The topic of weeding materials in a library came up recently, but it posed more problems than solutions. Weeding must be done to keep the materials in your library current, useful, and accurate. However, how one goes about weeding is by making very difficult decisions that not everyone is garunteed to agree with or support.
What do you do with an old almanac that has outdated and inaccurate information but is beloved by your patrons? If you decide to get rid of it, do you then sell it to someone who cherished it or destroy it so no one can claim you gave out "bad information?" With fiction you don't have the problem of outdated information, but there may be books with predjudicial words because of the times they were written in. Do you trash those or keep them and hope they are taken in context by your patrons?
All of the kinds of decisions above are made in an effort to let a collection grow into the most relevent, useful, and inspiring it can be. Like weeding gardens to let the best plants grow, libraries must remove select materials to let the really brilliant books shine in their collections.
Friday, July 24, 2009
Wednesday, July 22, 2009
Rare Books Show That We Are Rare Beings
I was privilaged today to look at an early folio of William Shakespeare, a very old, rare, and valuable book. Why did I think it was so precious and why was I so excited to just look at it? It is very old and we are lucky that it survived at all, but that is not the only reason (mountains are old but we don't get excited about those in the same way). It is a piece of history and represents other lost pieces of history, but that is not the only reason either. The real reason I, and so many others, were excited to simply stare at such a thing is because it is a piece of human history and by staring into it we felt closer to a past and understood more about who were (because of where we came from). I owe that realization to my experience with such a rare book and I am grateful.
Tuesday, July 21, 2009
"Ask What the Future Should Be"
There is one turn of phrase that struck me as intriguing lately. That phrase is "ask what the future should be." I was immediately struck by it because it made the idea of innactive change seem lazy and irresponsible. The idea that we are letting change just happen to us instead of doing anything about it stirred me up. I started thinking about how I could actually make a difference in defining what libraries will mean to future generations. I can implement programs, create collections, and personally advise future library staff and patrons in a way that could turn small effective steps into a library revolution. This is a powerful and addictiing thought and I encourage everyone to try it.
Monday, July 13, 2009
Libraries as Knowledge Commons: A Reader's Response
The article “Youth and their Virtual Worlds: Research Findings and Implications for School Libraries” advocates a new path for school libraries in order to enhance their students’ learning in context with new technology. It focuses on school libraries as “knowledge commons” as opposed to mere “information places,” the main difference being that of the directionality of information (Todd, 2008). A library that is structured as an “information place” only provides information while a library that is a “knowledge commons” is a center from which knowledge is both given and re-presented in new and interesting forms. The very forms in which information is re-presented are the areas where new web 2.0 technologies intersect with the more traditional information gathering processes to create such a “knowledge commons.”
The article continues to explain that the use of web 2.0 technologies is the key to both school librarians’ and students’ efforts to engage in an “information to knowledge experience” that will improve students’ overall capabilities to discover, decipher, and employ information (Todd, 2008). It cites some examples of projects that can be both instructive and creative, such as blogs about literature and group wikis that compile the research of students and teachers on a subject. The most intriguing thing about these projects is that they do not have to remain merely a local classroom or school endeavor; because of the widespread availability and use of such web 2.0 tools as “facebook” and various kinds of blogs (written, video, etc...), these kinds of projects are capable of becoming highly enriching multi-school efforts to learn from each other and not just the books on the shelves. It is projects of this nature—ones that allow students to actively participate in their learning process and tap into their creativity—that are characteristic of a “knowledge commons.” More importantly, it is projects of this nature that will ultimately equip students with the critical skills to analyze, manipulate, and recreate knowledge in the ways that will be required of them in the future.
By suggesting that learning take place in such an open and engaging environment as a “knowledge commons,” the article is advocating a specific kind of learning that uses individual and group experiences to make knowledge gained through those experiences more relevant to the students themselves. The article emphasizes the process of constructing original representations of information in order to foster a student’s “personal knowledge and understanding of the curriculum” (Todd, 2008). The underlying concept behind such a process is that students who use information along with acquired skills to create something absorb more of that information and hone those skills as a part of their learning experience. Additionally, the article encourages school librarians to assist students in using technology to find creative outlets to share their ideas and insights. It refers to a study that illustrates how children and teens are already using the content published in social networks to spark conversation that is meaningful to them. School librarians could use those same networks to begin conversations that show students how relevant they are to their own education. Then, students can realize that they empower themselves by making the knowledge that has generally been forced upon them (and will be forced upon them in the future) into their own unique understanding.
