Does your research (or lack there of) influence your instruction?

Man Wearing Black and White Stripe Shirt Looking at White Printer Papers on the Wall

This thought popped into my head today and I would love to hear other people’s thoughts on this.  Bear with me while I give you a bit of my background.

I work at a small college where all the librarians, including me, have multiple roles: subject liaisons, collection development in multiple formats, reference desk shifts, committee work in the library and on campus, as well as instruction.  The degree to which we engage in these things can vary based on the roles we were hired into and/or how our positions have developed and changed over time.  Needless to say, we all have plenty to do.  My current position focuses primarily on electronic resources and systems, but I am also expected to take reference shifts and teach the occasional instruction session.  Some of my colleagues here, to their credit and their respective roles, teach much more.  I do take my teaching seriously, and even graduated from the ACRL Immersion Program a few years back.  Another piece to this is that for tenure, which I have had for several years now, we were not required to publish.  Instead, we are required to be involved in the library profession on local, state-wide, and/or national committees that sustain and support the efforts of all librarians.  This is a responsibility I take seriously and have not reduced upon being granted tenure.

Given this context,  here is my question: As a library research instructor, is my ability to teach the research process hampered in any way(s) by the fact that I do not do regular research (and subsequently writing & publishing), and have not since I graduated from library school in 2006?  Because I am not an active researcher, could that, in any way, limit my understanding of the challenges that undergraduate, graduate, and faculty researchers struggle with?  If the answer is yes, and I worry that it might be the case, do other librarians who teach research sessions worry that this is true?

On the flip side of this, if I worked to become come a regular researcher and writer would it have a positive influence on my instruction?  How would it influence the way that I teach?  Or change the way that I teach?

My head is full of questions now.  I would love to hear what other library instructors think on this.  Is this a crazy idea or is there some substance to this?  And is there any easy way to remedy this issue, if there is a need for one?  Could I fold research in with all the work that I already do?

Image from pexels.com.

 

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Blog revival?

Free stock photo of books, vintage, light bulb, old

Hello!  I am here this morning blowing the cobwebs off this blog.  Yes, it has been a long time.  The thing is, I really wasn’t sure what I wanted to do with this site and, honestly, I still don’t really.  So, it will remain a huge work in progress (WIP).  I am here because feel the need to provide a space to share my thoughts about libraries, librarianship, the future of libraries (including those who share similar values to library profession) and provide a venue for others to come and share as well (yes, guest posts will happen).

I started working in libraries about 12 years ago, graduated from Simmons College in 2006, and my mind is blown by the amount of changes that have occurred since then.  This site will be a venue for thinking about, talking about, and sharing ideas about where the library profession has been, where it is, and where it might be/is going.  I believe the only thing that is certain right now is that change is a constant.  And depending on what kind of change we are facing today it has a pretty big impact on a lot of us.

So like I stated before, this blog will be a place that remain in constant development.  Its ‘shape’ will form over time with what is shared, discussed, questioned, rehashed, etc.  I have a lot of ideas, questions, and concerns about libraries, but I don’t assume I have the answers.  Maybe they will be figured out here, but me or by others.

If you are interested, you are more than welcome to come by or stick around, just listen or join in the conversations.  We have a lot to talk about and many brilliant librarians with many brilliant ideas to share.

[And for now, I will leave my old posts up as a reflection of the evolutionary nature of this site.]

Image from pexels.com.

 

Faculty member makes library subscription a condition of hire

So yesterday I learned about a faculty member who recently made a particular request a condition of their hire to a college.  I will admit that although I am unaware of the practice it is possible that this is common.  The sticky part of this situation, as I understand it, is that the hiring committee agreed to this condition.  It was that the college subscribe to a particular professional association.  The subscription is about $2400 a year.  And apparently the expectation is that this $2400 a year will come out of the library’s budget.  However, no library staff were on this hiring committee and no one in the library was consulted about this prior to it being agreed to.  After many conversations regarding this by the library director, apparently the library is still expected to pay that $2400 each year.  Just to appease the inclinations of one faculty member.  So why wasn’t the director consulted earlier?  Why didn’t anyone bother to ask if the library had the money in their budget for this?  And here we are in 2014, on the heels of recession, when libraries are desperately trying to make the most of their existing budgets and having to make extremely tough decisions on which resources to cut because there just isn’t enough money for everything.  And yet, some folks, in another part of the college, who clearly don’t understand what kinds of budget constraints their library is undergoing, agree to impose a new $2400 line item on that already strained budget.  Forgive me.  I’m confused.  How is this ok?  Again, maybe I am unaware of a common practice on other campuses.  But, how is it ok for individuals, who do not have control over the library’s budget, to decide how it is spent?  And seemingly to please just one person?  And how many people, beyond this one, will this benefit?  That remains to be seen.  And why isn’t this subscription cost coming out of this particular department?  I fail to understand how this is fine to do.  Would students in all the other departments, besides the one that decided this, be happy about such a decision?  What resources will we have to cut for them as a result of this new $2400 line item?  Would faculty in other departments be happy about this?  Would faculty who have spent years asking for particular journal subscriptions, who have been denied because they are so expensive, be happy about this?  I don’t know.  I will remain confused.

