ellie <3 libraries

sooooo much!

ALA 2012 – Faculty Development Follow-up Report July 12, 2012

Filed under: ALA 2012 — ellie @ 4:00 pm

My report back to my college from ALA 2012:

A brief description of new ideas and information obtained:

You can read my full conference report including my notes from each session I attended at:


Highlights include:

“I Can Do It All By Myself”: Exploring new roles for libraries and mediating technologies in addressing the Do-It-Yourself mindset of library patrons

  • The importance of the library as a collaborative space for students to work on projects and studying together with access to library resources, but also access to technology, whiteboards, being able to talk, etc.
  • Creating self-service points

Addressing Global Diversity: Meeting the Needs of International Students in Academic Libraries

  • Canada uses the phrase – English as a Subsequent Language (not assuming only 2 languages)
  • Be conscious of how we use English when speaking to non-native speakers of English
    • Correcting mistakes makes people not speak next time
    • Ask “does this make sense to you” rather than “do you understand”
      • Students may not have similar understanding of what a library is and how they work and won’t know terms. Library’s in their country may have different rules and behavioral expectations

Hot Topics in Community College Libraries / National Council for Learning Resources Report

  • Many groups are working on Open Access to Educational Resources (free, open access etextbooks) (Flatword Knowledge, Rice, U of M, and more)

Forum on ACRL’s Value of Academic Libraries Initiative

  • Hoping to get 300 institutions involved over 3 years, teams need at least 1 librarian and 2 others in institution that aren’t librarians
  • Several good survey question phrasings
  • E.g. – qualitative question from a famous Ohio survey (school librarians): Remember the last time you got help at the library. What help did you get? What did that help enable you to do?

Learning Styles: Fiction, Nonfiction, or Mystery?

  • Research is showing video tutorials don’t work. Example story of a school with 2 versions of their tutorials – webpage with the screenshots was more effective than screencast regardless of learning style

Discovery Systems: The Promise and the Reality

  • Good reminders about working with webscale discovery systems (Normandale has Summon aka Library Combined Search)
  • When looking at future database stats the important stats will be full text downloads, not searches since users will search Summon more often than the individual interfaces
  • Make sure any new database purchases play nice with Summon – The first question they ask database vendors is, “Does it work in our webscale system?”

Ideas Normandale Community College may want to consider implementing:

  • Creating more group study rooms
    • Look into implementing/participating in/repurposing questions from the MISO survey – http://www.misosurvey.org/  (“The MISO Survey is a web-based quantitative survey designed to measure how faculty, students, and staff view library and computing services in higher education.”)
    • Look into open access etextbook models
    • Consider applying to participate in the next level of ACRL’s Value of Academic Libraries Initiative
    • For tutorials – create webpages/pdfs with screenshots and instructions instead of or in addition to screencasts/videos

A description of the activity’s value to the college, your department and to yourself:

As the annual conference for my national professional organization, ALA included both a large chunk of practical takeaways (many of which are listed above) and many opportunities to strengthen relationships with colleagues around the country, as well as form new ones. In particular, I met and made plans to collaborate with several local Minnesotan librarians and was able to work face to face with several of my co-editors at In the Library with the Lead Pipe (a peer-reviewed online journal).

The college, my department and I (and our students) all benefit from the influx of new ideas, the increased network of colleagues to draw upon, and my own renewed energy and dedication.

Other comments:

Thank you for funding this incredibly fulfilling experience.

For a full conference report see:  https://ellieheartslibraries.wordpress.com/category/conferences/ala-2012/


ALA 2012 – Monday, June 25th, 2012 – Riding the Publishing Rollercoaster: Practical Strategies from Research to Writing

Filed under: ALA 2012 — ellie @ 2:36 am

Riding the Publishing Rollercoaster: Practical Strategies from Research to Writing

Expand your knowledge of the publishing process, from concept through research, submission, revision and publication. Bringing first-hand experience of the writing and publishing process, this session’s panelists will present strategies and suggestions for individuals considering publishing. The five panelists will present the unique but complementary perspectives of authors, editors, and the publishing industry. Our panelists include authors Char Booth and David Lankes, editors Joseph Branin and Katherine O’Clair, and ACRL Content Strategist Kathryn Deiss.

