, the idea of becoming a public librarian lingers. At tonight's advising session, Blythe Bennett encouraged us to (at the completion of our School Media program) pay the $5 fee and become a certified Public librarian as well as a school librarian. Good advice.

One down, thirty six to go!

I've officially completed my first graduate course at SU (IST 601) and it feels great! The one credit, introductory course was titled Information and Information environments. It was a very strange feeling walking into that lecture hall on Saturday morning after 24 years away from college. I purposely told myself to not make the same mistakes that I did as an undergraduate at Boston University. So instead of sitting in the back row like I usually did in college, I sat closer to the front. (Baby steps, I know!)

There were two highlights from this weekend. The first was the group project and presentation we did on the Troy Public Library. My group really worked well together. In fact, I could not have wished for a better group. Mike, Penny, Mary and Carolyn all pitched in, worked hard, and the final result was an outstanding powerpoint and presentation. Professor Heckman gave us great feedback and praise. The second highlight was getting back my graded Reflective Essay. As I mentioned, I've been away from college for a long time and, while I've written a lot since then, I've not been required to write a graded essay. Professor Heckman's observations and comments were spot-on, and very helpful.

At the end of the day on Sunday, we were asked to answer the question, "What did you learn in IST 601?" And while most of my classmates listed quotes from discussions and faculty lectures ("Innovation is not invention." or "Organizational change is difficult, but not impossible.") my answers were a bit more personal and reflective. I learned this weekend that over the next two years I will be surrounded by some amazingly smart, talented, and friendly students, faculty and staff. I learned that graduate school professors are human, and like to laugh. And, most importantly, I learned that I can do this--I can handle the rigors of the iSchool and am confident in my ability to complete this graduate program. Going into this weekend I had a great deal of doubt and anxiety regarding this question. IST 601, the energetic faculty and my helpful, enthusiastic classmates (colleagues really) all helped me realize that getting this degree will not be impossible after all.

Reader Response Paper--Web 2.0 & You by Donna Baumbach

In the article Web 2.0 & You by Donna Baumbach, she presents an effective argument as to why it is imperative that school media specialists become adept with Web 2.0 and the emerging technologies and social networking applications that so many of our students use every day. She writes "Web tools are tools--much as pencils, paper crayons and glue are tools. They can be used in almost every subject area for almost any academic objective." (19) She goes on to say that once we understand Web 2.0 tools, we (teachers/librarians) can once again focus on the students we teach and not necessarily the technology used to teach it. We just need to get to that level of understanding and comfort with these tools.

Baumbach begins her article with a brief history of the use of the web in academic settings. She describes a time when the web was one-sided (Web 1.0) and only useful for gathering information rather than interacting with it (Web 2.0). "Some librarians think of Web 1.0 as a period which they and their students could locate, read, and evaluate a rapidly exploding store of information, while the current Web 2.0 environment enables them to use the web as a desktop." (13) She points out the social benefit to using Web 2.0 and the ability it allows teachers and their students to collaborate on their work. Collaboration is a significant bonus provided by Web 2.0 tools and is one way to support and enhance the learning process.

Through the use of surveys given to school library media specialists, Baumbach determined that these information professionals were, in large numbers lacking the skills, understanding, training, and technology to even partially engage in Web 2.0 learning. Several reasons were cited for this deficit. In many schools for example, Web 2.0 tools are inaccessible, or even blocked by school policy and administration. YouTube for example can be an excellent learning technology but is frequently blocked on school computers. Another reason cited is the lack of time to learn, explore, and practice using these technologies. Experience and repetition are required in order to become proficient in the use of these tools. Training is also necessary and Baumbach lists poor (or lack of) training as an additional reason why so many school library media specialists are way behind the curve (and the students) when it comes to understanding Web 2.0. Baumbach's survey and analysis resulted in the creation of a wiki designed to help school library media specialists learn more about Web 2.0 tools and how to make use of them in their schools and libraries.

