Category Archives: Librarians, Libraries & the Profession

Job Postings: St. Joseph County Public Library

Some great opportunities have popped up at the St. Joseph County Public Library in South Bend, Indiana. If it wasn’t enough that Michael used to work there, these listings show great potential for some digitally minded, sense-of-humor carrying and industrious librarians. :-)

Check them out below…

Branch Manager, Western Branch (Full-time)

  • Education/Experience: ALA/MLIS degree
  • Pay Range: $1,595.20-$2,392.80, biweekly
  • Description: Under the direct supervision of the Coordinator of Branch Services, the Branch Manager will, amongst other things, manage employees and volunteers for Branch Services, hire, train, and enforce library policies, resolve difficulties, recommend changes to employment status, establish performance standards and evaluate employee performance. Branch Manager will also support the St. Joseph County Public Library mission by modeling internal and external customer service.

Assistant Branch Manager, Centre Township Branch (Full-time)

  • Education/Experience: ALA/MLIS degree
  • Pay range: $1,461.60 – $1,974.40, biweekly
  • Description: Working under the direct supervision of the Branch Manager, the Assistant to the Branch Manager will, among other duties, offer information and reference, circulation services and patron computer services. They will also recommend, maintain and weed an assigned portion of the collection, as well as plan and participate in programming, blogging, displays and tours. Assistant Branch Manager will also supervise Francis Branch employees and volunteers in the absence of the branch manager, train, schedule, and supervise shelvers and volunteers, schedule staffing, assign duties, review and check work and eliminate ordinary difficulties.

Digital Lab Assistant, Sights & Sounds/Digital Lab (Full-time)

  • Education/Experience: Bachelor’s Degree or specialized technology certification
  • Pay range: $1,216.00 – $1,643.20, biweekly
  • Description: Performs duties to provide computer and equipment assistance to Lab patrons per service guidelines. Lab Assistant will work under the direct supervision of the Manager of Sights & Sounds. Essential job duties include assisting patrons  and co-workers with use of the Lab’s equipment and software, as well as create and lead public Lab classes and tours. Other duties will include check-in, check-out, assessment, and inventory of circulating equipment, track and record usage statistics and provide service at Sights & Sounds service desk on an as needed basis.

For instructions on how to apply or to view a full list of job openings follow the link here.

Libraries and film: “Punk ass book jockeys,” information literacy, and beyond – A TTW Guest Post by Eamon Tewell

Librarianship has long been informed by ideas outside of the profession that are then brought into it. One of the intersections that has always interested me is libraries and film. Some areas of this overlap have been well documented, while others represent very new terrain. The portrayals of libraries and librarians in movies, and more broadly librarian stereotypes, as the recent title The Librarian Stereotype addresses, has been of continued interest to the profession–entire books and films have examined the topic. These representations have interesting things to tell us about how others conceive of librarians and what that means for our work (see, for example, Nicole Pagowsky and Erica Defrain’s excellent article on how librarian stereotypes and faculty perceptions impact our instructional roles). But apart from the questions of our professional identities as represented in popular culture, I have found a lot of ideas worth exploring on other aspects of film, TV, and media as applied to libraries.

 

Like a number of other librarians who provide information literacy instruction, I often incorporate media into the classes I teach. This can mean anything from to asking students to look at different news sources covering the same topic and critique the source’s biases, to using search examples that draw attention to problematic representations of women and people of color in pop culture. One of my best-received approaches to using media in the classroom was showing students three short clips from TV shows that related to libraries or information sources such as Wikipedia, and using these excerpts to start a discussion about how students use the library and other information sources. Some really interesting and enjoyable discussions were spurred by these 1-5 minute clips. I found that examples from movies or TV shows illustrating information literacy concepts can resonate much more with students than talking about these topics generally, and allow for a way for learners to express their own knowledge and understandings in relation to the library’s own sometimes confusing rules and expectations. This article has more details on my use of TV clips in library instruction.

