This class is an introduction to the library and information profession. During the lecture, we learned some differences between library science and information science.
After an overview of the history of libraries and the different types of libraries, we had two public librarians, S.U. alumni, discuss their roles and responsibilities as public librarians. The one commonality that really stuck with me was the diversity of customer base, demographics, and responsibilities that these ladies encounter on a daily basis. Public libraries are available to serve the entire population, from the youngest to the oldest citizens and must be equipped to serve all of them. Issues that are faced are also very diverse, from the latchkey child who is left in the library for hours on end, to the homeless who seek shelter within the library's walls, to the young child who comes for storytime, they are all part of the library's responsibility.
The day ended with an introduction to online and database searching. I learned that it is very important not only to use the right query when searching , but also the importance of using the right tool for the search. Knowing what is included in databases is important because each one indexes items differently. Surprisingly, the search engine Google indexes only about 10% of the information on the Internet. The Invisible Web can be a better way to aid in Internet searches.
Monday, July 20, 2009
Sunday, July 19, 2009
IST 601
I just completed my first course yesterday at Syracuse University in my journey towards my MSLIS degree. Although it was an intense 2 day course, there were many things that I will be able to take with me and use throughout my career as a school librarian.
We explored the dynamics of organizations, especially culture and the way things are viewed by an organization's internal stakeholders - their employees. Many times this view is not favorable, but change can happen. Using the innovation process, root problems can be identified, ideas and proposals for change can be implemented, and a gradual, successful change can happen.
In class, we were assigned to a group and given a task to develop an innovative solution to a problem to complete in a relatively short amount of time, ending with a PowerPoint presentation. Timewise, we had from about 4 PM on Saturday until 9:30 Sunday morning to meet with our groups, come up with a problem and develop an innovative solution. We had to substantiate our solution with research. I learned that working in a group is an important skill to develop and one that despite challenges can yield rewarding results upon successful completion.
I intend to absorb and utilize as much information as I can while completing my Master's Degree at S.U. - there is so much available in this program.
We explored the dynamics of organizations, especially culture and the way things are viewed by an organization's internal stakeholders - their employees. Many times this view is not favorable, but change can happen. Using the innovation process, root problems can be identified, ideas and proposals for change can be implemented, and a gradual, successful change can happen.
In class, we were assigned to a group and given a task to develop an innovative solution to a problem to complete in a relatively short amount of time, ending with a PowerPoint presentation. Timewise, we had from about 4 PM on Saturday until 9:30 Sunday morning to meet with our groups, come up with a problem and develop an innovative solution. We had to substantiate our solution with research. I learned that working in a group is an important skill to develop and one that despite challenges can yield rewarding results upon successful completion.
I intend to absorb and utilize as much information as I can while completing my Master's Degree at S.U. - there is so much available in this program.
Friday, July 17, 2009
Residency, Here I Come!
After several weeks of readings, assignments, and preparations, the time has come for the residency portion of my initial classes in the MLIS - School Library specialization program at Syracuse University. I will be on campus for my first three classes - IST 601, IST 511, and IST 612. I have learned a lot so far, and am eager to continue learning as much as I can. Personally, I'm fairly amazed that I have created this blog!
Saturday, July 4, 2009
The Portable MLIS - Chapter 15
Chapter 15 – Research by Ron Powell
In this chapter Powell explains the different types of research that librarians and libraries undertake in their quest to find out information such as their customer base, library programs, effectiveness of library personnel, and statistical data. Information garnered from this research can be quantitative or qualitative. One of Powell's statements early in the chapter caught my attention. Evaluative research can “assess the quality and effectiveness of their organization's resources and services.” (p. 170)
I think it is important to constantly evaluate library programs and performance. Throughout the year in my primary school library, I keep detailed statistics of all library programs, and circulation and interlibrary loans. At the end of the year, I compile my evaluations and statistics into a multi-page report that I submit to my building administrator. My first grade reading program results outline the number of participants, the number of books read, and the average number of books read per student. Teachers use these results to place in the students' permanent school portfolio. I also keep statistics on a family reading program that I run each month. I keep participation percentages for each grade level to see where or when I might need to encourage this program if necessary. As an incentive, I can offer additional free paperback books to give away to participants.
Organization for the report is important as well. I make sure that it is visually appealing and includes pictures taken throughout the year. I evaluate the results to help determine if programs are working effectively. A collection analysis is always part of my report. This I run through Follett Library Resources (http://www.titlewave.com). This is a great tool to evaluate age of the collection, outdated items, and number of items in each Dewey class.
