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Celia Emmelhainz

Can We Talk About the MLS? | Editorial - 0 views

lj.libraryjournal.com/...can-we-talk-about-the-mls

shared by Celia Emmelhainz on 31 May 13 - No Cached
  • Public libraries in rural areas really don’t have a large enough donor base to make extensive fundraising worthwhile. The other problem public libraries have with outside fundriasing is that if you start taking in a lot of major gifts and donations, then your steady stream of revenue, the local government, may just wind up cutting your funding.
    • Celia Emmelhainz
      Celia Emmelhainz on 31 May 13
       
      True with school libraries as well; can't fundraise because can't lose current funding, but then feel sense of lack of control over revenue streams? = ick.
  • “Students who pick their major based solely on postgraduation salaries, as opposed to passion for a field, will in all likelihood struggle in both school and career.”
  • would agree that public librarians questionably need a library specific degree, or a degree at a graduate level anyway, as evidenced by the wealth of paraprofessionals who often do at least as good a job in that setting, though for management I think you would want someone trained in public management with library experience. In an academic setting, there is a credibility issue that begs credentialling in the areas of research and education, and credentialling to a higher standard than is now present in library schools, hence the inadequacy of the degree university libraries particularly, or at least that degree alone. The degree needs to be reinvented and would best partner to at least confer joint degrees in librarianship and business, education, and other disciplines
  • ...23 more annotations...
  • The piece I was missing was how to develop workable ideas that were well researched and aligned with the basic tenants of Librarianship.
  • philosophy and values of librarianship. It also grounded me in supervisory skills, in library management, and collection development.
  • Paraprofessionals here have been the ones leading the discussion on topics such as fair use, copyright, RDA, cataloging standards, FERPA, etc. There are several levels of paraprofessionals from pages/shelvers, circulation desk workers, catalogers (copy & original), acquisitions, IT Systems, ILL , etc. MLS Librarians are mostly reference & instruction positions, collection development and/or managers. Education is absolutely needed for some positions, but experience should be recognized as well. Our newly hired MLS people would be lost try to perform original cataloging, acquisitions/budget or ILL just as the paraprofessionals may lack the knowledge in instructional pedagogy, management/leadership, etc.
  • Much of my practical learning during grad school came from my classmates that had worked in libraries for years and were just then getting the degree. They had a MUCH better context for what was going on than I did at 23 and straight out of my undergrad
  • Require the masters in a specialized field rather than the MLIS. That could definitely work in academia. And you can require directors and managers to have the MLIS, but not necessarily the librarians at the reference desk or running a department like circulation.
  • But why do acquisitions, CD, or e-resources librarians need the degree? Those are practical jobs, that you do need practical experience for.
  • Any self-starter with a library job could easily supplement training and hands-on experience with reading books from leaders in the field on the subject, starting a blog, getting involved in conversations in the library community.
  • But for colleges, this becomes a game of perpetual growth – to secure funding and improve programs, we need more students, more alumni to donate! Job markets shrink, shift and dry up all the time, but rarely does a degree program shrink proportionately
  • Why I couldn’t pick up a book here, attend a webinar there, and get the same place eventually through grit and dedication like the librarians just a generation before me.
  • I am a Library Director in a hamlet (pop 3,000) in NH. The likelihood of my ever advancing to a larger library is categorically denied by that degree requirement. It doesn’t matter what experience I bring. Paying for another degree (I have a B.A. and an M. Div.) is out of the question for me, and, certainly, out of the question for the trustees of the library I serve
  • Laura is correct – being in a rural library is actually very challenging. There are far fewer resources for our patrons – so good luck directing them to the resources they need.
  • The public school teachers (including the school librarians) in my area have a starting salary that is about $10,000 higher than the starting salary of the public library system. Yet only the school and (some) public librarians are required to have a Masters before applying for their jobs
  • They are responsible for recruiting too many librarians, and the schools need to take responsibility for over saturation. If not, how are they any different than for-profit colleges or career colleges.
  • This is a women’s profession. Women are not valued. Hence any professional education we may have is useless in the eyes of…. us. Ah, feminism we’ve come so far. I realized when I went to library school that it was merely a sham union card for a lowly paid job.
  • Library school does need to emphasize more about management – not just one class. This is what will make us more useful. The best library directors are those who kept their libraries afloat during the economic downturn. This is because they have the fundamental ethics of a librarian coupled with mad management skills.
  • This isn’t just in the public sector. Academic librarians have crazy politics to wade through as do school librarians.
  • What if we migrated from our current degree to a B.A. in Education (with a focus on libraries); an M.A. in Education (with a focus on a particular library type or area); and a Ph.D. in Education (with a narrow focus on a particular library type or area)? This would also serve to define who we are (educators) and what we do (education: through self-directed, research assistance & instruction, instructive & enlightening experiences
  • Honestly, I privately refer to this as my fake master’s degree.
  • There is no unified body to convince that the MLS is somehow superfluous to needs; you have to convince these individuals, 99% of whom have an MLS and probably can see the value in it.
  • When I first became a librarian, I found that my past experience working in a bookstore was far more valuable to me than my MLS program.
  • For many, it clearly does not provide necessary or useful theory and practice opportunities.
  • I think some programs, like the one I attended, relied a lot on theory, and that meant that my dream, of creating better technology, was not quite realized as I needed the practical skills at building technology
  • A classmate of mine jumped ship and attended a business school in New York, and now works at Goldman Sachs…I stayed on board hoping to do meaningful work; that hasn’t quite happened yet, really because of the emphasis on theory..I think my classmate saw the writing on the wall and made a smart calculated move; I do not like to start something and leave it unfinished,
beth gourley