The main concern of the article is the transformation of school libraries into spaces where knowledge is shared and created as a conscious, collaborative effort by school librarians and students together. It proposes that this is a crucial step in the effort to “rethink, re-imagine, and recreate a dynamic learning environment” (Todd, 2008). Presumably, learning in such an environment would nurture students into becoming more interested, focused, and knowledgeable about themselves and the larger world. Thus, school libraries that follow the example of a “knowledge commons” can begin to improve the interactions of people and information, one student at a time.
Todd, Ross J. (2008). Youth and their Virtual Worlds Networked Worlds: Research Findings and Implications for School Libraries. School Libraries Worldwide 14(2), 19-34.
The article continues to explain that the use of web 2.0 technologies is the key to both school librarians’ and students’ efforts to engage in an “information to knowledge experience” that will improve students’ overall capabilities to discover, decipher, and employ information (Todd, 2008). It cites some examples of projects that can be both instructive and creative, such as blogs about literature and group wikis that compile the research of students and teachers on a subject. The most intriguing thing about these projects is that they do not have to remain merely a local classroom or school endeavor; because of the widespread availability and use of such web 2.0 tools as “facebook” and various kinds of blogs (written, video, etc...), these kinds of projects are capable of becoming highly enriching multi-school efforts to learn from each other and not just the books on the shelves. It is projects of this nature—ones that allow students to actively participate in their learning process and tap into their creativity—that are characteristic of a “knowledge commons.” More importantly, it is projects of this nature that will ultimately equip students with the critical skills to analyze, manipulate, and recreate knowledge in the ways that will be required of them in the future.
By suggesting that learning take place in such an open and engaging environment as a “knowledge commons,” the article is advocating a specific kind of learning that uses individual and group experiences to make knowledge gained through those experiences more relevant to the students themselves. The article emphasizes the process of constructing original representations of information in order to foster a student’s “personal knowledge and understanding of the curriculum” (Todd, 2008). The underlying concept behind such a process is that students who use information along with acquired skills to create something absorb more of that information and hone those skills as a part of their learning experience. Additionally, the article encourages school librarians to assist students in using technology to find creative outlets to share their ideas and insights. It refers to a study that illustrates how children and teens are already using the content published in social networks to spark conversation that is meaningful to them. School librarians could use those same networks to begin conversations that show students how relevant they are to their own education. Then, students can realize that they empower themselves by making the knowledge that has generally been forced upon them (and will be forced upon them in the future) into their own unique understanding.
The main concern of the article is the transformation of school libraries into spaces where knowledge is shared and created as a conscious, collaborative effort by school librarians and students together. It proposes that this is a crucial step in the effort to “rethink, re-imagine, and recreate a dynamic learning environment” (Todd, 2008). Presumably, learning in such an environment would nurture students into becoming more interested, focused, and knowledgeable about themselves and the larger world. Thus, school libraries that follow the example of a “knowledge commons” can begin to improve the interactions of people and information, one student at a time.
Todd, Ross J. (2008). Youth and their Virtual Worlds Networked Worlds: Research Findings and Implications for School Libraries. School Libraries Worldwide 14(2), 19-34.
Sunday, July 12, 2009
Seeking More Than Just Information: Reflections on Chapter Fifteen of The Portable MLIS
I am the first one to admit that research can be dull and tedious, but despite my initial resistance to the research process I have learned to respect it for the insights that it brings to light that would otherwise still be undiscovered. Additionally, I am not completely unchanged by my own past research projects; in fact, I have learned a lot about myself and my endurance to connect and communicate knowledge in unique ways.
The key word to me about the research process is communication. The chapter points out that “the researcher’s job is not really complete until he or she has communicated the results” (Powell, 2008, pp.176). It goes further to say that a “profession cannot benefit from such research unless its members are able and willing to critically read” that research (Powell, 2008, pp. 177). The above quotes suggest that research, like communication, is a two way process between the researcher and his or her reader. Furthermore, they suggest that the interaction between the two is the key ingredient to creating new research processes. Simply put, research begets research—perhaps that is why there is so very much of it out there in the world.
When most people think of research, they think of unearthing already discovered knowledge, but the truth is that the impact of research is more important than just unearthing something that already exists. In actuality, researchers who create new knowledge are the ones making the most impact on future research and our lives today. The chapter states that such newly created knowledge “produce[s] better insights” into current practices that can be improved (Powell, 2008, pp. 176). Thus, knowledge creation is a noble act that builds on the past to improve the present and predict the future.