Another item that Powell stated was the necessity for library professionals to evaluate research results in the library profession even if it doesn't involve their own library (pp176-177). Ways to do this include regularly reading professional journals and participating in conferences. I religiously read School Library Journal because not only does it give me recommendations for collection development, but it keeps me abreast of happenings in the world of school libraries. One of the more powerful, thought-provoking conferences I attended was in June 2008 when Dr. Ruth Small (SU professor) presented “Designing Digital Literacy Programs with IM-PACT” at my BOCES end of year symposium.
Lastly, I was surprised by the percentage (less than 40%) of LIS programs Powell claims offer a research methods course (p. 177). As I look through the MSLIS courses required by SU, I do not see “Research Methods” in a title of a class but as far as I can tell, this topic is integrated into several different classes.
Powell, Ron, (2008). Research. In Haycock, Ken & Sheldon, Brooke E. (Eds.), The Portable MLIS: Insights from the Experts (pp. 168-178). Westport, CT: Libraries Unlimited.
In this chapter Powell explains the different types of research that librarians and libraries undertake in their quest to find out information such as their customer base, library programs, effectiveness of library personnel, and statistical data. Information garnered from this research can be quantitative or qualitative. One of Powell's statements early in the chapter caught my attention. Evaluative research can “assess the quality and effectiveness of their organization's resources and services.” (p. 170)
I think it is important to constantly evaluate library programs and performance. Throughout the year in my primary school library, I keep detailed statistics of all library programs, and circulation and interlibrary loans. At the end of the year, I compile my evaluations and statistics into a multi-page report that I submit to my building administrator. My first grade reading program results outline the number of participants, the number of books read, and the average number of books read per student. Teachers use these results to place in the students' permanent school portfolio. I also keep statistics on a family reading program that I run each month. I keep participation percentages for each grade level to see where or when I might need to encourage this program if necessary. As an incentive, I can offer additional free paperback books to give away to participants.
Organization for the report is important as well. I make sure that it is visually appealing and includes pictures taken throughout the year. I evaluate the results to help determine if programs are working effectively. A collection analysis is always part of my report. This I run through Follett Library Resources (http://www.titlewave.com). This is a great tool to evaluate age of the collection, outdated items, and number of items in each Dewey class.
Another item that Powell stated was the necessity for library professionals to evaluate research results in the library profession even if it doesn't involve their own library (pp176-177). Ways to do this include regularly reading professional journals and participating in conferences. I religiously read School Library Journal because not only does it give me recommendations for collection development, but it keeps me abreast of happenings in the world of school libraries. One of the more powerful, thought-provoking conferences I attended was in June 2008 when Dr. Ruth Small (SU professor) presented “Designing Digital Literacy Programs with IM-PACT” at my BOCES end of year symposium.
Lastly, I was surprised by the percentage (less than 40%) of LIS programs Powell claims offer a research methods course (p. 177). As I look through the MSLIS courses required by SU, I do not see “Research Methods” in a title of a class but as far as I can tell, this topic is integrated into several different classes.
Powell, Ron, (2008). Research. In Haycock, Ken & Sheldon, Brooke E. (Eds.), The Portable MLIS: Insights from the Experts (pp. 168-178). Westport, CT: Libraries Unlimited.
The Portable MLIS - Chapter 14
Chapter 14 – Readers Advisory Services: How to Help Users Find a “Good Book” by Mary K. Chelton
Chelton discusses some of the challenges librarians who provide readers advisory service face. Certainly knowing your customer goes a long way in being able to help find reading material they are looking for. It is important to ask enough questions to hone in on what type of reading material is being requested. Are they looking for a fiction or nonfiction read? Do they want a book by an author they have read before? What genre or format are they looking for? As librarians become more familiar with their customers, this task should become easier. What greater satisfaction than being able to suggest books to a customer – books you know they will love!
In a school library, librarians get a chance to know their students more intimately than in a public library. This helps in collection development and readers advisory because you get to know the authors, genre, and subject matter they enjoy reading. Since I work in a primary school library and know my students, I am able to order books I know students will enjoy reading. They are so excited when a new book arrives and I have saved it for them to read first.