Gutenberg 2.0 | Harvard Magazine May-Jun 2010 - 10 views

harvardmagazine.com/...gutenberg-2-0

librarianship e-learning databases

shared by beth gourley on 24 May 10 - Cached
  • Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
  • It’s not that we don’t need libraries or librarians,” he continues, “it’s that what we need them for is slightly different. We need them to be guides in this increasingly complex world of information and we need them to convey skills that most kids actually aren’t getting at early ages in their education. I think librarians need to get in front of this mob and call it a parade, to actually help shape it.”
  • Her staff offers a complete suite of information services to students and faculty members, spread across four teams. One provides content or access to it in all its manifestations; another manages and curates information relevant to the school’s activities; the third creates Web products that support teaching, research, and publication; and the fourth group is dedicated to student and faculty research and course support. Kennedy sees libraries as belonging to a partnership of shared services that support professors and students. “Faculty don’t come just to libraries [for knowledge services],” she points out. “They consult with experts in academic computing, and they participate in teaching teams to improve pedagogy. We’re all part of the same partnership and we have to figure out how to work better together.”
    • beth gourley
      beth gourley on 24 May 10
       
      Good summary of differentiating library services and the need to accommodate staffing. Ultimatley makes for the teaching partnership.
  • ...8 more annotations...
  • “The digital world of content is going to be overwhelming for librarians for a long time, just because there is so much,” she acknowledges. Therefore, librarians need to teach students not only how to search, but “how to think critically about what they have found…what they are missing… and how to judge their sources.” 
  • But making comparisons between digital and analog libraries on issues of cost or use or preservation is not straightforward. If students want to read a book cover to cover, the printed copy may be deemed superior with respect to “bed, bath and beach,” John Palfrey points out. If they just want to read a few pages for class, or mine the book for scattered references to a single subject, the digital version’s searchability could be more appealing; alternatively, students can request scans of the pages or chapter they want to read as part of a program called “scan and deliver” (in use at the HD and other Harvard libraries) and receive a link to images of the pages via e-mail within four days. 
  • (POD) would allow libraries to change their collection strategies: they could buy and print a physical copy of a book only if a user requested it. When the user was done with the book, it would be shelved. It’s a vision of “doing libraries ‘just in time’ rather than ‘just in case,’” says Palfrey. (At the Harvard Book Store on Massachusetts Avenue, a POD machine dubbed Paige M. Gutenborg is already in use. Find something you like in Google’s database of public-domain books—perhaps one provided by Harvard—and for $8 you can own a copy, printed and bound before your wondering eyes in minutes. Clear Plexiglas allows patrons to watch the process—hot glue, guillotine-like trimming blades, and all—until the book is ejected, like a gumball, from a chute at the bottom.)
  • We’re rethinking the physical spaces to accommodate more of the type of learning that is expected now, the types of assignments that faculty are making, that have two or three students huddled around a computer working together, talking.” 
  • Libraries are also being used as social spaces,
  • In terms of research, students are asking each other for information more now than in the past, when they might have asked a librarian.
  • On the contrary, the whole history of books and communication shows that one medium does not displace another.
  • it’s not just a service organization. I would even go so far as to call it the nervous system of our corporate body.”
  • beth gourley on 24 May 10
     