 

The ways that libraries and librarians are represented on-screen provide alternately frustrating and funny insight into the ideas that others have about our profession. But when we think more deeply about these representations they express complicated positions that can bring up important questions about our collective identity. I have looked at the ways libraries are portrayed in two acclaimed comedy series, Parks and Recreation and Community, and how library anxiety is represented in them. The catch phrase from Parks and Recreation describing the fictional town’s librarians, “Punk ass book jockeys,” is part of the show’s tongue in cheek characterization of librarians, yet an undercurrent of distrust and unease with libraries is present within this satirical take. Film and libraries have a long history together, but relatively little research has been done in this area. Contemporary movies appear in the library literature more often, including an analysis of Party Girl, the classic 90s take on one young woman’s turn from the club scene to pursuing a library degree, and the information seeking habits manifested in The Big Lebowski. What many of these library/film studies combinations have in common is an interest in critically evaluating the media’s conceptions of libraries and using film analysis as a lens to examine larger issues of professional identity.

 

While these are just two areas of the intersection between libraries and film that I have considered, there is lots of great work being done in the realm of applying visual and popular media to aspects of librarianship. Joel Burkholder’s This Is Info Lit tumblr focuses on real world examples of information literacy, while Stephanie Alexander’s recent LOEX presentationdescribed how she used satirical news sources in her classes to teach aspects of the ACRL Framework for Information Literacy. These creative projects make apparent that there is no shortage of ideas to be explored within librarianship to meaningfully improve the work that we do, whether through theoretical approaches or everyday practices.

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Eamon Tewell is a Reference and Instruction Librarian at Long Island University in Brooklyn, NY. Eamon has published and presented on the topics of popular media and active learning in library instruction, televisual representations of libraries, and critical information literacy. He tweets at @eamontewell.
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NMC Horizon Report > 2015 Library Edition

Note from Michael: I was honored to work on this project for a second year. The 2015 report offers a cohesive and thoughtful approach to the future. I hope you’ll check it out.

The New Media Consortium, in collaboration with University of Applied Sciences (HTW) Chur, Technische Informationsbibliothek (TIB) Hannover, and ETH-Bibliothek Zurich have recently released their New Horizons Report > 2015 Library Edition. A five-year horizon examination of key trends, significant challenges and important developments in technologies, their work examines the potential impact on academic and research libraries.

The report was written by the 2015 NMC Horizon Project Library Expert Panel. If you’d like to take a peak at the wiki that chronicled their work and produced the report follow the link here.

NMCHorizonReport

> Download the NMC Horizon Report > 2015 Library Edition (pdf).

 

#IRDL2015 Twitter Chat Resources

I am honored to be participating in the  2015  Institute for Research Design in Librarianship (IRDL) at Loyola Marymount University. My focus with the scholars explores personal learning networks and reflective practice. Tonight, I’ll be hosting a Twitter chat for the 22 scholars. This post will serve as a resource for that chat.

Our hashtag  for the institute is #IRDL2015 and our chat hashtag will be #irdl2015chat. We practiced on Tuesday with http://tweetchat.com – very cool site for Twitter chats.

For tonight, the scholars are reading:

Horowitz & Martin: http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/20500/15739

MacMillan: http://words.usask.ca/ceblipblog/2014/11/04/reflections-on-research/

The Questions:

Q1. MacMillan describes her “research experience” – what does the “whole pattern” of your experience look like?

Q2. What’s the role of theory in your research or are you drawn to applied research?

Q3. Horowitz and Martin describe important considerations for the researcher/practitioner and their relationship to LIS education and LIS professors. How might we improve/enhance these connections?

Q4. What realizations have you had about your own research practice?
videochat18-roulette
Tips for the Chat:

  • Start by introducing yourself, share your location (in your room, in the library, at the cafe?)
  • Use the hashtag #irdl2015chat
  • Use @ replies to address individuals
  • Use answer numbers (A1, A2) to keep thoughts organized
  • Share images, links, video, etc

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Now you see it: How the brain science of attention will transform the way we live, work, and learn – A TTW Guest Post by William Bejarano

As part of Michael Stephens’ Hyperlinked Library course offered through San Jose State University, I reported on the book Now you see it: How the brain science of attention will transform the way we live, work, and learn, by Cathy N. Davidson. We were encouraged to use creative means to convey our reports, so I took the book’s central theme to heart and utilized several free and available web tools to comment across platforms.

Part 1: TameTheWeb – “Introduction”

The main thrust of this book is the notion that we are using outdated criteria to measure our educational progress. This is a crucial idea for information professionals to understand, because it attempts to call our attention to the largely invisible shift in how we find, absorb, and utilize information, which could be changing the very idea of what we consider valuable.

