Category Archives: SJSU SLIS

SJSU SLIS Post-Master’s Certificate Program Designed for Lifelong Learners

Note from Michael: I serve as advisor to those in the Digital Services and Emerging Technologies area.

Post-Master’s Certificate Program Designed for Lifelong Learners

Professionals now have an opportunity to continue their education by earning their Post-Master’s Certificate in Library and Information Science from the nationally-ranked San Jose State University School of Library and Information Science. The new certificate program features five career pathways within the ALA-accredited graduate degree program, and all courses are delivered fully online. The deadline to apply for admission for Spring 2013 is Monday, December 3rd, 2012.

The fully-online certificate program is designed for individuals who already hold a master’s degree in any discipline and would like to continue their education to stay current with emerging trends in the library and information science field. Because all courses are fully online, students can live anywhere and complete their coursework when most convenient for them. The certificate program can be completed in as little as one year.

Certificate program students can choose courses in any of the following career pathways:

To earn a Post-Master’s Certificate, students complete six courses (16 units), including a one-unit course that introduces the School’s sophisticated online learning environment, and five courses in a selected career pathway. Certificate program students will engage in a collaborative learning environment with graduate students and faculty in the School’s ALA-accredited Master of Library and Information Science (MLIS) program, as well as other Post-Master’s Certificate Program professionals.

The San Jose State University School of Library and Information Science offers two fully-online master degrees, a fully-online certificate program, and a doctoral program: Master of Library and Information Science (MLIS), Master of Archives and Records Administration (MARA), Post-Master’s Certificate in Library and Information Science, and the San Jose Gateway PhD Program. Learn more at: http://slisweb.sjsu.edu

Reaching All Users: Deaf and Hard of Hearing Patrons in the Library – A TTW Guest Post by Holly Lipschultz

For those of you who already know me, I’m profoundly deaf and wear a cochlear implant and a hearing aid. For those of you who don’t–now you know! Many don’t, particularly if I wear my hair down. I talk quite normally thanks to the cochlear implant, and I hear well enough to “pass” for hearing. However, I struggle in some situations, and people get frustrated and say, “Never mind, it wasn’t important,” or assume I’m stupid or rude.

Deafness is an invisible disability. It’s easy to remember to make sure that there are ramps and elevators for people using crutches or wheelchairs. It’s easy to be aware of the blind person navigating the library with a cane or a seeing eye dog. But it’s not so easy to be aware that someone is deaf unless they have short hair and colorful, clearly visible earmolds.

Fortunately, it is fairly easy to accommodate the needs of deaf and hard of hearing people, making them feel more welcome in the library. I can write at length on the subject, but for now, I’ll give you tips on two things: communication and accessibility of library programs and services.

Communication

First, you DON’T have to know sign language, either ASL or SEE, in order to communicate with the culturally Deaf people who communicate primarily through sign. Is it useful? Undoubtedly yes. But not every library branch has an employee that can sign. And unlike, say, finding Spanish speakers for predominately Hispanic neighborhoods, there are no “Deaf” neighborhoods to relocate these signing staff to. It probably wouldn’t be feasible to be sure to train at least one staff member at each library location to know ASL.

And besides, not every deaf person knows sign language. I didn’t learn it in any real, systematic way until I started college; my parents raised me as hearing. Many others are late-deafened (think about your grandparents) and still prefer to communicate aurally and verbally. And many others are only mildly to moderately deaf, and have had little difficulty with hearing.

So, how can you communicate with deaf people?

First, get their attention. Don’t flap around like a crazy person, or else we’ll ignore you out of embarrassment. But if you don’t have our attention, waving your hands is okay. Light touching on our arms are okay. Then start talking. Normally. Oh, please don’t try to move your lips in an exaggerated manner. It’s like trying to listen to someone who is talking while his mouth is full of marshmallows. Yelling doesn’t help either. It’s hard to understand overly loud speaking, the same way it’s hard to drink from a fountain if it’s shooting at your mouth like a fire hydrant geyser.  Just talk normally. Easy, right?

Background noise freaking sucks. I’ve heard that hearing people can somehow “pick out sounds” and focus on it even if there is some background noise. It’s a mythical concept to me. So, if it gets temporarily loud in the library, pause during the loud noises, and repeat what you said as needed. Sometimes you might repeat things two or three times, so be patient. A trick some people use after the second repetition is to rephrase the sentence. Use synonyms. Reorder the sentence. “Are you looking for a specific breed?” can become, “What dog breed are you looking for?” and it can finally help make the sentence click in our minds.

