SU: Friday

So you're probably all dying to find out and I'm sorry to disappoint you, but my group didn't win the poster contest. However, I was really proud of my group and got to experience my first poster session. Ours was basically a trial run and only lasted for an hour and a half. Scott Nicholson, one of our professors explained to us that a typical poster session lasts for about four hours. I was exhausted after this one and was on the verge of losing my voice. But I felt my group did well and was confident with our presentation. Since I don't think I mentioned this in any previous blog posts, our topic concerned academic journals: rising costs and how universities could combat those costs.

Overall I had such an amazing experience this week. Just by looking at what I accomplished, I completed 4 semester hours in 8 days. That's insane in and of itself! But I had some great teachers and classmates that provided amazing support. Sometimes I felt like my brain could explode with all the information I learned, but everything was so interesting and exciting to me I actually couldn't wait to learn more. I'm excited to register for my classes this fall and some part of me regrets not being able to network directly on campus. I made so many great contacts and have the university to thank for that.

Hopefully I'll have the free time to continue this blog even though my immediately pressing coursework is done. If you've been reading, please check regularly for updates!

SU: Thursday

Today we spoke a lot about library organizations and how important it is to network. When I got my job at the WPL I was automatically signed up for a few of these organizations, namely OCLC and ALA. That said, I got a membership today to SPLC for free! For a year! I love free things that help me with my career!

Although now that I think about it, "free" is a relative term. I am paying THOUSANDS for my education. $35 for my membership is a drop in the hat, comparatively.

Scott Nicholson, one of our amazing instructors (you love this blog now, Scott) encouraged us to apply for internships with ALA's subcommittees. I have some research to do on which subcommittee I would want to apply to, but that sounded great. I think it would really help me be on the "innovative" side of things by sticking myself right in the middle of the crazy, fantastic library social networking machine.

Just meeting our guest speakers throughout this week has shown me so much that this is where I belong (both at this school and in this field). I get so excited about the variety of libaries that house an even wider variety of people. I sincerely will do my best to get to ALA's midwinter conference by applying to a subcommittee, applying to volunteer through SU, or hopefully presenting my group's poster. After tomorrow, we'll see!

SU: Wednesday

Today we heard from a panel of librarians who work in library systems. I have to say, even after listening to them talk, I don't see myself going into systems management or training. They repeatedly mentioned that they were the ones to get called on Christmas Eve to work on a failing system or inaccessible link. While this doesn't sound appealing to me for obvious reasons, one shining ray of hope came through. Many of them had been given the opportunity through their jobs to travel nationally and internationally. I would love to do this!

I went into this degree because I felt there was so much I could do with it that wouldn't bore me. In short, I would never feel the need to switch careers to stay interested. I wanted to learn something new everyday. Cristina Pope of the SUNY Upstate Medical Library expressed to us her desire to create a new iphone application that would allow patrons to access materials from both in and outside of the library. I would love to work on a project like this, but quite frankly I don't feel like I possess the capabilities to do so. I have a strong feeling that I'll learn in my classes, and if I don't, I'll seek that education out.

SU: Tuesday

Today we spent the majority of the morning talking about copyright. I had never realized how complicated some of the rules were. Anything is technically copyrighted if it is recorded in some format (i.e. writing, auditory recording, videotaping). You can also get it officially registered by sending it to the government's copyright branch with $45. We also looked at this incredibly complicated chart about exactly when certain materials lose their copyright and become public domain. Oddly enough, Mickey Mouse is one of those materials that never seems to have its copyright expire.

This explains why classical music can be openly used. Most things before 1923 have entered the public domain. Things from 1923-the 1970s that have neglected to have their copyrights renewed are also public domain. For example, Herman Melville's Moby Dick and Margaret Mitchell's Gone With the Wind.

While I see the point in protecting an author/composer's work, I feel like these laws are confusing. They're easy to break because the consumer doesn't generally have reason to care or possess a clear understanding of these laws. Copyright laws are a mess!

SU: Monday

My favorite portion of this class by far are the guest speakers. Today the University had invited Bev Cholcto-Devlin and Kate McCaffrey who both work in public libraries. Since I work in a public library, this was personally what I was interested in. Kate brought up some issues I had never thought of, like homelessness in libraries. They both also explained some big differences between suburban and urban public libraries, such as the kinds of patrons you might get, like small children being dropped off early in the morning to stay at the library all day long.

It's really easy to forget how many different kinds of libraries (and thus how many different problems) exist when I'm so used to just working in one. Then again, I have nothing to compare it to. I'm seriously considering doing my internship in special collections (rare books) or some sort of academic library. It would be great to get outside of my own self-imposed bubble and try something new.