Whether or not research unearths old information or new, it is a fact that research is necessary. Some may see it as a necessary evil (I did in high school), but even if every step along the way is a struggle, the result of any research is worth it—productive or not. We learn something from every question we try to answer, especially whether or not that question even can be answered. Most significantly, we learn about our curiosity as individuals and as a culture and how that nature can serve us in the future for which we must prepare.
Powell, Ron. (2008). Research. In Ken Haycook & Brooke E. Sheldon (Eds.) The Portable MLIS: Insights from the experts. (pp. 168-178). Westport: Libraries Unlimited.
The key word to me about the research process is communication. The chapter points out that “the researcher’s job is not really complete until he or she has communicated the results” (Powell, 2008, pp.176). It goes further to say that a “profession cannot benefit from such research unless its members are able and willing to critically read” that research (Powell, 2008, pp. 177). The above quotes suggest that research, like communication, is a two way process between the researcher and his or her reader. Furthermore, they suggest that the interaction between the two is the key ingredient to creating new research processes. Simply put, research begets research—perhaps that is why there is so very much of it out there in the world.
When most people think of research, they think of unearthing already discovered knowledge, but the truth is that the impact of research is more important than just unearthing something that already exists. In actuality, researchers who create new knowledge are the ones making the most impact on future research and our lives today. The chapter states that such newly created knowledge “produce[s] better insights” into current practices that can be improved (Powell, 2008, pp. 176). Thus, knowledge creation is a noble act that builds on the past to improve the present and predict the future.
Whether or not research unearths old information or new, it is a fact that research is necessary. Some may see it as a necessary evil (I did in high school), but even if every step along the way is a struggle, the result of any research is worth it—productive or not. We learn something from every question we try to answer, especially whether or not that question even can be answered. Most significantly, we learn about our curiosity as individuals and as a culture and how that nature can serve us in the future for which we must prepare.
Powell, Ron. (2008). Research. In Ken Haycook & Brooke E. Sheldon (Eds.) The Portable MLIS: Insights from the experts. (pp. 168-178). Westport: Libraries Unlimited.
The Art of Finding Your Book: Reflections on Chapter Fourteen of The Portable MLIS
“Choose an author as you would a friend.”
~Wentworth Dillon~
The above quote speaks to the value that we place in our literature. We give it the intrinsic power of entertaining, soothing, and inspiring our souls, yet the problem remains how to find each individual’s suitable book companions for his or herself. If we can help readers find new and interesting materials to read both on their own and with the help of other readers, then we will create more empowered readers with a greater sense of accomplishment and self.
The problem with finding the right book for the right person stems from two sources. First, every reader is different and even the same reader can differ in his or her tastes depending on mood and general growth in personality over time. The chapter points out that it is a mistake to assume that someone is “in the mood for an identical reading experience” (Chelton, 2008, p. 161). In addition, there are many aspects of books that appeal to readers and any combination of those aspects could be attracting a specific reader. Those aspects include plot, storyline, characterization, theme, and genre (Chelton, 2008, p. 161). For example, one reader may be drawn to strong characters so he or she may skip around the different fiction genres to find the characters he or she likes to read about best. Another reader may find a certain theme so intriguing that he or she looks for everything from non-fiction to fiction to absorb whatever he or she can on that theme. Whatever combination of factors attracts a specific reader to specific titles will always remain somewhat of a mystery, even to that reader. It is our job to equip readers with the tools to discover more of what inspires them.
The second source of conflict in finding the right book is the nature of books, themselves. Books, like people, are all different and can even grow to be different works over time with new editions and reviews. They come in multiple formats for those who prefer words, or pictures, or sound bites (books, graphic novels, audio books). Even generally accepted categories to sort books into—genres—have subcategories that fail to classify every book accurately due to the common practice of blending genres (Chelton, 2008, p. 159-161). Unfortunately, there is no way to enter every individual factor that describes a given book into a catalogue and there are no magic algorithms by which to find the perfect book for an individual (Chelton, 2008, p. 159). Thus, finding the right book is more of an art than a science.
The art of helping readers find the right book involves a combination of many kinds of resources, including author/ works websites, special social networking sites, and face-to-face encounters. The most personable of the above methods is obviously face-to-face conversations, but is important to note that the conversation does not have to flow one way or the other from librarian to patron or vice versa; rather the best conversation is one where ideas flow both ways and every participant learns something he or she can pass on to others. Websites and databases can also be linked to a library’s homepage to aid readers (Chelton, 2008, p. 163 & 166). I use a website to find other works by authors and which titles in a series someone is interested in called "fantasticfiction.co.uk" (see links). For some authors’ entries it even lists books by other authors that they recommend—a useful tool when you run out of books by that author to read. Social networks that create unique communities of readers can also be useful. I just joined “goodreads.com” (see links) in order to see for myself how valuable it is to learn from other readers who stock their own online library catalogues. How empowering can creating your own catalogue of favorite books be?