Displays and merchandising are great ways to promote books in the library. It is difficult for young students to find books in the library. Just think about it – most of the books are shelved so that only the book's spine is visible. I try to put as many books as I can on display face out so that students can see the cover and the title better. Displays on top of bookshelves, in a library window, by the circulation desk, or on low tables work well. Theme displays are particularly useful. For example, if I know that a grade level is studying the solar system, mammals, or weather, I capitalize on that and create visually stimulating displays that include stuffed animals, objects and of course books on those subjects. I always know how well I am doing by noticing how many books have been signed out.
Chelton talks about the use of the online reference database NoveList. (p. 160) You can access this database at http://www.ebscohost.com/novelist. There are readers advisory suggestions here as well as online newsletters that you can subscribe to – I highly recommend these, by the way. This is a subscription database, so to gain the full benefits of this source I would check with your public library to see if they are a subscriber. The search feature is wonderful and limiters allow you to narrow your search effectively. Under the “Readers Advisory” tab are newsletters, fiction checklists, book display ideas, training, bookmark templates, and marketing tools to name a few. While perusing the site I came upon “What Mary K. Chelton Read in June 2009.”
Chelton, Mary K., (2008). Readers Advisory Services: How to help users find a “Good Book.” In Haycock, Ken & Sheldon, Brooke E. (Eds.), The Portable MLIS: Insights from the Experts (pp. 159-167). Westport, CT: Libraries Unlimited.
NoveList, http://www.ebscohost.com/novelist. Accessed 7/1/09
“What Mary K. Chelton Read in June 2009.” http://web.ebscohost.com.db.4cls.org/novelist/detail?vid=17&hid=106&sid=7736a5af-609d-4534-a093-10d40267e254%40sessionmgr104&bdata=JnNpdGU9bm92ZWxpc3QtbGl2ZQ%3d%3d Accessed 7/1/09.
Chelton discusses some of the challenges librarians who provide readers advisory service face. Certainly knowing your customer goes a long way in being able to help find reading material they are looking for. It is important to ask enough questions to hone in on what type of reading material is being requested. Are they looking for a fiction or nonfiction read? Do they want a book by an author they have read before? What genre or format are they looking for? As librarians become more familiar with their customers, this task should become easier. What greater satisfaction than being able to suggest books to a customer – books you know they will love!
In a school library, librarians get a chance to know their students more intimately than in a public library. This helps in collection development and readers advisory because you get to know the authors, genre, and subject matter they enjoy reading. Since I work in a primary school library and know my students, I am able to order books I know students will enjoy reading. They are so excited when a new book arrives and I have saved it for them to read first.
Displays and merchandising are great ways to promote books in the library. It is difficult for young students to find books in the library. Just think about it – most of the books are shelved so that only the book's spine is visible. I try to put as many books as I can on display face out so that students can see the cover and the title better. Displays on top of bookshelves, in a library window, by the circulation desk, or on low tables work well. Theme displays are particularly useful. For example, if I know that a grade level is studying the solar system, mammals, or weather, I capitalize on that and create visually stimulating displays that include stuffed animals, objects and of course books on those subjects. I always know how well I am doing by noticing how many books have been signed out.
Chelton talks about the use of the online reference database NoveList. (p. 160) You can access this database at http://www.ebscohost.com/novelist. There are readers advisory suggestions here as well as online newsletters that you can subscribe to – I highly recommend these, by the way. This is a subscription database, so to gain the full benefits of this source I would check with your public library to see if they are a subscriber. The search feature is wonderful and limiters allow you to narrow your search effectively. Under the “Readers Advisory” tab are newsletters, fiction checklists, book display ideas, training, bookmark templates, and marketing tools to name a few. While perusing the site I came upon “What Mary K. Chelton Read in June 2009.”
Chelton, Mary K., (2008). Readers Advisory Services: How to help users find a “Good Book.” In Haycock, Ken & Sheldon, Brooke E. (Eds.), The Portable MLIS: Insights from the Experts (pp. 159-167). Westport, CT: Libraries Unlimited.
NoveList, http://www.ebscohost.com/novelist. Accessed 7/1/09
“What Mary K. Chelton Read in June 2009.” http://web.ebscohost.com.db.4cls.org/novelist/detail?vid=17&hid=106&sid=7736a5af-609d-4534-a093-10d40267e254%40sessionmgr104&bdata=JnNpdGU9bm92ZWxpc3QtbGl2ZQ%3d%3d Accessed 7/1/09.