SU: Saturday

I was really worried today was going to be overwhelming. There were a lot of students, but it was actually really easy to start talking to some amazing people here (particularly Marinella, Lauren, Bonita, Elizabeth, and Caitlin).

The first thing we did was grab breakfast (which everyone should eat)! We had about four speakers today on varying topics, since today and tomorrow are really just for our one credit introductory course.

Here are some things I walked away with today:

Innovation is not invention. Invention requires the creation of something totally new, and it's hard. Innovation can be simply reworking a traditional method to make it better. However, the difficult thing about that is that innovation always involves change. Not everyone enjoys change. Working with others that resist change (and there will be a lot of them) can be incredibly challenging, and it requires help from the top to the bottom for innovation to truly take root and succeed. A person who can help guide others through such a big change is truly gifted.

The question to ask should not be "What is the future of libraries?" This implies two things: that a library has a future at all and that it should be quantifiable. By asking this question, we ask for impossible answers.

Above all other things, I am exhausted and have a presentation tomorrow morning.

Research

In this blog entry, I'm going to look at a specific attempt at research recently performed at our library and judge three things: was it true research, what kind of research was it, and how does this kind of research benefit anyone?

In April of this year, our library asked patrons to participate in a survey for National Library Week (April 13-18). You can find that survey in its entirety here. We made this survey available both inside the library and online on our website. A great number more filled out the survey in the library, likely during their visit, than they did online. In fact, we only had about 100 people complete this survey online while hundreds more personally turned it in to us on location. I would attempt to offer some more insight on why this was the case, but I was not employed at the library at this time.

How the research was performed is obvious; we conducted a survey. But was this true research? I would argue that was, specifically applied research (and even more specifically, evaluation research). Powell writes in addition to his Webster's (broad) definition of research that "[it] is also often thought of as a process that leads to the dependable resolution of problems or things about which we want to know more" (168). These surveys were completed anonymously and many issues were brought up that sought resolution: parental controls, parking issues, and even permissible noise levels within certain parts of the library. It is important to note here that we cannot solve all of these issues. For example, as much as our patrons complain about parking issues, we simply cannot expand elsewhere. At least, at this time, it is not a top priority.

However, other suggestions provided us with many ideas to resolve some of the issues expressed. We have since considered setting apart quiet areas within the libraries for patrons who visit us in order to escape other noisy environments. Clearly, we are incapable of making this happen in the youth department (where some patrons requested we place such a space). We can consider this in another area and thus possibly offer an alternative solution.

We then presented these suggestions to both our board members and divided them up and gave them to the areas where they could generate the most response (i. e. questions about our website went to our computer services department). By first looking at these as a whole, we were directly able to see what the top concerns were of those patrons who filled out the survey. Powell points out the largest problem with survey research is that you are only receiving and processing the complaints and concerns of those willing and/or able to fill out the survey. But even through a few hundred surveys we were able to closely reflect on what some of our biggest problems were in the eyes of our community.

Readers Advisory Servies: How to Help Users Find A "Good Book"

Beginning this chapter, I honestly thought I could sort of blow it off. I've always believed that the best way to recommend a literary work to someone else is to have the most extensive personal knowledge of the literature your library offers as humanly possible. It was one of the driving reasons behind me deciding on a BA in English. It's one of the reasons I believe in doing as much diverse reading now as I did while I was in school. I really like to feel like I can fairly recommend something to someone if I have immediate knowledge of that work or, at least, the author. I realized as soon as I got into this chapter that simply having knowledge of the author means I place a lot of assumptions on that author's body of work which aren't necessarily true. For example, they could genre hop without my knowledge. Unsure of what I mean? Take Susanne Finnamore for example. She's written two books about marriage and pregnancy and recently published a book on divorce. One important tidbit I could've easily missed: this last book is autobiographical and thus non-fiction, unlike her previous works.

Chelton also gives a rundown of how a library can be more effective suggesting (not recommending) selections for patrons. I tried to grade the library I work at in my mind while reading through some key paragraphs on display, circulation, and high traffic areas, to name a few. One area that stood out to me where I was surprised we did well: the end of stacks areas. We've utilized that space to the fullest. Instead of placing "Read" posters at the end of each stack, we have placed computers and displays. I often see these computers being used and think this is a great location for them because when patrons are searching for a book they know will be in the stacks, they tend to head there first before looking up exactly what number it may be.