    "This defines a new role for librarians as database experts and teachers, while the library becomes a place for learning about sophisticated search for specialized information." "How do we make information as useful as possible to our community now and over a long period of time?"
Donna Baumbach

Library Mashups : Links - 0 views

mashups.web2learning.net/links

websites mashups library libraries lists links resources

shared by Donna Baumbach on 03 Dec 09 - Cached
  • Donna Baumbach on 03 Dec 09
     
    links for book Library Mashups by chapter. See also delicious.com/librarymashups n Library Mashups, Nicole C. Engard and 25 contributors from all over the world walk readers through definitions, summaries, and practical uses of mashups in libraries. Examples range from ways to allow those without programming skills to make simple website updates, to modifying the library OPAC, to using popular sites like Flickr, Yahoo!, LibraryThing, Google Maps, and Delicious to share and combine digital content.
Dennis OConnor

Don't Shush Me! In Some Libraries, It's OK to be Loud | MindShift - 22 views

mindshift.kqed.org/...me-libraries-its-ok-to-be-loud

libraries research 2.0

shared by Dennis OConnor on 03 Dec 11 - No Cached
  • Buffy Hamilton, who calls herself “The Unquiet Librarian,” holds the phone receiver away from her ear at Creekview High School library in Canton, Ga., revealing a cacophony of noise in the background.
  • Creekview High School’s media center looks and sounds nothing like the silent libraries of the past. The new emphasis on collaborative learning and the use of digital tools to produce dynamic research projects lead to a louder, more hands-on environment that can prove beneficial to students later on in college. Hamilton says graduates have returned to thank her because their digital skills are more advanced than those of their classmate
  • The shift to a noisier and more interactive library model is relatively new in U.S. public school systems. Some examples are evident at universities and private schools in Georgia, New York and California, all of which have taken a lead in transforming their libraries. In Massachusetts, the Cushing Academy, a private boarding school for high-school students, gave away its collection of over 20,000 books two years ago and transformed its library into a digital center with e-books and searchable databases.
  • ...1 more annotation...
  • Hamilton seems to be redefining what it means to be a librarian. She’s active on Twitter, maintains a blog about being a “modern school librarian” and frequently travels around the country and world to speak about her model. Creekview’s was the only school-based library that won a 2011 American Library Association award for having a cutting-edge technology service, Media 21, that could be replicated by other school libraries around the country.
beth gourley

ThinkeringSpace Library Study - 0 views

www.id.iit.edu/...study_insights.htm

design libraries

shared by beth gourley on 20 Aug 08 - Cached
  • sought to understand representative libraries within the Chicago
  • The first, More Than Books, reveals the wide range of library offerings, indicating that they are much more than warehouses of books or media
  • The second, Constant Change, describes the continued efforts that have been made by the library to meet patrons' expectations and keep up with technology.
  • ...4 more annotations...
  • The third, Underused Expertise, identifies the broad expert skills of librarians, and the low use of this public resource.
  • The fourth, Life-long Relevance, highlights the lack of continued interaction of patrons with the library through their different life phases
  • The fifth, Community Outreach, describes the movement of the library in two opposite directions, towards both masses and niches
  • The sixth, Sanctioned Initiatives, addresses the impact of high-level initiatives, such as the Early Literacy Program
  • beth gourley on 20 Aug 08
     
