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.
Wednesday, July 8, 2009
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.
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:
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.
- Get to know your community and its needs/interests
- Our product is access to information regardless of format
- Expect change and be flexible
- Plan ahead-Scan the environment
- Build relationships
- Engage in collaboration/consortial activities
- Promoting access can be a challenge
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.
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.
Thursday, July 2, 2009
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!
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