If verbal communication is exceedingly difficult, or if you’re talking to a completely deaf person, use writing tools. The traditional means of communication can be a pencil and paper, though it can be annoying to both sides. Here’s another idea: Use Word on your computer. Turn the screen around so both of you can see it. Bring up Word or Google Docs in a separate window. Type what you need to say. We’ll tell you verbally in return. Or if they are completely deaf, let them use the keyboard to type what they need to say. Turning the screen around during reference and circulation transactions helps anyway.

Other communication tips

Hopefully your library has a TTY number and if you’re more forward-looking, chat assistance. Some deaf people use a relay service when calling, so be aware of that. Though, personally, relay SUCKS anytime there is a phone tree, so please have other contact options. Be sure to provide email addresses on your library websites for reference and circulation, or have an online contact form. Some deaf people do call. I do, with great reluctance. So please be patient and ready to repeat and rephrase things.

Library Programs/Services Accessibility

Now that we’ve covered the basics of communications, can you see where some of the problem areas might be for library programs and services? How you accommodate the deaf and hard of hearing can greatly depend on the library’s budget and grant income. Here are your options, from cheapest to more expensive:

Priority seating. Save some seats near the front where us deaf and HOH folks can read the speaker’s lips. Be sure to remind the speaker to always face the audience when talking, otherwise it doesn’t help at all. Make sure we know that those seats exist.

Printed transcript. If at all possible, procure and print some copies of the transcript, speakers’ notes, etc, and have them on hand for when people ask, so they can read and follow along during the program.

Captioning for online video/audio resources. It is possible to do this yourself thanks to YouTube. If you can’t afford the staff time, post the transcript. If you can afford the time, have someone upload the transcript to YouTube’s automatic caption-fier. Then go through and correct the text, since YouTube uses a combination of your transcript and it’s voice recognition to create the caption file, and voice recognition isn’t the best. Another option is to outsource the captioning to a company for video posted elsewhere that does not have caption service. There are many companies, big and small, but here’s a couple of examples to give you an idea: VitacAmeriCaptionCaptionMax.

CART captioningCourt reporters often make a little extra money using their equipment and skill to create real-time captioning. The downside to this is that, as far as I know, it serves only one or two deaf people at a time.

Sign language interpreter. In contrast to CART captioning, sign language interpreters can help a larger group of people. Although if you do have a large group of deaf people, getting an interpreter makes more sense than the other options.

There you go! I hope this helps make reaching out to deaf and hard of hearing people less daunting.

Holly Lipschultz is a graduate student in the San José State University School of Library and Information Science and works at the University of Chicago Library.  She lives in Chicago, Illinois, with her husband and three cats.

Faculty Position Opening at San Jose State University SLIS

Live anywhere*
Teach great students –http://slisapps.sjsu.edu/blogs/meet/
Use the newest technologies to develop innovative online classes
Work with a top grant writer and collegial faculty.

San Jose State University seeks to dramatically expand its faculty working in the area of cyber security/data science by hiring a cluster of five new faculty members. The university seeks people who are able to initiate and participate in interdisciplinary collaborations in the area of cyber security or data science, and who are skilled researchers and teachers in one of five areas: ComputerScience, Computer Engineering, Library and Information Science, Management Information Science, or Psychology.

As part of this initiative the School of Library and Information Science (SLIS) is looking for a faculty member with a focus in either information assurance/information integrity or large data sets/information visualization. The successful applicant will teach online classes for SLIS and conduct research, build online interdisciplinary certificates, and develop fundable research proposals with colleagues in the cybersecurity and data science clusters in the University.

A successful applicant focused primarily in the area of information assurance/information integrity will teach online classes and conduct research with cluster faculty members in one or more of the following areas:

  • Protection of records and archives via trusted digital repositories that ensure the accuracy, reliability, and authenticity (i.e., identity andintegrity) of records in the cloud and records delivered via mobile devices
  • Information risk analysis, management, and compliance of digital records
  • Sustainability of digital records
  • Privacy and freedom of information
  • Encryption management strategies
  • Recovery and disaster techniques including disaster planning

A successful applicant focused primarily in the area of large data sets/information visualization will teach online classes and conduct research with cluster faculty members in one or more of the following areas:

  • Analysis of unstructured and machine generated data from social media (e.g., Facebook and Twitter)
  • Information visualization to help users gain new and deeper knowledge from complex information
  • Tagging of data for ease of analysis and findability
  • Metadata systems, architectures, and applications
  • Semantic networks and linked data
  • Data analytics
  • Text/data mining
  • Pattern recognition
We require an earned doctorate; a strong record of scholarly and professional achievement; and an excitement and enjoyment for teaching and working online.

