Pedagogy

I ran across a podcast at the Learning Times Network entitled "Designing instruction to get your students involved: doing it successfully in one class session" that sounded ever so relevant to me and the teaching opportunities I have as a librarian. The speaker Maryellen Weimer was very easy to understand but most of what she said was the refrain I constantly hear and read: Actively engage the students while making your presentation relevant. While great advice it did not shatter my preconceptions nor will it dramatically change the format of our already well designed presentations.

Fortunately , however, I did not tune out because toward the end of this familiar refrain she said
something that struck me and caused pause. I must share my passion for information, for the library, with these students if I want anything I say to stick.

As a librarian in a classroom I need to stay fresh no matter how many sessions I give on Academic Search Premier. I have to stay fresh because information is new, exciting, useful, and relevant. I have to stay fresh because if I fail to intrigue these students I am doing them a great disservice. I am leading them to believe that information is merely information rather that the powerful tool that is really is.

In an effort to avoid the pre-class ennui I need to remind myself of the privilege I have; the privilege of introducing these students to the tools and behaviors that will help them in their class and in their larger dealings everyday for the rest of their lives.

Last Friday the 25th of April I had the opportunity to attend the Academic and Research Libraries Division Day and hear Erin Walsh speak to brain development in the under 25 age group. Ms. Walsh was an extremely engaging speaker and offered some valuable advice in regards to "teaching" and reaching the students with whom we have the privilege of coming into contact.

For the sake of brevity I will summarize her speech: students under the age of 25 have still not reached a stage of full brain development, which means not only is there a huge window of opportunity BUT there are also a wide range of challenges facing educators. See Inside the teenage brain: Adolescent Brains are a work in progress or Why do they act that way?: A Survival Guide to the Adolescent Brain for You and Your Teen for a more developed discussion.
Effectively reaching these students means tailoring our teaching to their needs. Some of the most easily incorporated teaching habits include:
*providing clear and consistent expectations
*avoiding broad generalizations (avoid saying something like "you will never find what you need searching "Google". You've just lost them because no they are thinking of all the times they have found exactly what they need doing just that!)
*model positive behaviors towards searching and retrieving information
*be graceful, let's be honest, Facebook is just more interesting them Academic Search Premier!
Grant it most of these should be common sense tools for everyday social and professional interaction, but it is always good for me to remember that these behaviors and my conscious choices do make a difference. It is my goal to all that I can to help the students with whom I have the opportunity to work better navigate today's exploding information landscape.

All that said, I ran across an interesting article this week that speaks to the same brain development vein with less than encouraging predications. In Is technology ruining children? we read Susan Greenfield's warning to the generations. In essence, the excess amount of time and energy spent in the virtual, two-dimensional realm of cyberspace children are loosing (read not developing within their brains) the ability to imagine and act out of an understanding. Author John Cromwell advises "all involved in parenting and education should pay heed." What I am supposed to do I am not quite sure yet. But it is definitely a train of thought that deserves exploration...

Aquabrowser

After any interaction with a discovery tool that I particularly enjoyed using I cannot help but to ask myself whether I liked the experience's because I am a librarian who enjoys the search or if I liked it because it was a tool that helped me discover a resource I sought. This was the case with Aquabrowser.

After reading Aquabrowser: Search and information discovery for libraries found in Information Services and Use 27 (2007) 79-83, I was looking forward to playing with a tool the authors claimed would help me "find words for what [I] need, refine the available information, and offer connections to associated worlds of information."

One thing I really wanted to like (but couldn't) was the word web on the right side of the screen that was supposed to help me "discover" new veins of thought. As much as I like the Thinkmap Visual Thesaurus and encourage its use of the 5 searches I performed only one (starting with the broad term 'cooking') was positively information by the floating associations provided.

What I most appreciated about Aquabrowser was its ability to limit format and subject. I liked the fact that subject headings (something I wish all of our students cared more to consider) were brought to a place of higher prominence.

All said, I would be interested in hearing how searches react to the numerous visual cues on a site that struck me as very information "full" and visually busy. Perhaps it is familiarity, but I still lean towards Worldcat when considering presentation and positive experience.

WorldCat Local

As are so many other libraries in today's information laden environment the consortium the library I work in is exploring new means of discovering and delivering information. As part of the process we are all invited to read articles or view other media that elaborates on the qualities of some of the larger players in the discussion.

Today I looked over OCLC’s WorldCat Local: A Promising Development for Library Patrons by Barbara Quint. It is an older article and didn't necessarily break open any new concept or idea for me, but it did give me the opportunity to think about WorldCat, play around on the University of Washington's site, and revel in the enjoyment of searching and browsing and refining and reviewing...