Baumbach asks (and then answers) the question: "Why should library media specialists learn and use Web 2.0 tools?" (16) She then lists the benefits that can be attained by incorporating these tools into ones library program. While some of the benefits may be lofty ("Remain educational leaders, become educational innovators") (16) others are far more pragmatic. The ability to use technology to stretch your library budget makes good sense during these tough economic times. Many Web 2.0 tools can be obtained for free or very low cost. Baumbach also notes that the use of Web 2.0 tools supports the goals of national and state achievement standards in public schools. Many state standards include skill development like "inquiry," "problem-solving," "information, media and technology skills," and "life and career skills." (17) These types of academic skills are fostered and enhanced through the use of Web 2.0 as a teaching tool. Additionally, she stressed that educating with Web 2.0 tools teaches skills for today and the future as many of the 2.0 applications used in the classroom (wikis, blogs, podcasts, etc.) are also used in everyday life by both students and adults. Perhaps that is one reason why the use of Web 2.0 tools in schools is so popular with the students. They see it as fun, current, practical, cool, and something that are already familiar with. Baumbach believes that the use of Web 2.0 tools in today's media centers and libraries is vital for the future of our profession, and for the future of our students. It is essential for school library media specialists to master them in order to "remain effective, relevant, productive and competitive." (19)

Baumbach, D. (March/April 2009) Web 2.0 and You. Knowledge Quest 37 (4), 12-19.

Reflections on assigned reading—The Portable MLIS Chapter 15

Prior to reading this chapter (Research by Ron Powell) I suspected very little of his words would apply to me--either in my past life as a school teacher and administrator or to my future life plans to become a school media specialist. And I hoped that very little would apply to my current life as a graduate student in LIS. In my mind, "research" implied lots of science, math, statistics and quantitative data analysis--all things that do not appeal to me. In fact, Professor Powell even acknowledges that my feelings are not uncommon and that LIS research is not necessarily at the top of the list for LIS students. On page 178 he states, "The shortcomings of education in research methods are exacerbated by the fact that most students view LIS programs as primarily practical and professional in nature and not concerned with imparting academic skills such as research methods. Some LIS master's degree students seem to begrudge having to devote one of their courses to the study of research methods."

But once again, my preconceptions about library science topics has proved to be incorrect and ill-conceived. In fact, many of Professor Powell's words reminded me that I have spent a lot of my professional life doing research--although I may have called it something different--and certainly didn't view it in an academic context.

For example, my current work as a character education instructor in the Utica (NY) elementary schools requires that I "survey" my students at the end of each trimester. I guess I never considered this to be "evaluative research" but in fact, it is! The data collected from these surveys was very "pragmatic" and directly guided the management team in its decisions about which topics to offer the following year and how best to present the material to students.

During my years as a college admission officer, the capstone of most years was the completion of the Admitted Student Questionnaire (ASQ). This set of common questions was submitted to students admitted to our college as well as peer or competitor colleges and surveyed a range of topics related to the admission and application process. The results of these surveys were invaluable to us as we developed our recruitment strategies for subsequent years. I've also employed "focus groups" to evaluate and respond to admission publications. These reactions (while sometimes expensive as we were forced to abandon some marketing strategies based upon the sour reactions of the group) ultimately proved to be vitally important in our overall efforts.

While I learned a bit more about research from reading Professor Powell's essay, I must state that the greater lesson learned is for me to not make assumptions about a topic before I attack it. Since I am new to the field of library science (and really know very little about the nuts and bolts of it all) it will serve me well to tackle each new topic with an open mind and a positive attitude.

References:
Powell, Ron (2008). Chapter 15, Research. Found in The Portable MLIS: Insights from the Experts by Ken Haycock & Brooke E. Sheldon (Eds.), Libraries Unlimited, Westport, Connecticut.

Reflections on assigned reading--The Portable MLIS Chapter 11

To be honest, I intentionally skipped this chapter in my required reading because the title seemed so foreign and unappealing to me. (Sorry Professor Weedman but Information Retrieval: Designing, Querying, and Evaluating Information Systems doesn't sound like an edge of your seat thriller!) I thought I would eventually come back to it, trudge through it, and hopefully find some nugget to comment on in this blog--and then be done with it. Well, to my pleasant surprise this topic actually had more relevance to me than I initially suspected. I found the concept of designing information retrieval systems interesting, although I'm not sure I will make a career out of this aspect of library science. What follows are three observations I've made from the reading.

Observation #1: Professor Weedman did a masterful job equating designing information retrieval systems to how one might organize his or her closet. This clever analogy made what was an initially daunting concept for me much easier to grasp. As I read her introduction I had one of those "Aha--I get it now" moments.