OLH=Open Library of the Humanities=Very Cool

OLH is cool

So I just finished reading an article in ProfHacker in the Chronicle of Higher Education by Adeline Koh titled A Public Library of the Humanities?  An Interview with Martin Paul Eve.  Eve and Koh spend the interview discussing the basics of how the Open Library of the Humanities will work.  I think Eve is far more eloquent in describing the project so I will let the interview and the website speak for themselves.  But I wanted to say, the more I read of the interview the more curious I became.  It is an interesting spin on publishing scholarly articles by getting libraries to support the publishing process of OLH rather than having them pay a subscription fee for the content itself.  I think it is also a cool approach that removes that author fee that some publishers currently require.  Being a librarian and having a humanities degree, the more I read of the interview the more excited I got.  So I decided to look at the OLH website and see if there was any way I could get involved.  Sadly, I don’t think I have the kind of qualifications they are looking for for the project (Wow, their committees are certainly packed with a lot of talent!), but I did find this.  It is a fact sheet telling you how you can help support the project.  So, despite the fact  I cannot help directly, I’m volunteering my time by posting about OLH on my blog.  Seriously folks, this looks like a great project, check it out and please support their efforts.  Good luck to the entire OLH team!  This is definitely a project to keep your eye on.

What are we really doing at the Reference Desk? The printer is jammed . . . again.

As I sit here at the Reference Desk on a Saturday afternoon (a rare event as we only have a few weekend shifts and all the reference staff take turns) I am thinking about some of the reference interviews/interactions/questions I have had so far this semester.  Most of the questions I have gotten  have been very easy to answer:

  • Where is room ______?
  • Where is the restroom?
  • My article didn’t print out, can you help me?
  • The printer is out of paper, can you put more in?
  • The printer is jammed, can you help?
  • Do I check this book out with you?
  • Do you have this book _______?
  • I have a call number, but where can I find this book?
  • Do you have a stapler?
  • Can I borrow a pen?
  • I am having trouble accessing my class Moodle page, can you help me?  (For those of you who don’t know, Moodle is our course management system.)
  • I’m a guest here, how can I print something out?

I have had no problems answering these questions.  And why should I?  I have been working in the same library for many years now, and for several more in libraries in general, and I have worked plenty of other jobs in the past that required me to answer a steady stream of questions.  But the more I get these questions I wonder if it is really useful for me to be there to answer these questions.    Would the library be better served if a library staff member be at the Reference Desk for those questions and have them refer patrons to an ‘on call’ librarian when they have a ‘reference/research’ type question?  I know other libraries have adopted such service models in the past, and some libraries use this model now.  I don’t have a strong opinion on which is, or might be, better.  But my guess is that many non-librarian staff members are also perfectly capable of answering the majority of questions that come across the Reference Desk these days, even the reference/research questions.

And then . . . the occasional challenging question comes across the desk while I am sitting there.  Part of me says: ‘Yes!  I am needed here.  My training and experience are why they want me, one of the librarians, to sit here and wait patiently for patrons to come and ask their research questions.’  But then, once the question is asked, I pause, I wonder how one of my colleagues would answer this question, I wonder if I really am the best person to answer the question.  Doesn’t someone else know more about the databases and resources than I do?   Would ‘B’ or ‘D’ librarian be better with this question?

One question I had this semester was about checking out the music scores and it quickly morphed into the student asking about finding a particular score we did not own.  So I directed this student to WorldCat to identify the item and show him how to submit an interlibrary loan request.  While he was signing up for an interlibrary loan account, one of my colleagues asked me if the score was in a database we subscribe to, Classical Scores Library.  It turns out it was there.  So, I quickly shifted gears and showed the patron how to get to the score and thanked my colleague for the help, even though I didn’t ask for help.  In reality, I thought it was a question I could easily handle, not challenging at all.  But I forgot about that database.  What other resources have I missed in other reference interviews?  How have my colleagues fared with similar questions?  I really don’t know.