I realize I am a librarian so I understand that searching excites me in a way most others do not experience. I understand that I think about and search for information differently than most other "professionals," but I am really interested in knowing, from a user's perspective, what is not to love about this interface! Grant it I can see technical problems including Inter library loan, etc.... but when I think about the patron I can't help but believe this is a better experience than what I currently ask them to use. But would a patron be as excited about the faceted searching and the ability to read reviews and preview as I am?! I would sure think so!

Unfortunately the use of WorldCat Local is still new to the academic setting and aside from Next Generation Library Catalogs: Jennifer Ward/ WorldCat Local there is little to be said. It is, however, an encouraging, user centered advancement in a more streamlined approach to information discovery.

Thing Twenty Two, Keeping in the Habit....

This has been a wonderful opportunity for me to get into the habit of spending time on professional reading and reflection. I will most definitely continue the use of Bloglines in order to remain "in touch" with the current library world and will make it a point to blog once a week to keep myself fresh and thinking. Any extra blogging I will consider a bonus!

In addition, I will make it a point to seek out a podcast or webinar for a once a month, more intensive look at areas of interest. Kudos to 23 Things for getting me in gear, now I need to maintain the habit. (WISH ME LUCK!)

Thing Twenty Three, Finish Line

Whoopie! Survey finished.

Thing Twenty One, Other Social Networks

I don't consider myself a particularly "social" individual but I am a member of GoodReads (as I have mentioned before) and very much appreciate the community in this network. It is appealing because I am very much a reader and am very much interested in what others are reading. It is the perfect sharing environment while also helping me keep track of what I have and want to read. But as with any social network it is only exciting if the community is spot on to what excites you... I have to admit that Fuzzster is one of the last places you would find me on-line.

Really, even though I am a member of both Facebook and Good Reads I must admit that I most appreciated My Guide to Social Networks by Louderback. While there are definitely sites that take a more serious spin on networking, the majority of socializing I am familiar with and which I witness runs a bit more on the fickle, frivolous side......

Thing Nineteen, Podcasts

I have, for quite some time, been a fan of Speaking of Faith with Krista Tippet and the respective podcast. It is wonderful to have the chance to listen to a program when and where you want to!

For this particular exercise I perused the National Public Radio podcast offerings and settled on a Pop Culture podcast. I did not subscribe to this particular program.

One program I have added to my Bloglines is Book Lust with Nancy Pearl. Reading is, in my opinion, a most perfect past time so I am looking forward to hearing what Ms. Pearl will throw my way.

I spent a bit of time in each of the directories and did not find one more stunningly helpful than another. Honestly, I tend to like a particular show and then seek out its podcast as opposed to liking a particular topic and browsing for a particular broadcast. It's all in the approach, isn't it?

Thing Twenty, Libraries and Social Networking

I have actually been a Facebook member for about eight months now. It is hard to miss this phenom of the web since I work on a college campus; I think students visit the library to check their Facebook accounts more that they come to research.



My network of friends consist mostly of student workers here at the college and colleagues or friends from church. I am of the opinion that others are just not that interested in me and what I happen to be doing at the moment, but....



We have had a lot of success advertising for library events via Facebook. The first time we invited our "I worked and the Berntsen Library" network I noticed a definite increase in attendance; students who do not even pay attention to the fliers on the wall and the announcements in their mailbox definitely check their Facebook account.



Facebook is entertaining and I find it an easy tool to use to help me keep up with acquaintances and schedule coffee dates. It in no way substitute for face to face time but it does facilitate interaction, is super easy to use, and compulsively browsable.

Thing Eighteen, Online Video

As a girl who cannot go a day without peanut butter I could not resist searching YouTube for a vintage peanut butter commercial. One quick search and I was in nut butter heaven.

As far as my overall experience goes one thing that struck me was how ready people were to comment and converse with one another on the site. Again and again in the 23 Things experience I am reminded how powerful an online community is in this day and age. If someone creates a place for dialogue and promotes that venue dialogue will very likely take place.

I also discovered how easy it is to become extremely distracted on YouTube! I work Tuesday evenings which means, sadly, that I miss American Idol. Well, thanks to 23 Things, I discovered video of past Idol performances. I get to satisfy my guilty little pleasure after all!

There are some great reasons to stop off on YouTube, and there are also some reasons to avoid the site. But as with many things in life you must take the good with the bad.