    This is one component of the webpage Thinkering Space the focuses on library observations that will inform design criteria for Thinkering Space
Donna Baumbach

Museums, Libraries and 21st Century Skills | digitalliteracy.gov - 25 views

www.digitalliteracy.gov/...raries-and-21st-century-skills

museums libraries .gov report assessment 21st_century_skills school_library_media_centers

shared by Donna Baumbach on 15 May 11 - No Cached
  • Donna Baumbach on 15 May 11
     
    This report provides a self-assessment tool and an assessment of museums and libraries against a continuum of 21st century skills. pdf
Ellen Ahern

Order in the Library v4.0 - 2 views

users.ece.utexas.edu/...library4.html

library skills alphabetical order Dewey Decimal System online game Library game dewey tutorials deweydecimal

shared by Ellen Ahern on 30 Nov 09 - Cached
  • Ellen Ahern on 30 Nov 09
     
    Suitable for children grades 2-5. Game allows children to practice at various levels, teaching them to understand how books are arranged in the library, using both alphabetical order and the Dewey Decimal System.
Cathy Oxley

Free Technology for Teachers: Beyond Google - Improve Your Search Results - 20 views

www.freetech4teachers.com/...oogle-improve-your-search.html

search Google education searchengine research information literacy blog research 2.0

shared by Cathy Oxley on 23 Nov 09 - Cached
  • Cathy Oxley on 23 Nov 09
     
    " Beyond Google - AddThis Posted by Mr. Byrne at 2:12 PM Labels: Google, Internet search, teaching technology, Teaching With Technology, Technology Integration, web search, web search strategies 5 comments: SIS Media Specialist said... Geesh Richard, another great resource; like your posts are not enough. Many, many thanks. I have followed your blog for about a year and have learned SO MUCH. I understand you are from CT. Any chance we can get you to the joint annual CASL/CECA (Connecticut Association of School Librarians and Connecticut Educators Computer Association) conference next year? October 24, 2009 10:35 PM Mr. Byrne said... Yes, I am originally from Connecticut. In fact, I went to CCSU for freshman year. I'd like to come to CASL/CECA. Can you send me an email? richardbyrne (at) freetech4teachers Thanks. October 25, 2009 6:47 AM Linux and Friends said... Thanks for the amazing document. I am aware of a few of the resources listed in the document. However, many of the others are new to me. I will definitely check them out. November 2, 2009 9:45 PM dunnes said... I visited and bookmarked four sites from this post! Thank you for the great resource. Students want to use Google rather than stick to the school library catalog, but they need more instruction on how to do this. I have seen too many children search with ineffective terms, and then waste time clicking on their random results. November 8, 2009 12:38 PM Lois said... Beyond Google is a great resource. I wish I had your skills for taking what you learn and putting it together as you do. I love reading your daily blog. November 15, 2009 10:04 AM Post a Comment Links to this post Beyond Google: Improve Your Search Results http://www.freetech4teachers.com/2009/10/beyond-google-improve-your-search.html While working with some of my colleagues in a workshop earlier this week, I was reminded that a lot of people aren't familiar with tools
Robin Cicchetti