The School of Library and Information Science (SLIS) at San Jose State University is fully accredited by the American Library Association through 2014. It has 2000 students and since Fall 2009 delivers its degrees only online.   In addition to the online Masters in Library and Information Science (MLIS) degree SLIS offers an online masters degree in Archives and Records Administration (MARA), a gateway Ph.D. program with Queensland University of Technology, and a Post Master’sCertificate program. The School is part of the College of Applied Sciences and Arts at San Jose State University.

The School has a rich technological environment (Desire2Learn Learning Management System, Blackboard Collaborate Web conferencing, WebEx, Blackboard IM, Panopto, and Web 2.0 tools such as social networking, blogs, wikis, podcasts, and collaborative environments).
Check out Innovate Magazine, SLIS’s 2012 Annual Review, to see what our students and faculty are doing.
Send by February 1st 2013: 
(1) A letter of application that addresses in detail the requirements listed above and into which of the two cluster areas you feel best fitted
(2) A curriculum vitae
(3) Three original letters of reference with contact information
Application material should be sent electronically (pdf or a URL) to:

Dr. Linda Main, Chair of the Search Committee at:       Linda.Main@sjsu.edu

Please include Job Opening ID: 22461

San Jose State University is home to theSilicon Valley Center for Cyber Security, is a partner in the NSF-funded national Center for Science and Technology for Research in Ubiquitous Secure Technology (TRUST) at UC Berkeley, and hosted the national symposium on Curriculum Development in Security and Information Assurance (CDSIA) as well as the Oates Security in the Cyberage Symposium.

*Employment is contingent upon proof of eligibility to work in the United States. In addition, you will be required to visit the San Jose State University campus four or five times a year at your own expense.

SJSU SLIS News: Congratulations to the First Student to Complete the San Jose Gateway PhD Program

Diana Wakimoto is the first individual to complete the San Jose Gateway PhD Program, an innovative doctoral program that spans two continents in a partnership between the School of Library and Information Science at San Jose State University (SJSU SLIS) and Queensland University of Technology (QUT), one of Australia’s top research institutions. QUT conferred the degree to Wakimoto during July, and Wakimoto celebrated her accomplishments with doctoral program students and supervisors during the program’s annual residency in San Jose, California, held on July 30-August 3, 2012.

“I’m excited to have completed the program and look forward to seeing others finish the program shortly,” said Wakimoto. Four other doctoral students are poised to complete the San Jose Gateway PhD Program soon. They’ve already completed their dissertations and presented their findings to supervisory panels.

Wakimoto’s research focused on community-based archives in an effort to understand how their practices differ from traditional institutions. Wakimoto conducted oral history interviews with community archivists and volunteers at three community archives. Her analysis sheds light on the history of community archives and provides a detailed account of community archives’ staffing models, circulation policies, and descriptive practices. Wakimoto’s work suggests new ways in which archivists can build collaborative partnerships with their communities to preserve the experiences of diverse groups.

“I’ll be presenting part of my research at a conference in Melbourne during late November,” said Wakimoto, “and then attending the graduation ceremony at QUT.”

Wakimoto currently works as a librarian at California State University, East Bay, where she manages the university archives. She also serves as a liaison to several science departments and teaches information literacy courses.

Although Wakimoto has completed the doctoral program, she intends to stay involved. “I want to help mentor new students and create an alumni group for the San Jose Gateway PhD Program,” she said. Four new doctoral students attended the recent residency in San Jose, California, and are eager to start their research.

The other San Jose Gateway PhD students who have completed their research and presented their findings in recent months include Cheryl Stenström, who examined library funding decisions by public officials; Mary Ann Harlan, who studied the information practices of teen content creators; Tina Inzerilla, who explored the teaching social networks of community college faculty and their implications for librarians; and Virginia Tucker, who studied the learning experiences of searchers to better understand the acquisition of search expertise.

The San Jose Gateway PhD Program admitted its first students in 2008 and uses a distance education model to serve students who work part time and full time while earning their degrees. They receive guidance and one-on-one mentoring from SJSU SLIS and QUT faculty.

For more information about the San Jose Gateway PhD Program students and their original research, please visit: http://slisweb.sjsu.edu/programs/gateway-phd

The San Jose State University School of Library and Information Science offers two fully online master’s degrees, a fully online certificate program, and a doctoral program: Master of Library and Information Science (MLIS), Master of Archives and Records Administration (MARA), Post-Master’s Certificate in Library and Information Science, and the San Jose Gateway PhD Program. Let the learning begin: http://slisweb.sjsu.edu

Crowdsource request: Help create list of books for Learning class

Greetings! I am working on my classes for fall. In my Transformative Learning class, I am porting over the “Context Book” assignment from the Hyperlinked Library course.