Session URL: http://ala12.scheduler.ala.org/node/146

My notes:

  • Wendi Arant Kaspar – I don’t waste my time with articles that aren’t worth it. So if you get a paper back that is bleeding, know that it is with love
  • questions to ask yourself regardless of arena
    • point/purpose
    • 1 topic
    • tone
    • timeline
    • collaboration
    • (open) access method
    • feasibility
  • document your work (at your job) – then you have the stuff to be able to write about it later

ALA 2012 – Monday, June 25th, 2012 – Insert Catchy Label Here or the End of Gen Y, Digital Natives and the Millennial Student Myth

Filed under: ALA 2012 — ellie @ 2:28 am

Insert Catchy Label Here or the End of Gen Y, Digital Natives and the Millennial Student Myth

The program will look at how changing demographics effects academic library user populations and how libraries prepare for the changes. Issues addressed may include, demographic projections, users in two-year, four-year and vocational and graduate institutions, economic issues, serving first generation students, the digital divide, race/class/gender/age, Latino students in higher education, information literacy, technology trends and lib 2.0, assessment and ethnographic approaches to understanding users.

Session URL: http://ala12.scheduler.ala.org/node/154

My notes:

I walked in to find out (much to my delight) that this session had a strong social justice theme

Part 1: Yago S. Cura

  • working in south LA
  • noticed primarily affluent students were using homework helper service.
  • In Bronx he realized he needed to bypass outreach to millennials and instead outreach to their parents
  • explained to parents that education is an industry and parents need to take a role
  • he had the benefit of having parents from Argentina and know how education works in the 3rd world
  • in this country we leave a lot of parenting to the teachers
  • it’s not that the schools don’t have best interest in mind, but they’re often understaffed, not enough resources
  • gave presentations to parents and the session numbers have increased
  • success came from speaking to parents in Spanish and embedding themselves in the school system
  • read in a pew report that 65% of Latinos don’t have broadband – pure economics
  • but they do use smartphones – so were sure to highlight mobile interface of tutoring

Part 2: Roberto C. Delgadillo

  • uc davis working with local cc
  • working with transfer students
  • many were coming unprepared
  • the cc had a new building but few books, only 1 librarian and 2 student workers – were supposed to have 4 staff
  • students at the cc weren’t aware of their electronic resources, nor that they were allowed to go to UC Davis library
  • having to do lots of remedial (library) courses
  • tying in social justice issues – like the issue of not thinking they’re allowed on Davis campus

Part 3: Virginia Eubanks

  • book – Digital Dead End? : Fighting for Social Justice in the Information Age
  • myth #1 – if you build it, they’ll get jobs
  • 2/3 of the women she worked with already had high tech jobs – in call centers and datacenters
  • a woman working overnight as a systems something for $50/week
  • hours are often split shifts or swing shifts – very hard for people with children
  • negative health impacts
  • chances of carpal tunnel go way higher if you’re pregnant
  • level of monitoring and surveillance is incredibly high
  • story of woman who checked her bank account to see if she had $ for lunch and IT came over and docked her 5 minutes pay
  • myth #2 – the  high-tech economy lifts all boats
  • the high tech economy is 2 tier
  • the lower level is growing – typically underpaid and uninsured women
  • Myth #3 – info tech is a tool for political empowerment
  • in the social service system is where these women see computers the most
  • the back of the monitor
  • technology is the face of the system, the face of the state. There might be reasons to stay away from it
  • IT has been used to increase sanctions, obscure decisions, demobilize collective action
  • women in the Y community had copious experience with technology
  • the center developed an approach called popular technology (based on popular education)
  • started with the social justice goals and if appropriate added tech skills
  • 3 major projects:
    • community technology lab
    • women’s resource directory – an angies list – integrated a talk back section – lasted 9 month before getting them in too much trouble – united way 211 provides listing service but no talk back
    • tried to make a video game called Beat the System – beyond their tech skills – made a board game
      • had played the sims with these women – wait,you start the game with $10,000? you get a job and someone just shows up and drives you to work?
      • Wanted to make something that showed the double binds they were in
      • There’s a game called spent that does a bit of what they wanted
  • don’t assume what tech means to them, don’t assume they don’t have tech knowledge
  • it’s about creating space for all to become more critical
  • not about integrating or teaching skills to those deemed tech poor
  • think of tech not as an endpoint, but another site of struggle
  • shift understanding beyond access based – shift to models about ending oppression
  • technology is part of the struggle, but it’s not justice
  • book has 9 point equity agenda
    • protect workers and families
    • protect places (ecological impact and rejecting displacement)
    • democratize production of knowledge
    • support community institutions
  • virginiaeubanks.wordpress.com
  • digitaldeadend.com

Edited to add this write up from Minitex’s Reference Notes newsletter by Jennifer Hootman, because I loved her wording:

“Furthermore, Eubanks took the discussion a few steps further arguing that the idea of providing ubiquitous access to technology will uplift all members of society is flawed and is a result of “magical thinking.” Instead, she asserts that the realities of access and use of technology is far more complicated especially for poor and working-class women and families. Eubanks asked the audience how her message can be interpreted and applied to the library profession. She asks how we might include social justice in technology as a library initiative.”