Do School Libraries Need Books? - Room for Debate Blog - NYTimes.com - 0 views

roomfordebate.blogs.nytimes.com/...do-school-libraries-need-books

ebooks ereader

shared by Robin Cicchetti on 11 Feb 10 - Cached
  • constant need to acquire new books
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Still need to acquire digital versions. The spending doesn't disappear with the paper.
  • more efficient to work online
  • went beyond stacks and stacks of underutilized books.
  • ...9 more annotations...
  • Our library is now the most-used space on campus, with collaborative learning areas, classrooms with smart boards, study sections, screens for data feeds from research sites, a cyber cafe, and increased reference and circulation stations for our librarians. It has become a hub where students and faculty gather, learn and explore together.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      This is a perfect description of a learning commons.
  • But they need more help from librarians to navigate these resources, so we have also increased our library staff by 25 percent.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Relevance is what saves and builds programs and protects budgets.
  • Cushing Academy today is awash in books of all formats. Many classes continue to use printed books, while others use laptops or e-readers. It is immaterial to us whether students use print or electronic forms to read Chaucer and Shakespeare. In fact, Cushing students are checking out more books than before, making extensive use of e-readers in our library collection. Cushing’s success could inspire other schools to think about new approaches to education in this century.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Diversity of format, open access, increased reading.
  • Holding a book in our hands, we orient ourselves within a larger system.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Strong sensory and nostalgic connections to books and the idea of reading.
  • Who wrote that? Where are the competing voices? How is it organized? By what (and whose) terms is it indexed? Does it have pictures? Can I write in it myself?
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Is critical thinking enhanced by one format over another? I think these skills apply to all formats.
  • knowledge is proximate
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Why is knowledge proximate? Global awareness is a goal for every student. What about POV?
  • The digital natives in our schools need to have the experience of getting lost in a physical book, not only for the pure pleasure but also as a way to develop their attention spans, ability to concentrate, and the skill of engaging with a complex issue or idea for an uninterrupted period of time.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      It is possible to get lost in text, no matter the format. We see it every day. Students engrossed reading off their iTouch, desktops, laptops, Kindles and Nooks.
  • The printed word long ago lost its position of eminence in the American library.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      Studies indicate people are reading more than ever - but not from paper.
  • The tangibility of a traditional book allows the hands and fingers to take over much of the navigational burden: you feel where you are, and this frees up the mind to think.
    • Robin Cicchetti
      Robin Cicchetti on 11 Feb 10
       
      So many references to the tangible experience of paper. Nobody comments on how heavy a book is, how you can't take that many on your suitcase for vacation because of the weight, or holding it in bed at night. If we are going sensory, I'd rather pack/hold a Kindle.
  • Robin Cicchetti on 11 Feb 10
     
    Debate on traditional vs. digital reading continues.
Fran Hughes

21st Century Skills@Your School Library - Invention - YouTube - 25 views

www.youtube.com/watch

schoollibraries 21century_schoollibrary teacher_librarians youtube

shared by Fran Hughes on 17 Mar 13 - No Cached
  • Fran Hughes on 17 Mar 13
     
    "Invention - Create Solutions -  According to the Partnership for 21st Century Skills, "Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity is essential to prepare students for the future." School Librarians TEACH students how to invent, innovate and create solutions. They provide students with creative tools and apps that inspire students to use innovative solutions, express knowledge in unique ways, propose answers to real world problems, and share their world."
Fran Bullington

Library Media Skills - SES - 67 views

ses.lexington4.net/...library-media-skills

library information_literacy resources curriculum Information fluency research

shared by Fran Bullington on 05 Apr 12 - No Cached
  • Fran Bullington on 05 Apr 12
     
    Library Curriculum for grades K-12.
Lissa Davies

Supporting Transliteracy in a High School Library « Libraries and Transliteracy - 14 views

librariesandtransliteracy.wordpress.com/...eracy-in-a-high-school-library

transliteracy information literacy

shared by Lissa Davies on 11 Mar 12 - Cached
  • Lissa Davies on 11 Mar 12
     
    A slideshare from Wendy Stephens on building transliteracy skills in her high school library.
Judy O'Connell

Survive and Thrive! An Advocacy Toolkit for School Librarians - 43 views

sites.google.com/...home

advocacy GoogleSites school libraries

shared by Judy O'Connell on 25 Feb 12 - No Cached
  • Fran Bullington on 25 Feb 12
     
    It's time for school librarians to step out and enlighten their communities about all the ways their libraries impact students' education.
  • Fran Hughes on 12 Mar 12
     