Given that much of the book is dedicated to questioning and possibly dismantling the argument that distractions and periodic attention shifts are a bad thing, I’ve decided to create a distraction-heavy presentation with different points presented on separate formats. If the author is correct in her assessment of how users absorb information, then anyone reading this book report will likely be checking Twitter and Tumblr (among other things) before getting to the end of it anyway. By appearing on all of these platforms, I hope to stay a step or two ahead of you!

(For you traditionalists who prefer to have everything in one place, the entire script is available at the very bottom of this post, in one big text-heavy entry).

Part 2: Screencast – “The Gorilla Illusion”

http://www.screencast.com/t/nQEWNZGuK

Part 3: Tumblr – “Distraction as an Asset”

http://hyperbill.tumblr.com/post/109733910521/distraction-as-an-asset

Part 4: Slideshare – “Fighting Gravity”

http://www.slideshare.net/hyperBill/part4-slideshare-44127214

Part 5: Twitter/Storify – “Using Hyperlinks for Good”

https://storify.com/hyperBill_287/using-hyperlinks-for-good

Part 6: Soundcloud – “Conclusion”

https://soundcloud.com/bill-133/bookreview-conclusion

BejaranoBioWilliam Bejarano has worked as Information Specialist at the Rutgers Center of Alcohol Studies Library since 2013. Prior to that, he worked in Technical Services at the Rutgers University Libraries for eight years. He holds a Masters in Employment and Labor Relations and will complete his MLIS degree in July 2015. You can email him at [email protected].

Continue reading Now you see it: How the brain science of attention will transform the way we live, work, and learn – A TTW Guest Post by William Bejarano

The tumblarians – a TTW guest post by Tamarack Hockin

The LIS blogosphere is what brought me into librarianship. I was travelling in Tasmania more than a decade ago when I happened upon Jessamyn West’s librarian.net (still going strong!), and started the discovery process for my own career in libraries. I began spending part of my daily hour at the public terminals reading up on the issues of profession, reflections from practitioners, and linking around within a community of library bloggers. Enter the biblioblogosphere. I have just wrapped up the first semester of my MLIS, and had the amazing opportunity to delve more deeply into the biblioblogosphere in Dr. Michael Stephens’ LIBR200 course. The past few months have been spent constructing some preliminary research into the tumblarians, and considering their place within the existing research on LIS bloggers and information communities. It might be safe to assume that many of TTW’s readers are familiar with the biblioblogosphere since this is an area of special prominence in Michael’s research and many of his past posts.

For those who aren’t familiar, I’ll share here the world’s shortest review on the topic: Beginning in around the early-mid 2000s, LIS bloggers formed an informal online community of practitioners and researchers who shared personal-professional information. This community has been compared to a new form of grey literature for the profession (Powers, 2008), and bloggers themselves identified meaningful benefits from participating in these online conversations (Stephens, 2008). I’ll keep the citations brief, and just sum up the biblioblogosphere as comprising librarians who shared information and reflection on the profession, and who interlinked between one another’s blogs through conversation (e.g., commenting) and endorsement (e.g., blogrolls).

But back to the tumblarians. Who are the tumblarians, what are they doing, and are they an actual community? If the term isn’t new to you, then perhaps you’ve read Tkacik’s piece in The Digital Shift, or Power’s round-up in the Journal of Access Services— or perhaps you yourself are a tumblarian. For myself, I’m lucky enough to know a couple of tumblarians IRL, and was able to supplement this dearth of academic research on the topic by direct conversation. Let me tell you about what I found*. A combination of tumblr (the platform) and librarian, the tumblarians are defined mainly by their use of the hashtag of the same name. Tumblarians share information on diverse topics, but library-related information does take prominence.

I found that the tumblarians bear striking resemblance to LIS bloggers, and may be candidates for inclusion in the same grouping (while the platform is distinct, it shares many similarities with more traditional blogging formats). Like the LIS blogosphere documented in the research, there is a mix of personal and professional information, a community of inter-linking, and topics relevant to the profession are discussed. That said, there are also a lot of quirky animated gifs and pop-culture references. It’s a real mix of social and information. What I find most interesting is the way that this virtual community which is embedded in tumblr and centred around libraries and librarianship, is just that— a community.