Here’s the blurb:

Context Book Reports: Students will read one book selected from a list provided, and write a 400 word reflection or create a media-based presentation relating the topic and focus of the book to transformative learning and new literacies. 10 points

The required books are:

  • Booth, C. (2011). Reflective teaching, Effective learning: Instructional literacy for library educators. Chicago: ALA.
  • Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace.

I want to build a list similar to this one: http://tametheweb.com/2012/01/22/context-books-for-the-hyperlinked-library/ but focused on new literacies and new ideas about learning in organizations and in general.

For sure I will add this one:

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press.

What would you add? (I can tell many of the Hyperlinked book list could work here too…)

Here’s a short list:

  • Beck, John C. & Mitchell Wade. Got game
  • Davidson, Cathy. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn
  • Gee, James Paul. What Video Games Have to teach Us about Learning & Literacy
  • Ito, Mizuko (ed.). Hanging Out,Messing Around,and Geeking Out:Kids Living and Learning with New Media.
  • Jenkins, Henry. Convergence Culture
  • Jenkins, Henry. Fans, Bloggers & Gamers: Exploring Participatory Culture
  • McGonigal, Jane. Reality is Broken
  • Palfrey, John & Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives
  • Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education

News: Catalyst Report Describes Replicable Residency Model

During the last year, leaders from the School of Library and Information Science (SLIS) at San Jose State University, along with national advisory partners, have been studying and planning a unique post-master’s residency model that will support efforts to integrate emerging technology into a variety of library settings. The residency model also focuses on developing future library leaders who can be catalysts for transformative change.

SLIS recently published a report summarizing the team’s findings and recommendations. Download your free copy of Developing a Technology Integration Residency Model: The Catalyst Project Report at:http://slisweb.sjsu.edu/catalyst/

The report reviews the team’s exploration of current residency models, as well as how librarians define and deploy emerging technology. It examines how residency programs can support libraries’ ongoing efforts to identify and effectively integrate emerging technology that will best serve their users. The report also describes elements of a residency model that, once tested and refined, can provide the library profession with a replicable model.

Next steps for the Catalyst project are to fully develop the residency program model, secure funding for the project’s next phase, and test the model in several host library organizations. In addition, the team plans to create a replication toolkit to help future host institutions streamline implementation.

“Our mission is to build strong leaders among early career library professionals who will be catalysts for transformative change in libraries,” said Dr. Sandra Hirsh, SLIS director and Catalyst project director. “We hope the model will provide creative solutions, helping libraries respond to rapidly shifting priorities, enhance the quality of library services, and benefit their communities,” added Hirsh.

Project advisory partners include the Association of College and Research Libraries, the Public Library Association, and the Urban Libraries Council, as well as OCLC, an organization that offers a depth of global expertise regarding technology integration in libraries.

Leaders from these partner organizations gathered to discuss the project in February 2012, and shared their thoughts regarding the project’s potential impact on the profession. A video recording of their discussion is freely available on the SLIS website. The website also features recordings of presentations about the project, which were delivered at professional conferences earlier this year.

The Catalyst project was launched in June 2011, thanks to a one-year planning grant awarded by the Institute of Museum and Library Services. Over the last year as the team has been developing the residency model, they gathered input from experts in emerging technology and residency models, as well as library leaders and representatives of professional organizations. The Catalyst team anticipates launching the pilot projects during 2013, as long as funding for the pilot projects can be secured.

 

Fall Class: The Hyperlinked Library & Emerging Technologies

This is a course preview video for those SJSU SLIS students who may be interested in my fall class “The Hyperlinked Library & Emerging Technologies.”

The Hyperlinked Library is an open, participatory institution that welcomes user input and creativity. It is built on human connections and conversations. The organizational chart is flatter and team-based. The collections grow and thrive via user and staff involvement. Librarians are tapped in to user spaces and places online to interact, have presence and point the way.

Casey & Savastinuk describe the participatory service model: “It is a model for library service that encourages constant and purposeful change, inviting user participation in the creation of both the physical and the virtual services they want, supported by consistently evaluating services. It also attempts to reach new users and better serve current ones through improved customer-driven offerings.”

This course will examine various theories of library service, the advent of social networking tools, the creation of online collaboration and communities via those tools and their adoption by libraries as well as the rise of Library 2.0 thinking, a service philosophy born out of discussions of Web 2.0 and participatory library services. Students will experience an immersive learning environment via a wide range of tools. We will discuss the definition of participatory service, explore some key trends that impact the model, and examine what this shift means for libraries and information work in the 21stCentury.

Draft Syllabus (“Greensheet”) is here: http://tametheweb.com/2012/04/04/the-hyperlinked-library-emerging-trends-emerging-tech-updated-for-fall-2012/