The significance of empowering readers to help themselves and others is not only for the immediate satisfaction of their literary needs, but to increase the value of libraries in our society. If we help to inspire people who are already readers, then they will in turn inspire others to become readers. Even if we never see some of those new readers enter our libraries, we have still influenced them remotely and increased their respect for the resources we house and the value those resources represent to our society. Thus, in the process of helping one reader, remotely or in person, we help many others and ourselves.
Chelton, Mary K. (2008). Readers Advisory Services: How to Help Users Find a “Good Book.” In Ken Haycook & Brooke E. Sheldon (Eds.) The Portable MLIS: Insights from the experts. (pp. 159-167). Westport: Libraries Unlimited.
~Wentworth Dillon~
The above quote speaks to the value that we place in our literature. We give it the intrinsic power of entertaining, soothing, and inspiring our souls, yet the problem remains how to find each individual’s suitable book companions for his or herself. If we can help readers find new and interesting materials to read both on their own and with the help of other readers, then we will create more empowered readers with a greater sense of accomplishment and self.
The problem with finding the right book for the right person stems from two sources. First, every reader is different and even the same reader can differ in his or her tastes depending on mood and general growth in personality over time. The chapter points out that it is a mistake to assume that someone is “in the mood for an identical reading experience” (Chelton, 2008, p. 161). In addition, there are many aspects of books that appeal to readers and any combination of those aspects could be attracting a specific reader. Those aspects include plot, storyline, characterization, theme, and genre (Chelton, 2008, p. 161). For example, one reader may be drawn to strong characters so he or she may skip around the different fiction genres to find the characters he or she likes to read about best. Another reader may find a certain theme so intriguing that he or she looks for everything from non-fiction to fiction to absorb whatever he or she can on that theme. Whatever combination of factors attracts a specific reader to specific titles will always remain somewhat of a mystery, even to that reader. It is our job to equip readers with the tools to discover more of what inspires them.
The second source of conflict in finding the right book is the nature of books, themselves. Books, like people, are all different and can even grow to be different works over time with new editions and reviews. They come in multiple formats for those who prefer words, or pictures, or sound bites (books, graphic novels, audio books). Even generally accepted categories to sort books into—genres—have subcategories that fail to classify every book accurately due to the common practice of blending genres (Chelton, 2008, p. 159-161). Unfortunately, there is no way to enter every individual factor that describes a given book into a catalogue and there are no magic algorithms by which to find the perfect book for an individual (Chelton, 2008, p. 159). Thus, finding the right book is more of an art than a science.
The art of helping readers find the right book involves a combination of many kinds of resources, including author/ works websites, special social networking sites, and face-to-face encounters. The most personable of the above methods is obviously face-to-face conversations, but is important to note that the conversation does not have to flow one way or the other from librarian to patron or vice versa; rather the best conversation is one where ideas flow both ways and every participant learns something he or she can pass on to others. Websites and databases can also be linked to a library’s homepage to aid readers (Chelton, 2008, p. 163 & 166). I use a website to find other works by authors and which titles in a series someone is interested in called "fantasticfiction.co.uk" (see links). For some authors’ entries it even lists books by other authors that they recommend—a useful tool when you run out of books by that author to read. Social networks that create unique communities of readers can also be useful. I just joined “goodreads.com” (see links) in order to see for myself how valuable it is to learn from other readers who stock their own online library catalogues. How empowering can creating your own catalogue of favorite books be?
The significance of empowering readers to help themselves and others is not only for the immediate satisfaction of their literary needs, but to increase the value of libraries in our society. If we help to inspire people who are already readers, then they will in turn inspire others to become readers. Even if we never see some of those new readers enter our libraries, we have still influenced them remotely and increased their respect for the resources we house and the value those resources represent to our society. Thus, in the process of helping one reader, remotely or in person, we help many others and ourselves.
Chelton, Mary K. (2008). Readers Advisory Services: How to Help Users Find a “Good Book.” In Ken Haycook & Brooke E. Sheldon (Eds.) The Portable MLIS: Insights from the experts. (pp. 159-167). Westport: Libraries Unlimited.
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