Observation #2: "Metadata" (A term so new, so alien that I was afraid of it!) When I came home from the Syracuse University MS-LIS Admitted Student Open House in May, I was excited about the prospect of enrolling, but concerned, confused and frightened by the vocabulary everyone seemed to use. Library folks have a totally different lexicon from most ordinary people and I was befuddled when Scott Nicholson was talking about "metadata." I asked my wife what she thought it meant and we both had no idea. Professor Weedman, however, did an excellent job articulating this new concept to a new-comer to the library science field. It is now clear to me what that very foreign-sounding word means--and helps me to think that perhaps I can make the transition to librarianship (and their peculiar language) after all.

Observation #3: Prior to reading this chapter I had very little substantive knowledge about how a search engine like "google" worked. I just knew that If I typed a word into that little box on my computer, all sorts of "stuff" would pop up. Thanks to Professor Weedman, I have a clearer understanding about what is going on behind the scenes with "searches," how they work, and most importantly, how to make them work better (best) for me and the patrons/students of the library I will serve in the future.

References:
Weedman, Judith (2008). Chapter 11, Information Retrieval: Designing, Querying, and Evaluating Information Systems. Found in The Portable MLIS: Insights from the Experts by Ken Haycock & Brooke E. Sheldon (Eds.), Libraries Unlimited, Westport, Connecticut.

Reflections on Assigned Reading-Portable MLIS Chapter 14

While reading Chapter 14, Reader Advisory Services: How to Help Users Find a "Good Book" by Professor Mary K. Chelton, I was immediately reminded of the outstanding reader advisory services provided by the Kirkland Town Library (KTL) in my town of Clinton, New York. As a neophyte to the world of library science--but a frequent user of the town library, it was easy for me to see the connection between the reading and how the good at the KTL make excellent use of the many examples offered by Professor Chelton.

The KTL face-to-face encounters never disappoint. The staff have an excellent handle on the community and its needs (as suggested by Evans in Chapter 9) and are prepared to "suggest" (not "recommend") titles to fit most user's needs. They are an organized and dedicated group who really value every interaction they have with customers. My sense is that these encounters are the most rewarding and enjoyable aspects of their jobs each day!

The KTL also offers many community book clubs and facilitates many book talks--some even with the author him/herself. Since Clinton is a college town (home of Hamilton College) the library has an added connection to authors, scholars, and others who can enlighten and enthral the community.

The most visible way, however, that the KTL staff provide excellent Reader Advisory service is through its use of displays and merchandising. Located at the front end, as well as the point of circulation, books are displayed--mostly around a fun and timely theme. In February, biographies of George Washington, Abraham Lincoln, as well as other Presidents support the President's Day Theme. In the spring, books on gardens and landscaping (as well as props like shovels, trowels and plants) appear to highlight the upcoming planting season. Biographies (mostly for younger readers) of football greats like Johnny Unitas and Walter Payton are displayed the week of the Super Bowl. These are just a few examples. Because these displays are so creative, timely, (and most importantly) constantly changing--as well as being strategically located, I find myself checking them out (and ultimately checking out an item) every time I enter the library. Professor Chelton would be proud of the work being done at the Kirkland Town Library!


References:
Chelton, Mary K. (2008). Chapter 14, Reader Advisory Services: How to Help Users Find a "Good Book" Found in The Portable MLIS: Insights from the Experts by Ken Haycock & Brooke E. Sheldon (Eds.), Libraries Unlimited, Westport, Connecticut.

Reflections on Assigned Reading-The Portable MLIS Chapter 9

In Chapter 9, the author (G. Edward Evans) based upon his various experiences as a collections development officer, offers the reader seven areas to consider when developing a collection. They are:

1. Get to know your community and its needs/interests
2. Our product is access to information regardless of format
3. Expect change and be flexible
4. Plan ahead-Scan the environment
5. Build relationships
6. Engage in collaboration/consortial activities
7. Promoting access can be a challenge

As someone who is new to the filed of library science, I found this list to be helpful. I've never considered the notion of "collection building" and his comments made excellent sense to me.

His suggestions, however, are not unique to the field of library collections. Most of his common-sense recommendations can apply to many other fields and professions as well. For example, my background is in (college but also) prep school admission. Most of Mr. Evans' list can be illustrated in my work as a former independent school Director of Admission and Financial Aid. I suspect that building a collection a collection is much like building an incoming class and his rules make sense in either arena. Allow me to explain.