One area of improvement we could stand to work on that Chelton mentions: We have no description as to what kind of materials are shelved between say, 0.01-100. Those would absolutely help with patrons searches and save librarian time. It would also be browser friendly, allowing patrons to find things they may enjoy without specifically seeking them out through a computer system or librarian. I often find the items I enjoy the most are the ones I "stumble" upon. If that process were made easier, it could happen more often. This could increase circulation numbers in the long run.

A picture of our teen lab, where computers are placed at the ends of rows to conserve and maximize space.

Information Retrieval: Designing, Querying, and Evaluating Infomration Systems

In my library science class we were given a searching assignment that served to teach us how to utilize Syracuse's library website and perform more accurate searches. This chapter really elaborated on the point of that assignment by explaining how different searches could be performed (with drastically different results received) depending on both the searcher and the organizer.

I had considered before how varied my searches could be through my browsing as a patron or simply a user of the internet. Weedman refers to Google and Yahoo several times throughout her chapter. While I knew that Google operated using certain search criteria that made it so "effective," I didn't realize how connected my search and Google's sorting tools were to one another.

One unique thing about Google is that it has the "I'm feeling lucky" option. For those of you unaware (Hi, Grandpa), this will take you to the first page that would be pulled up in your search if you simply typed it in and pressed enter. However, as Weedman's chapter stressed, this first hit may not necessarily be what you're looking for. She points out, "The exact algorithms are not published, since the accuracy of the algorithms in determining relevance is what gives a search engine its competitive edge over the others" (118). In short, you cannot necessarily predict what Google or Yahoo or any other search engine will offer as answers to your search because they all have a different criteria. Weedman offers this great website that allows you to compare various search engines. Check it out!

While understanding this arrangement may not solve any frustrations I have with Google or Yahoo searching, it directly tells me how I could organize mass information. It's important to understand that uniformity exists only within a search engine's definition of organization. That said, one library could have an entirely different searching program than another. One may work best for that organization, for example, a medical or special collections library. This was also a great chapter for me personally, in that it gave me some basic knowledge on how organized collections operate. I would absolutely keep this information in mind should I ever be able to get involved in organizing...anything!



P.S. This chapter opened with an analogy of organizing a closet. I thought those of you who have seen my closet before might find this amusing. Everything is organized by style, then length, then color.

Reflections on Creating Information Service Collections

Reflections on collections. That kind of has a nerdy ring to it. Again, I didn't write it.

The concept of change was the most important thing I took away from this chapter. There were actually a couple of times where I wanted to throw my hands in the air and say, "Yes! I know! You're so right!" (I didn't.)

Evans talks about change in a variety of ways, both within and outside the walls of the library. He notes that often the taxpayers (and thus supporters) of the library often don't understand that libraries aren't going the way of the dodo. They are so much more than a museum for books, but many taxpayers who haven't used the library in a significant period of time may not understand what kind of progress has happened in the last 50 years. Remember my first entry? Some people actually believe I work at a library to stamp books. This idea is beyond outdated. But what about when it comes from a patron?

I generally don't work in circulation but did so last week to help out. A woman I served inquired about recent budget cuts. I explained the urgency of the matter to her and stressed the impact of the potential 52% cut Ohio's governor Ted Strickland is proposing. Check out the Save Ohio Libraries webpage for more information. I told her we rely on our patrons to help support us; we are they're library. Her response was one of confusion: "But aren't you all volunteers?" The library at which I work employs over 100 people in addition to its volunteer program. As our conversation went on, it became clear to me that this patron, who regularly used library resources had little to no idea how they operated. (To make matters worse, she also believed that none of our jobs required any education beyond a high school diploma.)

So here's the question: How on earth do we bridge this gap?

Evans explained how difficult it is to get everyone on board when change needs to occur and even how it should be considered a gift to be able to help others through a potentially traumatizing transition. I've personally encountered a lot of resistance to change within our library and really hope to be able to develop skills throughout my degree to help me better cope with this. When I see a more efficient or cost-effective way of doing something, I have a hard time letting things continue simply because they are tradition. I wish Evans had given a little more advice on how to encourage others and help them change. If we constantly rely on how things have always been done, we prevent ourselves from making progress. Putting this into practice is a lot more difficult than recognizing what needs to change. I've noticed with some older age groups in all fields that technology can be seen as the enemy. But this doesn't have to be the case.