Thing Seventeen, ELM

I use an ELM provided product at least once a day, but looking at it from a 23 Things perspective revealed a few new applications that I had as of yet overlooked. One of the most interesting being the capability in ProQuest Newsstand Complete to "Create a Web Page." It was a nice way to create a persistent list and search history that I could access and share with others. In theory, I could not only create these web pages for myself, I could also (copyright considered) create help pages for common class searches or distance education student in need of research help.

That said, one of the important reminders of this particular "Thing" is that no matter how familiar a tool may be to me I need to pay attention to the changes and improvements so that I can continually adapt my searching and service to the benefit of the student patron.

Thing Sixteen, Student 2.0 Tools

I am very impressed with both the University of Minnesota Assignment Calculator and the Research Project Calculator. The one thing that I hope every student gets from using this tool is that research TAKES TIME!

In an age of instantaneous results and near instant gratification I am beginning to wonder if the students I come into contact with realize that there are necessary time constraints to the finding, physical retrieval, and understanding of information. I like the calculators most because of the space in time they outline takes; whether or not the student follows the suggestions he realizes that he must take a logical and progressive approach to the project.

I also liked the way the UofM Library inserted tutorials and search help within the outline. What a wonderful way to connect the class with the library. Depending upon how much use this tool gets from students it would also be a great place to experiment with live chat and communities built around particular assignments. I even wonder if students would be interested in creating tags for books they found helpful in order to aid other students in their class. As we have already seen in the practice and exploration of the 23 Things the possibilities are seemingly endless!

Thing Fifteen, Gaming

I have obviously slowed down on my 23 Things. Puzzle Pirates was, however, a nice way to ease back into Blogging.

I must admit to not enjoying video games and cannot say I was terribly impressed with my gaming experience on- line, either. The conversation with other pirates was a bit stilted (I am sure that I had a lot to so with that) and I just knew that more experienced players had to be frustrated with my slow uptake. In a more optimal situation I am sure that the conversation is an added level of enjoyment, much the way that playing board or card games is enriched because of the company, but I cannot say that I will be jumping on the gaming band wagon any time soon.

Thing Fourteen, LibraryThing

I first experimented with LibraryThing some time ago and had added several books when I made the big switch and headed over to GoodReads. I migrated because I had friends using one interface and not the other; I wanted this to be a social, sharing experience and the move made that possible. Additionally, GoodReads has a Facebook function that I use on my profile page and that connects me to more friends via this social networking tool.

In the end I am happier with GoodReads; it allows me the same cataloging functionalities and tagging and includes the same links to reviews and ratings with the added benefit of my being able to create multiple bookshelves. My shelves can be as straight forward as "to-read" and "reading" or as specific as genre or author. I am a huge fan of this site and enjoy all the little bunny trails it leads me on. I've followed many a book trail and have stumbled upon some great reads for myself and my book club already. I look forward to plenty of fun in the future and am quite convinced that if one is willing this can be a fun and useful reader's advisory tool.

Thing Twelve, Social Media Sites

Of all the on-line activities I have experienced I had the hardest time getting excited about the social media sites. While I can understand their popularity and can see how people would be excited about being a "part of" the action and having their "say" in the matter I found most of them difficult to navigate, unattractive in layout, and lacking in valuable information. My hesitation, however, has not stopped this digital discussion, as proven by the fact that Yahoo! now has their own program, buzz, in beta.

I may just be a librarian fuddy duddy, less concerned with what others are thinking (some of the top stories I ran across were American Idol or celebrity focused) and more interested in quality news representation or challenging articles. I've found sites that I prefer, Newsmap or Arts and Letters Daily, for example, and will stick to those. As for the social sites, I found them highly distracting and can only imagine the bunny trails I could get on if I spent any time at all on them.

Thing Thirteen, On-line Productivity Tools

This post, by nature of the task, will be a bit disjointed, just a few comments on my initial reactions to a few of the sites I visited...

I have been using My Yahoo! for sometime now as a means of consolidating some of the information I tend to use on a regular basis. In all honesty, however, I rarely use the site. I prefer Bloglines' interface and like having Minnesota Public Radio as my home page so that I can start my day with a little news and a bit of music.

Scrybe impressed me immensely because of its ability to transcend format, delivery or information types and uniformly create a single place with self-selected information relevant to the my life. Although I hesitate registering for many on-line tools I was disappointed to find that Scrybe has closed registration for the time being; it seems like a wonderful tool. I will definitely want to revisit this site in the future.