Q & A

  • social capitol and lack of is an issue we don’t usually talk about
  • who feels like they have a right to what kinds of resources
  • audience member mentioned that academic institutions often more business oriented than social justice oriented – made me proud to be in a cc
  • interview question – how committed are you to social justice
  • in small academic libraries everything has to be tied to the curriculum
  • but the library has info lit goals outside of that – it is a library curriculum, and that often has a social justice component
  • and those privileged students need their awareness raised too
  • not so much that they don’t know tech, but their relation to tech and who uses it in their lives

Several people from this session (including myself) continued the conversation over coffee. I didn’t take notes, but it was a lively discussion and I ended up connecting with several local Minnesota colleagues.

So I missed:

Proving Our Relevance: A Comparison of European and American Assessment Practices

Increasingly academic libraries, along with their parent universities are required to assess their impact, determine their value, assess and evaluate their services and establish strategies for improvement. This session will provide a forum for European librarians to describe their assessment techniques and strategies, with a librarian from the United States providing a comparative analysis.

Session URL: http://ala12.scheduler.ala.org/node/1133


ALA 2012 – Sunday, June 24th, 2012 – Discovery Systems: The Promise and the Reality

Filed under: ALA 2012 — ellie @ 1:48 am

Discovery Systems: The Promise and the Reality

A new era of discovery systems commenced in 2008 with the release of services such as Summon (Serials Solutions), EBSCO Discovery Service, Primo Central (ExLibris) and OCLC’s WorldCat Local. They promised to revolutionize how students and researchers discover, access and use library resources of all types, and aim to provide a Google-like search experience for library collections without the pitfalls of federated searching. Consequently, librarians can focus on promoting information literacy rather than teaching information navigation techniques. This program examines how well discovery systems deliver on their promises four years into their development.

Session URL: http://ala12.scheduler.ala.org/node/1096

My notes:

Part 1: Mashall Breeding – overview and recent trends and developments

  • noticing a difference between public and academic adoption – public more focused on social and interaction, academic more about getting at all the formats
  • index based discovery – challenge of relevancy – some citations, some marc records, some full text

Part 2: discovery environments : are users getting what they want? –  Barbara DeFelice (different colleague representing her?)

  • Dartmouth College has Summon
  • did a survey
  • showed the top 10 importance by undergrad, grad and faculty
  • summon ranked poorly for meets needs
  • tracked with year in college to not meet needs later (senior)
  • did focus groups
  • differences between undergrad, grad, faculty

Part 3: Mark Dehmlow

  • notre dame guy – primo
  • making contextual search boxes – e.g. Psychology libguide having it’s own search box
  • university of north florida
  • print budget going up, circulation going down
  • full text downloads rose 70% after webscale
  • ebooks went up 2351%
  • first question they ask database vendors is does it work in our webscale system
  • ILL went down
  • tips:
    • chose to have link resolver and web scale from the same vendor
    • fine tune your link resolver (pushing worse ones down, like we do)
    • matching databases to web scale system – chose the best combo and that meant changing some databases
    • promote the tool – made posters
    • database use up -> cost/use down
    • eliminated MARC data loads into catalog – unclear which things
    • new focus – full text downloads, not searches

Part 4: Cody Hanson – Discovery at the University of Minnesota

  • planned out what they want from a service without looking at  available services
  • currently in procurement process
  • products on the market are as different as they are similar

I was also interested in seeing:

Emerging Research in Collection Management & Development Forum

The purpose of this forum is to nurture new authors by giving them an opportunity to present research and receive feedback as they prepare manuscripts for publication. Proposals for the forum were refereed by the ALCTS/CMS Publications Committee. The first presentation, by Kristin E. Martin, Sandra L. De Groote, and Deborah D. Blecic from the University of Illinois at Chicago, is entitled “Comparison of Citation Use Patterns to Link Resolver and Vendor Statistics in Journals in the Health Sciences Fields.” The second presentation, by David Beales from California Polytechnic State University (formerly from Imperial College London), is entitled “Modeling the Cost of Abandoning the Big Deal: A Case Study from the UK.”

Session URL: http://ala12.scheduler.ala.org/node/366


The Personal Librarian: Easing Adult Learners’ Transition in College

Adult learners are often tasked with overcoming the pressures of returning to college. Students can feel overwhelmed with schedules, studying, and advancing technology. As non-traditional students may experience anxiety from academic stress, a personal touch can help them through the process. This presentation will discuss the process of building relationships with adult learners. Attendees will learn ways to reach non-traditional students and address their research and technology needs.

Session URL: http://ala12.scheduler.ala.org/node/1224


ALA 2012 – Sunday, June 24th, 2012 – Learning Styles: Fiction, Nonfiction, or Mystery?

Filed under: ALA 2012 — ellie @ 1:35 am

Learning Styles: Fiction, Nonfiction, or Mystery?