The Portable MLIS - Chapter 11
Chapter 11 – Information Retrieval: Designing, Querying, and Evaluating Information Systems by Judith Weedman
This chapter talks about the importance of finding information. Library professionals need to know how to find information – not only for themselves but perhaps more importantly, for their patrons. The understanding of databases and search engines are key. Each database contains information gathered from different sources and has different ways to access that information. Internet searches uses search and metasearch engines driven by algorithm formulas.
I had never stopped to think about the algorithms that are developed (thankfully by people other than myself) that work to retrieve data based on how closely the search terms match and are relevant to the search. Our searching assignment for class provided us an opportunity to explore several different databases full of information. Unless we knew how to narrow searches by using Boolean search logic and adding limiters to searches, we ended up with so much information that it was difficult, if not impossible, to wade through to find the information we sought.
Searching for information I need from either the Internet or a subscription database has always been somewhat challenging for me. Weedman's discussion about the basics of how information is organized and designed made a lot of sense. I was particularly drawn to her mantra “how you store it determines how you can retrieve it.” (p. 115) It reminded me of the old saying “garbage in, garbage out.” I can only hope that as I go through my studies and use databases and the Internet more for research, I will learn more about how using the best search terms and having an understanding of the database itself will lend to more rewarding searches. This is a skill that will be learned with practice and I intend to practice as much as I can!
Weedman, Judith., (2008). Reflections on creating information service collections. In Haycock, Ken & Sheldon, Brooke E. (Eds.), The Portable MLIS: Insights from the Experts (pp. 112-126). Westport, CT: Libraries Unlimited.
This chapter talks about the importance of finding information. Library professionals need to know how to find information – not only for themselves but perhaps more importantly, for their patrons. The understanding of databases and search engines are key. Each database contains information gathered from different sources and has different ways to access that information. Internet searches uses search and metasearch engines driven by algorithm formulas.
I had never stopped to think about the algorithms that are developed (thankfully by people other than myself) that work to retrieve data based on how closely the search terms match and are relevant to the search. Our searching assignment for class provided us an opportunity to explore several different databases full of information. Unless we knew how to narrow searches by using Boolean search logic and adding limiters to searches, we ended up with so much information that it was difficult, if not impossible, to wade through to find the information we sought.
Searching for information I need from either the Internet or a subscription database has always been somewhat challenging for me. Weedman's discussion about the basics of how information is organized and designed made a lot of sense. I was particularly drawn to her mantra “how you store it determines how you can retrieve it.” (p. 115) It reminded me of the old saying “garbage in, garbage out.” I can only hope that as I go through my studies and use databases and the Internet more for research, I will learn more about how using the best search terms and having an understanding of the database itself will lend to more rewarding searches. This is a skill that will be learned with practice and I intend to practice as much as I can!
Weedman, Judith., (2008). Reflections on creating information service collections. In Haycock, Ken & Sheldon, Brooke E. (Eds.), The Portable MLIS: Insights from the Experts (pp. 112-126). Westport, CT: Libraries Unlimited.
Friday, July 3, 2009
Wikipedia Reflection
I decided to check out the Wikipedia entry for the town I live in – Greene, New York. The information seemed accurate to me as I read through the history, geography, and demographics sections. Census information was as of 2000, so that will need to be updated when a new census becomes available. Greene is home to several notable businesses although I noticed that there were only 2 listed – The Raymond Corporation and the Chenango River Theatre. I decided to add one more business to the list. Baron’s Inn is a restaurant that has been operating in Greene for at least 45 years. I know that this is true because I used to go to this restaurant with my parents when I was a child.
I was surprised at how easy it was to edit this posting and add Baron’s Inn to the list of notable businesses. Once I created an account and logged in with a user name and password, I could change or add whatever information I wanted to. When you use the Google search engine to look for Greene New York, this Wikipedia entry is ranked # 4. I hope people who use Wikipedia realize that the information contained on its site may or may not be accurate.
http://en.wikipedia.org/wiki/Greene_(town),_New_York
I was surprised at how easy it was to edit this posting and add Baron’s Inn to the list of notable businesses. Once I created an account and logged in with a user name and password, I could change or add whatever information I wanted to. When you use the Google search engine to look for Greene New York, this Wikipedia entry is ranked # 4. I hope people who use Wikipedia realize that the information contained on its site may or may not be accurate.
http://en.wikipedia.org/wiki/Greene_(town),_New_York
Subscribe to:
Posts (Atom)
.JPG)