    "It's time for school librarians to step out and enlighten their communities about all the ways their libraries impact students' education."
  • Judy O'Connell on 14 Mar 12
     
    "On this site, you will find message templates (sample e-mails, letters, newsletter blurbs, brochures, and even videos) containing these taglines and targeting specific stakeholder audiences in order to promote school librarians as 21st century skills experts. We hope that these sample templates will be used by school librarians and school library advocates to inform their communities about the vital and irreplaceable role that school librarians play in teaching and learning. Maybe you'll get inspired to create something for us that we can use, too. In the meantime, we hope you find this site helpful."
Anthony Beal

Skills@Library : Finding & evaluating information - 25 views

skills.library.leeds.ac.uk/opic_searching_information.php

libraries salford informationliteracy identify plan scope leeds evaluation

shared by Anthony Beal on 24 Aug 11 - Cached
  • Anthony Beal on 24 Aug 11
     
    Info Skills at Leeds University
Judy O'Connell

Class Badges | South Salem Library - 12 views

southsalemelementary.wordpress.com/...class-badges

badges library school_libraries

shared by Judy O'Connell on 07 Nov 12 - No Cached
  • Judy O'Connell on 07 Nov 12
     
    "In order to make this program grow, students will have to take a role in terms of creating and managing their badges. Of course, we will be there to guide the students, but it will require students to be a little more creative with their time in the library. We feel this will be a positive program to help student learn time management skills, as well as increase their reading throughout the school year."
Donna Baumbach

Empowering Students for Life: Research Skills in the Age of Testing - Multimedia & Inte... - 0 views

www.mmischools.com/...-the-Age-of-Testing-61394.aspx

research information_skills testing tests school_library_media_centers

shared by Donna Baumbach on 10 Mar 10 - Cached
  • Donna Baumbach on 10 Mar 10
     
    that's what libraries and school libraries have done for eons-empower learners to become independent and productive citizens Carolyn Foote
Nancy Prentice

BFTP: So just what SHOULD librarians be teaching? - Home - Doug Johnson's Blu... - 0 views

doug-johnson.squarespace.com/...ld-librarians-be-teaching.html

librarians teaching leadership

shared by Nancy Prentice on 25 Jan 13 - No Cached
  • reading bubble will be larger in schools with a large percentage of students who are not testing at grade leve
  • library media programs have intrinsic reading motivation and free volunteer reading as their core contributions to a school's reading program
  • providing and promoting high interest materials at a variety of reading levels that meet a variety of developmental needs, we will create kids who not only can read by want to read.
  • ...6 more annotations...
  • in schools where there is no separate "technology integration specialist" available to students and teachers. This is also more prevelant at the secondary level.
  • An increasing number of schools seem to be emphasising technology as a focus
  • teach the educational application of technology tools, not just the applications themselves
  • our programs acknowledge our roles as reading and tech teachers, but we empahsis the application of these skills in an IL model that helps solve real problems and answer genuine questions.
  • the larger the information literacy bubble, the more opportunity library media specialists and teacher will have to address these areas both formally and informally
  • The best library program is the one that best supports the needs and goals of its school. It doesn't get much simpler than that. 
Anthony Beal

InfoSkills - Information Literacy and Academic Integrity Tutorial - 14 views

www.newcastle.edu.au/...index.html

libraries informationliteracy infoskills sites salford scope identify plan

shared by Anthony Beal on 31 Aug 11 - No Cached
  • Anthony Beal on 31 Aug 11
     
    University of Newcastle Library - Australia
Anthony Beal

QUT | Library | Pilot | Online Information Literacy Tutorial - 11 views

pilot.library.qut.edu.au/index.jsp

libraries informationliteracy infoskills sites salford scope identify plan

shared by Anthony Beal on 31 Aug 11 - No Cached
  • Anthony Beal on 31 Aug 11
     
    Queensland University of Technology "This online information literacy tutorial provides undergraduates with the skills and tools to find and manage information effectively. Choose one module to suit your needs or complete all six. Pass the test for your Pilot licence."
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