What do we really know about learning styles? This program will examine the conventional wisdom about learning styles and lead us into deeper consideration of how we address learning styles in our online and classroom teaching. A moderated panel of speakers will investigate the relevance and validity of learning styles in relation to information literacy instruction, and lead participants in exercises to reflect on their perceptions of learning styles.

Session URL: http://ala12.scheduler.ala.org/node/148

My notes:

Part 1: Char – learning styles

  • there are 71 types of instruments that measure learning styles
  • history of theory – state (context matters and style of learnings adapt – people choose how they approach learning situations) vs. trait (innate/intrinsic)
  • in the 80s a woman researched and categorized 4 types
    • 1 – cognitive personality (innate)
    • 2 – information processing
    • 3 – social interaction (social dynamic has impact)
    • 4 – instructional preference (dynamic in a person’s life)
  • some instruments are proprietary. Worth thinking about why they were developed and what is meant to be done with them.
    • 1 – pavio – verbal/visual, meyers-briggs
    • 2 – kolb – learning styles inventory – how people grapple with info when they receive it
    • 3 – grasha, dunn, duun & price
    • 4 – canfield, letteri – more about needs and motivations. Expectations a learner might bring
  • IL applications?
  • What do we do if we’re not testing students?
    • Active learning
    • Multiple modalities – trying to appeal to many types
    • Reflective practice – by trying to meet many types, we’re being reflective in our practice
  • focus on learner engagement and differentiate our instruction
  • slideshare.net/charbooth

Part 2: learning style controversies – dr. lori s. mestre

  • not as important to focus on learning styles, but to provide (variety?)
  • controversies
  • good slides (not posted?)
  • knowledge that you can’t just design things the way you learn
  • many learning style inventories are self reports
  • if people quickly answer without reflecting it’s not sure if that one instance is indicative of an overall preference
  • some tests aren’t good enough (slide on better terms)
  • not had an adequate research design
  • most people are likely multimodal and multisituational
  • idea of adapting style to content
  • burden on teachers
  • intentional variety in instruction – mix it up

Part 3: distance education

  • used to really be about distance. Not a new phenomenon
  • correspondence courses from 1800s. Btwn ww1 & 2 radio courses
  • after ww2 – tv
  • telecourses
  • online courses, late 90s and some just getting into now
  • distance not about distance anymore, more about the environment
  • community college research center released a report on online classes and student success
    • reported that students were 8% less successful than students taking traditional courses
    • but need to see if your institution’s numbers are similar
  • learning outcomes have to be the same regardless of delivery
  • as educators we tend to teach the way we learn best, but we need to take into account differences
  • slides with citations (not posted on ALA site yet)

Q & A:

  • char – instructional design gives more universal approach than learning styles
  • need to design outcomes, not enough to just pull on learning styles
  • middle woman – had 2 tutorials – webpage with the screenshots was more effective than screencast regardless of learning style
  • learning styles don’t take into account motivations – why is this student engaging in this course
  • how can we speak to those issues?
  • Chance for students to reflect within the class session
  • some of the inventories give advice on tips on how to deal with an instructors style
  • a stated preference for learning style doesn’t necessarily map to actual learning/retention of information
  • look into online tutorials of middle woman’s school
  • having conversations with your learners to see what they want next in that moment
  • reminder about generational jargon
  • be sensitive to whether something is working and have an arsenal to pull from
  • it’s important to think about why we’re doing particular activities
  • when you’re looking at educational psychology, you get a definition of learning that is testable, which tends to be recall – so definition is limited by the scientific method – testing hypothesis
  • research is showing video tutorials don’t work
  • top tech trends includes instructional design

I had also been interested in seeing:

Do You See What I See? Academic Librarians’ Experiences of Racism

This research project uses the framework of microaggressions, which psychologist Derald Wing Sue defines as “brief, everyday exchanges that send denigrating messages to certain individuals because of their group membership” (2010), to investigate academic librarians’ experiences and observations of racism in the profession. Researchers – Solorzano, Ceja, and Yosso, as well as Griffin, Pifer, Humphrey, and Hazelwood –  have already used this framework to investigate the experiences of African American students and faculty members. If college students and faculty of color are encountering race-based microaggressions, it is possible that minority librarians are also experiencing them, which may lead to negative consequences for individuals, including decreased productivity (Sue, 2010), psychological withdrawal, and/or physical departures from institutions (Griffin et al, 2011). The academic library profession could also be adversely affected if minority librarians choose to leave not only an institution but also the profession. The Racial and Ethnic Microaggression Scale (REMS) survey instrument has been modified and academic librarians of all races will be invited to participate in an online survey. This poster will present preliminary findings of that survey.

Session URL: http://ala12.scheduler.ala.org/node/2595