Another question I had, challenging in different ways than the one about music scores, makes me think some of my colleagues would have handled it much differently, but then again maybe not.  The patron asked me to help her find peer reviewed resources on a particular event in history.  Ok, I was able to do that just fine.  But upon conversing with the patron further I learned that she really wanted resources on other historical events that were influenced by the first one she mentioned.  Ok, eventually I was able to find a few things, but this was in the midst of attempting to politely discourage the patron’s desire to search hastily constructed phrases rather than keywords and trying to be supportive when her search phrases would come up with nothing or nothing relevant.  Then, in addition to all this, I discover what this patron is really trying to do is find any information on a topic because she was scheduled to do a presentation on a book in a week and her faculty member was supposed to get her a copy through interlibrary loan but it had not yet arrived.  So she was just trying to find something, anything, similar to the book’s content, but what she really needed was the book that she was expected to present on.  So, yes, I helped her find some things which she seemed satisfied with and she said she would speak to her faculty member later that day about the book she needed.  Whew!

These reference questions are prompting me to ask myself other questions.  Am I answering these questions the best possible way?  Maybe, maybe not.  But I am certainly trying to give the best possible answer I know.  The majority of my work is in running our interlibrary loan office.  I do not interface with faculty and students to the extent that some of my colleagues do.  Then again, their basic job responsibilities are different.  I run the interlibrary loan office, yes, but I also do some reference, some instruction, some collection development, but not to the extent that some of my colleagues who are reference and instruction librarians do.  I don’t teach as often, I don’t create and manage as many LibGuides, I don’t collect resources in as many subject areas.  As a result I simply don’t field as many questions on a day to day basis, and so my knowledge of our resources, comparatively, is not as broad or as extensive.  Does all of this make me a less qualified reference librarian because I’m out of practice?  Someone may argue yes, and what is someone like me doing at the reference desk?  Part of me is inclined to agree.

However, I then think about the title of this post.  What are we really doing at the Reference Desk?  Ok, so maybe I am a bit short on my resource knowledge.  That can easily be rectified.  Although I would also say, in defense of all 21st century reference  librarians  faced with the same challenges,  that it is a big challenge, with the hundreds of electronic resources libraries subscribe to, to have detailed knowledge and experience with every single resource.  (Yet, maybe this is not a 21st century challenge?)  But what is the point of the Reference Desk?  Or any desk in the library for that matter?  And why is it important for me, in my position as a resource sharing librarian in a small academic library to take shifts at our reference desk?

What are we doing at the Reference Desk?  Well, there are the practical/fundamental reasons that we need someone to be there to answer questions.  Someone needs to be there to help people get the printer unjammed, to answer the phone we have placed at the desk and posted the number on our website, direct them to a room or where to find a particular book.  Someone has to be there to help.  But there is something more to having librarians and experienced staff members at the reference desk.  Whether we run interlibrary loan, staff other service desks, teach, manage all the electronic resources, etc., we all have a deep understanding of our library and our institution.  We understand how to navigate our building, we understand why certain things work the way they do and know how to help patrons navigate their quirks.  Despite our sometimes superficial knowledge of a resource’s content, we are very good at navigating database interfaces (we can drill down into them faster and get more results more efficiently than the average user).  We know and understand how different library departments work, why they work that way, and how they relate to the other departments in the library.  We know that when patrons ask us questions they need us and they are relying on us to do our best to help them, we understand the value and benefits of providing them with good service.  It is all this knowledge, combined with our subject knowledge, our years of experience, our ability to think on our feet, be flexible, and, when it is necessary, to be a bit more empathetic or take some extra time with a patron’s query that makes our presence at the Reference Desk more meaningful.  This all contributes to the good and valuable experiences our patrons have when they ask us questions.  Yes, they may only be asking where the water fountain is this time, but every good experience means they will come back with a question about unjamming a printer, another about reserving a room in the library, another about using a database, another about using interlibrary loan, another about finding resources for a paper they are doing on child slavery in India in the nineteenth century, and another about where to start their research for their senior project.  Having the librarians available for any and all of these questions helps build and develop relationships with these patrons.  They trust us to answer their questions, to answer them well and to be there when they have more to ask, whenever that may be.