Get to know your community and its needs was one of the first rules I learned in admission work. With a limited number of spaces available to new students each year, it was essential that I knew what attributes and talents my community needed from its incoming class. Those needs could be academic (high testing students), athletic (a goalie for the hockey team), artistic (oboe player for the ensemble), or even financial (need to accept the child of a big donor). I also needed to know my community in order to select the best students to join it. It made little sense to admit a child to my school if it was not a good match for either the student or the institution. Building a collection obviously requires a similar understanding of the community it will serve.

Expect change was my mantra during my prep school admission years. During the late 90's and early 2000's, my school was fighting an internal battle between producing expensive print publications (viewbooks and paper applications) and the latest electronic media (CD Roms, websites and on-line applications). This change was major and a school that did not embrace this upcoming change would ultimately suffer. From reading Mr. Evans (and others) it is clear to me that change is all a part of the game in library science and specifically in collection development. If you fight it, it will roll over you!

Think ahead and scan the environment directly relates to the changing demographic trends in my former filed. Knowing who is "coming down the pipeline" (ethnicity, socio-economic background, etc.) allows you to better prepare your institution (and your Board of Trustees) for the inevitable change that is coming. If I am ever in charge of collection development in a library, I will surely employ the skill of "seeing the forest" that I learned in school admission.

Building relationships, as well as engaging in collaborative and consortial activities were both vital to a successful independent school admission operation. Unlike colleges, the idea of attending a prep school for high school was new to many families. Working collaboratively with other schools, organizations, agencies as well as consultants not only helped promote the notion of independent schools to a broader audience, it also saved valuable travel time, money and resources. As a collection developer for a library, being a part of as many collaborative or consortial arrangements as well as the relationships these relationships foster are essential to building a broad, extensive, and cost-effective collection in a library. It is my hope that all the skills and lessons I learned in my former life in prep-school admission will pay dividends to me in the administrative aspect of my job as a school librarian.

References:
Evans, G. Edward. (2008). Chapter 9, Reflections on Creating Information Service Collections. Found in The Portable MLIS: Insights from the Experts by Ken Haycock & Brooke E. Sheldon (Eds.), Libraries Unlimited, Westport, Connecticut.

Reflections on Assigned Reading-The Portable MLIS Chapter 1

Chapter 1--Stepping Back and Looking Forward: Reflections on the Foundations of Libraries and Librarianship was written by Professor Richard Rubin and it begins "Libraries are not important, they are essential." (p.3) It seems to me, however, that the same could have also been said about "librarians." The people who make up these institutions are also essential. As one who is preparing for a new career as a librarian, I was keenly interested in the author's comments and observations about the people employed in a library setting. I read his words with a critical eye toward the role I might play in this new career.

Much of the 1st chapter describes the changing role of the librarian over time. I'm a history buff and found his chronology of the library through the ages to be insightful and helpful. As a former Bostonian, I was especially interested in Rubin's comments about the Boston Public Library. He noted that with the establishment of the BPL in the 1850's, the role of the librarian became to "serve the common man," (p.9) a credo that has remained "constant" to modern times. The author also states, "Modern American libraries are quintessentially noble establishment; their primary role is the serve the public." (p.11) The public is all of us. This notion of service (helping others) is appealing to me as I contemplate a major career change. I've spent my entire career working in the field of education (which certainly can be considered a noble profession) and am reassured that the work I will do as a librarian will continue to fill this vital societal need.

On a more personal note, Chapter 1 was the first "academic" (textbook) reading I have done in a long (long) time. I am still not entirely sure what I am getting into as I venture forward as a School Media Specialist student at Syracuse University. However, I found Professor Rubin's introduction to the profession to be informative, reassuring, and exciting.

References:
Rubin, Richard E. (2008). Chapter 1, Stepping Back and Looking Forward: Reflections on the Foundations of Libraries and Librarianship. Found in The Portable MLIS: Insights from the Experts by Ken Haycock & Brooke E. Sheldon (Eds.), Libraries Unlimited, Westport, Connecticut.

Welcome to my Blog

As an assignment for IST 511 at the Syracuse University iSchool, I was asked to create my own professional blog. Well here it is! I'm very new to this but excited none the less. We'll see where it takes me!