Research application came to my mind immediately upon my first visit to My Stickies. What a fantastic tool for distance reference; if I could send e-mail sources to a user and let them know very clearly why I thought they could use the site. I did not sign-up, but am interested to know if there are collaborative possibilities or if the sites are "shareable." It is closest in my mind to the "social annotation" site Diigo that I find wildly interesting but have yet to integrate into any reference interaction.


Above all else, this exercise left me feeling like my life is very calm and manageable. Looking at all of these tools and calendars and widgets and add-ons tired me out. My resolution post "Thing 13" is to maintain a sense of sanity about my life and be thankful for the fact that I don't have to rely on "Remember the Milk" to get through my day!

Thing Eleven, Tagging

My favorite thing about tagging is its availability to both the tagger of the information as well as to other users who may have an interest in that same topic.

As an academic library we create web resource lists for popular needs or recurrent classes. I can see this easily translating from our web site to a tagging program. The added benefit of moving our resources to a tagging site like Del.icio.us is that professors and students could add to our selected sites those sites they find useful as well. Since the resources are for the users it makes since to offer each of them the opportunity to strengthen our offerings with those sites they feel are tried and true.

The drawbacks, of course, include random or unhelpful sites working their way into the list as well as "tags" that do not coordinate or make no sense to other users.

Another issue in transferring information to a tagging site is that we would be creating yet another place to look for information. One of my personal professional concerns with the constant and always expanding profusion of information is the increase in the sheer number of places a person need search in order to get a wide and deep look at the information available.

Thing Ten, Wiki's

Wiki's are definitely "on my radar" so to speak. Whether creating them to facilitate behind the scenes communication or teaching our student how to discern the quality of the information provided on Wiki's (see my post: The wonderful world of Wiki) collaborative information tools are a part of the library world.

Those of us who provide reference at my academic library keep a Wiki for the courses and questions that occur year after year without fail. It is a wonderfully easy application, we use PBWiki, that we can add to as needed. It is easily referenced when and where we need it and helps us provide seamless reference service. It is also great for familiarizing those of us who provide reference with the "hot topics" brought to the desk and can therefore inform our acquisitions decisions, as well.

I have far less experience, however, using a Wiki for our front end users, and while some of the book applications were interesting I am not completely sold on them as a worthwhile endeavor in the academic library setting.

Thing Nine, On-line Collaboration

It goes without saying; there are numerous opportunities and necessary situations that call for collaboration with those who do not share an office with you. As a member of a library consortium and a participant in several of its committees I have already had the opportunity to familiarize myself with several of the on-line collaborative programs.

Zoho was my first experience with collaborative software. While the program was relatively easy to use I had a lot of trouble with my first post because of the permissions (or lack thereof) given me. One must be very careful that all one's ducks are in a row if this is to be a well used, painless, and useful tool.

I was pleasantly surprised by Google Docs and must admit that for future collaboration I may lean more towards this clear and easy to use program. While the features are comparable and their seems little difference in the functionality I felt more comfortable with the Google Docs layout and had an easier time finding the function for which I was looking.

This tools are just one way that the Internet has made it easier for individuals to come together for a common cause intellectually while remaining in their own office.

The wonderful world of Wiki

If only I were so eloquent:

And this is why digital literacy is so crucial for educational institutions: we do a fundamental disservice to our students if we continue to propagate old methods of knowledge creation and archivization without also teaching them how these structures are changing, and, more importantly, how they will relate to knowledge creation and dissemination in a fundamentally different way. No longer is an encyclopedia a static collection of facts and figures (although some of its features might be relatively so); it is an organic entity. To educational and policy institutions which, for a substantial portion of history, have maintained control over static codex centered archives—think not only academic libraries, but national ones as well—the shift to an organic structure which they no longer control or solely influence represents a crisis indeed. But to train students in old literacy seems to me to be fundamentally the wrong approach. --David Parry in Wikipedia and the New Curriculum Digital Literacy Is Knowing How We Store What We Know

As a librarian who has the opportunity to teach college students "information literacy" skills in classroom and one on one settings I am constantly forced into a real life awareness of the changing types and retrieval styles of today's learners. How well am I preparing the undergraduate with whom I have contact for life and further academic endeavors if I do not recognize these changes? What I appreciate so much about Professor Parry's opinion is a recognition of and respect for this changing culture.

In regards to his comments, what I get excited about is my opportunity to help students learn and navigate these changing avenues of information dissemination more confidently and more critically. The hard part of the whole endeavor, however, is finding the wise balance between acknowledging these new opportunities available for information creation and dissemination while at the same time conveying an clear and academically necessary need for restraint. I have no answers, only the commitment to continually evaluate where I am as a librarian and aid to our students.