So what are we really doing at the Reference Desk?  Building, developing and maintaining relationships with our patrons.  We are giving them confidence and assurance that they can trust us to be there when we are needed.  All of this takes time.  New relationships  are forming and developing all the time, thus making our presence necessary on a regular basis.  And yet, we all cannot be at the desk all the time, so we take turns and make it a collective, and collaborative, effort.  The value that each of us brings to the Reference Desk is slightly different because of the areas we are responsible for or have knowledge in.  The result is that as a group we bring more knowledge to the desk than any one individual would.  We are offering our patrons value in their information seeking experiences.  They may not know that it is there (Does that really matter?), how that value developed, or where it comes from, but it is there.  We offer up that value regardless of the need and work to ensure that, ultimately, our patrons possess more knowledge about how to find and use information and come back to us when they have another need.  And if we don’t know something, we ask each other.  Or, as my colleague did, offer up a suggestion.  Because ultimately, it is what is best for the patron’s information need.

So, yes, I can work on my database/resource knowledge, but we all, including myself, bring a lot to the Reference Desk.  That is why we are there, to continue to offer up that knowledge and build on those relationships and maintain the support we offer our patrons.

I’m sure there is more that my colleagues, where ever they work, can add to this.  But my point is that we all have value to offer in our service, in our presence at the Reference Desk.  And for me, this was, at this point in my career, a great exercise to engage in.  Do you have anything to add?  What are you really doing at the Reference Desk?

Topic 3.1: Confession: OERs scare me

Ok.  I have been delaying this post because (1) I have been really busy with work and family and (2) I’m not quite sure what to say about OERs beyond the fact that they terrify me.  Don’t get me wrong, I like the concept, I agree we should be sharing and using ideas and materials.  But using OERs in the classroom seems like it would be a lot of work.  Mark and Michele’s talk was great.  The talk really got me thinking about the many facets to OERs.  There is  a lot to think about.  And as a librarian who does instruction on how to do research and is always looking for new ideas, I’m still not brave enough to explore beyond the mainstream.  My concerns are partly due to not knowing if OERs have been properly vetted and being unsure about vetting them myself.  And I am also not confident enough to actually contribute something of my own.  So, at this point, all I can say about OERs is, yes, I think they are a cool idea, but I’m not ready to go there.  I need to get some more information and feedback on OERs before I would be willing to dive into that arena.  Given my time constraints and all the other things in my life demanding attention, I’m concerned I cannot give these materials the attention they need to then turn around and use them constructively and effectively in the classroom.  However I do like the idea of their use as part of a way to supplement and enhance a primary text or texts (not necessarily a textbook) in a class.

Book Sale at My Library Today and Tomorrow

We are 17 minutes into a two day book sale at our library today and the place is mobbed.  Books, LPs, scores and ephemera are all up for grabs.  I have worked in libraries for many years now, and in an independent bookstore (Bank Square Books), years ago, and I still love the excitement that accompanies such events.  There are students, staff and faculty all over the place.  It is really crowded.  Everyone is pouring over the pickings, piles are accumulating at the edges, friends are declaring jealousy over coveted finds.  It is invigorating to see the hunger and excitement on everyone’s face, the longing in the eyes of those who have to run off to class, the delight in those who ‘stumble’ upon the sale, the gratitude of the buyers being able to acquire their finds so cheaply, the anxious inquires over the location of the nearest ATM, the tense moments when another shopper mistakenly starts browsing someone else’s pile.  Book sales are great!

And yet . . . I sit here at the Reference Desk, as the book sale plays out in front of me, literally about three feet (the depth of the desk) away from me (because it is raining outside).  I’m in the middle of it and yet strangely removed from it.  I’m just doing my regular Reference Desk shift.  As a result, I can’t browse the sale myself.  So, while I love all the excitement over the book sale, I am intensely jealous.  I cheer for everyone finding such great things and secretly my heart is saying, like an immature toddler: ‘But I want those!’  So here I sit, loving the excitement and suffering from a serious case of the book sale blues.  Anyone have a reference question?

Topic 2 Metacognition readings and talk . . . Ok who was eating chips while Char was talking?

I am finally almost caught up.  I still need to finish up some of the readings that Char recommended.  The Schraw and Moshman article is very dense, so it is taking a while for me to get through and then I can move on to the Flavell.

In terms of how these readings have resonated for me I think the article on the big six information skills by Sara Wolf was the most significant.  As an academic librarian, it made me think a little more carefully about how I teach my library sessions and how I can approach some of the research concepts differently as I present them to my students.  I will definitely be thinking more carefully about how I present skills 2 (Information Seeking Strategies) and 3 (Location and Access) as I teach sessions this semester in an effort to get them to apply metacognition to their research process(es).  Wish me luck!