My semester long project took place within the context and conversation of Fisher and Durrance’s (2003) information communities, which stressed the ways in which communities form around information needs. Yet it seems there is more than just an information need which leads tumblarians to engage with the blogosphere. Librarianship is deeply rooted in information, and our profession centres on concepts of informational authority, balance, and accuracy. Previous LIS bloggers have described themselves as LIS citizen-journalists who discuss and engage with the issues of the profession. Yet there is editorialising too, and also a lot of irreverent and playful content. The tumblarians especially seem to embrace the social aspects of a blogging community, mixing fandom and research side by side, separated only by their use of hashtags. A blog post (even a long one) is too short a space to get deeply into the issues and themes worthy of real examination. My hope is that I will have more time to follow up with the LIS blogosphere, the tumblarians, and the ways in which librarians and library workers are engaging in discourse about our profession.

We spend so much time with information, but I’m particularly interested in how we’re communicating.By “what I found”, I need to clarify that this was not actual research but findings through informal conversation buttressed by conceptual frameworks. Hence my using the term “preliminary” to characterise my research project.

See also, http://www.sjsu.edu/research/irb/index.html References Fischer, K. E., & Durrance, J. C. (2003). Information communities. In K. Christensen & D. Levinson (Eds.), Encyclopedia of Community: From the Village to the Virtual World. http://dx.doi.org/10.4135/9781412952583.n248

Powers, A. C. (2008). Social networking as ethical discourse: Blogging a practical and normative library ethic. Journal of Library Administration, 47(3-4), 191-209. http://dx.doi.org/10.1080/01930820802186522 S

tephens, M. (2008). The pragmatic biblioblogger: Examining the motivations and observations of early adopter librarian bloggers. Internet Reference Services Quarterly 13(4), 311–345. http://dx.doi.org/10.1080/10875300802326475.

 

photo cc by-nc-sa KylerStorm[Flickr]Tamarack Hockin is in the first year of her MLIS at San Jose State University, and has been a library technician for six years working in Canadian public libraries. Find her wry humour on twitter @tamahoc, or contact her to talk libraries, anytime, via about.me/tamahoc.

Library as classroom: What’s the big flippin’ deal? — A TTW Guest Post by Jolene Nechiporenko

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In my hyperlinked library class we’ve been learning about the library as classroom and the benefits of the flipped classroom.  The flipped classroom lends itself to the newer concept of teaching and learning, the active, community centered, collaborative, group learning in which both students and instructors can be learners or teachers.

What is a flipped classroom? The flipped or inverted classroom assigns pre-class, often an online video, pod cast, or reading material, homework and then utilizes class time to complete an active discussion or learning exercise.  “Lectures are moved online to be viewed before class, and classroom time is dedicated to learning activities that require students to engage concepts at a higher level in a group setting and with an instructor at hand to answer questions, give feedback, and prompt reexamination of key ideas.” (Baepler, Walker, & Driessen, 2014)

What’s so great about a flipped classroom?  Flipping the classroom offers new opportunities to both students and instructors that the traditional classroom does not.  Among these opportunities is flexibility for both the students and the instructors.  Students can access, ‘at home’ materials online wherever and whenever they want thanks to the incorporated technology. These recordings or materials remain available to students for repeated use.  “It allows a blended, (online and face-to-face) and self-paced instruction more aligned to how this generation of students learn.” (Brunsell & Horejsi, 2013)

Flipping saves time in the long run.  Instructors record their lecture only once until they feel the need to make changes or updates and students can view/listen to the material as many times as they feel necessary.  This process, known as ‘off-loading’ allows for better use of classroom time. Kim Miller explains off-loading as it pertains to information literacy instruction “…it’s hard to jump into more complex application and exploratory activities during a traditional 50 or 60 minute class if students don’t have a basic foundation on which to build advanced skills.  Off-loading the procedural instructions, like how to navigate the library’s website or basic catalog searching, to pre-class activities can free up in-class time for librarians to help students work through more complex activities.” (Miller, 2013)

Off-loading provides for better use of classroom time which can foster active, collaborative learning.  “Engaging students in active learning during class gives them an opportunity to think critically about what they are leaning, something often lacking in traditional library instruction.” (Fawley, 2014)  “The [Horizon] report notes, “Students are increasingly evaluated…on the success of the group dynamic,” as well as the outcome.  This might involve peer evaluation and self-reflection in addition to review of the group’s work. (as quoted in Stephens, 2012)”