My mom returned to graduate school after years of working in a medical lab and realized the importance of being aware of technological advances. (She completed her MBA even though she worked in microbiology precisely because she knew how beneficial being technologically savvy would be.) This kind of training clearly wasn't mandatory. But can libraries make this kind of training mandatory? That's where we enter sticky ground. Not every librarian has gone to graduate school, and sometimes learning has to happen on the job. But what if that group of people aren't willing to learn new ways of doing things? I honestly don't know how to approach those kinds of situations yet and I run into that kind of resistance daily.

While Evans discusses change in relation to collection development, I think it's also applicable to other areas of the library. Change is an enormous challenge for everyone at times and I really hope I can learn how to encourage progress in a helpful manner.

Stepping Back and Looking Forward

Believe it or not, I did not create this blog title to be a personally reflective one. Rather, it was decided upon between Ken Haycock and Brooke E. Sheldon, the authors of the fabulous "Portable MLIS." (My bets are on the lady.)

I was worried I would find nothing to reflect on in this chapter. I was so wrong. It will be difficult to keep this entry short, but I'll try. I'm probably only supposed to discuss one topic, but something else is begging to be mentioned. More on that later.

In reading the history of libraries I was able to remember some things I had heard before about the great libraries of Alexandria and the Byzantine empire. I get so caught up in imagining those grandiose libraries stuffed with archives, special collections, and valuable documents that have since been lost that I forget one vital piece of information. The majority of the population was illiterate. These libraries weren't open to the public and even if they were, would be nearly useless to anyone other than royalty, clergy, and aristocrats.

In addition to altering manuscript, monks would often get cold or tired while laboriously copying texts and draw things in the margins of the scripts or other documents. If you happen to be in New York or simply want to see some examples, check out this exhibit going on at the Metropolitan Museum of Art.

It makes the mission of public libraries realized as a unique and recent goal. Haycock and Sheldon remind their readers near the end of the chapter that the concept of a public library - open to everyone equally - didn't even exist until the 19th century. Why did this take so long? The United States had established its first university in the early part of the 17th century. Then again, universities were also tailored to the white males they admitted. Women and minorities wouldn't have been expected to need (or even want) this kind of access to educational materials. The literary entertainment that was published before the 19th century for women was mostly moral tales and later, paradoxically, rag novels (think "Charlotte" by Rowson, 1791 vs. "The Woman in White" by Collins, 1859). Using the thinking of that time, what place would either of these have in a library next to law texts?

Not only does a public library have the opportunity to serve people from all walks of live, they are employed by just as diverse a group of people. Now I must mention the second topic that attached itself to this thought train: I found it so interesting and directly contradictory that most women wouldn't have had access to libraries before the 19th century, yet when they become public women were often deemed the more suitable sex for the job. Haycock and Sheldon attribute this to the similarities between social work, teaching, and nursing.

That made me consider what parts of being a librarian are similar to those fields and they were easy to see. Although I can't say I anticipate much nurturing as a librarian, I certainly entered the field because I find it personally rewarding to help others. So although it would be easy to get defensive about women being primarily selected for these positions in the mid 1800s, it also makes me grateful. In short, the barrier of the sexes was broken down for me long before I ever came into the picture of joining the highly regarded ranks of librarian. I currently work with a wide variety of people, men and women, and truly appreciate that kind of diversity. The history of libraries and their employment preferences at different times has likely placed a role in that.

I really enjoyed reading this chapter and learning some things I didn't know. Consider any chance to discuss literature and history aptly seized.

P.S. I tried to give you a picture of a female librarian but 95% of results for "female librarian" were pornographic. Check out this amazing website/blog called "The Lipstick Librarian" for some great insight on what it's like to deal with female librarian stereotypes.

Chapter One: I am born.

Aspiring to be a writer and aspiring to be a librarian are two very different things. They may sound the same: they both deal with books, the consequences of words on paper, and the blatant obsessiveness to contribute something productive to the societies in which we live. Look at me: I'm incapable of creating a blog without knowing I've made it the best it can be. And when I think about it, I guess the basics of our jobs are the same. The intricacies are just a little bit different. Did you guess which one I picked yet?

I hear people listen to my future plans and slowly say, "Librarian. (insert long pause here) So you're going to stamp books?" My own parents were especially inquisitive about how I was going to make a living (read: when am I finally going to move out).

But I've always known this is what I was meant to do. In my opinion, a life without learning is a life not worth living. Now that I write that down, I fear I have just plagiarized some historically important figure like Ben Franklin or Helen Keller. To my knowledge, I didn't, in case you were wondering.

So this blog, started as an assignment, is for me. My entire degree is for me, and that's okay. There's no sense in spending six years of school working for someone else. So take from it what you will. Grade it (please be kind), comment on it (I'll respond), or just read it. Enjoy!