The Schraw and Moshman, while informative, seemed much more in the vein of theoretical background information on metacognition.  Yes, useful information, but I fail to see how to apply the concepts included to my own metacognitive practice, as well as in the classroom.  And of course I still have to read the Flavell.  Sorry . . .

Char’s talk, great, she is always awesome, also enjoyed the recording of the closing keynote, but I got more out of her responses to questions that from her actual presentation, which seemed to simply be an outline of the readings.  Although I’m glad I both listened to the talk and read the articles.  (Or will read the articles ;P)

In the midst of all the materials for this topic I really was impressed with how much metacognition informs the practices of metaliteracy.  Although I see a slight difference in the sense that metacognition seems to be more engagement with oneself and one’s thinking, where as metaliteracy’s focus is on engagement with others and the conversations surrounding a particular topic.  It is that engagement piece that keeps bubbling up to the surface as I think about these concepts.  Interesting . . .

Now, about the activity about sharing metaliteracy terms and concepts.  Still working on it, but I have a few things . . . soon.

Finally got through the topic 1 readings . . . still fascinated . . . still somewhat confused

Hi, I’m still behind but still very much motivated to continue.  I just finished the articles from topic 1 on transparency and reframing information literacy.

I want to start by following up from my last post and attempt to answer the question about what a Metaliterate Learner is.  Basically, and forgive me as I am still developing my ability to articulate these concepts as clearly as others, it is someone who is information literate and can navigate across multiple platforms online to find and disseminate information and then create and contribute content/information to the ongoing conversation of the topic of their choice.  Yes, I know, probably not exactly an accurate definition and clearly clunky, but putting a definition into words at least helps me enhance my understanding of metaliteracy overall. 

As for my reaction to the articles, I think I have a much better understanding of what metaliteracy is.  Although, the skeptic in me says: Isn’t metaliteracy, as it has been defined and fleshed out in the Mackey and Jacobson article, just the 21st century definition of information literacy?  I will admit, I’m still struggling with the relationship between metaliteracy and information literacy.  I know some of you will chime in and stress the creation part of metaliteracy as an aspect that is different from information literacy, but I’m not completely convinced.  Couldn’t one argue that the creation of content online part is simply part of what information literacy is today?  I don’t know . . . maybe it is just my novice showing through.

Finally, while reading these articles, especially the one on transparency, I became increasingly impressed about how this MOOC is practicing what Tom describes.  The entire class demonstrates all the characteristics of transparent design that he outlines, thus making it very easy to understand what he is writing about.  Pretty cool.

Ok, back to work and some topic 2 materials.  Maybe I can make a dent in them before Wednesday’s talk.  Maybe . . .

Dipping my toe into the Metaliteracy MOOC waters

I have wanted to start a blog for a while.  Last week I joined the Metaliteracy MOOC and one of the suggestions is to link your blog to the course and write about the class.  So, here I am.  I will admit I’m a little late to the class but I am here nonetheless.  Part of my hesitation for joining is due to the fact that I am an academic librarian and of course we are only in our fourth week of classes.  It is a bit hectic around here.  Also, the word metaliteracy confused me and intimidated the heck out of me.  But, the more I thought about the class I realized it was an important topic and that I should try to join the conversation.

So, I listened to the first talk yesterday in the midst of processing interlibrary loan requests, checking email, talking to colleagues and watching the clock for my approaching Reference Desk shift at 10 am.  I tried to take some notes as I listened on the questions Tom Mackey posed.  Here is some of what I came up with, as well as some additional thoughts as I write.  And, I will admit, I haven’t done the readings yet.  I’ll sneak a bit of that in today between teaching, a faculty meeting, more interlibrary loan and a Reference Desk shift late this afternoon.

What is metaliteracy? (this is coming prior to me reading any definitions)

  • knowledge,adept, active participant, skilled, expert?, lifetime learner
  • meta-core, key, about, beyond
  • literacy about literacy? (although now I don’t think this is really hitting the mark, but that is what I put in my brainstorming notes)

What is a Metaliterate Learner?

  • Honestly, I didn’t know how to answer this one.  I decided I would get to the end of Talk 1 and do the readings.  

How different is metaliteracy from information literacy?

  • knowledge beyond just engaging with the information and thinking critically . . . knowing how to take information and using it to engage with others and create new information and knowledge

I hope I’m not too far off the mark.  So far, the class is really fascinating.  I really want to stick with it, provided I am able to catch up.  I will try to follow up with another post once I finish the readings.

And as far is the whole blog is concerned, I will eventually morph it into something else.  But for now I think I will use it exclusively for the Metaliteracy MOOC.