“Thanks to social-networking software, information can flow not just from teachers to learners but in multiple directions: among students, from students to classroom teachers, from teacher-librarians to classroom teachers and students.” (Loertscher, 2008). In this ideal environment, instructors can assume the role of student and students have the capability to be the instructor. “When an assignment is given, everyone-teachers, librarians, students, and other specialists- can comment, coach, suggest, recommend, and discover together, and push everyone toward excellence.” (Loertscher, 2008)

Why should libraries be interested in flipped classrooms?  It’s ideal for an instructor to collaborate with a teacher librarian and have their class take place in the learning commons where a world of resources are readily available to the learner.  Flipped classrooms are often found in libraries, especially in the information commons.  In addition, the flipped classroom can be applied to information literacy instruction in which the librarian is the actual instructor.  “Libraries are increasingly called on to pursue innovative educational initiatives in order to remain engaged with a user base that is beginning to expect more personalized, mobile, digital, and responsive information services. (Booth, 2011)

Want more information?  Check out this great info graphic:

flipped-classroom-2

References

Booth, C. (2011). Reflective teaching, Effective learning. American Library Association.

Brunsell, E.,& Horejsi, M. (2013) Flipping you classroom in one “Take”.  Science Teacher, 80(3), 8.

Fawley, N. (2014, September 1). Flipped Classrooms. American Libraries.

Knewton. (2011, August, 29). The flipped classroom. [Infographic] Retrieved fromhttp://www.knewton.com/blog/education-infographics/flipped-classroom-infographic/

Loertscher, D. (2008, November 1). Flip this classroom. School Library Journal.

Miller, K. (2013, February 25).  Flipping Out: Preflip planning. Retrieved from ACRLog.

Miller, K. (2013, March 28).  Flipping Out: Reflection upon landing. Retrieved from ACRLog.

Stephens, M. (2012, April 25). Learning everywhere [Web log post]. Library Journal. Retrievedfrom http://lj.libraryjournal.com/2012/04/opinion/michael-stephens/learning-everywhere-office-hours/

 

Jolene Nechiporenko is a senior student in the Master of Library and Information Science online degree program through San Jose State University’s School of Information. She lives with her family in North Dakota and plans to pursue a career in librarianship.

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Michigan: Technologies and Trends Workshop

Tech-Trends

Mark your calendar now for an exciting opportunity to attend a very special event in which you will “explore cutting edge trends” in “evolving libraries.”

Opening keynote speaker, Michael Stephens will speak about how libraries can play a vital role in how “emerging technologies” can change the way we “live and learn.”

Other scheduled presenters include: Kyle Felker and Kristin Meyer from Grand Valley State University, Amy James and Elizabeth Walker from Spring Arbor University, Sonya Schryer Norris, Library of Michigan and Rebecca Renirie from Central Michigan University.

Registration

Earlybird Registration Deadline: May 22, 2015

Advance Registration Deadline: June 4, 2015

For more information and registration details, go to: http://www.milibraries.org/events/technologies-and-trends-workshop/

 

Justin is Going to New Zealand! LIANZA 2015

topofthelakeCongrats to Justin Hoenke, TTW Contributor, on his invitation to keynote LIANZA 2015! Iam so excited he’ll be talking about  his ideas for humanistic, user-centered  library services with the good folks of NZ.lianza

Justin writes:

I’m happy to announce today that I will be attending the LIANZA 2015 Conference in Wellington, New Zealand this year from November 7-11 2015 to speak about youth services, kids, tweens, teens, and everything awesome that can happen in libraries. I’m honored to be a part of this event. I’ve always enjoyed following the LIANZA conferences on Twitter (#lianza15 this year!) and cannot wait to learn and share with many librarians from New Zealand, Australia, and beyond. They’ve got a great lineup this year (Sarah Houghton, Ned Potter, David Lankes, and more!) and I am also looking forward to hanging out (and in some cases, meeting for the first time!) with some wonderful library colleagues.

I spoke at LIANZA in 2013 and the trip was wonderful on all counts. To put a fine point on it: life-changing. Read more about it here:

http://tametheweb.com/category/ttw-goes-to-new-zealand/

and here:

http://lj.libraryjournal.com/2013/12/opinion/michael-stephens/notes-from-some-small-islands-office-hours/

Photo: A moment of reflection for me in Glenorchy,NZ.